Conferencia de Quebec

La Conferencia de Quebec de 1943 fue una reunión cumbre realizada en la ciudad canadiense de Quebec entre el Presidente de los Estados Unidos Franklin D Roosevelt, el Primer Ministro de Gran Bretaña Winston Churchill, y el Primer Ministro de Canada William Lyon Mackenzie King, desde el 17 de agosto al 24 de agosto de 1943, durante la Segunda Guerra Mundial.

En la Conferencia de Quebec los aliados acordaron iniciar las conversaciones para un plan de invasión de Francia con el nombre código "Overlord". También se acordó incrementar el bombardeo ofensivo contra Alemania y aumentar el número de tropas y material bélico estadounidense en las islas británicas antes de la invasión de Francia. Los mandatarios de la Conferencia de Quebec también decidieron incrementar la fuerza militar aliada en el teatro de operaciones del Mediterráneo, ayudar a las guerrillas de resistencia en los Balcanes con armas y municiones, y crear un cuerpo militar de élite con tropas estadounidenses para luchar en las selvas de Birmania detrás de las líneas japonesas. Esta unidad militar se llamaría 5307ª Unidad Compuesta, más conocida como "Los Merodeadores de Merrill".

Aparte de las discusiones estratégicas, las cuales fueron comunicadas a la Unión Soviética y a China, Franklin D Roosevelt y Winston Churchill firmaron el día 19 de agosto un acuerdo secreto por el cual se decidió que los EEUU y Gran Bretaña compartirían la tecnología nuclear.

Conferencia de Quebec (de izquierda a derecha: Mackenzie King, Franklin D Roosevelt, y Winston Churchill)

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Conferencia de Yalta

Se conoce como Conferencia de Yalta a la cumbre de mandatarios de países aliados realizada durante la Segunda Guerra Mundia en la ciudad ucraniana de Yalta, en Crimea, del 4 al 11 de febrero de 1945. A la Conferencia de Yalta concurrieron el Prmer Ministro de Gran Bretaña, Winston Churchill; el Presidente de los Estados Unidos, Franklin D Roosevelt; y el premier soviético Joseph Stalin. A estos tres mandatarios se los conocía como "Los Tres Grandes".

El objetivo de la Conferencia de Yalta fue discutir la reorganización de Europa después de la guerra y el reestablecimiento de las naciones destruidas por este conflicto bélico. Los puntos principales que se acordaron fueron: 1) la rendición incondicional de la Alemania Nazi y la división de la misma en cuatro zonas de ocupación; 2) Stalin acordó que Francia ocupara la 4ª zona de ocupación en Alemania y Austria; 3) las reparaciones de Alemania iba a ser en parte a través del trabajo forzado para reparar los daños que esta nación había infligido a sus víctimas (aunque los aliados jamás repararon el daño que ellos habían realizado en las ciudades alemanas con el bombardeo sistematico de bombas incendiarias sobre la población civil); 4) la creación de un concejo de reparación, el cual sería ubicado en la Unión Soviética; 5) se acordó en reorganizar el gobierno provisional comunista de la República Polaca, que había sido instalado por los soviéticos, pero con una base democrática más amplia; 6) la frontera este de Polonia seguiría la línea Curzón, y este país recibiría a cambio compensaciones territoriales en el oeste a costa de Alemania; 7) los ciudadanos de la Unión Soviéticas y de Yugoslavia que se encontraran en el territorio de terceras naciones debían ser entregados a sus respectivos paises sin importar si estos estaban de acuerdo o no.

Conferencia de Yalta (de izquierda a derecha: Churchill, Roosevelt, y Stalin)

Conferencia de Casablanca (1943)

La Conferencia de Casablanca fue un encuentro secreto de mandatarios de los paises aliados durante la Segunda Guerra Mundial. Tuvo lugar en la ciudad marroquí de Casablanca desde el 14 al 26 de enero de 1943. Realizada en el Hotel Anfa, concurrieron a la Conferencia de Casablanca el Presidente de los Estados Unidos de America Franklin D Roosevelt, el Primer Ministro de Gran Bretaña Winston Churchill, y el Presidente de la Francia Libre Charles de Gaulle. El líder soviético Josef Stalin también fue invitado a esta cumbre pero decidió quedarse en su país debido a la desesperante situación bélica en su país.

En la Conferencia de Casablanca los aliados coincidieron en exigir y acceptar de Alemania y los demas paises del Eje sólo la rendición incondicional. También decidieron ayudar logistica y militarmente a la Unión Soviética enviándole material bélico y de apoyo técnico por el norte de ese país, y se acordó la invasión aliada a la isla de Sicilia e Italia. Franklin D Roosevelt y Winston Churchill acordaron reconocer en forma oficial a Charles de Gaulle y Henri Giraud como jefes de la Francia Libre. Estos acuerdos de la Conferencia de Casablanca se los conoce como la Declaración de Casablanca.

Conferencia de Casablanca: Churchill, de Gaulle, Roosevelt, Giraud

Charles Sweeney

Charles Sweeney (1919 -2004) fue el piloto estadounidense que piloteó el avión B-29, apodado Bockscar, que arrojó la bomba atómica sobre Nagasaki el 9 de agosto de 1945.

Charles W Sweeney nació en Lowell, Massachusetts. EEUU, el 27 de diciembre de 1919. Su padre era plomero de profesión. Comenzó a aprender a pilotear aviones civiles cuando aun iba a la escuela secundaria. En 1937 empezó a estudiar en la Universidad de Boston, pero en abril de 1941 se enlistó en el Cuerpo Aéreo del Ejército de los Estados Unidos.

