Oral French-English Apprenticeship Laboratory in Cambodia

The school in Siem Reap (1998)

More pictures of the school

ASSOCIATION PAYS PERDU

Head Office:

Chemin de la Poudrière

13100 Le Tholonet (France)

Tél. 00.33.4.42.66.94.12

Contact:

Denis RICHER

Sonia THORENS

<http://perso.wanadoo.fr/bel/asie/index.html>

SUMMARY

PART 1

DESCRIPTION OF THE ACTION

- The Operators

- The Past

- The Present

- The Future

PART 2

BEGINNING AND EVOLUTION OF THE ACTION

- 1995

- 1996

- 1997

- 1998

PART 3

SCHEDULE OF THE ACTION

and

ESTIMATED BUDGET

PART 4

PART 1

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DESCRIPTION OF THE ACTION

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- The Operators

- The Past

- The Present

- The Future

THE OPERATORS

In France:

Head office: Chemin de la Poudrière

13100 Le Tholonet

Sonia THORENS Administration, Coordination,

Accounts

Denis RICHER Founder and President

In Cambodia:

Adresse: B.P. 49

Siem Reap District Siem Reap ProvinceÙAngkor

Denis RICHER Coordinator

French-English teacher

Pierre COLLE French teacher

HAK VANNAK Khmer Assistant

(French-English)

BARAING Khmer Assistant

(French-English)

SOMALY Khmer Assistant

(English)

We've been working in Siem Reap (Angkor), Cambodia, for several years, where we opened some free French and English classes based exclusively on the oral practise. Our aim is to give the possibility to the rejected Pol Pot generation to find a job on the conservation area of Angkor as soon as the construction of the numerous hotels, which started after the elections of July 98, will be completed, probably in 3-4 years time.

These students, who were 5 in 1975 or born at that time, never got the chance to go to school because of war. It has also to be mentioned that, after the Pol Pot years (1975-79), Cambodia was under a Vietnamese regulation that authorised only the teaching of Russian and Vietnamese languages (as well as Khmer, of course) until 1989 or 1993, date of the first elections installed by the United Nations.

The only way to prevent the exodus of the population to the cities is to work up stream rather than down stream, and to try to settle the youth in their birth area, where their families live. We've already achieved some successful work in some way since the 3Raffles3 group, which built the "Grand Hotel" of Seam Reap, hired at it's opening (Dec. 97) several of our students, trained to the French language.

Our belief is that it is necessary to fight for the respect of a certain balance between Latin and Anglo-American languages. We try to give an equal importance to the Latin languages face to the Anglo-American ones in every country which opens to the western world. The French language should have it's own place just like the English one, meaning as a vehicle and not only exclusively as a cultural representation and reference.

The work of the "Alliance Française", based on the development of a cultural and commercial cooperation, therefore more directed towards an elite, can't allow the apprenticeship of our language to undereducated people who didn't have the chance to go to school. A lot of their energy and time is spent to promote our culture to the detriment of colloquial vocabulary. For the English class, many phonetic methods are available, as well as methods using principally the oral.

õ How do we proceed presently?

We think it is necessary during the classes to bring the student as close as possible to the western way of reacting and thinking. It is also important, more specifically, to tell him about the country the language of which he is being taught, its habits and customs, its every day body language. A video would help us for this matter. In order to prevent shame or "loosing face" when we ask the students to act in front of the rest of the class, they must consider first the approaches such as "shaking hands, giving a kiss...". They mustn't forget that something maybe forbidden in their culture isn't necessarily elsewhere and vice versa.

Imitation schools develop body language that invites the spoken language to fit into one's body. They also insist on the importance to stick to the character in a very realistic manner. The hat and loose rain coat, a particular walk, lets us already make out the actor Fernand Reynaud, when the imitator so and so enters the stage. We ask the students, if they can, to play the game and dress when they come to school like the inhabitants of the country who's mother language they are taught. It is obvious that one dares to do or say something while wearing a costume (should we say disguised) and not in his usual cloths. Imitating, aping all aspects is the secret of a good apprenticeship.

