Read an article in an art magazine then write the summary Essay - 2

Read an article in an art magazine then write the summary - Essay ExampleOn the separate hand, the picture in this magazine has coherent identities for sprawling multinationals such as the International Minerals & Chemical Corporation, Aluminum Company of America and Chase Manhattan Bank. Spector and Kitnick (2014) further reconcile that the Minimalist objects organized in the gallery are Carl Andres zinc floor piece, Donald Judds steel box and one modular aluminum sculptures by Sol LeWitt.The magazine shows the arguments made by Spector that the connection observed in Objects and Logotypes was centered on more than unplanned resemblances. Spector went on to locate a embodied rhetorical foundation undergirding the morphological resemblances. He went on to state that the Minimal sculpture and corporate identity programs are seen as robust social value reflectors, even though the designers and artists may have completely dissimilar attitudes to the stated values (Spector and Kitnick , 2014).In conclusion, the magazine reports that the nuanced link posited by Spector between the surrounding corporate culture and Minimal artists was centered neither on clearly antagonistic positions or ironic appropriation gestures. It goes on to state that branding strategies have been everyplace in the present years and the project done by Spector may be used as a perceptive model in mind the changing connection between corporate and art

Devil Facial Tumor Disease Essay Example | Topics and Well Written Essays - 1000 words

Devil Facial Tumor Disease - Essay ExampleAs the report declares the DFTD is considered to have commenced in the Mount William home(a) Parks far north eastern region, from a prospect mutation. During 1996, Tasmanian devils with prominent facial tumors were snapped in the north-eastern Tasmania. After ten years, these features are piece to be coherent with DFTD.This discussion declares that the cancer, DFTD, is found to be transmitted from one animal to another through biting either during fighting, eating or mating. It develops quickly, congesting the emit of animal and then disseminates to other organs. The illness has consumed sixty percent of entire Tasmanian devils population since it was initially detected in 1996, and it has been predicted by some ecologists that it could rescind the complete wild population till 2035. DFTD seems to be a cloned cell line, that is transmitted in the form of an allograft from one devil to another and this contagious disease may be found simi lar to that in CTVT and a communicable sarcoma infecting Syrian hamsters. The biology and prevalence of such vegetative cell parasites is typically unknown. The examinations of enthralled Tasmanian devils suggest that this species has a tendency to develop tumors, specifically carcinomas. Nevertheless, DFTD is found to be significantly different from previously reported devil cancers, and to determine its etiology is vital for the development of strategies to manage the disease.

Problem of the Inflation in The UK Economy Essay

Problem of the Inflation in The UK Economy - Essay Examplesis, prices were wage hike at a yearly lay of 5%.According to CPI measure, less than a year later prices were rising by 1% and comeing by about RPI measure on the other hand (Economic Tracker, Inflation, June 18, 2013). Causes Increase in private and public expenditure, increase in consumer spending, reduction in taxes, repayment of obsolete internal loans, growth in population, increase in exports and deficit financing are the main causes in rise in claims for gods and services. Industrial disputes, shortage of factors of production, natural calamities and hoarding of goods are con side of meatred to be the main causes of decrease in the supply of goods and services. This phenomenon of swelling incorporated in the U.Ks economy was really a freehanded swing that really caused some transformation within the country. The transportation cause was steep due to interpolation of high oil prices resulting into upraised price s of products and thus high household energy bills. Food prices were enormously high due to the rise in subsequent rise in oil prices, which makes fertilizer and power a lot more expensive and costlier. The other causes are droughts, rising pauperism from emerging economies, and land being used for bio-fuel. The cost of imported goods bounced up due to the fall in sterling. By the early 2009, the price of crude oil has collapsed in just six months as it loosed deuce-thirds of its value. The world-wide recession had taken hold, which implies that there was less demand for fuel to power factories, transport good for the availability of shopping and to get the staff and worker to work. In the UKs , another major reason for the inflation rate to be lower in-between the phase of 2008-09 was carving of VAT from 17.5% to 15% that was introduced to shoot up spending. The RPI measure... The essay mainly concentrates on the nature, cause and its furbish up of inflation in U.Ks economy and outlines the remedies, that should be proposed thereon for the abatement of the threat of the inflation. The inflation rate is explained with the help of AS-AD (Aggregate demand-Aggregate supply model) by John Maynard Keynes. there are two factors mainly working in the economy, i.e. the Cost-push inflation and the Demand-pull inflation ( factors for hiked price level marked with a high supply and lower demand level). The Cost-push inflation is generally there to lower the aggregate supply(short run) and the Demand-pull inflation is mainly to increase the level of demand in the economy. There are three side policies to tackle the inflation problem demand side, supply side and exchange rate policies to check for inflation. The demand side policy can be two types of fiscal policy such as deflationary fiscal policy (increase in taxes and lowering of government spending) and deflationary monetary policy (rising of interest rate and reducing money supply). Supply side policies involve al l the policies, that improves the efficient supply of all goods and services including privatization, training and education given to workforce, increase in industry competition.If the economy is deeply affected by inflation, the economic allude can be sub-divided into two major parts, i.e. its impact on productivity and impact on distribution of wealth. If inflation creeps in economy it has a positive impact as the price level increment is small.

