Ip5 hhrr Research Paper Example | Topics and Well Written Essays - 250 words - 1

Ip5 hhrr - Research Paper Example It requires various steps to be followed hence committing the individuals to comply with the philosophy and spirit of the act, not because equity of employment is required by the law but because job equity is necessary. 2. The Canadian Human Rights Act- the act provides the right to equal job opportunities irrespective of ethnic or national region, race, marital status, religion, gender or dependence on drugs and alcohol (Appleby, 2007). Therefore, the act protects the employee from taking any form of discrimination especially when seeking promotion or placement. Equal salary: Employees should be given equal pay for jobs of equal value. The employer should not pay the male employee higher than the female employee for doing a job of equivalent value (Appleby, 2007). The act permits an employer to get involved in practices that treat others differently, but can nonetheless be sufficiently vindicated i.e. the act is not clear about prohibition against discrimination. Instead, a person may get involved in inequitable practices if they can exhibit relevant reasons or cause of doing it (Steven,

Race and your Community Research Paper Example | Topics and Well Written Essays - 1750 words

Race and your Community - Research Paper Example The population of New York City is about 8 million people. All of them belong to different races and ethnic groups, so some of them look like me, but the majority of the population differs greatly (Crenshaw et al 1996). Diverse world views cause persons to selectively attend to information and to perceive similar information differently, though the same kinds of information are potentially available to each person regardless of race. Thus, racial identity models propose that the earlier stages (or the mono-racial types) are associated with poorer adjustment than later stages because in the earlier stages, the person has to expend considerable energy in screening out or denying potentially identity-shattering information (Schaefer 2006). Ethnic diversity is a historical process in New York so the majority of people treat other people as equals (Aronson, 2007). The leaders within my community treat white people the same way as other races and nationalities paying no attention to racial differences. Racial identification issues per se are not likely to be the primary concerns. Although racial issues will not automatically disappear from her or his life, she or he is not afraid to tackle them when they occur. Moreover, her or his life issues are now centered around becoming the best person he or she can become rather than the best Black person because such dichotomies no longer have meaning for her or him. In seeking a counselor, the Internalizing client may prefer a Black counselor, but he or she will judge the counselor regardless of his or her race on the basis of the quality of her or his demonstrated skills. Likewise, the Internalizing counselor no longer regards the clients race as either a major asset or deficit. It just is (Crenshaw et al 1996). Consequently, he or she attempts to help the immigrant resolve presenting problems and/or become self-actualized, but recognizes that

Work Of Barney J Contribute To Hrm Management Essay

Work Of Barney J Contribute To Hrm Management Essay In 1991, Jay B. Barney authored a journal entitled Firm resources and sustained competitive advantage. The literatures main argument is that sustained competitive advantage can be obtained if the firm effectively and efficiently utilize its resources and capabilities that are valuable, rare, inimitable and non-substitutable (Barney 1991). This view of strategic analysis was regarded as the resource-based view (RBV) and different from what has been the customary external environment analysis which was exemplified in Porters five forces of competition (Porter 1979). Thus, focus was given to the strengths and weaknesses of a firm as much as the opportunities and threats of the external environment as the source of competitive advantage and foundation for creating strategies (Grant 2008). The RBV has been considered by many authors as contributing to the wider fields of study about resources and sustained competitive advantage (CITE) including human resources management. Hence, the focus of this literature is on the above mentioned work of Jay Barney and its contribution in the field of Human Resource Management (HRM) and the relationship of Strategic Human Resources Management (SHRM) with sustained competitive advantage. The essay will be presented accordingly in three parts. First is a discussion of the theories presented in Barneys work as regards RBV. Second are the ramifications of the RBV theory to the concept of HRM and SHRM. And last is a reflection on the limitations or critiques regrading RVB and the things to come for the study of SHRM. THE RESOURCE BASED VIEW OF THE FIRM At the onset, literatures regarding strategy and sustained competitive advantage were focused mostly on the external analyses of opportunities and threats in the environment of the industry for some time (Barney 1991). Porters five forces of competition exemplifies this focus of a firms position in relation to its external environment. Accordingly, strategies and sources of competitive advantage were made based on the analysis of the firms competition within its industry, the threats of new entrants, the threat of substitute products, the bargaining power of suppliers and buyers (Porter 1979). However, Peteraf (1993, p. 186) acknowledges that competitive advantage is not the product of varying industry attractiveness alone and that the RVB is a factor that contributed to such an understanding. Competitive advantage as described by Pralahad and Hamel (1990) is the product or result of several years of building core competencies that are superior to its rivals, and applying these compe tencies more effectively than its competitors and that the length of time to build core competencies and obtain competitive advantage is also relative to the capacity of firms to learn and apply learning more effectively. The foregoing explanation of CA thus foresees that resources intrinsic to a firm or firm resources are sources of SCA. With Barneys work, emphasis was given to a varying perspective towards strategy in which sustained competitive advantage is achievable if the firm takes advantage of resources that are valuable, rare, inimitable, and non-substitutable (Barney 1991). According to Barney (1995, p. 50), resources of a firm include all the financial, physical, human, and organizational assets used by a firm [and] human resources include all the experience, knowledge, judgement, risk taking propensity, and wisdom of individuals associated with the firm. Grant (2008, p. 131) further classifies resources into three: 1) tangible resources these are the financial and physical assets of a firm; 2) intangible resources which are the technology, reputation and culture possessed by the organisation; and 3) human resources which encompass the skills, knowledge, capacity for communication and collaboration, and the motivation that exists within the firm. All of these resources with the aforementioned characteris tics, when utilized effectively and efficiently through a firms organisation, systems and knowledge can be a source of sustained competitive advantage (Barney, Wright, Ketchen 1991). Based on the rationalisations mentioned, human resources are likewise potential sources of sustained competitive advantage. THE RESOURCE BASED VIEW AND HUMAN RESOURCE MANAGEMENT In his work, Barney consequently recognizes the importance of the RBV theory in the field of HRM, and that human resources can be valuable, rare, inimitable, and non-substitutable, and therefore become sources of sustained competitive advantage. Aside from specific human resources, policies and practices in HRM are valuable and inimitable since these resources cannot be easily replicated and requires a substantial period of time to get established (Barney 1991; Boxall 1996). Another characteristic of human resources is that of being rare or unique individually and as a group, for which Grant (2008) stresses that the key to competitive advantage is to exploit the firms unique resources, since strategies purely based on industry selection and positioning results in similar strategies among firms in an industry. These characteristics which epitomize RBV theory in Barneys work has been instrumental in providing the appropriate attention deserved by human resources in strategic planning, which leads to the notion of Strategic HRM (Wright, Dunford and Snell 2001). Further explanation provided by Pynes (2009, p. 31) is that SHRM is based on the assumption that in a dynamic environment, organizations need to be dynamic as well, this necessitates the need to acquire realistic information on the capabilities and talents of their current staff-in essence, their human resources. However, while RBV theorizes that competitive advantage can be sourced from the firms human resources, it is not solely the foundation from which profitability can be obtained in as much as a firms position in an industry cannot also be the sole source of competitive advantage. Competitive advantage and sustained competitive advantage can be attained by combining the customary external analysis, industry positioning and attractiveness with that of the analysis of the organizations internal resources (Collis Montgomery 1995). Through SHRM in particular, organizations can be better equipped to plan their human resource requirements in accord with the current needs within the organizations as well as with the present situation in the external environment (Pynes 2009). In essence, Barneys work has become a foundation from which HRM and SHRM gained prominence in the study of strategy and sustained competitive advantage. (Wright, Dunford, and Snell 2001) THE RVB, ITS LIMITATIONS AND CRITIQUES Priem and Butler (2001), provides a well acknowledge critique of the RBV literature offered by Barney about the RBV a theory. The critique is summarised in four areas wherein Barney offered counter arguments for each. Barney categorises Priem and Butlers (2001) assessments as: 1) the RBV theory is tautological; 2) failure to recognize that the composition of resources however diverse can generate similar value for a firm, and as such, cannot be a source of competitive advantage; 3) the 1991 article failed to give emphasis to the role of product markets; and 4) the theories derived has limited prescriptive implications. (Barney 2001, p. 41) These critiques, limitations, and assessments relating to various RBV literature, and in Barneys work in particular, has led to the increasing popularity of concepts such as knowledge management, learning organisations, flexible workforce and teamwork (Hartel, Fujimoto, Strybosch, Fitzpatrick, 2007, p. 14) Thus, giving groundwork from which further and more intricate study has evolved. CONCLUSION To sum up, the foregoing discussions presented Barneys 1991 work emphasising on resources that are rare, valuable, inimitable, and non-substitutable as foundations of sustained competitive advantage. More importantly, it has provided a backdrop from which due importance was given to the human resources of a firm in strategy formulation and contributed immensely to the notion of strategic HRM. Wright, Dunford, and Snell (2001) considers Barneys propositions on the sources of sustained competitive advantage as an influential in making or shaping the RBV premise significant in the context of strategy and in SHRM as well. For the future of RBV and SHRM, the articles critiques and limitations have instigated further study of the RBV theory and likewise opened new horizons for research in the field of HR and SHRM. Thus it is adequate and appropriate to say that the RBV theory which was emphasized in Barneys work contributed in the shift from strategy based on external factors and brought t o view the internal competencies and human resources of a firm in formulating strategies (Hartel, Fujimoto, Strybosch, Fitzpatrick, 2007, p. 14). There is a great depth of field for study and research in HRM and SHRM for which the RBV theory is relevant and a vital resource, future researches is definitely and will be very important to further appreciate and understand the relevance and essence of human resources in an organization. Annex A: Summary and Assessment of critiques to the Resource-Based View (RVB) (Kraaijenbrink, Spender, and Aard 2010, p. 360) Critique Assessment 1) The RBV has no managerial implications. Not all theories should have managerial implications. Through its wide dissemination, the RVB has evident impact. 2) The RBV implies infinite regress. Applies only to abstract mathematical theories. In an applied theory such as the RBV, levels are qualitatively different. 3) The RVBs applicability is too limited. Generalizing about uniqueness is not impossible by definition. The RBV applies to small firms and start-ups as well, as long as they strive for an SCA. Path dependency is not problematic when not taken to the extreme. The RBV applies only to firms in predictable environments. 4) SCA is not achievable By including dynamic capabilities, the RBV is not purely static, though it only explains ex post, not ex ante, sources of SCA. Although no CA can last forever, a focus on SCA remains useful. 5) The RBV is not a theory of the firm. The RBV does not sufficiently explain why firms exist. Rather than requiring it to do so, it should further develop as a theory of SCA and leave additional explanations of firm existence to TCE. 6) VRIN/O is neither necessary nor sufficient for SCA. The VRIN/O criteria are not always necessary and not always sufficient to explain a firms SCA. The RBV does not sufficiently consider the synergy within resource bundles as a source of SCA. The RBV does not sufficiently recognize the role that judgment and mental models of individuals play in value assessment and creation. 7) The value of a resource is too indeterminate to provide for useful theory. The current conceptualization of value turns the RBV into a trivial heuristic, an incomplete theory, or a tautology. A more subjective and creative notion of value is needed. 8) The definition of resource is unworkable. Definitions of resources are all inclusive. The RBV does not recognize differences between resources as inputs and resources that enable the organization of such inputs. There is no recognition of how different types of resources may contribute to SCA in a different manner. Lastly, Kraaijenbrink, Spender, and Aard (2010) have summed up the critiques as regards the RVB and offered evaluation and counterarguments to each (see Annex A). Among the eight critiques cited, three of which were acknowledged as not easily dismissible as the other five. The three assessments were concerned about the nature of resource and value as being indeterminate and the narrow explanation of a firms SCA. Another weakness in the RBV theory was the prominence of the attention given to individual resources compared to the importance of the conglomeration of individual resources and, which according to Kraaijenbrink, Spender, and Aard, does not reflect the real meaning of competitive advantage. (2010, p. 359)

