911 Commissino Report Essay Example | Topics and Well Written Essays - 750 words

911 Commissino Report - Essay Example Bush in late 2002, is chartered to prepare a full and complete account of the circumstances surrounding the September 11, 2001 terrorist attacks, including preparedness for and the immediate response to the attacks. The Commission is also mandated to provide recommendations designed to guard against future attacks". (National Commission on Terrorist Attacks upon the United States)Meanwhile, to preview the 9/11 attack on American, it is very significant to state that "the 9/11 attack was in some ways more devastating. It was carried out by a tiny group of people, not enough to man a full platoon. Measured on a governmental scale, the resources behind it were trivial. The group itself was dispatched by an organization based in one of the poorest, most remote, and least industrialized countries on earth. This organization recruited a mixture of young fanatics and highly educated zealots who could not find suitable places in their home societies or were driven from them". (Historical Per spective)The Public Reports of the Commission was released on July 22, 2004, while August 21, the Commission also released two staffs monograph. Meanwhile, after the released, there were lots of comments from people in United States on her they received the final draft. Some also regarded the reports as Lie. "Those who would conceal the truth have tried (with some success) to condition the public into associating any questioning of the official version of events with the label "conspiracy theory" (and implicitly, "lunatic conspiracy theory"). A moment's consideration will reveal that this is quite a stupid claim, since to question, or to cast doubt upon, some claim or story is not in itself to put forward any other claim or story, and still less any "theory". One may (as many do) disbelieve the U.S. government's story about what happened on 9/11 without being obliged to provide any explanation at all as to what happened on that day". (The 9/11 Commission Report: A 571-Page Lie) "The final report of the 9/11 commission confirms many of the panel's preliminary findings that have--or should have--embarrassed the Bush administration. The commission does note, "Our aim has not been to assign individual blame. Our aim has been to provide the fullest possible account of the events surrounding 9/11 and to identify lessons learned." And it is true that the report does point to screw-ups and negligent policymaking committed during both the Bush II and Clinton administrations. But George W. Bush is the incumbent president who has to face the voters in November. Although Republicans in recent days have been highlighting the mistakes of the Clinton years, it is not inappropriate for voters to focus on what report tells us about Bush and his administration. As a public service, here is a look at several of those critical portions". (The 9/11 Reports: Bad News to Bush) The US Political leaders and other relations of the victims also reacted on how they received the final reports of 9/11 Commission. US President Bush, comments that "They've done a really good job of learning about our country and learning about what went wrong prior to 11 September, and making very sound, solid, recommendations about how to move forward. I assured them that where government needs to act, we will. "There is still a threat. We in the government have an obligation to do everything in our power to safeguard the American people." (Reaction to 9/11 Reports) CONCLUSION: In conclusion, we have seen and make assessments on the genesis of the 9/11 Commission which was inaugurated in order to investigate the causes of 9/11 attack on America. While members of the Commission seemed to

Discuss the nature of dyslexia and implication for identification and Essay

Discuss the nature of dyslexia and implication for identification and assesment - Essay Example It is to be remembered that this is just only one aspect of the working definition, and this disorder is elusive in the sense that there are many differing opinions about the definition of this disorder in the literature, as a result many other different definitions exist. What all workers in this area accept comes from The Department of Education and Skills in their Framework for Understanding Dyslexia inform on theories and approaches to dyslexia. In it they have presented a practical approach to define dyslexia. Although literally, this word means difficulty with words or language, this literal meaning does not totally apply to the disorder of dyslexia at all. It is true that there are many reasons for difficulty to learn, read, or write. For these individuals, these difficulties "do not seem so easily explainable (DfES, 2004, 5). It has thus been defined by them as "a specific difficulty, typically characterised by an unusual balance of skills. Dyslexia affects information proces sing" (DfES, 2004, 5) in all the forms, receiving, holding, retrieving and structuring the information and this speed of information processing becomes very sluggish (DfES, 2004, 5). Skills such as reading, writing, using symbols, and carrying out calculations are all dependent on information processing system of the human brain. ... So, it would be worthwhile to examine the definition that is practically utilized while administering special education to these people. The Special Educational Needs Code of Practice refers to specific learning difficulties in a section considering 'cognition and learning'. The Code states: 'Children who demonstrate features of . . . specific learning difficulties, such as dyslexia . . . require specific programmes to aid progress in cognition and learning. . . . Some of these children may have associated sensory, physical and behavioural difficulties that compound their needs' (DfES, 2001a, 7: 58). In this context it is of utmost importance to remember that it is not related to intelligence and may occur in different forms, mild, moderate, and severe. Consequently, their individual profiles vary from each other, with each having their unique strengths and weaknesses, and therefore uniqueness. In this assignment, the nature of dyslexia will be discussed in a greater detail in the fo llowing paragraphs so these attributes can be used for identification and assessment of this disorder. Nature With continuing research into the area, there has been considerable progress in identifying the causes of dyslexia so effective intervention could be designed to break into the cycle of failure (Fawcett, 2001, 25). This progress has been enormous since the usually grim outlook in such individuals is no longer hopeless. It has been noted that ""the stage is set for undertaking ambitious, multi-disciplinary, multi-perspective projects aimed at redefining the field of dyslexia and learning difficulties as the field of learning abilities"

Strategic Management Master Case Study Example | Topics and Well Written Essays - 3500 words