(Optional) Research Paper Example | Topics and Well Written Essays - 1000 words

(Optional) - Research Paper ExampleDespite the billions of dollars infused in federal stimulus bills such as the JOBS (Jumpstart our Business Startups) Act, the saving is still in fragile health even the Federal Reserve Bank has employed all the monetary tools at its disposal to revive the parsimoniousness, such as a continuing a low-interest rate regime and the use of quantitative easing programs to pump more(prenominal) money into the economic system. The American economy is one of the largest in the world but its main foreign market of Europe is in a financial and banking crisis itself. In other words, there is no hope for most American firms to export their way out of the recession, as the global economy is as well weak. The United States of America is also facing assorted financial crises, such as in the retirement savings system which saw 401k savings accounts wiped out by the collapse of stock markets. Demand is also weak, as consumer spending is adversely affected by th e loss of confidence. This paper examines a vital sector of the United States economy, the accommodate sector. It is a vital parcel of the construction industry, which is a major driver of the domestic economy. Construction, in particular residential lodgment is a substantial contributor to jobs, investments, and income levels as it employs a well(p) number of workers. The housing sector is not fully recovered from the housing bubble, in which footings grew so fast but collapsed. Discussion America is an industrialized country, and so its economy is largely dependent on the many industries comprising its national economy. An example is the automobile industry that is a major component of the overall manufacturing sector. In this regard, the housing industry is also a major component of the construction industry. New housing construction is a closely-watched economic indicator because it reflects the health of the United States economy. phratry building (private housing starts ) is a good barometer of industrial domestic production. If people have stable and well-paying jobs, and they also have confidence in the future, then it follows more people will invest and buy new homes to build their families. The housing sector had been one of the worst-hit in the recession which followed the bursting of the economic bubble in housing prices. As stated earlier, house prices rose fast in the past few years immediately preceding the crisis the bubble was caused by speculation. The Federal reserved Board and its economists missed the bubble, arguing it is very hard to detect as it is developing because it is no different from any ordinary economic growth. But in hindsight, there were many warning signs which were missed which could have triggered the corrective actions needed for a soft landing in which prices will go down step by step instead of a sudden bursting where the prices of residential homes deflated from pricey levels. A housing bubble occurs when the pr ices of homes diverge markedly from their basic or intrinsic values, the price at which a house should be worth and not on its market price as it becomes subject to speculation. The housing sector has not recovered fully from this bubble as many home mortgages had been foreclosed and most house prices had fallen below their loan value. In other words, homeowners are mostly underwater, in the sense they now owe the banks a larger loan amount than what their houses are worth on the market. This has a bad dampening effect on housing demand, although there are now a few encouraging signs.

The sense of stability Essay Example for Free

The sense of stability EssayFor those who belong to communities it provides the sense of stability. The three essays chosen to support these ideas were Garrison Keillor, A Wobegon Holiday Dinner David Berreby, It Takes a Tribe and John A. Hostetler, The Amish Charter.Garrison Keillors essay, Holiday Dinner, supports this assumption, because even thought the story states an unnatural family holiday gathering it shows at the end Life is good. Even when it is lousy, it still good. Even thought bad things were possibilities by bringing the fianc, due to the past holidays with the family. There was no hesitation because that would bring tradition and stability to life.David Berreby, It Takes a Tribe, it is supporting as well because students dont attend college, they join into tribes, a college campus is full of people inventing a sense of us and a sense of them. This describes students coming to college to feel a place of belonging. That is why students join fraternities and soro rities to feel a sense of them and us. John A. Hostetler, The Amish Charter, supports as well, in order to not break tradition, b flop colors were not allowed or disrupt stability. For the Amish community the fundamentals if right and wrong are made relevant in the life of the society.

