World Religions Essay Example | Topics and Well Written Essays - 1250 words

World Religions - Essay Example Usually, he owes no official obligation within the society to any group for the position he held. He is actually considered an equivalent among equals and continuously attempts to disseminate any power or authority that can be treated as an outcome of his abilities. This status diverges stridently from the status of priest, who develops power from his office in a recognized religious organization. The powers of shaman are immediate and personal. He directly tackles spirits which is of equal importance to him and his society. The expectations of acquiring prompt response for individual or group needs. On the other hand, the formal religion’s priest is typically concerned with group event’s conduct in which, all the way through ritual practice, a contributing public was brought into contact by him with holy forces which are supposed to seize universal authority. Furthermore, it is quite common in the religious ceremonies, that the priest directly encounters supernatural o r to anticipate instant consequences from them. As an alternative he acts as a mediator for the group which is participating with more remote religion whose holy power exceeds the elite significance of local communities. From religious studies, it is quite clear that in observance organized religions and shamanism are not equally exclusive. Role of Nature in Indigenous Religions The phrase â€Å"indigenous religions† used to refer people who are living in pre-contemporary form of continuation, several indigenous groups survived by selectively accepting modern technologies to safeguard their lands as well as ensuring their culture’s survival and adaptation. Looking at the above, this term refers to an idea that the religious and social lives of given inhabitants are deep-rooted in to a specified place. It can be seen clearly that there is no difference between the concerns of hunter-gatherers and today’s people. Everyone is fully aware of the fact that religion i s an essential part of evolutionary path for human. The practices of indigenous religions are now incorporated into some new religions appearing all over the globe (Fisher, 33-37). Earlier, Onondagas developed their very own food system so that they can survive. The Haudenosaunee were gathers as well as hunters. Beans, corns and squash were the basic food and were referred as three sisters by both Haudenosaunee and Onondaga. These were nature’s first three foods. Corn was used to dry and was added in soup, it was grounded so that flour can be made out of it which can help in making bread. This food was considered as the most essential and important food from the nature. People used to sing and dance while eating these special foods (Venables). For summer and spring the Onondagas consider that nature provide them fishes in plentiful streams. However, the thank nature for allowing them ti hunt rabbit, turkey and deer during winter and fall. They keep themselves warm during wint er by having the ample amount of meat gifted from nature. The hunters in return share their prey with rest of the community members. Strawberries are also considered as a gift from Mother Nature (Venables). Just like hunters, gatherers are also trained to catch only the things required. One should pay more attention to all this and consider it as a important message to learn that not all the resources should be depleted, there should be something left for tomorrow, for future, for our next generation. It’s not always wise to avail each and every opportunity utilizing the resources or opportunities carefully is a wise decision. Adolescent Initiation Rites are Common in All Societies There are some main initiation rites of African which are very

History of education Essay Example for Free

History of education Essay Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. IIEDUCATION IN PRELITERATE SOCIETIES. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method. American educators establ.

Achilles and Patroklos :: Essays Papers

Achilles and Patroklos I think the reason that Achilles allows Patroklos to fight is because Achilles knows that the Greeks need all the help they can get. The Trojans are very near to their ships and without some great miracle, the Greeks will be defeated. When Patroklos comes to Achilles with the idea of going out in his armor and fighting to try to muster the Greek troops and frighten the Trojans, Achilles is taken in by his dear friend’s plea. Achilles gives in because he knows how much this opportunity will mean to Patroklos, who has always stood in Achilles’ shadow. So as to give his friend an opportunity to gain honor through battle and become great, Achilles allows Patroklos to enter the battle wearing his armor and with his blessing, even though he places a few stipulations on him. I had a hard time examining why exactly Achilles placed those limitations on Patroklos. At first I wanted to believe that it was just Achilles trying to be a good friend and make sure that his friend did not end up getting killed. However, the longer and more I looked at it, the more it seemed like Achilles was trying to save face with the Greeks. He decides that his ego is still too damaged to return to the battle himself, so instead he sends his friend. It is very convenient that Patroklos is practically begging him for his consent. Achilles grudgingly gives his approval while still making sure that his own kleos is not damaged by Patroklos’ newfound bravery. He makes Patroklos promise that he will not continue to fight the Trojans after they have been pushed away from the Greek ships, but to allow the rest of the army to move ahead and finish the battle. He also must promise, once the Trojans are on the retreat, to come and get him so that the two of them can share the glory of finishing off the Trojans. Whether these boundaries were placed on Patroklos for his safety, or the safety of Achilles honor, makes a huge difference in the character of Achilles. If these limits were given to Patroklos just to save Achilles’ ego in the eyes of the Trojans and Greeks alike, then he is perhaps one of the most arrogant, self-serving men that has ever lived, in myth or real life.