Strategic Management Master - Case Study Example The history of Toyota is indeed remarkable in that it has ventured into manufacturing of small cars in a big way. It has introduced new car making technology by mass producing hybrid gas electric vehicles with a capacity of 1 million globally. During the year 2005, Toyota has produced 8.5 Million vehicles and has a large market share. Toyota now claims to be the 8th largest car manufacturing company in the world. However one of the fact remains that it has not been able to make much inroads in the European markets. The success story of Toyota lies in its use of scientific systems and procedures for car making .Through the use of Kaisen, which entails efficiency and optimum work effort, and is basically designed for improving efficiency. Lean management which is based on developing managers who are problem solvers is based on serving customers and heightened level of performance attainment. Lean Management is a total holistic concept which is designed to attain efficiencies in all spheres of car making through the use of waste elimination. The basic theme of Toyota Production System (TPS) is to achieve operational excellence and instil an organisational culture that values and respects people and nurture and develop their creative abilities. The stage is set for small cars, to come in a big way, in the international arena, fuelled by mounting fuel costs and strong pollution laws. It is widely believed that in the next 5 years, the global demand for small cars would grow by nearly 30%, averaging nearly 18 Million (Schifferes 2007). The major players who manufacture and sell small cars are Indian brands like Tata, Maruthi, Renault, Fiat, Peugot, Daewoo (GM), Hyundai and Daihatsu. The fact remains that the almost prohibitive costs of fossil fuels and stringent pollution norms have become a severe deterrent for automakers. It has therefore become essential to seek ways and means for finding out cheaper and clean, fuel efficient alternatives. Toyota could rightly claim to have established brand leadership in hybrid cars and has surged ahead of even Ford and General Motors (GM). However, the spread of alternative technology involves large investments and technological barriers. However, the full scale development and product implementation of advanced fuel alternatives is an expensive and time-consuming matter and may take around a decade for its final development. "But in the long run, no major car company doubts that ethanol, diesel, electric, hybrid and even hydrogen-powered vehicles will become more important in the future." (Schifferes 2007). The present day automotive industry is going through a total and thorough change in its production methods. It has now become necessary for scientific techniques, principally based on lean management, aimed at reducing the costs of making small cars, and also making it easier for automakers to shift their production patterns to match customer preferences and tastes over a period of time. This is also one of the principle reasons why Toyota has overtaken GM as the most powerful automaker in the higher efficient production system (Globalization). During the middle of the 20th Century, the American automaker GM dominated the US car markets with 100 % share. But now, at the beginning of the 21st century, its market share has come down to 52% with Japanese and European carmakers at 43% and 5% respectively.

BUSINESS RESEARCH WEEK4 TEAM ASSIGNMENT Example | Topics and Well Written Essays - 250 words

BUSINESS RESEARCH WEEK4 TEAM - Assignment Example This is because qualitative research provides a conclusive, extensive and detailed description of the phenomenon under investigation. It can be regarded as more exploratory in nature. On the other hand, quantitative research involves more of numerical data collection and calculations such as counting, classification, construction of statistical models and figures to elucidate the observed phenomena. Therefore, qualitative is essential for earlier phases of the business research design. The stiff competition faced by Samsung Electronics on the global smartphone market is influenced by other factors apart from quality of products. Price and consumer preferences tend to influence the purchasing power of potential customers. Thus, in qualitative research the research strategies include personal interviews, surveys, non-structured and structured interviews, analysis of documentaries or focus groups, personal observations and research of archives materials. The data gathered from customers and employees has to be then analyzed and documented. The data is the presented in form of words, objects, images, videos, figures or graphs. Use of qualitative research as the primary research design in the Samsung issue involves viewing the marketplace as a social construction with regard to the perceptions of individuals. The concern is to understand the reason why customers tend to shift to other products from its competitors. Also, conduct surveys on its customer services, and efficiency of its

Academic debate Essay Example for Free

Academic debate Essay There has been considerable academic debate concerning the emergence and meaning of globalization with differing views ranging from those who believe that there has been no change to what already existed with previous trade and movement across nation states to those who believe that the consequences of globalization can be felt everywhere and that the sovereignty of nation states has been greatly diminished. It is argued by those such as Modelski that the world society today is global in direct contrast to all other historical societies and for David Held (1) globalization is about a significant transformation resulting in local communities linked to global actions (1). This paper does not delve into the debate about the theory of globalization, rather it focuses upon the infrastructure of the UN in terms of governance of world affairs. During his leadership as UN Secretary-General Kofi Annan sought to define a new role for the United Nations at the centre of ‘global governance’ (Held and McGrew 1). In response to the onset of globalization there are those, including Rosenau (8) who believe that a new complex multilateralism is evolving as a system of global governance. In the absence of a world government Rosenau (8) believes that the concept of global governance is the most apt description of the system that decides who rules and governs across the international community. This evolution has been made possible following a number of significant events over the past two decades. Firstly the end of the cold war opened up opportunities for new ways of governing at the global level. Secondly there was a massive increase in global issues such as the environment (for example climate change), health (for example the HIV / Aids epidemic) and consumerism that was affecting the way that world affairs were being run. These changes to global affairs has convinced the advocates of global governance that the traditional geopolitical management of global affairs with its hierarchical forms of management is unsuited to the challenges and tasks that are now emergent and that new forms of global governance