Luego de graduarse Sweeney prestó servicio como oficial de operaciones en la base aérea de Eglin, Florida. En septiembre de 1944, fue destinado a la base aérea del Ejército de Wendover, Utah, para unirse al 509º Grupo Compuesto, recientemente creado dentro del marco del Proyecto Manhattan. En mayo de 1945, Sweeney fue nombrado comandante del 393º Escuadrón de Bombarderos, perteneciente al 509º Grupo Compuesto.

En Julio de 1945, Charles Sweeney fue seleccionado como comandante de la segunda misión atómica sobre Japón. El 6 de agosto de 1945, piloteó el B-29 "The Great Artist" ("El Gran Artista"), que fue uno de los dos aviones escolta del Enola Gay, el cual arrojó la bomba nuclear en Hiroshima, siendo el segundo avión escolta el "The Necessary Evil" ("El Mal Necesario").

Tres días más tarde, el 9 de agosto de 1945, el Mayor Charles W Sweeney piloteó el B-29, Bockscar, que arrojó la bomba atómica en Nagasaki.

Luego de la guerra, Sweeney pasó a retiro con el grado de Tte Coronel en 1946, aunque siguió prestando servicio en la Guardia Nacional. Charles W Sweeney murió el 15 de julio de 2004, en el Hospital General de Massachusetts de la ciudad de Boston.

Download Free Educational Ebook - Finding Money for College Scholarships and Grants

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Disclaimer
This report has been written to provide information about grants and scholarships. It is sold with the understanding that the author and publisher are not engaged in rendering grants and scholarships services. If grants and scholarships, or other expert assistance is required, the services of a competent professional should be sought. Every effort has been made to make this report as complete and accurate as possible. However, there may be mistakes in typography or content. Also, this report contains information on grants and scholarships only up to the publishing date. Therefore, this report should be used as a guide – not as the ultimate source of enter your report's area of expertise (legal, medical, etc.) information.

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Contents


Contents..............................................................................................1 Contents..............................................................................................4
An Introduction to Scholarships..........................................................5

Athletic Scholarships: Getting and Keeping Them................................7

College Financial Advice And Where To Seek It Out.............................8

Financing Your Education: Coping With Financial Strain....................10

Help Is At Hand with Scholarship Searching Services.........................12
Looking Closer To Home: Institutional Scholarships..........................14
Low Income Families and Educational Financial Help........................16

Making Your Own Destiny With Company Scholarships.....................18

Managing Scholarship Requirements And Your Health......................20

Online Degrees And Scholarships: Supplementing Your Education....22

Passing the Test: Scholarships And The PSAT....................................23

Scholarships And Nationality: Your Guide........................................25

Scholarships for the Older Generation...............................................27
Scholarships, Grants and the Internet...............................................29

Scholarships, Grants and Your Family..............................................30

Showcasing Your Talents: Attracting Sponsorship............................32

The Outsider: Funding For Out Of State Students...............................34

The Questions to Ask About Grants and Scholarships........................36

The Scholarship Application and Making It Yours!............................38

The Search Engine and the Scholarship: An Unhealthy Relationship.40

The Travel Bug and How It Will Affect Scholarships..........................42

A Guide to Scholarship Applications................................................44

Welcome to the Wonderful World of Federal Grants.........................47

How to Write the Ultimate Grant Proposal........................................49

Lending A Helping Hand: The Difference Between A Hardship Loan
And A Hardship Grant .....................................................................50

All Resources...................................................................................52


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Copyright © 2008 Charles H. Smith All rights are reserved.
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Paul Tibbets

Paul Tibbets (1915 -2007) fue un piloto estadounidense de la Segunda Guerra Mundial. Piloteaba bombarderos pesados durante este conflicto. Alcanzó celebridad como piloto del avión B-29 Superfortress apodado Enola Gay, el cual arrojó la bomba atómica sobre Hiroshima el 6 de agosto de 1945.

Paul Tibbets nació en Quincy, estado de Illinois, EEUU, el 23 de febrero de 1915. Su padre fue Paul Tibbets, Senior, quien era un vendedor mayorista de pasteles, y su madre Enola Gay Haggard de Tibbets, quien se dedicaba a las tareas domésticas.

El 25 de febrero de 1937 Tibbets se enlistó como cadete en el Cuerpo Aéreo de los Estados Unidos en el Fuerte Thomas de Kentucky. A fines de 1938 se graduó como Tte 2º en la base aérea de Kelly Field, Texas, donde recibió su insignia de piloto. En marzo de 1942, luego de cuatro años de servicio, Tibbets fue nombrado comandante del 340º Escuadrón, perteneciente al 97º Grupo de Bombarderos Pesado, desempeñándose como piloto de un B-17 Flying Fortress (fortalesa voladora). Llevó a cabo misiones de bombardeo en el teatro de operaciones europeo y en el Mediterráneo, siendo ascendido a Coronel.

En 1944 Paul Tibbets fue nombrado comandante del 509º Grupo Compuesto, o Grupo de Operaciones 509, con asiento en la base aérea de Wendover, Utah. Este grupo fue activado como parte del Proyecto Manahattan. El 5 de agosto de 1945, Tibbets se hizo cargo del B-29 plateado con número de serie 44-86292 y lo bautizó Enola Gay, en homenaje a su madre (Enola Gay era a su vez el nombre de una heroina de una novela que su abuelo había leido). A las 02:45 horas del día 6 de agosto, el Coronel Paul Tibbets y su tripulación partió de la base aérea de la isla de Tinian, en las Marianas en una misión ultra secreta. Luego de más de cinco horas de vuelo, a las 08:14 horas Tibbets dió la orden a su bombardero, el Mayor Thomas Ferebee, quien dejor caer el artefacto de Uranio 235, llamado Little Boy (Pequeño Niño) a las 08:15, detonando a las 08:45 + 40 segundos.

