...HE MISEDUCATION OF FILIPINO According to Prof. Renato Constantino, Education is a vital weapon of a people striving for economic emancipation, political independence and cultural renaissance. We are such a people. Philippine education therefore must produce Filipinos who are aware of their country’s problems, who understand the basic solution to these problems, and who care enough to have courage to work and sacrifice for their country’s salvation. NATIONALISM IN EDUCATION To have nationalism, Filipino must understand their Filipino culture on discipline, to have a unity in pursuing well-organized educational leaders that nationalism is important in education. Filipino must practice etiquette in education to pursue a goal. NEW PERSPECTIVE The relation of America and Philippines to improve the nationalism and to complete the agenda of our revolutionary leaders the perspective of education is to brighten the educational system and philosophy which was first introduced by the American. CAPTURING MINDS Education is very important in our life. It will be a weapon to fight in every trial we are facing. To win something, you must strive for it. The most effective way to conquer a person is to capture their minds. Despite the terroristic way of Japanese, the Filipino was never conquered. Because of being hatred of Filipino to Japanese, Filipino’s minds were so eager to let the Japanese leave our country. BEGINNINGS OF COLONIAL EDUCATION Not all who colonized our country...
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...THE MISEDUCATION OF FILIPINO According to Prof. Renato Constantino, Education is a vital weapon of a people striving for economic emancipation, political independence and cultural renaissance. We are such a people. Philippine education therefore must produce Filipinos who are aware of their country’s problems, who understand the basic solution to these problems, and who care enough to have courage to work and sacrifice for their country’s salvation. NATIONALISM IN EDUCATION To have nationalism, Filipino must understand their Filipino culture on discipline, to have a unity in pursuing well-organized educational leaders that nationalism is important in education. Filipino must practice etiquette in education to pursue a goal. NEW PERSPECTIVE The relation of America and Philippines to improve the nationalism and to complete the agenda of our revolutionary leaders the perspective of education is to brighten the educational system and philosophy which was first introduced by the American. CAPTURING MINDS Education is very important in our life. It will be a weapon to fight in every trial we are facing. To win something, you must strive for it. The most effective way to conquer a person is to capture their minds. Despite the terroristic way of Japanese, the Filipino was never conquered. Because of being hatred of Filipino to Japanese, Filipino’s minds were so eager to let the Japanese leave our country. BEGINNINGS OF COLONIAL EDUCATION Not all who colonized our country...
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...creating a “carbon-copy” of themselves in Filipinos through the imposition of their language in their education. I went to elementary and high school in the Philippines, and I know for a fact they used both English and Tagalog as the media of teaching. In the long run, I think this resulted in both positive and negative ways — positively, because I was uprooted to the U.S. and I was able to communicate with others, and negatively, because as I have just realized, I feel the “impediment” in my thought process because I cannot think consistently in one language. NATIONALISM IN EDUCATION To have nationalism, Filipino must understand their Filipino culture on discipline, to have a unity in pursuing well-organized educational leaders that nationalism is important in education. Filipino must practice etiquette in education to pursue a goal. NEW PERSPECTIVE The relation of America and Philippines to improve the nationalism and to complete the agenda of our revolutionary leaders the perspective of education is to brighten the educational system and philosophy which was first introduced by the American....
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...contribution was is arguable. There are many different arguments to whether Sun was a failed revolutionary or well deserving of the title ‘Father of the revolution”. There is a variance of opinion of how much sun contributed to the 1911 revolution is a great one. By early 1900 Sun had already expressed his need for the overthrowing of the Qing dynasty. To begin this Sun sent followers into China to attempt uprisings to make the most of the turmoil during the boxer rebellion but these uprisings failed. In 1905 two student revolutionary groups in Japan allied themselves with Sun Yat Sen’s Revive China Society to form the Tongmenhui. These groups aimed to overthrow the Qing, establish a republic, get rid of foreign powers, develop democratic ideas and distribute land to the peasants. The alliance drew Sun into the mainstream revolutionary activity and provided a platform for his emerging philosophy “The Three Principles” of Nationalism, Democracy and People’s Livelihood. The Long March The Long...
