Biography of Ferdinand Marcos, Philippines Dictator

Biography of Ferdinand Marcos, Philippines' Dictator Ferdinand Marcos (September 11, 1917–September 28, 1989) ruled the Philippines with an iron fist from 1966 to 1986. Critics charged Marcos and his regime with crimes like corruption and nepotism. Marcos himself is said to have exaggerated his role in World War II. He also murdered a family political rival. Marcos created an elaborate cult of personality. When that state-mandated adulation proved insufficient for him to maintain control, President Marcos declared martial law. Fast Facts: Ferdinand Marcos Known For: Philippines dictatorAlso Known As: Ferdinand Emmanuel Edralin Marcos Sr.Born: September 11, 1917  in Sarrat, PhilippinesParents: Mariano Marcos,  Josefa EdralinDied: September 28, 1989  in Honolulu, HawaiiEducation: University of the Philippines, College of LawAwards and Honors: Distinguished Service Cross, Medal of HonorSpouse: Imelda Marcos  (m. 1954–1989)Children: Imee,  Bongbong,  Irene, Aimee (adopted)Notable Quote: I often wonder what I will be remembered in history for. Scholar? Military hero? Builder? Early Life Ferdinand Edralin Marcos was born on Sept. 11, 1917, to Mariano and Josefa Marcos in the village of Sarrat, on the island of Luzon, the Philippines. Persistent rumors say that Ferdinands biological father was a man named Ferdinand Chua, who served as his godfather. Officially, however, Josefas husband Mariano Marcos was the childs father. Young Ferdinand Marcos grew up in a privileged milieu. He excelled at school and took an eager interest in things like boxing and shooting. Education Marcos attended school in Manila. His godfather Ferdinand Chua may have helped pay for his educational expenses. During the 1930s, the young man studied law at the University of the Philippines, outside of Manila. This legal training would come in handy when Marcos was arrested and tried for a 1935 political murder. In fact, he continued his studies while in prison and even passed the bar exam with flying colors from his cell. Meanwhile, Mariano Marcos ran for a seat on the National Assembly in 1935 but was defeated for a second time by Julio Nalundasan. Assassinates Nalundasan On Sept. 20, 1935, as he was celebrating his victory over Marcos, Nalundasan was shot dead at his home. Ferdinand, then 18, had used his shooting skills to kill Nalundasan with a .22-caliber rifle. Marcos was indicted for the killing and convicted by a district court in November of 1939. He appealed to the Supreme Court of the Philippines in 1940. Representing himself, Marcos managed to get his conviction overturned despite strong evidence of his guilt. Mariano Marcos and (by now) Judge Chua may have used their political power to influence the outcome of the case. World War II At the outbreak of World War II, Marcos was practicing law in Manila. He soon joined the Filipino Army and fought against the Japanese invasion as a combat intelligence officer in the 21st Infantry Division. Marcos saw action in the three-month-long Battle of Bataan, in which the Allied forces lost Luzon to the Japanese. He survived the Bataan Death March, a week-long ordeal that killed about a quarter of Japans American and Filipino POWs on Luzon. Marcos escaped the prison camp and joined the resistance. He later claimed to have been a guerrilla leader, but that claim has been disputed. Post-War Era Detractors say that Marcos spent the early post-war period filing false compensation claims for wartime damages with the United States government, such as a claim for almost $600,000 for 2,000 imaginary cattle of Mariano Marcos. Marcos also served as a special assistant to the first president of the newly independent Republic of the Philippines, Manuel Roxas, from 1946 to 1947. Marcos served in the Philippines House of Representatives from 1949 to 1959 and the Senate from 1963 to 1965 as a member of Roxas Liberal Party. Rise to Power In 1965, Marcos hoped to secure the Liberal Party nomination for the presidency. The sitting president, Diosdado Macapagal (father of current president Gloria Macapagal-Arroyo), had promised to step aside, but he reneged and ran again. Marcos resigned from the Liberal Party and joined the Nationalists. He won the election and was sworn in on December 30, 1965. President Marcos promised economic development, improved infrastructure, and good government to the people of the Philippines. He also pledged help to South Vietnam and the U.S. in the Vietnam War, sending more than 10,000 Filipino soldiers to fight. Cult of Personality Ferdinand Marcos was the first president to be reelected to a second term in the Philippines. Whether his reelection was rigged is a subject of debate. In any case, he consolidated his hold on power by developing a cult of personality, like those of Joseph Stalin or Mao Zedong. Marcos required every business and classroom in the country to display his official presidential portrait. He also posted giant billboards bearing propagandistic messages across the country. A handsome man, Marcos had married former beauty queen Imelda Romualdez in 1954. Her glamour added to his popularity. Martial Law Within weeks of his reelection, Marcos faced violent public protests against his rule by students and other citizens. Students demanded educational reforms; they even commandeered a fire truck and crashed it into the Presidential Palace in 1970. The Filipino Communist Party reemerged as a threat. Meanwhile, a Muslim separatist movement in the south urged succession. President Marcos responded to all of these threats by declaring martial law on September 21, 1972. He suspended habeas corpus, imposed a curfew, and jailed opponents like Benigno Ninoy Aquino. This period of martial law lasted until January 1981. Dictatorship Under martial law, Marcos took extraordinary powers for himself. He used the countrys military as a weapon against his political enemies, displaying a typically ruthless approach to opposition. Marcos also awarded a huge number of government posts to his and Imeldas relatives. Imelda herself was a member of Parliament (1978-84); Governor of Manila (1976-86); and Minister of Human Settlements (1978-86). Marcos called parliamentary elections on April 7, 1978. None of the members of jailed former Senator Benigno Aquinos LABAN party won their races. Election monitors cited widespread vote-buying by Marcos loyalists. In preparation for Pope John Paul IIs visit, Marcos lifted martial law on Jan. 17, 1981. Nonetheless, Marcos pushed through legislative and Constitutional reforms to ensure that he would retain all of his extended powers. It was purely a cosmetic change. Presidential Election of 1981 For the first time in 12 years, the Philippines held a presidential election on June 16, 1981. Marcos ran against two opponents: Alejo Santos of the Nacionalista Party and Bartolome Cabangbang of the Federal Party. LABAN and Unido both boycotted the election. Marcos received 88% of the vote. He took the opportunity in his inauguration ceremony to note that he would like the job of Eternal President. Death of Aquino Opposition leader Benigno Aquino was released in 1980 after spending nearly eight years in prison. He went into exile in the United States. In August 1983, Aquino returned to the Philippines. Upon arrival, he was hustled off the plane and shot dead on the runway at the Manila Airport by a man in a military uniform. The government claimed that Rolando Galman was the assassin; Galman was immediately killed by airport security. Marcos was ill at the time, recovering from a kidney transplant. Imelda may have ordered Aquinos killing, which sparked massive protests. Later Years and Death Aug. 13, 1985, was the beginning of the end for Marcos. Fifty-six members of Parliament called for his impeachment for graft, corruption, and other high crimes. Marcos called a new election for 1986. His opponent was Corazon Aquino, the widow of Benigno. Marcos claimed a 1.6 million vote victory, but observers found an 800,000-vote win by Aquino. A People Power movement quickly developed, driving the Marcoses into exile in Hawaii, and affirming Aquinos election. The Marcoses had embezzled billions of dollars from the Philippines. Imelda famously left more than 2,500 pairs of shoes in her closet when she fled Manila. Marcos died of multiple organ failure in Honolulu on Sept. 28, 1989. Legacy Marcos left behind a reputation as one of the most corrupt and ruthless leaders in modern Asia. The Marcoses had taken with them more than $28 million in cash in Philippine currency. President Corazon Aquinos administration said this was only a small part of the Marcoses illegally gained wealth. Marcos excesses are perhaps best exemplified by his wifes extensive shoe collection. Imelda Marcos is reported to have gone on shopping sprees using state money to buy jewelry and shoes. She amassed a collection of more than 1,000 pairs of luxury shoes, which earned her the nickname, Marie Antoinette, with shoes. Sources Britannica, The Editors of Encyclopaedia. â€Å"Ferdinand Marcos.†Ã‚  Encyclopà ¦dia Britannica, 8 Mar. 2019..Ferdinand E. Marcos Republic of the Philippines-Department of National Defense.â€Å"Ferdinand Marcos Biography.†Ã‚  Encyclopedia of World Biography.

