Customer Experience of Marketing Activities †MyAssignmenthelp.com

Question: Examine about the Customer Experience of Marketing Activities. Answer Venture plan and structure Client experience is a significant focal point of advertising exercises in any industry. This is on the grounds that client experience decides the achievement of any item or administration and the productivity of business. Showcasing analysts present in serious association give a great deal of consideration to distinguishing the necessities and changing requests of customers territorially and universally. This empowers them to decide the variables required for positive client experience and a positive client involvement with turn drives client unwaveringness (Gounaris 2015). Client dependability is kept up by giving an uncommon encounter to purchasers and positive client experience is straightforwardly identified with client maintenance. A fulfilled clients are bound to prescribe the administration or item to possible customers and influence the brand steadfastness as well (Nysveen and Pedersen 2014). Be that as it may, the current difficulties for promoting pioneers is that clients are presently much educated about various items and administrations accessible in advertise because of the approach of innovations and internet based life locales. Henceforth, all data identified with item is readily available at this point. In such case, it is difficulties to continually give imaginative client experience to target customers. To design vital components that are important to improve client involvement with a dynamic and testing business condition, there is a need to audit writing on incorporated clients experience and the significant speculations that drives client experience showcasing. This writing audit dissected friend inspected diary articles by topical examination process and talks about the incorporated client experience under explicit subjects. Writing audit The meaning of client experience is developing in powerful nature of business condition. Topical examination approach has been utilized in this writing audit to look and dissect peer checked on research article identified with the point and arrange them under key subjects. Coming up next are the subjects coming out in the wake of evaluating literary works on coordinated client involvement with promoting: Hypotheses identified with client experience Many exploration considers have assessed the client brand relationship by the use of the relational relationship hypothesis. For example, Peter, (2014) utilized the relational relationship hypothetical structure to learn about the effect of relational relationship on promoting execution. It concentrated on social trade hypothesis and the vulnerability decrease hypothesis to decipher the examination information. The social trade hypothesis clarifies that give and take is important to reinforce any relationship, so sentiments and feelings of beneficiary ought to be responded to build up a decent and dependable relationship (Cropanzano et al. 2016). This idea might be applied to create techniques for improving the client experience as well. Besides, the vulnerability decreases hypothesis gave thought regarding the stages two individual experience when they are outsiders and have no information about one another (Hogg, 2016). In this manner, the vulnerability decrease hypothesis offered ascend to a structure or procedures to supplant vulnerability and vagueness with recognition and security in a relational relationship. Thus, with the utilization of these speculations, Peter, (2014) arrived at the resolution that relational correspondence is important for positive effect on advertising execution. The nature of well disposed communication is one element of relational relationship. In this manner, the examination gave the suggestion that expanded thoughtfulness regarding relationship promoting techniques is significant for supporting client faithfulness and improving showcasing execution. Changes in impression of client involvement in time: Client experience has become a significant concentration in the executives and showcasing rehearses. The meaning of client experience may change in various business-to-business setting. The investigation by McColl-Kennedy et al., (2015) gives the point of view that in todays business condition, client experience is controlled by specialist co-op, yet in addition by the impact of gadgets likes advanced cells and web. Lion's share of studies has concentrated on associations viewpoint to comprehend client experience, anyway McColl-Kennedy et al., (2015) underscored on the expansive job of clients in client experience and recognizing the dynamic idea of client involvement in time. While distinguishing the ebb and flow hole in research on client experience, the investigation uncovered that clients are not, at this point a detached beneficiaries of items or administrations. They are all around educated about their decisions and they gives new plans to support development and upgrading clie nt experience. The investigation proposed practice-based way to deal with comprehend buyer experience and this should be possible by centering clients individual worth base and the elements that drive their commitment with item or administrations. Accordingly, the investigation was effective in proposing future methodology expected to assess clients recognition and change they would say additional time. Job of innovation in client experience: Web and other innovation have changed the retail condition as well. As of now, retailers are putting resources into various innovation to give one of a kind client experience. Blzquez (2014) assessed the job of innovation in upgrading web based shopping involvement with the design business. The exploration especially investigated how web and advanced innovation has changed the multichannel shopping encounters of purchasers. The idea of shopping esteems was characterized in this investigation by the gluttonous and utilitarian worth. Libertine worth alluded to the emotive component of shopping experience though the utilitarian worth alluded to the undertaking focused reason f shopping. Libertine worth may clarified by a shopping experience accomplished for entertainment only and delight. Epicurean qualities has been found to improve shopper dependability and utilitarian worth was viewed as significant for creating inspirational disposition towards a brand in purchasers (Allard, Babin a nd Chebat 2009). A subjective overview was done to assess the experience of customers in physical stores and web based shopping. The examination discoveries demonstrated that innovation was a significant spark for purchasers to shop specifically stores. The purchasers view of inspiration driving in-store understanding, for example, the gluttonous or utilitarian worth was additionally viewed as significant for multichannel retailer (Blzquez 2014). The quality of this examination is that epicurean components in shopping experience was built up and it was discovered that innovation is a decent hotspot for retailers to incorporate various channels and associate with purchasers and gave them great shopping encounters. In spite of the fact that web was viewed as a danger for future stores, the investigation gave the suggestion that client experience can be improved if specialist co-ops think in all channels simply like customers. Connection between client experience and brand unwaveringness: A few exploration contemplates set up the connection between client experience the executives and brand unwaveringness. So et al. (2016) assessed the job of client commitment in improving client experience and building customer steadfastness. In the travel industry, a client commitment methodology is viewed as imperative to upgrade client encounter and oversee client brand relationship. The survey of literary works demonstrated that buyer commitment approaches like online client produced audits impacted the pace of internet booking and expectation to book lodgings. This methodology is gainful for associations to pull in and hold more customers (Sparks and Browning 2011). So et al. (2016) utilized study poll techniques to assess impression of clients identified with involvement with vacationer industry. The investigation finished with buyers gave knowledge into the job of client commitment in assemble client relationship with brand. The finding bolstered the way that client commitment is a basic factor to comprehend administration brand dependability factors and remembering them for their administration. Rageh Ismail et al. (2011) likewise featured the developing idea of client involvement with the promoting discipline. The writing audit assessed the effect of client experience on brand reliability. The audit called attention to that making one of a kind encounter for customers has gotten imperative to increase upper hand in business. In spite of the fact that client experience is definitely not another idea, anyway changes in the meaning of client experience is seen with time. Studies characterized client involvement with various ways. Furthermore, different elements of client experience was likewise characterized, for example, the quantity of communications with brand or the decadent factor in administration experience. A few forerunners to client experience was additionally characterized, for example, the brand name, evaluating, promoting and center help. This together molded the recognition in regards to support quality and therefore brand steadfastness. When an organization is f ruitful in building a devoted client, their gainfulness will naturally increment. This is on the grounds that unwavering clients will be less delicate to value factors and spotlight more on relationship with the brand. By and large, this examination was fruitful in featuring various definitions and measurements of client experience. It additionally introduced an observational model to manufacture shopper experience. In any case, the main hole in this examination was that the calculated exploration model was not tried for legitimacy. In any case, the exploration gave numerous significant future ramifications to oversee client involvement with association. Another examination added to the comprehension of the coordinated client experience by coming to an obvious conclusion regarding brand understanding and brand dedication. The connection between clients involvement in brand and the brand dependability part of procurement and demeanor was inspected by methods for review with 372 shoppers. The us

The Allocating of a ‘Named Person for Every Child in Scotland Essay

Presentation All through my class paper I will concentrate on the issues encompassing the legislatures intend to allot each youngster in Scotland a ‘named individual'. This is one point in the Children and Young Peoples (Scotland) Bill, that parliament as of late discussed and passed on the nineteenth of February this year. The legislature accepts the bill will advance their desire for Scotland to be the best spot to experience childhood in by putting kids and youngsters at the core of arranging and benefits and guaranteeing their privileges are regarded over the open division (Scottish Executive, 2013). To pick up knowledge into the methodology in which the ‘named individual' has originated from I will take a gander at the ‘Getting it directly for each kid' (GIRFEC) approach. I likewise expect to take a gander at the reason and job of the ‘named individual' inside and out as certain associations absence of lucidity of the job is prompting concerns. I mean to examine the contentions for and against the ‘named individual' and the difficulties this may put on joining. All through the paper I will talk about the administration's requirement for each youngster and youngster younger than 18 to have a ‘named individual' and relate it to an European strategy known as ‘social teaching method', which diagrams a one of a kind method of working with kids and the establishment for approach advancement. GIRFEC approach The Scottish government needs all youngsters and youngsters to be totally bolstered as they develop and create, they accept kids ought to be remained careful, be sound, be given the help to accomplish, be sustained, have the chance to be dynamic, be regarded, be capable, and be incorporated. With the goal for experts to help them with these the Scottish government applied the ‘GIRFEC' national practice model in 2008, as a technique... ...s state watchman preliminary singled out a large number of children. Recovered February 22, 2014, from http://www.christian.org.uk/news/scots-state-watchman preliminary singled-out-a huge number of children/ The Scotsman. (2013). Children’s Future. Recovered May 2, 2014, from http://www.scotsman.com/news/assessment/letters/kids s-future-1-2924308 The Telegraph. (2013). Attorneys caution against 'Elder sibling' plans to give each Scottish kid a state gatekeeper. Recovered February 27, 2014, from http://www.telegraph.co.uk/news/uknews/scotland/10214975/Lawyers-caution against-Big-Brother-plans-to-give-each Scottish-kid a-state-guardian.html The Telegraph. (2014). Scottish priests compromised with legitimate activity over 'state watchman' plans. Recovered February 23, 2014, from http://www.telegraph.co.uk/news/governmental issues/10650090/Scottish-clergymen compromised with-legitimate activity over-state-watchman plans.html