World War II Essay -- History, War

World War II brought peace and economic prosperity to the Allied nations, which allowed for the fertility rate in North America to increase. This caused an explosion in the population of the U.S. especially, with around 78 million babies born by the end of the 1940s-1960s, according to Colombia Dictionary. Similarly, Canada experienced a surge of 479,000 babies following the 1950s (Henripin, Krotki 1). A large population amounts to a shift in demographics, and subsequently the social system of North America started to change gradually in order to adapt to the new baby boom generation. As a result of a new economic affluence in the continent, North American society became materialistic and consumerism seized a big part of the economy (Owram 309). Children became an important demographic for companies, leading to the toy industry benefitting and expanding (Gillion 5). Technology advanced considerably, too: in the 1950s, the television became a ground-breaking medium that helped people spread ideas, see what was going on in their country and the rest of the world, much like what the printing press did for the Renaissance. Although the post-WWII baby boom only occurred in a few countries, namely the U.S. and Canada, this time period transformed the West and the world immensely—the areas of life that were affected during the baby boom went on to greatly influence later generations and decades due to the change and reform it yielded, which replaced the outdated and unethical traditions of the old West and the world. Prevailing social and political attitudes of the baby boom were much more liberal than they were in the pre-war decades. Numerous social issues found their way into the spotlight, such as women's rights and the sexual rev... ...ame needs as an effect of consumerism on the baby boom generation. The same materialism of the 1950s conceived a new consciousness in the 1960s, equating to new values for the baby boom generation, such as self-actualization, social consciousness and tolerance. During the 1950s, the U.S. achieved the highest standard of living in the world, metamorphosing the working class into the new middle class (Monhollon xvi). The richest generation in North American history and the 21st century has left behind a plethora of valuable lessons that will not be forgotten soon. In conclusion, the baby boom, which lead to a long cycle of prosperity and growth in the post-WWII years is crucial because it redefined the traditional and rigid values people wrongfully harbored in the past and spearheaded dramatic change on a global level, bringing the West and the World closer than ever.

Becoming a Citizen of Trinidad and Tobago

CONTENTS Definition of Personality†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 How a person becomes a citizen in Trinidad and Tobago†¦.. 3 Roles of a Citizen †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Qualities of an outstanding citizen †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Pictures of Document †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 DEFINITION OF PERSONALITY: According to the American Psychological Association, personality refers to the individual differences in characteristic patterns of thinking, feeling and behaving. These patterns can be observed amongst all living organisms within the universe. Personality is the essential character of a person and is that aspect of every human being that impresses others. HOW A PERSON BECOMES A CITIZEN OF TRINIDAD AND TOBAGO: This is the complete legal process of becoming a Trinidad and Tobago citizen- 1. A person must apply to be a citizen at through the ministry of national security. 2. You must fulfill these criteria: * The spouse of a resident or citizen of Trinidad and Tobago. * The parent or grandparent of a resident or citizen of Trinidad and Tobago who resides in the country and is willing and able to provide care and maintenance for you. * Working in Trinidad and Tobago under a Work Permit for five or more continuous years at the time of application. However, a former resident or citizen of Trinidad and Tobago who wishes to obtain residency again would have to: * Obtain a Police Certificate of Character from all countries of residence within the last five years and from Trinidad and Tobago. Please follow the link below for information on obtaining a Police Certificate of Character from Trinidad and Tobago. Certificates must not be dated more than six months before the date of application. * Have legally entered the country if you are currently living in Trinidad and Tobago. Not be in a prohibited class as outlined in Section 8(1) of Immigration Act. The Immigration Act can be viewed in its entirety on the Ministry of National Security's Immigration Division website. 3. You must obtain and complete two copies of a â€Å"P&I 6 Form† from one of the offices below, or from any Trinidad and Tobago overseas mission. These are available at: 1. Citizenship and Immigration Section Temple Court 31-33 Abercromby Street, Ground Floor Port of Spain Trinidad, West Indies Phone: (868) 623-2441-5 Fax: (868) 625-9405 E-Mail:  [email  protected] ov. tt 2. Immigration Office Port Authority Building Milford Road Scarborough Tobago, West Indies Tel: (868) 639-2681 Fax: (868) 639-1868 3. Both copies of the application form should be completed in accordance with the included instructions and returned in person, together with all required documentation. REQUIRED DOCUMENTATION: * Four identical passport-sized photos taken within the last six months. * Birth Certificate and supporting Affidavit, if necessary (original and one copy). * Marriage Certificate, if applicable (original and one copy). Police Certificate of Character from previous counties of residence within the last five years and from Trinidad and Tobago, dated not more than six months from the date of application. * Work Permits issued in the name of the applicant for five years (original and one copy). * Job Letter or, if self-employed, evidence of registrat ion of Company and letter indicating nature of employment and income. * Financial statements reflecting any investment accounts, bank accounts or credit union accounts dated not more than two weeks before date of application. Tax Clearance Certificate â€Å"B† or â€Å"C†, which can be obtained at the Inland Revenue Department, Trinidad House, St. Vincent Street, Port of Spain. * Photocopies of each utilised page of a valid foreign Passport. The required documentation may vary according to the reason for applying for residency in Trinidad and Tobago. 4. The following fees are payable upon approval of an application for Resident Status: * Nationals of Caribbean Community (CARICOM) countries pay TT$400. 00. Nationals of non-CARICOM countries pay TT$1000. 00. Payment must be made in cash or by certified cheque at: Cashier's Unit Ground Floor, Ministry of National Security 31-33 Abercromby Street, Port of Spain Trinidad, West Indies The Cashier's Unit is open Monday throug h Friday from 8:00 am to 2:30 pm, except public holidays. If application was made at an Overseas Mission you are required to enter Trinidad and Tobago once your Resident Status is approved to pay your fees and to collect your Certificate of Resident Status. AFTER APPLICATION: All applications are placed in a queue in the order in which they are received. Staff from the Citizenship and Immigration Section will review each application and, if necessary, request omitted information. Once an application is deemed to be complete, the Ministry will send written notification to the applicant of the date and time he or she has been scheduled for an interview. During the interview, an Immigration Officer will determine if the applicant qualifies for Resident Status. After the interview, the Ministry will send the applicant written notification of the final decision regarding his or her application for Resident Status. The period of time from when you apply to final decision may vary from one to four years. ROLES OF A CITIZEN: As a citizen of Trinidad and Tobago many roles must be played. There are rights and responsibilities that are required in order to fulfill the position of a legal Trinidad and Tobago resident. The rights, roles and responsibilities of a citizen are available in the Trinidad and Tobago constitution. These rights are: the right of the individual to life, liberty, security of the person and enjoyment of property And the right not to be deprived thereof except by due process of law; * the right of the individual to equality before the law and the protection of the law; * the right of the individual to respect for his private and family life; * the right of the individual to equality of treatment from any public authority in the exercise of any functions; * the right to join political parties and to express political views; * the right of a parent or guardian to provide a school of his own choice for the education of his child or ward; * freedom of movement; * freedom of conscience and religious belief and observance; * freedom of thought and expression; * freedom of association and assembly; and * Freedom of the press. QUALITIES OF AN OUTSTANDING CITIZEN: An outstanding citizen must display characteristics that have a positive and significant impact on the country. Becoming a good citizen in take obeying the law, voting, paying attention to government and politics, donating money to help others, volunteering to help others and helping with problems and issues within society. Excelling at these and other duties amongst society creates the perfect example of what an outstanding model citizen can be. Being an outstanding citizen comes with great results. Awards and privileges are given with the act of outstanding citizenry and a rich and prosperous lifestyle awaits the achiever.