Show How Shakespeare Uses The Supernatural To Develop Macbeths Character Essay Example for Free

Show How Shakespeare Uses The Supernatural To Develop Macbeths Character Es rankShakespeare has written five tragedies, and Macbeth was his shortest. It was written amongst the years 1603-1606 during Elizabethan/Jacobean times which was when James I came to the throne. It was written and performed to James I as he was al sterilize James IV/V of Scotland and reputedly a descendant of Banquo it is widely accepted that there is an element of truth in the story. At these times there was a strong tactual sensation in the supernatural and the fact that the devil was real and could come before anyone or send sub-devils instead, in the case of Macbeth it was the witches. This belief and use of dark sorcerous in the play helps to level us key aspects of Macbeths development throughout the play.Before Macbeth even meets the witches in act 1 movie 3, we contrive how candid of evil they are, Weary sennights nine times nine shall he dwindle, peak and pine. They sent a storm upon a man and his whole crew when they were at sea, just because his wife refused to share her chestnuts with one of the, the witches are capable of trickery and dont tell the whole truth.When Macbeth enters the scene, he is with Banquo and they devote just won in participation we see that Macbeth is proud of victory because he didnt care that the weather is so bad So foul and fair a day I have not seen. Banquo realises that the witches are supernatural beings from the first moment and is wearier to trust them than Macbeth, What are these that do not look like thinhabitants of o th earth. Macbeth realises that this must think close they do have parts of some sort and must be able to see the future. He hears the idea of him being Thane of Cawdor and then King, and he is inclined to moot them because they knew he was Thane of Glamis.He is very easily persuaded and you can tell that the idea of being king was plant quite firmly into his soul You greet with confront grace and great pr ediction of noble having, and royal hope. He is open to suggestion and is deeply affected. Upon hearing the divination, Macbeth questions the witches further, eager for more(prenominal) news, discourse then to me, who uncomplete beg nor fear your favours nor your hate. Hence the three witches move on to making a prophecy for Banquo, Lesser than Macbeth, and greater Banquo and Macbeth hail all. The witches have begun to play mind games with both Macbeth and Banquo because they are seemingly not making sense.After this, Macbeth begins to question the witches because it contradicts the prophecy made about him, how can Banquo father kings of he isnt one himself? Speak I charge you but the witches vanish, leaving confusion and soon to be murder in their wake. Macbeth soon dismisses his doubts however, as the idea of so much power is so appealing to him and the suggestions of the prophecy stay with both of the men long after the witches have left Macbeth says Your children shall be k ings, and Banquo replies You shall be king. After having heard Banquo say this, Macbeth is now certain upon which path to take. Macbeth was a proud and loyal soldier who was fond of King Duncan up until this point.Everyone did bear thy praises in his great defence, and when the messengers go on to tell him he has become thane of Cawdor, he interprets this coincidence as a supernatural confirmation. He adopts the frame of mind two down, one to go and expects more greatness to come his way, Glamis, and thane of Cawdor. The greatest is behind. In the asides he thinks of further ways to become king. He weighs up the good and evil represented by the witches prophecy because he has realised Banquo is afraid he might do something bad or scary this supernatural soliciting cannot be ill, cannot be good. The good point that came from this was that he became Thane of Cawdor but the evil over powers him and he knocks himself considering murdering Duncan for the first time, Why do I yield to t hat suggestion whose horrid image doth unfix my hair.This new idea that is planted in Macbeths head is not the witches doing this time, but the creation of his own self. He has not however had murderous thoughts towards Banquo yet, presuming that he is thinking the same and wants to share this drab experience, Think upon what hath chancd, and at more time let us speak our free hearts each to other.The famous dagger scene (act two scene one) reveals a lot about Macbeths character and also how much he has changed delinquent to his supernatural experiences. Before Banquo departs from Macbeth he makes it clear that he remains insensible(p) by the prophecy even though he has had the same experience of the supernatural as Macbeth, yet he has fluent managed to resist evil however I still keep my boson franchised and allegiance clear. This suits Macbeth very well because he wanted to change the subject, I think not of them, whilst in fact he is, and didnt want Banquo to have these thou ghts on his mind while the murder is being committed.Soon after the departure of Banquo, Macbeth experiences a second supernatural event, Is this a dagger I see before me? The dagger seems to be a product of Macbeths own imagination or else he may be supernaturally bewitched. He sees the dagger and wants to grab it, seeing it as signalling him towards what he is about to do, and his wanting to clutch it shows how willing he is to commit murder. Come let me clutch thee, I have thee not yet I see thee still. He becomes very open to suggestion and blames his fevered state on the sin he is about to carry out, Art thou not, fatal vision, sensible.He begins to doubt his perception of the dagger but he still tries to touch it and when he cannot, yet still can see it before him, he interprets the meaning for himself, Thou marshalst me the way I was going. Macbeth was longing for approval, and he imagines the dagger point towards Duncans room, a sign he has indeed set on the right path. He r epeatedly mentions the fact that he cannot touch the dagger but he can still see it, thus it must be real. Mine eyes are made the fools o the other senses.He suddenly sees the apparition of the dagger in a different way, And on thy blade and dudgeon gouts of blood. Giving the impression it has been used already. It is the beginning of a very dark and powerful supernatural passage. The witches have enabled him to find a murderous streak within his own nature. At first he would never have considered murder or treachery and now hes ready to kill King Duncan in order to get to the throne.It is the middle of the night and the time is right for murder, Now oer one half world nature seems unfounded and wicked dreams abuse. Everything seems still and dead and spells are best cast during this time when supernatural thingas happen. It is a full moon (A.K.A witches moon in this era) and Macbeth takes it as some other sign, he procedure the supernatural power of witchcrafts to give himself s trength and asks Hecate to grant mortals their hearts desires Witchcraft celebrates pale Hecates offerings. He hears a wolf howl and he feels that the coast is clear for murder, the wolf acts like a night watchman, Whose howls his watch. As he gets ready to set off for the murder, he longs for secrecy to hide the actions he is about to commit because he knows he is forcing the prophecy to come true by unnatural and evil means Moves like a ghostMacbeth realises he is talking and not acting he doesnt want to talk himself out of the murder because he knows at heart that he has changed so much due to this wicked prophecy. But the dagger encourages him onwards, Words to the heat of deeds too cold breath gives. He hears a bell as his last and closing signal but it is like a death bell for Duncan and Macbeth doesnt care if Duncan goes to heaven or to hell, he just needs him out of the way, The bell invites me that summons thee to heaven or hell.In conclusion it could be said that Macbet hs character has developed and changed dramatically through the course of the play. The supernatural encounters that he experienced show us complex aspects of Macbeths character and how he went from loyal and fond of King Duncan to murderous and a liar. Macbeth ended up dieing due to his arrogance and high ambitions and Shakespeare uses this proposition to say that a small idea that gets planted into your mind can grow into something big and dangerous.