En 1955, Paul Tibbets se divorció de su primera esposa Lucy Wingate, para casarse con Andrea, su segunda esposa. En 1959, fue ascendido a Brigadier General. En la decada de los 1960, fue agregado militar en la India. Pasó a retiro el 31 de agosto de 1966. Luego trabajó para una compañía aérea privada de Ohio, la Executive Jet Aviation, de la cual se jubiló en 1987. Paul Tibbets murió en su casa de Columbus Ohio, el 1 de noviembre de 2007, a la edad de 92 años.

Proyecto Manhattan

Se conoce como Proyecto Manhattan al proyecto militar ultra secreto para desarrolar una bomba atómica llevado a cabo por el gobierno de los EEUU durante la Segunda Guerra Mundial. Ante el temor que los alemanes lograsen construir bombas nucleares a través de sus propias investigaciones científicas, el presidente estadounidense, Franklin D Roosevelt firmó la autorización en 1942 para el inicio del Proyecto Manhattan, el cual costó unos 2 mil millones de dolares, lo que sería unos 22 mil millones en valores actuales y dió empleo a más de 130.000 personas. Todas las construcciones realizadas en los diferentes obrajes y centros de investigaciones tenían nombres códigos y, para los miles de empleados y técnicos (exceptos los científicos involucrados en el proyecto), eran llevadas a cabos para otros própositos.

El Proyecto Manhattan tuvo lugar en más de treinta lugares differentes en los EEUU, Canada, y el Reino Unido. Los tres centros de investigaciones y obrajes principales fueron el Obraje Handford, las instalaciones de enriquecimiento de uranio en Oak Ridge, Tennesee, y el laboratorio de diseño e investigación de armamento de Los Alamos, Nuevo México. Todo el proyecto fue coordinado y plasmado a través del Cuerpo de Ingenieros del Ejército de los Estados Unidos, bajo el mando del General Leslie Groves.

Los científicos empleados para la realización del Proyecto Manhattan venían no solamente de los Estados Unidos sino que también de diferentes paises europeos, incluidos alemanes que disentían con el regimen Nazi. Ellos fueron: Robert Oppenheimer (EEUU), quien era el director del proyecto; Enrico Fermi (Italia), quien en diciembre de 1942 produzco la primera reacción nuclear en cadena controlada; David Bohm (EEUU); Leo Szilard (Hungría); Niels Bohr (Dinamarca); Rudolf Peierls (Alemania); Otto Frisch (Alemania); Klaus Fuchs (Alemania); James Chadwick (Gran Bretaña); Edward Teller (Hungría); Feliz Bloch (Suiza); Emilio Segre (Italia); James Franck (Alemania); Eugene Wigner (Hungría).

Como resultado de las investigaciones y pruebas llevadas a cabo por los científicos del Proyecto Manhattan, el 16 de julio de 1945 se realizó en el obraje de prueba, en desierto de Nuevo México la primera detonación de una bomba atómica en la historia de la humanidad. Esta primera bomba nuclear tenía el nombre código "Gadget", el cual significa en español "Artefacto". El Gadget era una bomba de plutonio 239 de implosión, similar al "Fat Man" (El Gordo), que era la bomba que se arrojaría en Nagasaki el 9 de agosto de 1945. En cambio la bomba que se arrojó en Hiroshima el 6 de agosto de 1945 era un artefacto hecho con uranio 235, un isótopo de uranio muy raro.




Proyecto Manhattan (film documental de bomba de Hiroshima)

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Bockscar

El Bockscar fue el nombre del Bombardero B-29 de las Fuerzas Aérea del Ejército de los EEUU que arrojó la bomba atómica en la ciudad japonesa de Nagasaki el 9 de agosto de 1945. "Bockscar" es una palabra compuesta formada con el apellido del piloto y comandante de la aeronave (de misiones anteriores), el Capitán Frederick C Bock y la palabra "car", que significa automóvil o carro: "Bockscar", el carro de Bock. Sin embargo, durante la misión de bombardeo a Nagasaki, su piloto fue el Mayor Charles W Sweeney, quien había piloteado el Great Artist (B-29), escoltando al Enola Gay durante la misión de bombardeo a Hiroshima.

El Bockscar era un B-29 Superfortress con número de matrícula 44-27297 y número de identificación 77, asignado al 393º Escuadrón de Bombarderos, perteneciente al 509ª Grupo Compuesto. Fue uno de los 15 B-29 Silverplate (plateado) a los que se le realizaron modificaciones para arrojar armas nucleares. El Bockscar fue fabricado en la planta industrial de Omaha, Nebraska, EEUU, de la empresa estadounidense Glenn L. Martin Aircraft. Fue entregado a las Fuerzas Aéreas del Ejército en marzo de 1945 y asignado al Capitán Frederick Bock y a la tripulación C-13, siendo enviado a la base aérea del Ejército de Wendover, Utah.

En junio de 1945, el Bockscar fue enviado a la base áerea de la isla de Tinian, las Marianas, en el océano Pacífico. El 1 de agosto se le agregó al número de identificación 77, la letra N, la cual fue pintada en la cola de la aeronave. Ese día también fue entregado a su nueva tripulación C-15, bajo el mando del Mayor Charles W Sweeney, piloto.

En las primeras horas del 9 de agosto de 1945, el Bockscar partió de la isla de Tinian rumbo a Japón para llevar a cabo la misión de bombardear Kokura con una bomba de plutonio. Sin embargo la ciudad de Kokura estaba cubierta por nubes y no ofrecía buena visibilidad. A último momento, el Mayor Charles W Sweeney cambió rumbo y se dirigió a Nagasaki. A las 11:01 horas de la mañana, a 9.500 metros de altitud, salió de las entrañas del Bockscar El Gordo (Fat Man), que era el nombre de la bomba nuclear, y a las 11:01 + 35 segundos estalló, generando una temperatura de 3.900º Celcius.