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...his campaigns are studied at military schools worldwide and he remains one of the most celebrated and controversial political figures in Western history.[3][4] In civil affairs, Napoleon had a major long-term impact by bringing liberal reforms to the countries that he conquered, especially the Low Countries, Switzerland, Italy, and large parts of Germany. He implemented fundamental liberal policies in France and throughout Western Europe.[note 1] His lasting legal achievement was the Napoleonic Code, which has been adopted in various forms by a quarter of the world's legal systems, from Japan to Quebec.[10][11][12] Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Serving in the French army, Napoleon supported the Revolution from the outset in 1789 and tried to spread its ideals to Corsica, but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. After the Directory rewarded Napoleon by giving him command of Army of Italy at age 26, he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive...
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...Gracie King Dr. Morgan Advanced Readings in Energy 15 August 2015 The Prize: Epic Quest for Oil, Money, and Power The history of the petroleum industry is a long and enduring journey. It was not started by one single individual, but by the actions of a long list of entrepreneurial figures whom all play a part in this oil journey. Oil was first used as a sort of home remedy by the Indians. They called it “Seneca Oil” and it was used to cure headaches, upset stomachs, burns, to heal wounds and the list goes on. George Bissell was a very important individual in the creation of the oil industry. He spotted a bottle of this Pennsylvania rock oil in one of his professor’s classrooms. He became very curious with the rock oil and believed that it could be used as an illuminant because it was flammable. If this rock oil could become the new illuminating oil, Bissell would become an extremely wealthy man and that became his motivation. In 1854, Bissell gathered investors and hired a professor from Yale, Benjamin Silliman, to analyze all the properties of this oil to determine if it could indeed be used as an illuminant and lubricant. Sure enough, the research proved that rock oil was the next big illuminant and Pennsylvania Rock Oil Company was created in 1854. However it was not a breeze to get this oil. Edwin Drake, a retired railway conductor, was tasked to use his salt techniques to find oil. In spring of 1859, Drake’s driller who was called “Uncle Billy” spotted oil...
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...This case focuses on the miscues that characterized the opening of EuroDisney in France. Until 1992, the Walt Disney Company had experienced nothing but success in the theme park business. The parks in California, Florida, and Japan were busy and profitable. In the mid 1980s, Disney turned its attention to Europe, and specifically to France. When word got out that Disney wanted to build another international theme park, officials from over 200 locations around the world expressed interest. But Disney settled on Paris, largely because about 17 million Europeans live less than a two-hour drive from Paris. Another 310 million can fly there in the same time or less. In addition, the French government seemed like a willing host and offered Disney more than $1 billion in various incentives, all in the expectation the project would create 30,000 new jobs. Unfortunately, from the beginning, the project was troublesome. Negotiations with the French government were difficult. Disney committed a string of cultural miscues. There was a backlash in France, particularly from Parisian intellectuals, who attacked the transportation of Disney's dream world as an assault on French culture. French farmers used the opening of the park as an occasion for staging a protest against the U.S. government for its insistence that French agricultural subsidies be cut. In addition, there were operational errors. For example, Disney thought that Monday would be a light day for visitors and Friday a heavy...
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...New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2007 by Susan L. Shirk Published by Oxford University Press, Inc. 198 Madison Avenue, New York, NY 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Shirk, Susan L. China: fragile superpower / by Susan L. Shirk. p. cm. Includes bibliographical references and index. ISBN 978-0-19-530609-5 1. Nationalism—China. 2. China—Politics and government—2002– I. Title. JC311.S525 2007 320.951—dc22 2006027998 135798642 Printed in the United States of America on acid-free paper For Sam, Lucy, and David Popkin This page intentionally left blank Contents Acknowledgments ix 1 1 2 3 4 5 6 7 8 9 Strong Abroad but Fragile at Home China’s Economic Miracle Domestic Threats 35 13 The Echo Chamber of Nationalism: Media and the Internet 79 The Responsible Power 105 Japan: “When the Chinese People Get Angry, the Result Is Always Big Trouble” 140 Taiwan: “A Question of Regime Survival” 181 The United States:...