The under achievement of boys in Language Learning

The under consummation of boys in Language LearningFor many years, research has been carried erupt in the field of applied linguistics, pre ascendantly from a mental perspective, on the statuss towards irrelevant address po razzioning hinge uponual practice issues as important in understanding attitudes towards influenceedness (Powell Batters, 1985 Loulidi, 1990 Bacon Finnemann, 1992 Ellis, 1994 Clark Trafford, 1995, 1996), sited in Kobayashi 2002181). Gender differences in attitudes towards learnedness contrasted quarrels know been repeatedly witnessed, compelling researchers to provide an explanation for the razet by drawing attention on the ways that gender may affect cardinals attitude in development a foreign style.Foreign languages in schools soak up been rendered as the subject in which the disparity betwixt girls and boys performance is at its superlative (Barton (2002), sited in Murphy 201081). Considerable inter interior(a) data has emerged (Field , 2000 Chavez, 2001 Carr and Pauells, 2006), illustrating that achievement and participation in foreign languages in schools attends to be predominantly the domain of girls (Murphy, 2010). The underachievement of boys in language cultivation, the low participation of boys in foreign language modules as well the negative attitudes of boys towards the accomplishment of a language has led in research act to identify the underlying reasons. The gender gap noniced in performance on foreign languages at an international level (Murphy, 2010), has led in gender to be realizeed otherwise than the socioeconomic background of students, also an important factor in understanding the attitudes of both(prenominal) girls and boys in tuition foreign languages at school.This write up seeks to explore and bring together the non-homogeneous factors affecting boys attitudes towards the eruditeness of a language. It attempts to understand why foreign language learning may be experiencing a pa rticular delineation of participation and achievement along gender lines and to raise aw arness of the issue of boys and foreign language learning. Moreover, this paper sh altogether draw attention on the various methods that teachers could employ in order to motivate boys and raise their involvement and achievement.Boys and foreign language learningNowadays, callable to an enormous amount of statistical teaching it is widely accepted that boys perform little well than girls in all kinds of schools with the greatest gap plunge in foreign languages (Murphy, 2010). Davies (2004) points out that researchers over the preceding(a) decade (Barton, 2002 Jones Jones, 2002 Clark Trafford, 1996) have noted, in particular, that the disparity in performance between boys and girls is significantly greater in innovative languages than in other atomic number 18as of the curriculum. The option of learning a foreign language is not taken seriously by boys in schools with the arnaity of t hem refusing it or not fully fitting engaged with it (Murphy, 2010). Clark (1998) and Chavez (2001) vie that in reality, from the moment foreign language study becomes optional and as the study of foreign languages become more advanced in school trunks, physiquerooms across the English language dominant communities of the world atomic number 18 inhabited primarily by girls(Murphy, 201081). Data taken from the UK, Australia and New Zealand shows the low participation of boys in foreign language learning. At advanced levels of foreign language learning in schools across these countries boys only count 24-38% of all students with an average of only 33% of manful participation (Muprhy, 2010).In the UK specifically, the gender-gap in achievement among several subjects has been recognized by the government which in the Standards for Qualified Teacher Status has made explicit book of facts of the distinctive needs of boys and girls (Murphy, 2010) leading in teachers having as one of their main targets the development of strategies to respond to the different needs (Davies, 2004). It has been noticed that boys in the UK educational system by and large have little favourable attitudes towards foreign language learning than girls and are less probable to take a language in a public examination (Pritchard, 198765). Davies (2004), points out that in 2000 the average size of the gender gap across subjects (i.e. girls results minus boys) was 9.2%, which prompted headlines such as Girls stay top of the class in GCSEs (Guardian) and GCSE results reveal that boys are failing to close the gender gap (Independent). The GCSE results in 2001 and 2002 have shown that the gender gap across all subjects is persisting at 9% with a higher figure of 15.6% in modern languages indicating that boys are underperforming more severely in this subject a phenomenon also confirmed by the Nuffield Languages Inquiry (Davies 2004). For example, in 2000, statistics showed 44% of boys ach ieved grades A*-C in French whereas 60% of girls achieved those marks. Comparable results were found in German with 49% of boys achieving Grades A*-C compared to 63% of girls in the same year (Davies, 2004).Bradford and Noble (2000) point out that an examination of the GCSE (General Certificate of Secondary Education) results as well as A-levels confirms that girls do far better than boys in foreign languages. Davies (2004) argues that if GCSE results serve as an indicator of linguistic performance that means that although statistics have shown some progress since 1992, the gender gap remains wide. In all secondary school subjects, modern languages are the most likely to be dropped by boys at observe stage 4, be the least popular amongst the other subjects (Bradford Noble 2000).Main ConcernsThe above facts have led in a considerable amount of concern to be expressed about the underachievement of boys in various subjects, especially foreign languages (Williams et al. 2002). As we enter the next millennium, it is the underachievement of boys that has become one of the biggest challenges facing society today (Wragg (1997), sited in Williams et al. 2002508).A major concern is that due to the increasing disproportion between the percentage of girls and boys taking public examination in the five most popular languages taught in the UK (Powell 1979 Hawkins 1981) the profession of language teaching is becoming increasingly feminized (Pritchard, 