Personal Health Analysis

Personal health analysis Crystal Lawson HALT/302 12/20/13 2 1 need to do a number of things to be able to improve my overall health. I know to make sure to eat healthy, exercise regularly, and seek medical attention regularly. I need to make sure to monitor my intake because it is easy for me to gain weight due to my thyroid disease. I would be willing to Join a gym so that I will be able to get the proper exercise that is needed because that will increase my metabolism.Which will help me become healthier. I will focus on my faith so there will be spiritual guidance in place that will help me along the way to an effective recovery. I think that the effective plan of setting goals will help me find the motivation that are needed to live a healthy life. Once the goals are met I will be able to see a difference In loss of weight, more energy, and will feel better about myself. I will make sure to attend doctor appointments regularly and make sure to take all medications as prescribed y the doctor.So that I will be aware of educational Information that will help improve my health condition, eat healthy food and avoid eating fast food and fatty foods because that Is how our body get out of range, and exercise at least four to five times a week because that will help me burn all of the unneeded calories that can cause me harm. I am going to make more time for exercise because that will give me the motivation to achieve my goals.

Western European History

Western European history dates back to the time of the very first evidence of Homo sapiens in the regions during Paleolithic times, to the Neolithic, and then the Bronze Age, during which man was better developed and civilizations shaped, to the Christian Era when Christianity was formed and gained popularity, and Churches gained in power, to the time of the colonization, to the time of the famed Industrial Revolution when the modern day economy based on manufacture and trade came into being, to the present day western Europe. Historical evidence points to the fact that in ancient times, that is, the Paleolithic times of man, there exited several developed civilizations in different parts of the world. The Cro-Magnons were people, who lived during these times, and according to archaeologist Carleton Coon, the Cro-Magnon man was large, heavy boned and muscular in appearance, and he also had a powerful jaw and an inordinately large head. (Leonard R Cedric) One must remember the fact that Cro-Magnon is the term used by historians to describe the people who lived during the Ice Ages, and according to archaeologists, the physical dimensions of these ancient people were not sufficiently different from modern man to warranty a separate term, and therefore, they could be referred to as ‘AMH’s’, or ‘Anatomically Modern Humans’. Life for the common Cro-Magnon would not have been too simple; he had to hunt for his food with crudely made implements like the Aurignacian blades, as archaeologists refer to them. These were long slivers of stones sharpened to a knife like point, which would then be converted into all types of hunting tools. The Atlatl, a sophisticated hunting tool with a short dart and a pocket into which the dart would be fitted, was also used by these people, The Cro-Magnons lived civilized lives, and this is a fact that can be exemplified by the discovery of a child’s body before it was interred in a sophisticated burial ritual, about 24,000 years before today. (Hirst, Kris, K n. ) They used sophisticated shelters as well, and wore refined tailored clothing made out of animal skins, and jewelry carved out of stone and animal bone and teeth. Historians often state that this was a period of cultural florescence in the history of man. (Stone, Linda 2007) However, historians also state that one of the most far reaching and transformational influences of human culture that have ever taken place in the history of man is the Industrial Revolution that took place in eightee nth century Europe. The direct consequences of this revolution would have such an impact on human labor, consumption, social structure and even on the thoughts of man that it could be stated that the world would have been a different place today if the Industrial Revolution had never taken place when it did. It is important to remember that this revolution did not just happen overnight; it took place gradually over a period of time, with changes taking place all over the world in small doses, these changes influencing the basic social structure of man at the time. With the coming of the Industrial Revolution, however, Europe, as well as other parts of the world, was able to move from being a primarily agricultural economy to an industry based urban economy. The structure of the family, the social obligations that had to be fulfilled and so on brought about such great change to man that even today, one has not been able to come to terms with them fully. The European economy at the time of the Industrial Revolution had become a sort of global economy, with European trade and manufacture extending to several continents close to home, except Antarctica. The demand for European goods grew as Europeans started selling in foreign markets, and this made the conversion of Europe from an agricultural economy to an industrial manufacturing economy complete. Europe became one of the top world players in international markets. Life for the common man was however an entirely different issue. The social system was not adequate enough to provide for the rapid changes taking place, and as a result, the fast increasing population was growing increasingly confused. Business was based on exclusive monopoly, and as a consequence, many people were out of jobs. â€Å"The Industrial Revolution† n. d) Furthermore, the new factory system reduced free man to virtual slavery, and he became poorer than ever before; he could barely subsist on his wages. It even destroyed family life, and health and well being of the people. (Mises von Ludwig 1993) To conclude, it could be said that the life of common man is always at risk of being exposed to and influ enced by the changes taking place in society; neither do they possess the wealth nor do they have the expertise with which to deal with the situation in an effective manner. It is the life of common man that is subjected to the greatest changes in a country, and as exemplified by the life of the Cro-Magnon as well as the common man during the Industrial Revolution, he was forced to undergo several changes, and bear the consequences on himself, his wealth, his welfare, and his relationships. This is the way of the world, and one cannot avoid these changes as they occur; one must learn to accept them and deal with them as one sees fit, or else, suffer the dire consequences. Works CitedLeonard R Cedric â€Å"An Atlantean Outpost† (2006) Retrieved on December 15 2008 from: Hirst, Kris, K â€Å"Why don’t we call them Cro-Magnons any more?† (n.d) Retrieved on December 15 2008 from: Stone, Linda â€Å"Genes, Culture and Human Evolution† (2007) Google Book Search Retrieved on December 15 2008 from: < http://books.google.co.in/books?id=zdeWdF_NQhEC&pg=PA43&lpg=PA43&dq=Cro-Magnons+in+Paleolithic+Europe&source=bl&ots=wbEgEGkAGQ&sig=2HL9EByPHFl_J804fGJ5SnGxk78&hl=en&sa=X&oi=book_result&resnum=4&ct=result >Mises von Ludwig â€Å"Facts about the Industrial Revolution† (1993) Retrieved on December 15 2008 from: â€Å"The Industrial Revolution† The European Enlightenment (n.d) Retrieved on December 15 2008 from:

