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This tenth edition of Doing Business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting eleven areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts, resolving insolvency and employing workers. Doing Business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 185 economies, from Afghanistan to Zimbabwe, over time. The indicators are used to analyze economic outcomes and identify what reforms have worked, where and why. This economy profile presents the Doing Business indicators for Belarus. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2012 (except for the paying taxes indicators, which cover the period January - December 2011).

This tenth edition of Doing Business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting eleven areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts, resolving insolvency and employing workers. Doing Business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 185 economies, from Afghanistan to Zimbabwe, over time. The indicators are used to analyze economic outcomes and identify what reforms have worked, where and why. This economy profile presents the Doing Business indicators for Kiribati. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2012 (except for the paying taxes indicators, which cover the period January - December 2011).

This tenth edition of Doing Business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting eleven areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts, resolving insolvency and employing workers. Doing Business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 185 economies, from Afghanistan to Zimbabwe, over time. The indicators are used to analyze economic outcomes and identify what reforms have worked, where and why. This economy profile presents the Doing Business indicators for the United States. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2012 (except for the paying taxes indicators, which cover the period January - December 2011).

Doing business sheds light on how easy or difficult it is for a local entrepreneur to open and run a small to medium-size business when complying with relevant regulations. It measures and tracks changes in regulations affecting 10 areas in the life cycle of a business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. In a series of annual reports doing business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 183 economies, from Afghanistan to Zimbabwe, over time. This economy profile presents the doing business indicators for Russian Federation. To allow useful comparison, it also provides data for other selected economies (comparator economies) for each indicator. The data in this report are current as of June 1, 2011 (except for the paying taxes indicators, which cover the period January-December 2010).

This paper is a distillation of the findings of the work undertaken by the World Bank. It is deliberately not a collation of case studies, but rather a practical overview of the subject. The purpose of this paper is to introduce task managers and development professionals, who are not insurance sector specialists, to weather index insurance. Ultimately, the paper seeks to take the reader through the main decision points that would lead to a decision to embark upon a weather index insurance pilot and then assists them to understand the technical procedures and requirements that are involved with it. In addition, the paper seeks to advise the reader of the practical challenges and implications that are involved with a pilot of this nature and what they might expect to encounter during the initial stages of implementation. The very nature of an index based product creates the chance that an insured party may not be paid when they suffer loss and/or that they may receive a payment when they have suffered no loss. This paper also does not seek to delve deeply into the technical details and science that lie behind the 'black box' that is at the heart of the index.

This report was prepared by Investment Climate Facility (ICF) international with direction from World Bank's Montreal protocol unit and the project team. While Montreal protocol has achieved remarkable success in reducing production and consumption of ozone depleting substances (ODS) worldwide, a significant amount of ODS still remains in equipments, products, and stockpiles. This report finds that significant opportunity exists for destroying ODS through the voluntary carbon market. The high global warming potential (GWP) of ODS means that their destruction has the ability to generate significant volumes of carbon credits, which could then be sold in the voluntary carbon market. Using the voluntary market is likely a win-win opportunity; incentives are created for the recovery and destruction of ODS through the carbon credits that can be earned, and the buyers pay for real and verifiable emission reductions from the destruction of ODS that would have otherwise been emitted.

Violent conflict is the multifaceted and cyclical problem that the international community is trying to grapple with. To date, there has been a clear hierarchy concerning what forms of violence are seen to matter most, with political violence that threatens the state taking pole position. In examining this argument, this paper sets out a number of issues relating to security and justice definitions. It will then examine some of the problems associated with placing conflict into a box-set typology: mass violence associated with war and genocide carries unique features but also spawns new challenges which are often being ignored. The paper will then examine in brief some of the measures used by communities, governmental actors and international partners in contending with violence before outlining some key conclusions and recommendations. In reading this paper two further points need be borne in mind: 1) this does not provide a comprehensive overview of violence and security - that is the role of the World Development Report (WDR) itself, and 2) this paper does not present fresh research, but more an overview, along with the other papers in the security-justice series, of some of the key issues confronting policy makers in the domain of security and development.

This collection of case studies describes experiences and draws lessons from varied business registration reform programs in economies in vastly different stages of development: Bulgaria, Estonia, Ireland, Madagascar, and Malaysia. Over the last twenty years, a number of countries have recognized the importance of smooth and efficient business start up procedures. A functioning business registration system is now viewed as an important regulatory requirement of any economy, and a predictable, transparent, and modern business registration system is acknowledged to help promote private sector growth and job generation. Business registration gives businesses formal status and formal operation in the marketplace. It is a dynamic process that impacts the life of its stakeholders, commercial counterparties, and employees by introducing new responsibilities, opportunities, and challenges.

Since 1947, the Vietnam Social Security (VSS) has provided social insurance to public servants and armed forces personnel in Vietnam. In 1995, the Government merged the social insurance unit of the Ministry of labour, invalids and social affairs with that of the Vietnam General Confederation of labor. At the same time the system became mandatory to the employees of the newly developing private sector. The consolidated system is publicly managed by the VSS administration. VSS collects contributions and pay social insurance benefits (in case of sickness and sick leaves, maternity and family planning related leaves, work injury and professional disease, survivorship and to people that reached pension ages). This paper investigates this issue by reviewing the characteristics of employment in Vietnam. It concludes that the risk that social coverage remains limited for many years is high and, presents accordingly some policy options to augment VSS's chances to reach universal coverage in the future.

This paper reviews the performance of the parastatal sector, with a specific focus on four main parastatals: the Zimbabwe Electricity Supply Authority (ZESA); the Zimbabwe Water Authority (ZINWA); the National Oil Company of Zimbabwe (NOCZIM); and the Grain Marketing Board (GMB). These parastatals are selected on the basis of their quasi-fiscal dependency and strategic importance to the economy. The specific objective of this paper is to identify the important factors behind their eroding profitability as observed in their financial statements, and make some preliminary thoughts about the way forward. This paper was prepared based on the data provided to a World Bank team, supplemented by information collected through interviews with the representatives of parastatals, the RBZ, the Ministry of Finance, line ministries and the private sector in November 2007. The statistics presented in this paper should be interpreted with extreme caution. As prices are heavily distorted in the presence of extremely high inflation and pervasive price controls, analysis of quasi-fiscal data and parastatals' financial performance has posed a significant challenge to the team. While every possible effort was made to address such distortions, analysis largely based on annual data cannot possibly capture a fully accurate picture, and should therefore be taken with caution.

Production in 2004 was actually running higher than consumption prior to 1995 and this has caused the existence of a world surplus of baled cotton in the form of stocks in warehouse. It is the existence of these "ending stocks" that has a large effect on the international price of cotton. Consumption began to outpace production in 2001 to 2003 period and this, mixed with crop disasters in various regions, caused the international price to rise. The reaction from many countries was to increase production in reaction to this. Cconsumption failed to match this increase in production, causing a fall in prices and a renewal of the world's ending stocks.