Mentoring and Coaching The WritePass Journal

Mentoring and Coaching Introduction Mentoring and Coaching Introduction ReferencesRelated Introduction â€Å"Mentoring is a complex, interactive process, occurring between individuals of differing levels of experience and expertise which incorporates interpersonal psychosocial development, career and / or educational development, and socialisation functions into the professional relationship†¦to the extent that parameters of mutuality and comparability exist in the relationship, the potential outcomes of respect, professionalism, collegiality, and role fulfilment will result.†   (p.121). This premise defines the role of the mentor in ITT.   It is the timely sharing of experience and expertise in a climate that permits acceptance. Assessment of student responses to educational philosophy, lectures, tutorials and general professional conduct enable the mentor to develop hypotheses relating to teaching potential. Observation allows the mentor to gain first-hand experience of skills and competencies by observing them in practice. Detailed planning is a requirement for effective teaching. However it is intention and cannot tell us about empathy, relationships, voice, delivery, organisation or outcomes. Observation enables greater understanding of the actions and nuances of teaching. Students find observation a positive learning experience if it is underpinned by a developmental approach. In some professions trust is implicit in the role a person plays. For example if we are ill we see a doctor and often unquestioningly allow them to invade our body with drugs or cut us open with the belief that this will make us better. The mentor has to earn that trust and become a credible force for change if they are to be effective. Klasen with Clutterbuck (2002) argue that mentors should be trained, and matched to mentees in areas such as ‘compatibility of needs to experience’ or in terms of ‘age’ and ‘gender’. ITT mentors are selected through a default system of position. Matching does not take place. Relationships, swiftly built, are transitory. Yet, key to effectiveness is the development of a relationship based on openness, transparency and trust. Clutterbuck (2004) identifies nine competencies which he considers necessary attributes of a mentor. Carmin (1993) suggests, ‘honesty, objectivity, active listening, openness, trust and the ability to be a reflective partner’ as essential characteristics of mentorship. The skill set of a teacher should reflect Carmin’s criteria. As ITT mentors have been teachers, training is implicit in prior experience. Key to building effective relationships and providing leadership, is communication. Kaser et al (2002) cited in Evans (2007) argue that the quality of communication by the leader has a direct impact on the quality of learning of those being led. However to communicate effectively there has to be frequency to build familiarity within that communication. As a lecturer in ITT I meet numerous students during seminars or lectures. It can be difficult to forge close personal relationships with all students at these times. More intimate meetings occur during observations where we enjoy a shared experience and during feedback sessions. Rodger (2006) states that the most successful mentoring framework,   Ã¢â‚¬Å"†¦. is the one underpinned by a secure personal relationship between mentor and trainee.†   Ã‚  Ã‚  (p. 37) Clutterbuck (2004) stresses the need for the mentor to possess a range of communication skills in order to facilitate openness whilst observing, both in terms of the mentees feeling confident enough to express themselves and the mentor being open to what is being observed. I have found this to be the case. Therefore I have striven to be creative with the use of technology to add to relationships. Students respond quickly and openly to modern communication facilities and become more relaxed as a result. Bibby (2009) suggests that the nuances of relationships forged between the mentor and the mentee will inevitably affect mentee learning and development. In my practice the positive relationships built up over a period of time through effective communication improve student development. Classroom observations can be stressful and as a result alter behaviours. Therefore a valid assessment as a basis for constructive discourse can be adversely affected. Incumbent on the tutor is to put observations into context, thus allaying fears and allowing a professional dialogue to ensue. Empathy of and an understanding for each others’ roles, needs to be explicit. In ITT, the roles are given. This serves to eradicate confusion within the mentor/student relationship forming a firm basis for honest dialogue. There has to be a tacit understanding that judgements will be made but used as a means to inform further development not for punitive action. Observations provide a critique from a critical but trusted colleague. If there is a perceived credibility gap advice will lack impact. Credibility is earned through a relationship that acknowledges expertise and operates within a culture of mutual trust and respect. The recipient must feel that their abilities and competence are enhanced as a result of observation. The conduct of any observation and the climate of the classroom can support or detract from positive outcomes in terms of learning.   Therefore, it is important that a shared protocol of behaviours and outcomes operates. I have found it useful to discuss with my students the time, focus and length of the observation. This promotes confidence and transparency in the observation. It is essential to establish that good teaching is measured by its impact on pupil learning.   Similarly the observer must discard their pedagogy during the lesson and focus on outcomes. Therefore personal preference does not affect the judgments. I have considered the importance of developing positive relationships, a climate that facilitates good observations and the importance of jointly agreed patterns of working. This enables judgments to be made within a positive culture. The crucial aspect promoting development is feedback. Singleton and Linton (2006) refer to this as the ‘courageous conversation’ involving four essential elements based on honesty and openness. This can only be achieved if the relationship has been built on the same traits. Durgahee (1998) argues that, â€Å"Mentoring can also assist with professional development by facilitating critical reflection on practice.† (p.159) Freire (1998) is more assertive when he states, â€Å"Critical reflection on practice is a requirement of the relationship between theory and practice.† (p.30) Students who evaluate their practice are able make sense of what is happening. This is a constructivist approach which has its basis in a Piagetian description of learning. This enables development, whereas an ‘instructionist’ approach is primarily rooted in the transmission and conveyance of advice and knowledge rather than debate. Carnell, MacDonald and Askew (2006) argue that by adopting a constructivist approach it is possible to co-construct targets for development. This enables ownership, understanding and a belief in the efficacy of the targets. Downey M. (2003) would argue that the observation should bring reality to the situation from which targets evolve. Therefore the relationship between mentor and mentee becomes rooted in development. References Bibby, T., 2009. How do children understand themselves as learners? Towards a learner-centred understanding of pedagogy. Pedagogy, Culture and Society, 17(1) : 41-55. Carmin, C., 1993. The Mentor’s Role. Available at cppsu.dundee.ac.uk (accessed February 2011). Carnell, E. MacDonald, J. and Askew, S., (2006). Mentoring and Coaching in Higher Education: a learning centred approach. London: Institute of Education. Clutterbuck, D.,   2004. Everyone Needs A Mentor. Chartered Institute of Personnel and Development. Downey, M., 2003. Effective Coaching. Thomson. Durgahee, T., 1998, Facilitating reflection: from a sage on stage to a guide on the side. Nurse Education Today, Vol. 18, Issue 2, pp. 158-164. February 1998. Evans, D., 2007. Learning to be a Leader/Mentor. Mentoring and Tutoring Vol. 15, No.4. Routledge. Freire, P., 1998. Pedagogy of Freedom. Roman and Littlefield Publishers. Hargreaves, E., 2010. Knowledge Construction and Personal Relationships, Mentoring and Tutoring: Partnership in Learning. Vol. 18, No.2. May 2010. Kaser, J., Mundry, S., Stiles, K.E., Loukes-Horsley, S., 2002. Leading Every Day: 124 actions for effective leadership. Corwin Press. Kullman, J., 1998. Mentoring and the Development of Reflective Practice: concepts and context. System 26. Klasen, N. with Clutterbuck, D., 2002. Implementing Mentoring Schemes. Elsevier Butterworth-Heinemann. O’Brien, J. Christie, F., 2005. Characteristics of support for beginning teachers. Mentoring and Tutoring: Partnership in Leaning. Vol. 13, No.2, Routledge. Rodger F., 2006. The Ideal Mentor . Professional Learning Today, Spring. Singleton G. E. Linton C., 2006. Courageous conversations about race: a field guide for achieving equity in schools. Corwin Press. Tomlinson P., 1995. Understanding Mentoring. Open University Press. Email Marketing Coaching

