ICT implementation report

1. Range of data This is my data, which offers all the different cars and the details about them. The table is set out in and sorted by the specifications of the cars and also includes their prices. 2. Creating order sheet 3. Customer details of order sheet This is the top part of my order sheet, which are the customer's details and the company logo on the top right hand side of the page. 4. Setting up combo boxes I have created combo boxes so that customers can choose what they wish from my data of cars. Each combo-box category has 5 cars and an empty space left encase the customer chooses not to choose a car from a certain category. This selection is linked to the cell next to it as each car has a preset number and the number is what makes the cell named â€Å"cars† change to what is selected in the combo box. 5. Spinners The quantity is done using spinners. As the customer selects the type of car they prefer the price automatically comes up in the â€Å"price cell† and they can change the quantity up to 6 cars for each which is highly unlikely. As the quantity number changes the price is multiplied by the number in the â€Å"quantity† cell. 6. Totals After these processes are done the total price is calculated by multiplying the quantity chosen with the price of the car. 7. Lookups Column F uses a ‘VLOOKUP' in order to find what car has been chosen by the customer. This is done by linking it with ‘Column C' and this column shows a number which is the number of the car chosen on the combo-box and the number in the combo-box is the number which the cars are set as in the Data sheet. Hence displaying the selected car. There is also a VLOOKUPS done for the price which also works in the same way. 8. Tick box and IF statement for Online Discount This is the online discount tick box which is linked to the cell next to it as you can see above. As the box is ticked and un-ticked the cell next to it will change to TRUE or FALSE this enable me to create an IF statement formula that links to this cell in order to give discount or not. This IF statement is designed to give a 15% discount if B25 displays TRUE and if not then 0 will be shown. 9. Delivery YES, NO buttons and IF statement As shown in step 8 the Buttons are linked to the cell next to them. However this time the cell C28 will display either 1 or 2 which represent YES or NO. From this the IF statement in I24 can be done. If cell C28 is displaying 1 then a à ¯Ã‚ ¿Ã‚ ½6.99 charge will be put on the totals if number 2 is being displayed then cell I24 will come up as blank as there is no Delivery charge. 10. Tick box and IF statement Claims Bonus Discount This is the Claims Bonus discount tick box which is linked to the cell next to it as you can see above. As the box is ticked and un-ticked the cell next to it will change to TRUE or FALSE this enable me to create an IF statement formula that links to this cell in order to give discount or not. 11. Sub-Total This is a sum formula which adds all the prices which are displayed in the selected columns. 12. Working out VAT% Simply input the percentage I wanted as my VAT into cell H26. In the cell next to it a multiplication formula is used to multiply the percentage by the sub-total which leaves the VAT in cell I26. 13. Working out discount price. Simply input the percentage I wanted to discount into cell H25. In the cell next to it a multiplication formula is used to multiply the percentage by the sub-total which leaves the discount in cell I25. 14. Working out Claims bonus Discount price Simply input the percentage I wanted to discount into cell H27. In the cell next to it a multiplication formula is used to multiply the percentage by the sub-total which leaves the discount in cell I27. 15. Grand-Total This is a sum formula however is more complex because it is subtracting discounts and adding different prices. This formula automatically alters and changes according to what is displayed in the cells above it. 16. Add Macros These macros are recorded to copy the details of the chosen car from each row and insert them on to the invoice sheet. They are also set to change the font option and insert a new row so that cars which are chosen do not replace each other so that the user can select more then one car or extra. 17. Go to Invoice & Go to Order These macros have been set up so that the user can toggle between the two sheets without any hassle. They are both very simple macros designed so that the user can change or add anything they want to their receipt. 18. Print Macro This has been created in order to present the user with a print menu once it is selected or print as soon as it is pressed, so that they can select their print option or directly print the receipt. 19. Logos, company details and picture This print scheme shows the company logo and the colour scheme which is matching throughout the project and the picture in order to make the project more attractive. Part of the logo is the company details that are merged with it. 20. Invoice number and date. Located below the logo, this is one of the essentials for the receipt, however there is no formula or calendar option used so the date has to be manually changed every day and the invoice number every time the invoice is being saved and printed. 21. Order details These details are automatically pasted from the order sheet using the Add Macros. Therefore the titles are set in that order according to the data sheet and the font has been set to be changed as part of the processes of the add macro. 22. Customer details on the invoice. These formulas simply display the information/details which the end-user would fill out at the top of the order sheet. 23. Calculation formulas on invoice The print screen above shows all the formulas used I order to calculate the grand total. These are the same formulas used as the order sheet which I have explained in detail, however these have different cell references and copy the if statements from the order sheet so that the customers order is transferred correctly and so I do not have to repeat the process again.

