Consumption of Caffeinated Beverages

[pic] UNIVERSITI TEKNOLOGI MARA (UiTM SHAH ALAM) FACULTY OF BUSINESS MANAGEMENT BEL422 REPORT WRITING GROUP REPORT COMSUMPTION OF CAFFEINATED BEVERAGES AMONG UiTM STUDENTS PREPARED BY: |NAME |MATRIX NO. GROUP |SIGN | | |2010528723 |BM2254A | | |NAWWAR KHALEEFUR RAHMAN | | | | | |2010729017 |BM2254A | | |NUR KHALIJAH ZAIDAN | | | | | |2010572149 |BM2254A | | |NURANIKA SHAMIMI SHAMSDIN | | | | | |2010549887 |BM2254A | | |YUSMAH YUSOF | | | | PREPARED FOR: MADAM ASHA LATHA B.S. BEL422 LECTURER (BM2254A) UiTM SHAH ALAM DATE OF SUBMISSION: 12TH DECEMBER 2012 (WEDNESDAY) ACKNOWLEDGEMENTS We have taken a lot of efforts in completing this report. However, it would not have been possible without the kind support and help of many individuals who have been there for us along this journey as to complete this report in time. Alhamdulilah, first of all we would like to thank God for given us the strength and wisdom as finally we were able to complete our report effectively and efficiently. Thank God for letting us through all the difficulties and have experienced His guidance day by day. A special appreciation to our family.Words can not express how grateful we are to our mother, father, and our siblings for all of the sacrifices that they have made on our behalf. Their prayer for us were what sustained us thus far. We would like to express our special appreciation and thank to our BEL422 lecturer, Madam Asha Latha B. S. for the valuable advice and support she has given to us in the writing of this report apart from being a tremendous mentor for us through out this semester. This report had been done with all afford by group members eventhough there were constraints while doing this report. Fortunately, all the constraints are settled due to our group members co-operation and ideas.We are highly indebted to our friends for their support as well as they diligence extended in providing us necessary information in completing this report. Last but not least, our deepest thank t o our respondents for their understanding and support. THANK YOU ( [pic] SUMMARY This study was conducted to gauge on consumption of caffeinated beverages among UiTM students. It was requested by our BEL422 lecturer Mdm. Asha Latha B. S. to fulfill the course requirement. It was requested on 19th September 2012. The investigation was done by distributing questionnaires to 20 respondents comprising Business and Law students at UiTM Shah Alam. Data was collated and analyzed using a basic frequency analysis derived from Microsoft Excel Software.Secondary sources were also referred to, to obtain background information required for this report. The main finding _______________ TERMS OF REFFERENCE On 19th September 2012, Nawwar Binti Khaleefur Rahman, Nur Khalijah Bt. Zaidan, Nuranika Shamimi Binti Shamsdin and Yusmah Binti Yusof, from the Faculty of Business Management, UiTM Shah Alam, were instructed by Mdm. Asha Latha B. S. , the Report Writing lecturer (BEL) to write a report on consu mption of caffeinated beverages among UiTM students on questionnaires. The report which includes the background information, findings, conclusions and recommendations is to be submitted on 12th December 2012.TABLE OF CONTENT |No. |Title |Pages | | |Acknowledgement | | | |Summary | | | |Terms of Refference | | | |List of Illustrations | | |1. |Introduction | | | |Background of study | | | |Statement of The Problem | | | |Research Questions | | | |Objective of The Report | | | |Scope of Report | | |2. 0 |Literature Review | | |3. 0 |Methodology and Limitation | | |4. 0 |Findings | | |5. 0 |Conclusions | | |6. |Recommendations | | | |Bibliography | | | |Appendices | | LIST OF ILLUSTRATIONS |No. |Title |Pages | |1 |Figure 4. 1 | | | |Respondents’ gender | | |2 |Figure 4. | | | |Age of tertiary students | | |3 |Figure 4. 3 | | | |Tertiary students who consume caffeinated beverages | | |4 |Figure 4. 4 | | | |Number of respondents who consume caffeinated beverages | | | 5 |Figure 4. | | | |Types of caffeinated beverages | | |6 |Figure 4. 6 | | | |Frequency of tertiary students drinking caffeinated beverages | | |7 |Figure 4. 7 | | | |Awareness of the contents of caffeinated beverages | | |8 |Figure 4. | | | |Addictiveness towards caffeinated beverages | | |9 |Figure 4. 9 | | | |Reasons why respondents consume caffeinated beverages | | |10 |Figure 4. 10 | | | |The consequences if the respondents cut down caffeinated beverages | | |11 |Figure 4. 1 | | | |Respondents’ response towards statement on caffeinated beverages | | 1. INTRODUCTION 1. 1 Background of the Study The report was written to gauge and identify the consumption of caffeinated beverages among tertiary students. It has been observed that some students drink caffeinated beverages and after it has become a habit among students. This report identifies the short term and long term effects of taking caffeinated beverages and determines why these students are reluctant to stop consum ption of these caffeinated beverages. This report was requested by Madam Asha Latha B. S on 19th September 2012. 1. 2 Statement of the ProblemThe meaning of â€Å"caffeinated beverage† is â€Å"a drink that contains caffeine. † Coffee is the most common one. Black, green and white tea also contain caffeine. Some sodas have caffeine added to them (Coke, Pepsi, Mountain Dew, for instance), as do many energy drinks. There are variety reasons why people like drinking caffeinated beverages. Many folks have coffee to help wake up in the morning. College students are known for knocking back coffee and caffeinated sodas to keep them up for studying the night before a big test. In some studies, caffeine has been shown to help concentration and memory. Too much consumption can increase person nervousness.If they drink cheap coffee that's made with robusta beans instead of 100% arabica beans, they may suffer stomach problem. If there is an addiction, measures must be suggested to reduce this and to introduce other form of healthier beverages. 1. 3 Research Questions This report seeks to answer the following questions: 1. 3. 1 What is the definition of caffeinated beverages? 1. 3. 2 What types of caffeinated beverages are popular among tertiary students? 1. 3. 3 Why are such beverages being consumed by tertiary students? 1. 3. 4 Are the tertiary students aware of the effects of heavy consumption on caffeinated beverages? 1. 3. 5 What are the drawbacks or setbacks experienced when attempting to stop caffeinated everages? 1. 3. 6 What are the suggestions for tertiary students to reduce the consumption of caffeinated beverages? 2. 0 LITERATURE REVIEW Caffeinated beverages have always been consumed by adults. However, nowadays, most tertiary students are consuming these beverages. Caffeine products are so widely distributed these days that abuse of the substance may be unnoticed. In fact, caffeine is the world’s most widely consumed stimulant, with 54 per cent of adults in America consuming on average three cups of coffee a day (Chen and Parrish, 2008). Diet Health Club on September 2011 identifies these beverages as: Any drinks which contain caffeine.This caffeine is a stimulant that is legal and is one of the most popular stimulants in the world especially among the developed countries. Some of the common caffeinated content beverages include teas, coffees, various kinds of energy drinks and soft drinks. Tea and coffee are found to naturally have caffeine. Whereas some of the popular drinks like cola have intentionally used this caffeine stimulant as one of the ingredients. The relationship between an individual’s amount of caffeine consumption during his/her study session and the individual’s study habits were investigated by Hope (2009). Most of the students revealed their personal consumption of caffeine as well as their study habits when preparing for a test or examinations.As determined by the researcher, it has been hypothesized that the more the caffeine a student consumes while studying, the more accurately his or her study habits would be labelled as ‘unhealthy’. To keep them ‘up’ for late night sessions, many college students rely on caffeine-packed sodas and coffee drinks which will increase vigilance, sadly this is unhealthy. A research by the (â€Å"National Council On Strength and Fitness), it shows that caffeinated beverages have become gradually more accepted within the diets of tertiary students. That shows the consumption of caffeinated beverages can cause long-lasting effects on brain function when utilized during the formative years.However drinking too much of caffeine can cause health problems or side effects to drinkers. Some side effects from caffeine use can be mere irritation. Others are downright dangerous. For smokers, caffeine can be especially harmful. Nicotine will raise blood pressure and increase the risk of cardiovascular complications . This is because caffeine is the drug used in the world and is part of everyone’s daily life-style, it has gone unnoticed as a potentially harmful