Enola Gay

El Enola Gay fue el nombre que tenía el bombardero norteamericano B-29 que arrojó la bomba nuclear en Hiroshima el 6 de agosto de 1945, al final de la Segunda Guerra Mundial. Este B-29, Superfortress, fue bautizado Enola Gay de Tibbets, en honor a la madre del piloto de esta aeronave, el Coronel Paul Tibbets.

El Enola Gay fue uno de los 15 bombarderos B-29 a los que se les hicieron las modificaciones necesarias para arrojar bombas atómicas. Fue construido por la empresa estadounidense Glenn L. Martin, en la planta industrial de Bellevue, Nebraska, EEUU. Su número de serie era 44-86292, y su número de identificación de la unidad era 82. La aeronave fue personalmente seleccionada en mayo de 1945 por el Coronel Paul Tibbets, quien era comandante de la 509º Grupo Aérea Compuesto.

El 27 de junio de 1945, el Enola Gay fue enviado a la base aérea de Guam, en las Marianas, donde se le hicieron algunas modificaciones, entre ellas el compartimiento de bombas. El 6 de julio voló hacia la isla de Tinian, donde el número de identificación "82" fue reemplazado por la letra "R" pintada en la cola. La R era el código de identificación del 6º Grupo de Bombarderos.

El Coronel Paul Tibbets se hizo cargo del Enola Gay el 5 de agosto de 1945. En las primeras horas de la mañana del 6 de agosto, el B-29 piloteado por Tibbets partió de la base áerea North Field de Tinian. En esta fatídica misión, el Enola Gay era escoltado por otros dos B-29: The Great Artist (El Gran Artista), que llevaba instrumentos de medición y monitoreo y era piloteado por el Mayor Charles W Sweeney; The Necessary Evil (El Mal Necesario), que llevaba las cámaras fotográficas y era piloteado por el Capitán George Marquardt. Durante el viaje, el Capitán William Parsons armó la bomba llamada Little Boy (Niño Pequeño).

Luego de 4 horas de vuelo, a las 08:15 horas del 6 de agosto de 1945, a 9.855 metros de altitud, Enola Gay parió a Little Boy de sus oscuras entrañas y los relojes de Hiroshima dejaron de funcionar a las 08:15 + 40 segundos.

Tripulación del Enola Gay:

Piloto y comandante: Coronel Paul W Tibbets, Jr.

Co-piloto: Capitán Robert A Lewis

Bombardero: Mayor Thomas Ferebee

Oficial de vuelo: Capitán Theodore Van Kirk

Técnico de armas y comandante de bombas: Capitán William S Parsons

Técnico de contramedidas de radar: Tte Jacob Beser

Asistente de armas: Tte Morris R Jeppson

Artillero de cola: Sgto George Caron

Ingeniero de vuelo: Sgto Wyatt E Duzenberry

Operador de radar: Sgto Joseph S Stiborik

Asistente de vuelo: Robert H Shumard

Radio operador: Cabo 1º Richard H Nelson


Atlas Shrugged Essay Contest 2010

Atlas Shrugged Essay Contest for:

12th Grade and College Students
Deadline: September 17, 2010

  • FIRST PRIZE: $10,000
  • 3 SECOND PRIZES: $2,000
  • 5 THIRD PRIZES: $1,000
  • 20 FINALISTS: $100
  • 20 SEMIFINALISTS: $50


Atlas Shrugged—Topics

Select ONE of the following three topics:

1. According to John Galt, selfishness is both moral and practical. Explain what he means by this and how events of the story illustrate and dramatize his point.

2. Explain the meaning and wider significance of the following quote: “The words ‘to make money’ hold the essence of human morality.” According to the story of Atlas Shrugged, what ideas underlie the opposing maxims that “money is the root of all evil” and that “money is the root of all good”?

3. Capitalism’s defenders usually appeal to the “public good.” Contrast their approach to capitalism to Ayn Rand’s approach in Atlas Shrugged.


Atlas Shrugged—Judging

Essays will be judged on both style and content. Judges will look for writing that is clear, articulate and logically organized. Winning essays must demonstrate an outstanding grasp of the philosophic meaning of Atlas Shrugged.

Essay submissions are evaluated in a fair and unbiased four-round judging process. Judges are individually selected by the Ayn Rand Institute based on a demonstrated knowledge and understanding of Ayn Rand’s works. To ensure the anonymity of our participants, essay cover sheets are removed after the first round. Winners’ names are unknown to judges until after essays have been ranked and the contest results finalized.


Atlas Shrugged—Rules
  • No application is required. Contest is open to students worldwide.
  • Entrant must be in 12th grade or college/university at the time of entry. Graduate students and part-time students are eligible.
  • Essay must be between 800 and 1,600 words.
  • Essay must be submitted by September 17, 2010, by 11:59 PM, PST.
  • Essay must be solely the work of the entrant. Plagiarized essays will be disqualified.
  • Entrants may submit only one essay. Decisions of the judges are final.
  • Employees of the Ayn Rand Institute, its board of directors and their immediate family members are not eligible for this contest. Past first-place winners are not eligible for this contest.
  • All entries become the property of the Ayn Rand Institute and will not be returned.
  • Participants will be notified of the contest results by November 27, 2010.

Atlas Shrugged—To Enter


» Submit Your Essay via Our Web Form

Click on the above link to access our Web Form. Simply fill in your contact information (this takes the place of a cover sheet), copy and paste your essay into the designated field and click "Submit." A message stating "Your entry is being routed" will immediately follow. You will receive an e-mail acknowledging receipt of your entry within 24 hours. If it has been at least 24 hours, and you have not received e-mail notification,
please e-mail essay@aynrand.org.

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Please do not send additional copies of your essay.


