Communication †According to Ability Essay

Whether CLT should be considered an approach or a methodology is a more abstract debate and here I want to deal with its more practical aspects. In fact, it is those very elements, and the name itself, which have been used to challenge the future relevance of CLT. Firstly, the label implies a focus on communication and some might argue that this method can’t be employed genuinely with low levels as there is no authentic communication, due to a limited vocabulary and restricted range of functions. Initially, many of a learner’s utterances are very formulaic. As an aside, consider just what percentage of our own English expressions are unique, and how often we rely on a set phrase; just because it is delivered unselfconsciously and with natural intonation does not make it original. The aim is that the length and complexity of exchanges, and confident delivery, will grow with the student’s language ability. With the emphasis on communication, there is also the implication that spoken exchanges should be authentic and meaningful; detractors claim that the artificial nature of classroom–based (i.e. teacher – created) interactions makes CLT an oxymoron. Nevertheless, a proficient teacher will provide a context so that class interactions are realistic and meaningful but with the support needed to assist students to generate the target language. We need to consider that producing language is a skill and when we learn a skill we practise in improvised settings. For example, before a nurse gives a real injection, they have punctured many a piece of fruit to hone their technique. Accuracy as Well as Fluency It might also be argued that the extent of some of the structures or functions may never be used in real life. One example is adjective order; I have given students an exercise where they have to produce a phrase with a string of adjectives, such as â€Å"a strong, orange, Norwegian, canvas tent.† This is very unnatural, as most times we only combine two or three adjectives. The other example is directions – we have students follow a map and negotiate exhaustive directions which suggest maze-like complexity. In reality, most of us probably are only involved in a three-phase set of directions. In fact, what we are doing with these exercises is exposing students to patterns which they can later activate. This focus on accuracy versus fluency is one of the issues not often considered in a discussion of CLT. The teacher decides to pay attention to one or other end of this band, depending on the type of lesson, or the stage of a particular lesson, and accuracy is their choice if they want to deal with students getting things right, take an opportunity for correction, or gauge the success of their teaching, for example. Freer speaking involves more choice, therefore more ambiguity, and less teacher intervention. While CLT implies the lessons are more student-centred, this does not mean they are un-structured. The teacher does have a very important role in the process, and that is setting up activities so that communication actually happens. There is a lot of preparation; accuracy practice is the bridge to a fluency activity. By implication, CLT involves equipping students with vocabulary, structures and functions, as well as strategies, to enable them to interact successfully. The reference to strategies introduces the matter of grammatical versus communicative competence. If we view the two as mutually exclusive, then we are likely to champion one over the other, in terms of approach, curriculum or whatever else determines and defines our classroom teaching. In fact, Canale and Swain’s model of communicative competence, referred to by Guangwei Hu, includes four sub-categories, namely grammatical, sociolinguistic discourse and strategic. They consider someone competent in English should demonstrate both rules of grammar and use. Promoting Learning This returns us to the consideration of who we are teaching, and why. Are our students aiming to learn or acquire English? Do they need to know lexical items and linguistic rules as a means of passing an exam, or do they want to be able to interact in English? For those inclined to maintain the dichotomy between learning and acquisition, and who argue that our primary focus is learners, CLT still has relevance. It is timely to review an early definition of CLT. According to Richards and Rodgers, in Guangwei Hu, CLT is basically about promoting learning. Then again, Mark Lowe suggests that we follow Halliday’s lead and drop the distinction between learning and acquisition, and refer to language mastery instead. After all, if the students master the language, they will certainly be able to perform better in exams, if that is their goal. In addition, those who do see a purpose beyond classroom-related English will be better equipped for using the language socially. Motivation One of the constant discussions in all my teacher training groups was how to motivate students. This suggests that the focus on passing the exam was not always enough. Motivation relates to engaging students but also includes confidence building. If there is a climate of trust and support in the classroom, then students are more likely to contribute. One way of developing this is to allow pair-checking of answers before open-class checking occurs. Another way is to include an opportunity for students to discuss a topic in small groups before there is any expectation that they speak in front of the whole class. Evelyn Doman suggests that â€Å"The need for ongoing negotiation during interaction increases the learners’ overt participation†¦Ã¢â‚¬  It is this involvement we need to harness and build on. Sometimes the participation is hardly what we would define as ‘negotiation’, but merely a contribution. For a few students, just uttering a word or a phrase can be an achievement. Indeed, some of the teachers in the training sessions said this was the goal they set for their more reticent pupils. And I have had students who, after writing their first note or e-mail in English, expressed their pride at being able to do so. If teachers consider an activity to be irrelevant or not engaging enough, there are many other tasks which may be more appropriate, such as surveys, using a stimulus picture and prompt questions (Who†¦ Where†¦ When†¦What†¦), or a series of pictures which need to be sequenced before a story is discussed. In this respect, CLT addresses another area which constantly challenges teachers, the mixed-ability class. When the lesson progresses to a freer-speaking activity, students can contribute according to their ability and confidence, although I acknowledge both need to be stretched. So there is a challenge for the more capable students, while those with an average ability still feel their effort is valid. This compares with the less creative opportunities offered by some textbooks, where students read a dialogue, perhaps doing a substitution activity, for example. A basic responsibility is considering and responding to the needs of our students, so if the course book is inadequate we need to employ the following steps: select, adapt, reject and supplement. Moreover, because each class we teach has its own characteristics and needs, CLT will vary each time we employ it. Conclusion Too often, a ‘new’ approach appears to completely dismiss the previous one. This is not always the intention, but probably more a result of the enthusiasm of practitioners exploring and implementing fresh activities or opportunities. Also, throughout the CLT debate, there seem to be dichotomies which are employed to argue for its irrelevance. It is evident that CLT has gathered a range of characteristics, perhaps more through misunderstanding or by association, but it is actually not as incompatible with other valued practices as it is sometimes made to appear.