To what extent does an understanding of the history and evolution of Assignment

To what extent does an understanding of the history and evolution of business and globalization help in our understanding of business today; and what value could this have for your career - Assignment Example world reach unprecedented levels of globalisation; this has been as a result of liberalising economic trade, which has seen human capital flow from regions where it is surplus to the regions where there is shortage (Gerdes, 2006, p87). Businesses have also capitalised on the opportunities brought about by globalisation and expanded their market in different regions in the world, which has necessitated them to send expatriates in those regions. Initially, when protectionism and imperialism were the order of doing business in the world, movement of people from one country to another was restricted and countries attempted to be self sufficient; both in terms of technology, human capital and goods (Boudreaux, 2008, p107). However, when countries realised that opening up their boarders to trade provided more opportunities for them, the process of globalization began. One of the greatest effects of globalization was movement of human capital from areas where there it was in surplus to wher e it was needed. This movement of people created several challenges due to different cultures and competitions. In order to overcome this barrier, there was need for businesses to develop intercultural competencies in order to deal with people from different cultures (James, 2007, p90). The desire to develop people with such skills has made organizations to train their employees, a practise that has been developing with time and which s currently very popular with a large number of international NGO’s and multinational corporations. Opening up of trade between countries which saw a shift in trade policies from protectionism to open economic systems is also part of history that can be used to understand why countries trade the way they do, for instance, countries are interested in making bilateral and multilateral trade agreements. In understanding the inspiration between these agreements, it is important to define open and closed economic systems as countries are moving from