Students unable to submit their essays online may mail essays to:

Atlas Shrugged Essay Contest
The Ayn Rand Institute
P.O. Box 57044
Irvine, CA 92619-7044

For mailed-in essays only: You MUST include a stapled cover sheet with the following information: your name; mailing address; e-mail address; the name and address of your school; topic selected (#1, 2 or 3 from the list above); declared major (if applicable); the name of the teacher who assigned the essay (if applicable).

If you wish to verify our receipt of your essay, please paperclip a stamped, self-addressed postcard to the essay.

To learn more about Atlas Shrugged, go to: http://www.atlasshrugged.com/.

Comments or questions about the essay contests are welcome.
Please write to essay@aynrand.org.

source: www.aynrand.org

The Fountainhead Essay Contest 2010

The Fountainhead

25th Annual Essay Contest on Ayn Rand's Novel The Fountainhead

For 11th and 12th Graders
Entry Deadline: April 25, 2010

  • FIRST PRIZE: $10,000
  • 5 SECOND PRIZES: $2,000
  • 10 THIRD PRIZES: $1,000
  • 45 FINALISTS: $100
  • 175 SEMIFINALISTS: $50


The Fountainhead—Topics

Select ONE of the following three topics:
  1. Howard Roark refuses a major contract when he most needs it, claiming that his action was “the most selfish thing you’ve ever seen a man do.” (Part I, Chapter 15) Why does he call his action selfish? And why do other people call it selfless?
  2. Gail Wynand is a brilliant individual who rose out of the slums by means of his own talent and effort. But despite his reverence for man’s noblest achievements, his newspaper, The Banner, presents the most lurid and loathsome values. Why does Wynand pander in this manner? And why doesn’t Howard Roark?
  3. Choose the scene in The Fountainhead that is most meaningful to you. Analyze that scene in terms of the wider themes in the book.

The Fountainhead—Judging

Essays will be judged on both style and content. Judges will look for writing that is clear, articulate and logically organized. Winning essays must demonstrate an outstanding grasp of the philosophic meaning of The Fountainhead.

Essay submissions are evaluated in a fair and unbiased multi-round judging process. To ensure the anonymity of our participants, cover sheets and identifying information are removed after the first round. Winners’ names remain unknown to judges until after the essays have been ranked and the contest results finalized. ARI checks essays with Ithenticate plagiarism detection software.


The Fountainhead—Rules

No application is required.

Entrant must be in the 11th or 12th grade.

Contest is open to students worldwide.

Essay must be no fewer than 800 and no more than 1,600 words in length and double-spaced. One entry per student, please.

Essay must be submitted online or postmarked by April 25, 2010, no later than 11:59 PM, Pacific time.

Essay must be solely the work of the entrant. Plagiarism will result in disqualification.

Decisions of the judges are final.

Employees of the Ayn Rand Institute, its board of directors and their immediate family members are not eligible for this contest. Past first-place winners are not eligible for this contest.

All entries become the property of the Ayn Rand Institute and will not be returned.

Winners, finalists, semifinalists and all other participants will be notified via e-mail and/or by mail by July 27, 2010.


The Fountainhead—To Enter

» Submit Your Essay via Our Web Form

Click on the above link to access our Web Form. Simply fill in your contact information (this takes the place of a cover sheet), copy and paste your essay into the designated field and click "Submit." A message stating "Your entry is being routed" will immediately follow. You will receive an e-mail acknowledging receipt of your entry within 24 hours. If you have not received e-mail notification within 24 hours, please e-mail essay@aynrand.org.

Students unable to submit their essays online may mail essays to:

The Fountainhead Essay Contest
The Ayn Rand Institute
P.O. Box 57044
Irvine, CA 92619-7044

For mailed-in essays only: You MUST include a stapled cover sheet with the following information: your name; mailing address; e-mail address (if available); the name and address of your high school; topic selected (#1, 2 or 3 from the list above); your current grade level and (if applicable) the name of the teacher who assigned the essay.

If you wish to verify our receipt of your essay, please paperclip a stamped, self-addressed postcard to the essay.

Please do not submit duplicate essays!

Comments or questions about the essay contests are welcome.
Please write to essay@aynrand.org.

source: www.aynrand.org

Anthem Essay Contest 2010

Anthem
17th Annual Essay Contest on Ayn Rand's Novelette, Anthem

For 8th, 9th and 10th Graders
Entry Deadline: March 20, 2010
  • FIRST PRIZE: $2,0005
  • SECOND PRIZES: $500
  • 10 THIRD PRIZES: $200
  • 45 FINALISTS: $50
  • 175 SEMIFINALISTS: $30


Anthem—Topics

Select ONE of the following three topics:
  1. Why do you think the Council of Vocations assigns Equality the job of Street Sweeper? Is it due to error, incompetence or a more sinister motivation? Explain.
  2. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why do you think they did not? Explain.
  3. In a single, unified essay, explain the meaning and wider significance of EACH of the following quotes in the story:
  • “To be free, a man must be free of his brothers.” (Ch. 12)
  • “It is the mind which thinks, and the judgment of my mind is the only searchlight that can find the truth.” (Ch. 11)
  • “And we thought that we could trust this being who looked upon us from the stream, and that we had nothing to fear with this being.” (Ch. 8)

Anthem—Judging


Essays will be judged on both style and content. Judges will look for writing that is clear, articulate and logically organized. Winning essays must demonstrate an outstanding grasp of the philosophic meaning of Anthem.


Essay submissions are evaluated in a fair and unbiased multi-round judging process. To ensure the anonymity of our participants, cover sheets and identifying information are removed after the first round. Winners’ names remain unknown to judges until after the essays have been ranked and the contest results finalized. ARI checks essays with Ithenticate plagiarism detection software.



