Importance Of Teacher Student Interaction

Importance Of Teacher Student Interaction Teachers who have positive interaction with their students create classroom environments more helpful to learning and meet students developmental, emotional and educational needs. Teaching is a people profession that demands a large amount of time being dedicated to personal interaction. Positive teacher-student interaction has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, Butterfield, 2003). There are many important factors including productive Teaching and learning. Positive teacher-student interaction can be defined by shared acceptance, understanding, affection, intimacy, trust, respect, care and cooperation (Krause, Bochner, Duchesne, 2006). The Teacher Student relationship depends on very large extent upon effort from both parties although the teacher plays a key role and in fact, the responsibility, to initiate positive interaction. The teacher who is practical in representation, recognition, understanding, intimacy, expectation, respect, care and cooperation towards his or her students not only works at initiating positive teacher-student relationships, but also increases the likelihood of building strong rela tionships that will endure over time (Barry King, 1993). Teacher-student interaction is important for many reasons. Teacher student interaction is highly influence a students skill to change to University, to do well at University, and to relate to peers (Pianta, 1999). Teachers who had positive and secure relationships with students reported that their students were less likely to stay away from school, appeared more independent, more supportive, and busy in learning (Birch Ladd, 1997; Klem Connell, 2004). Teacher-student Interaction has an impact on classroom management and affects learning and growth. According to developmental perspective, the establishment of a positive teacher-student relationship aids a students cognitive, social and emotional growth and enhances their mental well-being (Brazelton Greenspan, 2000). The teacher-student relationships impact productively on a students self-esteem and enhance their skills. Student-Teacher interactions are very important for the development of the students academic self-concept and enhancing their enthusiasm and success. Colleges and universities that actively promote close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya Cole, 2001; Chickering, 1969; Chickering Reisser, 1993; Cokley, 2000; Terenzini Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur w ithin the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering Reisser, 1993; Lambert, Terinzini, Lattuca, 2007; Pascarella, 1980b; Pascarella Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student-faculty interactions are important, we still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean,1985). The current study addresses this gap in the li terature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States. Interactions between students and faculty members are inevitable and personal connections that emerge through advisement and mentoring are highly valued (Light, 2001). In responding to several implicit, unspoken, and nonverbal cues, students are more likely to interact with faculty members perceived to be sociable, intelligent, showing leadership, supportive, and objective (Babad, Avni-Babad, Rosenthal, 2003; Furnham Chamorro-Premuzic, 2005). Faculty members allowing students to use their first names are perceived as higher in warmth, approachability, and respect in comparison to faculty members who are addressed by formal titles (McDowell Westman, 2005). Student-faculty interactions can be formal or informal, occurring either inside or outside instructional settings, with both playing an important role in determining students academic success (Jacobi, 1991). The most frequent type of contact that students have with faculty members typically include situations in which they are asking for information about a course or visiting after class (Kuh Hu, 2001). Faculty-student interactions could take on a more intense flavor in a tutorialstyle classroom, where a faculty member may meet with two students at a time for an hour, eventually interacting closely with about five such pairs of students per week (Smallwood, 2002). Such close, intense, interaction seems to enhance student learning and intellectual stimulation, with both students and faculty valuing the opportunity to know each other at an informal and personal level. Cox and Orehovec (2007) identified four major types of student-faculty interactions with the most important, functional interaction, referring to academic-related interactions outside the classroom. The other three types include personal interactions about some personal issues unrelated to academics, incidental contact maintained by occasional greetings, and finally disengagement, where there is minimal interaction with the faculty member inside the classroom and little or no interpersonal exchange. Even though faculty members may not always be aware of i t, their interactions can have a far-reaching influence on their students. Faculty member-student relations are a strong motivator and indicator of learning (Christensen Menzel, 1998). In particular, Decker, Dona, and Christenson (2007) note that the student-faculty member relationship is more important in predicting students social-emotional functioning than their academic performance. This implies that there is a support-seeking dimension in student-faculty member relationships that can be carefully nurtured to shape positive outcomes for students. Informal interactions with faculty members outside the classroom have been found to have an incremental effect on students motivation over and above the typical predictors of academic performance such as secondary school performance or academic aptitude (Pascarella Terinzini, 2005; Pascarella, Terenzini, Hibel, 1978). Informal discussions with faculty members about intellectual issues are associated with increases in students aspirations to achieve at a hi gher level than would be predicted by pre-enrollment