Marketing strategy of Danone Essay

Summary After the market research of manufacture and generic yoghurt brands in Spain we came to a conclusion that the best three brands are Carrefour, Danone and Carrefour Discount in the given order. One of the main attributes for the Carrefour’s first place was the balance between low price and good quality with attractive packaging even though Danone was the market leader when concerning the market share. The aim of the marketing strategy for Danone is to gain back the market share it has lost during the years 2007 to 2013 and how Danone can adapt to the economic situation without damaging its premium brand position. SWOT of Danone in Spain We decided to make Danone’s SWOT to determine its strengths, weaknesses, opportunities and threats in Spain. By the analysis we named action that can be done in the future in order to increase the market share of Danone. Strength – quality (packaging, structure of the yoghurt, – variety of product line – well known for its good quality and healthy products – development of new products & innovation – advertising (attracts kids) – known brand – web page discount + agreements with the shops – strong financial situation – a number of CSR activities and initiatives to benefit and support the stakeholders Weaknesses – high pricing strategy (premium brand) – competition from big competitors in every segment, which means limited market share for Danone – presence of many competitors means high brand switching Opportunities – the market of healthy products is growing – using discount coupons – street marketing & viral marketing – cooperation with Kellogg’s – renewable packaging – acquisitions and mergers – new placement of healthy products Threats – economic crisis – rising popularity of generics – increase in cost of raw materials – acquisition by competitor – though competition 3 Strengths As a market leader in terms of market share, Danone’s products present many strengths, and the brand continues to improve those strengths all the time. Indeed, in terms of quality, Danone’s products are the best in Spanish market with healthy, tasty and good structured products. Moreover, with a unique attractive packaging, Danone stands out from the other brands on the market. The variety of its product lines give Danone the strength to meet perfectly the demand. In this way the brand can respond to all the customers’ needs, in accordance with the different target groups, wants and customers’ tastes. All the products can be seen on the web page: http://www.danone.es/Producto/danone/#.UxzBm3kh5GM Moreover, the company is focused on research and development, and in this way concentrates a large part of its work on development of new products and innovation. This aspect makes Danone a brand concerned about the future and its consumers’ future needs. This is why today Danone is a brand with a worldwide reputation, well known by most of the people, and an example for other food-processing industry brands. In addition to that, Danone has webpage discounts and agreements with shops which push new clients to buy and current clients to buy more. Finally, Danone’s advertising represents an important strength for the company because they have strong marketing campaigns. This way, the brand catches all customer’s attention depending on the target endorsed. Advertising variates depending on the product line and the main target  market. For example, many of the brand’s advertisings are focused on kids and their needs, which is making the products for kids very attractive. At the same time Danone is giving valuable attributes for parents to make the final decision to actually buy the product especially when it comes to the healthiness or a daily need of certain vitamins and calcium. Moreover, their advertisements are brilliant to attract new clients for their different product lines. 4 Weaknesses High pricing strategy can be considered as a weakness for Danone when considering the economical situation. As a premium brand Danone has a â€Å"label† of a better and more expensive product that can drive customers to consume generic brand products. Moreover, Danone has permanent competition from big competitors, like Kraft Foods or Nestlà ©, in every segment, and Danone’s sales decline compared to those competitors. Finally, the presence of many competitors means high brand switching, which can represent an important weakness for Danone. 5 Opportunities Danone is a well known brand with a great reputation worldwide that implies plenty of opportunities in the Spanish market. People are more health concerned than ever, and this trend is making its way to the Spanish culture as well. As mentioned before, Danone has a large product line where healthy products such as Actimel and Pro yoghurts with added protein. Especially in Spain where the weather is good and the so called bikini season is longer because of the warm weather, people tend to take more care of their body shape and healthiness, which enables Danone to promote and sell its innovative and health concerned products to Spanish people. In addition as shown in the graft below, the demand of yoghurt is increasing year by year meaning that customers are willing to consume such products. 5.1 Discount coupons One of the main weaknesses of Danone is the high pricing strategy that can make customers turn away to consume generic brand products. Thereby Danone could start using discount coupons temporarily. The coupons would be placed as part of the packaging with a 10% discount. Discounts will not be able to be combined with other discounts and it could be used in the next purchase of any Danone products. The main idea is to give a small discount to lower the threshold for purchase without actually decreasing the real price. At the same time this kind of discount coupons creates a continuous circle of purchase and creates stronger customer relation for the products. The real difference of the price would not be significant regarding to the loss of revenues of Danone but would give added value for the customer to consume Danone products. Since Danone would not lower the real prices but use this kind of discount, it would not harm Danone’s premium brand status. 5.2 Street and viral marketing Spanish culture is used to the street marketing and handing out flyers especially in the bigger cities as Madrid. Instead of giving tasting of the Danone products in the supermarkets, it could be a great opportunity for Danone to place a stand into a centric place of a big city, give tastings and share information especially about the healthy products. Thereby Danone can make its most innovative and special products familiar to the new customers. In addition, Danone could advertise its loyalty club that offers plenty of discounts. To use all the sources of street marketing it would be effective to create something catchy that people would be able to make viral. It could be a small competition, flash mob or a game where customers can be active and be part of Danone. In addition, it is often forgotten or unknown that Danone is paying high attention to environmental issues and acts socially responsible. Therefore street marketing gives Danone an opportunity to communicate with customers and show the great work behind its products. This kind of positive  information is likely to leave a mark to the customers and make them consume Danone’s products in the future. 5.3 New placement Danone offers healthy products and concentrates its promotion on that aspect. This is why we decided to gather some healthy products in specific places, on the first hand. For example, we want to place healthy products, especially products with extra protein, in sport clubs, to familiarize sport-people who like having a snack after their training, with the brand, and to convince them to eat healthy products. On the second hand we want to establish special machines in private universities to spread Danone’s products. In this way, we distribute healthy product to young people, who are more concerned by the â€Å"healthy trend† than people of the older generations. 5.4 Recyclable Packaging It is true that recyclable packagings may be seen as a new concept. Nevertheless, it is a necessary one. Materials such as plastic, glass, metal, cardboard or paper may be reduced. To replace this, some alternative products may be used but still maintaining stability and quality. It is an economic benefit, every stage of the recyclable packaging offers potential savings that can make a great contribution to the environmental protection. Besides the economic factor, it also encourages low energy production technologies, reduced transportations and waste minimization. After this analysis we may ask ourselves, what about Danone? We recommend a packaging in green color, which will have a resemblance with the environment. In this packaging the consumer will be able to visualize written facts about the ecosystem, as well as quotes about nature. To increase the interest in the product an extra souvenir will be provided, a disposable spoon in the shape of a leave, this will be attractive to our customers’ eyes. In this way we can differentiate ourselves from the market and mostly, from our direct competitors. 5.5 Association with Kellogg’s 5.5.1 Kellogg’s Brand diagnosis Parent Company : Kelloggs Category : Food processing Sector : Food and beverages Tagline/ Slogan : Bring out best to you USP : First company to enter into readymade cereal breakfast segment Segment : Food- cereal breakfast and beverages Target Group : Family and children looking for healthy tasty breakfast Positioning : Healthy and tasty breakfast Product Portfolio – Brands : 1. Corn Flakes 2. Coco Pops 3. Chocos 4. All-Bran 5. Krave 6. Frosted Flakes 7. Froot Loops 8. Special K 9. Eggo 10.Fiber Plus 11.Crispix Kellogg’s main competitors 1. Quaker 2. Post 3. General mills 4. Torto 5. Tilo 6. Uncle Sam 7. Nestle 8. Cadbury 9. Familia 5.5.2 Kellogg’s SWOT Analysis Strengths: 1. Geographic Diversity: The company’s products are marketed and sold in more than 180 countries around the world; the company will not be seriously hurt by economic problems exclusive to one market or country 2. Great marketing initiative through various campaigns 3. â€Å"Kellogg’s small changes big differences† earth day celebration 4. â€Å"Fighting hunger† initiative with Walmart 5. Kellogg’s â€Å"heart healthy selection† 6. Has a global workforce of over 30,000 7. High brand awareness and top of the mind breakfast cereal brand globally 9. Solid Revenue Growth: Kellogg reported revenue representing year over year annual growth of 3.89%, a stable and secure rate that is projected to sustain into the future 10. Brand Loyalty: Kellogg’s iconic red logo can be found on the majority of the cereal boxes in your local supermarket, and drives customers back again and again Weaknesses: 1. Saturation of Market: Kellogg’s products are already in nearly every market around the world, so there is little room left for geographical expansion 2. Some products are high in sugar content Opportunities: 1. Development of distribution channels in other countries with help of other company 2. Change in lifestyle of consumers , lack of time increase consumption of ready-made-food 3. Tie-up with restaurants and hotels 4. Product Innovation: Kellogg has for years innovated and created new brands and products, and further product innovation is probable and should fuel sales growth Threats: 1. Increasing competition in readymade breakfast segment 2. Food regulations by government 3. Due to the increase of white labels and store brands, consumers have a lot more choices and a lower price segment to choose from. 4. Strong competitors 5.5.3 Description of the strategy consisting in associating with Kellogg’s After this wide market research of Kellogg’s company, we came to a conclusion that an association with Kellogg’s to launch a new product would be a great enrichment for both Danone and Kellogg’s. Indeed, Kellogg’s believes that with every morning comes a new beginning. The company believes that when we start with a great breakfast, great things can happen. That’s why they make more of the foods that we and our family know, trust and enjoy. A variety of great-tasting, good for our favourites that get us going so that we can make the most of every moment. That is how Kellogg’s will bring additional quality, taste and power to our brand. 5.5.4 Marketing mix of the new product Product: 4-pack Danone yoghurt with Kellogg’s cereals attached to the yoghurt. On one side, Danone yogurt, on the other, Kellogg’s cereals. It offers cereal lovers an alternative to milk. People: This product is directed towards health-conscious consumers, family and children looking for healthy, tasty and quality breakfast. Price: ~2,30â‚ ¬ / 4-pack yoghurts Place: Danone’s distribution strategy is to always be available to everyone. This means the products are distributed widely, in a variety of stores and locations so that it’s easy for customers to purchase it, everywhere. Danone guarantees easy accessibility thanks to a great network of distributors. Their products are available in numerous supermarkets all over spain such as Mercadona, Dia, Carrefour, Eroski, Super core, etc†¦. Promotion: For the promotion of this new product, Danone (and Kellogg’s) will penetrate the consumer’s mind using the following means: 1) Television Commercials 2) Social Media (Facebook and YouTube) 3) Discount coupons 4) Radio Danone’s promotion strategy is also known for using strategic ways to expose their products in supermarkets, so this strategy will of course be used as well for the new product. 5.5.5 Conclusion With this strategy, the launching of a new yoghurt/cereal product, Danone wants to contribute to the development of the consumption of ultra-fresh products at breakfast. This product will be introduced as a trial in the first place. If this product turns out to be a success, we will widen this product line by introducing new flavors of this type of yoghurt with cereals, such as strawberry, vanilla, chocolate, etc. Another expansion of this new line could as well be Kellogg’s classic cereals coated with Danone yoghurt. Threats As mentioned before the economic crisis give a challenge for premium brand as Danone. There can be seen a change of consumption where the low price goes over the quality of the product. Therefore generic brand are gaining more and more market share. Year by year there the prices of the raw materials tend to increase which gives an extra challenge for producers to keep the final price customer friendly but still get revenues.