A Root Cause Analysis Essay

Healthcare facilities that are accredited by Joint Commission are required after a sentinel event to conduct a root cause analysis (RCA). A root cause analysis is conducted to determine the cause or factors that contributed to the sentinel event. A few things must be asked in the RCA such as who, what, where, why and how in order to identify the cause. After the cause of the sentinel event is determined and a corrective action plan has been put in place a failure mode and effects analysis (FMEA) could be conducted to reduce the likelihood that it should happen again. The scenario A 67 year old male (Mr. B) was brought into the emergency room for pain to left leg and left hip. The injury occurred when the patient had a fall due to him losing his balance after tripping over his dog. The hospital is a 60 bed rural hospital located in Mr. B’s hometown. Mr. B was brought in by his son and neighbor. Upon triage Mr. B was complaining of pain 10/10 on the numerical pain scale and his vitals were found to be stable. Mr. B has a history of impaired glucose tolerance, prostate cancer, and chronic pain which he is on oxycodone. The Patient states he had no known allergies or previous falls. Upon the nursing assessment Nurse J. has noticed that the patient has limited range in motion, his left leg has swelling and appears shortened in comparison to the right. Nurse J. has informed the ED physician which he came to his bedside for evaluation. Upon evaluation the physician decided that Mr. B needed to have a reduction of his left hip, due to the dislocation and will require a conscious sedation. Mr. B requires multiple doses of medication to achieve the desired sedation affect for the reduction. Once the reduction was successful Mr. B is left with son in the room where a full set of vitals were not continuously monitored and goes into respiratory failure which lead to the death of Mr. B. Staffing on this day is the day of the event consisted of a secretary, emergency department physician (Dr. T), and two nurses (one RN and one LPN). A respiratory therapist is in house and available as needed in this six bed ED and sixty bed hospital. Events At 3:30pm- Mr. B was taken to ED for left leg and left hip pain from a fall. Pain is a 10/10 vitals include 120/80 blood pressure (BP), 88 heart rate (HR) and regular, 98.6 temperature, (T), 32 respirations (R), 175 lbs.. At 4:05pm- Mr. B was given Diazepam 5mg IVP which had no affect after 5min. At 4:10pm- Dr. T orders 2mg of hydromorphone to be given to Mr. B. At 4:15pm- Mr. B was given 2mg of hydromorphone IVP. At 4:20pm- Dr. T is not satisfied with level of sedation and orders Mr. B to be given 2mg of hydromorphone, and diazepam 5mg IVP. At 4:25pm- Mr. B appears to be sedated and reduction of his (L) hip takes place. The patient remains sedated and appears to have tolerated the procedure. The procedures concludes at 4:30pm. No distress is noted, patient is placed on monitor for blood pressure to be taken every 5 minutes along with pulse oximeter but no supplemental oxygen or ECG leads (monitors cardiac rhythm and respirations) was placed on patient at this time. At 4:30pm- Nurse J allows Mr. B’s son to remain in the room with him as he is being monitor by blood pressure machine only. Nurse J leaves the room. At 4:35pm- Mr. B vitals are BP 110/62, O2 sat is 92% still no oxygen or ECG leads are on patient at this time. EMS is transporting a patient in respiratory distress, lobby is beginning to get congested. LPN and Nurse J. in the process of discharging 2 patients and are checking in the patient that EMS has transported in. LPN enters Mr. B’s room and resets his alarming monitor that was showing a sat of 85% and restarts the B/P to recycle. LPN does not supply oxygen and does not alert Nurse J at this time. Management is not notified that patient acuity and patient load is increasing. Nurse J is now fully engaged with the emergency care of the respiratory distress patient. At 4:43pm- Mr. B’s son comes out of room and informs the nurse that the monitor is alarming with vitas of B/P 58/80 O2 of 79%. The patient has no palpable pulse and is not breathing. A STAT code is called and the son is taken to the waiting room. The code teams arrives places Mr. B on cardiac monitor where he is in ventricular fibrillation and the team begins resuscitative efforts. CPR is started and the patient is intubated. Mr. B is defibrillated and reversal  agents, vasopressors and IV were started. At 5:13pm- After 30 min of interventions the ECG returns to a normal sinus rhythm with Mr. B’s B/P being 110/70. The patient is completely dependent on the ventilator, his pupils are fixed and dilated and there is no spontaneous movements. The family as asked for the patient to be transferred out to a tertiary facility for further advanced care. Outcome Seven Days later Mr. B has died. The family had requested that life-support be removed after brain death had been determined by EEG’s. This is a sentinel event. Investigation of sentinel event should begin with a Team and method of investigation. Interdisciplinary team included in the RCA should include the Director of Nurses, Nursing Supervisor, Risk management, Nursing Coordinator, and Manager of the department. Once the team is put together the RCA should be started. The team should set up interviews with all staff that was involved and present in the department the day the sentinel event happened. A complete chart review should be conducted by team. The policies on conscious sedation, staffing of department, and standardized work should be reviewed. When the cause is identified a corrective action plan should be conducted. The corrective action plan will allow a series of projects can be put in place to help create or change polices if needed. The new or changed polices should be put into education models to teach to current and new staff as needed. The Root Cause Analysis Causative factors- (why it happened) determined cause Individual’s cause factors Nurse J did not follow procedure for conscious sedation. The patient was not placed on continuous B/P, ECG, and pulse oximeter throughout the procedure. Respiratory Therapist was not informed of the conscious sedation. LPN did not address low o2 saturation of 85% between the 4:35pm-4:43pm. Dr. T did not take in account of the patient’s weight and chronic pain medication use. Nurse J did not question the medication that Dr. T ordered. Team’s cause factors Management was not called and informed of staffing needs and acuity of patients. Back up staff was not called in to help when acuity and patient load had increased. Commination between Nurses and Dr. T were not present when the patient began to decompensate. Management /Organizational cause factors Unsafe Staffing at ED. There was not enough staff present to safely manage emergencies in the ED. RCA Findings: Errors and/or Hazards 1. Per protocol the patient was not hooked up to the proper monitoring equipment at the bedside. The facility procedure police called for continuous B/P ECG, and pulse oximetry during and after procedure until patient meet the discharge criteria. The nurse should have remained with patient during the recovery period. Crash cart with defibrillator was not present during the procedure nor was the proper reversal agents that could reverse the medication given for sedation. 2. Nursing staff communication was very poor. LPN did not notify Nurse J or ED physician when the patient’s o2 saturation dropped down to 85%. Oxygen was not placed on patient when O2 saturation dropped which led to respiratory failure causing the patient to code and eventually led to Mr. B’s death. 3. Communication between ED staff and management lacked when staffing needs increased. Patient safety was put at risk when the patient load and acuity increased in the ED and the staffing did not increase. Staffing shortage caused the nurse and nursing support staff to attend to other patients and leave Mr. B unmonitored which led to respiratory distress due to the patient being over medicated for sedation which led to respiratory failure and eventually led to Mr. B’s death. 4. The ED physician did not request the patient be transferred to the nearest trauma center due to lack of recourse’s in the emergency department. Recommended Corrective Action Plan/Change Theory/Improvement Plan 1. Improved patient safety during conscious sedation: Effective immediately all conscious sedation procedures will be conducted per protocol. Within 10 days the conscious sedation procedure should be evaluated by a committee to ensure the best practices are being used. Within 30 days of this RCA all  staff should be educated on conscious sedation protocol. All nursing staff should use review protocols for conscious sedation before a conscious sedation procedure is to take place. 