characteristics. Initial interactions with faculty members are also very influential in increasing the value placed on high academic achievement and in compensating for the general student culture that does not typically value such achievement. Mentoring provided by faculty members as a sponsor, confidant, and protector seem to be relatively more important than even peer support, for students who are transitioning into college (Mann, 1992; Shore; 2003). Thus, faculty members seem to play an important role in the overall college experience for new and continuing students. Adolescents who model themselves after their teachers rather than their friends report higher levels of school adjustment (Ryan et al., 1994). Informal faculty-student contacts play a particularly crucial role during the first year in college because they allow students to integrate their academic and extracurricular experiences (Goodman Pascarella, 2006; Pascarell Terenzini, 1977; Pascarella Terenzini, 2005). Further, students reporting high and moderate levels of interactions with faculty members (relative to low interactions) rate their academic program as being more interesting, exciting, and enjoyable, as well as more relevant and necessary for their career. Finally, substantive student-faculty interactions have been found to have a positive impact on students vocational preparation and intellectual development (Kuh Hu, 2001).These findings suggest that student-facultyinteractions have a multidimensional influence on the cognitive and emotional needs of students, thus valida ting the importance of faculty members as role models. Some researchers have found that students who spoke more frequently with faculty outside class and received advice about their educational program reported significantly higher academic self-confidence (Plecha, 2002). This finding is congruent with Endo and Harpel (1982) and Astin (1999)s work showing that interacting frequently with faculty members is part of being academically engaged and students who are more involved do better in college. Similarly, Bjorkland, Parente, and Sathiyanathan (2002) note that students who are in more frequent contact with faculty members and receive more feedback on their performance show remarkable improvement in communicating in a group, competence in their specific field, awareness about their future occupation, and general problem-solving skills. Other reported benefits of such student-faculty relationships include greater satisfaction with academic life, lesser likelihood of dropping out, and feeling more intellectually driven (Hazler Carney, 1993). In support of Chickerings (1969) model, recent data suggest that students engaging in meaningful interactions with faculty members are more likely to have a sense of purpose and competence for succeeding in college (Martin, 2000). Further, students who perceive their faculty members to be caring and have positive informal interactions with them often report greater learning (Teven McCroskey, 1997) as well as satisfaction with college and enhanced intellectual and personal development (Lamport, 1993). When Pakistan was founded in 1947 as a result of the partition with India, the country had only one institution of higher education, the University of the Punjab. Over the next 20 years, many private and public schools and higher education institutions were established to help fuel the countrys socio-economic development. In the early 1970s, all of Pakistans educational institutions were nationalized under the government of Zulfikar Ali Bhutto, who was committed to the idea of Islamic Socialism. For the next decade, Pakistans entire system of education was state-run. However, the growing demand for higher education fast outpaced the establishment of new public universities. During that period, the system could accommodate only 25 percent of the high school graduates who applied to higher education institutions. The overcrowding prompted many wealthy Pakistanis to seek university degrees abroad in the United States, Great Britain and Australia, while others sought out private tutors at home or entered the job market without a degree. In 1979 a government commission reviewed the consequences of nationalization and concluded that in view of the poor participation rates at all levels of education, the public sector could no longer be the countrys sole provider of education. By the mid-1980s, private educational institutions were allowed to operate on the condition that they comply with government-recognized standards. Until 1991, there were only two recognized private universities in Pakistan: Aga Khan University established in 1983; and Lahore University of Management Sciences established in 1985. By 1997, however, there were 10 private universities and in 2001-2002, this number had doubled to 20. In 2003-2004 Pakistan had a total of 53 private degree granting institutions. The rapid expansion of private higher education is even more remarkable if we look at the number of institutions established on a year-by-year basis. In 1997, for instance, three private institutions were established; in 2001 eleven new private institutions were opened; and in 2002 a total of 29 private sector institutions sprung up. According to HEC, there are total 128 recognized Universites in Pakistan, 70 are public and 58 are private. PRIVATE VS. PUBLIC HIGHER EDUCATION While the quality of Pakistans private universities varies widely, they all share some common traits. Most of them have adopted the American model of higher education, which features a four-year bachelors degree and system of credits. Supporters of private higher education believe that non-government institutions can deliver higher quality education and do it far more efficiently than the public sector. They point to the fact that private schools rarely suffer the closures and class suspensions their public counterparts do, and that students enrolled at these schools are more apt to complete their degree programs on time. They also believe that private universities will introduce international standards of competence and accountability.