Space & Time in As I Lay Dying essays

Space & Time in As I Lay Dying essays The Concepts of Space and Time in Faulkners As I Lay Dying Space and time come together in As I Lay Dying through a pattern that provides the background upon which the Bundrens journey through a perpetual landscape. The two phenomena merge and dispel into each other in the novel, creating an element that cannot be easily separated, but better understood through a cyclical symbolism. The circle implies the adjoining nature of not only space and time, but also life and death, where both sets of binaries deny the existence of fixed boundaries. There is a lucid air of the expanding circle of impact of the Bundrens' venture, an effect that corresponds with the circular, multiple perspective, technique of the book with its recurring images of the circle: all from circling buzzards to the wheels of the wagon. It is primarily through Darls monologues that the nature of time and space are opened up and the difference between the two becomes of common nature. His consciousness is a fluid body that leaps over barriers, and lacks the boundaries that the rest of the family members share within their thoughts. Darl seems to possess a gift of clairvoyance, which allows him to narrate in the way that he does, foreshadowing events and reading other characters minds. Effusive and insightful in his thoughts, he is as much of a protagonist as the novel has: it is as though the space between us were time: an irrevocable quality. It is as though time, no longer running straight before us in a diminishing line, now runs parallel between us like a looping string, the distance being the doubling accretion of the thread and not the interval between. (Faulkner, 139) As Darl looks out over the river before they cross with their dead matriarch, he sees it in a manner in which he disregards its mere physical c omponents. Darl shows signs throughout the novel of an ego at odds with itself (Wadlington, 57). Lacking a specif...