When the students know the country and it's habits, they feel more confident when it comes to it's language. They aren't total strangers any more. As soon as we enter the French class room, for example, we consider to be in France, and what is taboo outside, isn't anymore inside. Clasped hands and bowed head aren't appropriate to greet the teacher. One can't hide away any longer behind a notebook from the inquiring gaze of the teacher. Students dare to raise a hand when they are ready for a question (in Asia, this inevitably means that one seeks for personal attention or fails to humility). Those who dare not interrupt the lesson, still refrained by cultural means, can at anytime ask the help of our local assistants who walk constantly between the rows.

The teacher jumps on each opportunity to insert a sentence in it's context. " Sit down, open the window, shut the door, wipe out the blackboard... " are said and done in a meaningful and insisting manner. A point will be made about each event such as a student being late, his apologies, as well as the teacher's new shirt, the student's wound, his dreams, a passing dog, a barking dog, a sudden music, wind spreading papers on the desk, everything is subject to a sentence in it's context.

Each of the 50 students is carefully and constantly supported all through the lesson thanks to the attention of 2 Western teachers and 2 Khmer assistants. In turns, they have to repeat the sentence in it's context and play with words in order to create a new one:

The paper flies

The bird flies

The student is late

The bus is late

The music outside is too loud

The wind is strong

The man is strong

The bike is broken

I broke my leg

I broke the bike

Comes out:

My papers fly

The music is too loud

I've had enough, I'm leaving by bike

I'm late at school

I fall and brake my leg

Abstract words and sentences, when they register in the material reality, fill in the memory. We ask our students to use their pens and notebooks as rarely as possible and rather have faith in their memory. Pens and notebooks mustn't represent a shelter to them. "If I forget, at least I've written it. I write in order not to forget or to learn some other day."

We prefer: "I speak and remember; I learn, memorise and I'm able to repeat tomorrow."

Most of the time, students are made to play sketches. They act and live an interview: The manager sits at his desk; the second person applies for a job. Each time, the teachers first act the scene. They aren't afraid to act, laugh, cry, scream, pull their hair... They become the actors of a play in which the students are in no way spectators, but actors themselves.

Grammar and conjugation aren't neglected at all, but here again demonstrative adjectives, coordination conjunctions are put in an act, in a context which makes their learning easier. The first one to understand must prove it and replace the teacher in his explanation. Participation, exchange, solidarity are the essence of our teaching. We are all on the same ship; we must work hand in hand.

õ Training the prospective teachers

During the year, a few students show more skill and talent to learn a language. They accept to become our "assistants" with a little salary that frees them from their usual jobs. They are seen as the prospective teachers if their level is good enough.

Before M. COLLE joined us, they alone used to keep the class at level when M. RICHER was away. Today, there is a need to open an extra class to give these prospective teachers more than just the same teaching we give to everyone. They must learn about teaching training pedagogy and how to run a class.

Once more, our laboratory offers them the opportunity to check their pedagogical knowledge. But here again we need to think of a salary for them.

After presenting our dossier at the University of Aix-en-Provence (France) in April 98 and after years of professional and friendly relationship with the CSH (Centre of Human Sciences, New Delhi, India), M. BEL (Laboratoire "Parole et langage", CNRS, Aix-en-Provence) wrote the following proposal to M. l'Attaché Culturel auprès de l'Ambassade de France à Phnom Penh in Cambodia, to whom this project has already been submitted.

The installation of our laboratory would allow fundamental research to draw from it the necessary elements for its own use, information and experience. The field is quasi untouched when it comes to Khmer language.

Concerned by fundamental research, the University could finance the study of a linguist like M. RAMIREZ with whom we've been working for many years on our Amazonian project. This would take place within our laboratory and would help us solve many of our linguistic problems.

Our experimental laboratory doesn't compete in any way with the "Alliance Française" and it would help highlight the cultural aura of our language, placing it at an equal level with English. Our language must first be seen as a vehicle approachable by all. Making it's learning easier might open the students to it's more cultural aspects. In Cambodia, we are facing an emergency situation because time is passing by; and we want to offer this generation that didn't have the chance to go to school an option for a positive future.

We have the opportunity in Cambodia not to feel guilty when facing the genocide, against which, we must admit that Europeans didn't do much, but on the contrary to face our responsibilities towards an old French protectorate for which France has always been the symbol of opening and future.