Caucasus Region2 Essay Example | Topics and Well Written Essays - 500 words

Caucasus Region2 - Essay Example Involvement of USA is vital. On political front reconciliation of the conflicting interests of regional States is required. Flow of oil in the Baku-Tbilisi-Ceyhan (BTC) pipeline, to the West, can be ensured using diplomatic channels. Oil, natural gas and deposits of rare metals in the region are the main attraction for the world powers. Azerbaijan needs helpmodernize its oilfields, production of which has fallen from 8% of USSR total in 1965 to 0.6% by 1988. Estimated reserves of oil in Azerbaijan are 240,000 billion dollars (Atlas, p86-87). Nine million emigrants in USA and Syria is another asset. Her other main problems are Nagorno Karabakh (N.K). Armenia is over dependent on imported energy and raw materials and fought full scale war on N.K with Azerbaijan in 2003 and this issue dominates national life in both countries (Atlas, p74-75). USA has good opportunity to help resolve the issue of N.K and win appreciation of both countries. She can also increase her exports of raw material to Armenia, thus economically influencing the latter. There is a war and politics for oil and mineral resources and all players are applying military component according to demands of the situation. USSR has not given up its struggle to regain influence in the region. Iran is yet another silent player. But South Azeri People’s Army (SAPA) created problems in north western areas where the emergence of an independent state is in offing. This State of â€Å"Ahurastan†, comprising of north western Iran and western Azerbaijan, has a revolutionary anti-American and anti-West agenda. It may challenge Azeri claim over Caspian Sea area and can disrupt the oil exploration process in the region. 1. Protection of oil pipelines, especially BTC, and bridges from blowing up by SAPA. Such sabotage acts harmed the economies of the regional countries a lot in the

Supply Chain and Demand Model Essay Example | Topics and Well Written Essays - 250 words

Supply Chain and Demand Model - Essay Example Notably, the supply chain eliminates unsuitable suppliers and consumers that demean effective supply chain management. In a demand driven supply chain, consumers control the supply chain since the supply must provide everything that the consumer needs. Indeed, a demand-driven network forces the supply chain to produce new products at a speed defined by the demand model (Versloot, 2013). To enhance sustainable profits, an organization must ensure that its supply responds to demand. Since the supply chain is nonlinear, suppliers focus on the actual demand and purchase patterns as defined in the demand model (Versloot, 2013). Supply meets demand forecast in lead times. However, there is a need to adjust the supply at each level of the supply chain since actual demand is different from forecasted demand (Versloot, 2013). Notably, the relationship between supply chain and the supply and demand model determines the prices and quantities of products in the

