Pros and Cons of Coal Energy free essay sample

The use of coal is much bigger than that. Coal is used to create almost half of all electricity generated in the United States. It is inexpensive compared to other energy sources, which means lower bills for its consumers. Coal is easily stored, transported, and controlled in large volumes A variety of industries use coals heat and by-products. Separated ingredients of coal (such as methanol and ethylene) are used in making plastics, tar, synthetic fibers, fertilizers, and medicines. Coal power produced 49. 7% of the U. S. electricity supply in 2005. According to the Energy Information Administration, the U. S. has demonstrated coal reserves of approximately 496 billion tons of coal (more than any other country in the world), half of which is mine able with existing technologies. Consumption of coal worldwide is expected to increase 71% between 2004 and 2030, driven by developing countries that use coal to generate about 75% of their power. The burning of coal, like that of gas and oil produces carbon dioxide (CO2) the main greenhouse gas, which is linked to global warming. We will write a custom essay sample on Pros and Cons of Coal Energy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Coal also contains sulfur dioxide when it is burnt. In the atmosphere, it becomes sulfuric acid by oxidation, an irritant for the lungs and a main component of â€Å"acid rain†. Coal is a fossil fuel that is burnt in order to produce electricity. It produces emissions such as sulfur, nitrogen oxide (NOx), and mercury, which can pollute the air and water. Sulfur mixes with oxygen to form sulfur dioxide (SO2), a chemical that can affect trees and water. Mercury that is released into the air eventually settles in water. This mercury in the water can build up in fish and shellfish, and can be harmful to animals and people who eat them. Now that I’ve told you about the cons of coal as our energy power source, I must tell you that there are changes being made to reduce these risks and ease your minds of ecological concerns. Industry has found several ways to reduce sulfur, nitrogen oxides (NOx), and other impurities from coal. They have found more effective ways of cleaning coal after it is mined, and coal consumers have shifted towards greater use of low sulfur coal. Power plants use flue gas desulfurization equipment to clean sulfur from the smoke before it leaves their smokestacks. There are also technologies that can remove impurities from coal or that make coal more energy-efficient so less needs to be burned. Scientists are also working on new ways to reduce mercury emissions from coal-burning power plants. Reuse and recycling can also diminish coal’s environmental impact. Land that was previously used for coal mining can be reclaimed for uses like airports, landfills, and golf courses.

Mark Twain As Philosopher Essays - Picaresque Novels,

Mark Twain As Philosopher Mark Twain is, according to critics and readers alike, the first great American novelist (Reuben). Throughout his lifetime Twain, born Samuel Longhorn Clemens, held an eclectic mix of jobs, and, wrote a great deal about his experiences and his boyhood. The Adventures of Tom Sawyer (AOTS) and Adventures of Huckleberry Finn (AOHF) are a pair of novels by Twain that: present the new and radical changes in the early 1800s in contrast to the old fashioned ways; mirror Twain's life as a young boy growing up in a one-horse town on the Mississippi River; and, give the reader an idea of his view that the loss of innocence signals the coming of age. Twain was born in 1835 and Tom Sawyer grew up in the 1840s. Around this time, America, especially the North, was undergoing "revolutionary changes in transportation and communication" (Geise 93). The river steam boat was invented in 1807 (Roberts and Kennedy 305) and subsequently took over mass transportation from sailboats using the ocean (Geise). This was a big change from the previous small scale or trans-ocean transport. After the steam boat came the steam train which revolutionised transportation in a similar fashion, and they synergistically opened the West to all people and boosted trade and commerce enormously--not just of the big industrial towns but of the en-route towns and the farms, In 1849, agriculture accounted for over half of the nation's economy, whereas today it is one-fiftieth (Roberts and Kennedy A27). Canals, turnpikes and clipper ships also greatly affected transport and communication between distant places (311). The times were revolutionary in that the old ways of taking dirty, bumpy roads long