25 Gateway Poets To Start Reading On World Poetry Day

25 Gateway Poets To Start Reading On World Poetry Day So, you typically read fiction, but youve wanted to branch out into poetry lately. Or, you loved poetry in college (especially Byron *swoon*), but youve struggled to find that lightning feeling again.  Or, youve simply been hearing more about poetry because its having a comeback (its definitely having a comeback) and want to see what youre missing. Fantastic. For World Poetry Day, Ive collected 25 of my favorite gateway poets. Poets who dally on both sides of prose and poetry, or those who dig into the lyricality  of language that appeals to our musical side. Finding these gateway poets is important. Because prose is great, but as the incomparable Roxane Gay  recently wrote for the Poetry Foundation: What I do know is that when I read poetry, good poetry, I forget to breathe and my body is suffused with something unnamable?â€"?a combination of awe and astonishment and the purest of pleasures. Reading poetry is such a thrill that I often feel like I am getting away with something. Ready to get away with something? 1. Kim Addonizio   Your entry point:  Tell Me Why: Addonizio writes self-identified poems of loneliness and late nights, liquor and loss. Her poems are rough, but also so strong. And because of lines like this, from What Do Women Want?: When I find it, I’ll pull that garment from its hanger like I’m choosing a body to carry me into this world, through the birth-cries and the love-cries too, and I’ll wear it like bones, like skin, it’ll be the goddamned dress they bury me in. 2. Maya Angelou Your entry point:  And Still I Rise Why: Because its Maya Angelou? Because why havent you? No, but also because she was  that good, and also because of  poems like this: 3. Margaret Atwood Your entry point:  Power Politics Why: Because you love Margaret Atwood. And she writes poetry! And  Power Politics opens with this poem  you already love: You fit into me like a hook into an eye a fish hook an open eye 4. Wendell Berry   Your entry point:  Jayber Crow Why: As both a poet and a novelist, Berry writes poems that linger in between the two. As a active environmentalist and farmer, he also creates poems that speak urgently to our land and the need to protect it. With lines like: You have been given questions to which you cannot be given answers. You will have to live them out perhaps a little at a time. And how long is that going to take? I dont know. As long as you live, perhaps. That could be a long time. I will tell you a further mystery, he said. It may take longer. 5. Billy Collins Your entry point:  The Trouble With Poetry, And Other Poems Why:  Collins is likely  the  gateway poet, as he combines humor and self-deprecation into poems that poke fun at  love and poetry conventions and those awful never-ending creative writing classes. the trouble with poetry is that it encourages the writing of more poetry, more guppies crowding the fish tank, more baby rabbits hopping out of their mothers into the dewy grass. And how will it ever end? 6. Lucille Clifton   Your entry point:  Good Woman Why: Because  Cliftons poetry is inspiring and strong and so wonderful. Because of poems like homage to my hips. 7. Carol Ann Duffy Your entry point:  The Worlds Wife Why: Duffy uses her poems to talk about feminism, family, our lives. And so much  of it joyfully readable and tongue-in-cheek. “Im not the first or the last to stand on a hillock, watching the man she married prove to the world hes a total, utter, absolute, Grade A pillock. Mrs Icarus” 8. Robert Frost Your entry point: Putting In The Seed Why: Yes, its Robert Frost. But, theres something deeply satisfying about his poetry even now. Plus,  he makes a great gateway poet for those who last read poetry in school. (And getting to some sexier  work thats outside of school-approved curriculum, like Putting in the Seed  is a joy in itself.) 9. Seamus Heaney Your entry point:  Beowulf Why: Heaney was  a highly-regarded poet from Northern Ireland, who also worked heavily in translations. If youre a lover of mythology or oral poetry, Heaney is a great poet to bridge those two places, especially in his  Beowulf  translation. 10. Rupi Kaur   Your entry point: @rupikaur_ Why: Kaurs Instagram shows how  poetry can evolve to join the drawn world and become integrated seamlessly into our daily lives. Many of the  poems she shares here also made it into her collection  Milk and Honey.   this poem is the aftermath of years of esl (english as a second language) classes ????. my tongue still mixes vs and ws. but were embracing it now. ?? A post shared by rupi kaur (@rupikaur_) on Aug 14, 2016 at 6:54pm PDT 11. Sarah Kay   Your entry point:  No Matter The Wreckage   Why: Because Kay is one of the most breath-taking poets alive right now, seriously. Because of lines like: But getting the wind knocked out of you is the only way to remind your lungs how much they like the taste of air. Because of poems like: 12. Donika Kelly   Your entry point:  Bestiary Why:  Kelly combines a fierce mythology and fantasy in her collection of poems, which use the grotesque to uncover more about our everyday lives. Youll also discover  throwbacks to earlier Romantic poets. Stand-out lines include: What clamor we made in the birthing. What hiss and rumble at the splitting, at the horns and beard, at the glottal bleat. What bridges our back. What strong neck, what bright eye. What menagerie are we. What weve made of ourselves. 13. Li-Young Lee Your entry point: Rose Why: Lee writes beautiful, evocative poetry thats easily picked up by non-poetry readers. Check out these lines from his gorgeous poem From Blossoms: From laden boughs, from hands, from sweet fellowship in the bins, comes nectar at the roadside, succulent peaches we devour, dusty skin and all, comes the familiar dust of summer, dust we eat. 14. Pablo Neruda   Your entry point:  The Essential Neruda Why: Forever and ever, Neruda is for the romantics. Sure, his poetry has been shared at a million weddings and some of it feels cliche at this point, but he did tap into something profound when it comes to love and connection. Take this from Love Sonnet XI: I crave your mouth, your voice, your hair. Silent and starving, I prowl through the streets. Bread does not nourish me, dawn disrupts me, all day I hunt for the liquid measure of your steps. 15. Aimee  Nezhukumatathil Your entry point:  Lucky Fish Why:  Nezhukumatathil write poetry that is instantly relatable and tongue-in-cheek, but is also lush, with leaping wordplay. She deals directly with hope, love, motherhood, and the possibilities of language  in this collection. With lines like this from Are All the Break-Ups in Your Poems Real? If by real you mean as real as a shark tooth stuck in your heel, the wetness of a finished lollipop stick, the surprise of a thumbtack in your purseâ€" then Yes, every last page is true, every nuance, bit, and bite. Wait. I have made them upâ€"all of themâ€" and when I say I am married, it means I married all of them, a whole neighborhood of past loves. 16. Mary Oliver Your entry point: Dream Work Why: I cant say enough about how much I love Oliver (and a lot of Rioters agree). Olivers poems read like prose, her prose reads like poetry. Shes also the perfect gateway poet for nature lovers. 17. Simon J. Ortiz Your entry point:  Out There Somewhere Why: Influenced by the Beats and his own Native American heritage, Ortiz writes stunningly about our modern alienation from others, our ancestors, and the environment. His poetry is built on connection, and is  a perfect fit for nature lovers, with lines like: We are wordless: I am in you. Without knowing why culture needs our knowledge, we are one self in the canyon. 18. Claudia Rankine Your entry point:  Citizen Why:  Citizen  spans poetry and prose, taking on institutionalized racism in 21st century America through lyrical essays, images, and poetry. With lines like: Yes, and the body has memory. The physical carriage hauls more than its weight. The body is the threshold across which each objectionable call passes into consciousnessâ€"all the unintimidated, unblinking, and unflappable resilience does not erase the moments lived through, even as we are eternally stupid or everlastingly optimistic, so ready to be inside, among, a part of the games. 19. Clint Smith   Your entry point: Counting Descent Why: Smith tackles current issues, along with his love of reading and books, in his poems. And beyond poetry, Smith is also a two-time TED speaker with How to raise a black son in America and The danger of silence. 20. Warsan shire Your entry point: teaching my mother how to give birth Why: Shires poetry appeals directly to our senses, with imagery like ‘the mouth bloody with grapes’, the ‘girl the height of a small wail’ And, her work was quoted in Lemonade.  And, for poems like this: 21. Maggie Smith   Your entry point:  Disasterology   Why: Youve probably already read her Good Bones poem that went viral last year, and with lines like Life is short, though I keep this from my children and I am trying to sell them the world, its no wonder. Now get to more of her smart, stunning poems in her longer collection. 22. Tracy K. Smith   Your entry point:  Life On Mars Why: If you love science fiction and space travel, youll love this meditation on the cosmos  and the death of the poets father, who was an engineer on the Hubble Space Telescope. With lines like: After dark, stars glisten like ice, and the distance they span Hides something elemental. Not God, exactly. More like Some thin-hipped glittering Bowie-beingâ€"a Starman Or cosmic ace hovering, swaying, aching to make us see. 23. Nayyirah Waheed Your entry point: @nayyirah.waheed Why: Like Kaur, Waheed brings poetry to a more modern, connected world with her Instagram account. Follow here there, and then check out her stunning collection  salt.   poem. from salt. by nayyirah waheed. #salt #nejma #literature #nayyirahwaheed A post shared by @nayyirah.waheed on Feb 10, 2017 at 7:17am PST 24. Hanif Willis-Abdurraqib Your entry point:  The Crown Aint Worth Much   Why: Willis-Abdurraqib writes (and performs) poetry about loss, love, and grief. In it, he combines his own personal history with popular culture. And,  for poems like: 25. Jacqueline Woodson   Your entry point:  Brown Girl Dreaming Why:  Woodson combines prose and poetry, especially in this book that shows what it was like to grow up as an African American in the 1960s and 1970s. With  lines like: Even the silence has a story to tell you. Just listen. Listen.” Want to dip more than just your toe in the water? Check out our other gateway poetry posts: Poetry Books For People Who Are Afraid Of Poetry 10 Sexy Poems To Keep You Warm In The Deep, Dark Night 11 Podcasts For Poetry Lovers Poetry-Genre Pairings: Where To Start If You Love Shout out your favorite gateway poets in the comments!