1987). jibe to Pritchard (1987), this is also a matter of concern as it means that fewer and fewer boys are likely to be available for genteelness as future language teachers, a fact which makes it increasingly possible that boys will be taught predominantly by women teachers (Pritchard, 1987 65). In turn this is more likely to enhance the perception of boys that languages are a girl subject contributing in the maintenance of a vicious circle leading in boys underachievement in languages (Pritchard, 1987).This leads in fur ther concerns a revolt as language learning may be seen as a key component in pursuing the objectives of co-operation between states, remark for the identity of others and the promotion of mutual understanding (Moys (1998), sited in Williams et al. 2002508). According to Graddol (1997), we move into an era where peoples future will need to be based on multilingualism thence such a situation has severe consequences (Williams et al., 2002). The Nuffield Inquiry points to the need for foreign languages in the new century from a European perspective, from a business stance, and beca engross of the rising need for international talk and highlights the fact that many employees in Europe can speak a second, third and fourth language. Speaking English un friendly will not be enough to ensure a full and productive participation in the 21st Century (Graddol (1997), sited in Williams et al., 2002).Moreover, Williams et al. (2002) point out that both the Department for Trade and Industry (D TI) and the Nuffield Inquiry request that in that respect is a need for foreign language as the lack of it has been a major barrier in business. The Nuffield Inquiry identifies that there is an inadequate supply of language skills available to industry across a range of languages and points out that UK companies are more deficient in linguistic and cultural competence than their major European competitors. It recommends that in order to promote international understanding and contribute to economic advantage the government should show commitment in setting a national policy agenda for languages and enhance international dimension in education (Williams et al., 2002).Reviewing the reasonsTo be able to deal with these issues one (either that is the government, school or teachers) must be aware of the personal, interpersonal and external factors leading in boys opting out or underachieving in foreign language learning. As according to the Office of National Statistics (1999) girls c onsistently outperform boys both in GCSE and A-Levels in modern languages there must be mainly gender differences that cause this consistency.Muprhy (2010) argues that efforts to understand and to explain the effect of gender on language learning, and in this case in particular foreign-language learning, can generally be categorised into the traditional binary structure of either nature or maintain (Murphy, 201089). According to Murphy (2010), differences in language learning between girls and boys may be attributed to two positions namely, the essentialist and anti-essentialist position.The essentialist position con melts that there are innate and inherent brain differences between females and males, which result in different language learning abilities for the two sexes (Young and Brozo (2001), sited in Murphy, 2010). According to the essentialist position, linguistic information goes directly to the seat of language processing in the female brain, whereas males use sensory machi nery to do a great deal of work in untangling linguistic data resulting in more inefficient processing of language (Murphy, 201089). As per this perspective girls are qualified with possessing other innate characteristics that compensate them advantage in foreign language classes i.e. enhanced aural, oral and memory skills as well as social and collaborative learning styles, intrinsic motivation and concentration (Murphy, 2010).Cecco and Shaw (2008), point out that according to brain research brains develop differently according to gender until now before we are born, with females having more language centres and males having more visuo-spatial centres. Moreover, they point out that there are three preferred ways of learning i.e. auditory, opthalmic and kinaesthetic, with the visual and kinaesthetic learners processing information mainly from the right side of the brain, the dominant side in boys learning. According to Noble et al. (2001), verbal and linguistic intelligence cal l for for language learning is linked to the auditory learning the weakest style in boys (Cecco and Shaw, 2008).The anti-essentialist position holds a socio-cultural perspective contending that gender is about socially constructed maleness and femaleness and the performance of same (Murphy, 2010). Carr and Pauwels (2006) argue that it is generally accepted that enduring hegemonic versions of masculinity in society accord little importance to the oracy skills, personal expression, disclosure, introspection, exploration and literate practices, which form the bedrock of foreign language classroom practice (Carr and Pauwels (2006), sited in Murphy, 201089). According to this perspective, language classrooms therefore involve ways of working and learning, which contradict the dominant versions of masculinity, that frame many males out-of-school experience (Gilbert and Gilbert 1998 Hall and Coles 2001, sited in Murphy, 2010). As males of school-going age experience particular printing press sensation to be accepted, to conform and to perform hegemonic versions of masculinity many males will avoid, dismiss and reject peer-disdained activities (Rankin et al., 2004) of which foreign language is one, with the resulting consequences for relative male participation and achievement (Murphy, 2010).According to Cecco and Shaw (2008), the factors for gender differences explained by nurture cover various learned attitudes and behaviours that seem often to be modelled unconsciously. Minns (1991) argues that social and cultural attitudes about gender are learnt from birth and are modelled and reinforced, often unconsciously, by parents and other significant adults, including teachers (Minns 1991, sited in Cecco and Shaw 200811). Bleach (1998) also argues that socialisation towards particular roles takes place based on the adult version of countenance behaviour (Cecco and Shaw, 2008).According to Barton (1997), differentiation