Drama Evaluation Essay

When we did the 6 hour workshop on capital punishment, we looked at some extreme cases like two Somalia women; one was raped and stoned to death; the other was also stoned because she committed adultery, which was seen as crime by law in her country. The other case was about a man who was trying to get his lover’s aunt to sell him her farm. When she refused he killed her, but he didn’t want to go to jail, so he told his lover that she should take the blame because, she is underage and therefore wouldn’t go to jail. However, she did o to jail but she is on death row and is still awaiting her death. Even though, we studied all the capital punishment cases, it was the short plays about Derek Bentley that I decided to evaluate. The other group decided to focus on Derek’s personal development throughout their play. The first scene is set with Derek reminiscing about his life on the day of his execution. The group use a monologue to set the first flashback of the play. He talks about how he was born and how the umbilical cord got wrapped around his neck; this was a possible cause of his mental problems. The group’s use of levels is done very well since Derek is represented by a prop which is very small and his parents are above him with the doctor and the reminiscing Derek is sitting away from the flashback – this was representing how far away from his family he is. This scene was very effective at emphasising Derek’s innocence, since babies are usually associated with purity. However, I think the scene could’ve been improved if the doctor faced the audience, unless that was an intentional way of showing that this character isn’t as important. The second scene isn’t as long but it shows how Derek’s personality has been developing. He is playing with his toys on the floor and he looks very happy and clueless. His parents come in to talk to Derek’s teacher, who informs them about Derek’s disabilities. The vulnerable side of Derek is seen because of the use of levels – the parents and the teacher are yet again on a higher level then Derek, making them seem like they’re in control of the situation. The scene could have been improved if more emotion was shown in the shock after Derek’s parents found out about his disabilities. If they hugged to comfort each other of they walked over to Derek himself, it would really show what kind of loving environment Derek grew up in. In the third scene Derek is in secondary school messing around in the corridors with Chris. They soon get caught by a teacher and Chris runs off, leaving Derek to take the blame. The scene isn’t done as well as the other scenes; the use of voice isn’t clear because sometimes Derek and Chris are shouting and sometimes it’s not easy to understand the dialogue between the two. The character of the teacher does a good job at showing the anger and annoyance in the boys. The fourth and fifth scenes merge into one scene which makes it confusing for the audience. The 4th scene only involves Chris and Derek when they’re planning their raid. Chris is trying to convince Derek that it’s a good idea and knows that Derek is going to agree anyway. There is a very quick pause and the 5th scene starts with Chris and Derek climbing up the stairs. The group used imagery props to show they’re climbing. This scene is the pivotal moment of the play, when Chris and Derek get caught by the police. It becomes a bit confusing because everyone is shouting and running around, although at the same time it creates a good scene of panic and a very realistic image of what it most likely would’ve been like in reality. My group focused on the friendship between Chris and Derek. We start the first scene with the pivotal moment of the play, where Derek shouts ‘let him have it Chris’ and Chris shoots the policeman. The scene is a lot like the last scene of the last group – there is a lot of shouting and panic and when the shooting happens, we used a freeze-frame to emphasise the moment. I think we could’ve improved it by having a longer pause in the freeze-frame to make it clear that this is the pivotal moment. The second scene was set when Derek first met Chris at school. They sit in the middle of the table and get Derek gets laughed at by the other children. This scene could be improved if Chris and Derek were sitting on a table away from others, to show that their friendship gets stronger. The third scene uses actors as props; Derek and Chris are now in one of their gardens, trying to build with wooden branches. They look happy and really close as they sit in their new ‘building’. This scene could be improved if body propping was used to build something else and if the levels of Derek and Chris would change from time to time because in some parts of the scene it is clear that Chris is the leader of their friendship. The fourth scene is quite short; it only includes Derek and Chris. Chris is trying very hard to persuade Derek that the raid is a good and safe idea. The use of voice is very effective as Chris’ voice becomes more high-pitched when he talks about how easy the raid is going to be. The use of space, however, is the thing that needed improving; if Chris walked around more to show how great the raid is going to be, it would’ve added more of an affect. The fifth scene goes back to the pivotal moment of the shooting, but this scene is about what happens afterwards. The shooting is now much quicker and the rest of the scene is Chris getting taken away by police. This scene could’ve improved if the scene showed what happened to Derek after the shooting. Overall, both groups had different ideas but both interpreted theirs by using the same techniques. My group used a series of flashbacks to pinpoint Derek and Chris’ friendship and the other group used flashbacks to show the development of Derek’s personality. This workshop had a big impact on how much we knew before and how much we know now. I thought these punishments weren’t happening around present time, but they are and my feelings are very much against this, no matter how bad the crime was.

stuff essays

stuff essays My beeper goes off and Im called to the school office. Im told that Im supposed to be taken to St. Louis in a helicopter as fast as humanly possible. This was the day that would change my life forever.... and I didnt even know it. I was the only child in the Jr. high that wore a beeper, some kids thought it was weird and some thought I was I lucky that I even got to wear a one. I didnt think I was so lucky, the reason I had happened to be wearing this pager was because my mother was dying. My mom had a rare disease that attacked her lungs, much like cigarettes deteriorate your lungs, but a hundred times worse. This disease was called Alpha-1 Antitripsin Diffisionsy. I had never known my mother to not be so sick. Ever since then we have to stop every few feet in the mall so my mom can even catch her breath. This pager going off meant that my mother could have a chance to live long enough to see me grow up a little. For the next three years my family went through hell and b ack again, and Im about to tell you how that huge part of my life has made me who I am today. We arrived at St. louis Barnes Hospital early that afternoon. When we go there they rushed my mom in for prepping, we got to say a short goodbye not knowing if we would see her again. The surgery lasted eight hours, eight hours that we knew basically nothing. That whole eight hours lasted forever, and sleeping on waiting room couches didnt help much. After the long awaited eight hours, we heard that she was in Intensive care and that we could relax a little now. Knowing that we got a hotel room and stayed the night. Life after that night went so fast from then on. In one single day I went form going to school with my friends to a helpless mom in a town I had never seen before, feeling all alone. The next day we got an apartment set up and school lined up so ...