A formative analysis of securities within the financial market - Free Essay Example

Sample details Pages: 4 Words: 1311 Downloads: 3 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? Unexpected changes in money supply can be due to tax actions, changes in interest rates, changes in discount rates among other factors. Stock returns are generally positive or negative. In this essay, the motive is to find whether the statement, unexpected changes in money supply and stock returns are inversely related, holds ground or is not valid. To begin with, we will first look at the money supply process in brief and see which factors affect stock return. Post this we will confirm the empirical validity of this statement with the help of evidence available in the literature. The Money Supply Process Bodie, Kane, Marcus and Mohanty (2009, p.592) explain that the Government can manipulate the money supply through the use of fiscal and monetary policies. Fiscal policy refers to government spending and tax actions and is considered the most direct way to stimulate or slow the economy. Federal Reserve System (FED) determines the monetary policy which generally functions through its impact on interest rates. Short term interest rates decrease due to increase in money supply, ultimately encouraging investment and consumption demand. Over long periods, however, most economists believe a higher money supply leads to higher price levels. An example of monetary policy functioning through open market operations can be illustrated as below: *Note: Unlike us, the FED can pay for security without drawing down funds at a bank account From Bodie, Kane, Marcus and Mohanty (2009), we can narrow down the following factors related to money supply affect stock return: Inflation Interest rate (discount rate) Monetary growth Don’t waste time! Our writers will create an original "A formative analysis of securities within the financial market" essay for you Create order Empirical Evidence Whether unexpected changes in money supply are positively or negatively related to stock returns seems to be a topic debated by many researchers. At one end where many international researchers have found a significant negative relationship (Bodie, 1976; Jaffe and Mandelker, 1976; Fama and Schwert, 1977; Amihud, 1996; Hu and Willett, 2000; Hagmann and Lenz, 2004), on the other hand a positive relationship is proved by quite a few researchers (Fama, 1981; Geske and Roll, 1983; Kaul, 1987; Zhao, 1999; Luintel and Paudyal, 2006). Effect of Discount Rate/ Interest rate on Stock return Chen et al. (1999) found that equity returns generally respond negatively and significantly to the unexpected announcements of discount rates. They reason this out by stating: A discount rate increase, ceteris paribus, decreases the expected future equity cash flows because firms must borrow at a higher cost. At the same time, the increase also raises the risk-free rate which, in turn, increases the required rate equity investors use to discount the future cash flows. As a result, an unexpected increase in market interest rates depresses equity prices, and, therefore, one would expect an unexpected change in the Federal Reserve discount rate to cause changes in equity prices. However, there have been contrasting views relating to the pre-1979 period. Research carried out by Smirlock and Yawitz (1985 cited in Thorbecke and Alami, 1994, p.14) have found that changes in the discount rate had no effect on the NYSE index over the pre-1979 period. Pearce and Roley (1985 cited in Thorbecke and Alami, 1994, p.14) did find that innovations in the weekly money supply announcements lowered stock prices during this period. A further research by Thorbecke and Alami (1994), over the September 1974 to September 1979 period, concludes that the Fed raising (lowering) the federal funds rate target caused stock prices to decline (increase) immediately. Effect of Inflation on stock re turn The rate at which general levels of prices rise is called inflation (Bodie, Kane, Marcus and Mohanty, 2009) According to the efficient market hypothesis, stock prices are a sign of all available public information; therefore, only the unexpected inflation rate, which contains new information, will influence stock returns at the time when the announcement is released (Joyce and Read, 2002). Consistent with the efficient market hypothesis, L. Li et al. (2010) found that the expected inflation rate has very little impact on stock returns while the unexpected inflation rate has a statistically significant and negative effect on stock returns. Amihud (1996) states The evidence that stock prices are affected by unexpected inflation seemed puzzling given that stocks are claims on income generated by real assets. But unexpected inflation indicates an economic shock, hence its effect depends on its source. Aggregate demand shocks should create positive correlation between th e resulting unexpected inflation and stock prices, whereas aggregate supply shocks should create negative correlation. The research on Israel concluded that inflation has a significant negative effect on stock prices. The effect of inflation on stock returns, in terms of time horizons is cited by Luintel and Paudyal (2006) in their research. They state, event studies, which look at the effects of inflation announcements on stock returns, report a negative relation between inflation and stock returns (e.g., Amihud 1996). Short-horizon studies that use monthly data covering what is typically 10 to 15 years also report either a negative or an insignificant relation between stock returns and inflation (e.g., Jaffe and Mandelker 1976). In contrast, long-horizon studies (e.g., Boudoukh, Richardson, and Whitelaw 1994) and studies that test for cointegration between stock and commodity price indexes (e.g., Ely and Robinson 1997) find a positive and significant relation between stock retu rns and inflation. Effect of monetary growth on stock returns Paudyal (1990) points out that money growth and stock returns are inversely related. Pearce and Roley (1983) shed more light on this topic. They infer that first, stock prices respond only to the unanticipated change in the money supply as predicted by the efficient markets hypothesis. Second, an unanticipated increase in the announced money supply depresses stock prices while an unanticipated decrease elevates stock prices. Third, the stock price response does not depend on the relationship of the money supply to the long-run ranges of the Federal Reserve. Using weekly data 1977-1982, they estimated the following model, ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã‚  Pt= a + b (ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã‚  Mat ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã‚  Met) + ÃÆ' Ãƒâ€šÃ‚ µt Where ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã‚  Pt is the percentage change in the stock price, ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã‚  Mat is the announced change in the money stock, and ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã‚  Met is the expected change in the money stock. They estimated the model for three sub-periods and obtained a negative estimate of b parameter in each sub-period. Conclusion As stated earlier, unexpected changes in money supply can be due to tax actions, changes in interest rates, changes in discount rates among other factors. Stock returns are generally positive or negative. In this essay, I initially explained the money supply process. Next, we studied some empirical evidence to check if unexpected changes in money supply had an inverse effect on stock return or not. Although few results did state the otherwise, most results showed that factors which affect money supply did have an inverse effect on stock returns. In conclusion we can further look at a few more precise points made in certain research papers. Chen et al. (1999) find that few equity returns respond negatively and significantly to the unexpect ed announcements of discount rate changes, while the expected changes generally have no bearing on the equity returns. On average, stock returns change by 0.5% for every 10 basis point change in the discount rate. Equity returns measured by the Dow Jones industrial index respond rather rapidly to the unexpected announcement of discount rate changes. Within the trading period/hour after the information is released, the market impounds the information. Hardouvelis (1987) has discussed, a higher real interest rate would reduce stock prices because firstly it would curtail real activity and hence earnings and secondly it would increase the discount rate at which those earnings were discounted. L. Li et al. (2010) determine that 1 day returns of the FTA fall by 0.17% in response to an increase in the unexpected inflation rate of 1% on the announcement day. Therefore, an unexpected increase in the inflation rate is considered bad news for the stock market since this leads to a reduc tion in stock prices. Thus through the empirical evidence we have assessed, we can infer that the statement unexpected changes in money supply and stock returns are inversely related, holds ground to a respectable extent.