Die Lorelei by German Poet Heinrich Heine

Die Lorelei by German Poet Heinrich Heine Heinrich Heine was born in Dà ¼sseldorf, Germany. He was known as Harry  until he converted to Christianity when he was in his 20s. His father was a successful textile merchant and Heine followed in his fathers footsteps by studying business. He soon realized he did not have much aptitude for business and switched over to law. While at the university, he became known for his poetry. His first book was a collection of his travel memoirs called Reisebilder (Travel Pictures) in 1826. Heine was one of the most influential German poets in the 19th century, and German authorities tried to suppress him because of his radical political views. He was also known for his lyrical prose, which was set to music by classical greats, such as Schumann, Schubert, and Mendelssohn. The Lorelei One of Heines famous poems, Die Lorelei, is based on a German legend of an enchanting, seducing mermaid who lures seamen to their death. It has been set to music by numerous composers, such as Friedrich Silcher and Franz Liszt.   Here is Heines poem:   Ich weiss nicht, was soll es bedeuten,Dass ich so traurig bin;Ein Mrchen aus alten Zeiten,Das kommt mir nicht aus dem Sinn.Die Luft ist kà ¼hl, und es dunkelt,Und ruhig fliesst der Rhein;Der Gipfel des Berges funkeltIm Abendsonnenschein.Die schà ¶nste Jungfrau sitzetDort oben wunderbar,Ihr goldenes Geschmeide blitzet, Sie kmmt ihr goldenes Haar.Sie kmmt es mit goldenem KammeUnd singt ein Lied dabei;Das hat eine wundersame,Gewaltige Melodei.Den Schiffer im kleinen SchiffeErgreift es mit wildem Weh;Er schaut nicht die Felsenriffe,Er schat nur hinauf in die Hà ¶h.Ich glaube, die Welllen verschlingenAm Ende Schiffer und Kahn;Und das hat mit ihrem SingenDie Lorelei getan. English translation (not always translated literally): I dont know what it meansThat I am so sadA legend of  bygone daysThat I cannot keep out of my mind. The air is cool and night is coming.The calm Rhine courses its way.The peak of the mountain dazzlesWith evenings final ray.The fairest of maidens is sittingUp there, a beautiful delight,Her golden jewels are shining,Shes combing her golden hair.She holds a golden comb,Singing along, as wellAn enthrallingAnd spellbinding melody.In his little boat, the boatmanIs seized by it with a savage woe.He does not look upon the rocky ledgeBut rather high up into the heavens.I think that the waves will devourThe boatman and boat in the endAnd this by her songs sheer powerFair Loreley has done. Heines Later Writings In Heines later writings, readers will note an increased measure of irony, sarcasm, and wit. He often ridiculed sappy romanticism and over exuberant portrayals of nature. Though Heine loved his German roots, he often critiqued Germanys contrasting sense of nationalism.  Eventually, Heine left Germany, tired of its harsh censorship, and lived in France for the last 25 years of his life. A decade before he died, Heine became ill and never recovered. Though he was bedridden for the next 10 years, he still produced a fair amount of work, including work in Romanzero und Gedichte and Lutezia, a collection of political articles. Heine did not have any children. When he died in 1856, he left behind his much younger French wife. The cause of his death is believed to be from chronic lead poisoning.

Plagiarism Essay Example | Topics and Well Written Essays - 500 words - 5

Plagiarism - Essay Example Most papers are said to lose credibility when they fail to cite the source of information (Roberts 9). No matter how good one has had the understanding of the concept he is putting down. The originality of the conclusion and the conceptualization issues, it all comes down useless if plagiarism is detected in his work. We should ensure appropriate citation for our work. We should ensure academic honesty in whatever we do. Plagiarism makes one not learn how to write his own thoughts in his own words. We also fail to acquire the individual needs and skills. So as to avoid this kind of dishonesty and/or misleading by misrepresenting the work of others as your own, we should paraphrase, and cite original work. When one copies exact words, we expect the use of quotation marks followed by citation of the source. Paraphrasing a sentence will also require one to cite the source. Paraphrasing entails representation of the writers meaning, information, and ideas in your own words (Watkins 19). We are also warned of using words that represent another as way of paraphrasing sentences. Everyone is supposed to use our own words and ideas. The practice that we put in this writing is essential to learning. Each time we choose a word, order our thoughts, and convey our ideas we are actually improving our writing. It is important to let the reader be aware of the source of information one is writing from so as to avoid the redundancy that is created by a number of sentences describing another’s ideas. We should be careful with what we are citing. It is also good to use an editor so as to realize common or technical mistakes that arise during our writings (Cvetkovic 13). The penalty of plagiarism has not been clearly quoted but it is clear that the act is dishonest and misleading (Lipson 21). Apart that it violates the code of academic conduct; this can lead to deduction of marks, suspension, or dismissal from institutions. When one presents another