2. Communication within the department should be evaluated immediately by a group of staff members to find out where the miscommunication failure lies. This could be that the nursing support staff is unaware of the parameters that should be reported to nurse or physician. With 10 days of this RCA a policy on documentation of communication should be put in place to ensure that all nursing staff are documenting the communication of a patients change in status has be reported to physician. Effective immediately all nursing support staff should be educated on parameters that should be reported to nursing staff and physicians. This should be put into a policy along with documentation of communication. 3. Improved patient to nurse ratios: Management should put in place a safe nurse to patient ratio for the emergency room. Communication policy between department and management should be put in place effective immediately to ensure that no other patient should be placed in harm’s way due to staffing shortage. The emergency department should be put on diversion if the patient load and acuity places patients at risk for harm in any manner. A copy of the RCA should be given to management and leadership. Management should share the finding with all emergency department staff. Feedback should be done 30 days after corrective action plan or change theory have been put in place to ensure that everything that has been put in place is effective for the department to improve patient safety. Constant reevaluation of patient safety should be conducted and feedback given to improve patient safety by all providers involved. Management will continue to ensure that all staff follow all protocols to ensure that patient care and safety are not compromised. At a 90 days bench mark after the corrective action plan has been put in place management should revisit the any changes made to protocols and polices to ensure compliance and effectiveness is still in place and reevaluate the process to ensure patient safety. Failure Mode and Effects Analysis (FMEA) A Failure Mode and Effects Analysis is proactive versus the RCA which is reactive. A FMEA assesses a process for risks of failures or adverse effects of a process and prevents them by correcting what is wrong proactively  (Institute for Heathcare Improvement, 2004). A Healthcare facility may use FMEA tools on the Institute for Healthcare Improvement website to evaluate a process in the facility. This tool will calculate a risk priority number (RNP) of a process, evaluate the impact of the process and the changes that are being considered, and tract the improvement over time (Institute for Heathcare Improvement, 2004). PRE-FMEA 1. Step one: Select a process to be evaluated with FMEA. The FMEA for this paper will focus on the conscious sedation protocol. 2. Step Two: Recruit a multidisciplinary team and include a member from every department that may be involved or affected. This team for the conscious sedation protocol should will include. Registered Nurse Physician Management Pharmacist Respiratory therapist A member from Legal Laboratory Tech Emergency Department Tech 3. Step Three: Information needs to be gathered by the team. A list of steps in the process being evaluated should be put together or even an outline of steps would be helpful to the team. All internal and external data, clinical practice guidelines, current policies and procedures, current literature and any other information that may pertain to the process that is being evaluated. For the purpose of this paper we would use data on outcomes of conscious sedation protocols, RCA’s on bad outcomes, clinical practice guidelines and any research documentation that would aid in best practices for conscious sedation. Team meetings should be structured with an agenda. A leader or primary person with extensive knowledge of the FMEA knowledge (Department of Defense Patient Safety Center, 2004) 4. Step Four: The Team should list the failure modes and causes. In each process all failure modes should be listed, and then for each failure mode a list of possible causes should be listed as well. In this scenario we will use this as an example Preparing medication Wrong medication prepared Wrong dose prepared 5. Step Five: A Risk Priority Number (RPN) will be assigned to each failure mode for the likelihood of occurrence, for the likelihood of detection, and for the severity. This step is also known as the three steps FMEA. The RPN is a numerical rating. For this scenario here is an example Likelihood of Occurrence: This will measure the likelihood a failure mode is to occur. The score range will be 1-10 with 1 meaning it is very unlikely to occur and 10 meaning very likely to occur. Example- Wrong medication prepared = 5 Likelihood of Detection: This will measure the likelihood a failure mode is to be detected if it should occur. The score range will be 1-10 with 1 meaning it is very likely to be detected and 10 meaning very unlikely to be detected. Example- Wrong medication prepared = 6 Severity of occurrence: This will measure the severity of the failure mode should it occur. The score range will be 1-10 with 1 meaning no effect and 10 will be death should a failure mode occur. Example- Wrong medication prepared= 9 6. Step Six: The team will evaluate the results. For each failure mode the three scores are multiplied with each other. The failure mode with the highest RPN will be the one that will be evaluated by the team to ensure patient safety. The higher the RPN a failure mode has the higher the potential for harm it may cause. The RPN score can be as high as 1,000 and as low at 3. Example- Wrong Medication Prepared Occurrence- 5 Detection- 6 Severity- 9 5x6x9= overall score =270 7. Step Seven: An improvement plan will be made based on the RPN. Likely to Occur. Have a triple check put in place. Have team attempt to eliminate all possible causes. Example-Have medication scanned when pulled from Pyxis to check providers order. Have patient scanned before medication may be prepared to check providers order. Have patient and medication scanned to ensure correct patient with the correct medication and proper providers order. Unlikely to be detected. Look for warning signs that the error may not be detected. Use data from any previous or prior errors. Severity. Use any data available to determine severity of error. Make available any and all resources to prevent further errors and severity of errors. Final Step- The final step in the FMEA is to plan an observation or test. A plan should be clear of its objections and should have some sort of predictions or outcomes. During the test all data should be documented. In this data collection phase all observations including problems or unexpected issues should be documented and later evaluated. After the test is complete and all data collected the team should meet for analysis of the data. A summary of the analysis should be documented. All changes or modifications to the process will be based on the test and analysis of data conducted. Any and all changes should be communicated to all staff members. These changes may or may not show improvement to the process, this is why constant reevaluation of all process should be conducted and any feedback should be given to leadership for the reevaluation of the process. Nurses play a vital role in health care. Nurses have the most contact with a patient. Nurses carry out any orders and or processes. A nurse is the patient advocate, they are the ones who will advocate for patient safety. Nurses are the advocates who will be looking for evidence base practices to improve patient care and patient safety. Improving quality of care for each patient will improve the outcomes for each patient. References Department of Defense Patient Safety Center. (2004, 12 26). Failure Mode and Effects Analysis. Retrieved from FMEA Info Centre: http://www.fmeainfocentre.com/handbooks/FMEA_Guide_V1.pdf Institute for Heathcare Improvement. (2004). Failure Modes and Effects Analysis (FMEA). Retrieved from Institute for Heathcare Improvement: http://www.ihi.org/resources/Pages/Tools/FailureModesandEffectsAnalysisTool.aspx