Criminological Theories Essay -- Legal Issues, Crime

Many of the traditional criminological theories focused more on biological, psychological and sociological explanations of crime rather than on the cost and benefits of crime. More conservative approaches, including routine actives, lifestyle exposure and opportunity theories have clearly incorporated crime rate patterns as a fundamental part of analyzing the economics of crime. Crime statistics are important for the simple reason that they help put theories into a logical perspective. For example, a prospective home owner may want to look at crime rates in areas of potential occupancy. On a more complex level, it helps law enforcement and legislators create effective crime reduction programs. Furthermore, it also helps these agencies determine if crime prevention programs, that have been in effect, have been successful. There are many factors that influence the rates of crime including socio economic status, geographical location, culture and other lifestyle factors. More specifical ly, Messner and Blau (1987) used routine activities theory to test the relationship between the indicators of leisure activities and the rate of serious crimes. They discussed two types of leisure actives, the first being a household pastime, which primarily focused on television watching. The second type was a non-household leisure event which was consisted of attendance to sporting events, cinemas, and entertainment districts. The focus of this paper will be to study the effects that substantial amounts of leisure activities have on the offender and the victim. Leisure activities not only make a crime more opportunistic for offenders, it may also provide offenders with motivation to engage in criminal activity. On the other hand, it may also be argue... ... such as walking in well lit areas, abstaining from areas know as â€Å"hot spots†, and letting someone know your whereabouts, are suggested. Also, these individuals should be aware of the risks that come with certain types of activities. In conjunction to awareness, individuals should be involved in family leisure activities so that their idle hands do not become the devils workshop. Parents provide the primary foundation in the children’s socialization; if this process is not effective or neglected the result could be detrimental. It may lead children to transition into adulthood without the fundamental skills that prevent the development of a criminal disposition. Now that routine activities theory has created a clear understanding of the economics of crime, let’s focus our research on which parenting methods could prevent criminality or crime before if ever develops.

Marketing research report: using SPSS indentify case study Essay

The Questionnaire having 19 key questions to extract consumer’s perception about Auto Online website and the important factors which motivated for consumer to buy online. The research objective is try to identify the important factors motivating to buy online, for consumers and to take action plans further to improve consumer’s needs. The survey mainly concentrating on the following aspects; Consumer’s view on use of Internet, Awareness of Auto Online website, Security, Convenience while making a purchase etc. All these questions were asked on 1 to 5 Ratings scale, so the data collected on 19 factors is an ordinal. The labels taken as Strongly Disagree (1) to Strongly Agree (5) for all the variables: The most prominent way of analyzing these type of data in Descriptive Statistics is Frequency Tables and Cross Tabulations, also Top 2 Box scores for important factors; where Top 2 Box scores is the Percent of respondents for any particular question answered the Top 2 responses, i.e. Strongly Agree and Agree. It will be the best measure to interpret the respective attribute (In terms of Percentages). The important thing to be consider when interpreting the Ordinal Data is that it does not make any significance if we calculate the average forms like Mean or Median. Below are the Frequency Tables which are basically about how consumer thinks about Internet and Making purchase decisions etc. Marketing research report: using SPSS indentify case study 3 Executive Summary: Auto Online is a very â€Å"convenient† website and motivating respondent to buy products online. Most of the respondents aware about Auto Online through web surfing or any search engine. It will be very good if Auto Online website get innovative so that the overall experience with the site will be stronger than what know it is; since consumer is surfing the net as he is looking more information about Automobile products and he can reduce the strain with dealing car salesmen. Analysis and Interpretation: The following tables are the frequency tables for the questions, in what way the internet would be used by the respondent. Here the key questions for Auto Online are â€Å"I use the internet to research purchases I make†, â€Å"The Internet is a good tool to us when researching an automobile†, The Internet should not be used to purchase vehicles† and â€Å"Online dealership are just another way of getting you into the traditional dealership†. Where no single important factor got more than 50% of respondent saying whether â€Å"strongly agree† or â€Å"agree†. So on average a respondent is using internet to research automobile and of course it does not turning him to purchase online, they are thinking that they should not purchase automobiles on line. Since the Percent of respondents for â€Å"The Internet should not be used to purchase vehicles†Ã‚   got only 40% of Top2 Box Score. So on average not more than 40% of respondents turning their Internet use into online purchase for any automobile products. Following tables are the frequency tables on consumer’s perception about buying a new vehicle and don’t like to hassle with car salesmen.