distances with little profit were over. Another sign of the times was slavery. Racism was widespread during this time period because many large farms and plantations held slaves. Feelings towards slaves in Missouri were not generally sympathetic, and abolitionists were not well accepted because the economy would collapse without the slave based agriculture. Rudyard Kipling wrote at the end of that century "The White Man's Burden," (643) that was taken to mean that blacks must accept their position as underlings. While a false interpretation, it shows that many Confederates and sympathisers held the view that blacks and slaves deserved to be oppressed even after the Civil War (1861-1864). TAOTS accurately reflects the small town economy. The river trade is the centre of all commerce and without it, town life would end. In Chapter Two of TAOTS, Ben Rogers, a local boy, pretends to be a steamboat. This exemplifies how important the boats were to the town. Everything in the town--the mill, the taverns--they all depended on the trade from the river. The town, consisting of a church, a school, a general store, taverns a mill and a docking area for the boats also reflect how important the river really was. The minister's fire and brimstone sermons (35) preach against the evils of drink, gambling and lust, all of which would have been demonstrated by the passing river sailors and conmen. In the AOHF, the town life is not so much the focus of description as river life. But it is the description of the treatment of slaves that truly stands out. Huck was poor, but still he was socially above Jim because he was white and not owned. TAOHF was set a few decades before the civil war so when Huck and Jim escaped down the Mississippi and headed south, they were putting Jim in more peril. When they took on board the King and the Duke these other travelers wanted to turn Jim in. Many non-slave states actually had laws that allowed for the returning of runaway slaves (Geise 109). Both TAOTS and AOHF are accurate in their description of the situation (slave-wise and town-wise) at that time. Mark Twain's views about childhood and the subsequent loss of innocence are a product of childhood experience growing up in Hannibal, Missouri (pop 500), a small town on the Mississippi River. As a young boy, he enjoyed skipping school to go fishing on the nearby island; playing with the off-limits Tom Blackenship (Draper 3713), the son of the town drunk; or spending time with his sweetheart Laura Hawkins (Thayer 5). Twain once had a harrowing experience as a child when he got lost in a local cave with Laura. Living in the small river town, whose only commerce was from the steamboat trade, he witnessed at least four murders (Sanderlin). When he was eleven, his father died (Meltzer 75). He quit school

Fred Page essays

Fred Page essays Fred Page was born on a 3,000-acre farm in Louisiana. He lived there for most of his teenage years. He then moved to Mississippi where he has lived for 52 years. Overall, Mr. Page has had a very long and interesting life. In Louisiana, Freds family was one of the most well off black families of its time. He lived in a great big house and his father worked for many rich people. They raised hogs and cows which was rare for some plantations. When Fred was 12 years old, he was hired to pick cotton. He could pick about a couple hundred pounds of cotton by two oclock. During the picking he would hardly see a white person, unless the overseer was white. When he moved to Mississippi, he began working at the Melrose Plantation at the age of 18. His owner, Mrs. Kelly was very high cultured. She taught him the rich culture ways like they would use in New York, so he would know how the white people would talk to him. Fred was very sophisticated for a young black teenage. When he started working in the State of Mississippi he wasnt quite used to the way a black person was supposed to speak. Everyone you talked to is yas em and no em and yas em giving that high honor, you know. And I started saying yes and no, but I soon got out of that. In a couple of weeks I blended back down to Yas and nosm, that sort of thing. This is very similar to the character Grant in A Lesson Before Dying. Grant was smarter than most of the white people he knew, but sometimes had to act more dumb to give them pleasure or acted smarter to piss them off. He began only giving tours to blacks and everyone gave Freds tours high reviews. When he started giving tours to whites, they asked Mrs. Kelly if he could handle it and they would say, I dont want him talking to my children, while Fre ...