substance to most people’s health. An article â€Å"Caffeine Awareness Association†(2010) also indicates that excessive coffee drinking can increase a person’s risk of heart attack. Thus, caffeine can also cause irregular heart rhythms.And some researchers believe it can increase a woman’s chances of getting cancer. Caffeine has also been linked with central nervous system disorders, Parkinson’s disease, diabetes, and incontinence. The medical community has recently taken caffeine withdrawal quite seriously. It is estimated that one in eight people will experience symptoms that will interfere with ability to work or function for at least a couple of days. Jordan (2004), suggested including caffeine withdrawal as a verifiable condition in the Diagnostic and Statistics Manual of Mental Disorders (D SM). However, caffeine withdrawal is seldom dangerous, though it can make one uncomfortable for a few days. The most frequent symptom ssociated when we attempt to stop caffeinated beverages is moderate to severe headaches. This can occur between 12 and 24 hours after the last intake of caffeine. It usually lasts for one to two days, though some may have a headache for longer. Furthermore, according to Lee (2006), drinking too much of caffeine will impact one negatively. It causes palpitations and withdrawal systems that include headache and drowsiness. Tertiary education often requires students to study for extended hours, especially during periods of increased workload prior to tests and examinations. Removing caffeine from one’s daily routine can be done by approaching the task of lowering the intake of caffeine.Switching to a coffee with less caffeine and checking labels on medications are the approaches to gradually reduce the amount of caffeine consumption for each day, (â€Å"Fit Day†, n. d). According to Haupt (2012), suggests go for an espresso shot because it contains only about half the amount of caffeine as a cup of regular coffee. 3. 0 METHODOLOGY AND LIMITATIONS 20 respondents were chosen randomly. The respondents were required to answer a questionnaire. These questionnaires were distributed on ______ and collected on ____. Data was collected and analyzed using a basic frequency analysis that was derived from Microsoft Excel software. Various secondary sources and materials were also looked into as differences and guides.Although this research was carefully prepared, there were still limitations and shortcomings. This report was done on a small scale involving 20 respondents. Since the population was small, the findings presented may not be applicable as general representations. To do so a large sample would be required. The period given to conduct and complete this report was 11 weeks only. Background information for the report was limited to articles from various websites. 4. 0 FINDINGS 4. 1 RESPONDENTS’ GENDER [pic] Figure 4. 1 The pie chart in Figure 4. 1 shows the gender who consumed caffeinated beverages. The gender is divided into two categories which are females and males.Based on the pie chart, it shows that the percentage of females who consume caffeinated beverages among tertiary students is higher than males where by females involve 70% and male 30% only. 4. 2 AGE OF TERTIARY STUDENTS [pic] Figure 4. 2 The table in Figure 4. 2 shows the age of the respondents who consume caffeinated beverages. It shows that the age of 19 – 21 years old has the highest no of respondents at 12 respondents while the age of 30 – 32 years old has the lowest number of respondents at 1 respondent only. 4. 3 TERTIARY STUDENTS WHO CONSUME CAFFEINATED BEVERAGES [pic] Figure 4. 3 The diagram above shows the number of students from universities that consume caffeinated beverages.It shows that University Tec hnology Mara has the highest no of respondents who consume caffeinated beverages among all tertiary students at 9 respondents. The lowest numbers of respondents who consume caffeinated beverages are tertiary students for University Malaya at only 3 respondents. 4. 4 NUMBER OF RESPONDENTS WHO CONSUME CAFFEINATED BEVERAGES [pic] Figure 4. 4 The pie chart above shows the number of respondents who consume caffeinated beverages. It shows that 20 respondents answered â€Å"yes† in this questionnaire. 4. 5 TYPES OF CAFFEINATED BEVERAGES [pic] [pic] Figure 4. 5 Figure 4. 5 shows the types of caffeinated beverages that are taken by tertiary students.According to the chart, tea is the highest for the types of caffeinated beverages at 52% followed by coffee at 25% and sodas at 25%. Sodas are divided into four types which are Coke at 23%, Pepsi at 59%, Mountain Dew at 10% and others at 9%. 4. 6 FREQUENCY OF TERTIARY STUDENTS DRINKING CAFFEINATED BEVERAGES IN A WEEK [pic] Figure 4. 6 Figu re 4. 6 shows the frequency tertiary students drink caffeinated beverages. Based on the chart above, it shows that 40% of tertiary students drink caffeinated beverages 2 – 4 times in a week. 25% of tertiary students drink it once a week, 20% drink it every day and only 10% of the tertiary students drink it 5- 6 times in a week. 4. 7 AWARENESS OF THE CONTENTS OF CAFFEINATED BEVERAGES [pic] [pic] Figure 4. 7 Figure 4. shows the awareness of the contents of such beverages by tertiary students. According to the chart, it is clear that most students are aware of the contents of caffeinated beverages since 64% answered so. Another 36% of tertiary students are not aware of the contents of such beverages. Therefore, for those who are aware of the contents in caffeinated beverages, the results show that 41% realise the sugar, 23% know of their preservatives, 9% the colouring and 27% the caffeine contents. 4. 8 ADDICTIVENESS TOWARDS CAFFEINATED BEVERAGES [pic] [pic] Figure 4. 8 Figure 4. 8 shows the addictiveness towards caffeinated beverages by tertiary students.From the chart above, it is clear that 55% of the tertiary students are not addicted to caffeinated beverages. Only 45% of tertiary students are addicted to caffeinated beverages. When they are addicted to caffeinated beverages, most of them control addiction by carrying with plain water (60%), followed by 30% who revert to de-caffeinated beverages and 10% who resort to junk food / fast food. 4. 9 REASONS WHY RESPONDENTS CONSUME CAFFEINATED BEVERAGES [pic] Figure 4. 9 Figure 4. 9 illustrates the reasons why respondents consume caffeinated beverages. Firstly, 8 out of 20 respondents say they find caffeinated beverages tasty. Next, 30% of the respondents consume such beverages because find them inexpensive. respondents ranked they find caffeinated beverages convenient. Moreover, no respondents ranked finding such beverages inexpensive or tasty. Meanwhile, 40% of the respondents rank they follow their frien ds as the reason why they consume caffeinated beverages. 4. 10 THE CONSEQUENCES IF THE RESPONDENTS CUT DOWN CAFFEINATED BEVEREAGES [pic] Figure 4. 10 Figure 4. 10 shows the percentages of the consequences if the respondents cut down on caffeinated beverages. 60% of the respondents will feel sleepy if they cut down their consumption on such beverages. Meanwhile, only 10% of them feel moody after they reduced their intake. None of them feel sick easily if they cut down their consumption. Statements |Strongly Agree |Agree |Neutral |Disagree |Strongly | | | | | | |Disagree | |Caffein|6 |30% |9 |45% |3 | |ated | | | | | | |beverag| | | | | | |es have| | | | | | |adverse| | | | | | |effects| | | | | | |on the | | | | | | |body. | | | | | |   |   | Universiti Teknologi Mara | | | |   | |   |   | Sunway College University | | |   | |   |   | Taylors College University | | | |   | |   |   | University Malaya | | | |   | |   |   | Others ( Please state : __ _____________ ) | |   | |   | | | | | |   |   | Yes |   | |   |   | Coffee |   | |   | |   |   | Coke |   | |   |   | Once a week | | | | | |   |   | 5 – 6 times a week | | | |   | |   |   | Everyday | |   |   | Yes|   | |   | |   |(Tick v for suitable options) | |   | |   | |   | |   |   | Yes|   | |   | |   |(Tick v for suitable options) | |   | |   | |   |   | Seek medical help | |   | |   | |   |   | Carry with me plain water |   | |   | |   |   |Revert to de-caffeinated beverages | |   | |   |   | Replace these drinks by chewing gum or sweets | |   | |   |   | Resort to junk food / fast food |   | |   | |   |   | |   |( Rank 1 for major reason and 6 for least major reason) | |   | | | | | |   |   | | | | |   |   | I find them convenience |   | I consume them to help | |   | | |   |   | become moody | |   | become sick easily | |   |   | become less alert / active |   | become sleepy / lazy | |   |   |   |   |   |   |   | | | | | | | | | |13) |Consumption of caffeinated beverages leads to emotional disturbances.    |   | |   |   | | | | | | | | | |14) |I find it difficult to cut down on my consumption of such beverages. |   |   |   |   |   | | | | | | | | | |15) |I require help to overcome my addiction towards caffeinated beverages. |   |   | |   |   | | | | | | | | | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | | THE END THANK YOU