Microfinance supports mainly informal activities that often have a low return and low market demand. It may therefore be hypothesized that the aggregate poverty impact of microfinance is modest or even nonexistent. If true, the poverty impact of microfinance observed at the participant level represents either income redistribution or short run income generation from the microfinance intervention. This article examines the effects of microfinance on poverty reduction at both the participant and the aggregate levels using panel data from Bangladesh. The results suggest that access to microfinance contributes to poverty reduction, especially for female participants, and to overall poverty reduction at the village level. Microfinance thus helps not only poor participants but also the local economy.

After surveying the facts and distilling the voluminous literature on the transition to market economies, the author arrives at several conclusions: with hindsight, the old debate - Big Bang versus gradualism - was really a problem of feasibility, although many of the arguments in favor of the Big Bang have now been proven right. Once more, inflation has been found to be incompatible with growth and the importance of a good microeconomic structure - especially an effective banking system - has been confirmed. The decline of the state in transition economies is both spectacular and puzzling - combining features that are both desirable and dangerous. Among useful lessons learned: 1) It has paid to start early and move fast. The Big Bang is highly desirable but impractical, and gradualism is unavoidable but ought to be compressed as much as possible. The countries that bit the bullet early and hard have done better over the past decade. 2) Stabilize first; growth next. Macroeconomic stabilization is a prerequisite for growth. The budget deficit need not be eliminated, but the link between deficits and money growth must be severed. 3) Structural reform is important, and microeconomic policies, often overlooked, should be started as soon as possible. This means establishing property rights, hardening budget constraints, building a healthy banking system, and ensuring true domestic competition. 4) The choice of an exchange rate regime, another early controversy, is apparently less important than adherence to a strict monetary policy. The floaters have tightly managed their exchange rates, while the fixers have repeatedly devalued and have often ended up floating. Some form of monetary targeting is needed, but it matters little which target is chosen so long as it is adhered to. 5) Creating irreversibilities early on allows governments to change without seriously affecting the transition. The less stable the economy, the more politics matters. A shaky economic basis is fertile ground for policy reversals that set the clock back several years (Bulgaria, Romania, Russia).

10The Students' Attitudes Toward the Instructor's Code Switching in EFL Classroom Yesi Sehiling S1 Sastra Inggris, Fakultas Bahasa dan Seni Universitas Negeri Surabaya, Indonesia yesisehiling@gmail.com Abstract English has a big influence in the world. It can be seen that almost all of the country around the world put English as one of the foreign language which is taught in any level of the institutions. In Indonesia, English is taught from kindergarten until university level which is called as English as Foreign language. It is because the awareness that almost information around the world is provided in English, which is the key to make the generation moves forward following modern era.Because English is a foreign language, it may be hard to be learned to Indonesian society. So, to make it interesting, English should be delivered as enjoyable as possible and in the right way so that the learner can get the English learning well. Teaching English in Indonesia is usually delivered in English. But, there are some instructors sometimes use Indonesian to switch the code from English when teaching in the classroom. This study focuses on the use of code switching by the instructor and the students' attitudes toward the teacher's code switching in EFL clasroom. In fact, the researcher would like to know whether the language choice in teaching EFL classroom may influences the students' attitudes toward the language or not. This study used qualitative approach. The instruments which are used are some notes, video recorder and the researcher itself. To collect the data, this study uses observation, interview and questionnaire. The Objects of the study are in EFL classrooms (senior high school, English department and Indonesian department). The subjects of the study are the English teacher and the students. The findings of the study show that the use of code switching may be as simply talks and within any reason and perpose. The further findings indicate that the students' attitudes toward code switching by the instructor are largely influenced by the students' English proficiency. The less proficient students preferred the instructor to use both language which English should be minimized and Indonesian more explored. The more proficient students preferred the instructor to minimize the use of code switching if it is not needed enough and more explore English. Keywords: code switching, attitude, language attitude, EFL. Introduction Language is the most important thing for human life. By using language, the people can express their thought and sense to others (Humaidah, 2009: 2). But the most main function of language (Whatmough, 1957 :12) is to communicate each other. Communication is a kind of interaction which uses code that must be dealt by the speaker and the listener. If between the deliverer and the interlocutor does not know their code each other, their communication means nothing. Even though what they deliver consist some information, they will not be able to get what information is. In global world, people are obligated to be bilingual or multilingual which international language is included. It aims to make the people are able to interact with all the people around the world. Besides, all the world information must be provided in International language. By being able to understand International language, the people can access the information. English is an international language. It has a big influence. Almost all the countries in the world learn English. Indonesia does too. English is an important subject of school in Indonesia. It is taught in any level of school started from kindergarten, elementary school, junior high school, senior high school and university. It is hoped that the availability of English language as the subject of their school can contribute to the students' English language competence, which is the key to access information in the world. Besides, learning English aims that they are able to communicate using international language and have relation in international world considering international relationship is very important for life. In Indonesia, English is most taught as foreign language in formal setting. They are put in the classroom where the learning takes place. In this situation, the classroom is called as EFL (English as Foreign Language) classroom considering that Indonesia is non-English speaking country. According to Yletyinen (2004: 4), in EFL classroom, the learner learns English in an environment where there is only a little natural use of the language. Furthermore, the foreign language is treated equally to the other subjects with its homework and test. In EFL classroom in Indonesia, the teacher teaches the students English in order to make the students understand English by listening, reading, doing written and oral activities. The language of teaching is usually English. However, there are teachers sometimes change from English to Indonesian and vice versa in delivering the subject. This phenomenon is called as code switching. Code switching is very common in bilingual and multilingual societies. Wardhaugh (2006: 101) says that code switching is changing of codes from one code to another code or to mix the code in the same conversation. In the other words, code switching is the use of two or more languages in the same conversation. The code switching usage (Uys, 2000: 2) by the teacher in the class may have any reason or purpose such as the teacher uses code switching as strategy (Yletyinen, 2004: 53; Uys, 2000: 11) to explain in order to make the students understand what she/he has told or may be because she/he has less competence (Yletyinen, 2004: 72) in speaking English so she/he uses much Indonesian. This problem is very interesting topic to be discussed in this study especially related to student's attitude toward this phenomenon. Attitude is something that is got by the people through interaction with an object or accident. Attitude is not brought since baby but it is created through learning process in environment. There are factors that can change someone's attitude that are feeling, knowledge, experience and motive. Language is also related to attitude. Attitude toward language is called as language attitude. Language attitude is someone's attitude in choosing and deciding which language to be used. Language attitude is quite influenced by