Security in the Workplace Essay Example | Topics and Well Written Essays - 6250 words

Security in the Workplace - Essay Example The term security may include integrated security, physical security, company security, hiring issues, etc. Some situations may be emergencies, which definitely require a proactive procedure. Emergencies should be prevented as much as possible and that is why it is important to determine what might be an emergency, or what might lead to an emergency. If an emergency or a safety need does arise, it is detrimental that systems and policies are in place. This will not only avoid confusion and lack of readiness and education, it will minimize injuries, accidents, and liabilities. When safety/securities needs are overlooked, they can cause problems for everyone and this causes lawsuits and liabilities. The organization, with the security manager’s guidance, should look out for the safety and security of all those who enter and have dealings with the company. The security manager should also help provide a secured environment by teaching administration/management and staff how to ab ide the systems and policies, focusing on intrusion prevention and detection, consistent auditing, and computer security. Management is the authority in which the staff follows and they also provide the standard for any visitors and clients who deal with the organization, or company. Management should know what to look for during the hiring process to prevent future problems. Security in the Workplace 2 Nixon states, "Poor hiring practices can cost a company in lost productivity, theft, and at the extreme end, workplace violence incidents that can cost lives, damage the company's reputation, and depress future earnings. Legal expenses for negligence lawsuits (for issues including negligent hiring, supervision, security, training, and retention) average $2.2 million, according to Rebecca Speer, a workplace-violence attorney. But more devastating is the loss of life that violence in the workplace can cause. To minimize the risk of such incidents, companies need to implement a well-crafted hiring process that screens out violence- prone candidates before they become employees". Steps in the hiring process will lead to risk management, a safer environment for all, and fewer liabilities. "One of the simplest self-opt-out techniques is to declare the organization a "violence-free workplace," just as some organizations proclaim that they are a drug-free workplace and therefore test all applicants for drugs. If, from the outset of the hiring process, a company makes clear that its selection process focuses on individuals who will support efforts to keep the environment free of violence, individuals who have been used to displaying aggressive, hostile, and violent behavior will go elsewhere or will join the company with the understanding that this behavior is not acceptable," states Nixon. Screening candidates during job interviews is an excellent way to insure a safe and secure environment. Be sure to choose questions that are helpful in meeting your Security in the Workplace 3 organization's goals, do background checks, investigate inconsistent work history, and contact each candidate's references. Be sure to have job candidates sign a form which states that, should he/she be hired, listing false information on an application is reason for termination. The theoretical foundation for security is to determine every possible issue and concern regarding safety and security in order to plan, develop, implement, enforce,

A Profession Undergoing Rebirth -Transformations in the Quantity Essay

A Profession Undergoing Rebirth -Transformations in the Quantity Surveyor's Role - Essay Example The quantity surveying surfaced in England as early as the eighteenth century. Cartlidge (2002) describes in his book those beginning years, where the quantity surveyor acted for the master tradesmen, measuring the work after completion and usually submitting final accounts to the building owner.As a consequence of these activities, it more and more became the habit of building owners to have work performed under contract and to call for bids before any work was undertaken. A process, therefore, developed whereby specifications and drawings were given out to selected master builders, who would then present proposals for the total price rather than a group of prices from master tradesmen. Builders soon realized that it would be more economical for them as a group to employ one surveyor to measure quantities for all of them. They could thus split the cost of the surveyor, acquire a similar bill of quantities which made sure that they would all be tendering on the same basis. Later on, the building owner realized that it would be to his own advantage to hire and pay the fees of the quantity surveyor (Willis and Ashworth, 1994). The quantity surveyor thus transformed to a consultant. The traditional function of the quantity surveyor has been defined by Cartlidge (2002) as a measure and value arrangement. Still practiced by some, the old, conventional role prepares estimated ballpark figures of the initial costs of the building using a single price method of valuation. The design would only then be developed by the architect when the cost was suitable for the client. Afterward, bills of quantities for tendering purposes would be created, progress payments would be quantified, and a final account would be prepared on the basis of the tendered documentation. Although the process was essential and vital, it was obviously also mainly reactive. In the 1960s, cost planning services were included in the selection of tasks carried out by the quantity surveyor, in order to avoid tenders being received that were over the budget (Egan, 1998).