The Odyssey Is Odysseus Really a Hero - 872 Words

Odysseus can be portrayed as an antihero in The Odyssey. A hero is clever, respectful, brave, and shows mercy. Odysseus is the complete opposite of a hero. He is immature, barbaric, unfaithful, and a coward. Being faithful, or loyal, is one of the main aspects of being a hero. Book V shows us that Odysseus might not have been so faithful to Penelope: â€Å"Now as he spoke the sun set, dusk drew on/ and they retired, this pair, to the inner cave/ to revel and rest softly, side by side† (5. 234-236) This quote describes Odysseus with Kalypso, before he left her cave to return to Ithaka. â€Å"Resting softly, side by side† might mean more than what Homer is giving us. Odysseus is also very immature and childish. After tricking the Kyklops,†¦show more content†¦The first time is with an unlucky suitor who tries to get out of being killed: â€Å"’Mercy,/ mercy on a suppliant, Odysseus!/ Never by word or act of mine, I swear./ was any woman troubled here. I told them the rest/ to put an end to it. They would not listen,/ would not keep their hands from brutishness,/ and now they are all dying like dogs for it./ I had no part in what they did: my part/ was visionary--reading the smoke of sacrifice./ Scruples go unrewarded if I die.’/ The shrewd fighter frowned over him and said:/ ‘You were diviner to this crowd? How often/ you must have prayed my sweet day of return/ would never come, or not for years!—and prayed/ to have my dear wife, and beget children on her./ No plea like yours could save you/ from this hard bed of death. Death it shall be!’/ He picked up Agelaos’ broadsword/ from where it lay, flung by the slain man,/ and gave Leodes’ neck a lopping blow/ so that his head went down to mouth the dust.†(22. 350-370) Another example of Odysseus showing no mercy is when he makes the maids, who slept with the suitors, clean up the dead bodies and wash the furniture. Then they were to be executed: â€Å"As he spoke/ here came the women in a bunch, all wailing,/ soft tears on their cheeks. They fell to work/ to lug the corpses out into the courtyard/ under the gateway, propping one/ against another as Odysseus ordered,/ for he himself stood over them. In fear/ these woman bore the cold weight of the dead./ The next thing was to scrub offShow MoreRelatedThe Epic Of The Odyssey Essay942 Words   |  4 PagesHowever, compared to Odysseus in The Odyssey, who is strong, but untrusting, we will soon see that Sunjata is not only a man but a hero. In both texts we see each man adored by many and even compared to Gods like Odysseus in The Odyssey. However, when we break down the words of each epic we are faced to confront the truths of what a hero really is. This claim explains why The Odyssey expresses a false sense of heroism whereas Sunjata gives the audience and example of a real hero. 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The odysseys genre is an adventure but has aspects of all other genres. In this essay I will be explaining the archetypes in the odyssey that are most relevant in the Odyssey. I will be going into fullRead MoreThe Odyssey Archetype998 Words   |  4 PagesOdyssey Archetype Essay The Odyssey, a ten year long epic journey consisting of love, war, and despair; the odyssey dives into human tragedy that no man would ever want to experience. This is a reason why the odyssey is so significant in today s literature. The Odyssey occurred ancient Greece times. The odysseys genre is an adventure but has aspects of all other genres. This essay be explaining the archetypes in the odyssey that are most relevant in the Odyssey. This essay will be going intoRead MoreOdysseus As An Epic Hero As A Tragic Hero811 Words   |  4 Pagesin an epic poem, admired for great achievements†. The Odyssey written by Homer is home to Odysseus, the original epic hero. The typical features of an epic hero or heroic epic are strength, loyalty, courage, and intelligence. Odysseus not only fulfills the requirements but also goes above and beyond. On his way home to Ithaca Odysseus faces many challenges, and with each solution, we see why he is considered an epic hero. A trait that Odysseus embodies to the fullest is intelligence. His wittinessRead MoreOdysseus Is A Hero?1143 Words   |  5 PagesThe Odyssey by Homer, The character Odysseus is one of the greek heros in this book. He is known as a great hero, because he manages to get through all of these dangerous mission such as : First odysseus makes it alive after travelling for ten years and facing different and more difficult challenges. Odyssey faces dangerous creatures and people. Homer have odysseus pass all theses task and missions to name him one of the great greek gods that ever lived . 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Because there is very little action that happens in the present, the presence of storytelling within the Odyssey is something that characterizes it and makes it unique. The spreading of stories serve to form legends and myths that can have the effect of shaping a culture. In addition, since stories were such an important aspect of entertainment in Greek culture, stories also shape

Involvement and Involvement Factors When Buying a Computer Free Essays

You should first have an idea of the type of computer you want. You should plan to purchase your new computer so that you can get a good product life out of your computer. It will be very disheartening to purchase a brand new computer only for you to get a small use out of it. We will write a custom essay sample on Involvement and Involvement Factors When Buying a Computer or any similar topic only for you Order Now You should purchase a computer for two or three years out; due to the rapid changes in the technology field. The next step should include finding a good store to purchase from. A general rule to remember is that computers are much cheaper if you buy them versus leasing one. If you are tight on cash, you would be better off leasing, as a better alternative. If the store you purchased your new computer from is overall helpful and friendly, you can expect great things if you have questions about your new computer purchase in the future. You should decide whether you want a laptop or a desktop computer. Desktop computers are much cheaper than laptop computers, about twice as much cheaper for some brands. If you are a business person and are always on the go, you should consider the purchase of a laptop computer. If you are a stay at home parent, a desktop computer would best fit your lifestyle. You should always invest in a good monitor. Monitors with a 17 inch screen or less causes you to squint a bit. You can either choose from a flat panel monitor or a tube type monitor. Flat panels don’t have the best image quality as tube type monitors have. However, tube type monitors take up a lot of space. They also tend to get blurry when they age, while flat panels won’t corrupt when they age. Networking is what makes the computer fun. Another key factor that you should consider while purchasing a computer is your Ethernet cords. Be sure to purchase a computer with 10/100/1000 Ethernet jack; as it is preferred by most computer lobbyist. You should also enable encryption codes to keep other people from hacking into your wireless internet. Another key involvement factor would be purchasing a warranty for your new computer. Extended warranties just make perfect sense when purchasing a new electronic device. They are excellent for big retailers and you should be sure to know about the coverage on your warranty, what it covers and what it doesn’t cover. I think apple has complicated things for the average consumer. I don’t feel as if the website broke down all of the products and services down to a tee. How to cite Involvement and Involvement Factors When Buying a Computer, Papers

Juvenile Delinquency Essay Thesis Example For Students

Juvenile Delinquency Essay Thesis Juvenile DelinquencyRemember doing something mischievous or wrong when you were a kid and gettingthe label delinquent slapped on you ? Did you ever wonder what it meant ?That is what my topic for today is . . . juvenile delinquency. In this report Iwill: define juvenile delinquency, give the extent of juvenile delinquency,give some suggestions on what causes juvenile delinquency, and what is beingdone in various communities to deal with this growing problem. The legal termjuvenile delinquent was established so that young lawbreakers could avoid thedisgrace of being classified in legal records as criminals. Juveniledelinquency laws were designed to provide treatment, rather than punishment, forjuvenile offenders. Young delinquents usually are sent to juvenile courts,where the main aim is to rehabilitate offenders, rather than to punish them. But the term juvenile delinquency itself has come to imply disgrace in todayssociety. A youngster can be labeled a delinquent for breaking any one of anumber of laws, ranging from robbery to running away from home. But an actionfor which a youth may be declared a delinquent in one community may not beagainst the law in another community. In some communities, the police ignoremany children who are accused of minor delinquencies or refer them directly totheir parents. But in other communities, the police may refer such children toa juvenile court, where they may officially be declared delinquents. Crimestatistics, though they are often incomplete and may be misleading, do give anindication of the extent of the delinquency problem. The FBI reports thatduring the early 1980s, about two-fifths of all arrests in the United Statesfor burglary and arson were of persons under the age of 18. Juveniles alsoaccounted for about one-third of all arrests for larceny. During any year,about 4 % of al l children between the ages of 10 and 18 appear in a juvenilecourt. The percentage of youngsters in this group who are sent to court atleast once is much higher. A third or more of those boys living in the slumareas of large cities may appear in a juvenile court at least once. Girls arebecoming increasingly involved in juvenile delinquency. Today, about one ofevery five youngsters appearing in juvenile court is a girl. In the early1900s, this ratio was about 1 girl to every 50 or 60 boys. Sociologists haveconducted a number of studies to determine how much delinquency is not reportedto the police. Most youngsters report taking part in one or more delinquentacts, though a majority of the offenses are minor. Experts have concluded thatyouthful misbehavior is much more common than is indicated by arrest records andjuvenile court tatistics. Many studies have been made in an effort to determinethe causes of delinquency. Most of these have focused on family relationshipsor on neighborhood or community conditions. The results of these investigationshave shown that it is doubtful that any child becomes a delinquent for anysingle reason. Family Relationships, especially those between parents andindividual children, have been the focus of several delinquency studies. Anearly study comparing delinquent and nondelinquent brothers showed that over 90% of the delinquents had unhappy home lives and felt discontented with theirlife circumstances. Only 13 % of their brothers felt this way. Whatever thenature of the delinquents unhappiness, delinquency appeared to them to be asolution. It brought attention to youths neglected by their parents, orapproval by delinquent friends, or it solved problems of an unhappy home life inother ways. More recent studies have revealed that many delinquents had parentswith whom they did not get along or who were inconsistent in their patterns ofdiscipline and punishment. Neighborhood conditions have been stressed in studiesby sociologists. Many of these inquiries concentrate on differing rates ofdelinquency, rather than on the way individuals become delinquents. A series ofstudies have shown that delinquency rates are above average in the poorestsections of cities. Such areas have many broken homes and a high rate ofalcoholism. They also have poor schools, high unemployment, few recreationalfacilities, and high crime rates. Many young people see delinquency as theironly escape from boredom, poverty, and other problems. Social scientists havealso studied the influence of other youngsters on those who commit delinquencies. .u13432e7cb529406ffd3c0d1a618c45ee , .u13432e7cb529406ffd3c0d1a618c45ee .postImageUrl , .u13432e7cb529406ffd3c0d1a618c45ee .centered-text-area { min-height: 80px; position: relative; } .u13432e7cb529406ffd3c0d1a618c45ee , .u13432e7cb529406ffd3c0d1a618c45ee:hover , .u13432e7cb529406ffd3c0d1a618c45ee:visited , .u13432e7cb529406ffd3c0d1a618c45ee:active { border:0!important; } .u13432e7cb529406ffd3c0d1a618c45ee .clearfix:after { content: ""; display: table; clear: both; } .u13432e7cb529406ffd3c0d1a618c45ee { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u13432e7cb529406ffd3c0d1a618c45ee:active , .u13432e7cb529406ffd3c0d1a618c45ee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u13432e7cb529406ffd3c0d1a618c45ee .centered-text-area { width: 100%; position: relative ; } .u13432e7cb529406ffd3c0d1a618c45ee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u13432e7cb529406ffd3c0d1a618c45ee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u13432e7cb529406ffd3c0d1a618c45ee .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u13432e7cb529406ffd3c0d1a618c45ee:hover .ctaButton { background-color: #34495E!important; } .u13432e7cb529406ffd3c0d1a618c45ee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u13432e7cb529406ffd3c0d1a618c45ee .u13432e7cb529406ffd3c0d1a618c45ee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u13432e7cb529406ffd3c0d1a618c45ee:after { content: ""; display: block; clear: both; } READ: Solar Cells Essay PaperFor example, they point out that most youngsters who engage in delinquentbehavior do so with other juveniles and often in organized gangs. Studiesindicate that the causes of delinquency also extend to a whole society. Forexample, delinquency rates tend to be high among the low-income groups insocieties where most people are well-to-do. The pain of being poor and livingin slum conditions are felt more strongly in a rich society than in a poor one. Many efforts have been made to develop programs of delinquency prevention. There is little evidence, however, that any of these programs is truly effective. Some programs provide counseling services to youths who appear to be on theverge of becoming delinquents. Other programs draw youngsters into clubs andrecreational centers in an effort to keep them away from situations in whichdelinquency is likely to occur. In recent years, many efforts have centered onimproving the educational and work skills of youngsters. For those juvenileswho have already become delinquents, there are programs designed to prevent themfrom committing future delinquent acts. Probation services are offered throughjuvenile courts in an effort to provide guidance for delinquent children. Themore progressive institutions for juveniles attempt to provide treatmentprograms for offenderswork experiences, counseling, education, and grouptherapy. However, many other institutions provide little more than protectivecustody for juvenile delinquents. In conclusion, I have defined juveniledelinquency, explained the extent of juvenile delinquency, gave some suggestionson what c auses juvenile delinquency, and what is being done in variouscommunities to deal with the problem of juvenile delinquency.