What is Post-Modernism, functionalism and Marxism?

What is Post-Modernism, functionalism & Marxism? What is ‘The Matrix'? And what have these three got to do with ‘The Matrix'? These questions are very difficult to answer some would say and others wouldn't have much of a problem. Firstly, Post-Modernism, some claim, is replacing modernity. It's being done by the loss of faith in science and rationality. These types of thoughts developed mainly from the 1980's onwards and increased sceptism about theories of a better future. However these thoughts are in a relativist position, which denies that there are absolutes in any area of human knowledge. People believe that social positions of the informer are informed. Secondly, Functionalism means â€Å"structures, which fulfil the objective to maintain a system†. This basically means functionalists try and maintain order and peace in society. Lastly there's Marxism. This is totally the opposite to a functionalist perspective. Marxism tries to create conflict between people and it always picks up on the negative views within society or organisations. You're probably thinking what has all this got to do with ‘The Matrix'? Well, ‘The Matrix' as we all know was one of the biggest hit films in America and the UK. It is all about the future and what the world is really like. How it's seen through selected individual's eyes. Keanu Reeves stars as ‘Neo' in the movie, and ‘Neo' means the one in a foreign language. The Matrix is known as a system, a computer. The Matrix basically being the Planet Earth. At the start of the movie ‘Neo' is an ‘everyday' individual, working with computers for his living until he begins to receive eerie messages on his PC and peculiar phone calls. This shows a functionalist and working class perspective as he's an ordinary guy and lives a normal life earning money for his living. After this Neo is given an instruction which said to ‘Follow the sign'. The sign being a white rabbit on a females shoulder. Here we can see that this is completely un-natural, who hacks into computers and telephone lines to show a dull message? At first he was totally against going further with the matter but then he didn't no what to do. This shows a Post-Modernism type of view as he's undecided in what he wants to do. However ‘Neo' was very curious and he decided to follow the sign. This again shows a form of Post-Modernism as he wants to know what's behind all these ‘Signs'. Having followed the white rabbit he's led to a club where he meets a lady called Trinity who begins to show Neo things he's never seen before. After all this Neo wakes up in his bedroom, as if nothing has happened but he still remembers everything. So this is a type of modern view, bringing Neo back to the ‘Truth' and ‘Reality' part of the universe. The following day he meets again with this lady named Trinity and she shows him ‘The One', Morpheus. Morpheus is the leader of the group at present. Neo is taken into a room where he is given two options, one where he has the option to take a red pill or the other where he takes a blue pill. The red pill keeps Neo in the ‘fantasy' land and the blue which takes him back to his normal life where he forgets everything. Neo decides to take a really big chance and stay in the land of fantasy and takes the red pill. This shows a major type of Post-modernism, wanting to know more, wanting to know about other realms, and basically being really curious. It also shows a modern view as it didn't take much time for him to decide what he wanted to do. Having taken this pill Neo is ‘Re-Born' in a totally different way and is picked up by this strange looking creature and is thrown down this shoot to the other crew members. A number of people would definitely say this is creating a Jesus like sense; being ‘Re-Born' and again this could cause conflict between some groups. So Neo decided to leave his ‘modern' style life and live in another ‘Realm'. A few tests are run on Neo and he is given the all clear through Morpheus. Neo meets all his other crew members, some of their names being Tank, A-Poc and Switch. After this Neo is taken to a computer program where he battles with his leader Morpheus, Neo begins to realise he can do things he had never done before, such as fighting Kung-Fu style. Some may argue that this is a type of conflict or Marxism as he is being taught how to fight. Neo is also taken into a computer program where he is told to jump between two buildings which a really high and really far apart. Morpheus shows him how to do it, Neo tries to believe he can do and jumps. However he was unsuccessful, so this is trying to make Neo believe something he cannot do at the moment. So he fails the jump but is still alive as it was only a computer program. Neo begins to believe even more. Neo is taken back to the crew where he sleeps. Later on Neo is taken on a mission with his crew into ‘The Matrix' where they are attacked by ‘Agents', these are people who are against Morpheus and would take any measure to kill any one of them. In a way this shows reality because there are some people out there who are willing to kill an individual at any expense. The group could be a Marxist group because all they want to do is create conflict between each other. Again some can argue that Neo's group are doing the same. Neo and the rest manage to escape excluding Morpheus, who is beaten and taken away with the Agents. Again this is a Marxist perspective as the agents are trying to create conflict. The only way of exiting ‘The Matrix' is by receiving a phone call on selected telephones. These phones take them back to the ‘Real World'. This is a post modernist point of view as this wouldn't normally happen in the world as we know it. Tank manages to get back safely and decides to cause a big problem. He agreed with the ‘Agents' that he would do anything to get out of the ‘Real world' and return to ‘The Matrix'. This is definitely a Marxist view, as he is trying to create conflict whereas the other crew members are trying to create some form of order in the ‘Real World' while they battle it out with tank. Unfortunately for tank he is defeated and the rest manage to get back safely. They all begin to panic about Morpheus because they know that if anyone dies in ‘The Matrix' dies in the ‘Real World'. Neo decides its time for him to shine and takes the matter into his own hands. This again can be seen as a functionalist perspective as he wants to create order but in order to do this he is going to create conflict. He returns to ‘The Matrix' along with Trinity and seeks out Morpheus. The two groups battle it out and finally they reach a result. Neo defeats the ‘Agents' and realises he had powers which he never knew he had. However, Morpheus dies and Neo takes over the role of being ‘The One'. Overall we can see that there are functionalist, Marxist and Post-Modern perspectives throughout the whole of the film. Some for good, some for bad, but which are which is for you to decide. At times it's about your own personal views or opinions.