The Longest Words in the German Language

The Longest Words in the German Language The classic longest German word is Donaudampfschiffahrtsgesellschaftskapitn, clocking in with 42 letters. In English, it becomes four words: Danube steamship company captain. However, its not the only super long word in the German language and, technically, its not even the longest. German Spelling Most languages, including English, string smaller words together to form longer ones, but the Germans take this practice to new extremes. As Mark Twain said, Some German words are so long that they have a perspective. But is there really such a thing as the longest German word...  das lngste deutsche Wort? Some of the suggested longest words are artificial creations. They are never used in daily spoken or written German, which is why well look at some words that far surpass our 42-letter title winner mentioned above.   For all practical purposes, this longest-word contest is really just a game. Its more fun than practical and German just happens to offer us some really long words. Even a German or English Scrabble board only has room for 15 letters, so you wont find much use for these. Yet, if youd like to play the longest-word game, here are a few selected items to consider. The 6 Longest German Words (Lange  Deutsche  Wà ¶rter) These words are listed in alphabetical order, with their gender and letter count. Betubungsmittelverschreibungsverordnung(die, 41 letters) Its a mesmerizing word that is rather difficult to read. This lengthy one refers to a regulation requiring a prescription for an anesthetic. Bezirksschornsteinfegermeister(der, 30 letters) This word may be short in comparison to those below, but it is a real word that you might be able to use someday, but even thats not likely. Roughly, it means a head district chimney sweep. Donaudampfschiffahrtselektrizittenhauptbetriebswerkbauunterbeamtengesellschaft(one word, no hyphen)  (die, 79 letters, 80 with the new German spelling that adds one more f in ...dampfschifffahrts...) Even the definition is a mouthful: association of subordinate officials of the head office management of the Danube steamboat electrical services (the name of a pre-war club in Vienna). This word is not really useful; its more of a desperate attempt to lengthen the word below. Donaudampfschifffahrtsgesellschaftskapitn(der, 42 letters) As mentioned, in classic German this is considered the longest word. Its meaning of Danube steamship company captain makes it unusable for the majority of us, though. Rechtsschutzversicherungsgesellschaften(die, plur., 39 letters) This is one you might actually be able to pronounce if you take it one syllable at a time. It means, legal protection insurance companies.  According to Guinness, this was the longest German dictionary word in everyday usage. However, the word below is a longer legitimate and official longest word- in semi-everyday usage, anyway. Rindfleischetikettierungsà ¼berwachungsaufgabenà ¼bertragungsgesetz(das, 63 letters) This hyper word references a beef labeling regulation and delegation of supervision law.  This was a 1999 German Word of the Year, and it also won a special award as the longest German word for that year. It refers to a law for regulating the labeling of beef- all in one word, which is why it is so long. German also likes abbreviations, and this word has one: ReÃÅ"AÃÅ"G. German Numbers (Zahlen) There is another reason why there really isnt a single longest German word. German numbers, long or short, are written as one word. For example, to say or write the number 7,254 (which is not really a very long number), the German is siebentausendzweihundertvierundfà ¼nfzig. That is a single word of 38 letters, so you could imagine what larger and more complex numbers may look like. For this reason, its not difficult at all to make a number-based word that far exceeds any of the other words weve discussed. Longest English Words For comparison sake, what are the longest words in English? Contrary to popular belief, the record holder is not supercalifragilisticexpialidocious (an invented word made famous in the movie Mary Poppins). Just as in German, there is disagreement about which word is actually the longest. Theres little argument, however, that English cant keep pace with German in this department. The English languages two contenders are: Antidisestablishmentarianism  (28 letters):  This is a legitimate dictionary word from the 19th century meaning opposition to the separation of church and state. Pneumonoultramicroscopicsilicovolcanokoniosis  (45 letters):  The literal meaning of this term is lung disease caused by breathing in silica dust. Linguists claim this is an artificial word and that it does not deserve true longest word billing. Likewise, there are many technical and medical terms in English that qualify as long words. However, they are usually excluded from consideration for the longest word game.

