Go Ask Alice Essay Example For Students

Go Ask Alice Essay The tale, Go Ask Alice, is fundamentally around a 15-year old young lady who surrenders herself to drugs. From the start she is enamored with Roger and originates from a caring home, but on the other hand is exceptionally inquisitive about medications. She winds up fleeing, which didn’t last, returns home in the nick of time for Christmas, clean of medications, fires up again and flees. After all that she experiences, she loses her grandparents in the timespan of two months, and winds up in a psychological establishment. After she argues that it was just a mishap she at last gets the chance to return home. Toward the end she chooses not to keep a journal any longer and she passed on three weeks after the fact of an overdose. Centrality of the Title: In my own assessment, I accept that the title, Go Ask Alice, implies that you can get some information about medications in the event that you are interested. When you learn of her mix-ups, perhaps you won’t emulate her example and ruin your life, similar to a large number of adolescents do each year, by finding out about what befell her when she was interested about utilizing drugs and what they would accomplish for her. In her journal, I accept she is attempting to disclose to us that medications are not the response to taking care of your issues. Impressions and Changes in the Main Character: My initial introduction of the storyteller was that she was a sweet, gifted young lady. It appeared as if she had it every one of the; an adoring, caring family, incredible companions, and afterward it occurred. When she attempted the medications was the point at which her entire life and character changed totally. She wound up in the psychological organization by stumbling out, just it was coincidentally and at long last, she lost her life. Vital Passage: There were a ton of paramount sections that I will recollect from this story, however one that I will consistently convey with me would need to be the accompanying entry: â€Å"December 3 †Last night was the most exceedingly terrible night of my? it was no big surprise he was wild. † Pages 67 †68. That established an extraordinary connection with me. Believing that in the event that I were anyplace near exposing myself to this sort of catastrophe, I will recall this entry consistently. Essentialness of Reading This Story: One of the disclosures that I learned in the story was that a thousand adolescents kick the bucket every year by exposing themselves to drugs. Additionally, I discovered that exposing yourself to medications won't tackle any of your issues. One change in my life is that now I realize I won't ever left myself alone even a tiny bit keen on drugs, not regardless of whether my life is gone to nothing. My folks have revealed to me that young people are continually ready to attempt new things, and all the time, it occurs. With drugs being the point here, I do accept that I will never let myself at any point be even a tiny bit intrigued. This book truly had nothing illuminating. It was dismal and severe. One insistence I made subsequent to perusing this book is that teenagers will be interested about anything. Some of them will be interested about medications when they don't have anything else going for them. After they start, figuring things will show signs of improvement, they will in reality just deteriorate. In this, taking everything into account, I accept that medications are not a response to any supplications. In time, your life will possibly deteriorate in the event that you subject yourself to utilizing drugs.

Reporting Forensic Evidence Research Paper Example | Topics and Well Written Essays - 1000 words

Revealing Forensic Evidence - Research Paper Example Consequently, the report should be increasingly formal for clear introduction. For example, in the report of the examination that includes a gathering of criminal endeavor, a thorough report is to be created. In this manner, the legal specialists can apply the utilization of a PC to do the legal methodology. PC legal is in this way the usage of the PC applications and furthermore investigation for the revelation of any lawful proof engaged with the field of legal sciences. The utilization of the PC to rehearse the measurable examinations empowers a fast distinguishing proof and catch of the potential criminal using imperative information in the PC (Stauffer and Bonfanti, 2006). During the legal examination process, a portion of the things that were cultivated are the way toward get-together the basic subtleties of the potential suspects. This must be accomplished when the measurable examiners are properly allowed a warrant. This warrant permits them to do the criminological examinati on systems with no cutoff points. In this way, the specialists initially should get a legitimate warrant from the position to empower them get to any type of data from people. Besides, the proof got by the specialist must not be meddled with. For example, in the PC scientific examination, the PCs must not be contacted or even moved once the rate has happened. The agents should additionally ensure the information and the framework and its parts in order to be utilized for the indictment in the court. Also, a proceeded with chain of care is kept up. In the end, during the recovery of the information of the suspects, the specialist should be incredibly cautious to maintain a strategic distance from any mutilation of information contained in the PC. Subsequently, the proof gathered by the scientific agent should meet some set prerequisites. These incorporates that the proof should be created then additionally be expertly confirmed and besides be of the best proof accessible (Stauffer an d Bonfanti, 2006). There are various kinds of frameworks that are utilized during the assessment techniques of the legal examination. The proof assembled by the specialist shifts generally. A portion of these confirmations are acquired from the PC incorporates robbery of the protected innovation; there is likewise burglary of the prized formulas. For example, the specialists can utilize the manual type of gathering measurable proof or they can utilize the PC innovation strategy in the assortment of the criminological confirmations. The PC strategy utilized in the gathering confirmations of any type of wrongdoing is the most recent created technique. This strategy is brisk and furthermore among the best system to be used. The scientific agents use the PC measurable to accumulate any legal confirmations to be used in court. For example, the proof got for hoodlums, burglary, passings, and all types of suicides (Anastasi, 2003). Also, an assortment of apparatuses are utilized by the leg al examiner during the examination procedure. In this way for a viable procedure in the scientific examination, a know it all choice should be made on the best and most significant devices to be used. This is to empower the examiner have a precise investigation of the confirmations got. These devices utilized by the examiners can likewise be made by people who are experienced. Tragically, this thought isn't grasped by numerous in light of the fact that it is difficult to

Upcoming, Decision Dates for UGA Applicants - UGA Undergraduate Admissions

Upcoming, Decision Dates for UGA Applicants - UGA Undergraduate Admissions Upcoming, Decision Dates for UGA Applicants The final two decision dates for UGA freshman applicants are now set (unless some major issue impacts our office), and the smaller February wave of decisions will be released on Friday, February 23, while the final decisions in March will be released on Friday, March 16. In addition, transfer decisions will begin being released on Friday, February 23. February Decisions UGA will offer admission to over 2,000 freshman applicants on Friday, February 23. This group of decisions is made up of only offers of admission, and if you were admitted, you will be able to see the decision on your Admission Status page (so only admitted students will see a decision change on their status page) and these admits will receive an email communication. Additionally, an admissions packet will be sent out in the mail the following week. Our office is too busy reviewing files for me to run any mid-range academic averages at this time, but the academic information should be very similar to the Early Action admitted students (it will not be exactly the same, as we had a large number of EA admits who were applying for our top scholarships, which slightly skews EA stats a little higher). Thepress release about our Early Action decisionsgives more details on the academic averages for this group. As we did in the November Early Action offers of admission, th ere will be some scholarship offers in this group, and those who have received them will see it on the status page. We will continue to offer scholarships through early April, so please be patient as we do these reviews. These admitted freshman, made up of mostly Regular Decision applicants, met the stringent academic criteria of Early Action admission that we used with our much larger wave of November admission offers. Do not panic if you are not admitted with the February group. We are still very much in the midst of carefully reviewing documents and data on a great many more files, and there are still lots of decisions to make. March Final Decisions On Friday, March 16, all final freshman decisions will be released. There will be three decision groups (Admit, Deny and Wait-List), and I will try to post some information on all three of these decisions during the week leading up to the final decision release. We will also have a small group of freshman that we will admit for the Spring 2018 term. We are still deep in the holistic read process, and I do not have any numbers on how many final admits we will make, what the statistics will look like overall, or how many students will be put on the wait-list. When we do release final decisions, I will have statistics on the overall applicant pool and admitted group the following week, but not broken out into the different release dates. After we make final decisions, we will continue to offer scholarships through early April, so please be patient as we do these reviews as well. Thank you for your patience during this review process. Transfer Applicants We have begun reviewing the Summer and Fall transfer applicants, and we will release the first group of transfer decisions on Friday, February 23. We will then continue to release transfer decisions every Friday. All applicants with a decision will receive an email alerting them to a change in their status, so you do not need to constantly check your admission status page. We generally review transfer applicants by term first (so summer decisions before fall if possible), and then roughly by the date the file becomes complete. This is not exact, as some transfer files are more complicated than others to review. As such, please do not compare application date to release dates with others, as it might vary due to other factors (included days when several hundred applications were received/completed). Go Dawgs!

Karst Topography and Sinkholes

Limestone, with its high calcium carbonate content, is easily dissolved in the acids produced by organic materials. About 10% of the earths land (and 15% of the United States) surface consists of soluble limestone, which can be easily dissolved by the weak solution of carbonic acid found in underground water. How Karst Topography Forms When limestone interacts with underground water, the water dissolves the limestone to form karst topography - an amalgamation of caves, underground channels, and a rough and bumpy ground surface. Karst topography is named for the Kras plateau region of eastern Italy and western Slovenia (Kras is Karst in German for barren land). The underground water of karst topography carves our impressive channels and caves that are susceptible to collapse from the surface. When enough limestone is eroded from underground, a sinkhole (also called a doline) may develop. Sinkholes are depressions that form when a portion of the lithosphere below is eroded away. Sinkholes Can Vary in Size Sinkholes can range in size from a few feet or meters to over 100 meters (300 feet) deep. Theyve been known to swallow cars, homes, businesses, and other structures. Sinkholes are common in Florida where theyre often caused by the loss of groundwater from pumping. A sinkhole can even collapse through the roof of an underground cavern and form whats known as a collapse sinkhole, which can become a portal into a deep underground cavern. While there are caverns located around the world, not all have been explored. Many still elude spelunkers as there is no opening to the cave from the earths surface. Karst Caves Inside karst caves, one might find a wide range of speleothems - structures created by the deposition of slowly dripping calcium carbonate solutions. Dripstones provide the point where slowly dripping water turns into stalactites (those structures which hang from the ceilings of caverns), over thousands of years which drip onto the ground, slowly forming stalagmites. When stalactites and stalagmites meet, they forum cohesive columns of rock. Tourists flock to caverns where beautiful displays of stalactites, stalagmites, columns, and other stunning images of karst topography can be seen. Karst topography forms the worlds longest cave system - the Mammoth Cave system of Kentucky is over 350 miles (560 km) long. Karst topography can also be found extensively in the Shan Plateau of China, Nullarbor Region of Australia, the Atlas Mountains of northern Africa, the Appalachian Mountains of the U.S., Belo Horizonte of Brazil, and the Carpathian Basin of Southern Europe.

Relationship Between Infant And Primary Caregiver Essay

The most significant bond of life is between the infant and primary caregiver. John Bowlby, the eminent authority, describes attachment as the natural connection between baby and mother (as cited in Alexander, 1992, p.186). Family dynamics have changed since Bowlby’s time, for this reason, the research analyzes the relationship of the infant and primary caregiver. Bowlby’s attachment theory infers that the path of these bonds lay the groundwork for future behavior, view of one’s self, and relationship with others (Colonnesi et al., 2011). Research on abuse and neglect of infants and it’s correlation to insecure attachment and the type of insecure attachment is vital to set up an early intervention protocol. Bowlby’s work on attachment theory shows infants treated well develop a secure attachment. Hence they have a good foundation for healthy self-esteem, behavior, and future relationships (Barnet, Ganiban, Cicchetti, 1991). If the infant develops an insecure bond with the caregiver, they may develop mental disturbances (Cicchetti, Ganiban, Barnett, 1991). Mary Ainsworth, Bowlby’s contemporary, applied Bowlby’s theory in her research. In 1978, Ainsworth, Blehar, Waters, and Wall, created the strange situation technique to study one year old infant attachments (as cited in Colonnesi et al., 2011, p.631). Results of their analysis led to three categories of attachment. They distinguished a secure (B), an insecure avoidant (A), and insecure ambivalent attachment (C)Show MoreRelatedAttachment Theory on Socio-Emtionals Development of Children1435 Words   |  6 Pagesmost significant theoretical schemes for understanding the socio-emotional development of children at an early stage. In addition, the theory is also developing into one of the most prominent models that guide parent-child relationships. 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The process mitigates the discomfort and frustration of the infant and provides an illusion that it is achievedRead More The Development of Attachment Essay1748 Words   |  7 PagesOne of the most important factors that affect child development is the relationship of the child with their primary caregiver. This is a tenet of developmental psychology known as attachment theory. John Bowlby, the creator of this theory, wanted to examine how early childhood experiences influence personality development. Attachment theory specifically examines infant’s reactions to being separated from their primary caregiver. Bowlby hypothesized that the differences in how children react to theseRead MoreHow Mother and Child Relationships Impact Adult Relationships1102 Words   |  4 Pagesparticularly within the context of mother / caregiver– child attachment and how it impacts adult attachment relationships and or patterns. 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The attachment theory came about on the core principle that â€Å"children brought up with consistent, loving parents or significant, reliable caregivers can develop a foundation of trustRead MoreBowlby s Evolutionary Theory Of Attachment1497 Words   |  6 Pagesconnection or relationship formed between two people, mostly between infant and its caregiver. According to Macoby (1988) attachment has four key characteristics which are: proximity; where an infant always want to stay near the attached caregiver. Separation anxiety; is when the infant is distressed wh en separated from the caregiver. Pleasure, when the infant and the caregiver feel pleasure at reunion and lastly frequent contact; where the infant is always conscious of the caregiver and desire toRead MoreThe Theory Of Attachment Theory1421 Words   |  6 Pages There are a lot of close relationship theory that are studied in social psychology but one of the main theory is attachment theory. This theory not only provides a framework for understanding emotional reactions in infants but also in love, loneliness, and grief in adults. In adults there are attachment styles that are a type of working model that explains certain behaviors that are developed at infancy and childhood. An infant requires two basic attitudes during their earliest interactionsRead MoreSupport Young Childrens Healthy Development And Learning1109 Words   |  5 Pagesresponsive curriculum is based on relationships that occur within planned and unplanned activities, experiences, and happenings† (2014, p. 26). This relationship-based curriculum, referred to as the â€Å"caregiving curriculum,† includes three fundamental policies: (1) a primary Caregiving system; (2) consistency; and (3) continuity of care. Using examples, describe how these policies work tog ether to support young children’s healthy development and learning. 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Fluctuation of Gold Price Free Essays