Anthem—Rules
  • No application is required.
  • Entrant must be in the 8th, 9th or 10th grade.
  • Contest is open to students worldwide. Essay must be no fewer than 600 and no more than 1,200 words in length and double-spaced. One entry per student, please.
  • Essay must be submitted online or postmarked by March 20, 2010, no later than 11:59 PM, Pacific time.
  • Essay must be solely the work of the entrant. Plagiarism will result in disqualification.
  • Decisions of the judges are final.
  • Employees of the Ayn Rand Institute, its board of directors and their immediate family members are not eligible for this contest. Past first-place winners are not eligible for this contest.
  • All entries become the property of the Ayn Rand Institute and will not be returned.
  • Winners, finalists, semifinalists and all other participants will be notified via e-mail and/or by mail by July 27, 2010.

Anthem—To Enter

» Submit Your Essay via Our Web Form

Click on the above link to access our Web Form. Simply fill in your contact information (this takes the place of a cover sheet), copy and paste your essay into the designated field and click "Submit." A message stating "Your entry is being routed" will immediately follow. You will receive an e-mail acknowledging receipt of your entry within 24 hours. If you have not received e-mail notification within 24 hours, please e-mail essay@aynrand.org.


Students unable to submit their essays online may mail essays to:

Anthem Essay Contest

The Ayn Rand Institute

P.O. Box 57044

Irvine, CA 92619-7044


For mailed-in essays only:


You MUST include a stapled cover sheet with the following information: your name; mailing address; e-mail address (if available); the name and address of your high school; topic selected (#1, 2 or 3 from the list above); your current grade level and (if applicable) the name of the teacher who assigned the essay.


If you wish to verify our receipt of your essay, please paperclip a stamped, self-addressed postcard to the essay.


Please do not submit duplicate essays!


Comments or questions about the essay contests are welcome. Please write to :
essay@aynrand.org.

source: www.aynrand.org

Free Grammar Lesson Plans ? - You'll Be Surprised !

All those who are interested with a free grammar lesson will surely find the next couple of paragraphs most extraordinary. After centuries of struggling, there's now a cutting edge new technology which guarantees that anyone can produce perfect text in the English language, even if language skills are lacking. Does this sound like the perfect solution? We'll soon share the facts - what you're about to read will transform all you've previously learned about writing in the English language.

Until just recently, acquiring advanced English grammar writing skills was not an easy thing to do and it required a lot of practice. It may look easy, but there are countless subtle rules to consider as you try to get your point across in writing - naturally, we all want all the important things we write to appear as educated and knowledgeable as possible.


Now, for anyone who is hoping to find more info about a free grammar lesson I have very interesting news - a simple solution is now available which allows you to write as usual while all your errors are detected and fixed on the spot. There's a small group of nlp (natural language processing) experts who developed an amazing Method for accurate writing in english. This new program is constantly being updated with millions of 'correct' words, phrases, and sentences, so when it scans your writing, it is able to find grammatical errors and make your work into something you can be proud of.

It's obvious that anyone who's searching the web for a free grammar lesson should experiment with this solution. Since ancient times, the written language has been a key component of communication - we must always consider its power to influence, since the way we write says a lot about our past and how professional we are at what we do. If you have the desire to turn your text into something lively, intelligent, and full of style with the help of a user-friendly tool, then this new technology is just what you need. Try to imagine how this program can enhance your humdrum emails, papers, or whatever your current writing project is. B.t.w., this tool will not just find and fix any problems with grammar, but the nitty-gritty of punctuation and spelling, too.
Author: Gil Lavitov

More about English Lessons please visit:


English Education Fantastic!

How to start writing thesis?

Your thesis is the most critical aspect of your research essay. It not only organizes the material you are presenting, it also focuses your research efforts. Your information presented to the readers must be true and verifiable, and it doesn't need to be totally new to your readers. It could simply be a pertinent fact that explicitly illustrates the point you wish to make.

If you use a piece of startling information, follow it with a sentence or two of elaboration. In the sense, we can provide you with the most significant details that are mostly connected to the desired topic for your thesis or even dissertation. It is important to restate the thesis and supporting ideas in an original and powerful way as this is the last chance the writer has to convince the reader of the validity of the information presented.

Essays are used to learn more about your reasons for applying to the course, university or company and your ability to benefit from and contribute to it. Your thoughts expressed will let you state your case more fully than other sections of your document, and provide the evaluator with better insight about you and how you differ from the other applicants. In marginal cases, the essays are used to decide whether an applicant will be selected.

The purpose of the admissions essay is to convey a sense of your unique character to the admissions committee. The essay also demonstrates your writing skills as well as your ability to organize your thoughts coherently. Corollary, we can provide the most significant issues that will further support the arguments that you are going to state.

Again, it's a marshalling of facts to support your argument. Make sure you have found out in any academics have made similar arguments and acknowledge them in your essay, this is very important in thesis writing because you might be charged of plagiarism, even if you did not draw directly from them. If they said things, which don't support your argument, say why these statements are either wrong or not applicable in the circumstances.

The introduction should start with a general discussion of your subject and lead to a very specific statement of your main point, or thesis. Sometimes an essay begins with a "grabber," such as a challenging claim, or surprising story to catch a reader's attention. The thesis should tell in one or at most two sentences, what your overall point or argument is, and briefly, what your main body paragraphs will be about.


Take care in selecting your thesis. but you don't want to be stuck either just repeating someone else's opinion, or citing all the same sources. Try to come up with an original thesis or take an aspect of someone's thesis and develop it.
Author: trapik
Read also:
10 Steps to Writing an Essay >>

Hocus Focus.. How to Capture and Maintain Your Students Focus Like MAGIC!

The bell rings and there they all sit, with those little faces trying to decide which distraction in class will pull them away from the task at hand. Today's technologically advanced students have incredible focus when they put their minds to it, the problem is there is so much COMPETITION. What’s a teacher to do?