background and something happen in the environment. The students of Senior High School are in the high level of learning in school world under university students. They are expected to have good English skill after they graduate. In this case, the way of teaching them must also different from the previous grade. The capacity of using English rather than Indonesian of the teacher must influence the student's ability of English especially in speaking. In simply, using code switching by the teacher whether it is favored or disfavored by the students is focused in this study. There are earlier studies related to this paper done by Yletyinen (2004) which is titled the function of code switching in EFL Classrom. Then, Arrifin and Husin (2011) which is titled Code Switching and Code Mixing of English and Bahasa Malaysia in Content-Based Classroom and Alenezi (2010) which is titled Students' Language attitude Towards Using Code Switching as a Medium of Instruction in the College of Health Sciences: An Exploratory Study. Both of the studies analyze the language attitude towards code switching as a medium of instruction. The present study focused on the situation of code switching which is used by the teacher in the classroom and the student's attitude toward code switching by the instructor too. Research Question This research is guided by the following questions: Under what situation does the teacher use code switching in the classroom? How do the students take attitudes toward the teacher's code switching in the classroom? Purpose of the Study Related to the background of the study and the research question, the purposes of the study are: Describe the situation of the instructor's code switching in the classroom. Describe the students' attitudes toward the instructor's code switching. Significance of The Study The result of the study is hoped that can give contribution to sociolinguistics especially in the term of code switching and the attitudes toward code switching. But the most contribution may be for the teacher who teach EFL classroom in guiding the class to optimize positive attitude of the students toward English to get the better result of students' competence. Moreover, this study can give description to the people who will have research as this present study. Method Research method is the most important part of a research because it shows how the study is organized. This study uses qualitative method. Qualitative method is research procedure that produces descriptive data in the form of written words from the people or attitude that can be researched. This chapter consists of research design, subject, object, and the location, sources of the data, data collection techniques, instruments and data analysis. Research Design This study uses descriptive qualitative and quantitative data. According to Bodgan and Taylor on Margana's Disertasi (2012), descriptive qualitative uses data in the form of word, phrase, or clause whether written or spoken which is used to give overview of a certain description of phenomena about code switching. The quantitative data (Litosseliti, 2010: 52) enabless the the researcher to compare relatively large numbers of the students' attitudes in EFL classroom of the research which is as the main focus of the present study. Objects, subjects and location The objects of the study were classrooms of Senior High School, Indonesian department and English department that Senior High School was the main object and the others were to compare the result of the data. However, not all classrooms of the departments were researched but only one class of each department which was chosen randomly by the instructor. The objects were taken to compare the result considering their different level. Why should those objects be compared? Firstly, Senior High School is the highest level of obligated education program by Indonesian government. After graduating from this level, they were not obligated to continue their education in university. So that's why, they have to be given good skill in order to be able to get good enough job. It is quite related with their English skill because people who have good English competence and performance will get good/higher position than low English competence one of a company. Secondly, Indonesian department are the higher level of Senior High School. The perception is that the students of Indonesian have higher competence than Senior High School. But they may favor Indonesian rather than English considering their choice to choose Indonesian department rather than English department. Thirdly, English department is the department which the society use most English in their communication in the context of learning. All the students may have good English ability considering their ability to interact each other using English in the class. This object was used to compare and to get more varied data considering the different level and the English competence. The subjects of the study were all the societies in each classroom including the English teacher and the students. In this case, the teachers followed to answer Question 1 and the students followed to answer Question 2. Talking about the location, all of them are in East Java. Senior High School took place in SMA 1 Wonoayu. It is located in Pagerngumbuk village, Wonoayu, Sidoarjo. And, Indonesian department and English department took place in Universitas Negeri Surabaya which is located in Lidah Wetan village, Lakarsantri, Surabaya. Most societies of the institutions are multilingual (Javanese, Indonesian, and English). But, the language which is most used in classroom is Indonesian considering Indonesian is the formal language in Indonesia. However, it is the exception of English subject which English is most used. Moreover, the location takes place around the researcher's environment that could help the researcher to get the data easier. Data and Sources of Data This present study classifies the data into two types. They are linguistics and information data. The linguistics data is the situation of code switching by the teacher and the students' attitudes toward the code switching. The information data is obtained when the researcher conducted interview of the instructors about the reason of the use of code switching in the classroom and the interview and questionnaire of the students about the acceptability of the code switching by the instructor. The questions of the interview of the teacher was not listed but developed by each situation in each classroom. In the other hand, the interview of the students were listed which can be seen in Appendix 4 and the questionnaire which is adopted from the Likert scale (Arrifin and Husin, 2011) which was drawn below. No. Statement Strongly Agree Agree Disagree Strongly Disagree There were three kinds of source of data in the present study. They were people, place, and papers. The people were the instructors and the students of the institutions. The place was in the classroom. The papers were from the related theories which were gotten from the books, previous studies and internet. Research Instrument The instrument is used to facilitate and get the data. In this study, the data were collected by direct observation, questionnaire and interview. In doing the research, some tools were used to save the data by using some notes and video recorder. The gotten data is analyzed and related to the theories/previous studies. Question 1 : Under what situation does the instructor use code switching in the classroom? In order to answer question 1, direct observation and interview were used. Interview was used for the teacher to get more information about the reason of using code switching. In the interview activity, it was not made interview sheet because the interview was done directly based on the situation of code switching in each classroom. See Appendix 1,2 and 3 to get more details information. Question 2: How do the students take attitudes toward the teacher's code switching in the classroom? In order to answer question 2, questionnaire, interview and direct observation were used for the students. Questionnaire sheet was used to answer the Question. The interview and direct observation were also used to strengthen the data. The tools were video recorder. The data from the instrument was analyzed which also needed some theories relating to the study in analyzing the data. However, the researcher was the key instrument to answer those two questions. The researcher as the instrument means that the researcher became the determiner in collecting data. She paid attention, followed, took a note and analyzed the data. Data Collection Technique Data collection technique of this study was done by doing observation, interviewing, and giving questionnaire. Observation Direct observation was used to get the data. It was done to see the phenomenon of code switching by the instructor directly and how the students take attitudes toward the use of code switching by the instructor and to take a note the whole learning activity in the classroom. The direct observation was also video recorded. Interview This study uses spoken interview to collect the data. Both teacher and the students were interviewed. The tool was video recorder. Interview for