Cannabis Sativa Essays - Medicinal Plants, Herbalism,

Cannabis Sativa Hemp is the plant called cannabis sativa which is more commonly called marijuana.Marijuana has been illegal in the U.S.. ever since the Great Depression. The question we must ask ourselves is why?Why is a drug that has so many beneficial uses illegal? Is it because its poisoning the youth of today? Is it because itleads to harder drugs, the health problems, the addictiveness, the short-term memory impairment, the auto accidents,or is it simply because politicians tell us it is for our own good? We have grown up learning that marijuana is aterrible drug, and that using it gives us brain damage, kill all of our brain cells, and makes us lose our memory.The fact is though, that marijuana does not effect us in any of the ways listed above. The idea that marijuanaimpairs short-term memory is true, but misleading. Any signs of short-term memory impairment vanish once the user isno longer intoxicated. Mainly the reason we think marijuana is bad is because that is what the Partnership for aD rug-Free America wants us to believe. They tell us that marijuana will cause brain damage and memory impairment,it will kill brain cells, and lead to more crime. But what they forget to mention is all the benefits we can receive fromlegalizing marijuana. For example, the medicinal uses, and the textile and construction uses. It is very likely thatlegalizing marijuana would decrease the crime rate, and by legalizing marijuana we will save a lot of money becausewe won't have to spend it on fighting marijuana as part of the War on Drugs. There are many habits much worsethan marijuana, one example being cigarette smoking. Tobacco smoking kills more people each year than AIDS,heroin, crack, cocaine, alcohol, car accidents, fire and murder combined. Tobacco smoking is the number onecause of preventable death in the US. Tobacco smokers have 10 times the lung cancer of nonsmokers, twice theheart disease, and are three times more likely to die of heart disease if they develop it. Does it mak e sense thattobacco is legal and marijuana is not, when so many people die from tobacco smoking each year and there is not onereported case of anyone ever dying from marijuana use in its 10,000 years of consumption? You have probably heardthat one joint is that same as 10 cigarettes, but this statement is misleading. ALthough marijuana contains the sameamount of carcinogens as an equal amount of tobacco and more tar, tobacco is still worse. Every yr 350,000Americans die from tobacco-related disease according to the American Lung Association. A tobacco smokerconsumes much more tobacco than a marijuana smoker consumes marijuana. This is probably because tobaccohas a 90% addiction rate while marijuana is less addictive than caffeine. Also, tobacco contains nicotine that mayharden the arteries and may be responsible for much of the heart diseases caused by cigarette smoking. Marijuana onthe other hand contains the chemical THC which opens up the lungs and aids in the clearance of smoke and dirt. Ithink it is safe to say that tobacco smoking is much more dangerous than marijuana smoking. Another bad habit isalcohol, which in my opinion is the worst of all. 8,000 American teenagers are killed each year and 40,000maimed from driving under the influence. The mortality figures for alcohol use are 100,000 annually, compared to thezero marijuana deaths. The amount of marijuana needed to kill someone is 1 to 40,000, while the ratio for alcoholfluctuates between 1 to 4 and 1 to 10. Not only do many people die each year from alcohol poisoning, but alcoholhas caused thousands of fatal car accidents. Although, marijuana, when used to the point of intoxication, impairsjudgement and reaction time, actual studies suggest that the effect alcohol has on one's driving ability is muchgreater than that of marijuana. In fact, it is found that 85% of marijuana related car accidents also involved alcohol. It issad to think that a legal drug like alcohol, the drug of choice for most teen s, causes so many fatalities on ourhighways each year, yet marijuana is the drug that is illegal. I personally feel that marijuana is an amazing plant, andit should be being utilized today. The problem is that most people don't know the benefits that can come frommarijuana.

Cortes & Colombus essays

Cortes & Colombus essays At the beginning of the fifteenth century, the world was a quite small place for Europeans. While they knew about China and Southern Africa, their worldview was still focused on Europe and the Mediterranean. Within 200 years, Europe would be almost all over the world with settlement on various continents. By 1700, most of the coastline of the Americas would be under the domination of Europeans. Meanwhile, with the European conquest of the Nuvus Mondus -the New World- Europe also discovered and revealed a darker side of itself in the age of exploration. The Portuguese all throughout the 16th century built a monopoly in the spice trade from the east by dominating the trade routes around the continent of Africa. Spain, on the other hand, began thinking of ways to get around this monopoly by developing a western route to the eastern countries. The Spanish were especially well prepared by history to conquer, occupy, populate and exploit new lands and assimilate new people. " With Portugal dominating the African route to India, Queen Isabelle of Castile was persuaded to take an interest in a western route by a Genoese adventures, Christopher Columbus." Columbus was in his forty- first year. He had lived 9 years in Spain, where he was trading sugar and was making maps and marine charts. During this period, he made many sea voyages that conceived him later in his enterprise of discovery. Finding no acceptance of it in Portugal, he had come to Spain in 1485. Like all well-informed people of this day, Columbus also believed that the world was round. But Columbus also believed that the world was smaller than was imagined in general and he managed to convince Isabelle that a western expedition would be a short trip. He was, of course, completely mistaken; " he misjudged the size of globe by 25% and the distance of the journey by 400%." As a matter of fact, Columbus and his men would have starved or died, but fortunately for Columbus America...