Ending the War Against Japan Essay

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Theoretical review in optical materials used in Concentrating Dissertation

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Business Ethics - Essay Example However, the fact is that when she received a harassing message from a prospective employer on a professional networking site, she finally reached her tipping about online sexual harassment. A portion of the message read that â€Å"I think you are beautiful and I and interested to hear more about your modelling experience. Have you ever thought about being an executive assistant? I make a lot of money and travel to some amazing places. I would take good care of you. One question though, are you single?† Quite clearly, for a professional networking, which people used to build business connections, this message did not only cross the limit of acceptability but also creepiness. There are no doubts about the fact that sexual harassment (Ferrell, Fraedrich, & Ferrell, 2012, pg. 74) is a serious issue and that even before the advent and mass proliferation of social media, employers and managers had always been facing a difficult time in combating with ever increasing sexual harassme nt at workplace. Now that social networking sites have become an imperative aspect of the lives of people, it appears that they have provided a new medium and breeding ground for harassers (Trevino & Nelson, 2010, p. 42; Ferrell, et al., 2012, p. 74). This paper makes an attempt to understand the issue of sexual harassment as discussed in the article Casserly (2013) from the perspective of business ethics, provide recommendations for combating with this problem and identify its impact on the stakeholders. Discussion Dynamics of Sexual Harassment and Online Sexual Harassment Much of the online sexual harassment on is â€Å"quid pro-quo† in nature (Devettere, 2002, p. 467). Quid Pro-Quo refers to an arrangement of giving something in return for something else. In most cases, the victims are likely to receive a message from someone with a higher position, authority and influence with a dreamy but conditional offer; the condition being their willingness to provide sexual favours or entering into a sexual relationship with that person. The immorality of these messages is massively apparent as it coerces the subject into doing something that he or she would not have done in normal circumstances (Trevino & Nelson, 2010, p. 42; Ferrell, et al., 2012, p. 74). As mentioned earlier that the business ethics issue highlighted in this article is that of online sexual harassment as faced by Hatcher, the case in focus, and several other women highlighted in the article from LinkedIn, specifically and several other online networking sites as well. There are several definitions of sexual harassments. In fact, legislators, experts, researchers and policymakers from different parts of the world have taken different approaches to define sexual harassment. Furthermore, sexual harassment might take different forms but one singular, common and defining element of sexual harassment is when the victim feeling being excessively â€Å"uncomfortable†. This is exactly what ha ppened in the case of Hatcher, as argued in this article, that this invitation or message from Marcus was so disturbing and stressful for her that she no longer felt safe and comfortable regarding the same. Although, the data about the victims of sexual harassment (Ferrell, Fraedrich, & Ferrell, 2012, pg. 74) reveals that both the genders have been