Definition of Assemblage - Art History Glossary

Definition of Assemblage - Art History Glossary (noun) - As one familiar with the word assembly might assume, assemblage is a form of sculpture comprised of found objects arranged in such a way that they create a piece. These objects can be anything organic or man-made. Scraps of wood, stones, old shoes, baked bean cans and a discarded baby buggy - or any of the other 84,000,000 items not here mentioned by name - all qualify for inclusion in an assemblage. Whatever catches the artists eye, and fits properly in the composition to make a unified whole, is fair game. The important thing to know about assemblage is that it is supposed to be three-dimensional and different from collage, which is supposed to be two-dimensional (though both are similarly eclectic in nature and composition). But! Theres a really fine, nearly invisible line between a bulky, multi-layered collage and an assemblage done in extremely shallow relief. In this large, grey area between assemb- and col-, the safest course is to take the artists word for it. Pronunciation: ah ·sem ·blahj Also Known As: construction, bricolage, collage (inaccurately), sculpture Examples: Lets save many thousands of words here and look at some pictures of assemblages done by different artists. Raoul Hausmann: Mechanical Head (Spirit of Our Age), ca. 1920Man Ray: , 1964 (replica of 1923 original)Louise Nevelson: , 1957Meret Oppenheim: , 1936Kurt Schwitters: Broad Schmurchel (Breite Schmurchel), 1924Joseph Cornell: Navigating the ImaginationRobert Rauschenberg: Combines (Exhibition Image Gallery)

Australia and Tampa Refugees essays

Australia and Tampa Refugees essays The issue that I will be arguing about is whether or not Australia should accept the Tampa Refugees? In my essay I will give my reasons that why we should and shouldn't accept the Tampa refugees. We should accept the Tampa refugees because they are fleeing from their country from punishment from the Taliban for no reason. We should only accept refugees that have a VISA stating how long of a period they will be staying. We should accept refugees so they can share or bring us new skills. The reasons that we shouldn't accept the refugees are that they are overpopulating Australia. We shouldn't accept then because if we do more and more will come. We shouldn't accept the people who don't have any "papers" or a visa. We shouldn't accept them other Islamic countries should take them in. We shouldn't accept the refugees straight away they should be in the queue like all the others. We should accept the Tampa refuges for those seeking to escape the murderous clutches of the Taliban; they are receiving punishment for no reason. The other reasons are that we should only accept refugees that have a VISA stating how long of a period they will be staying for and if they have contributed in any way since they have arrived to Australia like trying to find or getting a job then they should be allowed to stay a bit longer. We should accept the refugees that will be helpful in some ways or another so they will be able to show and share us new skills and learn more about there cultures. Why should we accept the Tampa refuges at all when all it does is overpopulating over the country and brings us no good because the Christians and the Muslims don't mix. We shouldn't accept the Tampa refugees because once we accept one lot then there will be more and more arriving and it will be harder for the Australian government to stop it. We shouldn't accept any asylum seekers if they simply don't have "papers" or a visa, "no visa, no stay, no kidding"! There ...

Virginia Hall Biography

Virginia Hall Biography Virginia Hall Goillot (born Virginia Hall, April 6, 1906 – July 8, 1982) was an American spy who worked with the British Special Operations Executive during World War II. Her effectiveness as a spy earned her the â€Å"honor† of being considered the most dangerous Allied spy by the Nazi German regime. Fast Facts: Virginia Hall Known For: Renowned spy who assisted the French Resistance during World War II, working for both British and American intelligence and becoming one of the Nazis most-wanted enemies.Born: April 6, 1906 in Baltimore, MarylandDied: July 8, 1982 in Rockville, MarylandSpouse: Paul Gaston Goillot (m. 1950)Honors: Member of the Order of the British Empire (1943), Distinguished Service Cross (1945), Croix de Guerre avec Palme Early Life and Education Virginia Hall was born in Baltimore, Maryland, to Barbara and Edwin Hall. Her name, Virginia, was her mother’s middle name. As a young girl, she attended the all-girls preparatory school Roland Park Country School. She eventually attended Radcliffe College and then Barnard, the prestigious women’s college, studying foreign language including French, German, and Italian. With her parents’ support, Hall went to Europe to finish off her studies. She traveled extensively on the Continent, studying in Austria, France, and Germany in the late 1920s, with the goal of working in the diplomatic corps. In 1931, she began working at the American embassy in Warsaw, Poland, as a clerk for the Consular Service; this was intended to be a stepping stone for a full-fledged career in the Foreign Service. However, in 1932, Hall had a hunting accident that resulted in the partial amputation of her leg. Forced to adapt to life with a wooden leg she nicknamed â€Å"Cuthbert,† her traditional diplomatic career was over before it began. Hall resigned from the Department of State in 1939 and returned to Washington, D.C., where she attended graduate school at American University. Special Operations Executive In 1940, as World War II spread across Europe, Hall was in Paris. She had joined the Ambulance Service to help in the war effort in France, but she wound up in Vichy territory when France fell to the invading Nazis. Hall was able to leave France and get to London, where she volunteered for the Special Operations Executive, the British espionage organization. Using the cover of a reporter for the New York Post, Hall spent over a year in Vichy France, working to coordinate the activities of the French Resistance. In 1942, she worked alongside noted SOE operative Peter Churchill on a couple of missions, involving the delivery of money and agents to the French spy networks. Hall worked primarily in and around Toulouse and Lyon. Hall’s work was discreet, but she quickly got on the radar of the occupying Germans. Nicknamed â€Å"the limping lady,† she was deemed one of the regime’s most wanted. In 1942, Germany seized all of France, and Hall needed to escape quickly. She narrowly escaped Lyon by train, then hiked through the Pyrenees to make it to Spain. Throughout the ordeal, her sense of humor remained intact- she transmitted to her SOE handlers that she hoped â€Å"Cuthbert† wouldn’t give her trouble during her escape. She was briefly arrested for crossing into Spain illegally, but was released with the help of the American embassy. For about a year, she worked with the SOE based out of Madrid, then returned to London, where she was recognized with an honorary Member of the Order of the British Empire. Continuing Intelligence Career After completing her work with the SOE, Hall’s spy career wasn’t over. She joined the equivalent American organization, the Office of Strategic Services, Special Operations Branch, and requested a chance to return to France, still under Nazi occupation. Granting her request, the OSS sent her to Brittany, France, with a false identity and a code name. Over the course of the next year, Hall mapped out safe zones for supply drops and safe houses, worked with the major Operation Jedburgh, personally helped train Resistance fighters in guerilla warfare, and sent a constant stream of reporting back to Allied intelligence. Her work continued up until the very end of the war; Hall only ceased reporting once Allied forces caught up to her and her team in September 1945. Upon returning to the United State, Hall married Paul Goillot, a former OSS operative himself. The pair both transitioned into work at the Central Intelligence Agency, where Hall became an intelligence analyst, specializing in French parliamentary affairs. Both Hall and Goillot were assigned to the Special Activities Divison: the CIA division focused on covert operations. Retirement, Death, and Recognition After fifteen years at the CIA, Hall retired in 1966, moving with her husband to a Barnesville, Maryland, farm. She died sixteen years later at the age of 76 in Rockville, Maryland, and is buried nearby. During her life, Hall was awarded some of the most prestigious honors in the world. Not only was she made an honorary MBE, but she also received a Distinguished Service Cross, the only such award given to a woman in World War II, from the American government. The French, meanwhile, awarded her a Croix de Guerre to honor her work in occupied France. After her death, the honors continued: she was commemorated in 2006, on what would have been her 100th birthday, by the French and British ambassadors to the United States, and she was inducted into the Maryland Women’s Hall of Fame in 2019. She remains one of the most effective and honored spies in American history. Sources Pearson, Judith L. The Wolves at the Door: The True Story of Americas Greatest Female Spy. Guilford, CT: The Lyons Press, 2005.Purnell, Sonia. A Woman of No Importance: The Untold Story of WWII’s Most Dangerous Spy, Virginia Hall. Hachette UK, 2019.â€Å"Virginia Hall: The Courage and Daring of ‘The Limping Lady’.† Central Intelligence Agency, 8 October 2015, https://www.cia.gov/news-information/featured-story-archive/2015-featured-story-archive/virginia-hall-the-courage-and-daring-of-the-limping-lady.html.