Macro--economic Essay Example | Topics and Well Written Essays - 1500 words

Macro--economic - Essay Example Conclusion VII. References. What is wrong with America’s labor market? I. Introduction This excerpt is from The Economist magazine. It considers the fall in the American economy with specific concern to the labor market. The Issue in concern discusses the reason behind the fall in labor market, whether the problem lies at the demand side or the supply side along with pros and cons for active job policy. Part (a) – Article Summary The article talks about persistent unemployment rate in America’s market. The models and theories used in this article are: 1. Different types of Unemployment 2. Economics factors of production 3. Economic Growth Model 4. Demand and Supply Theories 5. Keynes Theory of Income and Employment 6. Modern Macroeconomists view 7. Okun’s Law II. Why is the labor market weak? America has faced recession at June 2009 (NBER, 2009). After the recession in recovery USA has seen 2.8% annualized growth, this was of course real low therefore it c annot have assured a significant change in unemployment rate thereafter. This is slightly in accordance with the Okun’s Law, which says, â€Å"that for every 1% rise in the unemployment percentage there is approximate 2% fall in the potential Gross Domestic Product.† Though the exact accuracy of the law is yet under disputation, however it stills empirically recognizes the relationship between unemployment and country’s production. With only 2.8% real growth in the current recovery session, it is not at all surprising that job growth has been an issue. The resultant unemployment is due to cyclical variation therefore we could term it as cyclical unemployment - unemployment caused by business cycle recession. The current slight decrease in jobless rate of 0.1% is misleading; the growth rate could not be measure inconsiderate to other negative factors (the discouraged workers drop out). There are around 46% of jobless workers preferring to remain unemployed. This is because of the inability to find the works that satisfy their needs. The weakness in the production cycle has to be mostly blame but there are signs of an emerging disease in American called structural unemployment. Structural unemployment results from persistent mismatch between the features and skills of workers and the job demands or requirement. It last longer periods compared to the frictional unemployment, as worker would require time to learn new skills. The youth unemployment (frictional unemployment) is worse factor of the America’s weak labor market. America has a lesser fraction of prime age men in workplaces and in the labor force than any other in the G7 economy. Some 25% of men 25-54 years old with no college certifications, 35% of high school dropouts and approximately 70% of black high school dropouts are not working (Economist 2011 under Jobs for the future). In addition, this frictional unemployment arises from process of matching workers with job. Fricti onal unemployment might be good as the workers take time matching the job they are wishing to do. However, if the unemployment period is long then it is not beneficial for the economy, as short-term unemployment becomes long term. This is almost what is happening in

Potential Liability on Cross-site Scripting Essay

Potential Liability on Cross-site Scripting - Essay Example These high level management personalities of diverse disciplines, howsoever trustworthy, cannot digress from their own responsibilities to justifiably oversee such crucial and important functional branch as online security. The insurance industry has solid customer base and vast financial inputs. Online security must be exclusively handled by security experts just like operations, program development and network operations are handled by experts in these fields. Otherwise the industry could become an easy target of ceaseless and relentless attacks of malevolent hackers spread all over the globe. The managers of the three disciplines meet only twice annually as the security management committee to co-ordinate security developments and plans. This step-motherly treatment to security could prove to be counterproductive and expensive in the long run. Other potential liabilities the company needs to address are risks arising from high volume of online interactions and transactions with clients. When clients forget their username and/or password, they are required to answer a challenge question to retrieve the information by email. If anyone can forget username and/or password there is no guarantee they are likely to remember challenge questions and answers. Ideally, the company must provide clients with passwords. (Case Information) Recommendation on the immediate handling of the XSS threat to LIB The first and foremost action recommended is employ full time security consultant and fix responsibilities inclusive of the XSS threat to LIB. The immediate next step is to make clients aware of the XSS risk and educate them on the course of action they need to bear in mind and act upon whenever browsing LIB website. The operations manager, program development manager and network operations manager must continue to maintain vigilance in security matters and report unusual occurrences to the security department/consultant. These three management entities must coordinate with security on daily or at least on weekly basis. (The Cross Site Scripting (XSS) FAQ) Recommendations on improvement in the management of security at LIB Having a separate entity to handle online security issues at LIB is the ideal decision and the first step to address risks to the overall business. The company can further improve its online security concerns by maintaining high alert on offline areas as well. A systematic reward scheme must be put in place for those providing information and alerts on unusual online movements. The company must also have its own discreet methods to test its security system by using tactics such as sting operations periodically in top secrecy. The company must also keep itself abreast on hackers' modus operandi and the susceptibilities and vulnerabilities of the online insurance industry. As a standard measure, every company using online business systems and network will ostensibly possess security technologies applicable to its sphere of operation and guard the interests of its clients and its own by routing online communications by encrypting, scrambling and decoding

Contract Law Essay Example | Topics and Well Written Essays - 2000 words - 2

Contract Law - Essay Example The industrial revolution was characterized by the rise of many businesses and enterprises to offer employment opportunities and consequently boost peoples’ living standards. With such an active population, it was expected that some people could make use of others’ resources and time by carrying out fraud business practices. This led to the formation of laws that sought to govern both the workers and the employers and protect them from any uncouth business practices that either could carry on the other. The law not only served the employees and employers but also observed that the business practices carried out by different business entities were legal . There are other scholars that claim that contract law came to rise as a sub-branch of civil law. History of contract law with relation to civil law is rather precise. This is from the fact that contract law is widespread from the fact that different contracts have different rules depending with the type of business acti vities to be carried out by the parties. This thus does not require a particular set law to govern it and makes it rather flexible and diverse. This is related to civil law in that civil law has core principles summed up and put into a referable structure and rules are made depending on the most appropriate system. This inspired present day contract law and thus the various developments witnessed .The Lex mercatoria is also said to have been a powerful force in the formation of contract law. The Lex mercatoria acted as a system through which merchants.... This is from the fact that contract law is widespread from the fact that different contracts have different rules depending with the type of business activities to be carried out by the parties. This thus does not require a particular set law to govern it and makes it rather flexible and diverse. This is related to civil law in that civil law has core principles summed up and put into a referable structure and rules are made depending on the most appropriate system. This inspired present day contract law and thus the various developments witnessed3. The Lex mercatoria is also said to have been a powerful force in the formation of contract law. The Lex mercatoria acted as a system through which merchants and other business people used in Europe in the medieval era to ensure that there was the upholding of healthy business practices4. As it evolved, it gained principles that leaned more towards the common law setting. This is when a set of business people and law makers convened and so ught to create a system that would support merchants of all types regardless of the types of business they carried out unlike the common law that had a particular set system. This led to the formation and rise of contract law. Shifting focus to Classical Law, it is important to understand that it is one of the oldest forms of law in existence. Classical law has its roots in Rome and thus has the synonym Roman law. The form of law receives credit as one of the oldest law systems from the fact that it comprises laws that were written in Stone tablets. Roman law has ensured that these laws are observed by the subjects it governs and amendments are rarely done on it. Classical law can relate to contract law in that the