between the sexes from birth is inevitable and i mportant as our identity is determined by the knowledge of our sex. Most parents promote behaviours appropriate to the childs gender e.g. males are expected to be more noisy and adventurous whereas girls are supposed to be passive and dependent to others. The toys and games given to children nature the characteristics conforming each gender. e.g. cars and structure kits foster creativity and spatial awareness whereas dolls, teady bears or domestic appliances such as cookers mostly resemble human or animal flavor (Barton, 1997). Therefore, Barton (1997) argues that if we consider the prerequisites for language learning, it becomes make up that girls toys, promoting human contact and communication, give them girls an immediate advantage over boys (Barton, 199711).Moreover, it is argued that role models in the home have an influence in the childs life and ways of learning (Barton, 1997). The male figure model is more practical and goes out to work daily whereas the female prepares meals, takes care of the children and doesnt work so hard. in time where children live in an environment which does not conform to domestic norms they may be influenced by those stereotypes through the media. Therefore, their learning is also influenced as girls are meant to sit down and abuse their brains whereas boys are meant to move around. (Barton, 1997)Furthermore, studies have showed that both parents and teachers interactions with children can either consciously or otherwise endorse the different sexual climaxes of the two sexes to language use (Barton, 1997). Fagots (1977) study revealed that teachers interactions with girls were more verbal whereas they tended to join in with boys play (Barton, 1997). Boys unwillingness to hear to others as well as the challenge required by them in order to get motivated do not enable them to perform well in language learning as the lesson makes demands of them that are spotty with the linguistic role normally expected of them by the s ociety (Barton, 1997).Moreover, peer pressure is considered to be an important social factor affecting the attitudes of boys towards learning a language. Youngs research (1994) offers frequently in support of the view that learner perceptions and experience of peer attitudes concerning school, education, foreign language learning in general or the learning of a particular language in question may exert considerable influence on the individuals own FLL orientation, attitudes and motivation (Bartram, 200647). Also, Walqui (2000) argues that teenage peer pressure usually has a negative effect on language learning due to the performance element involved in this learning which may stir feelings of insecurity and embarrassment (Bartram, 2006). According to Barton (1997) male adolescents will, no doubt, find it much more difficult than females to relinquish their hold on their primary means of communication and expose their breaking voices to their peers ridicule (Barton, 199712).The fac t that males have a need to show off and be thought as successful does not furnish them to get involved with something that would make them feel insecure or embarrassed. Boys think success is sad, and that image is all-important (Hofkins, (1995), siten in Barton, 199712).In addition, peer grouping pressure is considered be a key reason for the demotivation of boys in learning languages as according to Court (2001) boys need to assert their emerging sexual identity (Bartram, 2006). receivable to the feminised associations of language learning boys usually reject it or do not get involved with it. Barton (1997) argues that making clear ones sexual identity and appearing one of the lads is, it seems, foremost in the male adolescent estimate and is often achieved by appearing uninterested and boasting of missed homework (Barton, 199712). In their momentous study of psychological research published, Jacklin and Macoby (1974) came to the conclusion that boys are more susceptible to p eer pressure than girls with teachers and advisors investigating male underachievement coming up with remarkably similar findings (Barton, 1997).The fact that boys need to assert their sexual identity can be supported by studies into attitudes and motivation towards learning different languages in the UK. Chambers reported a differential rise in the number of students entering for GCSE examinations in French (4%) and German (22%) between 1991 and 1994 (Williams et al., 2002). Philips and Filmer-Sankeys (1993) findings showed that the majority of pupils of both sexes preferred learning German to learning French and that more boys than girls showed an interest in learning German. According to Barton (1997), this is due to the fact that German has a masculine image and is viewed as more reusable by boys for industry and commerce.Interviews of students have revealed that French is considered feminine and not cool for boys to make an effort in learning French (Williams et al., 2002). In the popular imagery French would be associated with fine wines, good cooking, haute couture and luxurious perfumes all either domestic or feminine in orientation whereas German language is associated in pupils minds with masculine-type imagery such as war, harshness, strictness, shouting, the Nazis and Hitler (Pritchard, 198765). The fact that French is considered as feminine is considered to contribute in the low motivation and achievement of boys in French as they do not wish to harm their image and sexual identity.Furthermore, the fact that the most popular and widely taught language in the UK is French is particularly off displace boys who are far less inclined than girls to see French as useful to them in a future job or course of study (Powell and Littlewood, 1983) (Pritchard, 1987). Moreover, there has been evidence to suggest that boys rate French as more difficult (Clark Trafford, 1996), less important (Powell Batters, 1985) and less relevant to their future lives than girls (Pritchard, 1987) (Court, 20017).Stables and Wikeley (1999) found that other reasons putting boys off involve the belief that modern languages are difficult and that they are not required for international communication. Although science and mathematics may also be considered as difficult, boys view the effort as necessary due to the importance of the qualification. Stables and Wikeley (1999) point out that Employers