Anthropology Essay Example | Topics and Well Written Essays - 250 words - 5

Anthropology - Essay Example The main reason why mating between different species is not encouraged is because the resulting offspring is usually not as fit as the parent species. However, this is not always the case if we take an example of the ancient man where the Homo sapiens and the Homo erectus interbred to produce viable offspring with a higher brain capacity (Douglas). Reproductive isolation mechanisms that exist make some individuals incapable of fertile interbreeding. This occurs when the interbreeding leads to offspring that are not viable. The word capable here means that the organisms are free and willing to mate naturally to reproduce. It is true that the anatomy of many organisms qualifies their ability or inability to mate. However, if there is no reproductive isolation, organisms of different species are capable of fertile interbreeding. The dog and the wolf are both from the same group, Canis, and they have the capability and desire to interbreed because they are closely related and their offspring are viable. For instance, taking the German Shepherds as an example, they are cross breed of dogs and wolves and they are known for their high intelligence, strength, and obedience training. An example of an infertile offspring is the mule- a result of the interbreeding between a horse and a donkey. This clearly shows that, fertile interbreedi ng between two distinct species should not be considered a surprise. This is because it does not matter whichever species two organisms come from as long as a fertile offspring is

Choos a topic Research Paper Example | Topics and Well Written Essays - 1250 words

Choos a topic - Research Paper Example At present relations of people and animals are influenced by peoples intellectual values, their moral characteristics, eagerness to take care of another living being, feeling of responsibility for those, who are weaker etc. All these factors show the ethic relations of the human beings and animals, and govern the main issues of a mans behavior towards animals. Bernard E. Rollin states that the problems and issues of animal ethics are often ignored, though the theory, which deals with human-animal relations, has developed significantly (Rollin Animal Rights as a Mainstream Phenomenon). The issues, which deal with animal ethics, are really controversial. Some of the important questions are (Palmer and Sandà ¸e): The animal ethics issues and controversies deal with the rights of animals, animal welfare, animals need in protection, killing animals for obtaining certain goods (food for people, leather, decorations, fur, medicine, cosmetics, food for other animals), killing animals for entertainment (hunting, safari, cockfighting, corrida), performing euthanasia, using animals for testing new medicine or holding other experiments, using animals for entertainment (keeping pets, circus, zoos) ("Animal ethics", Rollin Ethics and euthanasia). There are several theories, which describe a persons ethical behavior in his day-to-day and working life (utilitarianism, deontology, ethical intuitionism, virtue ethics, ethical noncognitivism, ethical contractarians by M. Boylan (Boylan) or personal virtue, religious injunctions, utilitarian benefits, universal rules, distributive justice, contributive theory by L.  Hosmer (Hosmer)), which can be also applied to their behavior towards animals. C. Palmer and P. Sandà ¸e (Palmer and Sandà ¸e) suggest the following theories, which correlate with the general ethics theories, mentioned above: contractarianism, utilitarianism, an animal rights view, contextual views, and a respect for nature

Sustainable energy in norway Essay Example | Topics and Well Written Essays - 750 words

Sustainable energy in norway - Essay Example Renewable energy forms the basis of sustainable energy which is only trying to meet the energy requirements of the present generation without affecting how future generations will get their energy. In order to embrace sustainable energy, countries should move away from fossil fuels and start developing renewable energy sources. Norway is one country that has been pushing for setting up of renewable energy centers worldwide. Among the renewable energy sources, hydropower contributes the largest percentage of energy. Hydroelectric power provides approximately one- fifth of the total energy consumed in the world (Gonzalez, Aygun & Weidmann, 1). Hydropower will play a crucial role in the sustainable energy development. Norway produces approximately 99% of its electricity from hydropower. This is aided by the abundance of water reservoirs in the country. Norway is endowed with many rivers and the geographical shape of the state favors the production of hydroelectric power. Norway is considered the sixth largest hydroelectric power producer in the world (Gonzalez, 12). Norway is concerned with developing efficient and friendlier ways of harnessing hydroelectric power. . The generational plants are owned by government, local authorities and the private sector. In dry spells the production of hydropower goes down and during rain seasons, Norway is able to export energy produced to other countries. Norway expor ts power to different countries among them Russia, Finland and Sweden. According to Gonzalez et al (2011), renewable energy contributed approximately 13% of the total energy consumed in 2008. Hydropower had a significant contribution. Wind and solar offered a minimal contribution to the total energy supplied. This shows that renewable energy contributed a tiny percentage to the total energy consumed in the world (Gonzalez et al, 4). In the subsequent years, the development of these sources has led to the increase in the percentage of energy

Trauma experience Assignment Example | Topics and Well Written Essays - 1500 words