need to be introduced. The common arguments against global governance include the inequalities of power between states, the structural privileging of the interests and agenda of global capital and the technocratic nature of the global policy process (Held and McGrew 13). In general there are three principle explanatory accounts of global governance: liberal institutionalist, realist and neo-Gramsic. Each attempt to explain how governance works beyond the national state but there are considerable differences in their epistemological frameworks which are a reflection of their interpretations of the social world as well as difference assumptions about world politics. Liberal institutionalism argues that governance beyond the state is endemic (Held and McGrew 12) because of the important benefits that global institutions can bring to individual nations, for example the functional benefits of a global health organization. Liberal institutionalists believe that international institutions ‘empower governments rather than shackle them’ (Keohane 13) . Realism finds that governance beyond the nation state depends upon the policy interests of the most powerful states, which means that the global institutions can have little autonomy or power as their function is primarily to advance the interests of those more powerful states (Held and McGrew 12) and thus the inequalities of power between the states is highlighted. Neo-gramsican theories share the bases of the realism theory however they consider the structural imperatives of globalizing capitalism as the key component. This theory states that the conduct of global governance is underpinned by the expansion of globalizing capital through the dominant forces, i. e. the US and therefore the global institutions are merely instruments to obtain this objective at the expense of the welfare and environment of the global communities. There is concern that the there is an insurmountable deficit within the current capacity of global governance to address the pressing global issues of poverty, health, environment, security and welfare. In practice this can imply a criticism of how the United Nations is structured and functionally operates, and essentially makes the presumption that the UN is ineffective (Luard 1). The United Nations Organization (UN) is an international organization that brings together 191 states in a voluntary forum to consider all affairs – such as security, living conditions, affecting the global population. The structure consists of the General Assembly, the Security Council, The Economic and Security Council, the Trusteeship Council, the International Court of Justice, the Secretariat and the UN System (www. un. org) . This paper focuses on the operations of the UN System. The United Nations has a number of organizations formally within its system as ‘specialized agencies’ – although in reality they are largely autonomous from the central UN, for example the World Health Organization (WHO), the International Labour Organization (ILO) and UNESCO. These specialized agencies are linked to the UN through cooperative agreements have wide-ranging international responsibilities in the economic, social, cultural, educational, health and related fields. Some of them, like the International Labour Organization and the Universal Postal Union, are older than the UN itself (www. un. org) . All these organizations have their own governing bodies, budgets and secretariats. Together with the United Nations, they are known as the UN family, or the UN system. Together, they provide technical assistance and other forms of practical help in virtually all economic and social areas. The reform of the UN is an issue of constant debate, although only the member states have the power to implement any changes so it must be driven through them. It can be argued then that the UN is not a global organization, rather it remains an inter-governmental organization as it can only develop so far as the member states will allow and they will always weigh development against their own self interest. However this reality is in comparison with the global expectation placed upon the UN and Bernhard (213) believes it is this contradiction in reality and expectation that causes the UN to over stretch itself. Bernhard (213) presents three scenarios for the future of the UN. Firstly that the UN system will weaken, and ultimately fail in the members states withdrew participation and secondly that the UN could develop as a sort of world government with the institutions forming a central coordinating role of the global governance process and ultimately leading to the loss of nation state autonomy. The third scenario seems more plausible, that the UN will remain as an imperfect instrument in need of reform but also an important global organization. This itself requires examination of a number of issues, namely whether it takes on a role as actor in its own right or continues to be held to member state autonomy. The leadership of Koffi Annan as the Secretary General has had some impact on the pace of UN reforms. At the Millennium Summit in 2000 he called for members states to reorganize the UN so that it could be better equipped to meet the challenges that globalization brings . However in practice the extent of the UN reform appears modest and Bernhard (214) makes the distinction between internal reforms of the UN’s by-laws which are easier to achieve than constitutional changes, which would require changes to the Charter. The complexity of the UN system doesn’t allow for reforms to be made easily. Every amendment needs a two-thirds majority in the General Assembly and the ratification of two thirds of the member states, including the five permanent members. Therefore the permanent members have a high level of strength and can block any reforms, although to be fair they would need the agreement of more than 120 UN members for their own projects to succeed (Bernhard 242). Koffi Annan (Bernhard 243) drew attention to the institutions of the UN being unfit for the present day purpose as they had been created for an inter-national rather than global world. The UN system has resulted in a tradition of decentralization, along with a steady growth of new agencies. It is this situation that draws critics to argue that there are overlaps and duplication of effort and irrational allocation of resources (Ziring 464). There is no world budget to deal with economic and social affairs and each UN agency are responsible for their own budgets and programmes, subject to the limitations of the collective will of their members. Ziring (464) argues that the Economic and Social Council has not fulfilled its central coordinating function, being mainly consigned to discussion and liaison and he makes the important statement that the most formidable barriers to improved functional co-operation between the agencies are in fact political and budgetary, not organizational. This would then mean that the UN reforms should be focused on gaining the collective political and economic will of member states rather than introducing organizational changes alone.