How has information communications technology (ICT) changed the way Essay

How has information communications technology (ICT) changed the way students communicate & learn - Essay Example With civilization, humans have leveraged on technology to enhance their communication and learning. It is no wonder Bray (2007) acknowledge that in the current century, Internet and mobile technology have transformed the interaction, working and learning among humans. Just as other sectors of the economy have invested immensely in ICT in the modern world, the education sector has also invested in ICT in the recent years. Acknowledging this trend, the World Bank (2013) attributes this to the general ability of ICT to empower teachers and learners thus positively impacting on educational achievement. ICT promotes communication and learning among students thus presenting immense benefits. First, ICT enhances international collaboration among students. Bray (2007) observes that ICT is the reason for a more social modern society. Student tutors easily mentor students from other countries, the same way students from different countries effectively share educational information leveraging on ICT capabilities as documented by UNESCO Institute for Statistics, UIS (2014). This practice enhances and diversifies the scope of learning. Furthermore, ICT makes learning materials more available. The World Bank Group (2013) refers to access of information as the main use of ICT with regards to education. Indeed, UIS (2014) affirms the availability of open source textbooks and even teacher guides on the Internet. This enables students to easily access the required learning resources. Finally, ICT supports learning objectives. One of such objectives includes the acquisition of up-to-date informa tion that would make students resourceful in a practical work set-up. According to the World Bank Group (2013), ICT has enabled teachers to access relevant, timely and continuous professional development. This enables them to explore new knowledge base, developing new

Controversy Over Irradiation of Food Essay Example | Topics and Well Written Essays - 3000 words

Controversy Over Irradiation of Food - Essay Example Schools are not even required to inform students and parents that they are using irradiated beef. Current FDA regulations only require that irradiated food be identified as irradiated when it is sold to the original customer. Restaurants and institutional cafeterias can use irradiated food without warning their customers. However, the USDA ruling has had little effect. Despite the fact that irradiated ground beef is being heavily promoted by the USDA and major food companies, almost no school districts are currently serving it in their cafeterias. High prices and possibly the fear of citizen complaints have stopped most schools from using any irradiated beef. Food irradiation continues to be a very controversial technology, and most consumers still reject it for many reasons. This research paper is designed to analyze the technology of food irradiation. The advantages and drawbacks of food irradiation will be researched. Any unknown dangers that may occur due to the use or misuse of the technology will be discovered. A decision on whether food should be irradiated will be made. Food irradiation involves the use of ionizing radiation on a food product. The radiation can be used to kill some or all of the viruses, bacteria, insects, and fungi in food. Irradiation can also be used to preserve food for a long period of time. It can delay the ripening of some fruits and vegetables. Three different processes and three different levels of radiation are currently used on food. The three levels used are radurization, radicidation, and radappertization. Radurization involves a low dose of radiation (around 0.5 kiloGrays to 10 kiloGrays). These low levels of radiation are commonly used on foods that are alkaline and moist, such as meat and fish. Radurization is designed to kill the organisms that cause meat and fish to spoil, but the doses involved in this process are usually not sufficient to kill most organisms that cause food borne illnesses. Radicidation involves a dose of radiation that is between 3 kiloGrays and 10 kiloGrays. This level of radiation can be used to kill many types of viruses and bacteria. However, the doses that are used in radiciation are still not high enough to kill spores and many resistant types of bacteria. The bacteria that cause salmonella and botulism can survive at these radiation levels. The radiation levels used in radicidation are also high enough to cause chemical changes in food. Radappertization involves very high doses of radiation (around 25 to 60 kiloGrays). These doses are enough to completely kill nearly all of the bacteria that inhabit an item of food. Botulism and salmonella bacteria are killed at these radiation levels, and the amounts of bacteria that are left on the food product are usually low enough for the food to be considered clinically sterile. Radappertization is not usually used on food, and it is currently illegal to use this process on most types of food in most countries (Cutter, 2000). There are also three different processes that have been currently approved to be used to irradiate food. These are electron beam, or e-beam, irradiation, gamma irradiation, and X-ray irradiation. The process of electron beam irradiation involves exposing food to a beam of electrons that have been accelerated to high speeds by a linear

The productions costs of ethanol Essay Example | Topics and Well Written Essays - 1000 words