Work motivation Case Study Example | Topics and Well Written Essays - 1000 words

Work motivation - Case Study Example Examples of experts leaving this company to go and work inother companies include Elizabeth Pedersen and Ola Rennemo. Their work motivation can be explained through a number of theories including Maslow hierarchy of needs motivational model, Herzberg motivational theory, and McClelland’s motivational needs theory. This paper expounds these three motivational theories in relation to Norsk Petroleum case study. Maslow’s hierarchy of needs Maslow’s hierarchy of needs is one of the theories that describe drive and enthusiasm to work. It is important to posit that Maslow categorized individual needs and aspirations into five categories. These include psychological needs, safety needs, social needs, esteem, and finally self actualization. This theory is best illustrated by the use of a pyramid that begins at the base and continues or progresses up. This theory corresponds to the precedence or the main concern of the desires and requirements of human beings. These desir es can further be divided into two groups with bodily physical desires or requirements being symbolized at the base and emotional requirements being symbolized at the top. In Maslow’s theory, displeasure in human beings is considered a significant stimulator for human actions. Maslow elucidated the fact human beings have their own individual desires and when one desire is attained, other desires come up. However, individuals may even not be conscious of what is happening (Bagad, 2008). That is the case with Elizabeth Pedersen and Ola Rennemo. Despite being awarded more privileges, they eventually left the organization for self-actualization due to their ambitions. Ola had to meet his needs and requirements to be closer to family while the reason for Elizabeth’s resignation was purely as a result of ambitions hence she was seeking self actualization. Herzberg motivational theory Herzberg motivational theory is also referred to as the two-factor motivational theory. In c reating this theory, Herzberg did a study whereby he questioned two hundred engineers and accountants in nine different organizations on the instances when they were motivated and instances they were displeased with their work. In his findings, he asserted that motivation in the workplace is determined by appreciation and achievements. Therefore, less compensation for work done may result to individuals being displeased in their work but on the other hand over compensation may not necessarily mean that an individual is pleased. According to him, issues that contribute to motivation in the workplace are directly connected with satisfaction. Discontentment is cause by issues related to settings and physical conditions in the workplace. He proposed that motivation is contributed by accountability, accomplishments, appreciation, as well as progression and development (Bagad, 2008). Elizabeth had found an opportunity to lead her own team of engineers hence this motivated here to take the new assignment. He further argued that work itself is a factor causing motivation. Ola wanted to take the near his family. Therefore, his needs were accomplished. McClelland’s motivational needs theory McClelland’s motivational needs theory elucidates the fact that individuals derive inspiration in the workplace through three requirements. According to Bagad (2008), these requirements include the need for success, need for influence and authority, and the need for attachment and relationships. Since Elizabeth was well paid and she declined a salary increase as well as other added privileges, she had the need for influence and authority. She was seeking larger and superior duties of accountability since she was to supervise various teams of engineers and also bargain novel agreements with dealers and

The Greeks and Philosophy Research Paper Example | Topics and Well Written Essays - 1500 words