Porter Five Force Essay Example for Free

Porter Five Force Essay Food services (high) Bargaining power of suppliers: low. Food is a low cost industry; there is only a little price difference between different suppliers. The suppliers want to sell their raw material should accept the marketing price. Bargaining power of buyers: low The buyers can decide to choose a cheaper food because there is so many food service they can choose, the industry should establish an reasonable price. Threat of new entrants: medium People like to try new food. But if the industry has their own fixed customers, and making their own cooking style, the new entrants will not have a big entrant to them. Threat of substitutes: high The food can be replaced by another better food if the people like. It is not necessities to eat only one kind of food. There must to be some same cooking style in different brand, such as McDonald’s with KFC. Industry competitors: high Food service is very popularize in our life, there is many new food entrants around us, people always like to try different food. General merchandise (low) Bargaining power of suppliers: low The general merchandise as a leading position to sell the products, as a result, suppliers power is low. Suppliers hardly affect the industry’s profit. Bargaining power of buyers: high The general merchandise becomes popular, and we have a lot of branded supermarket. Buyers can have much more choice between different supermarkets; they can compare the price to choose a cheap one. Threat of new entrants: low General merchandise cost is high so before entry this industry the entrants need lots investment. Many supermarkets already branded so the new entrants hardly to threat the old one. Threat of substitutes: low or medium There are might be many shopping way, like online shopping. However, general merchandise is the necessary part of people’s life, and also their different type of merchandise is the key factor to win. Industry competitorsï ¼Å¡high The brand is various in this industry, they need branding their own store to strengthen the impression of people.

The Social Effect Of Extracurricular Activities English Language Essay

The Social Effect Of Extracurricular Activities English Language Essay The present chapter intends to present some of the most prominent issues concerning employing extracurricular activities and their effect on the learners achievement in writing in general and in the ELT in particular. Also, its relation with attitude of the learners, writing apprehension, and the emergence of different strategies will be under study. Extracurricular Activities in ESL/EFL Context Extracurricular activities play an important role in todays secondary education programs (Holland Andre, 1987).The development of extracurricular activities was slow in the beginning, with many seeing it simply as a temporary fashion that would pass and quickly lose its style (Millard, 1930, as cited in Broh, 2002). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, grow out of curricular activities and return to curricular activities to enrich them (Millard, 1930, p. 12, cited in Broh, 2002, p. 71). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to assimilate with the new trend. In fact, before 1900, educators were suspicious of participation in extracurricular activities, believing that school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged (Marsh Kleitman, 2002, p. 5). Early experts on extracurricular activities including Millard (1930, cited in Broh, 2002) believed that Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day (p. 16). It was not until recently that educational practitioners and researchers have taken a more positive perspective and asserting that extracurricular activities may have positive effects on life skills and may also benefit acade mic achievements (Marsh Kleitman, 2002). Kuh (1993) asserted that more than70% of what students learn in college comes from extra-curricular activities and that most students believe that the activities they do out of class provide the most significant learning experiences (Moffatt, 1989). In addition to the confirmations made by these researchers, the students themselves asserted that extracurricular activities contributed to their maturation (Kuh, 1993). Jugovics (2011) positive perspective about extracurricular activities was concerned about the power of such activities to overcome some difficulties in the language classroom. He believed that it is advantageous to think outside the box, and in various contexts, to consider and apply the physical aspect of language learning such as integrating simple activities like talking and walking, which occur in natural communicative situations (Jugovic, 2011). There have been some studies devoted to studying the relationship between student involvement in activities and student academic achievement and the optimal proficiency in a foreign language (Jogovic, 2011; Marsh Kleitman, 2002). Although a positive correlation has been shown in many of these studies, there is still a fierce battle among educators concerning the need for extracurricular activities. Even some researches took a more neutral stand and attribute the ultimate influence of extracurricular activities to the context in which they occur (Shephard, 1996). They assert that extracurricular activities can have a positive or negative impact on students, depending on the context in which they are experienced. One way of viewing the impact of after-school activities is to apply a risk and resilience framework to them. Under certain circumstances after-school programs may present deficiencies (detract from positive growth and development); while under others they may provide protect ive impacts (prevent students who are at risk for negative outcomes from experiencing those outcomes). Two positions appear to be prevalent in todays academic community regarding extracurricular activities (Marsh, 1992). These are referred to as either the academic or developmental perspective. The academic perspective considers extracurricular activities as purely leisure and not part of the purpose of schools. The developmental perspective considers extracurricular activities necessary to the total development of the student in todays schools (Holland Andre, 1987). Educators who believe in the developmental perspective see activities as an extension of the educational program. Furthermore, participation in these activities