Balancing Chemical Equations

Balancing chemical equations 1. Complete the following sentences, using the words or groups of words in the box below. You may use some words more than once. †¢ as small as possible |†¢ decrease |†¢ molecules |†¢ quantities | |†¢ balance |†¢ different |†¢ nature |†¢ rearranging | |†¢ bonds |†¢ equal |†¢ never |†¢ release of a gas | |†¢ characteristic properties |†¢ heat |†¢ new elements |†¢ rules | |†¢ check |†¢ increase |†¢ nuclear |†¢ signs | |†¢ chemical |†¢ law of conservation |†¢ nucleus |†¢ state | |†¢ chemical equation |of mass |†¢ physical |†¢ stoichiometry | |†¢ coefficient |†¢ mass of products |†¢ precipitate |†¢ subscript symbols | |†¢ colour |†¢ mass of reactants |†¢ products |†¢ transformed | |†¢ counting |†¢ molar mass |†¢ proportions |†¢ whole numbers | a)There are three types of changes in matter: ________________________ changes, chemical changes and ________________________ changes. b)A physical change occurs when the form or the ________________________ of a substance is changed. For example, when liquid water is cooled, it becomes ice.Whether water is in liquid form or in the form of ice, the ________________________ that form water remain the same. The ________________________ of water do not change. c)A ________________________ change alters the ________________________ of a substance. The very nature of the ________________________ is altered: they are no longer the same after the change. This transformation involves ________________________ the bonds between the atoms and forming new molecules. d)A ________________________ transformation involves changes that occur in the ________________________ of the atom. The transformation causes the atoms to split and form ________________________. ) Chemical changes occur when the ________________________ between reactants (initial substances) are broken to form new ________________________ (final substances), whose characteristic properties are ________________________. During this process, the quantities of reactants ________________________, and the quantities of products ________________________. f) We can recognize that a chemical change has taken place by certain ________________________: the ________________________, the emission or absorption of ________________________, the emission of light, a change in ________________________, and the formation of a ________________________. ) A chemical change, or chemical reaction, can be represented by a ________________________, which shows how the change took place. It is useful to identify the ________________________ of the substances (solid, liquid, gas or aqueous solution) with ________________________ in parentheses to the right of the substance. h) The scientist Antoine Laurent de Lavoisier made this famous statement that expla ins the________________________: â€Å"Nothing is lost; nothing is created; everthing is ________________________. † This means that the ________________________ before the chemical reaction is equal to the ________________________ after the reaction. ) To follow the law of conservation of mass, we must ________________________ chemical equations by ________________________ the number of atoms of each element on the reactants side and on the products side of the equation. The appropriate ________________________ must be placed in front of each substance so that the number of atoms on each side of the equation is ________________________. j) Certain ________________________ must be followed when balancing a chemical equation. The coefficients must be ________________________, and they must be ________________________. New substances must ________________________ be added, nor existing substances removed.Subscripts in chemical formulas must ________________________ be changed. Finally, we must ________________________ the equation by comparing the number of atoms of each element on either side. k) When a chemical equation is properly balanced, we can find the ________________________ of reactants needed for a reaction and predict the resulting quantities of products. ________________________ is the study of these proportions. It is essential to maintain the ________________________ of the substances throughout the reaction. We can use ________________________ to convert moles into grams. 2. What kind of change is described by each of the following examples? |a) a worn tire | | | |b) limewater that turns white | | | |c) a bracelet that tarnishes | | | |d) the fission of a uranium nucleus | | | |e) rusting iron | | | |f) mercury that expands in hot weather | | | |g) the fusion of the nuclei of several atoms | | | |h) food being transformed into energy | | | |i) salt dissolving in water | | | |j) radium emitting radiation | | 3.For each of the following exam ples, name at least one sign that a chemical change is occurring. a) A match burns. | | | b) A yellow substance appears when NaI is mixed with Pb(NO3)2. | | | c) Bubbles form when chalk is mixed with hydrochloric acid. | | | d) A bright light appears when a piece of magnesium is burned. | | 4. Write a chemical formula to represent the following situation. Aluminum oxide (AlO), commonly called alumina, is formed by the reaction between aluminum (Al) and oxygen (O2). Balance the equation. | | | | | | 5. Balance each of the following chemical equations by indicating the number of atoms in each molecule involved in the reaction. a) C(s)+ H2(g) + O2(g) ( CH3OH(g) | | | | | | | | | | | | | | | | | | | | | b)Al(s) + O2 (g) ( Al2O3(s) | | | | | | | | | | | | | | | | | | | | | c)C(s) + Cl2(g) + H2(g) ( CHCl3(g) | | | | | | | | | | | | | | | | | 6.The decomposition of 10 g of copper oxide is represented by the following equation: 2 CuO(s) ( 2 Cu(s) + O2(g) If you obtain 8 g of copper, what am ount of oxygen was released? Explain your answer. | | | | | | | | | | | | 7. Calculate the mass and the number of moles of silver produced if you make 10  mol of zinc react with sufficient silver nitrate. (The equation is not balanced. Zn(s) + AgNO3(aq) ( Ag(s) + Zn(NO3)2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 8. What mass of glucose will be formed if you make 32  mol of hydrochloric acid react with sufficient carbon? (The equation is not balanced. ) HCl(l) + C(s) ( C10H16(aq) + Cl2(g) | | | | | | | | | | | | | | | | | | | | | | | | | 9. Given the reaction for the synthesis of ammonia: N2(g) + 3 H2(g) ( 2 NH3(g) How many moles of hydrogen are needed to produce 50  g of ammonia? | | | | | | | | | | | | | | | 10. Given the following equation: 2 Na(s) + 2 H2O(l) ( 2 NaOH(aq) + H2(g) How many moles of hydrogen will be produced by the complete reaction of 75  g of sodium? | | | | | | | | | | | | | | | | | ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ Support activities – Second Year of Secondary Cycle Two |EST | | student BOOK: Chapter 4, pages 108–113 | | Related Handout: Concept review 15 | ACTIVITY 15 EST EST EST EST EST ———————–  ©ERPI Reproduction and adaptation permitted solely for classroom use with Observatory. Observatory / Guide 11129-B