Compare and contrast two poems Essay Example | Topics and Well Written Essays - 750 words

Compare and contrast two poems - Essay Example pen rests; as snug as a gun.† (Bloom, 1986) Heaney begins his poem by describing the ‘pen’ which symbolizes the essential instrument for writers. Further the pen is compared to a gun. A gun represents power; so does the pen which enables expression of emotions and thoughts. It is said that the pen is mightier than the sword. A gun is associated with the idea of destruction and suffering. The media in the present world can either make you or break you which prove that the pen can annihilate like the gun, but, the pen can also elevate and one can soar to great heights. ‘Digging’ enhances the idea of the ‘self’ wherein the narrative voice is first person narration as portrayed in the line, â€Å"between my finger and my thumb’. (Bloom, 1986) Plath on the hand begins on a negative note that portrays doubt and depression, â€Å"You do not do, you do not do, Any more, black shoe, In which I have lived like a foot, For thirty years, poor and white, Barely daring to breathe or Achoo†. A total sense of anxiety and bereavement sets the mood and tone of the poem. Further the title ‘Daddy’ reveals the fact that Plath’s emotional stability was stunted and this has lead to her feeling like an abandoned child. Further, words such as ‘black shoe’, ‘Achoo’, exhibit the frightened mental state of the child thus portraying dependence on the father figure she wanted but could never have. Plath is seeking self-realization and control from the aftermath of her father’s death. (Jean, 1984) The similarity between Plath and Heaney is that in the second stanza the father figure is established and explored. As witnessed in Heaney â€Å"Under my window a clean rasping sound, When the spade sinks into gravelly ground: My father, digging. I look down† and in Plath â€Å"Daddy, I have had to kill you. You died before I had time--- Marble-heavy, a bag full of God, Ghastly statue with one grey toe Big as a Frisco seal† the contrast found here is that Heaney portrays

Based on the source, write a frictional story about 4 page long on the Essay - 1

Based on the source, write a frictional story about 4 page long on the Song Dynasty - Essay Example â€Å"Don’t be loud while saying that,† she replied in a whisper. I could understand the seriousness depicted through the sound wrinkles in her face shown by the bright moonlight. The mother had just a single caution if not a problem, she felt I should be protected from any possible persecution as the emperor spies had their ears laid on the ground so as to gather any spark of information. On the previous day, I heard my father narrating the declarations of King Liu Bei concerning the forthcoming war against Cao Cao to my mother at dusk. The king together with his friend from a neighboring kingdom, Sun Quan had vowed to fight and defend their kingdoms in earnest against any possible conquer by Cao Cao. The father concluded his story outlining that it was actually a time of war, and they (men) should be ready with their weapons and it was never a time for women. The women had their functions stated clearly as being responsible for motivating their men besides offering food and any probable support. I have a clear memory still of the last words I shared with my father before going to war. It appeared the war could be serious since it involved three kingdoms, but one army appeared to be well endowed with soldiers. â€Å"In case the war erupts, I think the battle field would be by the Yangtze River,† I told my father. â€Å"No, the destination of the war is not clear yet my son,† he replied. Soon, I could see him in his war gear characterized by a sword on the waist together with a stone and bronze armor. At this juncture, I expected to hear of survival after the war or the worst as had been experienced by unfortunate sons of women in the previous wars. I thought it was not yet the time for me to lose my father conversely, the feeling of my father losing his father in the previous wars overcame my conscience. I could believe slightly that it was the fate of my grandfather’s lineage that they

Virtual Letter Essay Example | Topics and Well Written Essays - 500 words

Virtual Letter - Essay Example When bringing you up I applied different theories and principles in order to make sure that you grow as a good person. My principle is to abide by the Christian teaching and refuse what is evil. According to social learning theory, by Bandura people learn behaviour whether good or bad from the people around them. I was much strict to make sure that you only learn the behaviour that is acceptable to the community and Christian teaching. When you were only 15 years, you wanted to go out with your boyfriend but I opposed. This is because it is not good to go out and have sex before marriage as it is forbidden by the society and Christian teachings. When I noticed that this could come as a result of peer pressure or learned from your friend, I had to forbid you from interacting with bad people. This made you to even avoid class discussion and interaction with other students in the schools. My parents used authoritarian parenting styles, and this has shaped my behaviour and enabled me to uphold religious and moral values. In order for you to grow up with moral and Christian values, I had to apply the same principles and parenting styles my parents used. In the process of growing, you adopted different behaviour. When you were two years as described by Erikson, you could trust the environment and people around you. When I left, you could cry and calm down after I left. This showed that you could trust me as well as the sitter. You could also feel guilty when you do something wrong that is the third stage of development as explained by Erikson. At age 15 you got a boyfriend, and you wanted to go out with him which is the six stage marked by development of isolation and intimacy. Your growth was well, and you passed through all developmental stages. In order to develop socialization, development and growth we should engage in social events like weddings, birthday parties and graduation parties among others. This will enhance our