We want to open in Seam Reap an experimental laboratory of some more elaborate French-English teaching, using the same material found in European language laboratories, based almost exclusively on oral work. Our work today leans on our previous experience in the Brazilian Amazon, started in 1987 (see PART 4) and on the experience of language schools using modern teaching technology (videos, headphones, self testing), but also on methods such as: BERARD, STEINBACH and TOMATIS. This last one consists on the education of the listening through equipment invented by Professor TOMATIS himself:

Cultural reciprocity

Part of the Westerners we've met (Managers working in Cambodia, shopkeepers, traders...) in need to learn Khmer language would appreciate the opening of such a laboratory in which they could themselves learn a foreign language. That is if we get the funds to start a workshop on education of the listening through a specific equipment like the one used in these different methods: TOMATIS, BERARD, STEINBACH... (See PART 3 for more details). We could offer them the possibility to learn Khmer without necessarily using the writing, which they've already put aside mainly because of the complexity of it's design.

On the other hand, not facing the same emergency as the Khmers, in the same way as our oral teaching, some of the Westerners would like to learn the written Khmer language but with a facilitated method: through phonetics for example. We find a few xeroxed manuals, that yet are simplistic, unofficial and not international. Let us add that no phonetics dictionary has been published so far.

The majority of Cambodians hasn't had access to the Khmer language. The elaboration of a more popularised phonetics would allow them to get nearer the Western languages and the different keyboards more easily.

Intensive training of the Khmer assistants within a specific class must virtually be set up. The assistants will have to get a salary.

The future of Siem Reap Province on the hotel business side is obvious (the Province houses the prestigious Angkor ruins) and we must open a new class specialised in hotel and restoration vocabulary as well as a laboratory leading to hotel and restoration business.

Current Situation

During a first stay in Siem Reap, during a few months, we were stroked by the illiteracy of part of the population: The Pol Pot generation, those born in the 70.

A little history:

- In 1975, Pol Pot came to power

- In 1979, he was chased by Vietnam that settled a

Communist administration

- In 1989, Vietnam leaves

- In 1993, First elections organised by the United Nations.

Hard for this generation to go to school for the first time at the age of 15-20. Many are orphans, all are traumatised by years of horror. They survive with little jobs. Many try to deal with international tourism since the efficiency of the demining has re-opened the magnificent site of Angkor. If the political problems of July 97 hadn't been, Cambodia would have reached the 300.000 visitors per year.

In 95, few tourists stop in the Province for more than a week. The "rejected" noticed automatically our lasting stay. Our availability attracted them and soon a class was improvised in some hangar where all (a dozen after 3 days) could ask us to translate useful words for the first approach of tourists.

Writing could have facilitated our work, but the majority of the candidates never learned to spell in any language, and we were sorry not to find a vulgarised international phonetics or any kind of dictionary written in phonetics.

The guest houses of the surroundings were delighted to have a volunteer helping their moto taxi drivers find more tourists. Lets add that these young people, almost illiterate, couldn't have access to the "Alliance Française" or it's cultural centre. On an other hand, the cost of the lessons given there, even low, remained too much for them.

Quickly more candidates came along, taken in charge by the best students in order to raise them to level. And ... we decided to meet next year.

We obtain a more "sophisticated" classroom, still in the open, with tables, benches and a blackboard under a stretched canvas cover.

The candidates have spread the news ... We can't accept everyone. Each day, new students, obviously late on our schedule, are taken in charge by senior ones. They all show good will. The emulation is at it's best, but our major problem appears to be the pronunciation. We believe they can't hear some sounds. Illiteracy? Traumas? Speech problems?

Concerning the writing, we again deplore the absence of phonetics (to translate a sound into their language).

The lessons are opened to even more rejected ones. As we noticed that some social classes don't fit in with others and in order to respect their traditional way of life, we search for a new place to teach, larger and more discreet.

From now on, the class is situated at the first floor of:

where many lessons are given through the day because the room contains only 20 seats.

Students who wish and who had the chance to go to school a few years may take some free computer lessons. Again, we are confronted with the pronunciation blockages and we try to think of a solution.

The political problems of July 97 delay the huge hotel construction projects (Apsara project) put up a few years earlier by an international group. This gives us more time to bring our candidates to a level that combines with the future jobs in hotels. Extra time also to think about the pronunciation problems and the lack of a coherent and international phonetics.

26 December 97. The renovation or the "Grand Hôtel" of Siem Reap (Raffles group Singapore) is completed. First success for us: several of our students find a job thanks to their knowledge of some foreign language, essential to this hotel supervised by Frenchmen. "Raffles" wishes to have, as for the "Royal Hotel" of Phnom Penh a French team supervising the different departments to keep up the "Savoir faire" and specific character of the French hotel trade.