The poem the City Planners Essays

The poem the City Planners Essays The poem the City Planners Paper The poem the City Planners Paper Essay Topic: The Poems Of Margaret Atwood In the poem the ‘City Planners’ and ‘Where I come from’ by Margaret Atwood and Elizabeth Brewster respectively, the poets use metaphors, imagery and use of negative as well as positive diction to describe the influence of the People over nature and animal kingdom. Atwood uses furious and resented tone and diction to describe the people, ‘city planners’ as selfish people who only care about personal gain. Whereas in ‘Where I come from’, the poet thinks that people are made of places and they behave according to the place they live in and treat nature and their surroundings accordingly. Both poems have themes of ‘organized life of people and nature’, which emphasizes the power of the people forcing it. In the City planners the poet presents the character of the planners as â€Å"political conspirators† that emphasizes their strength. This conveys a sense that everything in the city is controlled by them, even nature. Due to their actions the life in Singapore is like a list and this point is proven by the use of colons after the word ‘sanitary’ in the first stanza. This foreshadows the theme of organized life of people and nature. Sanitary trees, assert Levelness of surface like a rebuke This line gives an effect to the reader that everything is perfect in the city. There is a use of oxymoron to describe the trees, as trees cannot be sanitary. The use of oxymoron suggests that everything that is generally imperfect is the opposite in this city; every thing is perfect; even nature makes sense. This creates a very boring mood in the city as there is nothing very phenomenal and therefore the city isn’t very exciting. It also suggests that nature under control and it isn’t allowed to be insane. Simile is used in this line to compare the asserter of the trees to level the surface, to a rebuke. Here too, the imperfect surface is made level, forcefully by the ‘sane trees’ that were, ironically, forced to be perfect as well. Atwood considers this as a criticism to the surface. Than the rational whine of the power mower cutting a straight swath in the discouraged grass. This line too, suggests the similar idea of nature being controlled. The word ‘cutting’ gives an effect that nature is being made perfect and sane. The use of the diction ‘discouraged’ suggests as if nature does not want to become perfect and sane but it does not have the power to overcome the ‘city planners’. An example of the similar idea is seen when the poet uses the word â€Å"power† in front of the mower. The word power foreshadows the idea of ‘everything in the city having power, except for nature’. The same slant of avoidance to the hot sky. The people also ignore disorganized nature that the city planners cannot change. This can be seen clearly when, â€Å"the same slant of avoidance to the hot sky† is mentioned. In this line the houses avoiding the sun are a metaphor for the people. The poet uses a deeper layer to the meaning by using the houses as a metaphor. The metaphor suggests that the people in Singapore are ‘planned’ to avoid imperfectness. They are planned to avoid insane and irregular nature just like the life of animals and people are planned and organized. When the houses, capsized, will slide obliquely into the clay seas, gradual as glaciers that right now nobody notices. In this stanza, the poet uses enjambment in order to speed up the poem. The lines in this stanza suggest that, even after the city’s perfection it will end in ruins. The use the words, ‘into the clay seas’ give an ironic suggestion that the imperfection shall remain, but not the perfect cities. In the poem ‘Where I come from’, the poet symbolizes her past and uses metaphors to convey her feelings towards nature and the animals. She is of the opinion that people are ‘made’ of places such as forests, mountains etc. This, like the colons in the first poem, is used to foreshadow her opinion towards the people living in different areas and nature. Nature tidily plotted in little squares with a fountain in the center; museum smell, art also tidily plotted with a guidebook; In these lines a similar idea of nature being controlled by people is seen. The use and repetition of the diction ‘tidily plotted’ is used to create an atmosphere of perfection in the city and it is emphasized by the repetition. The word ‘plotted’ suggests that people do not allow nature to grow randomly. They force it to grow in a specific way. The word â€Å"guidebook† is a metaphor for the lives of the people. It conveys a sense of being very organized and precise. It sounds as if the people know what is going to happen in their future as they have a fixed timetable. It also suggests that nature has to follow this timetable too. This idea is also seen in ‘the City Planners’ when the poet uses diction such as ‘same avoidance of the hot sun’. She idealizes her childhood memories of the past. She states that in the countryside the people are very different from those in the city. Here, nature is not considered to be subservient that can be clearly seen when the poet conveys how nature is not controlled, â€Å"blueberry batches in burnt out bush†, â€Å"with yards where hens and chickens circle about, clucking aimlessly; battered schoolhouses behind which violets grow. † . The word â€Å"burnt† is effective because is conveys a sense of not being controlled. This suggests that people in the countryside do not replace nature; they simply give them time for growing once again. The line, â€Å"Battered school houses behind which violets grow† also emphasizes the freedom of nature in the countryside. The use of imagery, â€Å"violets†, growing behind the â€Å"battered† schoolhouses suggests that nature can grow anywhere beautifully and its real beauty is shown when it is allowed to grow randomly. The poets of both the poems think that nature is being controlled by modern society. Atwood blames the city planners as the reason behind this whereas Brewster believes that common people in the city are also blamed for controlling nature and thinks that people behave differently according to the place they live in.

10 Chlorine Facts (Cl or Atomic Number 17)

10 Chlorine Facts (Cl or Atomic Number 17) Chlorine (element symbol Cl) is an element you encounter every day and need in order to live.  Chlorine is atomic number 17 with element symbol Cl. Fast Facts: Chlorine Symbol: ClAtomic Number: 17Appearance: Greenish-yellow gasAtomic Weight: 35.45Group: Group 17 (Halogen)Period: Period 3Electron Configuration: [Ne] 3s2  3p5Discovery: Carl Wilhelm Scheele (1774) Chlorine Facts Chlorine belongs to the halogen element group. It is the second lightest halogen, after fluorine. Like other halogens, its an extremely reactive element that readily forms the -1 anion. Because of its high reactivity, chlorine is found in compounds. Free chlorine is rare but exists as a dense, diatomic gas.Although chlorine compounds have been used by man since ancient times, pure chlorine was not produced (on purpose) until 1774 when Carl Wilhelm Scheele reacted magnesium dioxide with spiritus salis (now known as hydrochloric acid) to form chlorine gas. Scheele did not recognize this gas as a new element, instead believing it to contain oxygen. It wasnt until 1811 that Sir Humphry Davy determined the gas was, in fact, a previously unidentified element. Davy gave chlorine its name.Pure chlorine is a greenish-yellow gas or liquid with a distinctive odor (like chlorine bleach). The element name comes from its color. The Greek word chloros means greenish-yellow.Chlorine is the 3rd most abundant element in the ocean (about 1.9% by mass) and 21st most abundant element in the Earths crust. There is so much chlorine in the Earths oceans that it would weigh 5x more than our present atmosphere if it were somehow suddenly released as a gas.Chlorine is essential for living organisms. In the human body, its found as the chloride ion, where it regulates osmotic pressure and pH and aids digestion in the stomach. The element is usually obtained by eating salt, which is sodium chloride (NaCl). While its needed for survival, pure chlorine is extremely toxic. The gas irritates the respiratory system, skin, and eyes. Exposure to 1 part per thousand in air may cause death. Since many household chemicals contain chlorine compounds, its risky to mix them because toxic gases may be released. In particular, its important to avoid mixing chlorine bleach with vinegar, ammonia, alcohol, or acetone.Because chlorine gas is toxic and because its heavier than air, it was used as a chemical weapon. The first use was in 1915 by the Germans in World War I. Later, the gas was also used by the West ern Allies. The effectiveness of the gas was limited because its strong odor and distinctive color alerted troops to its presence. Soldiers could protect themselves from the gas by seeking higher ground and breathing through damp cloth since chlorine dissolves in water. Pure chlorine is obtained primarily by electrolysis of saltwater. Chlorine is used to make drinking water safe, for bleaching, disinfection, textile processing, and to make numerous compounds. The compounds include chlorates, chloroform, synthetic rubber, carbon tetrachloride, and polyvinyl chloride. Chlorine compounds are used in medicines, plastics, antiseptics, insecticides, food, paint, solvents, and many other products. While chlorine is still used in refrigerants, the number of chlorofluorocarbons (CFCs) released into the environment has dramatically declined. These compounds are believed to have contributed significantly to the destruction of the ozone layer.Natural chlorine consists of two stable isotopes: chlorine-35 and chlorine-37. Chlorine-35 accounts for 76% of the natural abundance of the element, with chlorine-37 making up the other 24% of the element. Numerous radioactive isotopes of chlorine have been produced.The first chain reaction to be discovered was a chemical reaction involving chlorine, not a nuclear reaction, as you might expect. In 1913, Max Bodenstein observed a mixture of chlorine gas and hydrogen gas exploded upon exposure to light. Walther Nernst explained the chain reaction mechanism for this phenomenon in 1918. Chlorine is made in stars via the oxygen-burning and silicon-burning processes. Sources Greenwood, Norman N.; Earnshaw, Alan (1997). Chemistry of the Elements (2nd ed.). Butterworth-Heinemann. ISBN 0-08-037941-9.Weast, Robert (1984). CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. pp. E110. ISBN 0-8493-0464-4.Weeks, Mary Elvira (1932). The discovery of the elements. XVII. The halogen family. Journal of Chemical Education. 9 (11): 1915. doi:10.1021/ed009p1915Winder, Chris (2001). The Toxicology of Chlorine. Environmental Research. 85 (2): 105–14. doi:10.1006/enrs.2000.4110

Jon krakauer's &ltIn to the Wild&gt Essay Example | Topics and Well Written Essays - 1250 words

Jon krakauer's <In to the Wild> - Essay Example The film is very cinematic, portraying the vast wilderness spaces that Chris inhabited along his way. While the film tries to give a sense of what Chris knew and experienced, it is sometimes difficult to separate how Chris might have felt about nature as compared to how the film-makers felt about their location shots. However, by examining the film very carefully, it is possible to discern that Chris's attitude toward nature was like nature itself - changing. At the beginning of the film, Chris seems very idealistic about nature, considering it to be benevolent and nurturing as compared to the soul-killing forces of the city. At times, he seems to consider it more of a backdrop to feed his thirst for adventure and self-discovery, overcoming the challenges nature presents as the process through which that discovery is made. However, in the end, he seems to come back to his original impression that nature is good, but it is a much more mature understanding of it as simply truth. In the beginning of the film, Chris seems to view nature as a saving space, the only place he can go where he can escape the hypocrisy and disappointments of life. The film tries to establish Chris's attitude toward nature with the beginning quote from Lord Byron in which he loves "not man the less, but Nature more." While Chris eagerly makes his way to the Alaskan wilderness, excited to come face to face with this benevolent nature he's idealized in his mind, the filmmakers show the audience a very harsh and unforgiving landscape covered in snow and sparse scrub grass. An empty wind sounds through the speakers as snow drifts over the mountains and white clouds drift through the empty sky. Chris, however, is happy to be out there, hunting game on his first day and winning himself a small meal of squirrel or rabbit as he warms up from his wet river crossing. As difficult as it is for him to get through nature to a place of shelter, a manmade abandoned bus, Chris clearly sees nature as amaz ing and beautiful. He cries at the beautiful sight of a herd of elk, considers there to be an unspoken rule of nature when he refuses to kill the mother once he sees her calf. Throughout most of the film, Chris revels in the scenery that surrounds him in the various places he goes, further emphasizing that he sees nature as benevolent. This is clear in many places in the film when he stands on top of mountains and opens himself up to the skies, but there is another place where his appreciation of nature's benevolence and nurturing qualities are highlighted. This is when he is staying in South Dakota, learning how to run the combine in the field. Wayne Westerberg (Vince Vaughn) keeps telling him to watch and keep the machine running straight, but Chris, calling himself Alex, keeps getting lost in the beauty of the day. In his conversations with Wayne, he very clearly reveals the degree to which he idolizes nature, romanticizing being out there in the wild, living in the moment and ca using Wayne, and many other characters, to warn him to take caution. At the same time that he sees nature as benevolent and nurturing, and perhaps because this is how he sees it, Chris often also tends to use nature as a backdrop to satisfy his own need for self-discovery. Taming nature or at least overcoming the challenges she places before him is the process through which this