Sport and Exercise Are Good for Your Health Essay Example for Free

Sport and Exercise Are Good for Your Health Essay Introduction The saying ‘sport and exercise are good for your health’ appears at first to be an irrefutable fact. However in this assignment I am going to look the information and facts that agree with this statement, and then compare and contrast with the information that disagrees. To begin it would seem logical to define the words in the statement to gain better understanding of their meaning. Sport has several meanings, such as ‘one being a good sport’ by showing honesty and respect even when defeated but for the purposes of this essay sport will be defined as â€Å"an activity involving physical exertion and skill in which an individual or team competes against another or others† (Oxford Dictionaries, 2008). Exercise is defined as â€Å"activity requiring physical effort carried out for the sake of health and fitness† yet interestingly has a second meaning that could be very relevant to the above statement; â€Å"an activity carried out for a specific purpose† (Oxford Dictionaries, 2008). Good is defined as â€Å"to be desired or approved of, and health â€Å"the state of being free from illness or injury† or a person’s mental or physical condition† (Oxford Dictionaries, 2008). The definitions of each of these words show sport would involve exercise; or rather sport is applied exercise in pursuit of a goal or result. So for the purposes of this assignment I will compare and contrast them concurrently. Sport Exercise are good for your health? Good health it would be fair to say is a desirable commodity or feature of a person. The link between physical activity and wellbeing is not a new idea or argument to promote exercise. Since the beginning of historical records the Chinese have practiced Tai Chi and other forms of physical activity to prevent diseases. Up to 1500 years ago the Roman physician, Galen was prescribing exercise to maintain good health (Brian J. Sharkey, 2006, p.14). This topic was raised by Dr Steven Blair and Harold Kohl at the American College of Sports Medicine in 1988. A study had been conducted on 1000 men to analyze the ‘all-cause’ death rate for sedentary or inactive men and those who were active. The results of the study have shaped the way we think about health and exercise to this day. They showed that a sedentary male was 5 times more at risk than an active male. (Dr Steven Blair, 1988). The study also showed that between the active males there was a trend that as the level of fitness increased the risk reduced. It has been ascertained by the above study that a sedentary lifestyle puts an individual in greater risk of developing a condition that can lead to premature death. Besides fatality a lack of exercise can also have implications to one’s health while they are living. The following areas have been highlighted by the UK National Health Service as areas that leading an active lifestyle can improve, prevent or reduce an individual’s risk of falling victim to; weight control, heart disease and stroke, cancer, mental health, immune system. (NHS National Health Service, 2008). Obesity is defined as â€Å"very fat† (Oxford Dictionaries, 2008), however has been specifically defined as an individual with a BMI score of 30 plus (National Institue of Health, 2008). The following table shows the dramatic increase in the percentage of the population with obesity since 1960. (Kopelman, 2000, p.637) â€Å"A combination of a healthy diet and regular exercise is the best way to maintain a healthy body weight† (NHS National Health Service, 2008). The NHS (2008) also state that being overweight and obese leads onto various other health related problems such as high blood pressure, type 2 diabetes, heart disease, stroke and osteoarthritis. Exercise also has mental implications on an individual’s health. Dramatic changes have taken place as we have emerged into the 21st century. There have been radical shifts towards technology, life expectancy has increased thanks to advances in medicine, the family and societal support networks have changed. There is support that this has contributed towards to the increase in stress and depression in today’s society (Garfinkel PE, 2000). As with the obesity epidemic exercise has been proven to improve an individual’s mental state. When carrying out any form of strenuous exercise the pituitary glan d in the brain releases chemicals called endorphins. Exercise can lead to an improved mood, a feeling of euphoria often called the â€Å"runners high† (Peak Performance, 2008). It has also been proven to increase neurogenesis, the creation of new neurons in the hippocampus in the brain. Studies have shown that humans begin to lose nerve tissue at approximately 30 years of age. The effect exercise has on the brain increases neural connections, creating a denser network so we are able to process and store information. It has also been shown to initiate brain-derived neurotrophic factor or BDNF that acts as a protective response to stress and improve synaptic plasticity which improves the efficiency of signal transmission between neurons. This transfer is generally considered the basis for learning and memory (McGovern, 2005). Looking at the information presented there is far more support to show exercise is more beneficial than it is detrimental to an individual’s health. The negative implications could become apparent when an individual does not fully understand the way the body reacts or responds to exercise. The saying â€Å"too much of a good thing† (Shakespeare, 1623) comes in to play when planning a programme of exercise. An individual needs to take into account what effect the programme will have on his/her body and lifestyle. To achieve the best possible performance an athlete must be optimally trained so a good compromise is being achieved between achieving their potential and not fatiguing and reducing performance capacity (Richard B Kreider, 1998). The athlete who is subjected to overtraining would experience some of the following symptoms; decreased performance, prolonged recovery periods, loss of coordination, abnormal T wave ECG pattern, increased respiration frequency, chronic fatigue, muscle damage, muscle soreness and tenderness to name but a few. It can also lead to much more severe conditions such as anorexia and bulimia (Richard B Kreider, 1998). As the above information shows too much exercise and training can lead to a fatigue and reduction in an individual’s health. Sport and exercise can also have negative implications when an athlete suffers an injury during the pursuit of their chosen sport or activity. There are vast arrays of injuries an individual can pick up from partaking in exercise or sport. Anything that is used to perform the exercise can be injured for reasons such as poor technique, poor warm up or cool down procedure, lack of stretching, ill fitting or lack of required equipment, collisions including those with equipment, fixtures or other players. Most sports injuries are not the result of sudden catastrophe but occur because the individual has overused the muscles and over trained and according to research sports injuries could be reduced by up to 25% if athletes and participants took appropriate preventative action (Mac, 1997). Conclusion Taking into account all of the information the support for the statement â€Å"sport and exercise are good for your health† far outweighs the support to show it is not. The information shows that to partake in an active lifestyle is healthy; to not heed the warnings relating to overtraining and poor technique is irresponsible and can lead to a greater risk of suffering a sports injury and possibly chronic fatigue. The positive factors show that partaking in regular moderate and or strenuous exercise will help maintain a positive state of mind, improve your ability to concentrate, process and store information. It enables you to maintain a healthy, balanced weight as long as you ensure you follow a healthy diet. It reduces your risk of suffering heart disease, strokes, cancer and osteoporosis and can combat depression and stress. Exercise appears to be the wonder drug for the masses, but it is not without its perils. To fully optimise its positive effect on an individual’s life it is extremely wise to fully educate yourself on the consequences and implications it may have before embarking on a training programme to avoid putting yourself at unnecessary risk. But to lead a sedentary lifestyle and not exercise, you put yourself in even greater risk. You decide. Reference List Brian J. Sharkey, S.E.G., 2006. Fitness and Health. 6th ed. Leeds: Human Kinetics. Dr Steven Blair, H.K., 1988. Survey of physical activity habits as related to measured physical fitness. American Journal of Epidemiology, 127(6). Garfinkel PE, G.D., 2000. Mental Health Getting beyond the stigma and catagories. Bulletin of the World Health Organisation, 78(4), pp.503-05. Kopelman, P.G., 2000. Obesity as a medical problem. St Bartholomews The Royal London School Of Medicine Insight Review Article, 404, p.637. Mac, B., 1997. Injury Prevention. [Online] Available at: http://www.brianmac.co.uk/injury.htm [Accessed 10 Feb 2010]. McGovern, M.K., 2005. The Effects of Exercise on the Brain. [Online] Serendip Available at: http://serendip.brynmawr.edu/bb/neuro/neuro05/web2/mmcgovern.html [Accessed 10 Feb 2010]. National Institue of Health, 2008. Overweight and Obesity. [Online] Available at: http://www.nhlbi.nih.gov/health [Accessed 10 Feb 2010]. NHS National Health Service, 2008. Why is exe rcise good for me? [Online] Available at: http://www.nhs.uk/chq/Pages/1142.aspx?CategoryID=52SubCategoryID=141 [Accessed 10 Feb 2010]. Oxford Dictionaries, 2008. Oxford English Dictionary. Oxford University Press. Peak Performance, 2008. Endorphins. [Online] Available at: http://www.pponline.co.uk/encyc/0430.htm [Accessed 10 Feb 2010]. Richard B Kreider, A.C.F.M.L.O., 1998. Overtraining in Sport. Illustrated Edition ed. Leeds: Human Kinetics. Shakespeare, W., 1623. As You Like It. Comedies, Histories Tragedies ed. London: Folio.

VPN and RADIUS :: essays research papers

VPN and RADIUS The boom in telecommuting and the need to support more remote workers is making life tough for IT managers. Besides the normal tasks of maintaining remote-access server (RAS) equipment, managers often find their time consumed administering access rights and authentication privileges on several, geographically dispersed remote access servers at the same time. Enter the Remote Authentication Dial In User Service (RADIUS), a commonly used authentication system. Most remote-access equipment vendors have supported RADIUS in their remote-access ser-vers. Many virtual private networking equipment companies also are supporting the use of a RADIUS server for user authentication. For IT managers, the main attraction of RADIUS is that it allows them to simplify administration of user authentication by maintaining a centralized database of access rights. IT managers who did not have RADIUS have had to maintain access rights on multiple pieces of equipment. This leads to a problem: If someone joins or leaves a company, a manager must add or change access rights for that person on every piece of access equipment. RADIUS avoids such problems. IT managers can use a single RADIUS server to authenticate users dialing into multiple remote-access servers. With RADIUS, IT managers maintain a single authentication database. All users dialing into a network are authenticated against this database. For such centralized authentication to work, a RAS and VPN equipment must securely communicate with a RADIUS server and verify that the user meets certain conditions before allowing the user to gain access to the network. The process of authenticating users is transparent to the user dialing in. The way it works is that a user places a call into a remote-access server and a Point-to-Point Protocol session is initiated. The RAS or VPN takes authentication information, such as a user name and password, and passes this information to the RADIUS server. If the user is in the database and has access privileges to the network, the RADIUS server signals the remote-access server that it is OK to continue the process. At the same time, the RADIUS server also sends what is called profile information about the user to the remote-access server. The profile can include information such as the user's IP address, the maximum amount of time the user can remain connected to the network and the phone number the user is allowed to dial to access the network.