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...Chapter 38 The Bipolar World THE CHAPTER IN PERSPECTIVE No sooner had World War II reached its bloody finish than the world was thrust into an even more frightening conflagration. The United States and its allies and the Soviet Union and its allies faced off in a fundamental struggle to shape the postwar world. It was a contest based on power politics, competing social and economic systems, and differing political ideologies that lasted over fifty years and touched every corner of the globe. A spiraling arms race eventually brought the world to the brink of nuclear apocalypse. While the war remained technically cold, the fear of a nuclear disaster made it feel very different to the peoples of the world. OVERVIEW The Formation of a Bipolar World Despite the lingering general animosity and mistrust that the Soviets and Americans shared, at the heart of the cold war was a fundamental disagreement between political, economic, and social systems. Capitalism and communism, at least in the minds of the superpowers, remained mutually exclusive. The United States attacked communism and backed, at least in theory, liberalism. Consequently, the United States criticized the Soviet record on human rights and the suppression of civil and religious institutions. In turn the Soviets, led by Nikita Khrushchev, were critics of the failings of laissez‐faire capitalism and the wide gulf between rich and poor in western European and especially the United States...
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...Here are notes covering the several classes dealing with the culture, population & urbanization, and introduction to sociology. Not all these materials were covered in class and not all the materials covered in class are to be found in these notes. But you will find a generally close correspondence between class and readings in what follows. Be aware that these notes are not intended to replace reading the text. Also, these are “rough” notes. They were devised initially for my own use. They are not polished and stand open to correction. But I think you want them, so here they are. Dr V What is culture? A complex system of meaning and behavior that defines the way of life of a given group or society. Material and non-material Characteristics of culture: Shared Learned Taken for granted Symbolic (meaningful) Defining idea: transmission by non-biological means Distinctions(?) between human and animal cultures (language & tools). Elements of culture: Language: symbol systems. Does language shape culture? Norms: cultural expectations for how to behave in a given situation. Implicit vs. explicit; ideal vs. real. Folkways/mores/laws/taboos Social sanctions Ethnomethodology and the study of norms. Beliefs. Values: Value-orientations Institutions. Cultural diversity: Dominant culture. Most support from major institutions. Function of power. Subcultures. Often develop as a result of exclusion from mainstream society and culture. Counter-cultures ...
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...NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF ARTS AND SOCIAL SCIENCE COURSE CODE:POL 122 COURSE TITLE:INTRODUCTION TO AFRICAN POLITICS POL 122 INTRODUCTION TO AFRICAN POLITICS COURSE GUIDE POL 122 INTRODUCTION TO AFRICAN POLITICS Course Writer/Developer Mr. Sikiru Lanre Nurudeen Department of Political Science and Conflict Resolution Al – Hikmah University, Ilorin Kwara State Course Editor Prof. M. Olarotimi Ajayi Faculty of Social Sciences Covenant University Otta Course Coordinator Mr. Abdul-Rahoof A. Bello National Open University of Nigeria ii POL 122 INTRODUCTION TO AFRICAN POLITICS NATIONAL OPEN UNIVERSITY OF NIGERIA National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng Published by National Open University of Nigeria Printed 2009 ISBN: 978-058-415-3 All Rights Reserved iii POL 122 INTRODUCTION TO AFRICAN POLITICS CONTENTS PAGE Introduction ………………………………………….…………… 1 Course Aims ……………………………………………………… 1 Course Objectives ………………………………………………... 1 Working through Course……………………………………. This 2 Course Materials………………………………………………….. 2 Study Units………………………………………………………. . 2 Text books and References……………………………………….. 3 Assessment File…………………………………………………… 3 Tutor-Marked Assignment ……………………….. ……………… 4 iv POL 122 INTRODUCTION TO AFRICAN POLITICS Final Examination Grading…………………………………...