The Greeks and Philosophy - Research Paper Example For, â€Å"†¦without any assistance of sense, and perseveres until by pure intelligence he arrives at the perception of the absolute good, he at last finds himself at the end of   the intellectual world, as in the case of sight at the end of the visible.†2 Philosophy is about finding points that will lead one to theorize. Philosophy includes â€Å"†¦steps and points of departure into a world which is above hypotheses, in order that she may soar beyond them to the first principle of the whole†¦Ã¢â‚¬ 3 â€Å"Until the person is able to abstract and define rationally the idea of good, and unless he can run the gauntlet of all objections, and is ready to disprove them, not by appeals to opinion, but to absolute truth, never faltering at any step of the argument --unless he can do all this, you would say that he knows neither the idea of good nor any other good; he apprehends only a shadow, if anything at all, which is given by opinion and not by science; --drea ming and slumbering in this life, before he is well awake here, he arrives at the world below, and has his final quietus.†4 For Plato, what equaled philosophy included the truth. â€Å"And I thought that I had better have recourse to ideas, and seek in them the truth of existence.†5 Naturally, the most logical thoughts that were reinforced as correct were what Plato considered philosophy, saying that â€Å"†¦I first assumed some principle which I judged to be the strongest, and then I affirmed as true whatever seemed to agree with this, whether relating to the cause or to anything else; and that which disagreed I regarded as untrue.†6 True philosophy, after all, lies â€Å"†¦in [the] asking and answering questions†¦Ã¢â‚¬ 7 Rejecting the false and embracing the truth seems to have been what Plato was searching for all the time in his dialogues. The process of philosophy was about digging into the psyche to find a deeper truth. The process involves lots of rational thinking, evaluation, and critical thinking skills. Not only that, but Plato’s ideas of philosophy held fast to the ideas that what was good and virtuous were things that were worth philosophizing about. This process of parsing out what was good and virtuous in itself was worth it to Plato to take great pains to try to explain—in detail—what was worth expounding upon in his dialogues. Plato consistently maintained that philosophy was a constant search for that which was real, good, true, and reliable—versus that which was fake or a facade, bad, untrue, or inconsistent. Constistency is what made Plato such an emblematic figure in philosophy, because one knew what to expect from his type of logic. Therefore, his points were not only true but rational. B) Find at least two passages in the dialogues that were covered in this module where Plato shows Socrates entering into the dialectical process of Philosophy. Copy and paste the passages usi ng quotation marks and cite the source dialogue. You find two passages where Socrates is exchanging questions and answers with someone on a topic, issue or question. Where do you find these passages? Find them in any of these dialogues: ION EUTHYPHRO APOLOGY CRITO PHAEDO REPUBLIC SYMPOSIUM ?DO NOT USE THE SEVEN PASSAGES SUPPLIES IN PART A THAT DESCRIBE DIALECTICS! Those passages are not demonstrations of the process but are descriptions of it. How long do they need to be? Not the entire dialogue! Just submit a passage long enough to see the back