Psychosis Leads to Murder Essay

Throughout In Cold Blood, Truman Capote writes on the events directly before, during, and the happenings after the brutal murdering of the Clutter family in the quaint town of Holcomb, Kansas. The actions Dick Hickock and Perry Smith attracted Capote and led him to ultimately report on the entire ordeal. Throughout Capote’s masterpiece, In Cold Blood, Hickock and Smith’s deranged and psychotic actions directly correlate to a deep psychosis they both suffered for multiple years. Throughout the novel, In Cold Blood, the two murderers, Dick Hickock and Perry Smith, show instances of unwarranted anger and aggression that leads readers into believing that a serious issue with their psyches have occurred. Early in, the novel Hickock states, â€Å"I didn’t want to harm the man. I thought he was a very nice gentleman. Soft-spoken. I thought so right up to the moment I cut his throat† (Capote 88). Here, the reader can clearly see Hickock contradicting himself but in in a rather frightening way. Smith also shows an instance of this as well later in the novel when he says, â€Å"I wish she’d been in that house that night. What a sweet scene!† (Capote 259). When Smith says ‘she’ in the previous, quote he is referring to his own sister. He vocalizes that he wishes his sister was among the Clutters in their house the night he and Dick killed them. This allows the reader to truly gage the depth of his psychosis by not even allowing himself to show any compassion to his own family. In Brian Conniff’s article â€Å"Psychological Accidents: In Cold Blood and Ritual Sacrifice,† he agrees with the previous thought by stating, â€Å"Hickock was the one with the ‘sexual intrest in female children’ who wants to stop, in the middle of the burglary, to rape Nancy Clutter,† a direct quote from Smith (5). Furnished from Capote’ s personal accounts, it allows the reader to see further into the extreme violence of the convicted felons. Aside from unwarranted anger and aggression, both, Hickock and Smith show a magnitude of signs that allow outsiders to infer that they, themselves, know of their mental condition and knowingly choose to ignore it. In many instances they vocalize this to each other and even to complete strangers. Shortly after the murders Smith said, â€Å"†¦The kind of psychotic rage it took to commit such a crime† (Capote 83). And Hickock mentioned, â€Å"I think there must be something seriously wrong with us to do what we did† (Capote 108). The context of these two quotes makes it quite easy to understand why readers believe that Hickock and Smith knew of their mental issues prior to the murders but both decided to ignore them. In Conniff’s article â€Å"Psychological Accidents: In Cold Blood and Ritual Sacrifice,† he agrees with the idea above by stating a written portion of an interview with Hickock done by Capote that reads, â€Å"Like all of the rest of the ‘normals,’ as Perry calls them—‘respectable people, safe and smug people’† (3). This is yet another solid acknowledgement of his insanity, which he chooses to blatantly ignore. Throughout the entire novel, Hickock and Smith both suffer seriously from psychotic delusions and emotional rants, which forces readers to perceive Hickock and Smith as mentally insane men. During one of these rants Smith exclaims, â€Å"I WANT TO CONESS!† (Capote 100). Hickock also shows multiple instances of emotional rants also. One of many comes when his sister says she will not contact him and he, overrun by emotion, states, â€Å"I wish she’d been in that house that night. What a sweet scene!† (Capote 259). And also, â€Å"I wouldn’t give a damn if this car caught fire and burned me alive† (Capote 188). Both these quotes appear while suffering severe shifts in emotions, which he could not control, thus proving his mental instability. After authorities caught the two, and while being questioned Smith stated, â€Å"It was part passion- a passion that was pathological,† meaning that he could not control himself (Capote 186). Small indications, such as these, allow readers to see deep into the psyche of Hickock and Smith, displaying disturbing images. Throughout unwarranted acts of anger and aggression, Hickock and Smith’s acknowledgement of their insanity, and the delusions and rants they experience directly correlation between their acts of horror and the deep psychosis they became trapped in late in their lives. This psychosis directly relates to why they did the terrible things they did, and why they didn’t think anything of it. This correlation becomes easily seen by allowing the reader to glance deep within the psyche of these two ruthless killers. Works Cited Capote, Truman. In Cold Blood. New York: Random House, 1966. Print. Conniff, Brian. â€Å"‘Psychological Accidents’: In Cold Blood and Ritual Sacrifice.† The Midwest Quarterly: A Journal of Contemporary Thought 35.1 (Autumn 1993): 77-94. Rpt. in Twentieth-Century Literary Criticism. Ed. Thomas J. Schoenberg and Lawrence J. Trudeau. Vol. 164. Detroit: Gale, 2005. Literature Resources from Gale. Web. 8 Nov. 2011.

Institutes for cat preparation

Institute FOR CAT PREPARATIONThe great author, Alexandre Dumas, one time said â€Å" nil succeeds like success † . It is, but a victor, who takes all the awards, and non the losers. To win is an unconditioned leaning of adult male in any competition. In today ‘s universe, instruction is the chief race. Every individual demands the best. Hence, the ferocious competition. If the competition be, to merely come in a good school, one can conceive of how strict the ‘rat race ‘ will be. After school, ( 10+2 or intermediate ) , one attempts to acquire into the best college and make the best alumnus degree class. But, the occupation market, being what it is today, a Post-graduation becomes necessary. In India these yearss there is no famine of classs and colleges. But how many are reputed, supply good instruction, have all installations etc. ? A really of import calling these yearss is Business direction. To acquire into a good B-School itself is a dashing undertaking. With merely a few thousand seats in all B-Schools combined, it is a large challenge for the lacs of campaigners. So, we have entrance tests. The ‘CAT ‘ ( Common Admission Test ) , conducted by the ‘IIMs ‘ ( Indian Institute of Management ) , is one of the toughest entryway trials. Conducted by the IIMs, this alone trial, checks one for one ‘s IQ, general English and general math and other soft accomplishments. This trial has a specialized marker system, besides carries negative points. There are about 75 B-Schools besides the six IIMs which accept CAT tonss. Since CAT needs particular readying, there are training institutes for CAT itself. How to Choose an Institute: CAT coaching is done fundamentally at three degrees ; schoolroom, correspondence & A ; online. The latter two may be followed up with a personal contact plan clang class. Following guidelines will be utile: * Make certain the institute is of reputation. It has all the basic installations to take up CAT coaching. Some institutes offer free demo categories. That may be good, but do n't trust on them as a free demo is any manner traveling to be good. * Do non travel by their word on how many pupils they have placed, low fees or strength of ex-IIM module. * The institute may run training for non-IIMs as good, but what is your demand? Most institutes offer, at a small excess cost, developing for both. In such a instance a GK subdivision is included which may assist in GD/PI subsequently. Act consequently * Mark your pick between correspondence, schoolroom & A ; on-line classs. Online classs are suggested the least as synergistic and at-length classs are better. * If your metropolis does non hold a schoolroom coaching, travel for a correspondence class and take mock cats along with synergistic clang class. ( it may non be a bad pick to travel to a nearby large metropolis for that. ) * Last but non the least, does the institute provide GD/PI ( Group Discussion/ Personal Interview ) session subsequently on. they are every bit of import as the written trial. * If you require a survey loan, travel straight to a bank, non through the institute. Such is the demand for CAT readying that Pre-CAT institutes have sprung up like Mushrooms all over. Some of the outstanding 1s are: O IMS Learning Resources Pvt. Ltd: possibly the oldest in game, it is headquartered in Mumbai. It has a presence in over 50 metropoliss. Outstanding 1s are Ahmedabad, Aurangabad, Bangalore, Bhubneshwar, Baroda, Chandigarh, Chennai, Delhi, Guwahati, Jammu, Jaipur, Kolkata, kanpur, Lucknow, Mumbai, Madurai, Nagpur etc. the institute gives its USP as the most no. of arrangements. o Career Launcher: A Delhi based institute, it is one of the younger institutes. Has many subdivisions in Delhi. Has subdivisions in Mumbai, Pune, NOIDA, Lucknow, Kanpur, Ghaziabad, Faridabad, Gurgaon, Kolkata, Burdwan, Durgapur, Bangalore, Hubli, Ahmedabad etc. every bit good. o Ascent Education: It is a Chennai based institute.it besides provides classs in correspondence & A ; on-line classs in multiple locations. o T.I.M.E. ( Triumphant institute of direction instruction ) : Headquartered in Hyderabad, it imparts schoolroom coaching in most major towns of India. Harmonizing to the T.I.M.E. , it imparts low-cost class. It has been a recent success. Has been founded by IIM & A ; XLRI alumna. o Career Forum: This institute provides training in Pune and 6 other metropoliss. It besides provides correspondence classs. O Brilliant Tutorials: A veteran of IIT JEE, this Chennai based institute besides provides reputed classs in CAT every bit good. Possibly the most advertised one, it claims a high success rate. o Other outstanding institutes are PT ( professional tutorials ) , The Princeton Review, Magnum, Bulls oculus, Prudence academy, Indo-Scottish Study Circle, Mastervision Nucleus ( Bangalore ) etc. One can besides acquire information from the Net ( Google, Yahoo ) , by word-of-mouth from their equals, Educational addendums of major national dailies. Now-a-days it is possible that MBA entryway preparation institutes outnumber the B-Schools themselves! Remember what person said, † If you fail to fix, fix to neglect † . There is no ground to believe that if you go to a little CAT-prep school, live in a little town or you are Differently-abled u ca n't check CAT. Hard-work, regularity & A ; pattern are the key to ‘Belling the CAT ‘ !