is positively associated with many student characteristics. Activities allow students to develop skills such as leadership, sportsmanship, self-discipline, self-confidence, and the ability to handle competitive conditions. Participation is associated with higher levels of self-esteem (Marsh, 1992; McNamara, 1985; Simeroth, 1987). Participation is also related to lower delinquency rates (Marsh, 1992; Newman, 1991). Howley and Huang (1991) found that extracurricular activity across different schools exhibited a positive correlation on academic achievement. McNamara (1985) concluded in his study that students benefit academically if they participated in high, moderate, or low numbers of extracurricular activity. Extracurricular activities offer an opportunity to interact in ways that allow the previously mentioned skills to develop. The developmental professionals believe that many of these skills would be impossible or very difficult to develop in a classroom setting. Marsh (1992) stated: According to different theoretical perspectives, extracurricular activity participation may be posited to (a) divert attention from academic pursuits, as evidenced by its negative effects on narrowly defined academic goals; (b) have little or no effect on academic outcomes but contribute to desirable nonacademic outcomes; or (c) have positive effects on nonacademic outcomes and facilitate academic growth, perhaps indirectly, as well. (p. 553) According to Marsh (1992), extracurricular activities may have both positive and negative effect on students academic growth. Based on this statement, Jordan and Nettles (2000) referred to structured after-school activities which have been associated with higher educational outcomes. Jordan and Nettles (2000), in their analysis of data from the National Educational Longitudinal Study of 1988, found that student participation in structured activities, religious activities, and time with adults during 10th grade had a significant positive effect on educational outcomes for those same students in 12th grade. Conversely, students who spent more unstructured time were at greater risk of negative educational outcomes. The authors provided a model reflecting that in addition to student characteristics and factors inherent in the school context, the investments students make during their off hours in themselves and in their community affects their investment in schooling and, consequently, t heir performance in school. It is important to note that the extracurricular activities examined in the study were broad-based, and did not specifically included homework assistance programs. Cosden, Morrison, Albanese, Macias (2001, cited in Jogovic, 2011) summarized the outcomes of 10 studies on structured after-school programs that offered students assistance with homework and other academic needs. Nearly all of the studies focused on children considered at risk for school failure as a result of low income, limited familial resources, and/ or poor grades. Further, these after-school programs offered a broad range of activities in addition to academic support (Beck, 1999; Halpern, 1992; Posner Vandell, 1999). While the nature of the academic support varied, each program provided children with structure and adult contact. The full impact of these programs on the students academic performance appeared to be combined by other child and teacher factors, such as increases in the childs self-esteem and school bonding and changes in teacher impressions regarding the effort and abilities of the students. In a comprehensive study, Cooper, Valentine, Nye, Lindsay (1999) also examined the relation between after-school activities and academic achievement as measured by standardized tests and teacher-assigned grades among students in grades 6 through 12. Using a questionnaire, adolescents reported approximately how much time they spent on homework, working at a job, extracurricular activities, structured groups outside of school, and watching television. Findings revealed that more time in extracurricular activities and less time in jobs and watching television were associated with higher test scores and grades. In addition, more time on homework was associated with better grades. In another study, both Beck (1999) and Halpern (1992) conducted qualitative evaluations of the dynamics of large, urban after-school programs. Beck (1999) studied a program that was suitable for youth from kindergarten through 12th grade. The author reported that the factors crucial to the programs success were the provision of a structured time and location for doing homework and instructional support. Beck (1999) suggested that academic outcomes of this program were conflated by changes in the students self-confidence as well as changes in teacher impressions of the students endeavors. Halpern (1992) conducted a qualitative evaluation of a program that provided after-school homework assistance to younger children (5-12 years old). Similar to Beck (1999), Halpern (1992) found that participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments. Although the findings of these two studies were descriptive and did not identify causal relationships between homework completion and academic performance, they suggested that homework completion can affect students perceptions of themselves and teachers expectations of students in meaningful ways. In a comprehensive study of 400 elementary school children in several different after-school programs, Ross et al. (1992) provided support for using these programs to build self-esteem, while also finding that self-esteem can be a predictor of academic performance. The researchers found that participation in an after-school program designed to build self-esteem had positive effects on standardized test scores in math and reading, while receiving extended school time to complete homework did not have the same positive effects on self-esteem or achievement. These findings strengthen the idea that after-school academic support does the greatest achievement when it enhances the students perceptions that they can be successful at school. Several other studies (e.g., Morrison et al., 2000) have found that after-school academic tutoring or homework assistance may not result in an improvement in academic performance, but, rather, prevent a decline in performance that is evidenced by many at-risk youth. The extracurricular activities such as watching were connected to cognitive