FDR

FDR Franklin D. Roosevelt's Speech to the US My fellow Americans, following the devastation of the first Great War, the world took many steps to prevent such a great tragedy form occurring again. The Treaty of Versailles ended the First World War and punished Germany, who as we all know, was to blame for World War I. The League of Nations and Kellog-Briand pact were formed to keep peace through out the world and ensure that disputes were settled without bloodshed.You may know that in Europe several powerful dictators have come into office since World War I. In an effort to expand their empire and gain power many of these leaders have violated the peace agreements. Our biggest European concerns at this time are Benito Mussolini of Italy, and Adolf Hitler of Germany. They have formed a powerful alliance, the Axis Powers, which are taking over countries including Ethiopia, Albania, Austria, Norway, Belgium, Holland, Denmark, and France.Mussolini (left) and Hitler sent their armies to N...Ja pan, also one of the Axis Powers, is invading China. These countries are considerably building up their armed forces, and in doing so, they are violating the agreement formed at the London Naval Conference in 1930.In this great year of 1941, the fighting situation has become even more precarious. Germany and Italy are continuing to gain more and more land. Rome, Greece, and Yugoslavia have fallen into the hands of Hitler and Mussolini. Germany is gaining much of Russia's territory, and Japan has invaded Indochina. Already, the United States of America has passed the Lend-lease act, giving war materials to countries fighting these evil powers. That has not been enough though, and now the time has come to decide if we want to join in the fight to stop the war.After a great many meetings, and discussions with congress, the...