Business Strategies for the Firm Tetra Pak Essay

Business Strategies for the Firm Tetra Pak - Essay Example Tetra Pak joined Global Forest and Trade Network (GFTN) which is an initiative of WWF with intent to manage the usage of wood fiber (Environmental leader). Later in 2005, Tetra Pak began another venture with WWF when it joined Climate Savers project that encourages the companies to reduce their greenhouse emissions. These two programs indicate Tetra Pak’s concerns on environmental safety as one of its main objectives. Through the Climate Savers program, the organization aims at achieving increased energy efficiency at production sites and finding renewable materials and energy. Tetra Pak believed that integrating energy efficiency with the purchase of green energy would assist the company to keep absolute energy consumption stable while reducing dreadful greenhouse emissions (Climate innovation case study). In order to meet the extra premium price of green energy, Tetra Pak plans to utilize savings from high energy efficiency. The relationship between Climate Savers and thereby WWF has assisted Tetra Pak to set a clear and definite internal target. By the end of 2006, the firm could bring proposed organizational changes into practice. Tetra Pak jointly operates with World Class Manufacturing (WCM) which focuses on regular improvements in cost, quality, lead time, flexibility, and customer service (Foodproductiondaily.com). In order to carry out these operations efficiently, the WCM cooperatively work with the Tetra Pak’s pillars (teams) which contain several areas such as cost, quality, focused improvement, maintenance, and safety. This area focused activities have aided the organization to increase its operational efficacy. As the part of the restructuring in strategic alignment, the factories at the Tetra Pak altered the energy efficiency operations. It is identified that this conversion process fundamentally differs from traditional approaches as it gives specific emphasis on implementing solutions for environment-related manufacturing problems. In short, the â€Å"pillar approach† enabled the Tetra Pak to efficiently deal with different types of manufacturing related issues that would seriously impinge on the environmental safety.

Technology religion and globalization Essay Example | Topics and Well Written Essays - 500 words

Technology religion and globalization - Essay Example For example, no other species can survive both in the tropics and close to the poles and at the same time have the potential to survive in outer space (Herzfeld 117). The ability of people to survive entails the necessity of application of responsible interaction platforms to preserve other forms of life in the different environments. Responsibility is among the core values of human wellbeing as dictated by religion. However, technology enables exploitation and supports a growing human population, while marginalizing the rest of creation (Herzfeld 121). Therefore, in violating the relationships between man and nature, technology and globalization reduce human wellbeing. One of the effects of globalization is a growing disparity between the rich and the meager. The rich are getting wealthier while the meager are getting poorer. The disparity is fueled by the ability of the rich to exploit a bigger area due to globalization of world markets and growth of facilitating technology (Herzfeld 120). Though globalization opens up employment opportunities in the developing countries, though there is concern about the value of exploitation in the employment. For example, the employment opportunities benefit individuals as opposed to their societies. In addition, individual employment leads to low salaries because of a big pool of labor (Herzfeld 120). Therefore, in facilitating irresponsible dominions, and unequal relationships, globalization and technological advancement inhibit human wellbeing. One of the most important roles of a government is to regulate the application of technology to maintain a balance of the ethical and legal implications of the technology. For example, after the emergence of legal and ethical issues in stem cell research, the American government banned stem cell research in the country (Herzfeld 120). However, the lack of similar laws in other countries make such controls futile because the research firms simply relocate to

History Essay Example | Topics and Well Written Essays - 500 words - 82

History - Essay Example Through legislation, advocacy and litigation against this brutal and barbaric institution, the general public and civil rights organizations attempt to forbid executions and attempt the elimination of capital punishment. The issue of abortion in terms of politics is a matter of individual’s rights to privacy. The basic notion that is linked with the issue of abortion that makes it a moral dilemma is the fact that whether a female has a right to abort the development of an upcoming human and whether an child in the womb has its right to survive or not. However the court decisions reflect that the abortion right is protected by the fourteenth amendment as in order to be granted right of privacy, an individual is needed to be born. The issue of same sex marriage has been in discussion since last decades. As it was not a legalized marriage, people demanded that it to be legalized so that individuals may live in the manner they want to live with the partner they want to be with. The basic dilemma seems to have resolved as the basic right has been soon recognized by the whole United States and the political, cultural and religious objections making the act a taboo will be disregarded (Singh, 2003). Theoretically human life can never be priced and may be considered as priceless. However, various organizations do estimate the human lives worth and according to international standards, it is around $50,000. This international standard has been implemented by most government-run and private insurance plans globally use to ascertain while deciding upon covering a novel medical procedure. Usually the value of a human life is estimated in order to help the governments plan the amount to be expensed for healthcare of an individual citizen. However, there are certain other issues too that do incorporate valuing human life while

Are alternative energy sources the answer to ending human dependence Thesis

Are alternative energy sources the answer to ending human dependence on oil - Thesis Example As such, it is necessary to emphasize the fact that the environmental crisis is not only about environmental problems, but it is about the intertwined concerns regarding politics, economics, society and ideologies (Bodley 2008, p. 43). In this regard, this research will try to address one of the most urgent environmental issues that we are facing: are alternative energy sources the answer to ending human dependence to oil? This is a crucial question because the reality of human dependence to oil is attested by the fact that countries all over the globe have to ensure energy security to sustain their economies and in case they fail, the threat of conflict becomes inevitable (Moran and Russell, 2008). Furthermore, as of 2009, 85 percent of total primary energy consumption involves the use of fossil fuels – oil, natural gas, and coal (Statistical Review of World Energy, 2009) and this is a critical issue because oil is finite. In addition, the peril of global warming coupled with the probability of the increase in consumption in the coming years creates urgency in addressing the question are alternative energy sources the answer to ending human dependence to oil? Everybody, in one way or another, is concern with global warming and in finding the answer on how consumption of fossil fuels may be reduced. Alternative sources such as oil sands, heavy oil, and wood/other biomass, coal hydropower, shale oil, solar energy, gas hydrates, wind energy, nuclear fission, wave energy, geothermal tidal power, fusion, ocean thermal energy and conversion are all considered as alternative sources of energy. However, can they end human dependence in oil? First, as mentioned, oil is finite. There is a need to come up with alternative sources of energy because the reality of diminishing fossil fuel supplies is a fact. The fossil fuel that the world is currently using is built on 500

Questions (see directions) Essay Example | Topics and Well Written Essays - 500 words

Questions (see directions) - Essay Example g survey, nearly four million or eight percent of the nation’s students were identified as LEP (Limited English Proficiency) students (Provasnik et al., 2007). In such a scenario, it is the responsibility of the schools and districts to ensure that these students adapt to the classroom environment and are able to make progress in varied subjects like English and mathematics. In keeping with the needs of students, many schools and districts offer a range of special education services for students with disabilities. Such special education services help them work in a laidback school environment with low expectations and a less competitive curriculum. However, over the years, research showed an overrepresentation of CLD students in disability categories, which spiralled into a national debate and also resulted in federal intervention. Research shows that race and the ethnicity can result in diagnosing a student as ‘disabled’, which can be detrimental to a student’s psyche and performance (NEA policy brief). Moreover, social stigma attached to special schools can affect self-esteem and deprive the student of the opportunity to compete with his/her peers. This resulted in ushering in changes to the definition of learning disability. Earlier definitions of learning disability were based on a difference between student’s intellectual ability and academic progress whereas now the revised definition emphasises more on the teacher. It is the teacher who must make accurate observations, make notes and interpret them effectively in order to facilitate proper assessment (Case and Taylor, 2005). Appropriate response to intervention (RTI) models and interventions can be useful to help students overcome academic hurdles and assess the nature of help required in their academic career. Research further shows that it is difficult to classify a learning disabled from an ESL learner because both groups have shared symptoms (Case and Taylor, 2005). From a linguistic

Are alternative energy sources the answer to ending human dependence Thesis

Are alternative energy sources the answer to ending human dependence on oil - Thesis Example As such, it is necessary to emphasize the fact that the environmental crisis is not only about environmental problems, but it is about the intertwined concerns regarding politics, economics, society and ideologies (Bodley 2008, p. 43). In this regard, this research will try to address one of the most urgent environmental issues that we are facing: are alternative energy sources the answer to ending human dependence to oil? This is a crucial question because the reality of human dependence to oil is attested by the fact that countries all over the globe have to ensure energy security to sustain their economies and in case they fail, the threat of conflict becomes inevitable (Moran and Russell, 2008). Furthermore, as of 2009, 85 percent of total primary energy consumption involves the use of fossil fuels – oil, natural gas, and coal (Statistical Review of World Energy, 2009) and this is a critical issue because oil is finite. In addition, the peril of global warming coupled with the probability of the increase in consumption in the coming years creates urgency in addressing the question are alternative energy sources the answer to ending human dependence to oil? Everybody, in one way or another, is concern with global warming and in finding the answer on how consumption of fossil fuels may be reduced. Alternative sources such as oil sands, heavy oil, and wood/other biomass, coal hydropower, shale oil, solar energy, gas hydrates, wind energy, nuclear fission, wave energy, geothermal tidal power, fusion, ocean thermal energy and conversion are all considered as alternative sources of energy. However, can they end human dependence in oil? First, as mentioned, oil is finite. There is a need to come up with alternative sources of energy because the reality of diminishing fossil fuel supplies is a fact. The fossil fuel that the world is currently using is built on 500