development of students (Shin, 2004). The amount and quality of television viewing and family involvement were not the only influences of helping at risk students. The effects of music and sports were also influential in their relation to the prevention of this decline. Morrison et al. (2000) studied 350 at-risk students, half of whom participated in an after-school program that provided homework assistance, tutoring, and cultural enrichment activities. They found after 1 year students in the program maintained their initial levels of school bonding and teacher ratings of student behavior, while some of students who did not participate in the program showed decreases on these measures over the same period of time. Ross et al. (1992) evaluated an after-school tutoring program serving low-income African American students. After 2 years, participants did not show significant increases in grades, but students who were not in the program showed a significant grade decrease. Together, these studies indicate that after-school academic support may play a protective role by helping to prevent a loss of school engagement even if it doesnt result in higher levels of functioning and academic success. Based on the concept of extracurricular activities, The Gevirtz Homework Project (Cosden, Morrison, Albanese, Macias, 2001) was established as an after school program. It differed from other previously reviewed after-school assistance programs in that it included students who were not at risk for school failure. All fourth-grade students in three participating schools were engaged in the project, with students randomly assigned to treatment (Homework Project) and non-treatment after homogenizing them into high, medium, and low achievement groups at school. Students were also homogenized on the basis of ethnicity and English proficiency, with equal numbers assigned to the homework project and to the non-treatment control group. The program was designed to provide students with homework assistance and to help them learn study skills. Students attended the program 2-3 times a week over a period of 3 years (Grades 4-6); although during the specified time the lack of attendance of some m embers in the treatment group was observed. All students in the Homework Project and the non-treatment control group were assessed at the beginning and end of each grade. Measures included students ratings of their impressions of school belonging, teacher ratings of student behavior, student grades, and standardized test scores from the Stanford Achievement Test (SAT-9). At the end of sixth grade, teachers rated English language learner participants in the homework project higher in academic effort and study skills than English language learners in the control group. This was not the case for students who were proficient in English. That is, students with English proficiency in the treatment and control groups had similar teacher ratings and academic outcomes at the end of the 3-year project. Further, there was higher overall attrition from the treatment group for English proficient students. It appeared that regular attendance in the Homework Project in fourth grade helped students develop study skills, which they were able to use in later years. This was supported by student interviews conducted as part of the process evaluation (Brown Herrity, 2001). In particular, the investigators found that students who benefited the most from the Project were those who learned to do homework right after coming home from school, while children who benefited le ast did not. For example, one child stated, Most of the time I start my homework right away (after school). I didnt do this in third grade. I guess I got in the habit from the Homework Project (Brown Herrity, 2001, p. 8). Some other studies, reported on the low dropout rate of students in school by doing the extracurricular activities (Cooper, Valentine, Nye, Lindsey, 1999; Gerber, 1996; Jordan, 2000; Mahoney Cairns, 1997). These studies typically assessed involvement in non-academic activities, most of which occurred after school hours. Rather than divert students from meeting their academic goals, studies found that students engaged in extracurricular activitiesincluding sports, service clubs, and art activitieswere less likely to drop out (Mahoney Cairns, 1997) and more likely to have high academic achievement (Gerber, 1996). Of particular importance, students at risk for school failure appeared to benefit even more from participation in extracurricular activities than do children who were normal achievers. Most researchers believed that involvement in extracurricular activities had an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks. Mahoney and Cairns (1997) noted that while supportive academic programs focus on the deficits of students, involvement in high interest, non-academic activities provides a gateway into conventional social networks through the maintenance and enhancement of positive characteristics of the individual that strengthen the student-school connection (p. 248). 2.2.1. Social Effect of Extracurricular Activities With regard to the importance of the extracurricular activities, a great body of research has been done to evaluate the social aspects of these activities on the development of students personal and interpersonal characteristics and the ultimate result in language proficiency (Astin, 1985; Tinto, 1993; Pascarella Terenzini, 2005). Some researchers focused on the affective side of extracurricular activities. One study found that adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations (Darling, Caldwell, Smith, 2005). Darling, et al (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average (GPA). The results indicated that the students who participated in sc hool-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all. McNeal (1995) also attributed the low rate of school drop outs to the affective aspect of extracurricular activities. The outcome of his research was observed primarily among students who were at highest risk for dropout. The association between reduced rates of early school dropout and extracurricular involvement differed according to the competence of the individual. For students in the risk clusters, the associated reduction in dropout was stronger compared with more competent students. For students whose prior commitment to the school and its values had been marginal, such participation provided an opportunity