string(108) " sellers can work together to either get product they need or to make a profit from the fluctuation prices\." read and give rewards to me ABSTRACT Gold is a brilliant yellow precious metal that is resistant to air and corrosion. Gold comes second after bank deposits when it comes to the preference for investment in India and considered a savings and investment vehicle. India is the world’s largest consumer of gold in jewelry as an investment. We will write a custom essay sample on Fluctuation of Gold Price or any similar topic only for you Order Now Gold is traded in the form of securities on stock exchange Even when the gold prices are high there is steel boom in the commodities market of gold hence the main purpose and the need of the study are to know the investment pattern in gold and to hedge the risk The data which is used in the study is secondary data. The analysis has been done by using the technical tools Relative Strength Index (RSI), MACD. From the analysis it can be concluded that gold as an investment avenue has increased. There wider market for gold and a person with small amount can trade in gold. RSI can be considered as the best tool to evaluate the price movement of gold. The investors have to keep a keen watch on the price of gold and since there is an upward momentum in the price of gold it is time for the investor to sell CONTENT | | | | |CHAPTER |PARTICULAR |PAGE NO | |NO. | | | |1. INTRODUCTION | | | |NEED FOR THE STUDY | | | |OBJECTIVE OF THE STUDY | | | |SCOPE OF THE STUDY | | | |RESEARCH METHODOLOGY | | |LIMITATIONS | | | | | | |2. REVIEW OF LITERATURE | | | |TABLES AND GRAPH | | | | | | |3. COMPANY PROFILE | | | | | | |4. |DATA ANALYSIS INTERPRETAIONS | | | | | | |5. FINDING | | | |CONCLUSION | | | |RECOMMENDATIONS | | | | | | |6. BIBLIOGRAPHY | | CHAPTER NO — 1 INTRODUCTION INTRODUCTION ABOUT INDIAN COMMODITY MARKET Commodity future trading is an old concept and flourished in the late nineteenth century. There were several such exchanges that traded in specific commodities in certain geographies. In the 1960s the futures market ran into trou ble as high inflation resulted from a series of wars and droughts in the country which lead to considerable speculation and hoarding of agricultural commodities. Ever since the down of civilization commodity trading has become an integral part in the life of mankind. The very reason for this lies in the fact that commodities represent the fundamental utility of human being. Commodity markets are market where raw or primary products are exchange. These raw commodities are traded regulated commodity exchange they are bought and sold in standardize contract that may any movable property other them actionable claims, money and securities. This commodity market is becoming day by day the best for the increasing economy. Gold is valued in India as saving and investment vehicle and is the second preferred investment after bank deposit. India is world’s largest consumer of gold jeweler and in investment. Gold is traded in the form of securities on stock exchange. In the cities gold is facing competition from the stock market and a wide range of consumer goods. Domestic consumption is dictated by monsoon, harvest and marriage season. Indian jewellery off take is sensitive to price increases and even more so to the volatility. For years, portfolio managers have recommended a minimum of 10% to 20% of one’s total net worth in gold as a hedge against inflation or as a safety net in the event that our paper money system collapses. Hence the study is about the commodities market in gold. Every commodity has its own price, and varies across markets even at the point of first sale, i. e. the wholesale market. There is of course another very active financial market, which has a price that is widely traded, i. e. the stock market. Here shares of companies are traded by investors at prices which are determined by multitude of perceptions. NEED FOR THE STUDY:- ? Since there is a cut throat competition in the present world market There is a need to study about factors affecting gold prices ? Even when the gold prices are high there is still boom in the commodities market of gold hence the main purpose and the need of the study are to know the investment patterns in gold and to hedge the risk OBJECTIVE OF THE ST UDY:- 1. To know how gold is traded 2. To know the fluctuation of gold prices 3. To know the factors affecting gold prices 4. To evaluate the trend analysis of gold . To study the impact of gold on investors METHODOLOGY: – The data which is used secondary in a nature. SECONDARY DATA:- ? From various test books, journals, magazines, news papers and booklets from company. ? Information collected from different websites likes Gold World, MCX etc. SCOPE OF THE STUDY:- ? The scope of the study is about the day to day changes in the price of gold and the reasons behind the change. ? It focuses more on the fluctuations and the interest of investors to invest in gold even though the price is getting higher. The study also focuses more on the fluctuation in the gold and its relation to oil markets oil and gold are the two main items in the economy now that tends to increase day by day. LIMITATIONS:- ? Difficulty in getting the lives prices of gold in absence of online research softwar e. ? Use of limited technical tools. ? Commodity trading is limited to gold only. ? There may be factor other than those studied in this research which may impact on gold prices. ? The study is limited only for a certain period of time i. e. April to June 2012 CHAPTER-2 REVIEW OF LITERATURE TRADING OF GOLD IN COMMODITY MARKETS COMMODITY MARKET Commodity markets are markets where raw or primary product these raw commodities are traded on regulated commodities Exchange in which they are brought and sold in standardized contract it cover physical product markets but not ways that services including those of government, nor investment debt, can be seen as a commodity A commodity trading is sophisticated form of investing it is similar to stock trading but instead of buying and selling shares of companies, an investor buys and sells commodities likes stocks, commodities are traded on exchange where buyers and sellers can work together to either get product they need or to make a profit from the fluctuation prices. You read "Fluctuation of Gold Price" in category "Essay examples" There are few ways to trade commodities. Futures are contracting to buy or sell commodities at specific date. An option is the right to buy or sell a commodity at a specific price and date. COMMODITY TRADING: Trading futures is the purest way to invest in commodities. To trade commodities, an individual trading account can be opened either directly with a futures commission merchant or indirectly through as introducing broker. Another way to trade commodities is through a managed account, where you give someone written power of attorney to make and execute decisions about what and when to trade. He or she will have discretionary authority to buy or sell for your account or will contract you for approval to make trades, or you can hire a commodity trading advisor for a fee. And lastly, ever increasingly popular methods of diversified investing in commodities include commodity pools (limited partnerships) or commodity related mutual funds. In all futures markets, trading decision are made in two ways – Fundamental or Technical, although many traders use a combination of both. Fundamental analysis includes all factors that influence supply and demand. For the physical commodities markets, fundamental factors include weather and geopolitical events in producing countries – outside forces that influence price action. For the financial futures markets, factors such as Federal Reserve actions and economic reports are among fundamental forces affecting prices. Technical analysis is based strictly on inside market forces. It involves tracking various price patterns that occurred in the markets in the past. Analysts focus on a variety of time frames, and trading decisions are based on past tendencies with the idea these price patterns tends to repeat themselves. Technical analysis involves a wide range of techniques, and a variety of market indicators are studied including volume, open interest, and momentum. Each individual analyst has his favorite approach – technical analysis is just as much art as it is science. REGULATOR OF COMMODITY MARKET THE DIFFERENT PRODUCT IN COMMODITY MARKET ARE USE 1. Precious metal 6. Plantations 2. Base metal 7. Spice 3. Pulses 8. Sugar 4. Cereals 9. potato 5. Energies Introduction Gold Gold is a unique asset based on few basic characteristics. First, it is primarily a monetary asset, and partly a commodity. As much as two thirds of gold’s total accumulated holdings relate to â€Å"store of value† considerations. Holdings in this category include the central bank reserves, private investments, and high-cartage jewelry bought primarily in developing countries as a vehicle for savings. Thus, gold is primarily a monetary asset. Less than one third of gold’s total accumulated holdings can be considered a commodity, the jewelry bought in Western markets for adornment, and gold used in industry. The distinction between gold and commodities is important. Gold has maintained its value in after-inflation terms over the long run, while commodities have declined. Some analysts like to think of gold as a â€Å"currency without a country’. It is an internationally recognized asset that is not dependent upon any government’s promise to pay. This is an important feature when comparing gold to conventional diversifiers like T-bills or bonds, which unlike gold, do have counter-party risk History of gold in India Prior to 1962, India was the world’s largest gold market and the main trading center was Bombay. In 1962, the government enacted the Gold Contract Act, which prohibited the citizens of India from holding pure gold bars and coins due to loss of reserves during the indo-china war. It was declared that the old holdings in pure gold bars to be compulsorily converted into jewelry. Pure gold bars and coins were to be dealt only by licensed dealers. A large unofficial market sprung up which dealt in cash only as a consequence of this legislation that adversely affected the official gold market. This also made way for smuggling and black marketing, which comprised of many jewelers and bullion traders. In 1990, India was on a verge of default of external liabilities as it had a major foreign exchange problem. It had to give up the concept of controlling and licensing as it led to nothing more than corruption and shortages. As a result, the India government pledged 40 tones from their gold reserves with the bank of England. India had to adopt the concept of liberalization. The government abolished the 1962 Gold control Act in 1992 and liberalized the import of gold in India for a duty payment of Rs. 250per 10 grams. The government made up for the foreign exchange problem by allowing free imports and earning the taxes. This step expanded the gold market and it also waved off the unofficial trade i. e. smuggling and black marketing. This makes India the most price-sensitive market for gold in the world. Gold in Indian present scenario Gold is valued in India as a savings and investment vehicle and is the second preferred investment behind bank deposits. India is the world’s largest consumer of gold in jewelry (much of which is purchased as investment). The hoarding tendency is well ingrained in Indian society, not least because inheritance laws in the middle of the twentieth century lent a great desirability to anonymity. Indian people are renowned for saving for the future and the financial savings ratio is strong, with a ratio of financial assets-to-GDP of 93%. Gold’s circulates within the system and roughly 30% of gold jewelry fabrication is from recycled pieces. India is typically also the largest purchaser of coins and bars for investment (80tpa), although last year it had to concede first place to Japan in the wake of the heavy buying in the first quarter due to fears for the stability of the Japanese banking system. In 1998-2001 inclusive, annual Indian demand for gold in jewelry exceeded 600 tons; in 2002, however, due to rising and volatile prices and a poor monsoon season, this dropped back to 490 tons, and coin and bar demand dropped to 67 tons. Indian jewelry off take is sensitive to price increases and even more so to volatility, although this decline in tonnage since 1998 is also due in part to increasing competition from white and brown Goods and alternative investment vehicles, but is also a reflection of the increase in price. The Indian bride’s â€Å"Streedhan†, the Wealth she takes with her when she marries and which remains hers, is still gold, however (thus giving gold an important role in the â€Å"empowerment† of women in India). The distinction between gold and commodities is important. Gold has maintained its value in after-inflation terms over the long run, while commodities have declined. Some analysts like to think of gold as a â€Å"currency without a country’. It is an internationally recognized asset that is not dependent upon any government’s promise to pay. This is an important feature when comparing gold to conventional diversifiers like T-bills or bonds, which unlike gold, do have counter-party risk. SIGNIFICANCE OF GOLD IN INDIAN CULTURE Gold is a precious metal with which man kind has had a long and very intimate relation. Gold is considered as a symbol of purity and good fortune. Most of the gold that the entire world holds lies in India. The main reasons why Indians consider gold as an investment are. ? Gold is considered as equivalent to liquid cash: gold is considered as a security or assets which can be converted in to cash when ever required. Gold is very good investment :due to consistently increasing value, gold is considered as safe and secure investment ? Gold is a goof gift item: it is precious and worthy it is again as gift during wedding birthdays or any other special occasions. It is symbol of prestige and is co nsidered auspicious ? Gold considered as status symbol: Gold is symbolizes wealth. in Indian the weddings, the bride wears jewellary as a symbol of the family status. ? Gold has religious significance : Gold is a symbol of Hindu goddess lakshmi. Gold is bought or gifted on occasions of festivals like Dhanteras Dussera and diwali . ? Gold has great ornamental value: women and gold jewellery are inseparable from each other. Gold ornaments area always in fashion and will never become out of fashion . even the wedding rings are made of gold to mark a long lasting relationship ? Gold : Ancentral property: Gold is passed down from generation to generation as an ancestral property. .Gold producing countries †¢ South Africa †¢ United states †¢ Australia †¢ China †¢ Canada †¢ Russia †¢ Indonesia †¢ Peru †¢ Uzbekistan †¢ Papua new guinea †¢ Ghana †¢ Brazil †¢ Chile †¢ Philippines †¢ Mali †¢ Mexico †¢ Argentina †¢ Kyrgyz tan †¢ Zimbabwe †¢ Colombia The largest producer of Gold is South Africa. It accounts for an estimated 16. 5 million ounces of Gold annually in the next 3 year: and produces almost 20 percent of the world’s bullion. Hopping to control its declining production trend due to the extended weakness in the price of Gold in recent years. The South African Gold industry is working in the direction to lower its production costs and boost productivity. The second largest producer of gold is united states. It accounts for an estimated 10. 4 million ounces of Gold annually by 2001 and produces about 12. 5% of the world’ Gold supply Due to the expansion US Mining operations. And because of the reduced profitability due to the low price of Gold. Reduction in mine production is expected by 9% by the US during the next 3 years the third largest producer of gold is Australia with an estimated 9. 6 million ounces annual production by 2001. Nearly 45% of the world gold supply was produced by the top 3 producing nations Latin America (Mexico, Peru, Chile and Brazil) and the Far East producer are accepted to increases production in the next three years. Though these countries add up to a very a small shares in the world’s totally supply there production increase will counter act some of the production cuts made up by the top 3 big producers Current Scenario in Indian Commodity Market Need of commodity derivatives for India India is among top 5 producers of most of the commodities, in addition to being a major consumer of bullion and energy products. Agriculture contributes about 22% GDP of Indian economy. It employees around 57% of the labor force on total of 163 million hectors of land Agriculture sector is an important factor in achieving a GDP growth of 8-10%. All this indicates hat Indian can be promoted as a major centre for trading of commodity derivatives. INDIAN COMMODITY MARKET TRADING AND EXHANGES ? MCX: MULTI COMMODITY EXHANGE ? NCDEX: NATIONAL COMMODITY AND DERIVATIES EXHANGE ? NSEL: NATIONAL SPOT EXHANGE LTD ? NMCE: NATIONAL METAL AND COMMISSION EXHANGE MULTI COMMODITY EXCHANGE – MCX Multi commodity exchange is a commodity exchange based in Mumbai, the financial capital of India. The MCX is a demutualized electronic multi commodity futures exchange, and enables future trading of various agricultural and non agricultural commodities such as Metals, Pulses, Oils, Fiber, Energy, Petrochemicals, Plantations, Cereals, Bullion and Spices etc. As on 31st of December 2007, the exchange was offering futures trading in 55 different commodities. Established in November 2003 by Financial Technologies, the MCX hold a permanent recognition issued by government of India. Pattern on multi commodity exchange (MCX) MCX is currently largest commodity exchange in the country in terms of trade volumes, further it has even become the third largest in bullion and second largest in silver future trading in the world. Coming to trade pattern, though there are about 100 commodities trade on MCX, only 3 or 4 commodities contribute for more than 80 percent of total trade volume. As per recent data the largely trade commodities are Gold, Silver, Energy and base Metals. Incidentally the futures trends of these commodities are mainly driven by international futures prices rather than the changes in domestic demand-supply and hence, the price signals largely reflect international scenario. Among agriculture commodities major volume contributors include Gur, Urad, Mentha oil etc. whose market sizes are considerably small making then vulnerable to manipulations. NATIONAL COMMODITY AND DERIVATIVES EXCHANGE LTD – NCDEX The second largest commodity exchange in the country after MCX. However the major volume contributors on NCDEX are agricultural commodity but most of them have common inherent problem of small market size, which is making them vulnerable to market manipulations and over speculation. About 60% trade on NCDEX comes from guar seed, chana and urad (narrow commodities as specified by FMC). National Commodity and Derivatives Exchange Ltd (NCDEX) is a technology driven commodity exchange. It is a public limited company registered under the Companies Act, 1956 with the Register of companies, Maharashtra in Mumbai on April 23, 2003. it has an independent Board of Directors and professionals not having any vested in commodity market. It has been launched to provide a world-class commodity exchange platform for market participants to trade in a wide spectrum of commodity derivatives driven by best global practices, professionalism and transparency. In December 2003, the National Commodity and Derivatives Exchange Ltd (NCDEX) launched futures trading in nine major commodities. To begin with contracts in Gold, Silver, Cotton, Soya bean, Soya oil, Rape/ Mustard seed, Rapeseed oil, Crude palm, and RBD palmolein are being offered. National Multi Commodity Exchange (NMCE) NMCE is third national level futures exchange that has been largely trading in agricultural commodities. Trade on NMCE had considerable proportion of commodities with big market size as jute rubber etc. But, in subsequent period, the pattern has changed and slowly moved towards commodities with small market size or narrow commodities. Analysis of volume contributions on three major national commodity exchanges reveled the following pattern, major volume contributors. Majority of trade has been concentrated in few commodities that are ? Non Agricultural Commodities ( bullion, metals and energy) ? Agricultural commodities with small market size ( or narrow commodities) like guar, urad, menthe etc The commodity markets are being classified as following types of commodities. 1. Agricultural products. 2. Precious metals. 3. Other metals. 4. Energy. GENERAL CHARACTERISTICS OF GOLD: ? Gold is primarily a monetary asset and partly a commodity. ? More than two-thirds of gold’s total accumulated holdings relate to â€Å"value for investment† with central bank reserves, private players and high-carat jewellery. Less than one-third of gold’s total accumulated holdings is a â€Å"commodity† for jewellery in western markets and usage in industry. CHARACTERISTICS OF GOLD MARKET: ? Gold market is highl y liquid and gold held by central banks and other major institutions and retail jewellery keep coming back to the market. ? Due to large stocks of gold as against its demand, it is argued that the core driver of the real price of gold is stock equilibrium rather than flow equilibrium. ? Effective Portfolio Diversifier: this phrase summarizes the usefulness of gold in terms of â€Å"Modern Portfolio Theory†, a strategy which is utilized by many investment managers today. Using this approach, gold can be used as portfolio diversifier to improve investment performance. Effective Diversification During â€Å"Stress† Periods: Traditional methods of portfolio diversification often fail when they are most needed-that is, during periods of financial â€Å"stress†(instability). On these occasions, the correlations and volatilities of return for most asset classes(including traditional diversifiers such as bonds and alternative assets)increase, thus reducing the intended â€Å"cushioning† effect of diversified portfolio. INDIAN GOLD MARKET: ? Gold is valued in India as savings and investment vehicle and is the second preferred investment after bank deposits. ? India is the world’s largest consumer of gold in jewellery and in investment. In July 1997 the RBI authorized the commercial banks to import gold for sale or loan to jewellers and exporters. ? The gold hoarding tendency is well ingrained in Indian society. ? Domestic consumption is dictated by monsoon, harvest and marriage season. Indian jewellery off take is sensitive to price increases and even more so to the volatility. ? In the cities gold is facing competition from the stock market and a wide range of consumer goods. ? Facilities for refining, assaying, making them into standard bars in India, as compared to the rest of the world, are insignificant, both qualitatively and quantitatively. GOLD MARKET MOVING FACTORS: ? Above ground supply from sales by central banks, reclaimed scrape and official gold loans. Producer/miner hedging interest. ? World macro economic factors-US Dollar, interest rate. ? Comparative returns on stock markets. ? Domestic demand based on monsoon and agricultural output. IMPORTANT WORLD GOLD MARKETS: ? London is the biggest as well as the oldest gold market in the world. ? Mumbai under India’s liberalized gold regime. ? New York as the home of futures trading. ? Zurich as a physical turntable. ? Istanbul, Dubai, Singapore and Hong Kong as doorways to important consuming regions. ? Tokyo was TOCOM sets the mood of Japan. Headquartered in Mumbai, Multi Commodity Exchange of India Ltd (MCX) is a state-of-the-art electronic commodity futures exchange. The demutualised Exchange set up by Financial Technologies (India) Ltd (FTIL) has permanent recognition from the Government of India to facilitate online trading, and clearing and settlement operations for commodity futures across the country. Having started operations in November 2003, today, MCX holds a market share of over 80% of the Indian commodity futures market, and has more than 2000 registered members operating through over 100,000 trader work stations, across India. The Exchange has also emerged as the sixth largest and amongst the fastest growing commodity futures exchange in the world, in terms of the number of contracts traded in of the number of contracts traded in 2009. MCX offers more than 40 commodities across various segments such as bullion, ferrous and non-ferrous metals, and a number of agric-commodities on its platform. The Exchange is the world’s largest exchange in Silver, the second largest in Gold, Copper and Natural Gas and the third largest in Crude Oil futures, with respect to the number of futures contracts traded. The Exchange strives to be at the forefront of developments in the commodities futures industry and has forged strategic alliances with various leading International Exchanges, including Euro next-LIFFE, London Metal Exchange (LME), New York Mercantile Exchange, Shanghai Futures Exchange (SHFE), Sydney Futures Exchange, The Agricultural Futures Exchange of Thailand (AFET), among others. For MCX, staying connected to the grassroots is imperative. Its domestic alliances aid in improving ethical standards and providing services and facilities for overall improvement of the commodity futures market. EXCHANGE-TRADED GOLD: GOLD-BACKED SECURITIES Gold is traded in the form of securities on stock exchange in Australia. France, Hong Kong, Japan, Mexico, Singapore, South Africa, Switzerland, Turkey, the United Kingdom and the United States. By design, these forms of securitized gold investment, all regulated financial products, are generally referred to as Exchange Traded Commodities or Exchange Traded Funds (ETFs), and are expected to track the gold price almost perfectly. Unlike derivative products, the securities are 100% backed by physical gold held mainly in allocation form. These securities have had a major impact on the gold market, representing an annual average of 32% of identifiable investment and 6. 5% of total physical demand over the 5 years to 2008. Financial advisors and other investment professionals can provide further details about these products. FUTURES AND OPTIONS GOLD FUTURES Gold futures contracts are firm commitments to make or take delivery of a specified quantity and purity of gold on a prescribed date at an agreed price. The initial margin – or cash deposit paid to the broker – is only a fraction of the price of the gold underlying the contract. That means investors can achieve notional ownership of a value of gold considerably greater than their initial cash outlay. While this leverage can be the key to significant trading profits, it can also give rise to equally significant losses in the event of an adverse movement in the gold price. Futures prices are determined by the market’s perception of what the carrying costs – including the interest cost of borrowing gold plus insurance and storage charges -ought to be at any one time. The futures price is usually higher than the spot price for gold. Futures contracts are traded on regulated commodity exchanges. The largest are the New York Mercantile Exchange Comex Division (recently rebranded CME Globex, after a merger between Chicago Mercantile Exchange and NYMEX), the Chicago Board of Trade (part of CME) and the Tokyo Commodity Exchange. Gold futures are also traded in India a Dubai. The Commodity Futures Trading commission provides extensive reports on derivatives trading in the United States. Tradable commodity indices are based on fully collateralized baskets of long-only commodity futures, all of which include a small allocation to gold. GOLD OPTIONS These give the holder the right, but not the obligation, to buy (‘call’ option) or sell (‘put’ option) a specified quantity of gold at a predetermined price by an agreed date. The cost of such an option depends on the current spot price of gold, the level of the pre-agreed price (the ‘strike price’), interest rates, the anticipated volatility of the gold price and the period remaining until the agreed date. The higher the strike price, the less expensive a call option and the more expensive a put option. Like futures contracts, buying gold options can give the holder substantial leverage. Where the strike price is not achieved, there is no point in exercising the option and the holder’s loss is limited to the premium initially paid for the option. Like shares, both futures and options can be traded through brokers. Gold price Fluctuation: Responsible factors Gold has widely used throughout the world as a vehicle of monetary exchange, as an investment, use in jewelry, medicine, the food and drink also. Gold provided the independent of states, currencies, productivity and credit worthiness. Many experts advice to the private investors that they do 5 to 10 % their investment in the gold because regular purchase of gold and silver coins helps to protect the smaller investor against price and currency fluctuation. Gold has always been prized as precious and valuable. It does not deteriorate. Gold is also maintained the liquidity in our portfolio because gold is traded around the world. With gold we can possess the international currency which we can sold around the world at any time. This table shows the gold price fluctuation. [pic] Table shows the gold price fluctuation In the recent scenario there are various issues and factor responsible for the gold price fluctuation. Increasing deficit in the balance of trade in the united states. ? The declining production of some gold producing countries the major gold producing company Africa, Canada, Australia, china, Philippines. ? Central bank and international monetary fund also play the major role in gold fluctuation. It is g enerally accepted that interest are closely related to the gold price. As the interest rate rise the general tendency is for the gold price, which earn no interest to fall and rates dip for gold price to rise. ? At the end of 2008 financial crisis captured all the global market, a trend start to develop of regular investor allocating a certain amount of their portfolio into gold. The most popular reason to own gold is as hedge against the inflation. ? From late 2009 Fears of Sovereign debt crises developed among the investors as a result rising the private and government debt levels around the world together with the wave of downgrading of government debt in some European states. The crises have major impact on several European countries, most notably on Greece, Ireland, Italy, Portugal and Spain. Several other factors which are responsible to pushes the gold prices upward political unrest and war monetary expansion, economic misbalance because of these reasons people lose their faith in the value of their currency and they invest into the gold as permanent or a fixed assets. [pic] How to cite Fluctuation of Gold Price, Essay examples