The productions costs of ethanol - Essay Example Ethanol is better known as ethyl alcohol is basically a flammable, volatile and a colorless liquid. The drug is found in alcoholic drinks, people commonly call it alcohol but many of them aren't quite aware that it is called Ethanol. The same is also extensively used in perfumes, medicines and for many other uses. This paper will throw light upon the production cost of Ethanol and how does its production affect corn."In 2003, the U.S. Department of Agriculture surveyed 21 dry-mill ethanol plants to estimate their 2002 production costs, including both variable (feedstock and plant operation) and capital expenses. These plants produced about 550 million gallons of ethanol in 2002. Net feedstock costs for the surveyed plants ranged from 39 to 68 cents per gallon in 2002. For cash operating expenses, the average energy expenditure was 17.29 cents per gallon. Labor costs ranged from 3 to 11 cents per gallon, maintenance costs from 1 to 7 cents, and administrative costs from 1 to 18 cents. For capital expenditures, new plant construction costs from $1.05 to $3.00 per gallon of ethanol." (Ethanol, 16 September 2008).There has been a significant rise in the production of Ethanol over the years, the facts speak for themselves and it is found that only 200 million gallons were produced in the year 1980, on the other hand the year 2004 saw a high increase in this figure, it was found that 200 million of Ethanol was produced during the year, the same also gave rise to the no of Ethanol plants. Way back in 1980s Ethanol was only produced as a fuel meant to extend the supply of gasoline. "In 2004, more than 80 percent of the ethanol produced was used in State oxygen-mandated markets and in a winter-oxygenated program. The rest was used to enhance the octane rating in gasoline throughout the United States. Ethanol production has also been boosted by improved technologies for growing corn, a major input; corn yields increased an average of 40 percent per acre from 1979-81 to 2 002-04." (Ethanol, 16 September 2008). When the operational cost of Ethanol is taken into account, it basically involves two factors, namely capital costs and variable costs. Some of the components which come under variable costs include electricity, water etc. This is called variable cost because it never remains constant, the price keeps varying. As far as the largest operating expenses are concerned, it was found that in the year 2002 on an average 17.29 cents per gallon of ethanol was produced, which is way too high. In the Capital costs segment it was found that "For new plants, construction costs ranged from $1.05 to $3.00 per gallon of ethanol. The average cost of building new plants is lower than in the past, possibly due to designs that exploit economies of scale. Of the 21 plants responding to the survey, 16 increased their capacity in 2002 by a combined 253 million gallons per year. Average investment to expand existing ethanol production capacity was 50 cents per gallon, ranging from 20 cents to $1.00. Hence, expansion tends to cost less than new capacity. (Ethanol, 16 September 2008). Another factor which makes Ethanol expensive is the labor force involved in the production of the same. Not only is the labor force which contributes to the same but there are numerous other factors which contribute in the high price of Ethanol, for instance the water used in the production, the cost of fermentation, electricity used in the whole process and the list does not stop with this, it goes on. "Because the energy content of ethanol is less than that of gasoline, it will cost more to drive the same distance using ethanol fuel than it will using gas, unless the price of ethanol fuel drops significantly." (The Genuine Article, 16 September 2008). Considering the above case it is not unfair to say that the production of Ethanol is very expensive and it is certainly more than it's

Media Relations Essay Example | Topics and Well Written Essays - 2500 words

Media Relations - Essay Example Now that knowledge of how the Internet is used in the business of public relations is considered an entry-level skill, what will future PR professionals need to develop their careers Charles Fremes, president and CEO of Edelman Public Relations (Canada), offered the following in an article for Strategy Magazine. An advertising pal of mine was complaining over lunch recently about how the list in the paper of key advisers to ONEX, Canadian Airlines, and Air Canada included lots of public relations people, lots of lawyers and lobbyists, "but not one ad guy. " He went on to lament that as little as 5 years ago, the CEO would have lunch with the president of his advertising agency at least once a month, just to gain another perspective on his competition and his business. "Today, " he said, "he's having lunch with the PR guy or gal. " The role of the public relations practitioner in the United Kingdom business has changed dramatically over the past 5 years. This change has been driven by most of the same external drivers that have affected every aspect of our lives. The ones that have had the most impact on the public relations discipline are: the pace and application of new technology, including the "virtual" workplace, the increased speed of information transference, teleconferencing, satellite media tours, and the arrival of new media, including the Internet, specialty channels, and e-commerce; the globalization of business and its impact on competitiveness; the restructuring of corporations and governments and its impact on employees, services, and consumers; and the rediscovery of the importance of customer service. Report into the current state of the U.K. job market for graduates In the early 1990s getting a job any time is difficult. When time was bad and companies were downsizing, or even worse, going out of business, finding a job in PR was a Promethean task. Well, 8 years later the task is not quite Promethean; let's just call it formidable. Much has changed in public relations in this short time span. Corporations that spent huge sums on advertising have redirected their spending and turned to public relations as a potent promotion and marketing medium. Many advertising agency groups have purchased public relations counsel firms, and the largest firms have gone global in a big way. In 1993, I wrote that Edelman Public Relations Worldwide, then the sixth-largest PR firm in the world, employed 500 people. In 2001, Edelman is still the sixth-largest firm worldwide and employs more than 1,000 in the United States alone and 2,000 worldwide. Another major development is the relationship of high tech and PR. Most of the top firms have substantial high-tech divisions, and today, there are many firms whose practice is exclusively in this area. An article in the booklet of the Council of Public Relations Firms, A Student's Guide to Public Relations Education, notes that the new century marks the golden age of public relations. Professionals are employed at an estimated 6,000 PR counseling firms, thousands