to create a positive and voluntary connection to the educational institution. Unlike optional procedures (e.g., school dropout prevention programs, remedial education), which focused on the deficits of students, extracurricular activities can provide a path into the conventional social networks while, concurrently, promoting individual interests, achievements, and goals (Ed er, 1985; Kinney, 1993; McNeal, 1995). Thus, school dropout could be effectively decreased through the maintenance and enhancement of positive characteristics of the individual which intensified the student-school connection. Kinney (1993) commented that the associated reduction in school dropout was greater during early high school. One explanation is that the increased diversity of activities offered in high school provided adolescents more opportunity for activity participation suited to their interest-ability (Kinney, 1993). The range of activities included in the domains that risk students most often participated (athletics, fine arts, and vocational) increased during high school, as did their participation in these areas. Also many activities highlighted in yearbooks required expertise in particular domains (e.g., music, sports, languages, mathematics, science), some school activities required minimal academic performance in order to be eligible for participation in them. Furthermore, socioeconomic status, although not a general barrier to participation, could influence the types of activities students would choose to participate and the attainment of status within those activities was crucial for s tudents (Coleman, 1961, cited in Jordan, 2000). Thus, the effect could be stronger in high school because participation increases as a result of greater opportunity. In an exhaustive survey, Kinney (1993) referred to North American public secondary schools as unique educational places which offer a range of pursuits in classroom and beyond. In addition to offering a broad academic curriculum, middle schools and high schools encourage students to participate in various extracurricular activities; these include organized sports, special-interest academic pursuits, vocational clubs, supervised student government, newspapers, yearbooks, and various other activities. Extracurricular activities differ from standard courses in American school because they are optional, ungraded, and are usually carried out outside the school day in school. The researcher mentioned that although these activities are extra to the curriculum, they are closely linked to academic achievement and performance (e.g., math club, French club, national honor society). He concluded that the participation in this kind of context would enhance learning instruction. For example, parti cipation could raise an individuals status within the school, extend her or his social affiliations in the school community (Csikszentmihalyi, Rathunde, Whalen, 1993; Eder, 1985; Eder Parker, 1987; Kinney, 1993), or enable both to occur. The impact would be to make school a more meaningful and attractive experience for students who have experienced few successes in academic subjects. An overview of the educational and psychological literature on the effects of extracurricular activities indicates, curiously, that only subtle attention has been given to the effects of extracurricular activities for marginal students (e.g., Brown, 1988; Holland Andre, 1987). In contrast, a large amount of work has concentrated on the role of extracurricular activities for the smartest and the most privileged students. Specifically, (a) activities and positions of leadership may indicate only a small number of individuals (Brabd, 1987; Hollingshead, 1949, cited in Broh, 2002; Cooper, et al, 1999), (b) students of high socioeconomic class tend to report more engagement than lower class students and show greater leadership and talent within these activities (Csikszentmihalyi, Rathunde, Whalen, 1993; Hollingshead, 1949, in Broh, 2002), (c) girls tend to participate in more activities than boys (Coleman, 1961; Hollingshead, 1949; Jacobs Chase, 1989 all cited in Broh, 2002), (d) those individuals who participate in interesting activities tend to be popular with peers, are school leaders, and may be influential in conducting the status norms of the school social system (Coleman, 1961, cited in Broh, 2002; Eder, 1985; Eder Parker, 1987; Kinney, 1993), and (e) participation in academically linked activities is connected with somewhat higher levels of academic performance and educational attainment (Brown, Day Jones,1983; Marsh, 1992; McNeal, 1995; Shephard, 1996). Extracurricular activities also may facilitate the development of qualities such as determination and perseverance. Individuals with these characteristics may be less likely to surrender when they face challenging tasks at school, which also may explain the researchers found an association between extracurricular activities and school self-esteem (Marsh, 1992). 2.2.2. Formal and Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has suggested that formal and informal activity settings have different influences on motivation and feelings of competence (Guest Schneider, 2003). One study found that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments, while more time in structured groups and less time watching TV were associated with higher test scores and school grades (Marsh Kleitman, 2002, p.5). Structured activities outside of school may also facilitate the development of social ties (Eccles Barber, 1999; Larson, 1994). Time in organized activities, for example, may bring youth into contact with peers and adults who share their interests. Interactions with well-adjusted peers who share similar goals and aspirations, in turn, can motivate youth to do well in school and cause interest in future educational and occupational pursuits (Jordan Nettles, 2000). Jordan and Nettles (2000) also used broader conceptualizations of youths time outside of school among high school students and found that students who spent more time in structured activities (e.g., youth groups, sports) as well as students who spent more time alone in skill-building activities (e.g., computers, hobbies, reading) had higher math and science achievement. Schreiber and Chambers (2002) categorized adolescents after-school activities as in- or out-of school, academic or nonacademic, and organized or unorganized. Focusing on results for eighth grade African American