Suicide in the Trenches by Siegfried Sassoon and Green Beret by Ho Thien Essay Example

Suicide in the Trenches by Siegfried Sassoon and Green Beret by Ho Thien Paper Both these poems are based around the theme of war, however they are set in different periods of time. Suicide in the Trenches deals with the stresses that war can inflict and how tragic it can sometimes be. It focuses on the life and death of a soldier boy. Throughout the poem the poet emphasises the simplicity of the boy. The poem has a simple layout and rhyme scheme, Sassoon is probably trying to suggest the simplicity of the soldier boy and how simple the life of a soldier in the trenches would have been. Green Beret is more recent and is based on the Vietnamese war. It tells the story of a Vietnamese boy who is being threatened with the death of his father to give information about the Vietnamese people. Throughout the poem the poet suggests how the brutal actions of the soldiers only seem to make the resistance force greater. Both of these poems differ from each other but they both show the tragedies involved in war. The poets in both poems use different methods to show their ideas. In Suicide in the Trenches the poem is structured in quatrains and the poems layout is very simple. I think that Sassoon used the quatrains and a simple layout to emphasise the simplicity of the simple soldier boy. I also think that he may have used this layout to imitate the life of a soldier, as soldiers are thought to be orderly and neat. Sassoon uses a title which prepares us for a poem containing grown up men, however, when we read the first line we get the image of a young boy. This shows us that the young boys involved found the war it so dreadful that some even took extreme measures to get away from it. We will write a custom essay sample on Suicide in the Trenches by Siegfried Sassoon and Green Beret by Ho Thien specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Suicide in the Trenches by Siegfried Sassoon and Green Beret by Ho Thien specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Suicide in the Trenches by Siegfried Sassoon and Green Beret by Ho Thien specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In contrast, Thien uses a narrative approach and relates to events in order as though it was a story. The first long stanza focuses on what happened and the last short stanza focuses on how the resistant forces werent defeated, suggesting how brave the boy was for keeping quiet. I think that Thien finally revealed the silence of the boy so that the reader remained intrigued in the poem and it kept up the suspense. Green Beret is in free verse and both stanzas are unevenly spread. I think that this is because Ho Thien wants us to know that the Green Beret soldiers may be unfair and that the boy and the Vietnamese people are very much in charge of their own decisions and that they wont give information away about their people, no matter what consequences are involved. At the end of the poem Thien even compares the Vietnamese people to fierce animals, like tigers across the High Plateau. I think that Thien uses tigers so that we get the impression that the Vietnamese are like predators and that they are quiet when the move making it very hard for the Americans to find or detect them. The lengths of the poems also vary dramatically. Green Beret is rather long, which is probably because the poet wants us to know that the war went on for a long time and that it may have been very awkward for the Americans to get information. In the second stanza we get the impression that the brutal actions by the American forces only makes the resistant forces stronger and when the poet mentions wall of steel we can imagine how strong the resistant forces must be. Whereas, when we look at Suicide in the Trenches we can see that its much shorter indicating that suicide was part of life in the trenches. It also gives us the impression that the soldiers would have got over these tragedies quickly and that suicide was part of everyday life. The rhyme scheme and rhythm are significantly different when we compare both poems. In Suicide in the Trenches the rhyme scheme is rather straightforward; aabbcc (This again shows the simplicity of the soldier boy. ) The rhythm functions to make the poem easy to read and remember. However, when we reach lines seven and eight, the rhythm changes; He put a bullet through his brain. No one spoke of him again. I think the poet used these two lines to emphasise the brutality and the harsh reality of war. I also think it shows how desperate war really was. In both poems the poets use the language differently. In Green Beret Thien gives a sense of realism by adding dialogue, it also gives a true sense of how Green Beret spoke. When he commands kill the old guy in front of the boy we see how heartless and unsympathetic that Green Beret really is. The poet describes the boy as frail and slight, this shows that the boy may be quite malnourished and that he may be rather vulnerable. At the end of the poem Thien describes the Vietnamese army as tigers. He probably used this particular word as tigers are a sneaky and strong type of an animal and perhaps he wanted the reader to know that they are strong and quite a formidable force. Thien also uses repetition like eyes. I think that he uses eyes so much through the poem as eyes can show a persons emotions very effectively. When we find out that the boy has the eyes of a hurt animal, we take the boys side and we feel sympathetic towards him. When we look at Thiens choice of verbs they really stand out and put a strong image in the readers head. Thien uses verbs like commanded and roared, I think that Thien used these verbs as they show the brutality of Green Beret and that he is rather ruthless. In the poem Green Beret speaks to the boy in broken English, tell us where or we kill father. I think this is to show that Green Beret thought that the boy was stupid or inferior and by communicating to him this way he would understand what he is saying. By way of contrast, when we study the language used by Sassoon there are no similes, metaphors and very few adjectives used. I think that Sassoon used this technique as war is already brutal and by using very few of these words is presents war as it is and how desperate it was. I think that both of these poems were written for a wide audience; children to adults and they are to show the true horrors of the war. Green Beret was to show the things going on during the Vietnam War, and it almost exalts the Vietnamese people and shows that they werent so weak after all. As we see that the little boy is willing to let his father be killed for the people of his country. On the other hand, Suicide in the Trenches outlines how horrific war can be and it shows that war is fought mentally as well as physically. In conclusion, both of the two poems have a lot of differences but they are still very alike each other as they both still portray the harsh brutality of war. But the two poets have used different techniques and methods to present their ideas and they have the same sadness in their tone. I think that both poets have been very effective with the techniques used as both poems contain a lot of strong emotions. I personally preferred Green Beret as I thought it gave a convincing insight into the war and it showed how brutal it was. It also showed how one small boy could save all his people and how mentally strong he was. Although I thought that Suicide in the Trenches was more effective as it portrayed a lot of emotion and it gave a much different view on war and showed the different mental stresses it contained and how desperate war really was and is.