Trauma experience - Assignment Example The bereaved adult will also have poor communication and social skills, especially when dealing with his peers. Moreover, the young adult may lack motivation for academic and occupational success. The loss of parental advice is not replaceable and there is a need for continuous guidance and counseling as well as encouragement from friends and the society in general. The loss of a parent, especially when this parent was a responsible breadwinner of the family may cascade into an increased burden especially on the elderly children. Such elderly bereaved young adults have a higher risk of diverse psychological problems such as depression and post-traumatic stress disorder. As a result, the elderly bereaved young adults may fail to handle such situations resulting in drug abuse and unhealthy behaviors. According to numerous researches on developmental psychology, the effects of family adversities and risks on the elderly bereaved young adults has grown beyond psychological problems perspective to include other consequences from broader indicators of adaptive strategies. They include the consequences of adversity for the achievement of developmental tasks in the education and career sectors, as well as policies in the improvement of interpersonal relationship. In my case, the loss of my father in an accident three months ago has affected my entire family. My mother and my sister cannot talk to anyone. This is because no one ever thought that our bread provider could suddenly leave us. Additionally, the bereavement has left me with a huge responsibility of taking care of my family. As a result of the complication, I ended up feeling very stressed all the time. I also felt that the society has not only neglected me, but also that careless driver should be awarded death penalty. As a result of the trauma, I decided to interview both my sister ad my mother in order to understand more on how to handle the bereavement and unite my family. Prior to conducting

Gangs and gang behavior - week 6 Essay Example | Topics and Well Written Essays - 250 words - 1

Gangs and gang behavior - week 6 - Essay Example Gangs dominated by male are found to have a high delinquency rate than that gang dominated by females since males have a high chance of controlling gangs and motivating female members to see the â€Å"benefits† of violent crime in terms of the rewards attached to these types of crimes. Hence, the involvement of male in female gangs might lead to the females in getting involved in crime that is more dangerous. Female gang groups are seen to be less violent than the male gangs are since females are less likely to use weapons against victims than males (James, 2012). Hence, the presence of males in female gangs increases the chances of the females using weapons against their victims when the males motivate the females to use weapons as a way of achieving the ends. Moreover, there is evidence to suggest that female gangs with males have a high possibility of getting involved in law breaking activities at higher frequencies than those having only female members due to the influence of the male bravado in these gangs. Most females leave, gangs at an earlier age than the boys do. Hence, by having males in the female gangs there is high probability that males will extend their stay thus leading to the female dominated gangs to be more involved in serious crime. This is because studies have shown that women grow out of crime at higher rates than males do (James,

Ethics of Mass Media Article Example | Topics and Well Written Essays - 250 words

Ethics of Mass Media - Article Example There is a rising body of forensic evidence that indicate that mass shooters tend to emulate their most infamous predecessors. This copycat problem is very serious since most of the people who plan and execute such crimes are greatly influenced by previous attacks’ sensational news coverage. Taking that into account, I think the press should be extra mindful of the way they cover the news regarding murderers in killings. For instance, the way the Mass media covered the Oregon killing posed an ethical issue considering the possible effect it may have copycat crimes. Journalists should take another ethical approach to help lower the frequency of such killings while maintaining their aggressive and robust reporting. I tend to think that is not very unethical to use such graphical images or keep the names of the killers in headlines as it encourages copycats. It is unethical for mass media to publicize manifesto or video rant of killers in full. My own response is that just summar izing the salient materials tend to be smarter than propagating the demented bid for glory of killers. This will not interfere with the reporting because juveniles and rape victims charged are never named in news reports and yet wide coverage is still given to the issue. In addition, news organizations rarely cover the plight of American journalists taken hostage overseas to safeguard their safety. Mass media should avoid this unethical practice while informing the public to reduce the copycat problem that greatly contribute to mass shootings.

Gangs and gang behavior - week 6 Essay Example | Topics and Well Written Essays - 250 words - 1

Gangs and gang behavior - week 6 - Essay Example Gangs dominated by male are found to have a high delinquency rate than that gang dominated by females since males have a high chance of controlling gangs and motivating female members to see the â€Å"benefits† of violent crime in terms of the rewards attached to these types of crimes. Hence, the involvement of male in female gangs might lead to the females in getting involved in crime that is more dangerous. Female gang groups are seen to be less violent than the male gangs are since females are less likely to use weapons against victims than males (James, 2012). Hence, the presence of males in female gangs increases the chances of the females using weapons against their victims when the males motivate the females to use weapons as a way of achieving the ends. Moreover, there is evidence to suggest that female gangs with males have a high possibility of getting involved in law breaking activities at higher frequencies than those having only female members due to the influence of the male bravado in these gangs. Most females leave, gangs at an earlier age than the boys do. Hence, by having males in the female gangs there is high probability that males will extend their stay thus leading to the female dominated gangs to be more involved in serious crime. This is because studies have shown that women grow out of crime at higher rates than males do (James,

Pharmacology assignment Example | Topics and Well Written Essays - 2500 words

Pharmacology - Assignment Example The effect of the new drug on the action of warfarin will be investigated in 12 healthy participants. The investigation is based on an open label study that would utilize a multiple dose design. To analyze the interaction between the two drugs in terms of the way JP234 would induce the metabolism of a single dose of warfarin, both R and S enantiomers were initiated through the CYP450 metabolic pathway. The study will be done based on the assumption that the new drug has been studied in vivo whereby in vitro metabolic studies will be consulted in determining whether JP234 is a substrate or an inhibitor the enzymes involved in the metabolism of warfarin. The study results will help in determining any possible interaction, such as whether PJ234 inhibits or induces the metabolism of warfarin. The mode of warfarin action in this case is based on its impact on the synthesis of vitamin K. The study will thus be able to portray the impact of drug interaction after eliminating warfarin. This will be considered from the results obtained from the group in which only the PJ234 is administered, as compared to the group whereby both the PJ234 and warfarin drugs are administered. JP234 is well tolerated during clinical trials and there is no contradiction associated with it. The drug when administered is effective in doses of 50, 75 or 100mg once daily. The drug is metabolized in the liver and has a half life of about 24 hours. In vitro studies indicate that the drug can induce CYP2C9. Patients with chronic atrial fibrillation should be anticoagulated to hinder thromboembolism from taking place (Goodman, 2005). Patient taking JP234 are recommended to take warfarin that is partly metabolized by CYP2C9. JP234 is an antiarrhythmic drug and is usually excreted in the liver just the same as warfarin. The PJ234 drug is considered an inducer of CYP2C9 which

Advantage and Disadvantages of Japanese Nationals Working in the Philippines Essay Example for Free