the teacher (see Appendix 1,2,3) was done after the observation. In contrast, interview for the students (see Appendix 4) was done before the observation. The students who were interviewed was chosen randomly based on their English competence, higher competence and lower competence. The categorization of their English Competence was based on their score. Each instructor has their characteristic of giving score and categorizing the students whether they are less competence or more competence. The teacher of senior high school had requirement that the students who have score under 80, they are categorized as less competence and upper 80 as more competence. The lecturer of English department did say so. Whereas the lecturer of Indonesian department gave score under 70 for less competence and upper 70 for more competent students. Questionnaire Questionnaire was used for the students. There were 8 statements of the questionnaire. The questionnaire was given to all students in the classroom according to their presence when the research was done. Data Analysis In analyzing the data, there are some steps below: The data were classified according to the situation or specific time of the use of code switching by the instructor and the students' attitudes toward the use of code switching. However, the data collections of the interview were transcribed. The data were then analyzed based on the theories and previous studies. The data were interpreted and made conclusion about the result of the study and also provided some suggestion for the future study by the researcher. Results and Discussion The use of code switching The data reveal a clear pattern of instructor's language use in the classroom. All of the institutes above showed the use of code switching English-Indonesian or Indonesian-English by the instructor was common practice phenomenon. The characteristics of each institute also influence the frequent of the use code switching or the languages whether the more frequent was English or Indonesian. Senior high school institute used code switching balance whether English-Indonesian or Indonesian-English. It was different with Indonesian department that the institute used more frequent in Indonesian and unaware in using English. On the other side, the lecturer of English department used English more frequent in the classroom and Indonesian was just used in simply talks or just to give more explanation and example. Eventhough the institutes had their own characteristics, here the results of the code switching use in each institute were summerized into one. Those, code switching by the instructors in the classroom happened under situation below: Code switching happened in explaining the material which was used to make the explanation clearer to be understood by the students. According to Yletyinen (2004: 53), there are different strategies for explaining the material being taught by mentioning repetition, reformulation, clarification and exemplification. In the present data, code switching in explaining material is common which was happened in all the institutions whether in senior high school, Indonesian department and English department of university. This result supports Yletyinen's thesis (2004: 53) and Uys (2000: 44) which they found that the teacher has to clarify his/her message by code switching to the students' mother tongue and thus making the students more understand the material and do what the teacher asks to do. However, the code switching was most used in the senior high school. Code switching was used as the student's requirement. This reason of code switching is the same result with Youkhana (2010: 15) that the students tend to ask the teacher to change the code into mother tongue because they discomfort to the English used because it makes them confused to understand the instructor's speech. Code switching was used in joking. According to Weng, this function of code switching is called as poetic function that the speaker inserted some jokes, stories, some poetic quotation in the conversation. Joking (Uys, 2000: 44) in mother tongue is more understandable and felt rather that in foreign language because mother tongue has stronger role to catch the meaning. This finding is supported by Wardhaugh (2006: 112). He said that code switching can be used for humorous effect. In other words, code switching has purpose of joking. Code switching happened in simply talks which were with unawareness. This phenomenon is often happened. It was found in the three institutes in the research. The code switching was spoken accidentally, since it was not required. According to Yletyinen (2004: 95), this code switching is called lapse. Lapse was most frequent happened in Indonesian department which the instructor delivered her speech most in Indonesian and slipped English words sometimes. It is different with senior high school and English department which are commonly slipped Indonesian words. Code switching was used when the instructor was disappointed with the students. This code switching (Yletyinen: 2004: 89) is called as teacher admonition. She said that the mother tongue sometimes has more power in the foreign language classroom. This is also called as expressive function of code switching (Weng's article: 4) that the teacher uses code switching to express the emotion and mother tongue is often inserted to express the true feelings. This strategy by the instructor will make the students more alert, they response better to their mother tongue. Furthermore, they know that they do not have an excuse by appealing not to understand the teacher. In this case, code switching used when reprimanding students is the effective strategy. Code switching happened to get the students' attention. This is named directive function (Weng's article: 4). In the direct observation, the teacher asked "How many groups that have finished the assignment?" Almost of the students just kept silent. Then, the teacher asked again "berapa banyak group yang sudah menyelesaikan tugasnya?" The students answered the question by raising hands. Implicitly, The use of mother tongue had a purpose that was to get the students attention the teacher's speech. According to Yletyinen's thesis (2004: 70), code switching can be used in helping the less competent students to answer a question that the teacher asks. Yletyinen's statement supports the idea above that the teacher changed the code into Indonesian to help the students who most of them were less competent to understand the teacher's question and answer it. The use of Indonesian here was also aimed to help the students understand the question so that the students could answer the teacher's question. Not only that, code switching (Wardhaugh, 2006: 112) that is by choosing the preferred language of the students, the message will be easier to catch. The students' attitude This study shows that code switching of English and Indonesian is a common communicative behavior in the classrooms. However, this study is aimed to explore students' attitude towards the language of teaching in English class and the effects of the instructors' code switching to the students' English performance. The findings of this study indicate that the students' attitude toward code switching in the English class was largely influenced by the students' English language competence. Although in fact, The classrooms had each characteristics which senior high school class was the neutral one which was not in Indonesian department class or English department class. It is because the students commonly more favor the language they took as their majure than another one. The students of Indonesian department showed their favor to Indonesian much and the students of English department showed their favor to English. It was proved by their decision of taking those majure. So, eventhough they were in English subject classroom, they tended to consider their own majure. In the other hand, the students of senior high school take attitudes about code switching that were purely influenced by the students' English competence. The results show that the students with less proficiency prefer their teacher to use both English and Indonesian in the same capacity or larger use Indonesian. Alenezi (2010: 7) said that the students more desirable and believe that code switching of the teacher makes the course easy to understand. They would get difficulties to catch the meaning of the speech if the instructor used English a lot. Meanwhile the students with higher proficiency prefer their teacher to use more English. The findings are supported by the Arrifin's and Hussin's (2011: 237) study that the students with less English proficiency were more tolerant to the instructors' code switching compared to the more proficient group. The students with higher proficiency might believe that the use of English by the teacher could improve their language competence specifically in vocabulary. Weng's article also found that it can help the students to understand new vocabulary. The results are rather different in the English department which shows that the students were sometimes confused about the use of code switching by their lecturer that did not add their vocabulary. They believed that for adding vocabulary, it