Human Trafficking In Cambodia Criminology Essay

Human Trafficking In Cambodia Criminology Essay Human trafficking is considered as one of the most problematic issues in today worlds society. Since this problem happens throughout the world, it is necessary to deal with it globally. For ASEAN level, human trafficking is one of the transnational crimes that take place across national borders or take place within one country but their consequences significantly affect another country. Likewise, Cambodia also faces with this kind of serious crime as a transit, origin, and recipient nation. I.1 Types of human trafficking There are many types of human trafficking. One of them is the forced labor. According to the International Labor Organization (ILO), forced labor is a work or service exacted from a person under threat or penalty which includes penal sanctions and the loss of rights and freedom. Another type is sexual exploitation. In this type of trafficking, traffickers resort to deception in terms of recruitment particularly through the promising of well-paid jobs, yet victims who have been abroad are locked in apartments with their passports confiscated by traffickers who coerce them to work in prostitution. Victims are promised that they will get freedom only after earning for the cost of their purchase price as well as their travel and visa costs. Other type of human trafficking is organ removal, and the victims of such trafficking mostly are children. The children are removed their organ for the purpose of begging and peddling (selling small equipment, flowers and cigarettes). Besides these, f orced marriage also considered as one type of human trafficking. The practice of forced marriage occurs on a significant scale today. In Cambodian society, especially in rural areas we can see that parents always forced their daughter to marry to foreigner on the hope of improving their living condition. Unfortunately, their daughter somehow exploited by foreigner as domestic workers or sex slaves. Last but not least, illegal adoption of children is also another form of human trafficking since it involves the selling and buying children or baby illegally between parents and buyers. In this kind of trafficking, due to unclear family plan or unwanted pregnancy, parents often sell their kids to buyers for the purpose of adoption as they are poor. This is also kind of human trafficking since it is not legally recognized. After being aware of all types of human trafficking, it is also important to know who the trafficker and the trafficked are. Traffickers are recruiters, transporters or exploiters. However, mostly women play a role during the recruitment and exploitation process. For instance, she might be the one who go to contact the victim directly. Then, male trafficker is the transporters and managers during the exploitation process within the trafficking network. For the trafficked person, adult women are mostly known as victims followed by children. Plus, men are victims of human trafficking as well. II. Current situation Victims of human trafficking in Cambodia particularly men, women, and children are trafficked for sexual and labor exploitation in Thailand, Malaysia, Macao, and Taiwan.  Ã‚  Specifically, men are trafficked for forced labor in the agriculture, fishing, and construction industries while women are trafficked for sexual exploitation and forced labor in factories or as domestic servants.  For instance, they might be serving as house keeper and maid for looking after their bosss child. Furthermore, it is not surprisingly that children are being trafficked for sexual exploitation and forced labor such as begging, flower selling and so on. As the transition, Cambodia is a transit country for human trafficking from Vietnam to Thailand; and as the destination, Cambodia is a destination country for victims of sexual exploitation from Vietnam and China especially, women and children. In fact, internal trafficking in Cambodia is considered to be predominantly for the purpose of commercial s exual exploitation basically in urban and tourist areas, including to Phnom Penh and to Sihanouk Ville. Increasingly, young women are being recruited to work in karaoke, beer garden, bar, club and so on. These women are employed as a job in a restaurant or as a waitress in an entertainment place. Even though they are often not physically forced to have sex with clients, the women still face with sexual harassment committed by their customer while they work. Besides this, currently trafficking in children, particularly very young children and children who are disabling are also recruited to sell stuffs which in clued newspaper and flowers on the streets. A small number are recruited for work in other sectors, such as domestic work or in restaurants. Trafficking from Cambodia also takes place for the purpose of labor exploitation in a number of industries, including construction and so on. What is more, Cambodian men are being trafficked to work in Thailands fishing industry suffer fr om long working hours, dangerous working conditions and physical abuse. III. Causes and Effects of human trafficking in Cambodia Human trafficking in Cambodia is caused by many factors. One of the most important causes of human trafficking is poverty. Poverty is an important factor which has increased women and childrens vulnerability to human traffickers particularly the poor and unemployed since they have will to join or they are level of awareness on the dangers associated with human trafficking is low. Poverty again is considered as the main root behind their decisions that make they decide to migrate for work. In addition to poverty, the lack of education and unemployment there are also significant social and culture factors that contribute to human trafficking. For instance, culture norms that perpetuate a lack of respect women increase the likelihood of them being exploited. Similarly, the perception of children as wage earners also increases the likelihood of them being trafficked. Moreover, the low level of education, family debt, agriculture failure, lack of land and off-season work were pushing peop le to the big cities or other countries as the men go into construction, women into services and prostitution. Last but definitely not least, broken