These students were our main assistants for the beginners. We must replace them with some new ones by urging their apprenticeship with some individual lessons.

õ In France

Concerned about finding a solution to our pronunciation blockages, we investigate in different fields (phonetics institutes, psycho speech therapy...). The method of Professor TOMATIS, very well developed and applied by NEW LANGUE (27, Bd de la Corderie - 13007 Marseille - France) appears to us as a possible solution, adapted to the problems we are facing.

The Professor's publications together with the treatment we, Sonia THORENS and Denis RICHER personally receive in order to "open" our ears to the Khmer language frequencies, manage to solve definitely in a few months our pronunciation problems. Our improvement is pointed out by our Cambodian teacher, Mrs. MAILLE.

We carry on our investigations on the chapter of training methods by aural integration.

To suite the wishes of different Ministries concerned at the Forum of Agen, we believe to be more appropriate to present our dossier to different organisations and to contact those who work in a similar way as we do.

õ In Cambodia

During our absence, the students who have become assistants manage to keep a certain level that allows us to carry on immediately without the need to review previous lessons based, we insist and this has to be stressed, almost exclusively on oral work.

During this stay, giving proof of our efficiency on the field since 1995, we were contacted by the Superior Monk of Vat-Bo Pagoda (also Second of the District) who offered us a new school (see photo: first floor: French class, second floor: English class). The rooms are large, well ventilated and fitted out as descent classrooms (see photos).

A few more paint strokes and some electrical connections and the building will be fully ready. So far, we've already continued the lessons we had started at the Business Centre Communication Lotus Temple. We were happy to be able to welcome any new students.

The Head master, a civilian hired by the Bonzes, helped by the Superior of the Bonzes in charge of the schools, introduce, after a short interview, only the teenagers and adults in real need, that can't afford to pay some lessons in any cultural centre for foreign languages or private schools. The ones who used to take advantage a little and take the seats of more underprivileged students, as it happened, are thus politely sent away by the authorities.

Space isn't a limit anymore and after 3 days, we count more than 50 students in English and almost as much in French (check list at disposal). In French, we work as 2 teachers and 2 Khmer assistants (previously students) that we pay with our own money. In English, there is one Western teacher with 2 Khmer assistants.

Each row is looked after by one of us and no one can escape to our constant attention. They have to repeat and then make a new sentence with the words recently learned. Very often we invent little sketches where they are put into action: applying for a job, meeting a friend, restaurant, hotels temples...

Classes take place in the morning time because malnutrition plunges some students in a sort of apathy. In the afternoon, a "litter" class is opened to the small Vietnamese community some how rejected by the right minded people.

This new beautiful building offered by the Vat-Bo Pagoda to the underprivileged allows us to work with more efficiency, in better conditions, but of course doesn't give an answer to our main difficulty which still is pronunciation.

Since a few months, M. COLLE, employed on a part-time basis at the "Centre Culturel Français" of Siem Reap, joined us. In 1997, he already started to help us as a volunteer, taking in charge the students with specific problems and the Vietnamese minorities belonging to the fringes.

The CEFODE (Coopération et Formation au Développement) takes in charge he's social security cover, but doesn't pay him a salary. He will be able to cope until the end of 98, but not any further. Working in an enlarged structure increases our needs of his work and competence. Thus, we are in urge to find some funds to remunerate him, knowing he's asking only for the minimum. Attached to our project and motivated, he'd be contented of a monthly salary of $ 400.

The training of hearing through a method of oral integration could, we believe, make us save months of apprenticeship. In the same way, knowing that only few of the students can write, an elaborate phonetics method would facilitate their access to dictionaries and international keyboards.

Sonia THORENS et Denis RICHER, thanks to the teaching of Professor DANIEL (University Dauphine in Paris) through his publication: "Write and read Khmer", have been able to start a dictionary of phonetics. Lack of appropriate material doesn't help their work.

õ Follow up...

- of the French and English classes in Vat-Bo Pagoda with M. Denis RICHER, M. Pierre COLLE and 3 assistants: HAK VANNAK, BARAING and SOMALY

- of the advanced class.

õ Creation...