depends on their desire and their effort by reading English books, watching movie and listening the musics. They further argued that the use of code switching should be minimized. The argument was also founded in David's article (2008: 78) that it should be minimized because it is bad for the learner. It assumed that if the teacher often used that, it can make the bad behavior to the next generation and will be more difficult to avoid. However, all the students agreed that the use of code switching can increase their comprehension toward the lesson. Riegelhaupth (2000: 210) argued that bilinguals use the language that the people they speak to know best. In this case, the use of code switching has function to repeat the speech for better comprehension. The results also showed that code switching by the teacher had each effect to their psychology aspect. The lower proficient students were not confidence to speak English to the teacher who was using code switching. They tended to use Indonesian because they were afraid of making mistakes or troubles to their speaking if they use English. They thought that they had poor vocabulary and poor understanding of grammar. But if the teacher spoke in English, they would try speaking English too then use Indonesian to the words which they did not know the meaning. Different with the lower proficient students, the higher proficient students were still confidence to speak in English to the teacher who was using code switching even though in a simple sentence. However, sometimes, they tended to use Indonesian or code switching because they did not want to be seen showing off their English competence. Again and again, the students of English department had different results. The lecturer's code switching did not influence their confidence. Whatever language the lecturer used, they were still confident to speak English but sometimes they followed the language the lelcturer used just to respect him. It is supported by Spolsky (1998: 49) that one tends to respect people who are socially superior to one self. Conclusion and Suggestion Conclusion This chapter is summary of the findings in order to make the reader get a better understanding through reading the findings of this thesis. Actually, the main objective of this present study is to investigate the students' attitude toward the instructor's code switching behavior in EFL classroom. After doing the research, the results are: The first finding is the situation of code switching phenomena by the instructor which is about the reason or the purpose of using code switching in the classroom that is drawn commonly below: Code switching happened in explaining the material which was used to make the explanation clearer to be understood by the students' code switching was used as the student's requirement Code switching was used in joking Code switching happened in simply talks which were with unawareness. Code switching was used as admonition which is used when the instructor was disappointed with the students. Code switching happened to get the students' attention. There are also additional findings that the instructors' frequency of using English or the Indonesian is largely influenced by the characteristic of the classroom. Senior high school institute used code switching balance as a mean the same frequency whether English-Indonesian or Indonesian-English. It was different with Indonesian department that the institute used more frequent in Indonesian and unaware in using English. It is influenced by the students' favor toward Indonesian. On the other side, the lecturer of English department used English more frequent in the classroom and Indonesian was just used in simply talks or just to give more explanation and example. The second finding is the students' attitude toward the instructor's code switching in the classroom. The findings of this study indicate that the students' attitude toward code switching in the English class was largely influenced by the students' English language competence. Although in fact, The classrooms had each characteristics which senior high school class was the neutral one which was not in Indonesian department class or English department class. It is because the students commonly more favor the language they took as their majure than another one. The students of Indonesian department showed their favor to Indonesian much and the students of English department showed their favor to English. It was proved by their decision of taking those majure. So, eventhough they were in English subject classroom, they tended to consider their own majure. In the other hand, the students of senior high school take attitudes about code switching that were purely influenced by the students' English competence. The results show that the students with less proficiency prefer their teacher to use both English and Indonesian in the same capacity or larger use Indonesian. They would get difficulties to catch the meaning of the speech if the instructor used English a lot. Meanwhile the students with higher proficiency prefer their teacher to use more English. The students with higher proficiency might believe that the use of English by the teacher could improve their language competence specifically in vocabulary. The results are rather different in the English department which shows that the students were sometimes confused about the use of code switching by their lecturer that did not add their vocabulary. They believed that for adding vocabulary, it depends on their desire and their effort by reading English books, watching movie and listening the musics. The findings also showed that code switching by the teacher had each effect to their psychology aspect. The lower proficient students were not confidence to speak English to the teacher who was using code switching. They tended to use Indonesian because they were afraid of making mistakes or troubles to their speaking if they use English. They thought that they had poor vocabulary and poor understanding of grammar. But if the teacher spoke in English, they would try speaking English too then use Indonesian to the words which they did not know the meaning. Different with the lower proficient students, the higher proficient students were still confidence to speak in English to the teacher who was using code switching even though in a simple sentence. However, sometimes, they tended to use Indonesian or code switching because they did not want to be seen showing off their English competence. Again and again, the students of English department had different results. The lecturer's code switching did not influence their confidence. Whatever language the lecturer used, they were still confident to speak English but sometimes they followed the language the lelcturer used just to respect him. Suggestion The instructor in EFL classroom should know the students' attitude toward the language used well so that she/he can use the right way in teaching English in EFL classroom in order to get the best result of the students' English competence. This study may be far from being perfect. It is hoped that there will be further researchers who conduct the research on the phenomenon of code switching by the instructor in the classroom and the students' attitude toward it for more detail data/explanation and from many points of view. References Alenezi, Abdullah. (2010). Students' Language Attitude Towards Using Code-Switching as a Medium of Instruction in the College of Health Sciences: An Exploratory Study, vol.7, 1-22 Arrifin, Kamisah and Husin, MisyanaSusanti. (2011). "Code Switching and Code Mixing of English and Bahasa Malaysia in Content Based Classrooms: Frequency and Attitudes".The Linguistics Journal.Vol 5 issue 1 David. (Desember, 2008).Understanding Mixed Code and Classroom Code-Switching: Myths and Realities. Ongkong Institute of Education.Hongkong.Vol 56, No.3 Faris, NurulElfatul. 2012. Alih Kode Dalam Proses Belajar-MengajarKelas VII Mts "AL-KAutsar" Srono Banyuwangi.UniversitasJember, Jember. Gardner-Chloros, Penelope. 2009. Code Switching. UK: Cambridge University Press. Litosseteliti, Lia. 2010. Research Methods in Linguistics. New York: Continuum. Riegelhaupth, Florencia. 2000. Code Switching and Language Use in the Classroom. Research on Spanish in the U.S., ed. Ana Roca, 204-217. Somerville,MA: Cascadilla Press. Spolsky, Bernard. 1998. Sociolinguistics. UK: Oxford University Press. Uys, David. 2010. The functions of teachers' code switching in multilingual and multicultural high school classrooms in the Siyanda District of the Northern Cape Province: Stellenbosch University. Wardahugh, Ronald. 2006. An Introduction to Sociolinguistics. UK: Blackwell Publishing. Wardani, Devi. (2013), Skapbahasasiswaterhadapbahasa Indonesia: studikasus di SMA Negeri 1 Singaraja. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Vol. 2 Weng, Pei-shi. Code Switching as a Strategy Use in an EFL Classroom in Taiwan.Tamkang University, Taiwan. Whatmough, Joshua. 1957. Language: A Modern Synthesis. New York: St. Martin's Press. Yletyinen, Hanna. 2004. The functions of code switching in EFL classroom. University of Jvyoskyl: Finland. Youkhana, Sana. 2010. Code Switching in the Foreign Language Classroom. Ogskolan: Jonkoping.