Jewish Cosmopolitanism in the Modern Era Essay Example | Topics and Well Written Essays - 1000 words - 1

Jewish Cosmopolitanism in the Modern Era - Essay Example The changes of the Jews shall be attributed to the main Anti-Semitic hatred forms that attributed the Jews as unique, thus deserving the hatred they received, and still to some reasonable measure, still receive. These are cultural, economic, religious, political, apocalyptic, and racial perceptions. Major cities in the world are cosmopolitan; meaning that they host diverse cultures, races, religions and tribes. Based on the Anti-Semitic belief by the Jews that predominantly having the desire to exercise the Jewish Culture would lead to the easy identification of Jews, much care is taken. There is also a belief that since the Jews were considered as the Chosen Lot, there was a tendency of them wanting to overturn any other culture and make people assimilate their culture. The result of this fear made the modern-day Jew take up the cultures of various cosmopolitan groups in the city, gifting them with diverse survival tactics that aped all the communities. This gave the modern Jews an upper hand as they were able to interact with all the groups. According to them, this was a survival skill they had to learn in order not to be distinct and conspicuous for any attack from the Anti-Semites. This was good, but eventually, Jews lose their touch with their culture.Judaism, the main Jewish religion, has had a long misunderstanding with Christianity ever since the emergence of Christianity. This misunderstanding arose from various factors that included the differences in beliefs about God.

Relation of learning styles and business training Statistics Project

Relation of learning styles and business training - Statistics Project Example This chapter presents the results of analysis of the data that have been collected through sample survey. The data have been edited and coded using Micro Soft Excel and analyzed with popular statistical package- SPSS. The analysis has been undertaken in conformity with the research objectives and hypotheses set. The chapter also discusses and justifies the proof/rebuttal of any hypotheses. The major findings of the study are also demonstrated after analysis of each relevant question. Figures are exhibited wherever appropriate to make it more readable and comprehensible for readers. The above table exhibits the number of workers employed across departments. It is clear that operations department has largest number of workers and project department has only 9 workers out of the sample 74. It is also evident that department project and operations employ no female workers and the entire female employees working with the organisation belong to support department. The Table No. 2 shows the work experience of employees. Among the sample respondents, 27 percent have got experience in between 3 and 5 years. It is also clear that of the total; only 19 percent employees have experience of more than 9 years. Employees having less than 1 year experience accounts for only 20 percent, which is backed by 16 percent with 5 to 9 years experience. Table No. 3 Employee Opinion on Training Effectiveness Response Frequency Percent Strongly Agree 13 17.6 Agree 39 52.7 Neither Agree nor Disagree 8 10.8 Disagree 8 10.8 Strongly Disagree 6 8.1 Total 74 100.0 This table depicts the employee opinion on the effectiveness of training programme undertaken by the firm. Majority of the employee support the training programme that they believe training programme is effective. Among the supporters around 18 percent strongly agree, while 53 percent agree with the present system of training. However, those who do not support the present system accounts for around 19 percent, which does not sound to be a negligible one. Table No. 4 Employee Response to Mentor Method Response Frequency Percent Strongly Agree 5 6.8 Agree 5 6.8 Neither Agree nor Disagree 22 29.7 Disagree 31 41.9 Strongly Disagree 11 14.9 Total 74 100.0 Table No. 4 is intended to present the employee response to mentor method of training. It is clear that majority of the employees do not support the innovative method. Employees who support account for a meager percent when compared to that of non-supporters. Non-supporters come to around 57 percent, while those who reluctant to opine on this is around 30 percent. Table No. 5 Employee Response to Benefits of External Training Response Frequency Percent Agree 14 18.9 Neither Agree nor Disagree 31 41.9 Disagree 18 24.3 Strongly Disagree 11 14.9 Total 74 100.0 Table No. 5 shows the response of employee to External training arranged by the firm. It is evident