Economic issues for a country in Africa Annotated Bibliography

Economic issues for a country in Africa - Annotated Bibliography Example They further stated that the nation’s credit ratings have been decreased by both S&P and Moody’s rating agencies and this has happened for the first time since the apartheid ended. S&P stated that they have decreased their ratings as a feedback to the strikes and the uncertainty of the political conditions of South Africa. The article further asserts that a huge part of the workforce and in accordance to the findings of the Deutsche Bank, 30% of the total mining workers are at strike. The Bank has even made a calculation of decline in the GDP that is targeted to decline by 2.5% if the strikes continue. The mining industry happens to be the backbone of South Africa and it is a huge producer and exporter of minerals such as palladium and platinum. These strikes pose a very significant issue to the economy of South Africa as the 50% of the exports gained by South Africa are backed by mining industry. These strikes are not only impacting the nation in a negative manner, the effect has been experienced by nations that import minerals from South Africa as an example of Anglo American company has been stated that has experienced reduction in production as a result of these strikes. South Africa’s strikes in the mining sector has increased concerns for people all over the world as these strikes have entered different areas of mining such as coal, gold and metal. The most interesting point of this article is that issues that are caused in one nation do not only impact the nation in a negative manner, they even impact other nations around the globe. For example: in this article the strikes conducted by the South African miners have negatively impacted industries that acquire minerals and commodities from South Africa. If the South African strikes continue to exist, they will not only impact the South African economy, they will

Race and Your Community Personal Statement Example | Topics and Well Written Essays - 1250 words

Race and Your Community - Personal Statement Example Admittedly, my community, that is Dallas, is notorious for the existence of racism. It seems that the issue of racism is much higher in this city because of the special nature of the demography here. In this area, all the racial groups are almost equal in size. According to the 2000 statistics, Hispanics are the largest group which constitutes nearly 35.55 % of the population followed by 34.56 percent whites. The presence of blacks is estimated at nearly 25.65%. Asians and other races are the minority, which together contribute less than 5% of the total population. Evidently, this mix of population has a specific role in amplifying racial issues. Due to the almost equal proportion of various groups, both politicians and media are eager to utilize racism as a tool for campaign and publicity. In fact, my neighborhood too is a mix of a variety of races, and the difference is visible in the look of people too. There are people who are black in complexion, some who are rather brown in complexion, and there are whites. The fact is that my society is more mixed than many other cities in the US. The difference is visible in communication too. For example the Hispanics, the Whites, and the Asians are easily distinguished for the way they use language. I have come to know that people like the Asians who first reach the place face serious problems communicating, and this situation leads to poor access to vital social services like medicine and other governmental grants. Admittedly, the leaders within my community are highly aware about the situation, and often, it seems as if they intentionally try to use the matter for easy public attention. Though most people and leaders try to avoid hurting other people by avoiding racial comments, some just make the comments publically. An exa mple is the recent statement made by a Dallas County commissioner to an attorney that â€Å"All of you are white. You can go to hell† (Piggy, 2011). The commissioner claims that he got angry because he found the statement of the attorney racial in nature. Though there are allegations of racism every now and then, from my observation, it seems that the leaders try to avoid any racial discrimination in their dealings. And most of the time, the term ‘racism’ does not arise in public offices and services. However, when there are issues involving people from two different races, the first allegation is racial profiling or racial discrimination. When a black child is punished by a white teacher, the situation is often given the color of racism. Similarly, when a black youth is arrested for drug or looting, the media shows the tendency to present the situation in the light of racism. The frequently made claim by the media is that, or what they try to make people believe is that, blacks