New Directions and Challenges of Social Sciences Assignment

New Directions and Challenges of Social Sciences - Assignment Example The fact that it has been labeled soft science can affect the perceived value of the discipline as well as the amount of funding available to it (Bernstein, 1983). A perfect example is during the late 2000s recessions where social science disproportionately cut from funding compared to mathematics and natural science, which was never touched. Numerous proposals were made for the National Science Foundation to cease funding all social sciences since they make no impact to development. Secondly, social sciences progress is considered nonlinear because many new ideas have to lead to revolutions while others have had lengthy gestation periods and ultimately met a protracted resistance (Bernstein, 1983). Furthermore, other new ideas have attained overly rapid and faddish acceptance that is usually followed by a quick dismissal. Bernstein further asserts that an earlier generation of research in retail management documented a myriad of characteristics attached to scientific progress, but it was never followed by trans-disciplinary studies that tested and developed the general theories that cropped out. Additionally, social sciences such as retail management deal with people. As such, it becomes difficult in isolating all the variables that may influence the outcome of any social science research. In fact, controlling the variable may even alter the results thus it is hard to devise an experiment in any a soft science. The last two decades, the science of retail management has indeed gained relevance and developed the wealth of instruments. Of great importance are the techniques that are used in carrying out an objective research. In spite of using research as a tool for finding answers to business problems, there still one big challenge: explicit assumptions. Most of these tacit assumptions undermine research more so, in retail management (Collins, 2001). Â  

Money laundering Essay Example | Topics and Well Written Essays - 1250 words

Money laundering - Essay Example Furthermore, the ML does not have to involve physical exchange of money or currency. Modern concept therefore considers a transaction or formation of relationship to be a case of money laundering if it involves any form of property or benefit, tangible or intangible earned through criminal activity which includes tax evasion. ML does not necessarily require movement of criminal proceeds for being laundered. Thus, financial institutions especially banks can easily get involved in money laundering process when money earned in a legitimate activity and deposited into a bank account in another country by a person becomes a laundered money assumed as done with the connivance of the bank if he fails to declared the earnings in his tax return in the country in which it has been earned and the bank also fails to report it as s suspicious activity (Hopton 2009). The USA Office of the Comptroller of the Currency (OCC) has defined money laundering as â€Å"the criminal practice of filtering il l-gotten gains† or â€Å"dirty† currency through a sequence of dealings, so the currency is â€Å"cleaned† to appear as if earned by lawful conduct (McClean 2007). Criminals resort to money laundering to legitimise substantial portion of their ill-gotten wealth as otherwise they cannot put it to use. Moreover, they do not need the entire money for their ongoing criminal ventures. They are motivated to launder their tainted money in order to have respectful postitions in society by investing the money so earned in respectable avenues. The proceeds of crime were once said to channel through launderettes in the USA to enable the actual notes to be offered as lawful commercial income, thus earning the expression â€Å"Money Laundering† (McClean 2007). Money Laundering process It involves three stages as per the tradition. First, placement of funds of criminal origin in to the financial system through direct or indirect means. Second, resorting to layering by w hich receipt of criminal proceeds are blurred through creation of layers of financial transactions with the object of hiding the audit trail and providing anonymity. Third, after successful layering, integration process pumps the laundered money into the mainstream economy so as to make them appear as funds received during the course of business. These stages are subtle in that they more often overlap or take place simultaneously (Hopton 2009). The Financial Action Task Force (FATF) FATF is autonomous body representing various governments and entrusted with introduction of measures to ensure against ML and providing funds for terrorism using the global financial system. The recommendations of FATF are required to be implemented to counter money laundering and considered as the standard for anti-money laundering (AML) and counter-terrorist financing (CTF) (FATF 2010). Financial Industry Regulatory Authority (FINRA) FINRA is the autonomous regulatory body of the USA governing activiti es of securities firms in the United Sates. Anti-money laundering compliance program of FINRA requires each member to develop anti-money laundering program so designed as to monitor the member’s compliance with the requirements of the Bank Secrecy Act (31 USC) (FINRA n.d.). Suspicious Activity Report (SAR) Suspicious Activity Reporting is the requirement to be complied with by all financial institutions such as banks, credit unions, brokers or dealers in securities