Free Appearances Informative Essay

Free Appearances Informative Essay Appearances The social order of a modern theater differs from that of the Elizabethan era At that time, theaters were open-air and served as the main places of entertainment for all classes. Consequently, they were attended by everyone, from workers to lords and the Queen. The rich and noble were also anxious to be seen in all their grandeur, and those who strived to seem richer and rise above the crowd could achieve it when attending a theater. In theaters of old times, there were two distinct areas. The first was a cheaper, not prestigious yard with many inconveniences from rain, snow, and terrible smell to pushing neighbors and pickpocketing. The second area was the galleries, partially or fully free from this discomfort, but also featuring seats. Seating higher and closer to the stage in the galleries was also directly associated with prestige. As the above-mentioned inconveniences are not present in modern theaters, and everyone now has a seat, those criteria are no more relevant. Today, the main criterion for choosing a seat is how well the performance can be seen from it So, the best seating is in the front orchestra. Prices there are the highest, and the seats are referred as premium. However, they do not contribute to the status of people sitting there; it is merely an optimal angle of view and distance. Because of these changes, the boxes are not generally considered a good place for watching a production; though in Britain, for instance, private boxes keep their traditional exclusive status and are used by the high class. Nevertheless, in general, people from high classes craving for publicity can obtain it elsewhere without visiting theaters. As people now can have their quantum of fun by watching TV, going to cinemas, surfing the Internet or reading books, theater is not the only entertainment for them. So, poor people and people with a low education level go to the theater less frequently than in Shakespeares time. These days, theater audience mostly consists of those who love theatrical performances or just want to be more intelligent and exp and their experiences.

Using the Active Voice to Strengthen Your Writing

Using the Active Voice to Strengthen Your Writing Using the Active Voice to Strengthen Your Writing Using the Active Voice to Strengthen Your Writing By Ali Hale Writing in the active voice means constructing sentences where the subject â€Å"acts†: I threw the ball. You are making too much noise. Ben will eat popcorn and watch a movie tomorrow evening. In each of these sentences, the subject (I, You and Ben respectively) performs the action of the verb (threw, making, will watch). The sentences are punchy, direct and make it clear who’s doing what. Writing in the passive voice means constructing sentences where the subject is â€Å"passive† – acted upon, rather than agents of action. For many forms of writing, this can create an undesired effect: sentences often become confusing or simply dull. The ball was thrown by me. Too much noise is being made by you. Tomorrow evening, popcorn will be eaten and a movie will be watched by Ben. In each of these sentences, the subject (â€Å"the ball†, â€Å"too much noise†, â€Å"popcorn† and â€Å"a movie†) is being acted upon by the verb. With sentences written in this way, we can even eliminate the agent who is performing this action: The ball was thrown. Too much noise is being made. Tomorrow evening, popcorn will be eaten and a movie will be watched. These are all perfectly correct sentences, but the reader has the sense that something is missing. Who threw the ball? Who or what is making too much noise? And surely someones going to watch that movie and eat that popcorn? Why is the Active Voice So Important? If you’ve ever had a go at creative writing, you’ll probably have come across the advice to always write in the active voice. This is a good rule of thumb for most pieces of fiction: sentences in the active voice have energy and directness, both of which will keep your reader turning the pages! Sentences written in the active voice are also less wordy than those in the passive voice – and cutting unnecessary words always improves a piece of writing, whether it’s fiction or non-fiction. Students writing academic essays can sometimes tie themselves in knots trying to make sentences sound â€Å"formal† – which often (mistakenly) is taken to mean putting a sentence in the passive voice. Here’s an example (thanks to the UVic Writers’ Guide): â€Å"The theme that was most dealt with by the 16th Century poets was . . .† This could be rewritten in the active voice as: â€Å"The 16th Century poets most often dealt with the theme of . . .† This sentence is shorter, to the point, and the reader is less likely to switch off half-way through. It is just as â€Å"formal† and academically correct as the first one, but makes for a better piece of writing by being snappier. How to Get Starting Using the Active Voice Take a piece of writing that you’ve produced, and go through working out if each sentence is in the active or the passive voice. One clue to look out for when searching for sentences in the passive voice is the use of â€Å"was†: â€Å"The theme that was most dealt with by the 16th Century poets†¦Ã¢â‚¬  â€Å"His death was regretted.† (Though note not all sentences using â€Å"was† are passive: â€Å"I was riding my bike† is active, â€Å"My bike was being ridden by me† is passive.) Another clue is the use of â€Å"by† when referring to who did something: â€Å"The report was written by me.† â€Å"All of the mistakes were made by him.† Once you’ve identified the passive sentences in your work, try rewriting each in the active voice. Do you think it makes a difference? If you’ve changed a lot of the sentences, read the whole piece through from start to finish – has the overall feel or tone changed? Take a word count of the original and the new version: how many words have you been able to cut? If you get stuck, pop into the Daily Writing Tips forums and post the paragraph or sentences that you’re struggling with! Tips and Tricks for Using the Active Voice Use the active voice when you want your writing to be simple, direct, clear and easy to read. If you’re not very confident about your writing, using the active voice can be an easy way to improve a dull or lifeless piece of prose. However, don’t make the mistake of thinking that you always need to use the active voice. Sometimes, it’s perfectly appropriate to phrase a sentence in the passive voice: just be aware that you’re doing this, and make sure you know why. For example, using the passive voice can be an excellent way to avoid assigning responsibility for a job or problem. Sometimes this can be a useful and tactful way to phrase things in business writing: â€Å"Mistakes were made.† â€Å"The files will be sent as soon as possible.† â€Å"All our records have been lost.† In Elements of Style bartleby.com/141/strunk5.html, Strunk gives the rule â€Å"Use the active voice† but admits that: This rule does not, of course, mean that the writer should entirely discard the passive voice, which is frequently convenient and sometimes necessary. The dramatists of the Restoration are little esteemed to-day. Modern readers have little esteem for the dramatists of the Restoration. The first would be the right form in a paragraph on the dramatists of the Restoration; the second, in a paragraph on the tastes of modern readers. The need of making a particular word the subject of the sentence will often, as in these examples, determine which voice is to be used. At school and university, many people are taught not to use â€Å"I† in scientific or academic writing. (Modern stylistic advice does not generally prohibit using â€Å"I† in this way, but it’s a good idea to check your institution’s guidelines.) Using the passive voice does allow you to avoid the agent performing the action, for example: â€Å"I performed an experiment to test the rate of the reaction.† (active) can be rewritten as: â€Å"An experiment was performed to test the rate of the reaction.† (passive). In general, though, make sure the majority of your sentences are in the active voice: your writing will be livelier and more engaging, encouraging your readers to keep going. Further Reading on the Active Voice Strunk’s Elements of Style Wikipedia article on the Active Voice Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:100 Exquisite Adjectives41 Words That Are Better Than GoodTypes of Plots

5th Hour Essay Example | Topics and Well Written Essays - 250 words

5th Hour - Essay Example It was appealing to learn that Teach for America aims at solving educational problems associated with population diversity. The organization would provide efficient pathways to leadership and service to all citizens within America. Matt Kramer presented Team for America objectives and mandate with zeal and authority. I liked his oratory skills. He talked fluently and vividly throughout the session. His transformative skills depicted the breed of leaders Team for America purposes to develop. He coordinated his activities with ease and involved all existing members of Team for America in his decisions. I appreciated the recruiting process Team for America adopted. The organization recruiting process seemed transparent and accommodative. The organizations’ teachers would consist of individuals from different cultures. Team for America would engage recent college graduates and other professionals in teaching programs for a minimum of two years. Recruits would teach various disciplines in rural and urban communities throughout America. Team for America would aim at transforming students to attain their full potential and develop into leaders that advocate educational equity. It was quite appealing to learn that Team for America teachers would receive monthly salary and benefits similar to government district salary for tutors. I learnt about the various benefits that exist for Valparaiso University graduates who will opt to join Team for America. They would explore numerous opportunities including learning and appreciating cultural diversity. Joining Team for America is a lifetime opportunity for participating in life transforming

IP5- Relations in trade Essay Example | Topics and Well Written Essays - 1250 words

IP5- Relations in trade - Essay Example Through these policies, the actual people behind businesses and the production of market prodcuts have a sense of need for their efforts. They do not feel cheated and they feel the essence of their contribution to society. Two of such policies are fair trade and free trade. In the contest of Content Cow Dairy, this write-up seeks to delve into the meaning of these two terms; fair trade and free trade by drawing the distinction between them. It also seeks to identify how fair trade is achieved and run. What is more, the write-up seeks to explore some of the preferred corporate management strategies that would work best for Content Cow Dairy. Finally the write-up would identify problems faced by the organisation’s foreign affiliates and success ways of remeding the situation. Fairtrade and Free Trade – the Similarities and Differences Fairtrade and free trade are commercial policies that are directed towards the betterment of producers of market produce and their trading counterparts. Accordong to the Fairtrade Foundation (2011), fairtrade is a policy that requires â€Å"companies to pay sustainable prices (which must never fall lower than the market price).† The idea and need for starting fairtrade was born out of giving a fair deal to producers. â€Å"A fair deal includes a fair price for goods and services, decent working conditions, and a commitment from buyers so that there is reasonable security for the producers† (Tribes & Fair Trade Travel, 2009). This is to say that fairtrade is generally focused towards ensuring that prodcuers of market produce are not cheated – as far as the sale and purchase of their produce are concerned. Writing on freetrade however, the Greenpeace International (2011) observes that â€Å"the act of opening up economies is known as "free trade" or "trade liberalisation."† Simply put, free trade is about businesses and companies having the opportunity to trading and opening up new branches in other coutries without much restrictions. Similarly, both free trade and fairtrade are concerned with the betterment of people who put their efforts in doing business. However there is some level of difference in the sense that whereas fairtrade targets the producer and makes sure that the producer gets what he or she deserves, free trade focuses on the marketer (perhaps the one who buys from the producer) to ensure that the marketer is not limited in his or her attempt to trade off his or her products. Fairly traded Products and Reasons for their Selection The initiative of fairtrade was of course focused on specific products and not all other products. In the United Kingdom alone, The Fairtrade Foundation (2011) argues that â€Å"The Fairtrade Foundation has licensed over 3,000 Fairtrade certified products for sale through retail and catering outlets.† These 3,000 products have been categorised into components with each having minor set of products under it. These major pr oducts are listed under food and non-food products. Under the food products, the products include; Bananas, Cocoa, Coffee, Dried Fruit, Fresh Fruit & Fresh Vegetables, Honey, Juices, Nuts/Oil Seeds/Oil, Quinoa, Rice, Spices, Sugar, Tea and Wine (Fairtrade Foundatio