English Legal Process Coursework Example | Topics and Well Written Essays - 2000 words

English Legal Process - Coursework Example Failure to comply with Section 24 of PACE and the Code of Practice will render an arrest unlawful.2 Together the Code of Practice and Section 24 of PACE inform that two elements must be present otherwise an arrest is unlawful. First the person arrested must be involved or suspected to have been involved in or attempted to be involved in committing a criminal offence. Secondly, there must be reasonable grounds that arrest is necessary. Section 24(5) of PACE sets forth a number of grounds upon which an arrest is necessary to prevent the person under arrest absconding.3 As soon as Ray was approached by the officers and informed that he was under arrest he attempted to escape and therefore whether or not the police had reasonable grounds to believe that Ray’s arrest was necessary when they initially attempted to arrest him, they had reasonable grounds to believe that his arrest was necessary the moment he attempted to escape. ... ect a lawful arrest.7 Ray attempted to escape the police upon learning that he was under arrest and the police merely wrestled him to the ground and in doing so used only the force that was necessary to carry out the arrest. The only questionable act on the part of the police is whether or not the police properly informed Ray of the reasons for his arrest. Section 28 (3) of PACE instructs that an arrest is unlawful â€Å"unless the person arrested is informed of the ground for the arrest at the time of, or as soon as is practicable after, the arrest.8 Obviously, it was impractical to inform Ray of the reasons for his arrest when he attempted to escape, but he could have been informed at any time after he was placed in handcuffs. However, the police did not inform Ray of the reasons for his arrest despite several opportunities to do so. He was in the police car win an officer while the police stopped at an unrelated crime scene. This raises the question of whether or not the police c omplied with their duty to take the detainee to the police station as soon as practical after the arrest.9 The stop was brief however, and given police duties to protect the public, it may be concluded that the stop was not an unnecessary intrusion and thus may not compromise Section 30 which requires the detainee be taken to the police station as soon as practical after the arrest. Although the detainee may not be questioned until after he has been cautioned, and after he is at the police station, Ray offered information while waiting in the car at the police stop. He had been cautioned and had volunteered the information and the police officer receiving the information did not encourage Ray and did not engage in discussions about it. Thus the police did not act improperly. Police are required

Non-Tariff Barriers in South Korean Automobile Market Essay

Non-Tariff Barriers in South Korean Automobile Market - Essay Example South Korea and the U.S share a great deal of interest in pursuing positive development in the automobile industry’s trade performance. Both countries substantially rely on the profits of the automobile trade for their economic growth and their market sizes are often large. (Dyer & Chu, 2000). Consequently, S. Korea and the U.S Free Trade Agreement is about to come into effect and one of the biggest issues that prolonged the deal while negotiating for the FTA was regarding the automobile, especially passenger vehicle industry trade. President Obama and the U.S industry representatives claimed that the FTA deal regarding automobile trading regime is not fair if they start to trade bilaterally in the current condition and regulation. Opponents of recent FTA provision even claimed that the U.S automakers exaggerate the potential sales in S. Korea of cars produced in U.S. assembly plants (Schott, 2010). What are the causes of the U.S showing the lack of confidence for trading auto mobile goods with S. Korea under similar conditions and regulations? It is important to understand that there is a big difference between the two countries. The U.S. automobile industry has been primarily served domestic demand, whereas that of S. Korea has been export-oriented after 1997 (Choi, 2010). In often cases, the situation is also being illustrated as the failure of U.S auto-manufacture to compete in the global market. For an extended time, Korea has very successfully used a whole armory of trade tools, starting with absolute imports bans.