An Investigation of the Gender Gap of Boys Underachieving in Literacy Essay Example for Free

An Investigation of the Gender Gap of Boys Underachieving in Literacy Essay The purpose of this study was to investigate the gender gap, especially of boys’ underachievement in literacy, and discover if there are particular strategies that schools can implement in order to raise the attainment levels of boys. As the issue of the gender gap is so wide I selected literature to review which covered a wide range of theorists and existing studies. Specifically I wanted to identify some of the suggested causes for the underachievement of boys and any already proposed effective strategies which I could execute in my own study. The data I collected from the study was both qualitative and quantitative in order to give a more valid outcome; these included an open-ended, semi-structured interview, which I felt would enable the respondent to provide a wider range of ideas; questionnaires, observation and existing data. The results showed that there is in fact a close correlation between boys who do not read for pleasure/enjoyment and boys who underachieve. However it also showed that there are specific strategies that can be applied to meet the learning needs of boys in order to raise their achievements. However due to the scale of the topic this small study cannot provide a definitive outcome for the causes and solutions of boys literacy, it has merely suggested some probable reasons for and some possible remedies. HYPOTHESIS During the past twenty years there have been rising concerns over the achievement gap between boys and girls, particularly with boys underachieving in literacy. The aim of this investigation is to identify if reading is the main factor for the achievements of boys in literacy, or if there are other strategies that can be implemented to raise the attainment levels of boys and therefore close the gap. To complete this study, I will undertake the investigation at an all boys’ school (for ethical reasons of anonymity, the school will be known as School A) located in a leafy suburban area in the North West of England. School A is a high achieving school compared to other mixed and same sex schools in the Local Area. The current Head of English (HoD) is driven, ambitious and highly motivated towards pupils’ achieving the best results possible. During the research I expect outcomes to show that there is a correlation between high achieving boys and enjoyment of reading for pleasure. I also expect to find that particular classroom strategies can effectively impact the attainment levels of boys, particularly in those who do not read for pleasure. LITERATURE REVIEW In 1993 Ofsted reported that boys do not perform as well in English as girls (cited in Bearne, 2004), and more recently the National Assessment of Education Progress (2009) has found that ‘female students consistently score higher than boys on average in both reading and writing’ (Watson et al., 2010: 356). However this concept is not a new one; researchers for the Gender and Education Association noted that in the 1950s and 1960s the pass rate for the eleven plus examinations, taken by almost all eleven year olds at this time, were different for boys and girls; Epstein et al. (1998 cited in Watson et al., 2010) claims that the pass rate for boys was lower than girls because girls supposedly matured earlier than boys. Gareth Malone, writing for the Telegraph in September 2010 stated that nationally ‘boys lag behind girls in reading by 6 percentage points and in writing by 15 percentage points’ (Malone, 2010). Despite this, Gorard (2001, cited in Malacova, 20 07) believes that, the panic about the gender achievement gap is exaggerated; he blames the concept on lack of sufficient data, which until recently had not been available, and believes that a lot of the assumptions regarding boys underachievement is based on statistical misinterpretation. Gorard (2001, cited in Malacova, 2007) conducted the first UK analysis of national data set over a six year period; he found that the gap only appeared amongst high-ability pupils and that the number of boys and girls failing exams was similar. His conclusions found that the gender gap was, if anything, decreasing. Regardless of Gorard’s (2001) analysis, there are many who still feel that the performance gap is a concern. In 1993 the Ofsted report offered some insight into differing perspectives and explanations for boys’ underachievement, including the lack of male literacy role models, classroom strategies, curriculum literacy content, perceptions of behaviour, social class and ethnicity (cited in Bearne, 2004). Solsken (1995, cited in Bearne, 2004) added to this list claiming that literacy is associated more with females and femininity and believes that this possibly has a negative effect on boys and their attitudes towards reading. Solken’s (1995) argument links very closely with Watson et al.(2007) who proposed that popular explanations often focus on boys’ ‘biological make-up’. They claim that evidence shows that ‘hegemonic masculinity is central to the struggles boys face as literacy learners’ (Watson et al. 2010: 357). Rowan et al (2002) also believes that ‘boys are biologically different to girls and that this biologically difference is the cause of behavioural differences’ (Rowan et al. 2002, cited in Watson et al. 2010:357). He believes that due to these biological differences, boys and girls are defined by inherent masculinity and femininity characteristics and in order for educational success this must be acknowledged and accommodated for. This is an important assertion to consider for this particular case study; due to the domination of boys in School A it is important to understand how masculine characteristics are catered for in an all boysâ€⠄¢ school. One of the suggestions to improve literacy for boys is to make education more ‘boy friendly’ by including more reading materials that boys enjoy, such as action and graphic novels, which will motivate boys to read. Hornton (2005) believes that adolescent boys could rediscover the magic of books by using texts that appeal to their interests. Young and Brozo (2000, cited in Brozo, 2010) deem that encouraging boys and actively helping them to find access points into literacy and reading should be made priority by teachers. During this particular study the idea and notion of actively promoting literacy through any route possible is addressed by School A’s English department head in the interview, and shows that it is essential for boys be aware that reading does not have to be confined to specific genres and authors. Furthermore Cole Hall (2001, cited in Taylor, 2004) claim that boys read less fiction than girls, preferring to opt for texts that contain more facts and less narrative, such as magazines or texts that are analytical. Similarly Millard (1997) claims that boys tend to opt for genres such as action and science fiction whilst reading as little as possible in school that they think they can get away with. Due to these preferences, boys’ are at a disadvantage in academic literacy as their motivation towards school texts and curriculum texts is affected. Probst (2003, cited in Taylor, 2004) believes that if boys are to engage with reading, the texts that they are asked to study need to be significant to them. In other words it seems that in current literacy education, there is not enough stimulating material which addresses the needs or interests of boys. Millard (1997) relates the findings of boys’ apparent lack of interest in reading as significant to low achievement in English, while Holland (1998) attributes lesson style and strategies as some of the other causes for underachievement. Both of these arguments are valid for this particular study and will be investigated further by studying the reading habits and the predicted GCSE grades of boys in a high set and a low set, and by exploring particular teaching styles implemented in School A. Holland’s study (1998) showed that boys can spend any amount of the day, stemming from 25 percent up to 75 percent, passively listening to the teacher rather than actively engaging. When trying to reason why boys had a tendency for this she found that the boys preferred lessons which were practical, had a range of different activities (such as personal research, groups work or discussions), or involved competition. If boys are passive during English lessons they are not learning the essential literacy skills required to help them achieve results. Taking this into consideration it seems then that pedagogical practice needs to be addressed. Taylor (2004) suggests that teachers contemplating their own practice could reflect on whether they are meeting the individual learning needs for each boy through learning pace and style, and innovative strategies which build on boys’ existing interests to maximise their potential, development and emotional needs. Pollack (1998, cited in Taylor, 2004) agrees with this theory suggesting that numerous opportunities should be presented to boys for hands on, interactive learning. METHODOLOGY My approach to research was identified by the nature and context of the question. After considering the purpose and desired outcomes for the investigation I decided that the research would take the form of a case study, incorporating a combination of both qualitative and quantitative data to ensure validity and reliability; ‘qualitative methods may supplement the findings by identifying gaps from the quantitative study’ (Bryman Bell 2007:650). The decision was made to collect evidence using a multi-method approach including interviews, questionnaires and analysis of existing recorded data. According to Gillham (2000) ‘different methods have different strengths and different weaknesses’ (Gillham 2002:13), and so ‘triangulation to strengthen your findings’ (Greetham 2009:184) was implemented to strengthen the validity of the study. To form part of the qualitative data I arranged an interview with the head of the English department. The purpose of the interview was to gain a deeper understanding of the context of the department and of the strategies which have raised attainment and achievement within the subject. Jones (1985) claims that ‘In order to understand other persons’ constructions of reality, we would do well to ask them and to ask them in such a way that they can tell us in their terms (rather than those imposed rigidly and a priori by ourselves)’ (Jones cited in Punch 2009:144). Taking this into consideration I decided that the interview should be open-ended and semi-structured for flexibility; Cohen et al. (2007) claim that semi-structured interviews gather ‘more intangible aspects of the school’s culture, e.g. values, assumptions, beliefs, wishes, problems.’ (Cohen et al., 2007:97). A semi-structured interview then would enable me to gather more in-depth information regarding the Head of Department’s ideas and beliefs surrounding School A’s succe sses. To understand boys and literacy, and whether reading habits have an impact on GCSE results, a questionnaire was compiled to collect primary data and distributed to a top set and a bottom set year 11 English class. According to Gillham (2002), questionnaires are not typical of case study research; however they can be used to obtain simple, factual information. For the purpose of this part of the study I felt that a questionnaire was a practicable way to acquire important facts regarding the reading habits of a group of high ability boys and a group of low ability boys. These would then be compared to analyse and identify any correlation between reading habits and English predicted exam results using samples from the furthest range on the ability spectrum. During the research I also decided to collect additional data through participant observation. The aim of this was to gain an ontological perspective of the pupils enabling me to observe interaction, relationship and actions performe d by pupils. I felt that this would help me to make sense of the data collected in both the interview and the questionnaire. In regards to validity and obtaining accurate results from my observations, I first needed to develop a relationship with the classes I intended to observe to ensure that my presence was unobtrusive and did not affect their normal behaviours and create a bias observation. To achieve this I regularly participated in classroom observation at the back of the room in attempt to become a participant in the classroom context. Trochim (2001) claims that ‘the researcher needs to become accepted as a natural part of the culture to ensure that the observations are of the natural phenomenon’ (Trochim, 2001: 161), therefore I attended certain classes as an observer over a series of months to ensure that the pupils were comfortable with my presence and so acted within normal behaviours. The final set of data collected was secondary data compiled of the school’s GCSE results since the Head of English was appointed, including results form 2008, 2009 and 2010. The data also provided average GCSE results for the rest of the Local Authority enabling me to compare the school’s results against average achievements in the LA. The purpose of this data was to compare the information obtained from the interview with the head of department, about strategies implemented to raise attainment, against the GCSE results. ANALYSIS The Interview: The aim of the interview with the English Head of Department (HoD) was to discover if GCSE results had improved since being appointed Head of English at School A, and if so to discuss the strategies and provisions which had been implemented to raise the achievement levels in literacy at School A. The current HoD had taken over the English department in April 2008; the English GCSE in the Local Authority that year was 64.5 percent of students achieving A*- C; School A achieved 58 percent, more than 6 percent less than the LA average and 2.1 percent less than the national average. However in 2009 the following year, after just one year as the department head, School A had improved their results by 20.7 percent. The LA’s average results in English in 2009 was 66.7 percent achieving A*-C, the national average was 62.7 percent, while School A’s results were up to 78.7 percent. In 2010 the GCSE results at school A dipped slightly to 76.8 percent due to the school’s wea ker cohort for that particular year; however the results were still higher than the Local Authority’s average of 70.4 percent and the national average of 64.8 percent. Due to the weaker cohort that year the HoD considered this result to be an excellent achievement. Strategies implemented in the department were a crucial factor for the improved attainment levels across the Key Stages at School A. In September 2009 a centralised, uniformed English curriculum was introduced to Key Stage 3 aiming to â€Å"drip-feed† appropriate skills and assessments to pupils that prepares them with relevant GCSE experience before they enter Key Stage 4. Pupils in Key Stage 3 are assessed each half term (part of Assessing Pupils’ Progress) and are assessed in relatively the same way as the new Specification GCSE, ensuring the identification of weakness areas for improvement. Despite the success of raised attainment across the Key Stages, these strategies cannot be considered as part of School A’s GCSE progression; the first year group from Key Stage 3 in September 2009 are due to sit their GCSE exams in the summer of 2011, only then will it be pos sible to determine if this strategy attributes to the departments achievements. There are, however, specific strategies in place which can be measured against the department’s raised achievement results. These are those that have already been applied at Key Stage 4, including a uniformed teaching curriculum incorporating, for example, all of the same poets and clusters in the GCSE specification; personalised revision packages which identify individual’s weakest areas combined with personalised intervention to improve these weaker areas and ensure pupils’ achieve highest marks possible; ceased timetables for year 11 pupils close to exams and new timetables put in place to prioritise learning for the nearest exam. The Head of Department believes that all of these are essential contributing factors for the departments improved results. Other elements, which the Head of English believes help pupils at School A to maximise their achievements, are more innovative and practical activities for example the employment of production companies to perfor m GCSE texts such as Of Mice and Men; and school trips to events such as Poetry Live, an event hosted by poets from the GCSE anthology. Pollack (1998) argues that ‘we need to develop and implement innovative teaching approaches this may mean providing numerous opportunities for hands-on as well as interactive teaching’ (cited in Taylor, 2004:294). The English Head felt that these opportunities expanded the boys learning and understanding by developing them outside of the classroom context. Bearne (2003) claims that ‘There is a tendency for boys to draw on visual sources for their writing’ (Bearne, 2003:3) and so visual performances such as Of Mice and Men help the pupils to draw on their experiences through vision and memory. In addition to those already mentioned, the Head of Department also felt that the ethos created in the department combined with class room methods were an essential factor in the development and attainment of the pupils at School A. The department has a strong focus on literacy which is promoted broadly amongst all pupils, including reading groups and book clubs, as wel l as spelling and reading lessons delivered to pupils on a weekly basis. Pupils are encouraged to read regularly, regardless of material, to ensure positive enjoyment of reading. In contrast, Brozo (2002, cited in Taylor, 2004) felt that teachers were more likely to choose texts with narratives that did not appeal to boys. The HoD however regularly promoted the reading of any materials, whether it was comics, newspapers, information books or autobiographies; she felt that if pupils were to enjoy reading and increase their confidence with literacy, they should feel that any text that they enjoy to be suitably considered. In terms of classroom strategies the department endorses well paced positive learning in an environment of mutual respect between pupil and teacher; clear personal targets which are monitored explicitly; strong Assessment for Learning to test and extend pupils’ understanding and learning through challenge, feedback and routes to improve; short, sharp activities; a strong focus on reading; regular homework; and clear learning objectives which are reviewed during the plenary to ensure all pupils know the direction of learning. These techniques are consistent to that of a survey which was conducted of fourteen schools in 1997. The survey was performed by former HMI Graham Frater; he concluded that the most successful schools in regards to boys and literacy were the ones that paid a lot of focus towards teaching methods. Particular methods that he felt where important for success included: prompt starts to lessons with clear learning objectives shared; a challenging pace sustained throughout the lesson; lesson endings which reflected on the learning objectives and achievements within the lesson; a variety of activities; high expectations of the pupils combined with a non-confrontational attitude towards discipline; and effective modelling. It seems quite clear then that pupils’ achievements at School A can be attributed to the methods and strategies implemented consistently across the department. The pupils are suitably challenged with pace and activities, they know what the aims of their lessons are and how they have achieved these aims, they regularly assess their strengths and weaknesses and so understand what they need to do in order to raise their achievement levels. On the contrary, however, it is difficult to determine whether classroom and reading strategies are the most influential factor for raising attainment in boys and literacy. From observation of quiet reading lessons I discovered that many of the high ability pupils in the top set classes within Key Stage 3 welcomed the lesson as a chance to read an engaging book; however the lower ability groups were often much more difficult to set on task. Indecision over which books to read, reluctance to read quietly, and regular disruption amongst the pupils seemed a frequent occurrence in the low ability classes. When addressing reading, the HoD spoke about the issues regarding boys and reading, specifically in respect of boys’ loss of motivation of reading in their teenage years. She believed that possible causes in lack of motivation in boys and reading was due to their increased socialisation as they grew older, the introduction of more complex reading materials in preparation for GCSE, peer pressure from others that could overshadow pupils’ personal preferences, and she also felt that a lot of teenage boys only read to obtain information and not for pleasure. Taking these factors in to consideration she claimed that it is important to understand the reasons why boys do not enjoy reading but it is more productive to motivate and encourage them to read. The HoD considers the best way to encourage reluctant readers is by getting to know individual pupils and then gauge their interest levels and preferences as a starting point. Some of the suggested strategies, she felt were particularly useful, are to provide a variety of books, both fiction and non-fiction with appropriate reading levels; to keep in touch with boys current interests and provide books that reflect them; respect reading interests of young people and don’t expect them to only enjoy books suggested by the teacher; allow pupils to self-select their own books; encourage an interest in short stories, graphic novels and magazines, working up to full-length books; and to give academic recognition and credit for books read. These ideas meet the suggestions put forth by Hornton (2005), who stated that boys’ motivation should be encouraged with texts that appeal to their interests, and Young and Brozo (2000, cited in Brozo, 2010) who find it important to aid boys to seek access points into literacy and reading. The Questionnaire: The questionnaire was distributed to a high ability top-set year 11class and a low ability bottom set year 11 class. There were 32 pupils in the high set and 13 in the low set. The aim of the questionnaire was to compare the reading habits and attitude towards reading from a range of pupils of different abilities. According to Hornton (2005) there is a correlation between individuals with low level literacy skills and those who dislike reading for pleasure, and so I predicted that an individual’s attitude toward reading would correlate with their predicted GCSE grade; the more pupils enjoy reading and feel that it is important, the higher I expected their grade to be. The predicted GCSE grades in the set one class ranged from A* C while the set five classes’ grades ranged from B – G. The questionnaires revealed that in the top set group 84.38 percent of pupils enjoyed reading and 90.63 percent felt that reading was important for reasons such as expanding vocabul ary, increasing knowledge and learning new things. There was a vast difference in comparison with the lower set where only 23.8 percent of pupils enjoyed reading and just 53.85 percent felt that reading was important. It appears then that there is indeed a correlation between literacy skills with enjoyment of reading, however other elements surveyed in the questionnaire aimed to establish whether boys and literacy could have a direct link to their parents’ relationship with reading. The survey asked pupils if their parents enjoyed reading and if they had been encouraged to read as a child. Sadowski (2010) analysed the literacy gap between working and upper class boys, he found that the gap for more affluent boys was not as large as those from working class backgrounds and attributed this to richer boys growing up with father’s who were readers. This suggests that pupils whose parents enjoy reading and encouraged them to read from a young age would achieve higher results than