Corporate Governance in Australia After Hih Essay Example for Free

Corporate Governance in Australia After Hih Essay In the light of various corporate scandals, regulatory bodies and corporate governance were placed under pressure by shareholders and stakeholders to form a tighter grip in governing corporation’s conduct. The obligations, roles and responsibilities of company’s stewards are under scrutiny of Corporations Act, listing rules, country’s code of corporate governance, ethics as well as social standards. At the same time, advocates of market forces as a replacement to regulations and legislation continue to pursue for market deregulation and liberalisation based on the believe that government intervention will only distort resources allocation and hinder market growth. The collapse of Australian company HIH Insurance Ltd (HIH) in 2001 was analysed in terms of its conduct and compliance to the Corporations Act, listing rules as well as code of corporate governance as released by the Australian Securities Exchange (ASX) Corporate Governance Council (CGC). Reforms in regulations and the Corporate Governance Principles and Recommendations 2007 by ASX CGC were used to recommend best practices in corporate governance that should have taken place in HIH. Lastly, the effect of globalization and challenges to good corporate governance resulting from globalization were discussed from the perspective of national government, regulatory bodies as well as the corporation itself. Justice Neville Owen, The Royal Commissioner in the HIH Royal Commission Report described corporate governance as the framework of rules, relationships, systems and processes within and by which authority is exercised and controlled in corporations, and the Australian Securities Exchange (ASX) Corporate Governance Council added that corporate governance relates to and influences how the objectives of the company are set and achieved, how risk is monitored and assessed, and how performance is optimized (The HIH Royal Commission, 2003; ASX Corporate Governance Council, 2007). The meaning of corporate governance has evolved over time but, in the strictest sense, is linked to the legislation that allows its existence. The law sets forth a company’s rights and responsibilities but this can differ from country to country. However, it is generally accepted that corporate governance extends beyond the law to include a consideration of best practices and business ethics (Birt, Chalmers, Beal, Brooks, Byrne, Oliver, 2008). The structure of corporate governance as put forth by Farrar (2005) and represented in the figure below illustrates the relationship within the corporate governance structure: Figure: The structure of corporate governance (Farrar, 2005). The issues surrounding the rights and responsibilities of corporations are complex and ever changing as financial markets become more global, corporations become larger and more powerful, and society’s perception of the corporate role changes. A school of thoughts advocates for market forces to be the regulator of the financial market. The neo? liberals assume that factor markets work efficiently without government intervention if property rights and competition are guaranteed. They considered government interventions as less efficient than market? based solutions and stresses that government interventions hamper private sector development and that government should concentrate on improving the enabling of business environment through deregulation (Emeseh, Ako, Okonmah, Obokoh, Ogechukwu, 2010). Neo-liberalism challenges the conventional structuralist orthodoxy of government intervention by highlighting the negative effects of â€Å"financial repression† on economic growth and development. They refer financial repression to be the set of government legal restrictions preventing financial intermediaries in the economy from functioning at their full capacity. The distortion of domestic financial markets through rules and legislation is claimed to have negative impact on economic growth. In essence, corporations should be relied on in the main to self? regulate in the critical aspect of business activities. Neo-liberalism has prompted many countries to implement liberalisation and deregulation of their financial markets on the recommendations of the World Bank and IMF (Emeseh, Ako, Okonmah, Obokoh, Ogechukwu, 2010). The significant role of market forces in contributing to good corporate governance and strong corporate performance has for some time been emphasised in economic literature on the corporation and corporate law. In fact, advocates consider the influence of market forces to be an effective substitute for formal legal regulation (duPlessis, McConvill, Bagaric, 2005). However, through-out the last two decades, legislation reforms and corporate governance has also grown rapidly, particularly since the collapse of Enron Corporation in 2001 and the subsequent financial problems of other companies in various countries. As financial scandals continue to emerge, there will be continued attention placed on corporate governance issues, especially relating to transparency and disclosure, control and accountability, and the most appropriate form of board structure that may be capable of preventing such scandals occurring in future (Mallin, 2007). In pursuance of good corporate governance, an area of interest would be how directors’ conduct and decisions should be in the best interest of the company, its shareholders and other relevant stakeholders. In this context, the agency theory is a very suitable framework that can describe the problems associated with the principal-agent relationship caused by separation of ownership and control between shareholders (the principal) and directors (the agent) in corporations. Information asymmetry, moral hazard, difference in attitude towards risk and difference in interest between shareholders versus directors are common agency problems that would usually be at the expense of shareholders (Mallin, 2007; Rahman, Salim, 2010). For example, directors may have a wider range of economic and social needs (such as to maximize compensation, security, status and to boost their own reputation), while shareholders are interested only in maximizing return on investments. Furthermore, as directors are usually contracted to the company on short term basis, they may be eager for short-run payoffs within their contract term, whereas shareholders’ interest would be based on long-term success. Australian companies have a unitary board structure and the regulatory framework for corporate governance and directors’ duties is governed by (i) Statute (notably the Corporations Act), (ii) Common law rules (for example, cases relating to directors’ duties), (iii) The company’s constitution, and (iv) Guidelines issued by the Australian Securities and Investments Commission (ASIC) (Dibbs Barker Gosling Lawyers, 2003). ASIC plays a vital role in enforcing and regulating company and financial services laws to protect Australian consumers, investors and creditors. It acts as Australias corporate regulator and administers various legislations including the Corporations Act 2001, Australian Securities and Investments Commission Act 2001, etc. (Australian Securities ; Investments Commission, 2010a). By the Corporations Act, general duties imposed on directors and officers of companies are stated as (i) the duty to exercise their powers and duties with the care and diligence that a reasonable person would have which includes taking steps to ensure they are properly informed about the financial position of the company and ensuring the company doesn’t trade if it is insolvent, (ii) the duty to exercise their powers and duties in good faith in the best interests of the company and for a proper purpose, (iii) the duty not to improperly use their position to gain an advantage for themselves or someone else, or to cause detriment to the company, and (iv) the duty not to improperly use information obtained through their position to gain an advantage for themselves or someone else, or to cause detriment to the company (Australian Securities ; Investments Commission, 2010b). Beyond their legal duties and obligations, directors are also expected to meet commercial expectations in th e interest of stakeholders, which include, but are not limited to, shareholders. These commercial expectations essentially require directors to drive the bottom line and provide appropriate shareholder returns. Taking it a step further, many directors of today are challenged to embrace triple bottom line reporting and consider the economic, social and environmental ramifications of their corporate activities (Lucy, 2006). While the scope and laws governing the conduct of directors are wide and many, intentional and unintentional breach has shocked the financial market and public numerously. Till today, HIH Insurance Ltd (HIH) that went into liquidation in early 2001 is well remembered by almost every Australian as a collapse caused by mismanagement of the company, and various board members were brought to court on charges including giving misleading information with the intention of deceiving other board members and the company’s auditor. As one of Australia’s largest insurers, the company ran into debts of over AUD$5 billion and subsequent to the collapse, the government carried out an expensive exercise to underwrite many of the failed policies (Mallin, 2007). According to the HIH Royal Commission Report on the failure of HIH, it was concluded that investigators did not find fraud or embezzlement to be behind the collapse. The failure was more the result of attempts to paper over the cracks caused by over-priced acquisitions (notably FAI Insurance Ltd) and too much corporate extravagance based on a misconception that the money was there in the business. The primary reason for the huge loses was that adequate provision had not been made for insurance claims and past claims on policies had not been properly priced. HIH was mismanaged in the area of its core business activity (Bailey, 2003). In chorus, the HIH Royal Commission report fundamentally states that the main reasons for the failure of HIH was poor management and greed characterised by (i) a lack of attention to detail and skills, (ii) a lack of accountability for performance, and (iii) a lack of integrity in the companys internal processes and systems (Nicholson, 2008). Justice Neville Owen further commented in the report on what was the essence of good corporate governance: The governance of a public company should be about stewardship. Those in control have a duty to act in the best interests of the company. They must use the companys resources productively. They must understand that those resources are not personal property. The last years of HIH were marked by poor leadership and inept management. Indeed, an attitude of apparent indifference to, or deliberate disregard of, the companys underlying problems pervades the affairs of the group. † (The HIH Royal Commission, 2003). The above comment can be loosely translated to say that the directors of HIH have failed their duties. Notably, in April 2005, Mr Ray Williams, the former Chief Executive Officer (CEO) of HIH, was sentenced to four-and-a-half years’ jail with a non-parole period of two years and nine months. Mr William’s sentencing follows ASIC’s successful civil penalty proceedings on the three criminal charges which Mr. William pleaded guilty to. The three criminal charges were (i) that he was reckless and failed to properly exercise his powers and discharge his duties for a proper purpose as a director of HIH Insurance Limited when, on 19 October 2000, he signed a letter that was misleading, (ii) that he authorised the issue of a prospectus by HIH on 26 October 1998 that contained a material omission, and (iii) that he made or authorised a statement in the 1998-99 Annual Report, which he knew to be misleading, that overstated the operating profit before abnormal items and income tax by $92. 4 million (Australian Securities Investments Commission, 2005a). ASIC’s HIH investigation also led to criminal prosecutions of 9 other former senior executives, including directors of FAI, HIH and associated entities on 31 Corporations and Crimes Act charges. Of high public interest was Mr Rodney Adler, a former director of HIH and the majority owner of FAI was sentenced to four-and-a-half years’ jail, with a non-parole period of two-and-a-half years, on four charges arising from his conduct as a director of the HIH group of companies in 2000. ASIC’s chairman, Mr Jeffrey Lucy, in his public statement said, â€Å"Mr Adler was in a position of trust as a director of HIH but he put his own financial interests before the interests of HIH shareholders† (Australian Securities Investments Commission, 2005b). Mr Adler was sentenced after pleading guilty to four criminal charges: (i) two counts of disseminating information on 19 and 20 June respectively, knowing it was false in a material particular and which was likely to induce the purchase by other persons of shares in HIH contrary to s999 Corporations Act 2001, (ii) one count of obtaining money by false or misleading statements, contrary to s178BB Crimes Act 1900 (NSW), and (iii) one count of being intentionally dishonest and failing to discharge his duties as a director of HIH in good faith and in the best interests of that company contrary to s184(1)(b) Corporations Act 2001 (Australian Securities Investments Commission, 2005b). HIH’s disastrous business ventures in U. K. , U. S. , acquisition of FAI Insurance Ltd. nd the Allianz joint venture were identified as what ultimately brought HIH down. These instances of poor decision-making were caused by and reflect a poor corporate governance culture. Corporate governance issues identified included (i) an over-dominant CEO whose decisions were never questioned, (ii) an ineffective chairman who failed his responsibility to oversee the functioning of the board, (iii) an ineffective board who failed to grasp the concept of conflicts of interest, and was unable to monitor and does not question management performance, (iv) inappropriate conduct in remuneration setting and performance measurement (mostly made by Mr. Williams who, although not a member of the committee, attended all meetings by invitation), (v) an ineffective audit committee who showed no concern with risk management and internal control, and (vi) compromised auditor independence (the auditing company was Arthur Andersen and HIH’s board had three former Andersens partners one of them was the chair of the board yet continued receiving fees under a consultancy agreement. Andersens also derived significant fees from non-audit work which gave rise to a conflict of interest with their audit obligations) (Lipton, 2003). Subsequent to HIH’s collapse, The Corporate Law Economic Reform Program (Audit Reform and Corporate Disclosure) Act 2004 (commonly known as ‘CLERP 9’) came into force on 1 July 2004. CLERP 9 incorporated a number of recommendations made in the HIH Royal Commission Report. Reforms were made relating to (i) disclosure of directors’ remuneration, (ii) financial reporting, (iii) auditors i ndependence, (iv) continuous disclosure, and (v) enhanced penalty provisions. CLERP 9 also deals with accounting standards, expensing of options, compliance controls, and encouragement of greater shareholder participation at meeting – all of which represents a significant development in the corporate law framework (Deloitte Touche Tohmatsu, 2005; Alcoc, Bicego, 2003). Prior to CLERP 9 coming into force, advocates of corporate governance were delighted with Australian Stock Exchange Limited (ASX) release of the â€Å"ASX Corporate Governance Councils (CGC) Principles of Good Corporate Governance and Best Practice Recommendations† in March 2003. ASX CGC adopted the same principles based approach as taken in the UK Combined Code which governs entities listed on the London Stock Exchange. ASX listed entities are at liberty not to comply with the recommendations, but if they do not, they must explain why not. The Guidelines were built on the belief that one size does not fit all companies. The Guidelines contained 10 essential Corporate Governance Principles (Principles) and 28 Best Practice Recommendations (Recommendations) which was later revised in August 2007 as â€Å"Corporate Governance Principles and Recommendations† (Guidelines) comprising of 8 Principles and 26 Recommendations (Farrell, Harding, ; Spilsbury, 2003). The Guidelines also reflect ASX CGC’s emphasis in continuous disclosure by listed companies. Each Principle has a Guide to reporting about the Recommendations at the end of the chapter discussing what should be disclosed and where. Under ASX Listing Rule 4. 10. 3, companies are required to provide a statement in their annual report, disclosing the extent to which they have followed the Recommendations in the reporting period. Where companies have not followed all the Recommendations, they must identify the Recommendations that have not been followed and give reasons for not following them – the â€Å"if not, why not† approach (ASX Corporate Governance Council, 2007). In relation to HIH’s case, a number of the Guidelines’ Principles provide fairly extensive coverage of corporate governance issues identified in HIH earlier. Principle 1 highlights the need for companies to establish and disclose the respective roles and responsibilities of the board and management. In the 2007 edition, the Guidelines added the Recommendation 1. 2 for companies to disclose the process for evaluating the performance of senior executives (ASX Corporate Governance Council, 2007). This Principle serves to provide disclosure in relation to HIH’s situation of an over-dominant CEO and ineffective chairman and board. Where HIH was highlighted to have a board that was ineffective and failed its duties, Principle 2 states that companies need to structure the board to add value with an effective composition, size and commitment to adequately discharge its responsibilities and duties. Recommendations in the principle placed importance in having a majority of the board and the chairman being independent directors to ensure independence in board decisions and prevent conflict of interest. Recommendation 2. 4 suggests that companies should establish a nomination committee to ensure appropriate selection and appointment practices in the company. This Recommendation also provides resolution in relation to HIH’s case whereby the board was mostly made up of directors hired by Mr. William, including the former Andersen partners. In the 2007 edition, the Guidelines added the Recommendation 2. 5 for companies to disclose the process for evaluating the performance of the board, its committees and individual directors (previously this was part of Principle 8 in the 2003 edition, titled â€Å"encourage enhance performance†). This Recommendation helps to ensure directors are given access to continuing education to update and enhance their skills and knowledge that are necessary in performing their duties (ASX Corporate Governance Council, 2007). Principle 3 discusses how companies should promote ethical and responsible decision-making. Beyond legal obligations, directors are expected to make decisions that satisfy not only the company’s shareholders but other stakeholders as well (this principal includes amalgamation from Principle 10 of the 2003 edition Guidelines which was to â€Å"recognize the legitimate interests of stakeholders†). To achieve this, Recommendation 3. 1 encourages companies to establish and disclose their code of conduct pertaining to integrity practices, legal practices and handling of unethical practices. Aligned with this, Recommendation 3. 2 promotes the establishment and disclosure of company’s policy concerning trading in company securities by directors, senior executives and employees (ASX Corporate Governance Council, 2007). Relating to Principle 3 and Principle 7 titled â€Å"recognize and manage risk†, HIH has been considerably questioned of its various business decisions, mostly of which contributed to huge loses and ultimately the company’s insolvency. Criticized decisions made by the company are many, and on top of the list include (i) the acquisition of FAI Insurance (majority-owned by Mr. Adler who later became a member of HIH’s board of directors) for A$300 million which FAI was later estimated to be worth just A$100 million, (ii) re-entering the California market in 1998 and failure to take the difficult decision to exit the market when it proved unprofitable, and (iii) the decision to enter a sector (insurance and re-insurance of film-financing) that has proved problematic for many market participants in London (Cagan, 2001). The lack of risk management within HIH was apparent and Mr. Adler’s unethical conduct was evident with his imprisonment. In view of the importance of risk management, Recommendation 7. 1 urges companies to establish policies for the over sight and management of material business risks (that is financial risks and non-financial risks) and disclose a summary of those policies while Recommendation 7. 2 call for the board to require management to design and implement risk management and internal control system to manage the company’s material business risks and report to it on whether those risks are being managed effectively.