Method Of Language Teaching: The Silent Way

Method Of Language Teaching: The Silent Way The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. Gattegnos name is well known for his revival of interest in the use of coloured wooden sticks called cuisenaire rods and for his series Words in Colour, an approach to the teaching of initial reading in which sounds are coded by specific colours. His materials are copyrighted and marketed through an organization he operates called Educational Solutions Inc., in New York. The Silent Way represents Gattegnos venture into the field of foreign language teaching. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible. Elements of the Silent Way, particularly the use of colour charts and the coloured cuisenaire rods, grew out of Gattegnos previous experience as an educational designer of reading and mathematics programs. (Cuisenaire rods were first developed by Georges Cuis ­enaire, a European educator who used them for the teaching of math. Gattegno had observed Cuisenaire and this gave him the idea for their use in language teaching.) The Silent Way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying Gattegnos work could be stated as follows: 1) Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. 2) Learning is facilitated by accompanying (mediating) physical objects. 3) Learning is facilitated by problem solving involving the material to be learned. Let us consider each of these issues in turn. 1. The educational psychologist and philosopher Jerome Bruner distinguishes two traditions of teaching that which takes place in the expository mode and that which takes place in the hypothetical mode. In the expository mode decisions covering the mode and pace and style of exposition are principally determined by the teacher as expositor; the student is the listener. In the hypothetical mode the teacher and the student are in a more cooperative position. The student is not a bench-bound listener, but is taking part in the play the principal role in it (Bruner 1966: 83), The Silent Way belongs to the latter tradition, which views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener. Bruner discusses the benefits derived from discovery learning under four headings: (a) the increase in intellectual potency, (b) the shift from extrinsic to intrinsic rewards, (c) the learning of heuristics by discovering, and (d) the aid to conserving memory (Bruner 1966: 83). As we shall see, Gattegno claims similar benefits from learners taught via the Silent Way. 2. The rods and the coded-coded pronunciation charts (called Fidel charts) provide physical foci for student learning and also create mem ­orable images to facilitate student recall. In psychological terms, these visual devices serve as associative mediators for student learning and recall. The psychological literature on mediation in learning and recall is voluminous but, for our purposes, can be briefly summarized in a quote from Earl Stevick: If the use of associative mediators produces better retention than repetition does, it seems to be the case that the quality of the mediators and the stu ­dents personal investment in them may also have a powerful effect on mem ­ory. (Stevick 1976: 25) 3. The Silent Way is also related to a set of premises that we have called problem-solving approaches to learning. These premises are succinctly represented in the words of Benjamin Franklin: Tell me and I forget, teach me and I remember, involve me and I learn. In the language of experimental psychology, the kind of subject involve ­ment that promotes greatest learning and recall involves processing of material to be learned at the greatest cognitive depth (Craik 1973) or, for our purposes, involving the greatest amount of problem-solving activity. Memory research has demonstrated that the learners memory benefits from creatively searching out, discovering and depicting (Bower and Winzenz 1970). In the Silent Way, the teachers strict avoidance of repetition forces alertness and concentration on the part of the learners (Gattegno 1972: 80). Similarly, the learners grappling with the problem of forming an appropriate and meaningful utterance in a new language leads the learner to realization of the language through his own perceptual and analytical powers (Selman 1977). The Silent Way student is expected to become independent, autonomous and responsible (Gattegno 1976) in other words, a good problem solver in language. Approach Theory of language Gattegno takes an openly sceptical view of the role of linguistic theory in language teaching methodology. He feels that linguistic studies may be a specialization, [that] carry with them a narrow opening of ones sensitivity and perhaps serve very little towards the broad end in mind (Gattegno 1972: 84). Gattegno views language itself as a substitute for experience, so experience is what gives meaning to language (Gattegno 1972: 8). We are not surprised then to see simulated experiences using tokens and picture charts as central elements in Silent Way teaching. Considerable discussion is devoted to the importance of grasping the spirit of the language and not just its component forms. By the spirit of the language Gattegno is referring to the way each language is composed of phonological and suprasegmental elements that combine to give the language its unique sound system and melody. The learner must gain a feel for this aspect of the target language as soon as possible, though how the learner is to do this is not altogether clear. By looking at the material chosen and the sequence in which it is presented in a Silent Way classroom, it is clear that the Silent Way takes a structural approach to the organization of language to be taught. Language is seen as groups of sounds arbitrarily associated with specific meanings and organized into sentences or strings of meaningful units by grammar rules. Language is separated from its social context and taught through artificial situations, usually represented by rods. Lessons follow a sequence based on grammatical complexity, and new lexical and structural material is meticulously broken down into its elements, with one element presented at a time. The sentence is the basic unit of teaching, and the teacher focuses on prepositional meaning, rather than communicative value. Students are presented with the structural patterns of the target language and learn the grammar rules of the language through largely inductive processes. Gattegno sees vocabulary as a central dimension of language learning and the choice of vocabulary as crucial. He distinguishes between several classes of vocabulary items. The semi-luxury vocabulary consists of expressions common in the daily life of the target language culture; this refers to food, clothing, travel, family life, and so on. Luxury vocabulary is used in communicating more specialized ideas, such as political or philosophical opinions. The most important vocabulary for the learner deals with the most functional and versatile words of the language, many of which may not have direct equivalents in the learners native tongue. This functional vocabulary provides a key, says Gattegno, to comprehending the spirit of the language. Theory of learning Like many other method proponents, Gattegno makes extensive use of his understanding of first language learning processes as a basis for deriving principles for teaching foreign languages to adults. Gattegno recommends, for example, that the learner needs to return to the state of mind that characterizes a babys learning surrender (Scott and Page 1982: 273). Having referred to these processes, however, Gattegno states that the processes of learning a second language are radically different from those involved in learning a first language. The second language learner is unlike the first language learner and cannot learn another language in the same way because of what he now knows (Gattegno 1972: 11). The natural or direct approaches to acquiring a second language are thus misguided, says Gattegno, and a successful second language approach will replace a natural approach by one that is very artificial and, for some purposes, strictly controlled (1972: 12). The artificial approach that Gattegno proposes is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial. Gattegnos repeated emphasis on the primacy of learning over teaching places a focus on the self of the learner, on the learners priorities and commitments. To speak requires the descent of the will into the voluntary speech organs and a clear grasp by ones linguistic self of what one is to do to produce definite sounds in definite ways. Only the self of the utterer can intervene to make objective what it holds in itself. Every student must be seen as a will capable of that work. (Gattegno 1976: 7) The self, we are told, consists of two systems a learning system and a retaining system. The learning system is activated only by way of intelligent awareness. The learner must constantly test his powers to abstract, analyse, synthesize and integrate (Scott and Page 1982: 273). Silence is considered the best vehicle for learning, because in silence students concentrate on the task to be accomplished and the potential means to its accomplishment. Repetition (as opposed to silence) con ­sumes time and encourages the scattered mind to remain scattered (Gattegno 1976: 80). Silence, as avoidance of repetition, is thus an aid to alertness, concentration, and mental organization. The retaining system allows us to remember and recall at will linguistic elements and their organizing principles and makes linguistic communication possible. Gattegno speaks of remembering as a matter of paying ogdens. An ogden is a unit of mental energy required to link permanently two mental elements, such as a shape and a sound or a label and an object. The forging of the link through active attention is the cost of remembering paid in ogdens. Retention by way of mental effort, awareness, and thoughtfulness is more efficient in terms of ogdens consumed than is retention attained through mechanical repetition. Again, silence is a key to triggering awareness and hence the preferred path to retention. Retention links are in fact formed in the most silent of periods, that of sleep: The mind does much of this work during sleep (Stevick 1980: 41). Awareness is educable. As one learns in awareness, ones powers of awareness and ones capacity to learn become greater. The Silent Way thus claims to facilitate what psychologists call learning to learn. Again, the process chain that develops awareness proceeds from attention, production, self-correction, and absorption. Silent Way learners acquire inner criteria, which play a central role in ones education throughout all of ones life (Gattegno 1976: 29). These inner criteria allow learners to monitor and self-correct their own production. It is in the activity of self-correction through self-awareness that the Silent Way claims to differ most notably from other ways of language learning. It is this capacity for self-awareness that the Silent Way calls upon, a capacity said to be little appreciated or exercised by first language learners. But the Silent Way is not merely a language teaching method. Gattegno sees language learning through the Silent Way as a recovery of innocence a return to our full powers and potentials. Gattegnos aim is not just second language learning; it is nothing less than the education of the spiritual powers and of the sensitivity of the individual. Mastery of linguistic skills are seen in the light of an emotional inner peace resulting from the sense of power and control brought about by new levels of awareness. Silent Way learning claims to consolidate the hu ­man dimensions of being, which include variety and individuality as essential factors for an acceptance of others as contributors to ones own life and even moves us towards better and more lasting solutions of present-day conflicts (Gattegno 1972: 84). Design Objectives The general objective of the Silent Way is to give beginning level students oral and aural facility in basic elements of the target language. The general goal set for language learning is near-native fluency in the target language, and correct pronunciation and mastery of the prosodic elements of the target language are emphasized. An immediate objective is to provide the learner with a basic practical knowledge of the grammar of the language. This forms the basis for independent learning on the learners part. Gattegno discusses the following kinds of objectives as appropriate for a language course at an elementary level (Gattegno 1972: 81-83). Students should be able to correctly and easily answer questions about themselves, their education, their family, travel, and daily events; speak with a good accent; give either a written or oral description of a picture, including the existing relationships that concern space, time and numbers; answer general questions about the culture and t he literature of the native speakers of the target language; perform adequately in the following areas: spelling, grammar (production rather than explanation), reading comprehension, and writing. Gattegno states that the Silent Way teaches learners how to learn a language, and the skills developed through the process of learning a foreign or second language can fee employed in dealing with unknowns of every type. The method, we are told, can also be used to teach reading and writing, and its usefulness is not restricted to beginning level stu ­dents. Most of the examples Gattegno describes, however, as well as the classes we have observed, deal primarily with a basic level of aural/ oral proficiency. The syllabus The Silent Way adopts a basically structural syllabus, with lessons planned around grammatical items and related vocabulary. Gattegno does not, however, provide details as to the precise selection and arrangement of grammatical and lexical items to be covered. There is no general Silent Way syllabus. But from observation of Silent Way programs developed by the Peace Corps to teach a variety of languages at a basic level of proficiency, it is clear that language items are introduced according to their grammatical complexity, their relationship to what has been taught previously, and the ease with which items can be presented visually. Typically, the imperative is the initial structure introduced, because of the ease with which action verbs may be demonstrated using Silent Way materials. New elements, such as the plural form of nouns, are taught within a structure already familiar. Numeration occurs early in a course, because of the importance of numbers in everyday life and the ease w ith which they can be demonstrated. Prepositions of location also appear early in the syllabus for similar reasons. Vocabulary is selected according to the degree to which it can be manipulated within a given structure and according to its productivity within the classroom setting. In addition to prepositions and numbers, pronouns, quantifiers, words dealing with temporal relations, and words of comparison are introduced early in the course, because they refer to oneself and to others in the numerous relations of everyday life (Stevick 1979). These kinds of words are referred to as the functional vocabulary of a language because of their high utility. The following is a section of a Peace Corps Silent Way Syllabus for the first ten hours of instruction in Thai. It is used to teach American Peace Corps volunteers being trained to teach in Thailand. At least 15 minutes of every hour of instruction would be spent on pronunciation. A word that is italicised can be substituted for by another word having the same function. Lesson Vocabulary 1. Wood colour red. wood, red, green, yellow, brown, pink, white, orange, black, colour 2. Using the numbers 1-10 one, two, ten 3. Wood colour red two pieces. take (pick up) 4. Take (pick up) wood colour red two pieces give, object pronouns 5. Take wood colour red two pieces hive him where, on, under, near, far, over, next to, here, there 6. Wood red where? Wood red on table. Question-forming rules. Yes. No. 7. Wood colour red on table, is it? Yes, on. Not on. adjectives of comparison 8. Wood colour red long. Wood colour green longer. Wood colour orange longest. 9. Wood colour green taller. Wood colour red is it? 10. Review. Students use structures taught in new situations, such as comparing the heights of stu ­dents in the class. (Joel Wiskin, personal communication) Types of learning and teaching activities Learning tasks and activities in the Silent Way have the function of encouraging and shaping student oral response without direct oral instruction from or unnecessary modelling by the teacher. Basic to the method are simple linguistic tasks in which the teacher models a word, phrase, or sentence and then elicits learner responses. Learners then go on create their own utterances by putting together old and new information. Charts, rods, and other aids may be used to elicit learner responses. Teacher modelling is minimal, although much of the activity may be teacher directed. Responses to commands, questions, and visual cues thus constitute the basis for classroom activities. Learner roles Gattegno sees language learning as a process of personal growth re ­sulting from growing Student awareness and self-challenge. The learner first experiences a random or almost random feeling of the area of activity in question until one finds one or more cornerstones to build on. Then starts a systematic analysis, first by trial and error, later by directed experiment with practice of the acquired sub areas until mastery follows (Gattegno 1972: 79). Learners are expected to develop independence, autonomy, and responsibility. Independent learners are those who are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language or that they can take their knowledge of the first few words in the new language and figure out additional words by using that knowledge (Stevick 1980: 42). The autonomous learner chooses proper expressions in a given set of circumstances and situations. The teacher c ultivates the students autonomy by deliberately building choices into situations (Stevick 1980: 42). Responsible learners know that they have free will to choose among any set of linguistic choices. The ability to choose intelligently and carefully is said to be evidence of responsibility. The absence of correction and repeated modelling from the teacher requires the students to develop inner criteria and to correct themselves. The absence of explanations requires learners to make generalizations, come to their own conclusions, and formulate whatever rules they themselves feel they need. Learners exert a strong influence over each others learning and, to a lesser degree, over the linguistic content taught. They are expected to interact with each other and suggest alternatives to each other. Learners have only themselves as individuals and the group to rely on, and so must learn to work cooperatively rather than competitively. They need to feel comfortable both correcting each other and being corrected by each other. In order to be productive members of the learning group, learners-thus have to play varying roles. At times one is an independent individual, at other times a group member. A learner also must be a teacher, a student, part of a support system, a problem solver, and a self-evaluator. And it is the student who is usually expected to decide on what role is most appropriate to a given situation. Teacher roles Teacher silence is, perhaps, the unique and, for many traditionally trained language teachers, the most demanding aspect of the Silent Way. Teach ­ers are exhorted to resist their long standing commitment to model, remodel, assist, and direct desired student responses, and Silent Way teachers have remarked upon the arduousness of self-restraint to which early expedience of the Silent Way has subjected them. Gattegno talks of subordinating teaching to learning, but that is not to suggest that the teachers role in Silent Way is not critical and demanding. Gattegno anticipates that using the Silent Way would require most teachers to change their perception of their role. Stevick defines the Silent Way teachers tasks as (a) to teach, (b) to test, and (c) to get out of the way (Stevick 1980: 56). Although this may not seem to constitute a radical alternative to standard teaching practice, the details of the steps the teacher is expected to follow are unique to the Silent Way. By teaching is meant the presentation of an item once, typically using nonverbal clues to get across meanings. Testing follows immediately and might better be termed elicitation and shaping of student production, which, again, is done in as silent a way as possible. Finally, the teacher silently monitors learners interactions with each other and may even leave the room while learners struggle with their new linguistic tools and pay their ogdens. For the most part, Silent Way teachers manuals are unavailable (however, see Arnold 1981), and teachers are responsible for designing teaching sequences and creating individual lessons and lesson elements. Gattegno emphasizes the importance of teacher-defined learning goals that are clear and attainable. Sequence and timing in Silent Way classes are more important than in many kinds of language teaching classes, and the teachers sensitivity and man ­agement of them is critical. More generally, the teacher is responsible for creating an environment that encourages student risk taking and that facilitates learning. This is not to say that the Silent Way teacher becomes one of the group. In fact, observers have noted that Silent Way teachers often appear aloof or even gruff with their students. The teachers role is one of neutral observer, neither elated by correct performance nor discouraged by error. Students are expected to come to see supportive but emotionally uninvolved. The teacher uses gestures, charts, and manipulates in order to elicit and shape student responses and so must be both facile and creative as a pantomimist and puppeteer. In sum, the Silent way teacher, like the complete dramatist, writes the script, chooses the props, sets the mood, models the action, designates the players, and is critic for the performance. The role of instructional materials The Silent Way is perhaps as well known for the unique nature of its teaching materials as for the silence of its teachers. The materials consist mainly of a set of coloured rods, coded-coded pronunciation and vocabulary wall charts, a pointer, and reading/writing exercises, all of which are used to illustrate the relationships between sound and meaning in the target language. The materials are designed for manipulation by the students as well as by the teacher, independently and cooperatively, in promoting language learning by direct association. The number of languages and contain symbols in the target language for all of the vowel and consonant sounds of the language. The symbols are colour coded according to pronunciation; thus, if a language possesses two different symbols for the same sound, they will be coloured alike. Classes often begin by using Fidel charts in the native language, colour coded in an analogous manner, so that students learn to pair a sound with its associate d colour. There may be from one to eight of such charts, depending upon the language. The teacher uses the pointer to indicate a sound symbol for the students to produce. Where native-language Fidels are used, the teacher will point to a symbol on one chart and then to its analogue on the Fidel in the other language. In the absence of native-language charts, or when introducing a sound not present in the native language, the teacher will give one clear, audible model after indicating the proper Fidel symbol in the target language. The charts are hung on the wall and serve to aid in remembering pronunciation and in building new words by sounding out sequences of symbols as they are pointed to by the teacher or student. Just as the Fidel charts are used to visually illustrate pronunciation, the coloured cuisenaire rods are used to directly link words and structures with their meanings in the target language, thereby avoiding translation into the native language. The rods vary in length from one to ten centimetres, and each length has a specific colour. The rods may be used for naming colours, for size comparisons, to represent people build floor plans, constitute a road map, and so on. Use of the rods is intended to promote inventiveness, creativity, and interest in forming communicative utterances on the part of the students, as they move from simple to more complex structures. Gattegno and his proponents believe that the range of structures that can be illustrated and learned through skilful use of the rods is as limitless as the human imagination. When the teacher or student has difficulty expressing a desired word or concept, the rods can be supplemented by referring to the Fidel charts, or to t he third major visual aid used in the Silent Way, the vocabulary charts. The vocabulary or word charts are likewise colour coded, although the colours of the symbols will not correspond to the phonetics of the Fidels, but rather to conceptual groupings of words. There are typically twelve such charts containing 500 to 800 words in the native language and script. These words are selected according to their ease of application in teaching, their relative place in the functional or luxury vocab ­ulary, their flexibility in terms of generalization and use with other words, and their importance in illustrating basic grammatical structures. The content of word charts will vary from language to language, but the general content of the vocabulary charts (Gattegno 1972) is paraphrased below: Chart 1: the word rod, colours of the rods, plural markers, simple im ­perative verbs, personal pronouns, some adjectives and question words Charts 2, 3: remaining pronouns, words for here and there, of, for, and name Chart 4: numbers Charts 5, 6: words illustrating size, space, and temporal relationships, as well as some concepts difficult to illustrate with rods, such as order, causality, condition, similarity and difference Chart 7: words that qualify, such as adverbs Charts 8, 9: verbs, with cultural references where possible Chart 10: family relationships Charts 11, 12: words expressing time, calendar elements, seasons, days, week, month, year, etc. Other materials that may be used include books and worksheets for practicing reading and writing skills, picture books, tapes; videotapes, films, and other visual aids. Reading and writing are sometimes taught from the beginning; and students are given assignments to do outside the classroom at their own pace. These materials are of secondary im ­portance, and are used to supplement the classroom use of rods and charts. Choice and implementation depends upon need as assessed by teachers and/or students. Procedure A Silent way lesson typically follows a standard format. The first part of the lesson focuses on pronunciation. Depending on student level, the class might work on sounds, phrases, or even sentences designated on the Fidel chart. At the beginning stage, the teacher will model the appropriate sound after pointing to a symbol on the chart. Later, the teacher will silently point to individual symbols and combinations of symbols, and on monitor student utterances. The teacher may say a word and have a student guess what sequence of symbols compromised the word. The pointer is used to indicate stress, phrasing, and intonation. Stress can be shown by touching certain symbol more forcibly than others when pointing out a word. Intonation and phrasing can be demonstrated by tapping on the chart to the rhythm of the utterance. After practice with the sounds of the language, sentence patterns, structure, and vocabulary are practiced. The teacher models an utterance while creating a visual realization of it with the coloured rods. After modelling the utterance, the teacher will have a student attempt to produce the utterance and will indicate its acceptability. If a response is incorrect, the teacher will attempt to reshape the utterance or have another student present the correct model. After a structure is introduced and understood, the teacher will create a situation in which the students can practice the structure through the manipulation of the rods. Vari ­ations on the structural theme will be elicited from the class using the rods and charts. The sample lesson that follows illustrates a typical lesson format. The language being taught is Thai, for which this is the first lesson. 1. Teacher empties rods onto the table. . 2. Teacher picks up two or three rods of different colours, and after each rod is picked up says: [mai]. 3. Teacher holds up one rod of any colour and indicates to a student that a response is required. Student says: [mai]. If response is incorrect, teacher elicits response from another student, who then models for the first student. 4. Teacher next picks up a red rod and says: [mai sti daeng]. 5. Teacher picks up a green rod and says: [mai sii khiawj. 6. Teacher picks up either a red or green rod and elicits response from stu ­dent, If response is incorrect, procedure in step 3 is followed (student modeling). 7. Teacher introduces two or three other colors in the same manner. 8. Teacher shows any of the rods whose forms were taught previously and elicits student response. Correction technique is through student model ­ing, or the teacher may help student isolate error and self-correct. 9. When mastery is achieved, teacher puts one red rod in plain view and says: [mai sii daeng nung an]. 10. Teacher then puts two red rods in plain view and says: [mai sii daeng song an]. 11. Teacher places two green rods in view and says [mai sii khiaw song an]; 12. Teacher holds up two rods of a different color and elicits student response. 13. Teacher introduces additional numbers, based on what the class can comfortably retain. Other colors might also be introduced. 14. Rods are put in a pile. Teacher indicates, through his or her own ac ­tions, that rods should be picked up, and the correct utterance made. All die students in the group pick up rods and make correction is encouraged. 15. Teacher then says: [kep mai sii daeng