- of a new class to form the assistants (pedagogy)

- each year of a new class for beginners (we do need an extra teacher for that)

- of a specialised class (French and English) for the teaching of the hotel vocabulary

- of a laboratory to initiate to the hotel business (we need

a teacher within the hotels existing).

M. Denis RICHER, President of Association Pays Perdu, can carry on as a volunteer worker, but M. Pierre COLLE, the second Western teacher in 1999 must get a salary because he hasn't time anymore to continue his part-time teaching elsewhere.

The CEFODE (Coopération et Formation au Développement, Strasbourg), which follows our actions since many years, has given him the status of volunteer and provides him social security cover. In priority, we must find some funds to pay him as well as the 3 Khmer assistants.

We've been asked to open a new class for beginners in January 1999. Therefore, we must train some new assistants (the best students) and of course pay them.

õ Aim for 1999:

Train 200 students who will pass the year after at ac superior class (English and French)

Train 10 assistants.

Train 50 students in the hotel business field.

õ Follow up...

- of the French and English classes in Vat-Bo

- of the advanced classes for the assistants

- of the specialised class (French and English) for the teaching of the hotel vocabulary

- of the laboratory to initiate to the hotel business.

õ Creation...

- of a new class for the pedagogic training of guides who have obtained the status

- of a new class for beginners (French and English)

- of a laboratory to complete our teaching with a training

method of aural integration. This would allow us to save

one year of teaching and to give an answer to the

pronunciation difficulties noticed.

õ Aims for 2000 to 2003

Every 2 years, 200 students leave our French-English lessons speaking a foreign language.

Each year, 50 students already trained to foreign languages are ready to apply in hotel.

Each year, trained guides are able to work

professionally with groups and might be hired by travel

agencies and tour operators who used to be suspicious

and never hire the locals.

õ The specialised material which appears in the following budget (years 2000 to 2003) is essential to apply the training method by aural integration. Whether from TOMATIS, BERARD or STEINBACH, all are based on the idea that the ear integrates aural information at every level of our nervous system.

An aural stimulation is used as well as an aural-vocal-training system to improve the hearing in terms of listening, communication and comprehension. E.G., one of these sound therapies (STEINBACH method) teaches to listen and trains the aural system in a way that we can deal with not only distortion or hypersensitivity, but also frequency loss.

This aural training eases the language treatment by eliminating the distraction due to surrounding sounds. Applied on Sonia THORENS and Denis RICHER, the TOMATIS method has been an optimal success, allowing them to hear and pronounce correctly some sounds so far inaccessible.

õ The visit once a year of two psycho-speech therapists is necessary to analyse the aural tests, to interpret them and to adapt the personalised filters to each student. Their presence is even more indispensable that we have to solve (and this is a priority) or minimise the problems of speech due to war traumas or any other traumas related to the precariousness of the life of some Khmer people.

If we don't find funds to extend our activity, our emergency budget, which only covers the salaries of 2 teachers and 3 assistants, would be:

FF/year $/year

- 2 Western teachers

($ 400 / month / teacher) 57.600 FF $ 9.600

- 3 assistants Khmers

($ 200 / month / assistant) 43.200 FF $ 7.200

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TOTAL.................................... 100.800 FF $ 16.800

And please believe that we'd already be very grateful.

1.Teacher Wages

Teachers F.F./year $ / year

õDenis RICHER (French-English) Volunteer -

õPierre COLLE (English) 28.800 FF $ 4.800

õ 3 ^D Western teacher 28.800 FF $ 4.800

õ 3 Khmer assistants 43.200 FF $ 7.200

õ 1 Hotel business teacher 14.400 FF $ 2.400

2. Computer Equipment

õComputer iMAC (Apple) 9.990 FF $ 1.665

õ Printer: Epson 740 1.900 FF $ 317

õ Maintenance service 300 FF $ 50

õ Consumables 1.000 FF $ 167

3. 1 Television and Video

3.000 FF $ 500

4. School Supplies

720 FF $ 120

5. Running Costs

õMaintenance service 2.160 FF $ 360

õ Electricity 1.440 FF $ 240

6. Telecommunications

õEmail, connection and subscription 1.860 FF $ 310

7. Travelling Expenses

õ1 trip to France every 2 years

for 3 Western teachers 9.000 FF $ 1.500

õ Visas for 1 year ($ 360 x 3) 6.480 FF $ 1.080

RECAPITULATION FF $

Teacher Wages 115.200 FF $ 19.200

Computer Equipment 13.190 FF $ 2.199

1 Television and Video 3.000 FF $ 500

School Supplies 720 FF $ 120

Running Costs 3.600 FF $ 600

Telecommunications 1.860 FF $ 310

Travelling Expenses 15.480 FF $ 2.580

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TOTAL FOR 1999 153.050 FF $ 25.509