What Is AP Self-Study Should You Do It

What Is AP Self-Study Should You Do It SAT / ACT Prep Online Guides and Tips Did you know that you don’t have to take an AP course to take the associated exam? Some people think this means all they need is a prep book, the registration fee, a pencil, and a dream. Are they right? In this article I will go over all the essentials of self-studying for AP exams: what it means, why people self-study, whether or not you should self-study, and five important tips for any self-studier. What Is AP Self-Study? As you might infer, AP self-study is when you study the material for an AP exam independently instead of taking the course associated with the exam. For some people, this takes the form of what is essentially a self-organized independent study. Others just grab a prep book a month before the exam, blaze through it, and hope for the best. Some people taking an honors level of a class, like biology or US history, decide to do extra studying so they can take the AP. (I did that myself with APUSH.) Still others self-study AP course material because they already have a deep level of knowledge in a subject and taking a course would be repetitive. This is common for people who are high-level speakers of one of the languages offered by the AP exam. They still need to study to familiarize themselves with the exam and brush up on their grammar, but it obviously wouldn’t make sense to take an entire course in a language they speak fluently! Why People Self-Study AP Material There are a few reasons people might decide to study for an AP exam on their own instead of taking a course. It could be because their school doesn’t offer a particular AP course they are interested in, or any AP courses at all. It might be because they don’t have room in their schedule for another AP course, but they still want to get as much AP credit as possible. This is common among people self-studying the more content-light AP exams like AP Human Geography or AP Environmental Science. Similarly, students sometimes feel that they can cover ground more quickly on their own than in the classroom. This may be especially true if they already have a certain baseline level of knowledge in the subject, like in a foreign language. Essentially, people self-study when they either can’t or don’t want to take the AP course associated with the exam, but believe they can still do well on the test through some amount of work on their own. This man is self-studying the river. Good idea? You decide. Should You Self-Study for an AP? Whether or not self-studying is the right approach for you depends on five key factors. #1: The AP Exam You Want To Self-Study The material you are considering self-studying makes a big difference here. It’s one thing to self-study AP Psychology, and quite another to try to self-study AP Chem. The more demanding the coursework is in the classroom, the less sense it makes to try to learn the material yourself. People in classes like AP Calculus, Physics, and Chemistry have a hard time getting 5s on the exam even when they take the course, so it’s not really feasible to expect you’ll be able to learn the material yourself. On the other hand, AP Psychology, AP Environmental Science, and AP Human Geography are frequently self-studied because the course doesn’t cover enormous amounts of complex material. See my article on the best AP exams for self-studyfor more info. #2: How Much Time You Have For Studying Assuming you’ve chosen a reasonable AP to self-study, the next main concern is, will you have time to study the material on your own? If you’re taking a challenging course load and have a slate of time-consuming extracurriculars, it might not make a ton of sense to try to study for a demanding exam on top of all of that. If, on the other hand, you already have late arrival and early dismissal built into your senior spring schedule and you just want to see if you can get some extra credits for college with exams, self-study could be for you. #3: Your Studying Motivation Level Even if you have enough time, you need to consider if you are self-motivated enough to do the extra studying. It’s important to be honest with yourself before you register for the exam. If you think it’s more likely that you’ll volunteer to clean the bathroom for your dad than to crack open a textbook with no one there to check your progress, AP self-study may not be a particularly useful or beneficial approach for you. #4: Your Ability to Stay on Track Similarly, if you think you won’t be able to keep on a relatively stable prep schedule, it may not make much sense for you to self-study. If you know you’re the kind of person who keeps a New Year’s resolution very diligently for about six weeks and then completely falls off the wagon, it might be difficult for you to stay on a self-study schedule. If you get too far behind, trying to cram to catch up will be very stressful. If you feel you really need some level of accountability to get work done for an AP on your own, you might consider taking an AP course online. In general, you will have weekly deadlines for the course, which may help motivate you to stay on track and actually learn the material. #5: Access to Study Material A final thing to consider before you commit to the self-study route is whether or not you have access to high-quality material for studying. As useful as a copy of the Princeton Review can be for AP prep, you’ll have a much easier time prepping for the exam if you have a variety of resources available to you: you’ll want practice problems or questions, maybe some explanatory videos, possibly a copy of an up-to-date textbook from your library, and so on. So before you decide to self-study, you may want to do some research to make sure there are adequate high-quality resources available for you to learn the material. If all of your textbooks did this, you would ace every exam. 5Key Tips for Effective Self-Studying Once you've decided to self-study for an AP, you might be wondering how exactly you should go about it. I've laid out five important practices that will maximize your self-study success. #1: Stay On Track The most important thing you can do for yourself when self-studying is to stay on track. Learning the material throughout the year will make you much less stressed in the months and weeks leading up to the exam. #2: Make a Schedule To help you stay on track, I advise you to make a study schedule and stick to it! This means you should both have a general plan of how much material you will cover every week or month, and that you will have consistent, scheduled times to learn the material and prepare. Of course it might take you a little longer or shorter to learn some material, so you can adjust your schedule as you go, but you’ll be much more successful with a plan of attack for learning all the material. #3: Find the Best Material Try to read reviews of any study resources before you commit to using them, especially before you spend money on them. You want to make sure that any material you use is actually relevant to what’s tested on the exam, and that other students have found it helpful. #4: Take Practice Tests Be sure to take practice tests! This is probably even more important for self-study students than for students taking a regular class, because the syllabus for regular AP classes have to be approved by the College Board. You’ll be flying by the seat of your pants in some respects, so practice tests will really help you gauge what you still need to learn and where you still have gaps. Of course, you want to use as many official College Board tests as you can, but these are somewhat limited, so if using non-College Board material, be sure to carefully read reviews. #5: Register for the Exam Make sure you register for the test! This probably seems really obvious, but it’s easy to forget, especially when you don’t have a teacher to remind you to turn in the form! You’ll need to talk to your school’s AP exam coordinator about registering for the exam. This takes place early to midway through the second semester for most schools. If you are self-studying because your school doesn’t have AP exams, your school won’t have an AP coordinator. Never fear! You can still take your exams at a school close to you that offers the tests. Here's how: By March 1st of the year you want to test, you will need to get in touch with AP Services. You can contact them by phone, e-mail, or fax. Phone (domestic): 888-225-5427 Phone (international): 212-632-1780 E-mail: apstudents@info.collegeboard.org Fax: 610-290-8979 AP services will give the phone number for local AP coordinators from schools who are willing to test students from other schools.You will need to call the AP coordinator of a local school by March 15th at the latest to make testing arrangements. Go forth and conquer, you majestic self-studying unicorn. Final Thoughts on AP Self-Study Can you take an AP exam without taking the course? YES! Studying on your own for an AP exam is a viable course of action if it doesn’t make sense to take the course, and it is definitely possible to get a five. You just need to choose the exam wisely, make sure you are diligent about studying, and use high-quality, relevant study material. So you probably do need more than a prep book and a dream, but you can definitely succeed at self-studying for APs! What's Next? Trying to decide what AP class to self-study? Look at our complete list of AP classes and exams. If you're self-studying AP US History, look at our expert review of APUSH textbooks. For AP Psychology self-studying, see our comprehensive list of practice exams. Self-studying AP Bio? We have a list of every AP Biology practice test available. Taking the SAT or ACT? Check out our expert advice on the pros and cons of all the popular study methods. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Exams, Superstitions, and Kit Kat Bars