Not Available ; The land resource inventory of Kalakeri microwatershed was conducted using village cadastral maps and IRS satellite imagery on 1:7920 scale. The false colour composites of IRS imagery were interpreted for physiography and these physiographic delineations were used as base for mapping soils. The soils were studied in several transects and a soil map was prepared with phases of soil series as mapping units. Random checks were made all over the area outside the transects to confirm and validate the soil map unit boundaries. The soil map shows the geographic distribution and extent, characteristics, classification, behavior and use potentials of the soils in the microwatershed. The present study covers an area of 497 ha in Koppal taluk and district, Karnataka. The climate is semiarid and categorized as drought - prone with an average annual rainfall of 662 mm, of which about 424 mm is received during south–west monsoon, 161 mm during north-east and the remaining 77 mm during the rest of the year. An area of 99 per cent is covered by soils, 150 cm).  About 2 per cent area in the microwatershed has sandy soils, 65 per cent area in the microwatershed has loamy soils and 31 per cent clayey soils at the surface.  About 80 per cent area has non-gravelly (200 mm/m) in available water capacity.  About 4 per cent area of the microwatershed has nearly level (0-1% slope) lands and 95 per cent area of the microwatershed has very gently sloping (1-3% slope) lands.  An area of about 53 per cent area is moderately (e2) eroded and about 46 per cent area is slightly (e1) eroded.  An area of about 10 per cent soils are moderately acid to slightly acid (pH 5.5-6.5), 12 per cent soils are neutral (pH 6.5-7.3), 68 per cent soil are slightly alkaline to strongly alkaline (pH 7.3-9.0) and 8 per cent soils are very strongly alkaline (pH >9.0) in soil reaction.  The Electrical Conductivity (EC) of the soils in the entire cultivated area of the microwatershed is dominantly 0.75%) in 59 per cent area.  An area of about 52 per cent is medium (23-57 kg/ha) and 47 per cent is high (>57 kg/ha) in available phosphorus.  An area of about 34 per cent is low (337 kg/ha) in available potassium.  Available sulphur is low (20 ppm) in 24 per cent area of the microwatershed.  An area of 66 per cent is low (4.5 ppm) and 58 per cent is deficient (1.0 ppm) in available manganese content.  Entire cultivated area of the microwatershed is sufficient (>0.2 ppm) in available copper content.  An area of about 24 per cent is deficient (0.6 ppm) in available zinc content.  The land suitability for 31 major crops grown in the microwatershed was assessed and the areas that are highly suitable (S1) and moderately suitable (S2) are given below. It is however to be noted that a given soil may be suitable for various crops but what specific crop to be grown may be decided by the farmer looking to his capacity to invest on various inputs, marketing infrastructure, market price and finally the demand and supply position. Land suitability for various crops in the microwatershed Crop Suitability Area in ha (%) Crop Suitability Area in ha (%) Highly suitable (S1) Moderately suitable (S2) Highly suitable (S1) Moderately suitable (S2) Sorghum 58(12) 81(16) Sapota 56(11) 112(23) Maize 56(11) 99(20) Pomegranate 56(11) 170(34) Bajra 56(11) 186(37) Guava - 168(34) Groundnut - 380(77) Jackfruit 56(11) 112(23) Sunflower 58(12) 81(16) Jamun 56(11) 154(31) Cotton 58(12) 82(16) Musambi 58(12) 168(34) Red gram 56(11) 77(16) Lime 58(12) 168(34) Bengalgram 2(<1) 137(38) Cashew - 195(39) Chilli 56(11) 25(5) Custard apple 58(12) 417(84) Tomato 56(11) 25(5) Amla 56(11) 419(84) Brinjal 15(3) 389(78) Tamarind 56(11) 76(15) Onion 15(3) 330(66) Marigold 56(11) 84(17) Bhendi 15(3) 389(78) Chrysanthemum 56(11) 84(17) Drumstick 56(11) 294(59) Jasmine 56(11) 25(5) Mulberry 56(11) 419(84) Crossandra 56(11) 56(6) Mango 56(11) 75(13)  Apart from the individual crop suitability, a proposed crop plan has been prepared for the 3 identified LMUs by considering only the highly and moderately suitable lands for different crops and cropping systems with food, fodder, fibre and other horticulture crops.  Maintaining soil-health is vital for crop production and conserves soil and land resource base for maintaining ecological balance and to mitigate climate change. For this, several ameliorative measures have been suggested for these problematic soils like saline/alkali, highly eroded, sandy soils etc.,  Soil and water conservation treatment plan has been prepared that would help in identifying the sites to be treated and also the type of structures required.  As part of the greening programme, several tree species have been suggested to be planted in marginal and submarginal lands, field bunds and also in the hillocks, mounds and ridges. That would help in supplementing the farm income, provide fodder and fuel, and generate lot of biomass which in turn would help in maintaining the ecological balance and contribute to mitigating the climate change. SALIENT FINDINGS OF THE SURVEY  Results indicated that, 49 farmers were sampled in Kalakeri micro watershed among them 17 (34.69%) were marginal farmers, 19 (38.78 %) were small farmers, 6(12.24 %) were semi medium farmers, 2 (4.08 %) were medium farmers and 5 (10.20 %) landless farmers were also interviewed for the survey.  The data indicated that there were 228 population households were there in the studied micro watershed. Among them 135 (59.21%) men and 93 (40.79 %) were women. The average family size of landless was 3, marginal farmers and medium farmers were 4, small farmer was 5 and semi medium farmer was 7. On an average the family size was 5.  The data indicated that 35 (15.35%) people were in 0-15 years of age, 110 (48.25 %) were in 16-35 years of age, 58 (25.44 %) were in 36-60 years of age and 25 (10.96 %) were above 61 years of age.  The results indicated that the Kalakeri had 35.53 per cent illiterates, 27.19 per cent of them had primary school education, 2.63 per cent of them had both middle school, 14.91 per cent them had high school education, 8.77 per cent of them had PUC education, 0.44 per cent them had Diploma education, 2.63 per cent of them had degree education, 1.75 per cent of them had masters education and 6.14 per cent them had others.  The results indicated that, 89.79 per cent of households practicing agriculture, 2.04 per cent of the household heads were agricultural labour and 8.16 per cent of the household heads were general labour.  The results indicated that agriculture was the major occupation for 52.63 per cent of the household members, 12.72 per cent were agricultural labourers, 5.70 per cent were general labours, 0.44 percent were in government service, 4.39 per cent of them were in private sector, 1.32 per cent of them were trade and business, 17.54 per cent of them were students, 4.82 per cent of them were children and 0.44 per cent were housewives. In case of landless households 76.47 per cent were general labourers and 11.76 per cent were students. In case of marginal farmers 59.70 per cent were agriculturist, 8.96 percent was in agricultural labour, 2.99 per cent of both were in private and trade and business and 20.90 per cent were students. In case of small farmers 58.06 per cent of them were agriculturist and 15.05 per cent of them were students. In case of semi medium farmers 48.84 per cent of the family members were agriculturist and 23.26 per cent of them were students. In case of medium farmers 62.50 per cent of the family members were agriculturist and 25 per cent of them were in private service.  The results showed that 0.88 per cent of them participated in self help groups and 99.12 per cent of them have not participated in any local institutions. Small, semi medium and medium farmers were found to have no participation in any local 2 institutions. Land less and marginal farmers were found to participate in one or the other local institutions.  The results indicated that 65.31 per cent of the households possess Katcha house, 2.04 per cent of the households possess Pucca house, 30.61 per cent of the households possess Semi Pacca house and 2.04 per cent of them possess Thatched house. 