Advantage and Disadvantages of Japanese Nationals Working in the Philippines Essay â€Å"Teaching is learning. Teaching is enriching. Teaching is challenging, it’s trying in unimaginable ways. Teaching is motivating, it’s inspiring. Teaching is frustrating, it’s frightening. Teaching is growing. Teaching is loving. Teaching is a blessing. And being a teacher means that I have a lot to learn.† (anjaligill, 2011) A quote I have read on one article on the internet that actually touched my heart. I am not a teacher but appreciate the hardships of teachers throughout their journey to imparting to us student all they can for us to have a better future. Yes we have a lot of teachers here in our country but learning is not limited to only our country. Because of media and many other sources or information we have been exposed to other cultures and languages from many different countries. Thus which lead to us wanting to learn other culture and languages. Some of these languages are Korean, Japanese, Spanish, and French. And who else are more capable in teaching us these languages than the natives of theses languages themselves. That is why this study aims to shed a light on the existence of Japanese Language teachers that are working in the country. The first part of this paper is going to touch upon the rules that’s the immigration imposes on these aliens that wish to enter the country. What kind of permits and visas that must be secured in order to be able to work. Also it talks about the role of the Department Of Labor and Employment (DOLE) in allowing these aliens to have a fair and legal job here. The second part of my report talks about the different issues that these aliens have encountered over their years of working in the Philippines. For years now we have been hearing about the melodramatic life of an OFW, we’ve had a lot of articles on the different experience they have out there. But have we ever given a thought about these foreigners that come to our country not as tourist, but to look for jobs? Probably as teachers? What more these Japanese nationals working in Davao as Japanese language teachers? We’ve been so focused on Filipinos that we forget to check on these other people who are also making a living here in our country. This paper will try to shed a light on what are the most common difficulties and what are the measures they took in order to be able to overcome these obstacles. And I am hoping to gather these datas through interviewing some Japanese nationals residing in the country specially Davao. A. What are the necessary visa and permits these Japanese nationals must secure in order to be able to work in the country? B. Are they given enough compensation and benefits in their jobs? C. Why of all other country would they choose Philippines? D. What are the different experiences they have here? For the last part this paper will try to compile the gathered data and express what are the common advantages and disadvantages of experienced by these Japanese Language teachers working in the Philippines? Those are just some of a few things this study aims to shed a light on, and to give the readers a deeper understanding on their situation through their experiences. Review of Related Literature 1. Japanese Language as a Profession When we hear the word Japanese Language most of us would think: oh that’s all about kanji!† â€Å"That is a very hard language to learn†. Yes it is true, it is not an easy language to learn but it is also one of the most interesting of all. With all the variations in the conjugation of every word, to all the particles for every sentence, but most especially to the different strokes in their unique 3 writing styles namely hiragana katakana and kanji. In the beginning yeah it will be hard but in the long run you will be able to appreciate all the hardships you have gone through in order to reach that level. So because of that many people have engaged in learning the language. Some would say that if you really want to learn something you have to do it yourself. But then again because of the complexity of this language it has become hard for others. That is why we have come to the conclusion that who else is more capable to teach us the complicated and very meticulous language than these Japanese nationals themselves? But then again this poses a very big hindrance when it comes to language barriers. It is because before Japan has been a very secluded country that doesn’t want to open up to other country. That’s is why even though some Japanese wanted to teach Japanese it would be hard for them since that not all Japanese know English and since English is the universal language communication and explanation would be hard. But as years pass by and as Japan slowly open their doors to other countries, international colleges started to rise and because of this the Japanese nationals studying in such colleges are being exposed to the word and thus they became aware of the eagerness of other people to learn their language which triggered a domino effect to theses Japanese to teach them. 2. Philippine and Japan relation in terms of work Over the years the Philippines was known by the world as major exporter of skilled workers. They even have this saying that there is no country in the world that does not have Filipinos in it. From that this study aims to focus on the Japanese citizens working in the country. For decades there has been a noticeable relationship between Japan and the Philippines. May it be in terms of trading of goods, and even official development assistance funds also known as the (ODA). The relationship of these two countries not only varies in goods and monetary sector but even in human resources. The Philippines is reputed to be the leading exporter of labor in the world, ranging from the semi-skilled to professional and technical workers (CORTEZ, 2009). This greatly impacted on the yearly remittances that the OFW’s give to the country. At the same time Japanese engineers, managers, experts and other skilled workers have entered the Philippines to accompany, implement and manage the huge direct investments and overseas development assistance programs of Japan (Tereso S. Tullao, Jr. and Michael Angelo A. Cortez, 2004). The Japanese have remained the largest group of foreign workers in the country over the years (OECD 2001). This then greatly impacted the country in terms of tourism. 3. Naturals working overseas Due to the growing economic crisis in the world most people opt to work in other country to look for â€Å"greener pastures†. Approximately eight million Filipinos are overseas, representing almost ten percent of the nation’s population (Commission on Filipinos Overseas, 2004). And one good example to these is the growing migration rate in the Philippines. Where in most Filipinos think that because of the economic crisis in the Philippines and the Low salary that working overseas became a better option. Yes they may have big salaries and they may be able to experience other culture but at the end of the day these OFW’s would have to sacrifice being with their family for money. 4. Language Barriers In order to be able to teach students, communication is important and in communication Language is vital. This is what makes learning easy. Because through language student will be able to understand what the teacher wants to deliver. But in teaching language something these language barriers pose a very big problem. Especially for those language teachers who are native speakers of the language they are teaching and only know a little English. English, with its many varieties, is a language of international and therefore intercultural communication. (Sharifian, 2009). But then we all know that there are still some countries that are not open to accepting English as an international language and Japan is one of them. The people being raised to love their own country in other words in the ways of patriotism it became hard for them to open up an accept changes being brought by the modern world. Definition of terms 1) (AEP) Alien Employment Permit is a document issued by the Department of Labor and Employment which authorizes a foreign national to work in the Philippines. 2) Alien shall refer to the foreign nationals who intend to work in the country. Japanese Workers I. Immigration All foreign nationals can freely enter the Philippines with only a passport and other travel documents for business, leisure, and social visits. The Philippine Immigration Act of 1940 states Foreigners or â€Å"non-quota immigrants† may be admitted without considering such numerical limitations (CASTRO, August). The country has not been strict on allowing foreigners to enter, In fact Nationals from some countries are allowed to enter the Philippines without visas for a stay not exceeding twenty-one (21) days, provided they hold valid tickets for their return journey to port of origin or next port of destination (Bureau of Immigration 2007-2008), Japan being one of these countries are allowed to enter the country without visa. They must present for admission into the Philippines unexpired passports or official documents in the nature of passports issued by the governments of the countries to which they owe allegiance or other travel documents showing their origin and identity. II. Department Of Labor and Employment (DOLE) But when it comes to employment the Philippines is very strict at letting foreigners to work in the country. These aliens need to secure certain visas and permits before they can actually work here. Some of these are the a)Alien Employment Permit (AEP), b)Special Work permit, and the c)9g Prearranged Employment Visa. a) Alien Employment Permit (AEP) is a document issued by the Department of Labor and Employment which authorizes a foreign national to work in the Philippines. This permit must be petitioned by a company to allow a foreigner to work locally and is the requirement for a 9g visa as well as several other visas. The employment permit may be issued to a non-resident alien or to the applicant employer after a determination of the non-availability of a person in the Philippines who is competent, able and willing at the time of application to perform the services for which the alien is desired (Labor Code of the Philippines PD 442, Article 40). Article 41 of the Labor Code provides: â€Å"After the issuance of employment permit, the alien shall not transfer to another job or change his employer without prior approval of Secretary of Labor and Employment.