do not, in general, require GCSE in a modern language to be more exact, pupils seem little aware that they might. Thus the difficulty that many pre-GCSE pupils seem to find with modern foreign languages is not get-go in many cases by the belief that the effort is really worthwhile (Stables and Wikeley, 199930). Moreover, Stables and Wikeley (1999) argue that in the UK where the home language is also the dominant international language, motivation to learn is inevitably less than in countries where failure to speak other languages is seen as severely personally l imiting. As members of a national culture with material international standing, pupils may also lack motivation in the form of curiosity about other national cultures (Stables and Wikeley, 1999).What also seems to de-motivate male students in learning foreign languages is the lesson content itself as well as the assessment methods used. Barton (1997) points out that features of the language lesson may seem as a threat to male identity. teaching fictional novels, that is considered as a feminine activity, puts boys off as they prefer informative texts such as newspapers, articles and comics a thing which needs to be bare in mind by teachers and educators. Moreover, as dialogue is crucial in learning a language, boys usually hesitate to get involved as dialogues indicate vulner ability (Barton, 1997). Boys usually hesitate to ask for directions or corrections. In an investigation into patterns of interactions in foreign language classes, Sunderland (1998) found that even if boys di d talk more, the girls exhibited more advanced interactions, and actively created learning opportunities for themselves and took advantage of those the teacher provided them with (Sunderland (1998), sited in Williams et al. 2002508) Furthermore, due to the fact that boys from a young age are not taught to sit still and listen but to search for the experience, they are unable to concentrate on language tasks, leading in teachers complaining about boys attitude in the classroom (Barton, 1997).Moreover, Jones and Jones (2001) have found that boys see modern languages as different from other subjects mainly because of the central position of the teacher in the language classroom and that boys who are underperforming tend to see the teacher as responsible for the difficulties they are having because the pedagogy of modern languages is so teacher-centred ( Cecco and Shaw, 20087).In addition, Cecco and Shaw (2008) point out that boys attributes are not particularly favoured by the requirem ents of coursework, i.e. sustained effort, process as well as outcome and often a considerable amount of well-presented written work. Although exams themselves may suit boys sudden bursts of effort, national awards in recent years have incorporated increased amounts of coursework. However, Arnot et al. (1998) argue that fairness to all learners involves a variety of assessment modes so that all pupils have opportunities to take in their best performance (Cecco Shaw, 2008).Other factors that seem to contribute in the underachievement of boys include the sex of the teacher as well as teacher expectations. As mentioned in the previous section most language teachers are females and this is considered to perpetuate the myth that languages are feminine subjects. However, Clark and Traffords recent survey showed that students ascribed more importance to teachers personalities than to their sex and many boys in Powell and Batters study preferred a female teacher because it contributed to their overall perception of languages as an easy, non-serious subject (Barton, 1997). On the other hand it is argued that a boy who is susceptible to peer pressure (found most commonly in the weaker sets) will not be highly motivated to set himself apart from his fellows and link up himself with a subject dominated by feminine connotations (Barton, 1997 13).In addition, the fact that the gender-gap in language learning is widely acknowledged as well as boys attitudes towards the subject often leads in teachers being either consciously or unconsiously biased towards their students. Although there is not much evidence to support this it is argued that teachers will focusing their attention on the girls, assuming that the boys will not be interested in continuing their study of a feminine subject (Barton, 199714). This leads in enhancing both their belief that foreign languages are feminine and their negative attitudes towards the language.Raising boys achievementThe above factors di scussed lead into boys being de-motivated to learn the language resulting in their underachievement. The findings of a group of PGCE students at Goldsmiths College conducting interviews in two schools to ask boys why they thought girls did better at ModernLanguages predictably showed poor motivation as a key factor Us boys dont take it seriously. Some days, I just think oh its French today and I aint going to try very hard if I dont want. (Harris, 199857) Cecco and Shaw (2008) point out that motivation is a central component to successfully acquire knowledge and that lack of motivation can hinder learning whereas being motivated can greatly enhance it. Particularly welcome is the assumption that motivation can be increased or decreased that it is not a unitary characteristic of which learners have a lot or a little (Cecco and Shaw, 20086) The issue of motivation has always been on the agenda in language learning. In order to raise boys motivation educators and teachers need to be aw are of the motivational conditions identified by psychologists and also have an insight into the ways boys learn in order to modify the classroom context to meet boys learning needs.According to Cecco and Shaw (2008), three sets of motivational conditions identified by Dornyei (1994) have also been found useful for providing a framework for the classroom context. These are a) course-specific motivational components which relate to the motivational influence of the syllabus, teaching materials, teaching methods and learning activities, b) teacher-specific motivational components which relate to the teacher-pupil relationship, the teachers approach to the management of behaviour, the promotion of the sharing of ideas between pupils as well as between teacher and pupils and the provision of motivating feedback and c)group-specific motivational components which relate to the dynamics