North American Free Trade Agreement Economics Essay

North American Free Trade Agreement Economics Essay The North American Free Trade Agreement (NAFTA) is an agreement signed by Canada, Mexico, and the United States of American that came into effect January 1st, 1994. This agreement established the worlds largest free trade region involving over 400 million people and 11 trillion dollars in annual production.  [1]  It established a new trading relationship based on more secure and more open access to each others markets. It was supposed to bring benefits to several sectors of the Canadian economy. Overall, consumers in all three countries were supposed to reap the benefits of the more efficient distribution of resources and by paying less for goods and services. NAFTA advocates that capital owners win, workers win, consumers win therefore everyone is better off living under NAFTA. Many government officials, businesses, and citizens however, have debated whether NAFTA has been beneficial to Canada. Proponents of NAFTA claim that because the agreement will increase trade throughout N orth America and moderate product prices, it will lead to creating new jobs in all three countries. NAFTA, while it has brought some disadvantages for Canada, as a whole it has had a positive effect. The positive effects of job creation and higher wages has been outweighed by the negative effects on the manufacturing industry specifically, the auto sector. In addition, Canada has succeeded in maintaining high labour standards and laws compare to its NAFTA partners due to Canadian legislative environment that alleviate against downward harmonization. This paper will examine three aspects of NAFTA and its effects on Canada. First, it will look at labour and discuss the effects of NAFTA on employment and wages. Then it will examine the manufacturing industry, in particular Canadas automotive industry. Finally, the paper will look at why Canada has been able to maintain high labour standards and laws compare to Mexico and the United States. It will conclude that any loss for Canada is outweighed by the gains. One of the main issues by labour rights advocates was that increased trade liberalization would jeopardize the Canadian economy to compete with low-wage workers in Mà ©xico and the southern United States.  [2]  This was supposed to push investments away from Canada, especially from low-skilled industries, leading to plant closures and cutbacks resulting in job losses. It was further argued that the competitive environment would causes wages to decrease. Gunderson simulated the possible impact of NAFTA and analyzed the expected wage and employment impact of trade liberalization. His study showed that the overall impacts are likely to be positive but extremely small for both Canada and the United States, as job created associate with export expansion is slightly higher than job destruction associated with increased imports. He also found that job gains would be at the high end of the wage spectrum, while job losses, which can be significant in some sectors, would be at the lower e nd.  [3]  Opponents may argue that this is not beneficial to the economy as there are more people in Canada working in low-end jobs than there are in high-end jobs. When the low-end job workers are unable to find employment they would be forced to go on social welfare such as unemployment insurance. This would cost the government more because the government would lose a source of income due to the elimination of tariffs, less people paying income tax, and supporting the unemployed through unemployment insurance and other welfare programs. However, this is not the case because studies have shown NAFTA has had no effect on unemployment, instead since NAFTA came into effect Canadas employment rate has increased. In a recent study conducted by the Bank of Montreal involving 109 senior executives in Canada, it concluded that majority of the businesses have either hired more or employed the same number of people since NAFTA came into effect. In addition, most employers reported that NAFTA has not affected their labour costs and it has increased their productivity level.  [4]  This increase in productivity may have to do with fear of relocation to southern United States or Mexico. In Canada, 50 percent of the senior executives reported that they had hired more workers, 39 percent stated no changed in work force size, and merely 11 percent reported they had lost workers.  [5]  This study shows critics that NAFTA has not resulted in unemployment and companies have either hired more or employed the same number of people while increasing productivity levels. A study conducted by Vicario, an economist with the North American Agreement on Labour Cooperation (NAALC), supports the findings of the Bank of Montreal. Using Canada Labour Force statistics, she found that the average growth rate of employment from1994-1998 remained at 1.9 percent per year, or an annual increase of 258,000 jobs. Most of these jobs were full-time, as matters of fact, in 1998, 9 out of 10 jobs created were full-time. What is more surprising is that workers salary increased by 2.6 percent between 1994 and 1997 and 0.3 percent in 1998.  [6]  This study goes a step further because it proves to NAFTA critics that NAFTA has helped create jobs and increased wages for the employees. It is safe to say that employers are making a larger profit because they would only increase wages if their profits increased. This research shows that NAFTA has not only created jobs but also increased company profits and employee wages. Kumar and Holmes conducted a study in the auto industry of Canada, a sector that NAFTA critics feared would have harsh negative impact due to low-wage competition from Mexico and southern United States. Their study concluded that production level and employment in the Canadian automotive parts industry grew significantly between 1991 and 1996. They further claim that there is no evidence to suggest that NAFTA has had any negative effects on the Canadian auto industry.  [7]  Regardless of these positive effects, employers and unions have been pressured to reduce wages and cut jobs in the manufacturing sector.  [8]  This is a small price to pay because overall Canada has become a richer country since NAFTA came into effect. Overall, Canada has had a higher employment rate, higher company profits, and higher wages. According to Canadian unions, companies would invest where there are reasonably low labour and environment standards. These investment decisions, and the threat to re-invest, would consequently force governments to lower their labour standards in order to attract new or retain existing business.  [9]  Although these fears are legitimate, studies have shown when investors choose a country to invest, they place the value of workforce, social, and political steadiness over labour cost.  [10]  They do so because high labour standard result into high levels of productivity and economic performance. Satisfied workers are an outcome of high wages and high work place standards that results in a higher quality of performance. Higher safety standards have proven to reduce costly workplace accidents and save on health care bills. Freedom of association and collective bargaining will result in better cooperation between management and workers, thereby reducing if not eliminating costly s trikes and improve social stability.  [11]  Since Canada has a higher rate of unionization than the United States thanks to Canadas beneficial labour laws, downward harmonization posed a serious threat to Canadian unions.  [12]   There are a number of factors that prevent downward harmonization in Canada. First, labour laws fall mainly under provincial jurisdiction and therefore, ideological forces are more influential.  [13]  For example, the New Democratic Government in Ontario under the leadership of Bob Rae passed several pieces of pro-labour legislation such as, prohibition on the use of replacement workers. The social democratic governments in British Columbia and Saskatchewan have also passed several labour-friendly legislations to protect the interest of workers.  [14]  The successful implementation of these legislations proves that NAFTA has strengthened Canadian labour standards and laws. Secondly, labour boards and independent arbitrators have enjoyed greater autonomy in enforcing their decisions though court orders in Canada. Over time, and with relevant court decisions, a significant body of case law  [15]  has developed, and it would be tough for pressure from free trade to weaken this base. In the United States, employers often use the means of courts to oppose decisions by the National Labour Relations Board (NLRB). This however, is not a problem in Canada.  [16]   Third, unions in Canada are often more cautious and political than in the unions United States. Their constant support from left-leaning New Democratic Party governments has strengthened their agenda on the legislative process. In addition, their vigilance against free trade was in a large part responsible for public dissatisfaction of NAFTA in Canada, as shown in national polls, and making NAFTA an election issue.  [17]  These kinds of tactics will most likely continue to prevent anti-labour laws being passed in Canada. According to research conducted by Gunderson, four relationships must exist for downward harmonization of labour laws and standards to occur because of trade liberalization. First, the labour laws must be implemented and actively enforced. Secondly, the laws must lead to an actual or perceived increase in labour costs to business. Third, the higher labour costs must discourage investments and influence plant location decisions. Fourth, jurisdictions must compete against each other for investments and jobs based on decreasing their costly labour laws.  [18]  Though it is possible for the race to the lowest common denominator, considering the inter-connectivity of these relationships and the political and institutions influence working to prevent downwards harmonization, it is highly unlikely it will ever occur in Canada. Many critics argue that there has been a decline in Canadian social standards, such as cutbacks in employment insurance, pensions, and health insurance since NAFTA came into effect  [19]  However, these cuts back are probably due to fiscal problems facing governments rather than NAFTA. There is also persistent pressure on both provincial and federal governments to cut taxes that may result in less spending on social welfare programs. Thus, the optimistic results of job creating and higher wages have outweighed the negative results on the auto sector. Canada has also been able to maintain its high labour standards and laws compare to Mà ©xico and the United States. Critics have argued that Canada would lose jobs due to re-location to other NAFTA partners this has not been the case as studies have shown NAFTA has not resulted in unemployment. NAFTA has shows to increase company profits, employee wages, crate jobs, and increase productivity levels. Though unions in the auto sector have been forced to reduce wages and cut jobs, it is a small price to pay for higher employment rate, higher company profits, higher wages, and the ability to retain business in Canada. Unions thought Canada would have to lower its labour standards and laws to compete with Mexico and the United States however, studies have shown when investors choose a country to invest, they rank the quality of workforce, political, and social stability above low labour cost. There are also several institutions and ideological forces in place that work against downward harmonization of labour standards. After 16 years of living under NAFTA, it is safe to assume that Canadian consumers will keep reaping up the benefits for many decades to come.