Malaysia’s Seven Types of Schools

There are hundreds, if not thousand of schools in this world. In Malaysia, we have seven types of schools. They are Malay schools, Tamil schools, Chinese schools, international schools, private schools, and religious schools. There is only one type of Malay schools and they are the Malay government schools. Malay schools are the most common types of schools in Malaysia. You can find at least one Malay school in a town. Malay schools are divided into two. They are the Malay primary schools and the Malay secondary schools. Malaysians start their primary school education at the age of seven. They will then be in standard 1 and they will stay until they are in standard 6, which is until they are 12 years old. The following year they will go to form 1 in the secondary school and they will continue studying there until they finish form 5 so that they can go to either college or start work immediately or they can continue to form 6 so that they can go to university immediately thereafter. Every student has to sit for the UPSR examination when they are in standard 6, the PMR examination when they are in form 3, the SPM examination when they are in form 5, and the STPM examination when they are in form 6. All the lessons in the primary and secondary schools are, with the exception of the English lesson, are conducted in Malay. There is only one type of Tamil school in Malaysia and they are the government ones. Tamil schools are very much like the Malay schools with the exception that all lessons except English and Malay are in Tamil. Their syllabus is a lot like the syllabus of the Malay schools. The only difference is that they have to enter a Malay school when they go to form one. They normally spend a year in a special class after they finish the UPSR examination so that they can cope with the high standard of Malay in the Malay school they will be going to. Then they will they will continue studying at the school like any other student. Chinese schools are very much like Tamil schools. All their lessons except English and Malay are in Chinese. Their syllabus is a lot like the syllabus of the Malay schools. However, they can choose to continue their education in a Chinese secondary school after they finish their UPSR examination or they can choose to go to a special class after the examination and then continue their education in a Malay secondary school. There are two types of international schools, the private ones that follow the British syllabus, and the government ones that follow the Malaysian syllabus. The private international schools can be mainly found in Kuala Lumpur whereas the government ones can be found in almost every state capital. An example of a private international school is the Alice Smith International School in Kuala Lumpur and an example of government international schools is the Sri Utama International School. Private schools are run totally by the school board without any help from the government at all. If they have any problems, they have to overcome it themselves. They get no funding from the government so they have to get money by whatever means they can. That is why the school fees are very expensive. Their syllabus is basically like the normal syllabus of the government schools. Las,t but definitely not least, is the Islamic religious schools. Islamic students go there to learn about their religion and to learn how to speak and write Jawi. They normally study there for six years, but those who are really interested can go to a secondary school that teaches mainly Islam. There they will also learn all the other subjects that normal students do. We should be happy that we are lucky enough to have the opportunity to go to a school to have an education. There are hundreds if not thousands of children out there who do not have the opportunity to go to school. So my friends do not waste this opportunity. Use it while you can.