Let me offer the following suggestion. You need to do something totally unexpected at the beginning of your lesson to grab their attention to distract them, if you will, from all of the internal distractions they bring to your class each day. Then after you grab their attention, you promise that you will share something else at the end of the lesson if they stay on task. What you accomplish is gaining their focus and encouraging them to follow through. All in all a successful class session!

I suppose now you want me to share how? I will share one way I do it. I am an educational speaker from Minnesota and I share school assembly programs with thousands of kids each year. I use many techniques to capture focus, things like music, sound effects, simple puppetry, but primarily MAGIC!

Magic is intriguing to kids, they are naturally curious and if you start your lesson with a magic trick you incite curiosity. If you combine it with your educational message you will capture and maintain their focus. Then a promise of another mystery at the end of the lesson and they have something to look forward to.

Here is an example of what I am talking about...

I KNOW WHAT YOU’RE THINKING

Imagine this, you're sitting in class explaining that your lesson is to discuss one of 3 historical wars. As a bonus, the class gets to vote on which of three wars you will discuss. You show a manila envelope and display three pieces of poster board each with the name of a war: Korean, WWII, and Vietnam war. You announce that the selection will be made democratically and you poll the class to see which war will be discussed. Let's imagine after you poll your class, Korean war is selected. You turn to your class and say, “That is very strange, read the note that is in the envelope...”. Your students find a note and upon opening it, it says...most students find the KOREAN war the most interesting, so do I, I will plan on discussing the Korean war!

FRAME OF REFERENCE: The teacher can have the students choose between one of three topics and whichever they choose the teacher correctly predicts the results.

Think about this scenario for a moment, you knew which of three possible outcomes they would pick before they actually did. Do you think this would make a strong impression on your students? You bet it would! What makes this so effective is the simple method. In the magical world, this is known as a multiple out. What that means is, you are right no matter which war is chosen.

Needed: 3 pieces of poster board, an opaque envelope to put the three cards in, and your teacher's guide/notebook.

Have the wars Korean, VietNam, and WWII printed on the 3 poster board cards. On the back of the WWII card write: Most students find the WWII the most interesting, so do I, we shall discuss WWII! In the envelope that contains the cards have a note that states: Most students find the Korean war the most interesting, so do I, we shall discuss the Korean war! Finally, in your teacher guide/calendar insert a bright piece of paper that states: Most students find the Vietnam war the most interesting, so do I, we shall discuss the Gulf War!

Step-by-step instructions : From this point, it should be fairly obvious what happens. You put the cards on the table and have the students vote for their American Conflict. Then simply direct them to the appropriate source. Afterthoughts: Now in this example I used American wars but you could use countries, parts of the Constitution, famous paintings...whatever 3 subjects you deem are appropriate for your current lesson can be used.

Now there are other ways to reveal your prediction, one teacher I know recorded one response on her answering machine. She decided to replace the note in the teacher guide. If the students selected that particular subject, she pulled out her cell phone, and dialed her own # (don’t give the student your # for obvious reasons). She would then hand the phone to the student to listen to the answering machine which would say the prediction. Technical Notes: Use your creative juices and you may be able to come up with other “outs” like the answering machine. If you use my 3 suggestions and the answering machine, you could have 4 subjects for the kids to choose from instead of 3.

So there you have it, a great way to kick-off a history lesson! Now how can you use this tool to relate to your next lesson plan? We often tell kids that they need to be more creative, it doesn’t hurt for us to exercise our creative muscles as well.
Author: Brian Richards

Job Vacancy - Guru Bahasa Inggris dan Guru Olahraga

Career Opportunity for English Teacher and Physical Teacher
Advertised: 22-10-2009 | Closing Date: 20-11-2009

Sekolah Bukit Sion is a Christian National Plus school with English and Indonesian as the languages of instruction. Mandarin is also offered as a second language. Our team of well-qualified and caring bilingual teachers is here to provide the most innovative teaching programs to our students.

Company Name :
Sekolah Bukit Sion
Industry :
Education
Type of Company :
Private Limited Company, Local Based Company
Location :
Taman Kebun Jeruk Interkon Blok G7 No A 1 Jakarta Barat 11630

*The company prefers to receive online application for speedier processing.


Requirements:
  • For English Teacher:
  • Hold min S1 Degree from reputable university with a relevant background (Akta IV is preferred)
  • Having min 2 years experience as a teacher
  • Strong technology skills (especially with Microsoft Office)
  • Excellent communication in English, both oral and written
  • Having a passion with children & teaching
  • High degree of flexibility
  • Demonstrated ability to work well in fast paced environment
  • Team player
  • Apply now!

Requirements:
  • For Physical Teacher:
  • Hold min S1 Degree from reputable university with a relevant background (Akta IV is preferred)
  • Having min 2 years experience as a teacher
  • Having a passion with children & teaching
  • High degree of flexibility
  • Demonstrated ability to work well in fast paced environment
  • Team player
  • Apply now!

More information visit the WebSite :

http://www.sekolahbukitsion.com/

Parenting Books

<< Parenting Books

When it comes to parenting tips, new parents are always on the receiving end. Everyone in their family and friends are with certain exciting tips for them. Especially the older members of the family always have something or the other to tell the new parent. Sometimes the parents themselves get confused listening to all this and just want a guide to help them be the best of the parents.

There are a number of parenting guides available for the parents that will help them nurture their baby into a responsible citizen of society. There are parenting books, parenting workshops, parenting classes and much more to guide parents through all the aspects of parenting.

The parenting books available are very informative and contain parenting tips, parenting advice, the do and don't in parenting and much more. There are many different theories and patterns mentioned in the books authored either by an experienced parent or a subject expert.

Advanced studies in paediatrics and child psychology show the causes of the negative traits in growing children that go back to some faults or inadequacies of certain parenting methods. Though the subject experts who are the paediatricians and child psychologists may or may not have actual parenting experience, but with their knowledge and advanced studies related to child psychology they provide suggestions and solutions for parenting in today’s hectic lifestyle.