† In addition the alien who is found to be working without an AEP or an expired AEP shall pay a fine of Ten Thousand Pesos (P10,000) for every year to the Regional Director (DOLE Department Order No. 75-06 (Series of 2006)) and shall be subject to deportation after service of his sentence (Ferrolino, 2009). b) Special Work Permit is given by employers to foreigners that will only work for a brief time in the Philippines usually less than 6 months that can be extended for another 6 months and they are not required to apply for a (AEP) from DOLE ( Triple i Consulting Inc., 2005). c) 9g Prearranged Employment Visa is given to any foreign national who will be employed in the Philippines and occupying a technical, executive, managerial or a highly confidential position in a company for at least one year, can apply for an employment visa under Sec. 9(g) of the Philippine Immigration Act. III. Issues/Problems 1) What are the necessary visa and permits these Japanese nationals must secure in order to be able to work in the country? As to the rules of immigration and DOLE these Japanese nationals knowing that they are considered as aliens must be able secure an AEP before they can work. But according to one of my respondents who is ms. Ariza Okumura, that she only secured a working visa which is valid for only two years, before she got to work in our school. 2) Are they given enough compensation and benefits in their jobs? When it comes to compensations and benefits we all know that Philippines really give a very low compensation rate in terms of salary. According to the National Wages and Productivity Commission minimum wage in the National Capital Region ranges from P456.00 to P419.00 depending on the type of job, while in Davao city it ranges from P301.00 to P270.00. Clearly this kind of wages will not be enough to support a family that is why these families that are working here in Davao always keep a tight budget on their money. According to Miss Ariza Okumura, a Japanese Language teacher in Mindanao Kokusai Daigaku â€Å"if I live for a long time for example ten (10) years or more? The salary is okay. But if if have plan of one year or three years? The salary is low.† Mr. Tanino also a Japanese Language Teacher in MKD said â€Å"the salary is low†. True enough even these aliens or Japanese nationals to be exact who is working here in the Philippines have also experienced the very low salary here. In another interview I conducted this time it is from Takako Okamoto, also a Japanese language teacher in MKD she said â€Å"I think it is enough, for Japanese nationals’ teacher†. From this we can see the different points of view of these Japanese in terms of the compensation given to them. But one thing is for sure, they do not want the money, it’s their love of teaching and imparting what they know to those who are willing to learn. 3) Why of all other country would they choose Philippines? Some would say that Philippines is a good place to relax because of its serene beauty and it is also close to nature because it is rich in natural resources. The country being an archipelago means it is close to beaches which attracts tourist from all over the world to come here. A few would even say they want to go to the Philippines because of Filipinos have been known to the world as hospitable kind of people. But when it comes to employment there have been also very many speculations upon the capacity of the country to cater workers because of the ongoing crisis in its economy and a whole lot more. But even so after all these negative comments and speculations some still chose to work here. One good example is Ariza Okumura, MKD teacher she said during our interview that it was here choice to work here and when I asked her why this is what she told me â€Å"before when I was student we had a school trip and I came here in Davao. Also I really want to teach Japanese in foreign country†. Almost all of the Japanese language teachers I have interviewed said the same thing. That it was in their own will to go to the Philippines. In a follow up question I had which was â€Å"did you originally come here as a teacher?† I was amazed at their answers. Takako Okamoto, a MKD teacher said â€Å"I chose Philippines as a place for volunteer work.† Tanino, who is also a MKD teacher, said he first came to the Philippines to work for a company named sharp. From their answers it was clear that teaching was not their real objective in coming here, but the longer they stayed the more they fell in love with the country and its people. â€Å"During the time I met many Filipino Filipina and then they took care of me well and then I don’t like to forget everything they did for me. After one year four months I came back to Japan and decided to help the Filipino resident in the Philippines as Japanese Language teacher.† Said Okamoto sensei. 4) What are the different experiences they have here? We can finish up all day if we talk about experiences, but these are one of the parts of the lives of the people which make us actually say that we are alive. Through these experiences we learn and from these learning we can adjust in order to make things better. When it was time to ask them this question I observed that they had a very hard time in picking which experience they wanted to share. One of them said that being with students everyday are counted as one of their memorable experience, one also said that seeing the students learning is their most unforgettable experience. But there is one story that actually touched my heart. It was from Takako Okamoto she told me â€Å"actually he’s a last year graduator. He hated any kind of teacher, he hated study Japanese especially. He was lazy to attend all the class he was lazy to pass shukudai (assignments), and then sometimes he was against to the teachers. But I have been continuing to approach to him. Siguro very Samok sa kanya *how about your shukudai ? *how many times absent you might be dropped! Like that. Whenever I see him I say something. Finally he changed, he changed totally. He had a focus on study in nihongo but it was already 4th year. But I found his changes. Before RP Japan I was telling him, I know you are good at nihongo. You try to attend speech contest in RP Japan. In his speech he was saying to me thank you, like saying because of me he was changed. But for one week he got dengue and was absent. Nobody expected he could attend the speech. But he came, and said *Sensei I’m Here.† It may not mean as much to you but as I saw her as she was telling me this story you would see the happiness in her eyes. The kind of happiness that meant showed how their job as a teacher can be very rewarding, that even the small thing could make a big difference. Conclusion I admit I started late in doing this paper. But in those limited amount of time left, I was still able to learn new things through this. First is the importance of time. Know this is not port of my paper but I was able to learn and appreciate time, and how to use it wisely and productively. Second is the importance of work, as to why people look for jobs. Another is I learned to appreciate the teachers more. This happened during the times I was able to interview a few of them. At first I was hesitant in conducting interviews because I was afraid of the teachers, but then I said to myself â€Å"what’s there to lose?† So when I started the interviews I realized that I should not be afraid of these teachers because their only goal it to teach is to become a better person. That they are doing what they do not to make us suffer but to make us learn, I was able to see that â€Å"the students are the only ones who are making themselves suffer†. I also came to a conclusion that in all we do there’s a good and bad side to it. Isaac Newton’s third law of motion said that â€Å"For every action, there is an equal and opposite reaction†. In life that is also proven true, with everything we do, even in may it be as a person, as an employee, etc. there will always be an advantage and a disadvantage. Yes Japanese language is very interesting but at the same time it is also very complicated and hard to learn. Even the Japanese Language teachers themselves said that its hard and it really takes time. That even they as a teacher they also have to adjust to their approach to the students. Which brings us to the conclusion that teaching as a language teacher is not just a profession but also a lifestyle, where in it has its up and downs, the good and the bad, and its own advantages and disadvantages. Bibliography Triple i Consulting Inc. (2005). Retrieved february 21, 2013, from http://www.tripleiconsulting.com: http://www.tripleiconsulting.com/Amain/philippines-business-guides-tips-and-news-blog/181-work-visas-in-the-philippines anjaligill. (2011, august 19). What Teaching Means to Me and Why it is Important†¦. Retrieved january 20, 2012, from www.teachforus.org: http://anjaligill.teachforus.org/2011/08/29/what-teaching-means-to-me-and-why-it-is-important/ CASTRO, J. M. (August, 11 2009). Philippines Visas, Permits and Immigration. Retrieved february 6, 2013, from http://www.expatforum.com: http://www.expatforum.com/articles/visas-permits-and-immigration/philippines-visas-permits-and-immigration.html CORTEZ, M. A. (2009). Japan-Philippines Free Trade Agreement: Oppotunities for the movement of workers. RITSUMEIKAN INTERNATIONAL AFFAIRS , 126. Ferrolino, T. (2009). Employment of Foreigner