are antisocial creatures who live on violence, theft and drugs. Another area where racism is highly visible is peer groups. Admittedly, the youth prefer to remain within groups of their own race. Within such groups, often comments of racial content take birth, and most of the time, it seems that such groups are behind racial attacks and abuses. I feel that the youth, if alone, will not resort to such activities of racism. As White and Perrone (2001) point out, it is the collective identity and the feeling of security within the group that makes them engage in such rare activities of racism. Though it is not always so, there are many whites who prefer to remain within white groups and blacks who prefer to be with blacks, and the main reason behind this situation is not hatred, but fear of getting maltreated by the other that is injected by the society and the media. Thus, though the administration cries ‘no racism’, there is racism in the air, and everyt hing in the society is first analyzed in the light of racism. A catalyst of racism, as already said, is media. It seems to me that media is bent on crating stereotypes and formulas in the social relations. As Rickford (2011) states, while

Van Is a Good Essay Essay Example for Free

Van Is a Good Essay Essay Pie Chart Showing the Occupational Expectation of the Trainees: Government Institutions Pie Chart Showing the Occupational Expectation of the Trainees: Private Training Schools Pie Chart Showing the Total Occupational Expectation of the Trainees: Total 2 2 3 4 5 6 C HAPTER I INTRODUCTION This paper reports the results of a small tracer study and discusses how tracer studies can be used as a planning tool to assist education and manpower planning. To make education institutions more efficient, we need to know what happen to graduates. One way is to conduct tracer studies. Such studies are useful for assessing the labour market performance of graduates and school leavers. Uses of Tracer Studies Tracer studies can be used to achieve the following: †¢ To collect information on how well the graduates are doing in the labour market †¢ To get feedback from the graduates to modify and upgrade the education institutions †¢ To meet the needs of the employers †¢ To make tracer studies as part of labour market information system †¢ To make use of the labour market information to assist policy planners. C HAPTERll METIlODOLOGY AND SURVEY DESIGN. The tracer study questionnaires used include items such as employment status, income, basic demography, waiting time for employment, job changes, attitude to jobs and qualitative feedback on courses and programmes of training institutions. Samples of fresh graduates from Yangon Institute of Technology (YIT), Civil, Government Technical Institute (GTI), Mandalay, Machine Tools, Agriculture High School, Myittha, during the three academic years 1984/85, 1985/86, 1986/87, were first chosen at random and then efforts were made to establish contact with those graduates included in the sample. Next, a few individuals who received training in specific skills like Computer Operations, Tailoring and Auto-repairs run by private establishments were also chosen at random and interviewed. Table 1 Training Institutions Run by the Government No. Training Institutions 1984/85 3 1986/87 Yangon Institute of Technology (Civil Eng. ) Government Technical Institutes (Machine Tools) Agriculture High School (Myittha) 203(10) 244(10) 274(10) 30 17(5) 48(5) 44(5) 15 66(5) 50(5) 24(5) 15 Total 2 Academic Year 1985/86 Sample Size 286(20) 342(2) 315(20) 60 Note: Sample sizes are given within parenthesis. Table 2  Skill Training Course Run By Private Establishments No. Training Institutions 1988 1 2 3 Computing and Typing Tailoring Auto-Workshop Total 5 3 2 Intended Interview 1989 1990 5 3 2 5 3 2 Total 15 9 6 30 Interviewers were sent all over the country to contact the graduates selected for interviewing through local administrative bodies. More than one visit was needed in tracing some 3 respondents for shifts in their places of residents. It is important to note that the sample sizes for private skill-training courses were fixed in advance for the sake of convenience. Table 3 Response Rate by Type of Graduates/Skills Sample Response. Response Rate % B. E (Civil) GTI (Machine Tools) (Mandalay) AHS (Myittha) Computing and Typing Tailoring Auto-workshop 30 15 27 15 90. 0 100. 0 15 15 9 15 15 9 6 6 100. 0 100. 0 100. 0 100. 0 Total 90 87 97. 0 No. Graduates/ Type of Skills 1. 2. 3. 4. 5. 