1. Teacher Wages

Teachers F.F./ year $ / year

õDenis RICHER (French-English) Volunteer -

õPierre COLLE (English) 28.800 FF $ 4.800

õ 3 ^D Western teacher 28.800 FF $ 4.800

õ 3 Khmer assistants 43.200 FF $ 7.200

õ 1 Hotel business teacher 14.400 FF $ 2.400

2. Computer Equipment

õMaintenance service 300 FF $ 50

õ Consumables 1.000 FF $ 167

3. School Supplies

720 FF $ 120

4. Running Costs

õMaintenance Service 2.160 FF $ 360

õ Electricity 1.440 FF $ 240

5. Telecommunications

õEmail, connection and subscription 1.860 FF $ 310

6. Travelling Expenses

õ1 trip to France every 2 years

for the 3 Western teachers 9.000 FF $ 1.500

õ Visas for 1 year ($ 360 x 3) 6.480 FF $ 1.080

õ2 psycho-speech therapists

once a year 15.000 FF $ 2.500

7. Special Equipment for training method by aural integration

õTest machine 30.000 FF $ 5.000

õ New electronic ears

(25.000 FF x 3) 75.000 FF $ 12.500

õ Second hand electronic ears

((15.000 FF x 2) 30.000 FF $ 5.000

õ Second hand Revox

(9.000 FF x 6) 54.000 FF $ 9.000

õ Head phones (2.500 FF x 20) 50.000 FF $ 8.334

õ Head phone connections 10.000 FF $ 1.167

õ Language tapes (100 x 100) 10.000 FF $ 1.167

õ Cabines x 4 32.000 FF $ 5.334

õ Various

(equipment, expedition, assembling) 35.000 FF $ 5.834

8. Runing Costs for air-condition room

3.000 FF $ 500

RECAPITULATION FF $

Teacher Wages 115.200 FF $ 19.200

Computer Equipment 1.300 FF $ 217

School Supplies 720 FF $ 120

Running Costs 3.600 FF $ 600

Telecommunications 1.860 FF $ 310

Travelling Expenses 30.480 FF $ 5.080

Special Equipment 326.000 FF $ 54.334

Running Cost (air condition) 3.000 FF $ 500

--------------------------------------------

TOTAL FOR 2000 482.160 FF $ 80.361

1. Teacher Wages

Teachers F.F./ year $ / year

õDenis RICHER (French-English) Volunteer -

õPierre COLLE (English) 28.800 FF $ 4.800

õ 3 ^D Western teacher 28.800 FF $ 4.800

õ 5 Khmer assistants 72.000 FF $ 12.000

õ 1 Hotel business teacher 14.400 FF $ 2.400

2. Computer Equipment

õMaintenance service 300 FF $ 50

õ Consumables 1.000 FF $ 167

3. School Supplies

720 FF $ 120

4. Running Costs

õMaintenance Service 2.160 FF $ 360

õ Electricity 1.440 FF $ 240

5. Telecommunications

õEmail, connection and subscription 1.860 FF $ 310

6. Travelling Expenses

õ1 trip to France every 2 years

for the 3 Western teachers 9.000 FF $ 1.500

õ Visas for 1 year ($ 360 x 3) 6.480 FF $ 1.080

õ2 psycho-speech therapists

once a year 15.000 FF $ 2.500

7. Maintenance and Repair of the Special Equipment

3.000 FF $ 500

8. Running Cost for air-conditioned room

3.000 FF $ 500

RECAPITULATION FF $

Teacher Wages 144.000 FF $ 24.000

Computer Equipment 1.300 FF $ 217

School Supplies 720 FF $ 120

Running Costs 3.600 FF $ 600

Telecommunications 1.860 FF $ 310

Travelling Expenses 30.480 FF $ 5.080

Maintenance and repair 3.000 FF $ 500

Running Cost (air condition) 3.000 FF $ 500

--------------------------------------------

TOTAL FOR EACH YEAR 187.960 FF $ 31.327

2001-2002-2003