Exams, Superstitions, and Kit Kat Bars The National Center Test for University Admission is a universal examination for Japanese universities. All national/public universities require applicants to take this exam. During the exam season, the superstitious nature of the Japanese becomes apparent. In fact, you will find various lucky charms being sold around this time. The most popular are charms purchased from a shrine or temple. However, the Kit Kat (a chocolate bar) is also popular. Why? The Japanese pronounce it as kitto  katto. It sounds like kitto katsu which means, You will surely win. Parents often buy Kit Kats for their children for exam days. It is just a fun play on words, but if it makes them feel better, why not? Japanese Translation Ã¥ â€"é ¨â€œÃ£  ¨Ã§ ¸ Ã¨ µ ·Ã§â€° ©Ã£  ¨Ã£â€š ­Ã£Æ'Æ'ãÆ'ˆã‚ «Ã£Æ'Æ'ãÆ'ˆ Ã¥ ¤ §Ã¥ ­ ¦Ã¥â€¦ ¥Ã¨ © ¦Ã£â€š »Ã£Æ' ³Ã£â€š ¿Ã£Æ' ¼Ã¨ © ¦Ã© ¨â€œÃ£ Å'ä »Å Ã¥ ¹ ´Ã£  ¯Ã¦Å"ˆæâ€" ¥Ã£  ¨Ã¦â€" ¥Ã£  «Ã¨ ¡Å'ã‚ Ã£â€šÅ'㠁 ¾Ã£ â„¢Ã£â‚¬â€šÃ£ â€œÃ£â€šÅ'㠁 ¯Ã¦â€" ¥Ã¦Å" ¬Ã£  ®Ã¥ ¤ §Ã¥ ­ ¦Ã£  ®Ã¥â€¦ ±Ã©â‚¬Å¡Ã¥â€¦ ¥Ã¥ ­ ¦Ã¨ © ¦Ã© ¨â€œÃ£  §Ã£ â„¢Ã£â‚¬â€šÃ¥â€º ½Ã¥â€¦ ¬Ã§ «â€¹Ã¥ ¤ §Ã¥ ­ ¦Ã¥ â€"é ¨â€œÃ¨â‚¬â€¦Ã£  «Ã£  ¯Ã£â‚¬ Ã£ â€œÃ£  ®Ã£â€š »Ã£Æ' ³Ã£â€š ¿Ã£Æ' ¼Ã¨ © ¦Ã© ¨â€œÃ£â€šâ€™Ã¥ â€"㠁‘る㠁“㠁 ¨Ã£ Å'ç ¾ ©Ã¥â€¹â„¢Ã£  ¥Ã£ â€˜Ã£â€šâ€°Ã£â€šÅ'㠁 ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€šÃ¦â€" ¥Ã¦Å" ¬Ã¤ º ºÃ£  ¯Ã§ ¸ Ã¨ µ ·Ã£â€šâ€™Ã¦â€¹â€¦Ã£  Ã£ â€œÃ£  ¨Ã£ Å'Ã¥ ¥ ½Ã£  Ã£  ªÃ¥â€º ½Ã¦ °â€˜Ã£  ¨Ã£ â€žÃ£ Ë†Ã£  ¾Ã£ â„¢Ã£ Å'〠Ã¥ â€"é ¨â€œÃ£  ®Ã¦â„¢â€šÃ¦Å"Ÿã  «Ã£  ¯Ã£  Ã£â€šÅ'㠁Å'よ㠁 Ã¨ ¡ ¨Ã£â€šÅ'㠁 ¾Ã£ â„¢Ã£â‚¬â€šÃ¥ ®Å¸Ã©Å¡â€ºÃ£â‚¬ Ã£ â€œÃ£  ®Ã¦â„¢â€šÃ¦Å"Ÿæ §ËœÃ£â‚¬â€¦Ã£  ªÃ§ ¸ Ã¨ µ ·Ã§â€° ©Ã£ Å'Ã¥ £ ²Ã£â€šâ€°Ã£â€šÅ'㠁 ¦Ã£ â€žÃ£â€šâ€¹Ã£  ®Ã£â€šâ€™Ã¨ ¦â€¹Ã£ â€¹Ã£ â€˜Ã£  ¾Ã£ â„¢Ã£â‚¬â€šÃ¦Å"€ã†šâ€šÃ¤ º ºÃ¦ °â€"㠁 ®Ã£ â€šÃ£â€šâ€¹Ã£â€šâ€šÃ£  ®Ã£  ¨Ã£ â€žÃ£ Ë†Ã£  °Ã£â‚¬ Ã§ ¥Å¾Ã§ ¤ ¾Ã£â€šâ€žÃ£ Å Ã¥ ¯ ºÃ£  ®Ã£ Å Ã¥ ®Ë†Ã£â€šÅ Ã£  §Ã£ â„¢Ã£ Å'〠Ã£Æ' Ã£Æ' §Ã£â€š ³Ã£Æ' ¬Ã£Æ' ¼Ã£Æ'ˆè â€œÃ¥ ­ Ã£  §Ã£ â€šÃ£â€šâ€¹Ã£â€š ­Ã£Æ'Æ'ãÆ'ˆã‚ «Ã£Æ'Æ'ãÆ'ˆã‚‚ä º ºÃ¦ °â€"㠁Å'㠁‚る㠁 ®Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ£  ªÃ£ Å"㠁‹ã  £Ã£  ¦Ã¦â€" ¥Ã¦Å" ¬Ã¨ ªÅ¾Ã£  ®Ã§â„¢ ºÃ©Å¸ ³Ã£  ®Ã£â‚¬Å'ã‚ ­Ã£Æ'Æ'ãÆ'ˆã‚ «Ã£Æ'Æ'ãÆ'ˆ(㠁 Ã£  £Ã£  ¨Ã£ â€¹Ã£  £Ã£  ¨)㠁Å'〠Ã£  Ã£  £Ã£  ¨Ã¥â€¹ Ã£  ¤Ã£  Ã£  £Ã£  ¨Ã£ â€¹Ã£  ¤Ã£  ¨Ã¤ ¼ ¼Ã£  ¦Ã£ â€žÃ£â€šâ€¹Ã£ â€¹Ã£â€šâ€°Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ¨ ¦ ªÃ£ Å'Ã¥ â€"é ¨â€œÃ£  ®Ã¦â€" ¥Ã£  «Ã£â‚¬ Ã¥ ­ Ã¤ ¾â€ºÃ£  ®Ã£ Å¸Ã£â€š Ã£  «Ã¨ ² ·Ã£ â€ Ã£ â€œÃ£  ¨Ã£â€šâ€šÃ¥ ¤Å¡Ã£ â€žÃ£  Ã£ â€ Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ£ Å¸Ã£   Ã£  ®Ã¨ ªÅ¾Ã¥â€˜â€šÃ¥ Ë†Ã£â€š Ã£ â€ºÃ£  ¨Ã£â€šâ€šÃ£ â€žÃ£ Ë†Ã£  ¾Ã£ â„¢Ã£ Å'〠Ã£  Ã£â€šÅ'㠁 §Ã¥Å  ¹Ã¦Å¾Å"㠁Å'㠁‚る㠁 ªÃ£â€šâ€°Ã£â‚¬  è © ¦Ã£ â€"㠁 ¦Ã£  ¿Ã£  ªÃ£ â€žÃ¦â€°â€¹Ã£  ¯Ã£ â€šÃ£â€šÅ Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£  ­Ã£â‚¬â€š Romaji Translation Daigaku nyuushi sentaa shiken ga kotoshi wa ichi-gatsu juushichi-nichi to juuhachi-nichi ni okonawaremasu. Kore wa nihon no daigaku no kyoutsuu nyuugaku shiken desu. Kokukouritsu daigaku jukensha niwa, kono sentaa shiken o ukeru koto ga gimuzukerarete imasu. Nihonjin wa engi o katsugu koto ga sukina kokumin o iemasu ga, juken no jiki niwa sore ga yoku arawaremasu. Jissai, kono jiki samazamana engimono ga urareteiru no o mikakemasu. Mottomo ninki no aru mono to ieba, jinja ya otera no omamori desu ga, chokoreeto gashi de aru kittokatto mo ninki ga aru no desu. Nazeka tte? Nihongo no hatsuon no kitto katto ga kitto katsu to nite iru kara desu. Oya ga juken no hi ni, kodomo no tame ni kau koto mo ooi sou desu. Tada no goro awase tomo iemasu ga, sorede kouka ga aru nara, tameshite minai te wa arimasen ne. Note: The translation is not always literal. Beginners Phrases Parents often buy KitKats for their children for exam days. Oyaga juken no hi ni, kodomo no tameni kau koto mo ooi sou desu.㠁Šã‚„㠁Å' 㠁˜ã‚…㠁‘ん㠁 ®Ã£  ²Ã£  «Ã£â‚¬ Ã£ â€œÃ£  ©Ã£â€šâ€šÃ£  ®Ã£ Å¸Ã£â€š Ã£  « 㠁‹ã â€ Ã£ â€œÃ£  ¨Ã£â€šâ€š 㠁Šã Å Ã£ â€žÃ£  Ã£ â€ Ã£  §Ã£ â„¢Ã£â‚¬â€šÃ¨ ¦ ªÃ£ Å'Ã¥ â€"é ¨â€œÃ£  ®Ã¦â€" ¥Ã£  «Ã£â‚¬ Ã¥ ­ Ã¤ ¾â€ºÃ£  ®Ã£ Å¸Ã£â€š Ã£  «Ã¨ ² ·Ã£ â€ Ã£ â€œÃ£  ¨Ã£â€šâ€šÃ¥ ¤Å¡Ã£ â€žÃ£  Ã£ â€ Ã£  §Ã£ â„¢Ã£â‚¬â€š Learn More Learn more about lucky number in Japanese.