6. C HAPfERill PLACEMENT OF GRADUATES Relationship Between Type of Diplomas/Degrees and Type of Work In our study of graduates from some training institutions, both in the formal and non-formal sectors, we see that some are employed in jobs which are related to their educational training, but a great majority found their jobs do not match with their training or acquired skills. For example, a graduate of Yangon Institute of Technology is found to take up the profession of a primary assistant teacher and another as a self-employed shop-keeper. Also a graduate of an Agricultural High School (AHS), took up the post of a Primary Assistant Teacher (PAT). A tracer study on the graduates of computer centres reveal that most of them take up the course because of the challenge of a new subject and also because the universities are closed for the time being. A currently employed PAT attending the course of computer said that her training and her work does not relate. She has a bachelor degree with physics major and has the feeling that she should be employed in a field in which her training might prove to be useful. Our study reveals that training systems such as computer schools, secretarial, typing schools are currently very popular and heavily attended in the sense that trainees perceived that the new market oriented economic policy would create job opportunities for them. Currently it is seen that such level of employment has not been reached yet. To those who took up computer training a few are fortunate enough to find employment in the same institution. Most of the trainees of typing school usually take it as a pre-course for computer training. Some attended such courses to while away before the university opens. Such reasons clearly bring out the fact that ultimately employers are the ones who decide on employment. Since employers have great influence over labour market the most obvious solution is to place training under the control of a board in which employers receive higher representation. Table 4 Match Between Training and Employment No. Institute (or) Training 1. Institute of Technology Government Technical Institutes Agricultural High School. Computer Training Tailoring Short Hand and Typing Auto-workshop 2. 3. 4. 5. 6. 7. Related 16 Not Related 4 8 11 1 1 2 5 1 1 1 5 Employment and Unemployment Situation of the Graduates The tracer study brought into view that among the 87 respondent, 38 per cent are not employed. Graduates of higher education face unemployment more often than lower education level graduates after completing their studies. A research was conducted in 1977 to find out the prospect that graduates have in securing jobs, the types of occupation where graduates are placed and how graduates have to wait to find jobs. Ten per cent of the graduates from Yangon Arts and Science University, Yangon Institute of Technology, the Institute of Economics, the Institute of Education, the Institute of Animal Husbandry and Veterinary Science. the Institute of Agriculture, under the Department of Higher Education and the Institute of Medicine and the Institute of Dental Science under the Ministry of Health were surveyed. The total response was 41 per cent within two months. Based on a survey regarding the number of applications submitted for jobs, the highest was found among the B. E (Engineering) degree holders and the lowest among the B. Sc degree holders. Six per cent of the graduates who were offered the jobs they had applied for, did not accept the job. The main reasons for this was that either the place of the job was too far out, or there were problems related with the family or the salary was low. Out of the 259 respondents 70 per cent were employed and 30 per cent were not yet employed. B. E. graduates and B. Sc graduates were found to be the largest in number among those not yet employed. In the recent survey in 1990, it was found that more than 59 per cent of the YIT and 53 per cent of the GTI graduates had found employment. For the AHS graduates the extent of employment was about 80 per cent. Among graduates of Computing Typing only 40 per cent and among Tailoring 22 per cent were able to find employment. Auto-workshop trainees are employed cent per cent. This is so because the nature of the job is arduous and young people are not willing take on this type of training highly. Table 5 Type of Training and Extent Employment (Per cent) No. Type of Institution 1. 2. 3. 4. 5. YIT GTI AHS Computing Typing Tailoring Employed Unemployed 59. 0 53. 0 80. 0 40. 0 100. 0 41. 0 47. 0 20. 0 60. 0 0. 0 Occupational Expectation of the GraduatGs The external efficiency of an education system involves relationships between general and vocational education and between schools and work opportunities, what schools and teachers can be expected to do in preparing for future occupations and what may be expected from a combination of learning in and out of school. The relationships are intricate and diverse and can be summarized as follows. 