adolescents, these researchers found that participation in out-of-school, nonacademic, organized activities (e.g., neighborhood clubs, nonschool team sports) was negatively related to math achievement, and participation in out-of-school, academic, unorganized activities (e.g., homework) was positively related to math achievement. These findings are consistent with theories about the benefits of participation in structured activities, which claim that such activities provide adolescents with opportunities to learn and develop skills (Bronfenbrenner, 1979; Larson Verma, 1999). In addition to specific skills, participating in sports and clubs may facilitate learning organizational, planning, and time management skills that are important for school success. Furthermore, participa tion may have implications for the self-system (Holland Andre, 1987). For example, participating on a sports team may promote self-confidence. Also students learn the attitude of respect toward their counterparts. They try to tie up their good school relationships and continue their friendships outside of the context of school. The feeling of self efficacy can also be developed within individuals as they see themselves supporters of other fellow students and the leaders of the groups. Leadership qualities are the special personal traits that their root can be strengthened within school days. 2.2.3. Academic Extracurricular Activities Extracurricular activities that focus on academic areas include the school newspaper, quiz team, science club, school government, and debate team or journalism club. Each of these activities promotes academic excellence and provides students with an opportunity to expand their content knowledge outside the classroom (Linder, 1999). While building leadership skills, students will also learn the advantages of technical writing, keeping and meeting deadlines and public speaking. Students will also have opportunities to broaden their content knowledge about unfamiliar subjects by conducting research in preparation for debates or academic competitions (Mahoney Cairns, 1997). Regarding the role of extracurricular activities for ESL/EFL students, Al-Ansari (2000) confirmed the previous research that  sheltered curricular exposure to the target language through English-medium instruction would seem intuitively to be a qualitatively different and potentially much richer source of intake than other, less sheltered kinds of exposure, especially as far as the development of academic proficiency in the target language is concerned (Krashen 1982; Wigzell 1983; Wesche Ready 1985). ).  In order to verify this impression, Al-Ansari (2000) carried out a study in a sample of Bahraini university students. He gave the students two types of questionnaire. The first part of the questionnaire was designed to measure the amount of extra-curricular contact and the second part the amount of curricular contact through English-medium instruction in subjects other than English language.  Ã‚  For the first part of the questionnaire, a set of questions, each with three alternative responses, was formulated to measure the frequency/duration of each of the modes of contact: Extra-curricular listening activities included watching English videos, films and TV shows, listening to English programs on the radio. Listening activities consisted of both academic and nonacademic extracurricular activities. The next category was out-of-class speaking activities with various categories of competent English speakers such as parents, teachers, fellow-students and others, both on and off campus. Like the previous category, this one also included both academic and nonacademic extracurricular activities. The thi rd classification was reading activities involving different kinds of reading materials in English such as newspapers and magazines, stories, non-fictional material other than course-related material. The focus of this category was mainly nonacademic materials. Next item was social interaction with the target language community within Bahrain in places such as home, in clubs, recreation centers and other locations. Here the emphasis was mostly on nonacademic activities. The next part of the questionnaire belonged to questions regarding contact hours of English-medium instruction per week. The findings with regard to extra-curricular contact had different implications for different categories of learners.  As far as the average achievers were concerned, the implications were clear:  in order to improve their proficiency level, they need to be more engaged in various extra-curricular activities in the target language, especially listening and speaking activities. The results obtained for high achievers and underachievers, however, suggested that contact with the language outside the classroom was not a solution that would guarantee further linguistic development at all levels of attainment.  With regard to the underachievers or false beginners, the findings were consistent with two possible inferences:  either their level of proficiency was too low for them to derive any benefit from the kind of extra-curricular exposure they got to the language, which would suggest that much of the input they received was largely incomprehensible, or they did not have the necessary cognitive and verbal characteristics to derive the kind of benefit from their exposure that would be reflected in higher scores in an academically biased proficiency test Much of what has emerged from the Al-Ansaris (2000) study supported Krashens (1982) views.  Central to his main thesis is the claim that certain linguistic environments and certain kinds of linguistic activity are a richer source of intake than others.  This claim was proved by Al-Ansaris (2000) findings, which presented that sheltered curricular exposure correlates more consistently with attained levels of proficiency than unsheltered extra-curricular exposure. In another study, Dheram and Rani (2007) carried out a study on how the newspaper as an academic extracurricular activity could be used for promoting learner autonomy in an international classroom with varying levels of English proficiency. It highlighted how the authentic use of the language helped the ESL/EFL teacher turn the newspaper into a powerful tool for encouraging reflections on its relevance to language learning. Similarly, the activities demonstrated how the students imaginative and creative potential could be used for