those whose parents either did not enjoy reading or did not encourage them. Surprisingly the results did not reflect this to an extent that one would have expected. In regards to pupils’ parents who enjoy reading, 76.92 percent of pupils in the lower ability set agreed that their parents enjoyed to read while 81.25 percent of pupils’ in the high ability group confirmed the same. Of parents who encouraged their sons to read as a child, 61.54 percent from the low ability agreed and 78.31 from the higher ability group. Despite a difference between the percentages for both groups’ parents who read and encouraged them to read when they were younger, the gap is not a remarkable one and does not qualify a distinct correlation between pupils’ ability in literacy and the relationship their own parents have with reading. The questionnaires revealed that in spite of 76.92 percent of their parents having an enjoyment of reading, only 23.08 percent of pupils in that class enjoy reading, which suggests that perhaps even if a higher percentage of parents had encouraged their son to read this would not necessarily have affected their attitude towards reading for pleasure and therefore would not affect their achievements in literacy. EVALUATION The outcomes and findings from this case study have, to some extent, complemented a lot of the existing research addressed in the literature review. For example Holland (1998) discovered that boys tend to spend a lot of time listening passively to teachers because they prefer lessons that are practical and involve a range of activities. From my observations in the classroom and confirmation from the Head of English in the interview, the boys at School A also learned best when lessons involved a series of different activities such as discussions, group work or practical tasks such as drama-based role plays. This outcome also corresponded with Malone (2010) who, in a venture to discover why boys where underperforming in literature, stated that he aimed to perform short, achievable tasks with the boys, he also suggested that giving explicit time frames focused the boys into completing their work. During the interview the HoD explained that by giving the boys at School A short time frame s to complete specific task, it kept the pace of the lessons challenging and rigorous and therefore engaged them in learning more effectively. However the problematic outcome for this particular study is that only one school has been investigated and so it is difficult to determine whether the observations, questionnaires and interview conclusions, pertaining to strategies and the improved GCSE literacy results for School A, are a true reflection of causes and solutions of underachievement. The English GCSE results were really poor at School A in 2008, just as the current Head of Department took over, and from the interview questions and answers it would seem that the department and classroom strategies implemented since then have helped to improve the pupils’ achievements. Nevertheless it is certainly impossible to verify whether these are the sole reason for improvement; one particular reason is that it was never established what mode of departmental and classroom strategies were in place before the current HoD took over from the previous. Another reason is that School A’s GCSE results prior to 2008 were not obtained for this study and so results before this year have simply been generalised based on the last available statistics. It could be assumed that the 2008 result may have been an isolated case and so accessing results prior to 2008 would have endorsed whether or not the results had improved substantially. Gorard et al (2001, cited in Malacova, 2007) believes that the gender gap is exaggerated and to some extent it is possible from this research to argue in favour of this. Over the past three years School A has achieved excellent GCSE results, especially in English and particularly in comparison to local and national results. School A is an all boys’ school and so advocates that boys in this particular context are not underachieving as are others in other contexts. This suggests that if School A can produce results above the average mark, particularly in a year when the cohort was extremely weak, i t should be possible for other schools to raise the achievement levels of literacy in boys just the same. However it would be possible to prove or disprove Gorard’s theory of the gender gap, if the strategies implemented at School A could be put into action in a school of a different context. If successful this would validate the outcomes from this case study, it would also give rise to further research based on boys and literacy and whether these strategies could be used in a co-educational school or if they are too specific to the needs of boys’ learning and therefore not beneficial to girls’ learning. I felt that the findings made regarding boys reading habits and their attainment levels were significant. From the sample of questionnaires taken there seemed to be a direct correlation between predicted grades A*-C and boys who enjoyed reading or felt that it was important; 100 percent of the boys in the high ability group were predicted a grade A*-C (although three pupils were unaware what their predicted grade is, the school setting procedures ensured that only bo ys predicted A*-C would be allocated to set one). Of this a high 90.63 percent felt that reading was important and 84.38 percent enjoyed reading for pleasure. There were however exceptions to this; one pupil in the higher ability group stated that he did not think reading was important because ‘I do not read and I am predicted A’s at GCSE’. Another boy from the high ability group, who has been predicted a C grade, also felt that reading was not important because it ‘doesn’t do anything’, however this boy also claimed that he enjoyed reading and so regardless of whether he felt that it was important or not, reading is part of his literacy development. Despite the boys who did not feel that reading was important, the majority of the boys in the class felt that reading was important; this suggests that the highest achieving literacy pupils in School A were ones that enjoyed reading and so this would also be an essential contributing factor to the success of their achievements. It is difficult here to state whether the reasons for the boys’ enjoyment of reading is owing to the strategies for motivating reading encouraged by the HoD and so part of the questions on the questionnaire should have been more open ended to allow pupils to explain perhaps what motivates their enjoyment of reading. The lower ability results from the questionnaire were also significant for showing a correlation between literacy achievements and reading habits. Only 23.08 percent read for pleasure and only half the class felt that reading was important, this suggests that the reason for low ability achievers is possibly due to the lack of enjoyment in reading. Once again the problematic issue with these results is that the number of pupils in the low ability class was considerably less than the number of pupils in the high ability class. To gain a perhaps more informed result from the questionnaires a larger sample from low ability classes should have been obtained to match the number of pupils in the high ability class. This may or may not have produced different results, but, whatever the outcome, they certainly would have been more valid. One final evaluation to consider, in regards to the low ability group, is how effective the suggested motivation strategies have been in engaging boys in reading. With only 23.08 percent of pupils in this class finding an enjoyment in reading it would seem that the strategies have been ineffective in increasing motivation and achievement in these particular pupils. What would have been an interesting study if had been possible, would be to assess pupils attitude towards reading and predicted grades before the HoD had taken over and implemented strategies, and then to compare them to the results that have been found during in this study. CONCLUSION Returning to the hypothesis, my aim was to find out if reading for pleasure impacted on boys’ attainment levels; whether the achievement of boys who did not enjoy reading was affected. I also wanted to identify successful teaching strategies and whether these would raise the levels of those boys who again did not enjoy reading. The study has shown that there is a correlation between boys reading habits and their achievement levels’; it has also identified some strategies that can be used to raise their attainment levels. However from this study alone it is difficult to say if those strategies implemented in an all boys’ classroom would be equally effective in a mixed sex classroom. Due to this it would be interesting to expand the research on a larger scale to investigate the impact of those strategies, which are effective for boys learning, on a) girls learning in a mixed classroom and b) boys learning in a mixed classroom. The gender gap issue is such a broad topic that research can be extended to a greater degree of investigation. For example I have covered some possible causes of boys’ underachievement in this study; however on a wider scale other possible causes could be explored such as masculinity and identity, class or ethnicity. I feel that the most important route to take continuing from this particular investigation would be a focus on masculinity stereotypes in the single sex classroom and the mixed classroom. Holland (1998) states that: Boys do appear to be locked inside a stereotype which appears to make them succumb to peer pressure and which inevitably impacts on their attitude to work’ (Holland, 1998: 177). Therefore researching ways that can reduce or even prevent these macho stereotypes in the classroom would be an important factor for understanding boys and underachievement. Despite that there is no definitive outcome from this study; I feel that it is something that I will take forward into my professional development; whether it is through consideration of differentiation in boys learning style in a mixed classroom, or through a focus of raising attainment levels in my classes. Whichever way I incorporate consideration of gender into my teaching, it is certainly something that needs to be addressed. Gorard (2001) believes that concern over the gender gap is exaggerated; however it is clear through GCSE tables that boys tend to achieve lower than girls. In relation to this then, it is important for both newly qualified teachers and established teachers to consistently strive to meet the learning needs of their pupils. It seems the most important way is by adapting their style and approach to learning styles to ensure that both girls and boys have equal opportunities to work and achieve their highest potential. BIBLIOGRAPHY BOOKS Bleach, K. (1998). Raising Boys Achievement in Schools. Staffordshire: Trentham Books Ltd. Brozo, W. G. (2002). To Be A Boy, To Be A Reader: Engaging Teen and Preteen Boys In Active Literacy. US: International Reading Association. Bryman, A. and Bell, E. (2007) Business Research Methods 2nd Ed. 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Hawley, R.(2010). ‘Reaching Boys An International Study of Effective Teaching Practices’. Phi Delta Kappan ,91 (04), pp35-40. Sadowski, M. (2010, August). ‘Putting The Boy Crisis in Context’. Education Digest , pp 4-6. Taylor, D. L. (2004, December). Ã¢â‚¬Ë œNot Just Boring Stories: Reconsidering the Gender Gap for Boys’. Journal of Adolescent and Adult Literacy , pp290-298. Watson, A., Kehler, M. Martino, W. (2010, February). ‘The Problem of Boys Literacy Underachievement: Raising Some Questions’. Journal of Adolescent and Adult Literacy, 53(5) , pp356-361. WEBSITES Bearne, E. (2004, September). Raising Boys Achievement in Literacy. Retrieved March 2011, from RBA: www-rba.educ.com.ac.uk/PaperEB.Paf Boys Underachievement. (2005, November). Retrieved December 2010, from Teaching Expertise: www.teachingexpertise.com/articles/boys-underachievements-101 Gender and Achievement. (n.d.). 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