6. First to promote economic growth, it is essential to have a trained labour force equipped to handle technical and managerial problems. This presents a more severe problem for developing countries, where skilled manpower is scarce and enterprises that could provide opportunities both for training and employment is lacking. Secondly the problem of unemployment in the modern sector among graduates and others leaving school. In other words, labour supply versus labour demand. Thirdly policy makers, employers as well as individual tend to consider formal education as passport to jobs in the modern sector. To increase their chances for employment with higher wage, students tend to remain in school as long as possible, sometimes for more years than required by the available jobs. Table 6 Occupational Expectation of the Trainees No. Training Schools 1. 2. AHS No. /1) Industrial Training Centre Government Private JVC 2 3 10 I. /1 +2) 3. 4. 5. Tailoring Computing and Typing Auto-workshop 11. /3+4+5) 9 30% 108 ° 19 69% 22]0 4 7% 25 ° Ill. Total /1 +2+3+4+5) 22 49% 176 ° 19 42% 151  ° 4 9% 33 ° 2 14% 50 ° 13 86% 310 ° 3 6 7 7 2 5 Co-op 7 Figure 1 Pie Chart Showing the Occupational Expectation of the Trainees. Government Institutions J. V. C (15. 7%) Private (0. 0%) Private Training Schools 8 Total Government (49. 0%) Private (42. 0%) In our study on trainees from various institutions, we find that 49 per cent of the trainees wanted to join government departments, 42 per cent the private sector and 9 per cent tlie JVCs. It was found that no one wanted to join the cooperative sector. Among the trainees interviewed, two large groups were identified: those attending government training schools and those attending private and non-formal training schools. It was found that among those attending government training schools 86 per cent wanted to join government departments and 14 per cent preferred the JVCs. Most of the trainees taking private or non-formal training desired to join the private sector and to get government jobs as well. A tracer study of 1976177 graduates also point out that 67 per cent of the ograduates wanted to work with state enterprises or departments; less than 1 per cent the cooperative sector and the private sector and the remaining wanted to take up any type of work or set up their own businesses. This is understandable, for the state had been the major employer prior to the adoption of the market oriented economic policy, but after the adoption of the new economic policy, trainees actually look forward to join the private sector for work. This fact reflected the need for studying the labour market conditions placing more emphasis on employment effectiveness of the private sector. Income is also one of the main factors in the occupational expectation of the graduates. Our study is concerned with the income generation of graduates. Most begin their work with very low pay. For the YIT graduates, the majority had to start work with a monthly income ranging from K 400 K 750. For technical schools it is much lower, between K 200 K 450. Most of them start to work on a flat-payor daily wages basis. Graduates from the non-formal education sector such as auto-workshop workers, typists were found to earn more than university graduates. This is a natural flow of blue collar job workers earning more than white collar job workers in the initial period. The nature of the work is different although there is less wage differential. C HAYfER IV ISSUES AND RECOMMENDATIONS Methodology. Tracer studies are usually ad-hoc exercises covering only a few institutions or types of graduates. To use tracer studies as an aid to education/manpower policy making, graduates from all the institutions or programmes run by the Ministry of Education and other ministries should be analyzed. To encompass all the institutions and programmes, a sample will need to be selected. To be precise, the question should be asked of what size of sample is necessary to reflect the market demand for specific types of educated manpower. Another issue in methodology is formulating questions. At the centre of a tracer study is the questionnaire. In designing questions it should be borne in mind that much of the resulting analysis will be statistical and therefore the answers will need to be in a form where by they can be aggregated. Another important consideration in designing questions is to ensure that their meaning is clear and unambiguous. There are some factors to take into account in the wording of questions. All wording should be simple, direct and familiar. Each question should have a single issue. Operation The result of tracer studies can be useful to and fed into the work of several ministries, particularly Education, Labour and Planning. There should be a permanent tracer study unit in one of the above ministries. The advantage of setting up a permanent tracer study unit is that it can integrate information from tracer studies to national planning purposes. The setting of a permanent tracer study could develop a series of tracer studies right across to education/training system. To improve policy decision on education and manpower, tracer studies need to be organized as