The other category of books is by the authors who are not subject expert but have abundance of parenting experience to bank upon. With the ability to look at the subject deeply and to grasp the various problems arising in parenting in different situations, these authors analyze the trials and travails of parenting and suggest some practical and time-trusted solutions and methods.

The perfect parenting book is the one that is a good combination of scientific and practical information, down-to-earth parenting experience, and trusted parenting method. However, one thing is to be kept in mind that the book is just a guideline and you may have to develop your own parenting technique that best suits your child and you as each and every individual is unique

Happy Parenting!!


About the Author - snowrose is an article writer and she has about 10 yrs of experience in writing various useful articles on Parenting, Pregnancy and Teen Support. Her interests include blogging, skating and shopping

2010 University of Tsukuba - Tsukuba Scholarship for undergraduate English course students

The University of Tsukuba invites applications from international students for the 2010 University of Tsukuba “Tsukuba Scholarship” as per the guidelines outlined below. The University of Tsukuba’s “English Course Program”, which will commence in the 2010 academic year, is newly established program through which international students studying at the University of Tsukuba at the undergraduate level can earn their academic degrees by taking classes only in English.

1. Purpose

The purpose of this scholarship is to provide financial support for exceptional international students who are applying to enter the University of Tsukuba’s English Course Program at the undergraduate level, thereby contributing to the cultivation of people who can make future contributions to international society.

2. Application Qualifications and Conditions

Applicants for this scholarship must fulfill the following conditions:
  1. Nationality: Applicants whose nationality is of a country other than Japan (limited to those countries with which Japan has diplomatic relations).
  2. Applicants who fulfill the qualifications for entering the English Course Program in any of the following undergraduate schools:
    (reference) Courses to be established in 2010
    - Undergraduate Program of International Social Studies, School of Social and International Studies
    - Interdisciplinary Course of Life and Environmental Sciences, School of Life and Environmental Sciences
  3. Applicants who, upon entering the University of Tsukuba, do not receive nor expect to receive a scholarship or scholarships from any other scholarship-granting organizations or bodies for the purpose of studying abroad.
3. Duration of Scholarship

The duration of the scholarship will be from the first month of entering the university until the end of the applicable academic year (August 2010 to March 2011). From April 2011, students may apply for other scholarships from the University of Tsukuba or from other scholarship-granting organizations or bodies.

4. Scholarship Amount Details
  • Travel expenses: The scholarship will pay a uniform amount of 100,000 yen for travel expenses to Japan from abroad when entering the University of Tsukuba. However, this travel expense payment is limited to those recipients who will be newly coming to Japan from abroad for the purposes of entering the University of Tsukuba.
  • Monthly stipend: Scholarship recipients will receive one of the following monthly stipends based on their results in the entrance examination etc.
    Class 1: 100,000 yen per month
    Class 2: 60,000 yen per month
  • Enrollment fee and first-year tuition exemptions: In addition to the above noted travel expenses and monthly stipend, scholarship recipients will receive exemptions from paying their enrollment fee (a one-time only fee of 282,000 yen) and their first-year tuition (from August 2010 to March 2011, 357,200 yen), for a total of 639,200 yen.
5. Number of Scholarships Available
  • Class 1: 5 scholarships
  • Class 2: 8 scholarships
6. Application Documents

2010 University of Tsukuba “Tsukuba Scholarship” Application Form (attached form) 1 copy

Application Documents can be downloaded below.
Application Guideline PDF
Application Form PDF
Application Form WORD

7. Application Period

Applicants for this scholarship should send by mail the “2010 University of Tsukuba ‘Tsukuba Scholarship’ Application Form” (see Item 6) to the following address during the application period indicated in the application guidelines for the English Course Program. Please note that application documentation arriving later than the prescribed application period will not be accepted.

Address for submitting application documentation:

International Student Center
University of Tsukuba
Tennodai 1-1-1
Tsukuba-shi, Ibaraki-ken JAPAN
305-8577

8. Selection and Notice of Decision

Scholarship recipients will be selected based on a comprehensive assessment of their application documentation, the results of their interview (in cases where interviews are conducted for university admission), and the content of their scholarship applications. Results of the scholarship selection will be sent to all applicants for university admission together with the notice of their entrance examination results.

Please note: All information that applicants for the 2010 Tsukuba Scholarship submit on the "2010 Tsukuba Scholarship Application Form" will be held in strictest confidence and be used only for the selection of scholarship recipients.

This information will NOT be used in connection with the University of Tsukuba entrance examination or admission to the applicant's prospective undergraduate school, and this information has no bearing whatsoever on the results of the entrance examination.

9. Obligations of Scholarship Recipients

Scholarship recipients are expected to fully understand the educational purpose of the English Course Program that is conducted in their affiliated undergraduate school. Furthermore, it is expected that scholarship recipients consistently display leadership skills in educational activities undertaken with other students at the University of Tsukuba as well as any other activities.

10. Special Note

The scholarship will be revoked if any of the following situations occur:
  1. If the scholarship recipient has falsified any part of the application documentation.
  2. If the scholarship recipient take a leave of absence, withdraws or is expelled from his/her program of study because of disciplinary measures.
  3. If the scholarship recipient has displayed behavior in his/her studies or lifestyle that is deemed unsuitable.
11. Inquiries Regarding the Tsukuba Scholarship for 2010

Inquiries may be directed to:

The Division of International Students
Department of Global Activities
University of Tsukuba
Tel: +81-29-853-6086
Fax: +81-29-853-6204
Email: isc-somu@un.tsukuba.ac.jp

source info:

http://www.intersc.tsukuba.ac.jp/01prospective/scholarships.htm#PrivateFoundations