families, disaster, uneven economic development, lack of border controls, socio-economic imbalance between the rural and urban areas, increased tourism, unsafe migration are also significant contributing factors to human trafficking. After getting to know the roots of human trafficking, it is also important to understand its effects. In fact, human trafficking has many consequences. First, the spread of HIV/AIDS is one of the consequences of human trafficking. For instance, many victims of human trafficking are physically and sexually abused. Trafficked women are often not in a position of negotiate safe sex, or lack access to education about HIV/AIDS. Therefore, they can transmit the disease to the next customers. That is the reason that HIV/AIDS can spread from one person to another person easily. The victims not only suffer from HIV/AIDS, but also often suffer from stigmatization by their communities. Moreover, many are treated as criminals by officials in countries of transit and destination due to their irregular status in the country, and their status as illegal workers or sex workers. What is more, human trafficking is generating the violation of human right. As we know that the victims are forced to do th e prostitute and other kind of exploitations. In this case, there will be a human right violation concern. IV. Solutions of Cambodian Government In fact, The Royal Government of Cambodia does not stand still without taking any actions. For this reason, the government has implemented several mechanisms. The first mechanism is the prosecution. It is making some many significant efforts; for example, the government created a national anti-trafficking task force to improve the interagency response to trafficking and coordination with civil society, increased law enforcement action against traffickers and complicit officials, and undertook prevention activities. Besides this, in February 2008, Cambodias new Law on the Suppression of Human Trafficking and Commercial Sexual Exploitation was declared wisely and went into effect immediately. This law provides enforcement authorities and the power of investigate all forms of trafficking, and it is also a powerful tool in efforts to prosecute and convict traffickers and make them face with strict punishments. The Ministry of Interior (MOI) reported 53 trafficking cases from April 2007 t o March 2008, thirty-five cases were sex trafficking involving 60 victims and 11 were labor trafficking cases involving 106 victims. The MOI reported that 65 traffickers were arrested during the reporting period. The Phnom Penh Municipal Court convicted 52 trafficking offenders. The MOI Department of Anti-Trafficking and Juvenile Protection reported 52 cases, involving 65 trafficking offenders. There is also a figure that we get from non-state actors such as NGOs. For instance, NGOs reported 19 labor trafficking cases. In February 2008, Prime Minister Hun Sen ordered the Ministry of Commerce to annul business licenses for marriage agencies, calling that kind of business is also a form of human trafficking. Another mechanism of combating human trafficking in Cambodia is the protection. The Royal Government of Cambodia improved its efforts in providing protection to victims of trafficking while continuing to rely on NGOs and international organizations. Victims are not treated as crim inals. For instance, the victims are provided with education or skill in order to make them have jobs to support their living. For foreign victims, they are provided temporary residence in shelters, education, and counseling services while they are waiting for repatriation. Last but definitely not least mechanism is the prevention. The Royal Government of Cambodia demonstrated concrete efforts to prevent trafficking. In April 2007, the government established a National Task Force (NTF) comprising 11 government ministries, three government agencies, and more than 200 international and local NGOs. The NTF has an oversight mechanism known as the High Level Working Group, chaired by the Deputy Prime Minister and Minister of Interior. This illustrated that this is the first time that we have such coordinated anti-trafficking efforts across government ministries and agencies, and also civil society. In coordination with civil society, the NTF launched a nationwide anti-trafficking campaig n using positive messages incorporating Khmer values and cultural traditions to inspire Cambodians to take action against human trafficking. The campaign emphasized trafficking as a national priority and launched a national dialogue on trafficking via public forums across Cambodia. More interestingly, Cambodia also has international cooperation in combating human trafficking. V. Conclusion I would recommend Cambodian government continue the implementation of the anti-trafficking mechanisms and provide law enforcement mechanisms to government officials on the new law. Moreover, significantly improve the number of prosecutions, convictions, and punishments of trafficking persons. What is more, the government should continue to enhance cooperation and collaboration with civil society under the direction of the National Task Force. Last but definitely not least, government of Cambodia should increase efforts to prosecute sex tourists and those facilitating commercial sexual exploitation of children. In addition to that, here is also another general recommendation such as protect the rights of victims. According to the UN principle on Human Rights which states that the human rights of trafficked persons shall be at the center of all efforts to prevent and combat trafficking and to protect, assist and provide redress to victims., the needs and rights of victims should be con sidered at every stage in proceedings. Furthermore, in order to prevent and protect successfully, the demand of customers should be reduced since the demand reduction must be linked to the prevention and protection. Another recommendation is the establishing of policies. The complexities of the trafficking problem require efforts by relevant entities at the local, national, regional, and international levels. Therefore, it is vitally to form partnership with intergovernmental organizations, governments, NGOs, international organizations, communities and families confronted with trafficking.