100 percent of the landless and medium farmers possess Katcha house.  The results showed that, 2.04 per cent of the households possess radio, 83.67 per cent of the households possess TV, 53.06 per cent of the households possess Mixer grinder, 2.04 per cent of the households possess refrigerator, 32.65 per cent of the households possess bicycle, 30.61 per cent of the households possess motor cycle, 2.04 per cent of the households possess Auto, 89.80 per cent of the households possess mobile phones and 4.08 per cent of the households possess computer/laptop.  The results showed that the average value of radio was Rs.800, television was Rs. 5024, mixer grinder was Rs.1892, refrigerator was Rs.15000, bicycle was Rs.7437, motor cycle was Rs.42866, Auto was Rs. 100000, mobile phone was Rs.1723 and computer/laptop was Rs. 2000.  Results showed that 12.24 per cent of the households possess bullock cart, 20.41 per cent of them possess plough, 6.12 per cent of the households possess seed/fertilizer drill, 10.20 per cent of the households possess irrigation pump, 4.08 per cent of the households possess tractor, 16.33 per cent of the households possess sprayer, 2.04 per cent of the households possess sprinkler, 67.35 per cent of the households possess weeder, 12.24 per cent of the households possess harvester, 4.08 per cent of the households possess chaff cutter and 2.04 per cent of the households possess JCB/Hitachi.  The results showed that the average value of bullock cart was Rs.20833; the average value of plough was Rs. 1040, the average value of seed/fertilizer drill was Rs. 1925, the average value of irrigation pump was Rs. 20750, the average value of tractor was Rs. 301500, the average value of sprayer was Rs. 4825, the average value of sprinkler was Rs. 500, the average value of weeder was Rs. 73, the average value of harvester was Rs. 80, the average value of chaff cutter was Rs. 3000 and the average value of JCB/Hitachi was Rs. 300000.  The results indicated that, 28.57 per cent of the households possess bullocks, 20.41 per cent of the households possess local cow, 6.12 per cent of the households possess buffalo, 2.04 per cent of the households possess sheep and 4.08 per cent of the households possess poultry birds respectively.  In case of marginal farmers, 17.65 per cent of the households possess bullock and local cow respectively and 5.88 per cent of the households possess poultry birds. In case of small farmers, 42.11 per cent of households possess bullock, 21.05 per cent possess local cow, 10.53 per cent of the households possess buffalo and 5.26 per cent possess sheep and poultry birds respectively. In case of semi medium farmers, 50 per 3 cent of the households possess both bullock and local cow correspondingly, 16.67 per cent of the households possess buffalo.  The results indicated that, average own labour men available in the micro watershed was 1.56, average own labour (women) available was 1.33, average hired labour (men) available was 22.16 and average hired labour (women) available was 21.63.  In case of marginal farmers, average own labour men available was 1.18, average own labour (women) was also 1.18, average hired labour (men) was 11.65 and average hired labour (women) available was 11.18. In case of small farmers, average own labour men available was 1.72, average own labour (women) was 1.28, average hired labour (men) was 30.28 and average hired labour (women) available was 30.28. In case of semi medium farmers, average own labour men available was 2, average own labour (women) was 2, average hired labour (men) was 25 and average hired labour (women) available was 21.67. In medium farmers average own labour men available was 2, average own labour (women) was 1, average hired labour (men) was 30 and average hired labour (women) available was 32.50.  The results indicated that, 85.71 per cent of the household opined that hired labour was adequate which includes 94.12 per cent of the marginal farmers, 94.74 per cent of small, 100 per cent of semi medium and medium farmers and 2.04 per cent of the household opined that hired labour was inadequate.  The results indicated that, households of the Kalakeri micro watershed possess 28.05 ha (62.87 %) of dry land and 16.57 ha (37.13 %) of irrigated land. Marginal farmers possess 10.26 ha (98.07 %) of dry land and 0.20 ha (1.93%) of irrigated land. Small farmers possess 15.25 ha (70.99 %) of dry land and 6.23 ha (29.01 %) of irrigated land. Semi medium farmers possess 2.54 ha (29.46 %) of dry land and 6.09 ha (70.54 %) of irrigated land. Medium farmers possess 4.05 ha (100%) of irrigated land.  The results indicated that, the average value of dry land was Rs. 495354.20 and average value of irrigated was Rs. 633488.03. In case of marginal famers, the average land value was Rs. 682051.27 for dry land and Rs. 1482000 for irrigated land. In case of small famers, the average land value was Rs. 419532.91 for dry land Rs. 737792.21 for irrigated land. In case of semi medium famers, the average land value was Rs. 196656.04 for dry land and Rs. 706183.51 for irrigated land. In case of medium famers, the average land value was Rs. 321100 for irrigated land.  The results indicated that, there were 7 functioning bore wells in the micro watershed.  The results indicated that, bore well was the major irrigation source for 39.13 per cent of the farmers.  The results indicated that on an average the depth of the bore well was 39.76 meters.  The results indicated that, in case of marginal farmers there was 0. 20 ha of irrigated land, in case of small farmers there was 9.06 ha of irrigated land, semi medium farmers were having 8.05 ha of irrigated land and medium farmers were having 8.10 ha of irrigated land. On an average there were 25.41 ha of irrigated land. 4  The results indicated that, farmers have grown bajra (12.09 ha), maize (83.02 ha), paddy (1.82 ha) and sesamum (0.81ha) in kharif season. Also grown chilly (1.21 ha), cow pea (2.24 ha), groundnut (3.63 ha), paddy (0.40 ha), sunflower (3.04ha) and tomato (0.08 ha) in Rabi season. Marginal farmers have grown Maize, Bajra, sesamum, cowpea and groundnut. Small farmers have grown bajra, maize, paddy, cowpea, groundnut and tomato. Semi medium farmers have grown Maize, bajra, chilly, cowpea, groundnut and sunflower. Medium farmers have grown bajra, maize and sunflower.  The results indicated that, the cropping intensity in Kalakeri micro watershed was found to be 177.17 per cent. In case of marginal farmers it was 527.38 per cent, in small farmers it was 92.17, in semi medium farmers it was 79.59 and in medium farmers it was 100 per cent.  The results indicated that, 41.30 per cent of the households have bank account and savings respectively. Among marginal farmers 58.82 percent of them possess both bank account and savings. 36.84 per cent of small farmers possess both bank account and savings correspondingly. Semi medium farmers possess 16.67 per cent of both bank account and savings respectively and medium category of farmers possess 50 per cent of bank account and also savings correspondingly.  The results indicated that, 58.82 per cent of marginal, 31.58 per cent of small and 50 per cent of medium farmers have borrowed credit from different sources.  The results indicated that, 11.76 per cent have availed loan in commercial bank and friends/ relatives correspondingly, 52.94 per cent have availed loan from Grameena bank, 23.52 per cent have availed loan from money lender and 29.41 per cent have availed loan from SHGs/CBOs.  The results indicated that, marginal, small and medium have availed Rs.37500, Rs. 90166.67 and Rs. 200000 respectively. Overall average credit amount availed by households in the micro watershed is 62000.  The results indicated that, 100 per cent of the households have borrowed loan for agriculture production.  The results indicated that, agriculture production, purchase–agricultural implements/ farm machinery, purchase-vehicle, household consumption and social functions like marriage reasons were the purpose for which marginal and small farmers borrowed loan from private credit. About 54.55 percent of loan was taken for agriculture production, 9.09 per cent of the loan was taken for purchase–agricultural implements/ farm machinery, purchase-vehicle, household consumption respectively and 18.18 per cent of the farmers taken loan for social functions like marriage.  