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...Understanding Society – SOSC 1850 Notes Lecture 1 Common Question Answers 1) Britain and US highest teenage pregnancy 2) 36% of US believe in Aliens 3) Suicides highest number of deaths 4) 60% of gun related were suicides 5) False not double stress of US that results in higher rates of suicide 6) Over 65 most suicides 7) Canada and Australia have highest kidnapping rates 8) Sweden highest rape rate 9) ¾ steal in office 10) False couples live tgt more satisfied 11) True, Womens brain are smaller 12) 11 women in legco 13) Plumber is a women 14) Margaret Thatcher did Chemistry for undergraduate Lecture 2 What is Sociology? - The big picture. * The group, culture, of organization, rather than the individual. Lots of people talk about society, but are they sociologists? No they are individualistic thinkers. They talk about individual people and cases instead of the group. Individualistic thinking at Universities: Professors award individual students with grades based on their ‘individual’ merits. What would the SOCIOLOGIST ask? Do some students have to work to earn money? Do some students have to spend time commuting to campus (no dorms!)? Do some students have family responsibilities.? Do some courses/majors have more generous grading procedures than others? Why are there more A students now than there were twenty years ago??? When and Why did sociological thinking begin? SOCRATES: “An unexamined life is not worth living...
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...r Contents This revision guide is intended to guide you to the key essentials necessary for answering questions on Unit 3. You shouldn’t use at it a replacement for your class notes or your own revision notes, but as a way of supplementing them and ensuring you have a firm awareness of major events, individuals and ideas. 1. The seeds of conflict 2. Emergence of Cold War, 1944-53 3. The ‘Thaw’ & ‘Peaceful Co-existence’ 4. The arms impact of the arms race 5. Sin-Soviet relations 6. Détente 7. End of Cold War Reminder of the structure of Unit 3 • Unit 3 = 25% of total marks • Written exam: 2 hours • Answer ONE question from Section A (30 marks), and ONE from Section B (40 marks) - choice of 2 questions in both sections • Section A – discuss an historical issue • Section B – use source material & knowledge to discuss an historical event Section A – themes to explore in your revision: 1. The post-Stalin thaw and the bid for peaceful coexistence in 1950s: a) USSR: Khrushchev b) USA: the responses of Dulles, Eisenhower and Kennedy. • the continuation of the Cold War in the 1950s following the retirement of Truman & death of Stalin, despite the bid for improved relations on the part of the USSR in the form of unilateral cuts in the size of the Red Army and withdrawal from Austria and Finland. • the...
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...Critical Theories of Globalization Chamsy el-Ojeili and Patrick Hayden Critical Theories of Globalization Also by Chamsy el-Ojeili CONFRONTING GLOBALIZATION: Humanity, Justice and the Renewal of Politics FROM LEFT COMMUNISM TO POSTMODERNISM: Reconsidering Emancipatory Discourse Also by Patrick Hayden AMERICA’S WAR ON TERROR CONFRONTING GLOBALIZATION: Humanity, Justice and the Renewal of Politics COSMOPOLITAN GLOBAL POLITICS JOHN RAWLS: Towards a Just World Order THE PHILOSOPHY OF HUMAN RIGHTS Critical Theories of Globalization Chamsy el-Ojeili Department of Sociology, Victoria University of Wellington, New Zealand Patrick Hayden School of International Relations, University of St Andrews, UK © Patrick Hayden and Chamsy el-Ojeili 2006 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents...
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...Political Carrer Winston Churchill | | | 11/22/2011 11/22/2011 The Life and Career of Sir Winston Churchill Churchill was involved in every important event of England’s from the Boer War to World War II. He served six British monarchs, from Queen Victoria to Elizabeth II. Through his life he was a statesman, soldier, author, journalist and twice prime minister, Churchill’s career has no parallel in modern history. The Early Years Sir Winston Leonard Spencer Churchill was born at Blenheim Palace in Oxfordshire, England, on November 30, 1874. His father, Lord Randolph Churchill, was a brilliant politician, even though he was one of the most hated. His mother was the American Jennie Jerome. One of his ancestors was John Churchill, Duke of Marlborough, a great military hero. Winston Churchill himself showed no early signs of greatness. He was in fact a stubborn, unruly, manipulative, and often difficult red-haired boy and a poor student. He was also given to unpredictable behavior. Before he was even seven years old, it was already clear that he was headstrong, highly opinionated, and virtually impossible to control. He spent four years at Harrow School at the very bottom of his class. However during this time he showed that he had a remarkable memory similar to his father's. He particularly enjoyed English. From early childhood soldiers and warfare fascinated Churchill and he often played with a large collection of lead soldiers in his nursery. His later years at...
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