Why Mainstream Social Networks Complicate Our Identities Research Proposal

Why Mainstream Social Networks Complicate Our Identities - Research Proposal Example All aspects of the environment were perceived as threats due to the relatively untrained and primordial perception and capacity of the early inhabitants. In the first stage, the social consciousness of the people was centered on the tribe as the singular commune existing in their periphery. Posner (1) maintained that during the early times, thinking outside the delimitations set by the tribal unit, practice and tradition is akin to modern-day treason. As such, the mindset of the early civilizations with regards to social acuity has been primarily limited to the concept of a tribe. The second stage is marked by the enlightenment of the individual as they began to have a more profound understanding of their environment and how they can suit their needs according to the change in times. Posner (2) argued that during this stage, people began to engage themselves into their surrounding thereby formulating smaller groups in their community. During this time, tribe members also started to i nteract with other members of neighboring tribes signifying the beginning of trade and commerce. Due to the awakening, the early people began to notice an opportunity to improve their way of life by mastering his environment and becoming an active player in the communal exchange. This then became the catalyst that spurted man’s ingenuity to discover matter and manner that went on well through time. The third stage is the mental stage characterized by people’s accumulation of knowledge and a keen mastery of his way of life. A system of education is likewise formed where the past is ultimately utilized as the main yardstick for future endeavors. Also, this stage is marked by advancements the systems of economy, politics and social interactions. Developments in science, communications, and technology likewise exemplify this stage. In this regard, people became more sophisticated with innovative types of machinery, gadgets and systemic processes.

History of Blacks in the Diaspora Essay Example | Topics and Well Written Essays - 1750 words

History of Blacks in the Diaspora - Essay Example The coast was the focal point of trade for both goods from Europe as well as their slaves. Ultimately, the people were dumped in one of the ships meant for the slaves and deported on a transatlantic journey unaware that they will be traded and locked up as laborers. In terms of numbers the African Diaspora is unbelievable. Close to 12 million people were coerced out of Africa and deported to the New World. The key to the African Diaspora was propelled by a thriving economy. The slave trade drew investors from a host of nations such as Portugal, Spain, Brazil, England, the United States, Holland, France, Sweden and Denmark which kept the slave trade alive for a more than hundred years. (The African Diaspora: Melfisher.org) The concept of the African Diaspora considers the worldwide dispersion of Africans throughout history; the surfacing of the cultural identity abroad based on origin and social condition; and the physiological return to their own homeland i.e. Africa. Thus the African presence in Asia, Europe, and the Americas is not a recent occurrence. It had happened in ancient Greece and Rome, and it subsisted in Arabia and also in other parts of Asia prior to the rise of Islam. The growth of the global trade in African slaves by the Arabs for more than a century and half years back and the much more severe business by the Europeans and Americas from the fifteen century made that presence basically global. (Harris 27) Background & History of Blacks in the Diaspora: Spanning a period of nearly four hundred years, more than 4 million Africans were deported to N. America and also to the Caribbean Islands in the Atlantic slave trade. They were imprisoned from their motherland and estranged from the members of their groups and families and they were led to lead lives of slaves in New World where the customs and traditions in the midst they spent their lives were completely absent. The African Diaspora is the account of the manner in which Africans even through scattered and isolated were able to retain their traditions, undergo changes in their identities in a New World. Essentials of African culture such as the religion, language, and folklore lasted and also the links to their previous lives. In the course of Americanization, Africans developed yet another culture that is known as African-Americans or Creolos. The forced migration leading to the transatlantic slave trade is considered to be the largest one in the world. In its effort, it created l asting permanent linkages between Africa and N. America. (African Diaspora: Colorado College) The African populations were transported from a lot of areas of Africa, however mainly from those areas along the coast. The Bantu, lined on the Guinea coast, had the biggest uniform culture after which comes Mande, hence the culture of African-Americans was impacted in a major part by the people of these areas. In these colonies, the demand of the slaves mainly for economic factors and the demographics of the slaves left a huge impact on the development of the Afro-American culture. There was a presence of more than one Afro-American cu