The Prince by Niccolò Machiavelli | Analysis

The Prince by Niccolà ² Machiavelli | Analysis 1. Key Terms: a. auxiliary troops: additional troops that are used when needed b. hereditary principality: A principality technically under the ruler ship of a prince, but nonetheless strongly dominated by the Church. c. fortune: The chance happening of fortunate or adverse events; luck d. hereditary principality: A principality ruled by a prince whose family has controlled the principality for several generations. Hereditary principalities, according to Machiavelli, are generally easy to rule and maintain. e. liberality: The quality or state of being liberal or generous. f. mercenary troops: a professional soldier hired to serve in a foreign army. a person primarily concerned with material reward at the expense of ethics g. new principality: a new territory ruled by a prince h. virtu: the quality of being artistic, beautiful, rare, or otherwise such as to interest a collector of such objects 2. Machiavelli wrote The Prince because he wanted Lorenzo de Medici to restore Italy. Machiavelli knew a vast amount about princes, territories, Italy, and ruling a territory, so he thought by writing this book he could get Lorenzo to restore Italy. 3. Machiavelli supported the unification of Italy because he believed that Italy would be much stronger if it was under one rule. Italy was ruled by many different people and Machiavelli realized that Italy was being taken over easily by foreign countries. Machiavelli decided to dedicate his political treatise to the Medici for two reasons. First, he was recently arrested and he wanted to gain higher status, and secondly, he wanted the Medici family to read his treatise, learn from it, and then take over all of Italy and rule Italy with strong military support. Machiavelli believed that the church ran most of Italy, so Italy was defenseless. He wanted the Medici family to listen to him and follow what he was saying. He suggested that the family rule together and unify Italy once and for all. 4. One recurring theme in The Prince is that he must do everything he can to become a better and more powerful ruler. In The Prince, Machiavelli always talks about how the prince needs to do everything in his power to become powerful, even if it means doing acts that may be Machiavellian. He may have to kill higher rulers to get his way, but he must do this if he wants to remain prince for a long period of time. Another theme in The Prince is the prince should try and not be hated by his people, but be feared by his enemies. The prince can not be hated by his people, mostly because his people can take him down if he is not too powerful. He is considered a better and wiser ruler (and more popular) if his people trust him and like him. He should be feared by his enemies because he does not want to have compliances with other territories. 5. In chapters 6 and 7, Machiavelli suggests that to rise to power a man should use his own force (fight in wars and win battles), persuade others to do what he wants them to do, and kill other rivals that may be in the way of his rising power. Machiavelli recommends these vices because the great rulers, including Moses, Cyrus, Romulus and many more rulers have used these vices and they have worked for them. 7. The four types of armies are mercenary troops, auxiliary troops, the princes own troops or all of the armies together. â€Å"The mercenaries and auxiliaries are useless and dangerous† (Machiavelli 52). As Machiavelli states, the mercenary and auxiliary troops are not useful to the prince because they will never be able to remain controllable. Machiavelli also explains that auxiliary troops are not very reliable because if they loose or win, the prince, either way, will not benefit. When a prince has his own troops fighting a war or battle of some sort, the prince would rather have his troops loose than have auxiliary troops loose. If you put all of the armies together, you have a mixed army, which may be the right solution to win a war occasionally. The role of armies is very crucial and important for the prince. If the prince holds a strong army, he will remain in rein for a longer period of time. The prince is relying on the armies to defend his position and his reputatio n. 8. Machiavelli warns the prince against liberality because he will then ask people for money, but the poor and the people will start to hate the prince, and will think of him as a miser. Machiavelli thinks that it is a bad idea to have that reputation that you charged your people with more money and then the prince would not be liked by any of his citizens. 9. According to Machiavelli it is better for a prince to be feared more than loved. Machiavelli believes this because if a prince is loved, he may have good friends, but in the end they will not look out for him, and will abandon him at war, and go against him. So, Machiavelli believes that a prince should be feared, so that he has his own platform, and is not being supported by others. As he says in chapter 17, â€Å"a wise prince must build his foundation on what is his own and not on what belongs to others; he must only contrive to escape hatred, as was said† (Machiavelli 73). 10. The prince must have both popular and military supports because if the prince is not popular with the citizens of his territory, they will not respect him and they will revolt against him or will go their own ways and be independent, and not follow the rules of the prince. The prince also needs military support because then he will be able to trust his people and be able to send them off to battle, and know that he will be safe and will remain his standing as prince, with military support. 11. The quote in Chapter 15 that reads, â€Å"My intention being to write something useful for whoever understands it, it seemed to me more appropriate to pursue the effectual truth of the matter rather than its imagined one† is very important quote because it changes the way the reader looks at the book. It gives a new definition for why Machiavelli wrote this novel. He wants people to read his book, understand it, and learn from it. He also does not want people to think that the truth is like you would imagine, he wants to make it so that it is real, and different than a regular persons perspective. He wants people to use his book to help them, and does not want people to read his book, and think that reading it was a waste of time. In this chapter, he talks about how a prince should have certain qualities, but he could not have all of them, because it is not possible for a person to be that perfect. He wants people to realize that even princes can not strive to be everythin g that youd expect them to be. 12. Machiavelli sees the art of government as the most difficult task for a prince because he is risking his reputation based on the people he chooses to be his ministers and his advisors. He may look foolish if he chooses the minister who is dull and unprepared for his job. When choosing advisors, he needs to choose the ones that listen to him, and do not talk out of order. So, choosing his ministers and advisors is a strenuous job to do, considering his reputation is on the line. 13. Machiavellian, according to thefreedictionary.com, means cleverly deceitful and unscrupulous. So, leaders who are Machiavellian are clever in their ways of getting into higher power, and will do anything, including lie, to have a higher status. So, leaders who do what ever is needed to obtain their goals could be called Machiavellian because the leaders have to be deceitful and unscrupulous because a man may be in the way of obtaining their goals. 14. In Brunelleschis Dome, Giangaleazzo Viscounti followed what Machiavelli supported. Machiavelli believed that a prince should be feared and should do everything he must do to become a more powerful ruler. Giangaleazzo killed his uncle (who was also his father-in-law), threatened the Florentines, bribed the emperor and was strongly feared by surrounding territories. Machiavelli would approve the ways of this prince. 15. An analogy that can be made to fortune and the Arno is fortune can change and so can the rivers. Depending on the season, the rivers may be relatively stable to travel on, however, at times the rivers become almost impossible to use as a source for traveling. Fortune is something you can not change with force, just like a river. As Machiavelli states, she shows her power where there is no force (Machiavelli 105). Fortune and rivers both change and no one can personally control the way they act. 16. The role of fortune in human affairs is major. Fortune is considered, according to Machiavelli, half of a humans actions. Machiavelli states, â€Å"a prince who relies entirely on Fortune comes to ruin as she changes† (Machiavelli 106). He believes that a prince should rely on fortune, but also rely on the other half of human actions which is freewill. To alter the course of fortune, men can rely more on freewill than on fortune, than fortune will lessen and vice versa. 17. One national leader in North Korea, that can be considered Machiavellian, is Kim II Sung. Kim II Sung ruled over North Korea for forty-six years. He had two main goals which were: take over South Korea and rebuild North Korea. To accomplish his goal of taking over the South, he had to declare war. After declaring war, Kim II Sung still did not accomplish his task of taking over the South. To accomplish his goal of rebuilding the North, Kim II Sung created a rule in which he had absolute power. He controlled everything that went on in North Korea. In the end, Kim II Sung tries to state that he did not start the war that caused many casualties. Kim II Sung left his people with nothing, and took the wealth he earned and used it for himself, while his people suffered. He was rich and ruled North Korea, while his people were poor and miserable. I would consider this leader to be Machiavellian because he treated his people by being cruel and selfish. He started a war which caused many deaths and sadness all over Korea. Using his sly acts, he ruled North Korea with wealth by his side. 18. The Prince still is studied today in history and political science classes because it is basically to stop people from doing the wrong things that leaders have done before, and instead do something different and succeed. Also, this book describes great rulers who may be known for their actions and will help people understand history and the past. 19. The Prince was an interesting novel to read. I think that Machiavellis ideas definitely will help princes become more powerful and wiser leaders. He is right when he states that â€Å"Nevertheless, a prince must make himself feared in such a way that if he does not gain love, he does avoid hatred, for to be feared and not to be hated can go very well together, and this will always achieve if he does not touch the goods and the women of his citizens and subjects† (Machiavelli 72). Machiavelli is definitely right when he says that a prince should be feared because then the prince will be wiser and will be known for his great power and no one would fight a prince who was so-called, feared. Another interesting statement that Machiavelli believes is that the prince should not be hated by his people. He gives an example of a prince who was loved by his people to prove his point. â€Å"Messer Annibale Bentivogli, prince of Bolognawas killed by the Canneschi, who conspired agains t himImmediately after that murder, the people rose up and killed all the Caneschi. This came about because of the good will that the house of Bentivogli had at that time with the people† (Machiavelli 81). As you can see, Machiavelli proves his point by saying that the Bentivoglis people stood up for him, and killed the man who killed him, because the people loved their prince. The people have power to turn against their prince, and the prince would be taken down if the majority of the people disliked him. I agree with Machiavellis ideas because they are the right choices. As I do not know a lot about princes, Machiavelli proved the ways that a prince should go, and I believe that he convinced me that his ways were the best.