of the learning group, its participation in collaboration, its shared goals and shared norms of behaviou r (Cecco and Shaw, 2008).As far as how boys learn, Hannan (1996) offers an insight into the regular boy learner and cites the following characteristics. Boys are doers first base and thinkers second, they have a shorter concentration span, they get easily bored, they have weaker listening and verbal skills as well as social and collaborative skills, they have less ability to organize and plan work, they are highly influenced by their peer group and they seek immediate gratification.In the following paragraphs, by having in mind the reasons for boys underachievement, the motivational conditions and the ways in which boys learn, various ways that could help raise their motivation shall be discussed. Although as has been discussed social norms to a great extend seem to affect boys attitudes towards language learning, some steps could be made on the part of teachers in order to enhance boys motivation and achievement.According to Ofsted (2003), improving the achievement of boys is a c omplex matter in which interlinked factors play important parts including a positive learning ethos, good teaching and classroom management, close observe of individuals and effective support for learning. Ofsted (2003) argues that these factors are significant in all schools and are relevant to girls as well as boys (OfSTED, 2003). It must be noted that the strategies suggested should not disadvantage the learning of girls but to incorporate them so that they enhance boys participation and involvement.Taken that boys underachieve in languages, due to the fact that they are considered to be feminine, teachers should encourage an atmosphere that would raise boys will to participate. Boys perceive languages as feminine as they consider girls to be better at them and as the majority of them consider typical topics like wine, cooking and haute couture to be feminine in orientation (Pritchard, 198769) What can be through with(p), therefore, is to provide challenging exercises and integ rate materials that attract boys attention such as articles, newspapers and comics (Noble and Bradford, 2000). As boys like challenge, challenging activities shall get them involved e.g. giving them team quizzes about the set texts and marry this with competition. Moreover, as boys tend to read non-fiction, including articles that involve sports, engineering or hobbies would probably lead to more commitment to reading by boys. Increasing the choice of reading resources available in the language classroom is essential, as this would show consideration of boys preferences. Diversity in the materials used is required to meet both the needs of boys and girls (Noble and Bradford, 2000).Moreover, although language teachers are usually biased, they should not allow this to permit them treat boys differently from girls. By devoting their attention to girls assuming boys are uninterested in the learning of the language would have indirect implications for boys achievement as less attention would mean less language opportunities (Court, 2001). Even though studies (Spencer, 1998) have found that boys receive around 2/3 of teachers attention during class much of it is negative as it arises from discipline problems appearing to receive less praise than girls (Harris, 1998). Harris argues that insensitive feedback may serve only to foster the macho image that boys are tough and you dont need to worry about hurting their feelings (Harris, 19861). Instead teachers should encourage the participation of boys into the lesson and praise them for their involvement without harming their image. However, Harris (1998) suggests that due to the nature of peer pressure this should not always be praised in front of the class as it may not be seen as cool but should also be done also on an individual basis either on an individual basis or positive comments on homework. Without it boys shall remain unmotivated, behave badly and produce poor quality work, becoming even more convinced that they are not good at languages and feel justified by making even less effort.In addition, teachers should allow boys to do things rather than being more teacher-centered. According to Harris (1998), this would give them more flexibility to really adapt things to their way of learning. whole wheat flour and Rees (1995) suggest that boys need to have some sense of control because by learning what they feel they need to know in a way that is appropriate for them accelerates their learning (Harris, 1998).The Ofsted report Boys and English (1993) concluded that boys performance improves when they have a clear understanding of the progress they need in order to achieve (Harris, 1998). Harris (1998) suggests that clear and explicit guidelines should be given to boys in order to help them progress and that it is not enough to offer pupils greater independence in their learning. Teachers should also conform to them with the tools or strategies that will enable them to go about it. Nunan (19 95) points out it is a mistake to assume that learners come into the language classroom with a natural ability to make choices about what and how to learn (Numan (1995), sited in Harris, 199858). OMalley and Chamot (1990) identify three types of strategies that the teachers should help the boys to develop metacognitive strategies which deal with planning and evaluating learning, cognitive strategies which deal with grappling directly with the language itself and social and affective strategies through which the learner interacts with others or controls their own emotional response to the learning situation (Harris, 1998). According to Ofsted (1993), female students use more learning strategies than males and use them more often therefore it is important for teachers to intervene systematically with some strategy instruction to enable boys to develop their learning strategies (Harris, 1998). By development these strategies boys shall be able to control their own learning. Rather tha n feeling that there is nothing they can do about their lack of success other than give up, it makes explicit what can be done to improve and locates the responsibility firmly on them (Harris, 199859).In addition, we have noted earlier that boys tend to like audio-visual work. Incorporating the use of computers in the language classroom would not only be see