part and parcel of the activities of the institution and the information they generate should regularly be fed into the policy-making process. Recommendations. To get up-to date information on the labour market performance of graduates, Tracer Studies should be made regularly. To train more-people who will be in charge of the tracer studies. The person in charge should have, as a minimum, practical experiences of survey work including coding and analyzing cross tabulation. C HAPrER V CONCLUSION As this paper reports the results of a small tracer study and discusses tracer studies as a method of obtaining regular feed-back on the labour market performance of graduates, it can be used as a tool to assist education and manpower planning. Tracer studies provide information on the demand for educated workers. Besides this it has other advantages. First, the surveys are simple to conduct. Secondly, the typical questionnaire used is short and uncomplicated, and can easily be completed by respondents. The third is that almost all of them can be conducted by mail. They are therefore inexpensive to carry out. The survey can be conducted when graduates return for their graduation ceremony. Fourthly the data collected by tracer studies can be easily analyzed and understood by non-economists. Like all techniques to aid policy-making, tracer studies have shortcomings. Some of those shortcomings concern data reliability while others stem from the assumptions that underline tracer studies. I L IST OF WORKING PAPER SERIES 1. Education Data Review and Analysis 1 . 1 1 . 2 Performance Indicators in Higher Education by U Thein Htay (DHE). 1. 3 Performance Indicators in Technical, Agricultural and Vocational Education by U Myat Naing (MERB) and U Nyunt Maung (DTAVE). 1 . 4 Quantitative Review of Education Staff by U Tun Hla and U Myint Thein (DBE). 1. 5 2. Performance Indicators in Basic Education  by U Saw Win (Institute of Economics). Population Projections (1983-2013) by U Nyan Myint (Institute of Economics). The Quality of Education 2. 1 2. 2 Pedagogy by Oaw Nu Nu Win (Institute of Education). 2. 3 Curriculum by U Myint Han (MERB). 2. 4 Student Evaluation by Dr. Khin Saw Naing (Institute of Medicine 2). 2. 5 3. Teacher Quality by Daw 00 Khin Hla (Institute of Education). Student Characteristics by U Maung Maung Myint (DBE). Education and Employment 3. 1 Manpower Demand and Employment Patterns in a Changing Economy by Dr. Thet Lwin (Institute of Economics). 3. 2. A Tracer Study of Recent Graduates: Implications for Education and Manpower Planning by U Kyaw Kyaw (Department of Labour). 3. 3 Linkages between Training Institutions and Employers by U Tun Aye (Ministry of NO. 1 Industry), Daw Myint Myint Yi (Institute of Economics) and U Van Naing (DBE). 3. 4 Education and Work Performance (A Survey of Employers Perceptions) by Daw Hla Myint (Institute of Economics). 3. 5 Non-Formal Education in Myanmar by Daw Win Win Myint (Institute of Economics) and Daw Lai lai Yu (MERB). 3. 6 Labour Market Institutions in Myanmar by U Kyaw Kyaw (Department of Labour). 4. Costs and Financing of Education 4. 1 4. 2 Government Expenditure on Education by Oaw Soe Soe Aung (Institute of Economics) . 4. 3 5. Management and Administration of the Education Budget by Or. Khin Ohn Thant (Ministry of Planning and Finance). Non-Government Expenditure on Education by U Saw Gibson (Yangon University). Education Infrastructure 5. 1 5. 2 A Comprehensive Survey of Education Facilities by U Sein Myint (OBE), U Nyi Hla Nge (Yangon Institute of Technology), Oaw Win Win Myint (Institute of Economics), Oaw Naw Joy Loo (Institute of Medicine 1), U Saw Wynn (OBE) and Oaw Win Win Maw (In.stitute of Medicine 1). 5. 3 The Provision of Infrastructure by U Nyi Hla Nge (Yangon Institute of Technology), U Nyunt Hlaing (Ministry of No. 1 Industry), U Tet Tun (Ministry of Construction) and U Sein Myint (OBE). 5. 4 6. The Construction Sector by U Tet Tun (Ministry of Construction), U Nyi Hla Nge (Yangon Institute of Technology), Oaw Naw Joy Loo (Institute of Medicine 1) and Oaw Win Win Maw (Institute of Medicine 1). Norms and Standards for Education Facilities by U Nyi Hla Nge (Yangon Institute of Technology), Oaw Win Win Maw (Institute of Medicine 1), and U Tet Tun (Ministry of Construction). Organization and Management of the Education System 6. 1 6. 2 The Cluster System for Primary Schools by U Myint Han (MERB). 6. 3 7. Organization and Management of Basic Education by Oaw Hla Kyu (OBE) and U Myint Thein (OBE). Organization and Management of Universities and Colleges by U Saw Gibson (Yangon University) and U Thein Htay (OHE). Special Studies 7. 1 Economics and Business Education by Oaw Cho Cho Thein (OBE). 7. 2 The Teaching of Science and Technology by U Khin Maung Kyi (OBE). 7. 3 The Teaching of English by Or. Myo Myint (Yangon University). 7. 4 Higher Education by U Myo Nyunt (Institute of Education).