Benefits Of Ict In Physical Education Education Essay

Benefits Of Ict In Physical Education Education Essay ABSTRACT 1.0 INTRODUCTION This decade is characterised by rapid technological advances. Being in the digital era, technology has accounted for many changes in the educational sector. These changes range from the method instruction is delivered, to the attitudes on how learning occurs to the amount of collaboration and knowledge sharing between not only students, but also between teachers, managers and administrators. ICT represents one of the most useful tools to enhance curriculum if used correctly. According to Waxman H.Lin Mitchko (2003), teaching and learning with technology has had a significant impact on students outcomes when compared to traditional instruction. In the future, P.E will need to undergo radical changes. If technology had an impact in learning in general education, could it also enhance teaching and learning in P.E? New developments in the field of technology will positively affect the P.E curriculum. For example, the use of technological advances will prepare physical educators for the future demands and expectations of the society. Furthermore, the Ministry of Education is laying much emphasis on integrating ICT in the teaching and learning process in secondary schools. As students perform exercises and skills in their PE classes, PE teachers can use technological tools and systems to quantify processes and results to help them learn more about themselves (Kirkwood, Manon, 2002).However, before using ICT in our schools as a teaching tool, these important questions must be addressed. What technological options are available for our PE educators? Do using technological tools in the PE classes motivate the students? What is the role of technology as an assessment tool and how it is linked to performance? According to Green (2002), with the rapid developments in technology, ICT has made a significant impact on a number of P.E departments, and has the potential to enhance teaching and learning in P.E. Cummings (2002) further suggests that the pervasion of ICT in education is now impacting on P.E as much as on any other subjects. Many P.E departments in the U.K are currently using ICT for administration and management tasks. Computers allow us to continuously modify and update our schemes of work and lesson plans. The creation of a database of all students in the schools enable school administrators to maintain detailed records of assessments, key stage grades, sports awards and extra-curricular achievements. GENERAL CONTRIBUTION/BENEFITS OF ICT IN PHYSICAL EDUCATION The use of ICT in PE makes the science of sport come to life by linking both physical and mental activity. It also helps to create full-fledged students who are able to concentrate better on both practical and theoretical work. Besides, it helps students to develop a better understanding of their own body parts and that of the human body in general. It also raises the profile of P.E within the establishment by making the subject not only interesting, but also attractive and effective. Furthermore, it brings enthusiasm and motivation for both PE teachers and students. ICT is also very important with regards to school administrative work. In fact, data can easily be collected and shared for analytical purposes, e.g. electronic records of performance of athletes. ICT also promotes teaching and learning within the school organization by changing the nature of learning itself. Students are motivated and are able to grasp essential concepts that previously eluded them. By developing their abilities to think in different ways students can select and apply skills, tactics and ideas, to evaluate and increase performance. Moreover, with the infusion of ICT in PE, life-long learning can be supported through the collection of resources via the internet. According to Mike Rimmer, Head of Physical Social development at the Buttershaw upper school in Bradford: Its the excitement of learning in a different way. In addition, with ICT, pupils are able to get access, select and interpret a wide range of information more easily. They are also able to recognise patterns, relationships and behaviours using appropriate technological software. Furthermore, models, predictions and even hypothesis can be made by students with the advent of ICT. Access to images of quality performances can be obtained through video filming. Hence, students are able to review their work and modify it to improve the quality. Through ICT tools reliability, evaluation and accuracy of actions can also be done. ICT further provides a very reliable source of communication among people within the organisation. The use of email, fax, facebook or even skype will enable quick and direct communication among P.E staffs and even students in other schools on fixtures, meetings and many other relevant matters. Therefore, accuracy of information does not depend only on the busy school secretary. Throughout ICT tools, pupils can benefit from immediate feedback to improve their observational and analysis skills. As they familiarise with the software, they are able also to point out the relevant points for positive technique. The main advantage, however, remain the general improvement in the performance level of the majority of the pupils work, as they struggle their way to look impressive especially if their performance will be analysed on digital video system. There are many good options available to physical educators in regards to technology. Many of these technologies are easily accessible and are easily incorporated into the curriculum. SOME TECHNOLOGICAL TOOLS Pedometers Theses apparatus also called step counters are mechanical sensors used to count steps and can easily be incorporated in PE classes. They address motivation, assessment, and advocacy. Furthermore, they are portable and can be worn under the belt and be kept the whole day. Today, it can be said that the pedometer has become a recognized acceptable tool for measuring physical activity. Students can wear a pedometer and receive immediate and continuous feedback regarding their activity level (Beighle, Pangrazi,Vincent, 2001). Using pedometers at school can also demonstrate to parents that students are achieving a certain level of physical activity. By using the pedometers students will be able to see progress towards set goal and consequently will be more motivated in the classes. Heart Rate Monitors Based completely on the student ability level and current level of fitness, the heart rate monitor makes learning more student centered. It also provides immediate feedback that can make students work harder (Bian, Partridge, King, Andon, Boyer, 2007). As fitness level increases, student feel that their cardiovascular system is working and can set individualized goal to work more effectively. The Heart rate monitor will also provide real time data that will allow students to see how different exercises and activities affect the heart rate. Hence the heart rate monitor is a convenient apparatus that allows students to use up to date technology (Kirkwood, Manon 2002). Charts of maximum heart rate can be made for each student and track increase or decrease in their heart rate. Digital Video camera and visual analysis software The use of the motion analysis system will surely enhance many areas of the physical education curriculum both in research and teaching. Using digital video camera has indeed simplified the collection of data. These results can then be imported to carry out interactive multimedia presentation to provide students with a better understanding of the importance of breaking skills into components and the consequences of subtle variation in techniques ( Ladda, Keating, Adam, Toscana, 2004). The visual analysis software allows students to view captured movement and to analyse them. This particular technology can help teachers to control students progress towards motor skills goals; provide feedback opportunities and assessing students learning (Fiorentino and Castelli, 2005). Using digital video camera to record pupils performance in table tennis for example, can be a useful tool to help students improve their techniques. With the addition of motion analysis software, pupils have a professional supportive tool. For instance during a training session, a robot pong, which is a special technological tool that distribute ping pong balls at varying direction and speed, is used to face a student. The P.E teacher can then use the Digital video camera to analyse the actions more closely. This is done with a view to improve the teaching and learning of table tennis. Digital video clips were used weekly to stress on proper and improper techniques and then the pupils were given the opportunity to evaluate their own techniques and the technique of others via the dà ©jà   vu resource. In the Mauritian context, some state colleges which are actually working on a pilot project set up by the ministry of education are presenting candidates for the Cambridge O level Exa mination. Teachers involved in this project will have to make use of video cameras during the practical examination to record students performance and then send them to Cambridge University. Each college involved in the pilot project have already received a laptop, an overhead projector and its respective screen. Digital video cameras and internet connection facilities will soon be available in these schools. Simulation and Games Games such as Dance, Dance revolution, Fx cycles and Nintendo Wii Fit provide opportunities for students to be physically active and simultaneously enjoying themselves .These games can also be combined to other technologies to enhance the experience (Di Giorgio, 2004). Concerning the Nintendo Wii Fit, work outs are done on a small balanced board that gamers stand on. The players receive instructions from screen and mimic the stretching and muscle building exercises. The Wii Fit tracking feature shows progress using the system. Therefore, it can be a valuable PE tool. However, teachers should not consider gaming system equivalent to traditional exercises. It should be considered as a supplement and a not a replacement of traditional exercises. 3.0 METHODOLOGY Methodology refers to a systematic investigation of an issue to collect important data. When analyzing data, valuable evidence may be obtained by using several indicators.   A survey method seemed to be most appropriate rather than an Action research to us due to factors like time constraints, cost of implementation, high rate of absenteeism during 3rd term and unrealistic expectations. 3.1 SAMPLING The quality of an efficient survey is not only based on appropriate instrumentation but also on a suitable sampling strategy that has been selected. The selection of sampling strategy was governed by the criterion of suitability. The choice for this strategy adopted were related to the goals of the survey- the time constraints, the data collection methods, and the methodology. All these factors have been considered to ensure validity. The non-probability sample of 378 students of Form 4 was chosen for our survey which satisfied the minimum sample of Form 4 students. The estimated total population of Form 4 students was 19,179 which represent the number of students sitting for SC this year. We chose particularly Form 4 students because the survey had to be carried out during term 3 and during this period Form 5 and 6 students usually shine by their high absence rates. Hence, 66 students of Form 4 were randomly selected from 5 Form 4 classes in each school. PE teachers were also targeted for our survey to be meaningful. For a total population of 325 PE Teachers, we selected a minimum sample of 176 according to the given software for sampling calculation. P.E. teachers who were selected to fill questionnaires were from respective schools where members of our group work and PE educators who are following Diploma, B Ed, M Ed and PGCE courses at the MIE. 3.2 METHODS AND TOOLS FOR DATA COLLECTION The survey has been based on quantitative observations. The methods and tools for data collection were: Survey questionnaires Documentation 3.21SURVEY QUESTIONNAIRES Two distinct survey questionnaires were designed one for the students and the other one for P.E teachers in respect to the objectives and opinions on using ICT to enhance P.E. The questionnaires included profile of the student/teacher, knowledge in ICT, opinions if ICT is integrated in P.E. A structured questionnaire was designed to reduce time for filling questionnaire and simplify data analysis. 3.22 DOCUMENTATION Our investigation to gain required information regarding number of P.E. teachers in Mauritius and approximate form 4 students population included consultation of various records and statistics. 3.3 DATA COLLECTION STRATEGIES The questionnaires were distributed in four secondary schools and two MITD schools that is in the six institutions where six members of our group work. Respected teachers in our group briefed respondents before answering questionnaires about our objectives in the research. Record of number of questionnaires being circulated was kept. As for teachers, questionnaires were distributed to PE teachers around the island. 3.4 SELECTED SCHOOL PROFILE 1. Three State colleges SSS, one from urban and two other from rural areas. One of them is a Girls college and two others are Boys College. 2. A private mixed college situated in an urban area. 3. Two MITD mixed Schools were chosen, one from rural and the other from urban area. PE and IT facilities available in almost all selected schools: P.E. room/gymnasium, audio visual room(PowerPoint presentation and theory classes), Laptop, playground. audio visual room, Lecture theatre (PowerPoint presentation and theory classes), Laptop, playground, Internet facilities in the computer lab. Pupils from different type of schools were selected for the survey to check students attitude in P.E., to collect different perspectives of using IT in PE and to seek their views on ICT integration in P.E. from different types of schools and regions in order to meet our objectives. 