The Public Private Education System Education Essay

The boundaries between the public and private proviso of schooling in Cambodia have become progressively blurred. While the figure of private schools remains fringy and by and large limited to elite schools in urban countries, denationalization is come ining public schools-invisibly and frequently unofficially-on an unprecedented graduated table. Given policy force per unit areas from international fiscal establishments, the boundaries between the populace and the private are sometimes purposefully erased by authorities functionaries in the name of cosmopolitan primary instruction and Education for All ( EFA ) in order to impart private financess into a badly underfunded public instruction system. In this context, the private proviso of instruction non merely becomes attractive to policymakers as a feasible mechanism in shuting the support spread but besides reflects authorities ‘s committedness to deregulating, decentalisation, and marketisation of the economic system since th e 1990s. In add-on to government-led attempts, concealed denationalization of instruction besides thrives at the grass-root degrees in the signifier of private tutoring, which allows instructors to supplement their meagre wages with extra income and offers pupils instruction of higher quality compared to public schools. Notwithstanding the positive facets of private tutoring-such as spread outing cognition and involvements for persons ( Bray, 2007 ) , roll uping human capital for societies ( Psacharopoulos & A ; Patrinos, 2002 ) , and supplying new schemes for get bying with rapid geopolitical passages for a assortment of instruction stakeholders ( Silova, 2009 ; Silova & A ; Brehm, 2013 ) -the private tutoring in Cambodia has grown in size to such an extent that it is now arguably greater in demand, value, and income coevals than the public instruction system. In kernel, private tutoring has become more of import to both instructors and pupils in Cambodia than the public instruction system because of its ability to bring forth higher incomes for instructors and supply a more complete ( and individualized ) instruction to pupils. The private proviso of instruction through private tutoring has assumed similar signifiers to public instruction, going both a differentiated demand ( focused chiefly on to pics examined on national trials or thought to supply better occupation chances ) and extra demand ( run intoing the unequal supply of public instruction ) . It has, in consequence, usurped the legitimacy of public instruction in Cambodia. Although the Kampuchean authorities made efforts to get rid of enrollment fees in the 1990s, prohibit informal fees like buying scrutiny documents from instructors in 2005, and label private tutoring unethical in 2008 ( see Asian Development Bank, 2008 ; Royal Government of Cambodia, 2008 ) , it has non enforced such policies. Left unregulated, the market for private tutoring has begun to falsify the mainstream course of study by switching important parts of curricular content from the populace to the private proviso of instruction. For illustration, some surveies report public school instructors â€Å" blackjacking † their ain pupils into go toing excess lessons ( Bray, 2007 ; Dawson, 2009 ) . Other surveies have shown a important sum of new curricular stuff or prep being presented in private tutoring categories ( Brehm & A ; Silova, 2012 ) . Since many instructors live in poorness because of limited or stretched income ( Benveniste et al. , 2008: 62 ) , keep backing informat ion during mainstream instruction becomes one manner to guarantee a market for private tutoring. Yet, the costs associated with private tutoring prohibit many pupils from go toing these auxiliary lessons, therefore lending to socioeconomic unfairnesss ( Bray, 1999a, 2007 ; Dawson, 2009 ) . Constructing on old research about the range and nature of private tutoring in Cambodia ( Bray, 2007 ; Dawson, 2009 ) , this survey aims to straight address quality and equity deductions of private tutoring in the broader context of denationalization of public instruction. The chief research inquiry examines why, how, and under what fortunes denationalization of public instruction takes the signifier of private tutoring and what deductions this concealed denationalization has for the quality and equity of instruction proviso for Kampuchean young person. Following an overview of old research on private tutoring in the Southeast Asian and international context, we situate the survey of private tutoring in the political, economic, and historical context of Cambodia. Pulling on qualitative and quantitative informations collected in 2011 in one territory in Cambodia ( including three schools in an urban location and three schools in a rural location ) , this survey identifies factors driv ing the demand for private tutoring, compares teaching methods used in public school categories and private tutoring lessons, and examines deductions of private tutoring for long-run societal and economic equity among Kampuchean young person.Gestating Private Tutoring:The Public-Private Hybrid Education SystemSystems of private tutoring are turning worldwide. In Europe, most European Union states experience some degree of private tutoring ( Bray, 2011 ) ; in the United States, private tutoring is estimated to be a US $ 5 billion industry ;[ 1 ]and in Hong Kong, private tutoring has become so popular that images of celebrated coachs are on a regular basis found in newspaper and coach advertizements ( Kwo & A ; Bray, 2011 ) . There is even a Chinese private tutoring company listed on the New York Stock Exchange.[ 2 ]However, private tutoring is non limited to Western and economically developed states. It has besides been found in states every bit diverse as Egypt ( Fergany, 1994 ) , I ndia ( Aggarwal, 1998 ) , and Kenya ( Nzomo et al. , 2001 ) . Asia is possibly the continent where private tutoring is most widespread ( Bray & A ; Lykins, 2012 ) , with the more economically advanced states, like South Korea, Taiwan and Hong Kong, being used as the empirical footing for what some have called â€Å" hyper-education † ( Dierkes, 2010 ) .[ 3 ] Despite the range of private tutoring worldwide and its peculiar prevalence in Asia, it however takes different signifiers depending on context. Bray ( 2009 ) conceptualizes private tutoring as an institutionalised fee-based auxiliary instruction that occurs because of a scope of issues including high bets proving, remedial categories, structural issues like overloaded course of study, and/or intensive societal competition. The common metaphor for private tutoring is â€Å" shadow instruction. † Yet, in our position, in Cambodia the shadow instruction metaphor misses the hybridisation between public and private schooling. Following the treatment of the larger literature on â€Å" shadow instruction † in the subdivisions below, we elaborate the conceptualisation of the intercrossed system of instruction found in Cambodia, concentrating on its divergent and convergent points with the â€Å" shadow † metaphor.The â€Å" shadow † metaphorPrivate tutoring is no rmally referred to as â€Å" shadow instruction † because it mimics ( or â€Å" shadows † ) mainstream schooling ( Stevenson & A ; Baker, 1992 ; Bray, 1999b ; Lee et al. , 2009 ) . The survey of private tutoring within this conceptualization is concerned with topics taught on the national course of study, non extracurricular activities, like guitar lessons or dance. The analogy to a sundial casting a shadow to state the transition of clip is frequently used to depict shadows cast by systems of instruction that tell about the alterations in society ( Bray, 2007, 2011 ; Bray & A ; Lykins, 2012 ) . In peculiar, Bray ( 2009 ) explains that the metaphor of the â€Å" shadow † is utile for several grounds: First, private supplementary tutoring merely exists because the mainstream instruction system exists ; 2nd, as the size and form of the mainstream system alteration, so make the size and form of auxiliary tutoring ; 3rd, in about all societies much more attending focuses on the mainstream than on its shadow ; and 4th, the characteristics of the shadow system are much less distinguishable than those of the mainstream system. ( p. 13 ) The shadow instruction metaphor clearly separates mainstream schooling from private tutoring, and focal points on how the two influence, and are influenced by, one another. Evidence of private tutoring around the universe suggests that there are multiple factors driving the demand for shadow instruction. First, the prevalence of high-stake scrutinies has created a demand for private tutoring among pupils to better prepare for and successfully pass assorted scrutinies necessary to progress to higher degrees of schooling. Second, private tutoring occurs when pupils need excess aid in get the hanging a certain accomplishment or subject that has proven excessively hard to understand during mainstream schooling. Third, there are assorted structural issues that cause private tutoring, such as short school yearss and low instructor wages. Impacting all three of these factors is the increased social force per unit area put on parents and pupils to win in school. Acting as a non-academic fact or taking to private tutoring, equal force per unit area besides exacerbates the demand for excess categories, as parents and pupils perceive private tutoring as an effectual manner to gain an advantage in school, sometimes despite any existent additions in academic accomplishment. High-stakes scrutinies Within the â€Å" shadow † metaphor, private tutoring is often associated with an â€Å" enrichment scheme, † foregrounding its function in fixing pupils for high-stakes scrutinies ( Baker & A ; LeTendre, 2005: 61 ) . In peculiar, high-stakes scrutinies increase pupil and parental anxiousnesss about keeping, registration, or graduation. The premise is that high-stakes scrutinies serve as â€Å" a gate-keeper to instruction and labour market chances † ( Baker & A ; LeTendre, 2005: 62 ) and that pupil success on high-stakes scrutinies would take to better instruction and employment chances in the hereafter. This is why â€Å" cram schools † have emerged in many states to fix pupils of assorted academic abilities ( from remedial to high winners ) for high-stakes scrutinies. For illustration, Tansel and Bircan ( 2006 ) study that extremely competitory higher instruction entryway scrutinies in Turkey create the demand for private tutoring. Similarly, the second ary school choice procedure in Japan reportedly produces a strong logic for pupils to go to juku, an establishment offering a assortment of private tutoring lessons across all educational degrees ( Sawada & A ; Kobayashi, 1986 ; Russell, 2002 ; Roesgaard, 2006 ; Dierkes, 2008 ; Dawson, 2010 ) . Some surveies, nevertheless, have questioned the nexus between high-stakes scrutinies and private tutoring. For illustration, Aurini and Davis ( 2004 ) observed that tutoring concerns are turning well in Canada despite the fact that Canadian universities lack university entryway scrutinies and are non arrayed on a steep prestigiousness hierarchy, as are universities in other states such as the United States and Japan. Although Cambodia has what look to be â€Å" high-stakes † scrutinies in class 9 and grade 12,[ 4 ]the commoditisation of instruction that has resulted from the neoliberal structural accommodation policies in the 1990s has practically eliminated the high-stakes nature of these scrutinies. This has occurred because multiple goods and services are sold during the full scrutiny procedure, go forthing the demand to really analyze or â€Å" cram † for the scrutiny to lone pupils who can non afford the assorted fees or pupils who are ethically opposed to educational corruptness. First, scrutiny replies or mention ushers ( â€Å" cheat-sheets † ) can be purchased from local photocopy shops yearss or hours before the scrutiny. The assorted reply or darnel sheets cost different monetary values depending on their â€Å" known † quality ( i.e. , whether the beginning of the reply or mention sheet is known to come from a instructor, a certain location, an decision mak er, or others ) . Why would pupils â€Å" cram † for scrutinies when they can easy buy replies before the trial? Second, during the scrutiny, many services can be purchased from the two monitors ( instructors administrating the scrutiny ) in each schoolroom or accountants ( the instructor supervising a group of monitors ) standing outside. Students can pay monitors to allow them utilize either mini-textbooks purchased at a photocopy Centre, answer sheets, or work in groups. Additionally, for a higher monetary value, some monitors or accountants are willing to assist pupils by either filling in a clean scrutiny sheet and go throughing it along to pupils, or supplying one-on-one aid during the scrutiny. Sometimes during the procedure, pupils pay monitors, monitors pay accountants, and accountants pay supervisors ( instructors in charge of a group of accountants ) -all to maintain eyes looking elsewhere.[ 5 ]In some instances, parents pay a fee to guarantee a certain monitor or accountant is assigned to their kid ‘s category in order for that pupil to have aid on the more hard topics ( typically mathematics or chemical science ) from a instructor who teaches those topics. The jobs of rip offing on national scrutinies have repeatedly made headlines in the Kampuchean intelligence, but the assorted patterns are widely known to go on despite official warnings ( see Cheng, 2011 ; Chhron, 2010 ; Saoyuth, 2010 ) . As the gloss of any instruction meritocratic order is all but eliminated by the many fees during the scrutiny procedure, these trials are â€Å" high-stakes † in name merely ; few if any pupils feel force per unit area from the scrutiny beyond non holding adequate money to guarantee a high grade. In fact, pupils unable to pay the high costs typically drop out far before the national scrutinies.[ 6 ] Remedial tutoring Private tutoring is frequently thought of as assisting some pupils maintain up with the content taught in authorities school. For illustration, de Silva ( 1994 ) identified several factors that create the demand for remedial tutoring: â€Å" pupil and instructor absence, frequent closing of school, uneffective instruction and carelessness on the portion of the instructor, † every bit good as â€Å" immature, inexperienced or unqualified instructors managing these topics may non be able to take the pupils to a proper apprehension of the subdivisions taught † ( p. 5 ) . In these fortunes, remedial private tutoring serves to â€Å" get the better of these spreads or lacks in pupils ‘ acquisition and construct their assurance enabling them to vie with others and see a happy and pleasant life † ( p. 5 ) . In add-on to demand for remedial private tutoring by pupils and parents, some authoritiess have besides mandated or encouraged the usage of it. The educational system of Bosnia and Herzegovina, for illustration, provides compulsory auxiliary categories for remedial pupils. Traditionally, if more than 50 per centum of the pupils in a category are holding jobs get the hanging the capable affair, the instructor is obliged to form alleged â€Å" remedial categories † in that topic. Remedial categories are held after regular school hours and are an chance for the instructor to make extra work with fighting pupils ( Husremovic & A ; Trbic, 2006 ) . Vouchers are another manner authoritiess can promote the usage of remedial private tutoring. In Australia, the authorities uses verifiers to fund pupils who fall behind to take remedial private tutoring categories ( Bishop, 2007 ) . Remedial private tutoring is besides available in Cambodia, but it is merely one of the many types of private tutoring ( see Table 1 ) . Students who need excess aid with assorted school topics can buy extra educational services to make full spreads in their cognition. However, this is non the chief ground for go toing private tutoring lessons. By and large, Kampuchean pupils attend private tutoring lessons conducted by their instructors as a continuance of their regular school twenty-four hours, non needfully for redress intents ( Brehm & A ; Silova, 2012 ) . If pupils need remedial tutoring, they would hold to take these lessons in add-on to â€Å" regular † private tutoring ( Rien Kuo[ 7 ]) . Remedial private tutoring is frequently referred to as â€Å" excess particular private tutoring † ( Rien Kuo Pises ) and is offered by instructors to pupils in one-on-one or little group lessons. Typically, these remedial categories cost more than Rien Kuo ( regular private tut oring ) , sometimes every bit high as US $ 100 monthly for one hr of analyzing one topic. However, the separation of these two types of private tutoring is non ever along remedial lines. Some pupils attend Rien Kuo when they need excess aid on a certain lesson, and some pupils attend Rien Kuo Pises because it offers a better acquisition environment than Rien Kuo. Structural issues The demand for private tutoring besides stems from structural issues, such as an overladen course of study, deficiency of fiscal resources, or educational corruptness. First, overloaded course of study is frequently attributed to the turning demand for private tutoring, proposing that public school instructors may prosecute in private tutoring after school to learn the stuff they were unable to cover during school hours. For illustration, course of study reforms implemented in many of the post-Soviet democracies in the 1990s â€Å" stretched the bing course of study † by presenting new academic topics ( e.g. , information and communicating engineerings, civics, and foreign linguistic communications ) without well altering the familial Soviet course of study. In Lithuania, Budiene and Zabulounis ( 2006: 213 ) study that the freshly introduced student-centred instruction methods consumed more clip than the old teacher-centred attacks. Private tutoring was therefore used to run i nto the demand for more clip necessary to finish the needed national course of study, utilizing new teaching/learning methodological analysiss. The association between an overladen course of study and private tutoring is besides reported in surveies of private tutoring in Cyprus, Indonesia, Lebanon, Nigeria, and Russia, ( Bray, 2007: 37 ) , every bit good as Southeast/Central Europe and Central Asia ( Silova, 2009 ; Silova et al. , 2006 ) . In Cambodia, pupils and parents perceive private tutoring as a mechanism enabling instructors to decently learn the topics included in the national course of study ( Brehm & A ; Silova, 2012 ) . In peculiar, many parents believe that there is merely non adequate clip in the school twenty-four hours to cover all course of study, doing specific mentions to the decrease of the school twenty-four hours following the debut of double- and triple-shift schooling. Despite the few reported instances of instructors purposefully â€Å" decelerating down â €  content bringing to make a market for private tutoring ( Bray, 1999a: 55 ) , the sensed deficiency of clip nonetheless leads to a perceived demand for more instructional clip merely to supply needed coverage of the national course of study. Second, low educational outgos contribute to the demand for private tutoring. In states financially unable to adequately back up public instruction, private tutoring emerges as a mechanism to supplement low instructor wages, provide smaller category sizes, and offer larning stuffs to pupils outside the national course of study ( Silova, et al. , 2006 ; Silova, 2009 ; Bray, 2010 ; for the Kampuchean instance see Bray & A ; Bunly, 2005 ; Silova & A ; Brehm, 2013 ) . For illustration, Cambodia spends 2.3 per centum of GDP on instruction, puting it among the lowest in the Southeast Asia part and below the universe ‘s norm of 4.8 per centum ( European Commission, 2012 ) . Although the budget allotment to the MoEYS recurrent outgos experienced an addition starting in the 2000s, there has been a steady lessening since 2007 ( see Figure 1 ) . Harmonizing to the European Commission ( 2012 ) , there was a downward tendency in budgeted recurrent outgos between 2007 ( 19.2 per centum ) and 2012 ( 15.9 per centum ) .