Results indicated that 9.09 per cent of the households have repaid their institutional credit partially and 90.91 percent of the households have unpaid their loan. 5  Results indicated that 27.27 per cent of the households have repaid their private credit partially, 54.55 percent of the households have unpaid their loan and 18.18 per cent of them fully paid their loan.  The results indicated that 9.09 per cent of the households were opined that they were helped to perform timely agricultural operations, higher rate of interest and forced to sell the produce at low price to repay loan in time respectively.  The results indicated that, the total cost of cultivation for bajra was Rs. 32955.96. The gross income realized by the farmers was Rs. 29877.63. The net income from bajra cultivation was Rs. -3078.33, thus the benefit cost ratio was found to be 1:0.91.  The results indicated that, the total cost of cultivation for maize was Rs. 48488.33. The gross income realized by the farmers was Rs. 94802.50. The net income from maize cultivation was Rs. 46314.17. Thus the benefit cost ratio was found to be 1:1.96.  The results indicated that, the total cost of cultivation for paddy was Rs. 42321.23. The gross income realized by the farmers was Rs. 60771.15. The net income from paddy cultivation was Rs. 18449.91. Thus the benefit cost ratio was found to be 1:1.44.  The results indicated that, the total cost of cultivation for Sesamum was Rs. 11003.14. The gross income realized by the farmers was Rs. 20748.00. The net income from Sesamum cultivation was Rs. 9744.86. Thus the benefit cost ratio was found to be 1:1.89.  The results indicated that, the total cost of cultivation for Chilly was Rs. 18128.02. The gross income realized by the farmers was Rs. 75746.67. The net income from Chilly cultivation was Rs. 57618.64. Thus the benefit cost ratio was found to be 1:4.18.  The results indicated that, the total cost of cultivation for Cowpea was Rs. 32618.68. The gross income realized by the farmers was Rs. 16444.98. The net income from Cowpea cultivation was Rs. -16173.70. Thus the benefit cost ratio was found to be 1:0.5.  The results indicated that, the total cost of cultivation for groundnut was Rs. 75670.65. The gross income realized by the farmers was Rs. 82435.19. The net income from groundnut cultivation was Rs. 6764.53. Thus the benefit cost ratio was found to be 1:1.09.  The results indicated that, the total cost of cultivation for Sunflower was Rs. 21608.43. The gross income realized by the farmers was Rs. 19142.50. The net income from Sunflower cultivation was Rs. -2465.93. Thus the benefit cost ratio was found to be 1:0.89.  The results indicated that, the total cost of cultivation for Tomato was Rs. 148312.50. The gross income realized by the farmers was Rs. 493999.99. The net income from Tomato cultivation was Rs. 345687.50. Thus the benefit cost ratio was found to be 1:3.33.  The results indicated that, 32.65 per cent of the households opined that dry fodder was adequate and 2.04 per cent of the households opined that dry fodder was inadequate. 6 Similarly 28.57 per cent of the households opined that green fodder was adequate and 2.04 per cent of the households opined that green fodder was inadequate.  The results indicated that the average income from service/salary was Rs. 3,918.37, business Rs. 1,530.61, wage Rs. 38,653.06, agriculture Rs. 61,736.73, dairy farm Rs. 612.24 and goat framing Rs. 1,020.41.  The results indicated that the average expenditure from service/salary was Rs. 816.33, business Rs. 979.59, wage Rs. 8,326.53, agriculture Rs. 33,040.82, dairy farm Rs. 204.08 and goat farming Rs. 510.20.  The results indicated that, sampled households have grown 105 coconut trees and 21 mango tree in their field.  The results indicated that, households have planted 1 Eucalyptus tree, 4 teak trees, 97 neem trees, 16 tamarind tress and 4 banyan trees in their field and also grown 2 Neem tree in the backyard.  The results indicated that for 2.04 per cent of the households were dependent on government subsidy for land development, irrigation facility and improved crop production respectively.  The results indicated that, Bajra, Chilly, Cowpea, Paddy, Sesamum and Tomato crops were sold to the extent of 100 per cent. Groundnut, maize and sunflower were sold to the extent of 56.32 per cent, 75.89 per cent and 75 per cent respectively.  The results indicated that, 75.51 percent of the households have sold their produce to agent/traders, 18.37 percent of the households have sold their produce to local/village merchant and 26.53 percent of the households sold their produce in regulated markets.  The results indicated that 24.49 per cent of the households have used head load as a mode of transport, 32.65 per cent of them have used cart and 63.27 per cent have used tractor.  The results indicated that, 36.73 per cent of the households have shown interest in soil testing.  The results indicated that, 14.29 per cent of the households have adopted field bunding which includes 23.53 per cent of marginal, 10.53 per cent of small farmers and 16.67 per cent of semi medium farmers.  The results indicated that, 100 per cent of the households who adopted field bunding opined that full replacement is required for the bunds.  The results indicated that 10.20 per cent of soil conservation structure is constructed by the government and 4.08 per cent is constructed by others.  The results indicated that, 71.43 percent used fire wood as a source of fuel, 24.49 percent of the households used LPG and 4.08 per cent of the households used dung cake as a source of fuel.  The results indicated that, piped supply was the source of drinking water for 51.02 per cent, 36.73 per cent of them were using bore well and 10.20 per cents of the households were using lake/tank for drinking water. 7  The results indicated that, electricity was the major source of light for 100 per cent of the households.  The results indicated that, 48.98 per cent of the households possess sanitary toilet i.e. 20 per cent of landless, 47.06 per cent of marginal, 42.11 per cent of small, 100 per cent of semi medium and 50 per cent of medium had sanitary toilet facility.  The results indicated that, 95.92 per cent of the sampled households possessed BPL card and 4.08 per cent of the sampled households have not possessed BPL card.  The results indicated that, 32.65 per cent of the households participated in NREGA programme which included 60 per cent of the landless, 17.65 percent of the marginal, 15.79 per cent of the small, 100 per cent of the semi medium and 50 percent of the medium farmers.  The results indicated that, cereals, pulses, oilseeds, vegetables, fruits , milk, egg and meat were adequate for 100 per cent, 83.67 per cent, 57.14 per cent, 69.39 per cent, 20.41 per cent, 91.84 per cent, 81.63 per cent and 63.27 per cent respectively.  The results indicated that, vegetables, fruits and meat were inadequate for 26.53 per cent of the households. Pulses, oilseed, milk and egg were inadequate for 16.33 per cent, 42.86 per cent, 6.12 per cent and 10.20 per cent of the households.  The results indicated that, Lower fertility status of the soil was the constraint experienced by 38.78 per cent of the households, wild animal menace on farm field (67.35%), frequent incidence of pest and diseases (57.14%), inadequacy of irrigation water (30.61%), high cost of Fertilizers and plant protection chemicals (44.90%), high rate of interest on credit (53.06%), low price for the agricultural commodities (34.69%), lack of marketing facilities in the area (46.94%), inadequate extension services (26.53%), lack of transport for safe transport of the agricultural produce to the market (38.78%), less rain fall (48.98%) and Source of Agri-technology information(Newspaper/TV/Mobile) (18.37 %). ; Watershed Development Department, Government of Karnataka (World Bank Funded) Sujala –III Project