Social Media Essay Example for Free

Social Media Essay Humans were always known for their cultural trend of migrating to what is cool and new. The Internet became a sensation when it first came out in the 60s. However, now sites such as Facebook and YouTube have absorbed that popularity. There are about 250 million active Facebook users, 346 million blog readers, 184 million bloggers, 14 million â€Å"tweeters† (Zarrella, 1). These websites are now known as the world of social media. The term social media broken up consists of two words, social media. Social meaning one’s uncontrollable need for companionship and media is a communication instrument (Dictionary.   com). Therefore it basically means the search for companionship through a communication instruments. The recent rise in the usage and the popularity of the Social media has amended the higher education system, altered the psychological state of its users and redefined marketing and advertisement. Facebook, YouTube and BlogSpot are the more prominent sites in which Americans socially relate. â€Å"With over 500 million active users, Facebook provides a virtual reality in cyberspace where users can enact identities for their friends, acquaintances, and a larger passing public† (Noor Al-Deen, 5). Users create profiles and provide explicit information such birth date, location, and relationship status, forcing one to become deeply attached to one’s accounts. Of the many reasons why members of the society use social media are to accumulate friends and strengthen previous friendships. â€Å"According to Facebook, the average user has 130 friends† (Noor Al-Deen, 5). Facebook focuses on making friends and updating statuses and being aware of your virtual friend’s status. Another reason why members of the society use social media is it to engage in self-presentation, make one self-known to the larger world (Noor Al-Deen, 5). Many have become socially elevated just by posting a video of themselves on Facebook or YouTube. College students are of the top users of social media. â€Å"In a recent study college students ‘reported using Facebook 30 minutes throughout the day as apart of their daily routine’†( Noor Al-Deen, 3). College is an environment where one explores his options and decides his future. Therefore many college students refer to sites such as Facebook and Twitter to become truly apart their collegiate community and become socially integrated. â€Å"A study submitted by Heiberger and Harper in 2008 found that 78.  1% of students who spent more than an hour on Facebook participated in at least 1 student organization or more† (Wankel, 4). Therefore there is an evident relativity between social integration and participation in school organization. Social media sites have also enabled freshmen student to enact with their professors and classmates much efficiently instead of having to set appointments and wait for a long time for one to meet one’s professor (Noor al-Deen, 6). Therefore incoming freshmen students should be encouraged to get involve socially both online and offline to increase their chances of growth within the institution they attend. However, according to Charles Wankel, a professor at St John’s University, extensive usage of sites as such Facebook can cause deficits such as information overload and bypass academic responsibilities. It takes up to much time of the day that it distracts one from his tasks. Social media sites have also altered the psychology of our society. â€Å"‘†¦Television and other popular forms of social media shape our perception of reality’ Sheldon says. † (Newswise) we base our decisions and thinking on what we encounter during our experiences with those forms of social media. Children are the most vulnerable to this psychological shift due to the stage of life they are in. Childhood was always known as a stage where children absorb all information presented and merge it into their behavior. So when children are presented with social media sites they are forced to adopt. An article written by Chelsea Clinton and James Steyer says â€Å"By the time theyre 2 years old, more than 90% of all American children have an online history. At 5, more than 50% regularly interact with a computer or tablet device, and by 7 or 8, many kids regularly play video games.† Children are being familiarized with social media by parents and older siblings and cousins and that’s how to they ride this wave early on. As they grow up they are faced with calamities and adversities such as bullying or parental divorce. They then turn to social media sites to express their feelings and search for comfort and empathy. â€Å"Rosen says. His research shows people who engage in more Facebook activities more status updates, more photo uploads, more likes also display more virtual empathy† (The Huffington pos ). This virtual empathy then reflects on one’s face to face interactions. Children who are not socially active face to face become more socially confident after using social media. This is due to them sharing and communicating online behind doors, which builds their confidence. â€Å"If someone posts he had a difficult day, and you post a comment saying, Call me if you need anything, youve just displayed virtual empathy† (The Huffington post). However an article claims that† The immediacy of social media platforms, coupled with vulnerable youngsters who are socially inexperienced and not fully developed emotionally, can create a combustible mix. Kids often self-reveal before they reflect, and millions of kids say and do things they later regret† (Clinton Steyer, 1). Social media sites have transformed the minds of these children and made them think that these sites are always helpful. â€Å"Consumer Reports reported last year that more than 7. 5 million American kids under the age of 13 have joined Facebook, which technically requires users to be 13 years old to open an account† (Clinton Steyer, 1). This shows the addiction that one’s children could have if one doesn’t set restrictions and provisions. Lastly, the final aspect in which social media sites had an enormous impact on was marketing and advertising. Businesses recently began to market their products on social media because of the large online social population. So as they receive supporters, these supporters also began to influence others that they virtual met or will meet. It is like a chain reaction of supporters. In recent years many name brand companies have become a part of the social media community. â€Å"Brands such as IBM, Burger King, and have come to own a 100 blogs and claim over 100000 views on YouTube† (Zarrela, 2). Through these blogs and YouTube they communicate with consumers and make sure that the consumer full is convinced with the product. Advertisement is a great part of a business because it is what attracts consumers. â€Å"Advertisers don’t have to pay publishers or distributors huge sums of money to embed their messages; now they can make their own interesting content that viewers will flock to (Zarrela, 5). Therefore their spending decrease and profit increase. The social media is cheap means of marketing for businesses. It costs almost nothing, it’s easy to get started, and it can have an enormous financial impact on your business (Zarrela, 3). In conclusion, social media has become a source of advancement and growth in which one can attain effortlessly. However one must become knowledgeable of what one share and reads. Social media opens doors to who chooses to excel academically by offering different angles on a single topic and aiding him/her on researching about that topic. It also opens opportunities to become more socially rounded by building confidence behind closed doors and automatically reflecting that in your day to day interactions and relationships. And open doors for businesses to grow and become more popular and productive. Social media cost all most nothing therefore there is no reason why one should take advantage of the golden opportunity that lies ahead of one. However one must not be controlled by the social but one should be in control of it.