[ 8 ]Meanwhile, surveies have found that families contribute a larger portion on the instruction per kid than does the authorities: whereas the authorities spends on mean US $ 50 per kid per twelvemonth ( Ratcliff, 2009: 11 ) , households spend between US $ 48 ( rural countries ) to US $ 157 ( urban countries ) per kid per twelvemonth ( NEP, 2007: 18 ) . Of family instruction outgos, about 38 per centum goes to education fees, which includes the cost of private tutoring ( NEP, 2007 ) .Figure 1. MoEYS Budgeted and Actual Recurrent OutgosBeginning: Education Sector Working Group, 2006 ; European Commission, 2012 Third, the deficiency of educational resources disproportionately impact teacher rewards. In Cambodia, there has been a wide consensus among pedagogues, brotherhood leaders, decision makers, and society in general that instructor wages are deficient to cover life disbursals ( Benveniste et al. , 2008 ) . In 2007, for illustration, a primary instructor ‘s base wage was US $ 44 per month, which made it hard ( if non impossible ) for many instructors to afford the basic necessities of nutrient, lodging, and heath attention, every bit good as support any kids or aged household members ( Benveniste et al. , 2008: 59 ) .[ 5 ]To some extent, private tutoring has helped underpaid instructors generate extra income. For illustration, a common 2nd business among Kampuchean instructors, particularly in urban primary schools, is private tutoring ( 41.5 per centum of urban instructors identified tutoring as out-of-school work ; [ Benveniste et al. , 2008: 69 ] ) . Net incomes from private tu toring can stand for about two tierces of the monthly mean base wage with basic allowances ( Benveniste et al. , 2008: 38 ) . Similar to instructors in other geographic countries ( such as the Southeast/Central Europe and the former Soviet Union ) , many Kampuchean instructors have adopted the logic of â€Å" service proviso, † utilizing private tutoring as a cardinal income-generation activity ( Silova & A ; Bray, 2006 ) . Fourth, there is hold in the allotment of financess. In Cambodia, both teacher wages and Programme-Based Budgeting ( unallocated money intended for single schools, which used to be called the Priority Action Programme, or PAP ) are routinely distributed tardily. Teachers have claimed that the distribution of rewards is typically delayed ( VSO, 2008 ) . For illustration, salary expense in January 2012 had non been allocated to instructors in seven states by the terminal of the month ( Denn Ayuthyea, 2012 ) . Anecdotal narratives sing the Programme-Based Budgeting indicate that the money is frequently disbursed yearss before the District or Provincial Offices of Education require a study detailing how the money was spent. This typically leads to distort studies detailing where money was â€Å" exhausted † merely to run into the demands of the MoEYS. A 2nd issue with delayed financess is the escape that occurs between the Ministry of Economy and Finance ( the ministry responsible for let go ofing money to the MoEYS ) and when it reaches instructors. As money is passed from the Economy and Finance Ministry to the MoEYS, which is so sent to the Provincial and District Offices of Education and so eventually received by the schools, money is lost ( or â€Å" cut † in Khmer ) at each phase. One common ailment from instructors is that their wages are ne'er the right sum. Combined, low wages-made even lower by leakage-require instructors to keep 2nd occupations, which about 70 percent claim to hold ( Benveniste et al. , 2008: 68 ) . Finally, structural issues that lead to private tutoring by authorities instructors may ensue in what many perceivers consider educational corruptness ( Chapman, 2002 ) . Educational corruptness has been defined as any pattern where a instructor uses his or her monopoly of power ( delegating classs, allowing admittance, etc. ) over his or her pupils in a system with small answerability ( Bray, 2003 ) . Contributions given to instructors by pupils, for illustration, have been labelled as a â€Å" baneful pattern † ( Hallack & A ; Poisson, 2008: 253 ) because some instructors may honor pupils who donate and punish those who do non. The pattern of instructors keeping private tutoring lessons for their ain pupils, nevertheless, is more hard to clearly label educational corruptness. For illustration, Johnson ( 2011 ) has provided grounds that Kyrgyzstani â€Å" pupils blame the context, non the perpetrators [ i.e. , instructors ] † ( p. 254 ) of corruptness, because â€Å" workers perceived to be lending to the grater good of societyaˆÂ ¦ [ are allowed to ] pervert from the jurisprudence † ( p. 253 ) . Furthermore, Dawson ( 2009: 71 ) â€Å" problematize [ vitamin D ] the word picture of the pattern as ‘corruption ‘ † in Cambodia â€Å" with consideration toward the grossly unequal income of province instructors and the jobs built-in with curriculum clip, content, and instructor teaching methods in the system † by locating the pattern of private tutoring within the â€Å" broad social issues. † To sum up, the â€Å" shadow instruction † metaphor assumes that private tutoring can react to the single pupil demands ( e.g. , maintaining up with the needed school course of study or bettering academic public presentation on trials ) and even systemic educational jobs ( e.g. , overloaded course of study or low instructor wages ) with the aid of the â€Å" shadow instruction † market. For under-achieving pupils, private tutoring may offer an chance for remedial instruction after school hours. For competitively minded pupils, private tutoring may help with more intensive readying for high-stakes scrutinies. For underpaid instructors, private tutoring may supply chances for auxiliary income. And, in the context of an overladen course of study, private tutoring may supply a infinite for pedagogues to learn the stuff that was non covered at school. On the surface, most of the factors normally associated with the turning demand for private tutoring are present in the Kampu chean context. However, they do non explicate the complicated agreements between the public educational system and private tutoring that emerged in the 1990s ( see Brehm & A ; Silova, 2012 ; Brehm, forthcoming A ) . As we suggest in this survey, private tutoring is non a shadow that is separate from mainstream schooling. As the Kampuchean instance illustrates, it may be best understood as a cardinal component in a intercrossed agreement between public schooling and private tutoring, which operates as one individual system and casts its ain shadow.The â€Å" intercrossed † metaphorThe metaphor of a â€Å" shadow † system of instruction reaches its conceptual bounds in the context of Cambodia. During our research, we have found that the term caused more confusion than lucidity among Kampuchean faculty members, instructors, pupils, parents, and policymakers. The ground being that the term â€Å" shadow instruction † suggests fee-based private tutoring is separate f rom, although influenced by, mainstream ( authorities ) school: no affair how a shadow is distorted by the form or size of its object, it will ne'er be the object projecting the shadow. The premise is that the shadow and object are basically separate. In Cambodia, nevertheless, it is normally understood that a kid ‘s instruction requires both authorities and private tutoring categories. Both are inseparable parts of one system necessary to have a complete instruction. As the mainstream schooling progressively relies on private tutoring to complement what is defined as â€Å" instruction, † the shadow and object of schooling have become one. Students typically attend one displacement ( 4 or 5 hours ) of authorities school and so go to another displacement of private tutoring categories ( 1-4 hours, depending on pupil ) each twenty-four hours, sometimes including Sundays, public vacations, and summer holiday. Students who can afford the 300-1000 Riel ( US $ 0.08-0.25 ) hourly fee for private tutoring return to school ( or teacher ‘s place ) to hold their authorities school teacher offer lessons in what appears to be the same system of instruction. In both private tutoring and authorities school categories, further more, everything is for sale, therefore film overing the lines between what is â€Å" public † ( and free ) and â€Å" private ( and for sale ) . This intercrossed system does non wipe out some of the characteristics found in â€Å" shadow † instruction worldwide. Rather, the intercrossed system of instruction that includes both authorities and private tutoring categories has cast a shadow of its ain: some pupils will go to both authorities school and private tutoring categories with their authorities school teacher and schoolmates, and so buy extra remedial or elected private tutoring in one-on-one or group settings-what is called excess particular private tutoring-at a higher cost. There are even companies offering scrutiny readying classs to pupils in the capital, Phnom Penh. Thus, the boundaries between the typical construct of â€Å" shadow † instruction and the mainstream system of instruction, which is being privatized by private tutoring, are progressively blurred in the Kampuchean context.Public-Private Hybrid Education SystemIn the Kampuchean context, private tutoring is best understood in footings of a public-private intercrossed instruction system where public schooling and private tutoring seamlessly merge, projecting its ain shadow. This conceptualisation implies that private tutoring is a compulsory ( private ) part of public instruction, non a deformed shadow, and therefore complements mainstream schooling where it is structurally lacking. Unlike the metaphor of a â€Å" shadow, † the construct of a public-private intercrossed system suggests that public schooling and private tutoring constitute two parts of one system. This conceptualisation moves off from auxiliary private tutoring ( that is, lessons that are excess to the national course of study ) and towards complementary private tutoring ( that is, lessons that are indispensable to the national course of study ) . A public-private intercrossed system of instruction implies that pupils are required to go to and pay for both public schooling and private tutoring to successfully finish the full national course of study. The map of complementary private tutoring therefore extends far beyond â€Å" shadowing † the mainstream system through remedial and/or enrichment instruction chances ( although these signifiers of auxiliary private tutoring continue to be in Cambodia ) . In the Kampuchean context, the chief signifier of complementary private tutoring-w hat is called Rien Kuo-assumes the maps of the mainstream instruction system itself by functioning as an of import mechanism necessary to finish the needed national course of study and increase teacher salaries-both structural failures that have complicated histories through Gallic colonialism, race murder, Soviet support, and broad internationalism/neoliberalism. As an built-in portion of the public-private intercrossed instruction system, private tutoring assumes the same schoolroom features and teaching method as mainstream schooling. Not merely does private tutoring occur inside authorities school edifices ( and frequently in the same schoolrooms where pupils receive official authorities school direction ) and is offered by public school instructors ( normally by the same instructors pupils have during regular school hours ) , but besides each category operates and maps in surprisingly similar ways. In peculiar, the usage of learning AIDSs, group work, interchanging pupil work, blending high and low ability pupils together, and even homework assignments happen in more or less the same mode in authorities school as private tutoring categories ( Brehm & A ; Silova, 2012 ) . In other words, it operates as a seamless system, which merely maps efficaciously when the two parts-public schooling and private tutoring-are offered in tandem. Furtherm ore, the public-private intercrossed instruction system does non halt operation when school is officially closed. Alternatively, instruction continues in the signifier of Rien Kuo Pel Vissmakkal ( Vacances ) or excess survey during vacations ( holiday ) , when kids attend private tutoring lessons during public vacations and summer interruptions to either complete the old twelvemonth ‘s course of study or acquire a head start on the approaching twelvemonth ‘s course of study. In a manner, private tutoring seems to hold been consistently integrated in mainstream schooling, organizing an institutionalised public-private intercrossed educational agreement.Table 1. Different Types of Private Tutoring in CambodiaPublic-Private Hybrid Education SystemRien KuoExtra surveySome instructors conduct private tutoring lessons to their ain pupils after school hours either in school edifices or in their place. The focal point is on covering needed school course of study, which is non ta ught during school hours. This is the most common signifier of tutoring and the focal point of this survey. It is besides referred to as Rean Boban Porn ( auxiliary survey ) or Rean Chhnuol ( survey for hire ) . Rien Kuo Pel Vissmakkal ( Vacances )Extra survey during vacations ( holiday )When pupils finish school in July or August, they frequently have the pick of go toing private tutoring lessons during the summer interruption. These categories are either conducted by their pervious class ‘s instructor to complete the course of study from that class or by the following class ‘s instructor to get down the course of study before the following school twelvemonth. This gives instructors plenty time-either at the beginning or terminal of the year-to complete the national course of study.Shadow EducationRien Kuo PisesExtra particular surveyGovernment school teachers conduct private tutoring lessons one-on-one or for little groups of pupils, typically from the instructors ‘ authorities category. These lessons are conducted after school hours either at the instructor ‘s place or a pupil ‘s place. This type of private tutoring is more expensive than the former, sometime s bing every bit much as $ 100 per month for one-on-one tutoring. This type of private tutoring is either used by pupils for remedial lessons ( i.e. , shadow instruction ) or for replacing authorities school wholly. Indeed, we found one instance during our informations aggregation where a pupil came into understanding with his instructor to go to one-on-one Rien Kuo Pises and was non required to go to authorities school on a regular basis because his instructor would tag him present. This type of Rien Kuo Pises resembles private schooling more closely than shadow or intercrossed instruction. Sala AkchoanPrivate ( tutoring ) schoolThere are many types of private schools in Cambodia. From English linguistic communication based schools to private universities to engineering developing centres-all of these schools are considered Sala Akchoan ( private survey ) . However, there is one type of private survey within this class that is portion of the shadow instruction system. In Phnom Penh ( and possibly other urban countries ) , there are a few trial readying centres that fill schoolrooms each dark as pupils â€Å" cram † for the national scrutinies and university entryway scrutinies. The most celebrated is named Chey Thavy, which was started by a chemical science professor from the Royal University of Phnom Penh. For the class 12 scrutinies, many pupils start fixing in grade 10 or 11. Preparation for the university scrutinies typically takes topographic point during the four months between the class 12 scrutinies ( July/August ) and when the university scrutinies are a dministered. Rien Kuo Anglais/BarangEnglish/French supernumerary surveyGet downing in lower secondary school, the national course of study requires pupils to take foreign linguistic communication, either English ( Anglais ) or Gallic ( Barang ) . Despite that these linguistic communications are on the course of study, some pupils purchase excess categories outside of authorities school in countless private educational centres/schools/homes. This intercrossed system of instruction has besides cast its ain shadow, reflecting the typical maps of private tutoring found within the â€Å" shadow † metaphor ( see Table 1 ) . Similar to private tutoring in other geographic contexts, remedial and enrichment tutoring chances are available in add-on to the traditional Rien Kuo in Cambodia. In peculiar, pupils who need excess assist understanding assorted topics can buy extra educational services to increase their cognition. This type of tutoring is less common and is often referred to as Rien Kuo Pises or â€Å" excess particular private tutoring. † It is offered in the signifier of one-on-one tutoring or little group lessons for pupils who need excess aid get the hanging certain topics. These categories typically cost more than Rien Kuo, sometimes every bit high as US $ 100 per month for a day-to-day category on one school topic. In add-on, private tutoring for enrichment intents is available through private tutorin g concerns in Phnom Phen, where pupils â€Å" cram † for high-stakes scrutinies. In other words, the intercrossed system-where public schooling is integrated with private tutoring-casts a shadow that is comprised of assorted remedial and enrichment tutoring infinites. Building on the bing research of private tutoring in Cambodia, this survey examines the equity issues ensuing from a public-private intercrossed system of schooling. This research looks at the differences and similarities between private tutoring ( Rien Kuo ) and authorities school categories. Datas from this research undertaking has besides been used in other publications to analyze how private tutoring is an extension of authorities school in footings of teaching method and curricular content ( Brehm & A ; Silova, 2012 ) ; the building of a post-conflict societal contract in the 1990s and its impact on the impression of public instruction ( Brehm, forthcoming A ) ; and a historical analysis of mandatory instruction ( Brehm, forthcoming B ) . A Khmer version of this study ( although non a direct interlingual rendition ) is besides available ( Tuot & A ; Brehm, 2012 ) . This study takes an in-depth expression at instruction inside authorities schools and private tutoring schoolrooms, every bit good as the deductions of private tutoring for instruction quality and equity, therefore offering a elaborate reappraisal of the informations collected for this OSI funded research undertaking ( Silova & A ; Brehm, 2011 ) .Research Design and MethodsThe research design consisted of three parts, including ( 1 ) an scrutiny of the province constructions, policies, and local patterns that allow for the being of the private proviso of instruction through private tutoring ; ( 2 ) the differences in the quality of instruction proviso between public schools and private tutoring ; and ( 3 ) the equity impacts on instruction and Kampuchean society because of any quality differences and known cost barriers to accessing private tutoring ( see Figure 2 ) . Using participatory research attacks, this survey utilized methods normally used in Participatory Rural Appraisals ( PRA ) . One of the benefits of utilizing PRA methods is that â€Å" it provides a huge range and infinite for both people every bit good as foreigners to actively take part at every phase † of the research ( Narayanasamy, 2009: 26 ) . By keeping focal point groups ( 5-7 people ) and carry oning one-on-one interviews with many instruction stakeholders ( sample described in item below ) , our informations involved the engagement of many people within both the urban and rural schools under probe. The semi-structured focal point groups provided infinite for participants to research issues of quality instruction and the function private tutoring has on educational equity. We conducted semi-structured interviews as good over the class of the twelve-month informations aggregation period to make common apprehension and trust between the research workers and respondents in hopes of bring forthing more accurate information on subjects that could be sensitive. Additionally, informal interviews helped us by â€Å" prosecuting in existent or constructed duologues in order to understand the people studied in their ain footings ( sometimes described as the insider ‘s position ) † ( England cited in Sin, 2010: 986 ) . Another benefit of utilizing the PRA method is triangulation of information. Our design incorporated non merely data triangulation ( roll uping informations from persons and the synergistic degree among groups ) but besides investigator triangulation and methodological triangulation. Some focal point groups were conducted by a squad of two research workers who so worked through their findings jointly. Furthermore, these informations points were compared with informations points obtained utilizing different methods, viz. , schoolroom observations and the analysis of academic accomplishment ( monthly classs and attending ) for pupils who were go toing private tutoring lessons and those who are non. Additionally, we built off historical analyses and updated papers analyses of authorities policies in old research to the present. The methods used in each school are described below and the instruments used to roll up the informations can be found in the appendix.Figure 2. Research Design a nd MethodsThis survey is based on informations collected between January and December 2011. The sample included six schools in one territory in Cambodia, including three schools in an urban location and three schools in a rural location.