3.41QUESTIONNAIRE DESIGN The purpose of the questionnaire: To make a survey on PE Teachers, and students questionnaire to seek their views on the possibility of enhancing P.E. classes with ICT. To meet our objectives and to be linked to the literature review. The students questionnaires include three sections- section1: Knowledge in ICT, section2: Physical education and section 3 included questions relating P.E. to Technology. Age-appropriate type of questions was included for mixed ability students like multiple choice questions. Different sections were designed to measure knowledge, attitude towards ICT integration in PE, interest in PE, level of importance now given to PE, level of IT literacy, willingness of students to adopt ICT in PE for self improvement and better learning, to seek pupils views in using ICT as a P.E. assessment tool. 3.42 PILOTING THE QUESTIONNAIRE A sample of 20 students was selected in Form 4 in two secondary schools in view of piloting the questionnaire. We took feedback from students after completion of questionnaire in order to reframe ambiguous questions. 3.43 QUESTIONNAIRES ADMINISTRATION Permission was sought from Rectors of respective schools. Students confidentiality has been assured. The questionnaires were delivered during 2 consecutive PE periods and collected at the end of class. 3.5 RELIABILITY AND VALIDITY To ensure validity and reliability quantitative data has been used. Investigations were carried out from reliable sources to compile relevant data. The required minimum sample of students and PE teachers were selected for validity and all questionnaires were directly collected by Teachers concerned from our group thus ensuring greater validity and reliability. 3.6 DATA ANALYSIS AND INTERPRETATION Information obtained through questionnaire was captured digitally using an application developed in SPSS software. The data was verified, cleaned and validated before proceeding to analysis. Data obtained was analyzed using SPSS where necessary. Analysis comprised of categorical tables, spider graph, clustered pyramid, count of responses and cross tabulations. Comparative analysis was also made in respect to correlated variables and basic classification criteria. An EFA was also carried out to have a reliable comparison of the variables in the students questionnaire. Estimates were made wherever, required, according to recommended statistical procedures. Results obtained were interpreted in relation to research findings in documentations. 4.0 RESULTS AND DISCUSSION This particular research on ICT enhancing Physical Education has raised several pertinent questions. For our analysis we have focused on three key questions that seem to be relevant in our Mauritian context. To address the main research questions in our project, both students and teachers from the state, private and vocational institutions were targeted. As it can be seen through the following respondents profile (Table 4.0.1): Table 4.0.1 Students Respondent Profile Gender Frequency Percent Valid Percent Cumulative Percent Valid Male 231 61.1 61.1 61.1 Female 147 38.9 38.9 100.0 Total 378 100.0 100.0 School type Frequency Percent Valid Percent Cumulative Percent Valid State 194 51.3 51.3 51.3 Private 61 16.1 16.1 67.5 Vocational 123 32.5 32.5 100.0 Total 378 100.0 100.0 Area Frequency Percent Valid Percent Cumulative Percent Valid Rural 193 51.1 51.1 51.1 Urban 185 48.9 48.9 100.0 Total 378 100.0 100.0 Level Frequency Percent Valid Percent Cumulative Percent Valid Poor 34 9.0 9.0 9.0 Average 140 37.0 37.0 46.0 Good 133 35.2 35.2 81.2 Excellent 71 18.8 18.8 100.0 Total 378 100.0 100.0 Teachers Respondent Profile School type Frequency Percent Valid Percent Cumulative Percent Valid Private 75 42.6 42.6 42.6 State 93 52.8 52.8 95.5 Vocational 8 4.5 4.5 100.0 Total 176 100.0 100.0 Types of Students Frequency Percent Valid Percent Cumulative Percent Valid Mainstream 109 61.9 61.9 61.9 Prevoc 55 31.3 31.3 93.2 Vocational 12 6.8 6.8 100.0 Total 176 100.0 100.0 From the student respondent profile: Mostly male students participated Majority of students came from state colleges Students were both from rural and urban areas The responded level of literacy were: average and good From the teacher respondent profile: Most teachers who participated came from state colleges The majority of teachers who responded worked with mainstream students 4.1 Perceptions of different school types in relation to motivation through video Filming With the rapid development in technology, and especially its use in enhancing P.E, one of the main objectives that have been pointed out is to find out whether using technological tools in P.E is a motivating factor for students. Digital video can effectively enhance P.E activities and is ever more relevant today in terms of availability, affordability, access and relative simplicityà ¢Ã¢â€š ¬Ã‚ ¦(Tearle Katene, in press; Stratton Finch, 2001). Using the video camera in P.E according to research can be a valuable tool to motivate students to improve their technique as it provide opportunities to give feedback, and create ideal situation for assessment of student learning (Fiorentino and Castelli, 2005). As advanced by Ladda, keating, Adams, Toscano (2004) students will be able to improve their abilities as the results obtained can then be imported to interactive multimedia presentations to provide students with a better understanding of the importance of breaking skills into compon ents and the consequences of subtle variations in techniques. In relation to this, a Frequency Tabulation (Table 4.1.1) was carried out at a preliminary stage, to have an overview of the tendencies of students in Mauritius especially when it comes to video filming as a motivating factor. As a result of it, the information obtained is represented visually on a spider graph (Table 4.1.2): Table 4.1.1 Perceptions of different school types in relation to motivation through video Filming Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 23 6.1 6.2 6.2 Disagree 26 6.9 7.0 13.1 No Opinion 46 12.2 12.3 25.5 Agree 144 38.1 38.6 64.1 Strongly Agree 134 35.4 35.9 100.0 Total 373 98.7 100.0 Missing System 5 1.3 Total 378 100.0 Figure 4.1.2: Spider Graph representing perceptions of different school types in relation to motivation through video Filming Series1: All School Type (State, Private, Vocational) Through the graphical representation, it can be seen that the overall results tend to move to the outer side of the spider hence showing that the results (Agreed 38.6% Strongly agreed 35.9%) are favorable when it comes to video filming as a motivating factor for students. However, we want to investigate what are those specific school types who either disagreed or strongly disagreed to this pertinent question. To further deepen our analysis, the different school types were then cross tabbed with video filming as a motivating factor to have a more explicit view of the tendencies towards this question. The Cross tabulation indicates that most of the students who strongly disagreed and disagreed came from the vocational students of the M.I.T.D with 21.4% against 9.4% and 8.3% from the state and private students respectively. Hypothesis testing: H0: No association between perceptions of different school types and motivation through video filming H1 : Association between perceptions of different school types and motivation through video filming From a chi square test carried out, it was found out that à Ã¢â‚¬ ¡2 = 28.397, df= 8 and p Therefore, it can be said that in our Mauritian educational set up, visualization software does not always suit certain school environment and types of students. For example, concerning the vocational institution, there is generally a lack of resources and the literacy level of the students is quite low. This is why there response is much lower compared to state and private colleges. On the contrary, it is seen that the state and private colleges responded quite positively towards this issue as these students know that video filming will bear a lot of importance in P.E classes in the future. In addition to that, students are also aware that P.E subject will be examinable and that their practical performances will be recorded through the Digital Video and sent to Cambridge for moderation. 4.2 STUDENTS AND TEACHERS PERCEPTIONS TOWARDS ICT TOOLS TO INCREASE PERFORMANCE Our second major research question addresses whether ICT tools are likely to increase students performance. In developing an ICT culture in P.E, students and primarily teachers need to keep up with understanding what learning means and what approaches are conducive to effective learning in P.E (Elbourn Cale, 2001). Literature has also shown how ICT tools can be used to enhance learning in P.E and especially in increasing performance of students. And the primary reason for using these kinds of ICT tools is to increase improvement in the performance level of student as they try to look impressive especially if their performances are recorded through the different technological tools. To depict the tendencies of this research question, a general analysis was done through frequency tabulation. The overall results were then demonstrated through a pie chart for both students and teachers (Figure 4.2.1 and Figure 4.2.2 respectively). Figure 4.2.1 Figure4.2.2 The results positively illustrated that most of our targeted students and teachers are very much agreeable to the fact that ICT tools have a lot to do with performance of students with 38.1% who agreed and 29.9 % who strongly agreed (Figure 4.2.1: Students perceptions) and 63.6% who agreed and 27.8% who strongly agreed (Figure 4.2.2: Teachers perceptions). A comparative analysis was further done through cross tabulations and displayed through clustered Pyramids to compare the tendencies of the different school types towards the usage of ICT tools in increasing performance for both students and teacher. This is particularly important to get a better interpretation of the question for both parties. Figure 4.2.3 Figure 4.2.4 From the results, it is interesting to note from (figure 4.2.3 and 4.2.4) that the trend is more or less the same for both students and teachers in the different school types. It is also worth noting that from the 176 teachers perspectives, none gave a negative view on the topic for which it does not feature in figure 4.2.4. In fact, the results are very much favorable with a maximum of 61, 27 and 55 counts from the state, private and vocational students and 50, 57 and 5 counts from state, private and vocational teachers. Hence it can be said that the research question tallies with what it has been said earlier about ICT tools -as a support linked to immediate feedback and in improving students performance level. Teachers also are likely to welcome ICT tools as a way to empower themselves and also in providing reliable, accurate and tracked performance of students. 4.3 EXPLANATORY FACTOR ANALYSIS ON SPSS FOR STUDENTS PERCEPTIONS Questions that were supposed to measure the same underlying dimensions were selected for the factor analysis test. The first table is a correlation matrix that will check the relationship between the variables. The determinant is listed at the bottom of the table. From the findings of the project the respective determinant is 0.149 (i.e. greater than 1 x 10 -5) Hence it is concluded that correlation exists between the variables and multicollinearity is not a problem for these data. KMO TEST The KMO value (Kaiser Meyer Olkin) is a measure of sampling adequacy. The KMO statistic varies between 0 and 1.The value should not be less than 0.5 otherwise this will imply that our sample size is not adequate. From our analysis the KMO value was found to be 0.710. This means that the pattern of correlation is quite compact and we expect at that level that the factor analysis will yield reliable results. BARTLETTS TEST OF SPHERICITY This value should be less than 0.01 for the analysis to be meaningful and significant. For the purpose of our analysis the value was 0.00. Hence, there were relationships among the variables. KMO and Bartletts Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. (KMO) .710 Bartletts Test of Sphericity Approx. Chi-Square 622.440 df 153 Sig. .000 Rotated Component Matrix Component 1 2 3 4 5 6 7 Agree to use Technological tools to do assessment and evaluation .706 Agree if teachers use Technological tools to do P.E .658 ICT tools will increase performance .583 Integration of ICT in P.E -.536 Using ICT to raise standard of P.E Presence of Technology .769 Changes brought in Education .658 Role of Technology in Society Importance of using latest Technology in P.E -.760 Use of Technology to make class more interesting Using ICT to develop cooperation and independence .811 Impact of Technology in Education system .578 Using ICT to boost up participation Well versed in ICT -.764 Use of ICT in some subjects .583 Effective communication with P.E teachers and friends -.700 Use of Technological tools in P.E .678 More attention given to Technological Tools rather than skills and techniques .831 After analysis of the above table the following construction was possible: COMPONENT 1 THE POSITIVE INFLUENCE OF ICT ON PE TEACHING STRATEGY Students accept that technological tools will be a valuable asset that PE teachers can use to enhance their interest in classes. These students also believe that during their assessment technological tools will be advantageous to them. COMPONENT 2 POSITIVE IMPACT OF ICT IN ALL MAURITIAN SECTORS Students believe that ICT does not only influence the educational field but also other spheres of life. COMPONENT 4 ENHANCING TEAMWORK The perception of Student is that in school ICT will help them to develop their ability to work in team. Note: No conclusions were provided for components 3, 5, 6, 7 because they were unable to be categorized and furthermore some coefficients were negative. 5.0 CON