Analysis Of The Stranger, By Albert Camus Essay

Analysis Of The Stranger, By Albert Camus Essay Tone is very important to The Stranger. Albert Camus uses several examples of irony and ironic twists. For example, Meursault got involved in a fight that had nothing to do with his life. He started out by writing a letter for his neighbor, Raymond. Raymond wanted to get his ex-girlfriend back in order to punish her for what happened in the past. Meursault ended up fighting the brother to the woman, who happened to be Arab. The final outcome was Meursault had to kill the Arab man even through the writing made the readers think Raymond was going to kill the brother. Meursaults voice comes across as lacking typical emotions. The subjective tone of the author makes the reader feel sympathetic, unsympathetic, and sympathetic once again towards Meursault situation. Then within the last few pages he has a revelation that changes the way he thinks and feels. There are various literary devices used in The Stranger. Symbolism is shown in both part one and part two. Colors of the ocean, the sky, and the view of everyday life symbolize different feelings. The color red is used when Meursault is angry or when he feels lust. He described Maries red dress when he wanted her and he described the Arab at the beach right before they fought. The color green is used when hes happy. For example, The sky was green, I felt good. The crucifix is a symbol for god and sacrifice. The crucifix shows everything that he doesnt believe in. He proves this by saying He wanted to talk to me about God again, but I went up to him and made one last attempt to explain to him that I had only a little time left and I didnt want to it on God. The courtroom is a symbol for mankind as a whole. The jurors and judge is like society and how they judge Meursault and can change his life. He feels this when he says, It was then that I noticed a row of faces in front of me. The y were all looking at me; I realized that they were the jury. But I cant say what distinguished one from another. I had just one impression: I was sitting across from a row of seats on a streetcar and all these anonymous passengers were looking over the new arrival to see if they could find something funny about him. Imagery is used when describing all characters, events, and settings. Albert Camus uses colors, and subtle details that paint a mental picture. He describes Old Salamano and his dog as two beings on the planet that look similar with their old yellow flaking skin. But Meursault also describes everything around him. And I can remember the look of the church, the villagers in the street, the red geraniums on the graves, Prezs fainting fit, he crumpled up like a rag doll the tawny-red earth pattering on Mothers coffin, the bits of white roots mixed up with it; then more people, voices, the wait outside a cafe for the bus, the rumble of the engine, and my little thrill of pl easure when we entered the first brightly lit streets of Algiers, and I pictured myself going straight to bed and sleeping twelve hours at a stretch. Meursault describes everything he can see making the readers understand the novella better. Similes and metaphors are used on practically on every page of The Stranger. A simile is used when describing Raymond. He was bleeding like a pig. Meursault states about the sun, But the heat was so intense that it was just as bad standing still in the blinding stream falling from the sky. To stay or go, it amounted to the same thing. A minute later I turned back toward the beach and started walking. The sun is a metaphor for Meursaults uncomfortable feeling. Hes comparing the sun to society and how both make him feel uncomfortable and different and he doesnt like it. The Stranger by Albert Camus shows a man fighting society in his head and how he deals with it. The novella uses tone, theme, and literary devices to show this mans life and his sceptical view of the world as he discovers that he can change , only to find out that it is too late.

The Sisters of Mercy :: Exploratory Essays Research Papers

The Sisters of Mercy   Ã‚  Ã‚  Ã‚  Ã‚   For this assignment, I decided to research the Sisters of Mercy, a Catholic order of nuns.   I never before realized that there is so much behind their amazing devotion to the Catholic Church and God. I must admit that they are beautiful examples of God's teaching, and I feel truly blessed to be involved with the Sisters of Mercy. Each and every one of them has a unique story to tell about her life, but none is more intriguing than that of Sister Mary Joel Hopkinson. Having only heard bits and pieces, and not knowing for sure the steps that each of these women had to take to become who she is today, I asked Sister Mary Joel to share her story with me.    When she was born into a Protestant family in New England, no one could have guessed that Sister Joel would end up becoming a Catholic, let alone a Sister of Mercy. But as it turned out, as Sister Mary Joel Hopkinson says, "There was no way to deny it; this is what God wanted for me." Sister Joel has been a Sister of Mercy for almost fifty years. What is so interesting about her story is that she has been a Catholic for only fifty years. Only a little more than a year after she converted to Catholicism, she found herself looking to enter a convent. She explained that all her life she had had Catholic friends. At one of her jobs, she was the only non-Catholic in the carpool. The Catholic Church intrigued her, and she was of a curious nature, but not until years later did she realize that God was sending her a sign. She puts it rather bluntly when she says, "God pushed me out of the window and into the convent." Sister Joel was not always a businesswoman; in fact, she worke d in a building in Brooklyn, New York, cleaning windows on the second floor. It was a rather old building, and the chains on the windows had been painted over a number of times. Once, while struggling to pull the window down, she lost her footing and fell out the window. The reason she says God pushed her is that the only ambulance on call that day was from St.

The Little Big Man in Great Expectations :: Free Great Expectations Essays

The Little Big Man in Great Expectations Many people grow small trying to grow big. This idea appears prominently throughout the novel Great Expectations by Charles Dickens. This critical lens means that as a person tries to better them self, that have to be careful to be true to their values or they will become what they despise. This is a story about a boy who falls in love with a girl from a higher class. It seems as if these two could never really be together. Yet by some turn of events he gets a chance to rise to her status but there are many complications. In the beginning Pip, the main character, is happy and very content with his life. He is kind, caring, polite, generous, and companionate. Then everything changes when he meets Estella. She makes Pip miserable. She taunts and belittles him by making fun of his appearance and calling him "common." All the while, she is leading him on to make him suffer even more. Despite all this Pip, obsesses over Estella. It disturbs him the most to think that he and Estella could never be together as partners. For the first time he is dissatisfied with his life. After a year, Pip leaves to become a blacksmith, at the forge. To make matters worse, Estella leaves town for London so that she can learn to be a lady. With this separation always on his mind, Pip tries to go back to living his normal life; but he can't get the idea out of his head that he is a simpleton and that he is going to lead an insignificant life. Years later through some strange twist of fate, Pip becomes endowed with "great expectations" and is given an opportunity to go to London. Since Pip wanted to win Estella, he decides to make himself a gentleman. He thinks that this choice will make him important or big but that is far from the truth. Pip leaves his home and family where he once was taught about hard work, trust, truth, and love. He realizes later that the things he had learned discredit his idea that being a gentleman makes him more significant.

Essay --

Since the end of WW2, the policies of farm and agriculture have changed dramatically. Essentially the changes that has occurred allowed bigger farming corporations to gain in power over the local farm owner and added to the struggles of the local farmers. The corporations have consolidated the food system that idealizes/glorifies junk food to the public, and the money it has garnered allows them significant lobbying power to alter the market as they seem fit. Many policies on farm and agriculture has impacted the way food is grown in America. For example hedge funds, described in page 11 of Foodopoly have essentially driven the prices of land in America and worldwide. This has resulted in farmers having to either cut down costs and make due with lesser land, or be forced out of business. Along with pollution to environment, this policy along with many others results in the situation described in page 12, with lesser farmers working to supply the nation (from 6.8 million to under 1 million). Most often, farmers sell their products are low prices to pay off land that is priced higher...

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