[ 6 ]The territory is economically and geographically diverse, offering penetration into assorted countries throughout Cambodia. The sample was intentionally chosen to reflect a scope of private tutoring costs in different schools depending on their geographic ( urban or rural ) location. After roll uping preliminary informations on the cost for one session of private tutoring within all lower secondary schools ( 13 ) in the territory, we selected one lower secondary school with the highest private tutoring costs ( 1,000 Riel, or about US $ 0.25, per session ) and one with lowest ( 500 Riel, or about US $ 0.13, per session ) , which besides corresponded to urban and rural countries severally. We so worked backwards to happen two primary schools that fed into each lower secondary school. The concluding schools selected were chosen by their willingness to take part in the survey.ObservationsA sum of 28 observations were conducted, including 14 observations of public school categories and 14 observations of private tutoring lessons ( see Table 2 ) . However, these observations did non include private tutoring lessons in rural primary schools, because no such lessons were held during the four months of informations aggregation. Observation rubrics were developed utilizing instruments from a World Bank commissioned study on Cambodia ( Benveniste et al. , 2008 ) that focused on learning methodological analysis, schoolroom features, and category clip usage. The inquiries within each of these classs were so compiled into an observation checklist adapted for the last twelvemonth of primary and secondary school ( classs 6 and 9 severally ) , and used for observations of teaching/learning procedures in both public school categories and pr ivate tutoring lessons.[ 7 ]Table 2. Number of Observations by Subject and GradeClassCapableNumber of ObservationsGovernment ClassPrivate TutoringEntireGrade 6 Khmer 7 2 9 Matematics 1 1 2 Grade 9 Khmer 3 2 5 Mathematicss 1 2 3 Physicss 2 3 5 Chemistry 0 4 4Entire141428Tracking pupil attending and accomplishmentDatas on academic accomplishment and attending came from tracking 444 pupils ( see Table 3 ) , including 162 pupils in primary school ( rate 6 ) and 282 pupils in secondary school ( rate 9 ) . The pupils tracked in class 9 came from six categories[ 9 ]across four topics: mathematics, Khmer linguistic communication, chemical science, and natural philosophies. Although we were able to track the same categories in the rural school across all topics, a different group of categories was tracked in each of the topics in the urban secondary school. Therefore, although 282 pupils in class 9 were tracked, the figure of alone pupils in each topic varies depending on which group of categories was tracked in the urban class 9: 171 pupils in mathematics, 208 pupils in chemical science, and 203 pupils in Khmer linguistic communication.[ 10 ]At the primary degree, one category of pupils was tracked in each school.Table 3. Trailing of Student A ttendance and Achievement ( Sample )Experience with Private TutoringLocationEntireRuralUrbanPrimary Private Tutoring 24 43 67 No Private Tutoring 67 28 95 Entire Number of Tracked Students at the Primary Level 162 Lower Secondary Private Tutoring 75 118 193 No Private Tutoring 38 51 89 Entire Number of Tracked Students at the Secondary Level 282Entire Number of Tracked Students444Student attending of private tutoring lessons was tracked utilizing a private tutoring attending sheet specifically designed for this survey. While most participants used the attending sheet, pupil attending in private tutoring within some urban class 9 and all rural class 6 categories was provided by either the remembrances of the instructor, the entire money collected from pupils by the instructor, or an attendance sheet. These tracking systems were discussed separately with each instructor by traveling through the attending list from school and holding the instructor identify either how much money each pupil provided for private tutoring ( a record kept by some instructors ) or by bespeaking their perceptual experiences of how frequently a pupil attended private tutoring ( either by memory or an attendance sheet designed by the instructor ) . This allowed us to place which pupils attended at least one private tutoring lesson during our inform ations aggregation period. The principal of each school provided authorities attending and monthly class sheets. Data presented here screens attendance and monthly classs for one month,[ 11 ]leting for a comparing of academic accomplishment and private tutoring attending among pupils who attend private tutoring and those who do non. The academic tonss for class 9 focused on the topics of mathematics, Khmer linguistic communication, and chemical science. For class 6, we focused on a combination of mathematics and Khmer linguistic communication ( Khmer command, Khmer authorship, and Khmer reading ) . Although the sample is little, covers a short clip, and does non take into consideration external factors impacting pupil accomplishment ( parental instruction, past educational experience of the pupil, proviso of tutoring other than that provided by the instructor, etc. ) , our intent here was non to find causing between private tutoring and pupil accomplishment, but instead to foreground a disparity between pupils who go and do non travel to private tutoring as one factor that divides pupils and contributes to inequality.Focus groups and interviewsFocus groups and interviews were conducted with pupils, parents, and instructors. Participants were selected by confer withing the principal or instructor of each school o r category, who so helped set up interviews and concentrate groups with community members and pupils. Although the principal or instructor could hold purposefully selected or prepared participants, this scheme was the lone politically executable option given authorities limitations. Notwithstanding these restrictions, we did happen all participants willing to speak openly approximately private tutoring and its exclusionary characteristics. Overall, 21 focal point groups were conducted, which included a sum of 118 participants ( see Table 4 ) . Focus groups were split by stakeholder groups ( pupils, instructors, and parents ) and so by their engagement in private tutoring lessons. The end of dividing the stakeholders was to increase the comfort degree among persons in each focal point group in order to research their experiences with private tutoring. The focal point groups besides discussed perceptual experiences of the impact of tutoring on instruction quality and equity. In add-on , informal interviews were conducted with 21 participants, including instructors, pupils, parents, and principals from other schools. These informal interviews focused on the experiences of persons with private tutoring, assisting us to construe some of the findings from the observations and concentrate groups.Table 4. Number of Focus Groups ( and Participants ) in Rural and Urban AreasStakeholdersPrimaryLower SecondaryCombinedClass DegreesEntireRuralUrbanRuralUrbanRuralUrbanTeachers ( entire )6 ( 28 )Private tutoring 1 ( 3 ) 1 ( 3 ) 1 ( 8 ) 3 ( 14 ) Non-private tutoring 2 ( 7 ) 1 ( 5 ) 3 ( 12 )Students ( entire )11 ( 69 )Private tutoring 2 ( 14 ) 2 ( 12 ) 1 ( 7 ) 1 ( 5 ) 6 ( 38 ) Non-private tutoring 2 ( 12 ) 2 ( 12 ) 1 ( 7 ) 5 ( 31 )Parents ( sum )4 ( 23 )Private tutoring 1 ( 5 ) 1 ( 4 ) 2 ( 9 ) Non-private tutoring 1 ( 5 ) 1 ( 9 ) 2 ( 14 )Entire21 ( 118 )Note: The Numberss in parenthesis are the entire figure of participants within each class.Document analysisDocument analysis included a reappraisal of authorities policies and Torahs related to instruction support and instructor wages. In add-on, we analyzed assorted studies on instruction quality and equity in Cambodia published by non-governmental organisations ( NGOs ) and international bureaus ( such as the World Bank, UNICEF, and UNESCO ) . Combined, informations gained through papers analysis, schoolroom observations, academic accomplishment and attending, every bit good as focal point groups and interviews were triangulated to ease proof of informations through cross confirmation from multiple beginnings and informations aggregation techniques. See Table 5 for an overview of the research methods.Table 5. Overview of Research MethodsObservationsA sum of 28 observations were conducted, including 14 observations of public school categories and 14 observati ons of private tutoring lessons. In primary schools, observations were conducted in mathematics and Khmer linguistic communication categories. In lower secondary schools, observations were conducted in Khmer linguistic communication, mathematics, natural philosophies, and chemical science. The same observation process was held for private tutoring lessons conducted by each instructor. How does the instructor Teach during mainstream instruction ( learning methods and curriculum content ) ? Does the instructor favor certain pupils? Who are they? What are the learning methods and content in private tutoring? How are the two instruction manners different?Trailing of Student Attendance and AchievementDatas on academic accomplishment and attending came from tracking 444 pupils, including 162 pupils in primary schools ( rate 6 ) and 282 pupils in secondary schools ( rate 9 ) . The end was to analyze whether ( and how ) private tutoring impacts pupils academic accomplishment in different topics. What are the differences in pupils ‘ academic accomplishment for those who do and make no go to private tutoring?Focus Groups and InterviewsFocus groups with pupils, parents, and instructors were held over the class of informations aggregation to analyze their experiences with private tutoring and their perceptual experience about the impact of private tutoring on instruction entree and quality. A sum of 21 focal point groups were conducted. In add-on, A sum of 21 informal interviews were conducted with parents, instructors, and pupils throughout the informations aggregation period. What are the chief grounds kids attend private tutoring? Which topics are most popular? How much does it be? What are the difference in learning between private tutoring and authorities school? How does private tutoring impact you, your household, and your small town?Document AnalysisGovernment policies and Torahs related to instruction, 1992-present. Focus on authorities support of instruction and instructor wages. What are the system-driven factors ( national policies and Torahs ) lending to the rise of private tutoring?The Nature, Impact, and Implications of Rien Kuo:FindingssConcentrating on the range, nature, and deductions of Rien Kuo, the findings of the survey are organized around the undermentioned three chief classs: ( 1 ) course of study differences between Rien Kuo and mainstream schooling, ( 2 ) accomplishment differences among pupils go toing private tutoring and those who do non, and ( 3 ) social affects of private tutoring. Before researching each of these subjects in more deepness, it is of import to supply a few descriptive statistics on the strength and signifier of private tutoring within our sample.General features of Rien KuoOf the 282 pupils tracked in class 9, 193 pupils ( 68.4 per centum ) attended at least one private tutoring category during the clip of the informations aggregation. At the primary school degree, the range of private tutoring was lower, with 41.3 per ce ntum of all surveyed pupils ( 67 out of 162 ) go toing private tutoring. The strength of private tutoring varied by topic in class 9, with 57 per centum of surveyed pupils go toing private tutoring in mathematics, 54 per centum in Khmer linguistic communication, and 37 per centum in chemical science ( see Table 6 ) . Comparing the strength among topics, a similar per centum of pupils accompanied private tutoring lessons in Khmer linguistic communication and mathematics, but a smaller per centum of pupils accompanied chemical science lessons. One account for the difference in frequence between Khmer linguistic communication and mathematics with chemical science is the manner in which classs are calculated. Each month instructors administer their ain capable scrutinies to their categories. These scrutinies are neither standardized in footings of content nor monitored in footings of rating rubrics. The tonss across all topics are so added for each pupil and divided by the entire figure of possible points, which varies by month depending on the topics covered. Average capable and overall classs are reported monthly on pupil mark sheets, bespeaking the ranking of the pupil among his or her schoolmates. Across all degrees of schooling, the topics of Khmer linguistic communication and mathematics account for 100 points ( sometimes more[ 12 ]) while the other topics merely account for 50 points on monthly mark sheets. This means hiting higher in Khmer linguistic communication or mathematics will hold a greater positive impact on pupils overall grade each month than making good on topics like chemical science, which merely account for 50 points.[ 13 ] A farther analysis of informations by geographic location ( rural versus urban ) reveals a higher strength of private tutoring usage in urban countries compared to rural countries. In primary schools, for illustration, 60.5 per centum of urban pupils attended private tutoring categories compared to 26.4 per centum of pupils in rural countries. The one exclusion within our informations set is for Khmer linguistic communication private tutoring in class 9 where more rural pupils attended private tutoring than urban pupils. This divergent determination can be explained in two ways. First, it can be partly attributed to parental pick. If parents can merely afford private tutoring in one topic, Khmer linguistic communication was perceived as most valuable because of the rating policies described above and the general perceptual experience that literacy is a necessary life accomplishment. Second, within the rural categories tracked, 19 pupils who attended private tutoring were supported ( i.e. , provided money to go to private tutoring ) by an NGO. Without fiscal support to pay the private tutoring fees, these 19 pupils would most probably non hold attended the excess classs in any topic. Controling for these pupils, we find that merely 39 per centum of pupils attend Khmer linguistic communication private tutoring in the rural school compared to 52 per centum in the urban school. This is in understanding with the general determination of a higher strength of private tutoring within urban schools. There were besides noticeable differences between authorities school and private tutoring category sizes. Since Rien Kuo is seldom offered in a one-on-one scene and is alternatively taught to larger groups of pupils, it closely resembles categories in mainstream schools. Nevertheless, Rien Kuo category sizes are by and large smaller than those in mainstream schools.[ 14 ]Based on our observations and attending trailing, the mean category size of authorities school in class 9 ( both urban and rural ) was 42 pupils. By contrast, private tutoring categories were, on norm, 21 pupils. Interrupting these informations down by location, we find that the mean category size in authorities school is 56 pupils in the urban lower secondary school and 35 pupils in the rural lower secondary school. By contrast, private tutoring categories were on mean 37 pupils and 17 pupils in urban and rural schools, severally. This suggests that private tutoring categories are ( 1 ) smaller than authorities scho ol irrespective the location, and ( 2 ) urban countries have larger category sizes in both authorities school categories and private tutoring lessons compared to rural countries.Table 6. Intensity of Private Tutoring by Subject, Grade 9Students in authorities categoryStudents in private tutoring% of pupils in private tutoringMathematicssUrban 58 35 60.34 Rural 113 63 55.75 Entire 171 98 57.31ChemistryUrban 95 58 61.05 Rural 113 19 16.81 Entire 208 77 37.02Khmer LanguageUrban 90 47 52.22 Rural 113 64 56.64 Entire 203 111 54.68Course of study differencesGiven that Rien Kuo by and large takes topographic point on school evidences, normally in the same schoolrooms where authorities school categories are held, there are some interesting continuities between Rien Kuo and mainstream schooling. Data collected from schoolroom observations and triangulated with interviews and concentrate groups suggest that private tutoring is in many respects a continuance of authorities school in footings of learning methodological analysis and course of study content ( see Table 7 ) . For illustration, instructors appear to delegate prep ( 43 per centum of private tutoring categories observed and 64 in authorities categories ) and even present new stuff in private tutoring lessons ( 36 per centum of the private tutoring categories and 79 per centum of authorities categories ) . Likewise, pupils appear to be involved in similar activities in both authorities categories and private tutoring lessons, including replying multip le pick inquiries ( 14 per centum ) and reacting to instructors give illustration to whole category ( 78 per centum ) .Table 7. Similarities between Government School and Private Tutoring ClasssTeacher PedagogyGovernment SchoolN=14% of categories observed ( figure of categories observed )Private TutoringN=14% of categories observed ( figure of categories observed ) High ability pupils work with low ability pupils 28.6 ( 4 ) 14.3 ( 2 ) High ability pupils help learn whole category 71.4 ( 10 ) 50.0 ( 7 ) Name on weak pupils to reply inquiries 50.0 ( 7 ) 42.9 ( 6 ) Students answer multiple pick inquiries 14.3 ( 2 ) 14.3 ( 2 ) Students answer inquiries at board 100.0 ( 14 ) 71.4 ( 10 ) Teacher assigns prep 64.3 ( 9 ) 42.9 ( 6 ) Teacher nowadayss new stuff 78.6 ( 11 ) 35.7 ( 5 ) Teacher provides whole category direction 100.0 ( 14 ) 85.7 ( 12 ) Students answer in chorus 71.4 ( 10 ) 64.3 ( 9 ) Teacher gives illustration to whole category 78.6 ( 11 ) 78.6 ( 11 ) The focal point groups with instructors provided in-depth qualitative information to congratulate the observations sing learning methodological analysis and the course of study used in authorities school categories and private tutoring lessons. The first subject that emerged in the focal point groups was the overpowering sentiment that the national course of study is excessively long to finish during authorities school hours. Some instructors said they had to â€Å" hotfoot † through the course of study to complete on clip and feared being held accountable for non completing. For illustration, one instructor who conducts private tutoring explained: We rush to maintain up with the course of study. [ During official school hours ] , we teach merely theory and give merely a few illustrations. If pupils go to private tutoring, they can pattern [ at the board ] because there are fewer pupils who goaˆÂ ¦We can non acquire all pupils to pattern [ at the board ] in authorities category. It requires a batch of clip. The â€Å" haste † to complete the course of study is a consequence of a course of study excessively â€Å" full † to finish during the allotted clip. One history instructor who sends his kids to private tutoring explained: â€Å" [ The ministry ] allows small clip [ to learn ] . I teach based on the [ allowed ] clip. If the course of study is non finished, [ so ] I allow it travel because there is non adequate clip. [ Although ] I try my best, it is still impossible [ to learn everything ] . † The bulk of instructors agreed that the course of study clip provided by the MoEYS was non sufficient for pupils to pattern the theory they learned during school hours and that they conducted private tutoring to supply more pattern clip for pupils to complement the cognition gained. In other words, private tutoring provided the necessary clip to complete the course of study to a perceived higher criterion. As one instructor who does non carry on private tutoring explained, â€Å" Private tutoring instructors take the lessons learned in the authorities category and supply more pattern in private tutoring. They even add more [ stuff excluded in the authorities category ] . † From instructors ‘ positions, quality instruction could non be achieved during regular school hours. One of the