Thoughts Assignment Example | Topics and Well Written Essays - 250 words

Thoughts - Assignment Example The changes in these elements often cause alterations in the organizational behavior. Thus, for an organization to be more efficient and productive, it is essential to lay significant importance on these elements. It has been identified that organizations where these elements are respected and recognized, the individuals within it are motivated and enthusiastic in performing more efficiently. These individuals also experience high job satisfaction, when the organization takes proper care of those elements. They feel of being an integral part of the organization and are more willing to deliver their best towards the accomplishment of the broad organizational goals (Jenifer, 2009). Moreover, as stated by Simon, the four elements of organizational behavior also lead to the development of leadership skill amid employees and the top managerial bodies. Simon, in his statement, explicitly pointed out a few of the greatest leaders produced by the world. In this regard, Simon noted the names of few prominent leaders such as Martin Luther King, Steve Jobs of Apple Inc., and the Wright brothers. Accordingly, it is argued that these leaders had been successful in accomplishing several milestones, only because of their well-developed organizational behavior skills. It is further claimed that these leaders had strongly recognized ‘values’, ‘attitudes’, and ‘moods and emotions’, of their followers which enabled them to influence the behavior of their followers and attain their total commitment (Sinek, 2009). Thus, I firmly believe that for any organization to be more effective and efficient in this competitive world, the four key elem ents of an organizational behavior need to be

A History of World in Six Glasses Essay Example for Free

A History of World in Six Glasses Essay A History of World in Six Glasses by Tom Standage: An Analysis In his book, Standage presents the readers not just an evolution of time and unraveling of history but also the embodiment of people and their culture in the image portrayed by the six types of drink. In this paper, we shall deal with the ramification a certain drink can contribute to the evolution of society. In particular, we shall discuss the role played by these drinks in the economic, political and social aspects of human life. Tom Standage reveals how the six drinks have played certain roles in history. First, he mentions beer as the drink that symbolizes the dawn of civilization. According to him, the farmers in the ancient times planted barley and made beer out of it. Also, â€Å"the guys who built the pyramids were paid in beer and bread. It was the defining drink of Egypt and Mesopotamia. Everybody drank it. Today its the drink of the working man, and it was then as well. This denotes that from the beginning, beer had been part of history and commerce as people used it everyday in their meals, and to celebrate occasions. From this, we can also infer that people used the drink to establish connections or build good relationships. The concept of beer being used as a medium for celebration is similar to the way other prodigious drinks are being served today including the wine. â€Å"Wines may be as old as beer or even older† (Standage 2003). Unlike beer, though, wines are more difficult to produce and preserve. The earlier people used it on special occasions such as weddings and other religious rites. In the Bible, we see different kinds of wine befitting occasions or the people who drank them . Wines also served seemingly as the demarcation line between the rich and the poor, with the first able to afford the more precious and older wines. The history of wine suggests its value in commerce as it was used to trade with other countries for metals, leather and even slaves. Today, wine still marks its place in the important events in society from the simplest family gatherings to grand celebrations of the most important people in the society. Spirits such as brandy and rum were mentioned as drinks associated mostly with sailors and pirates. Although they were consumed limitedly due to their effect, these drinks have also evolved with time as they marked history during the 17th Century in the Caribbean islands with sailors tasked to protect planters from pirates and European enemies. Rum was given as a reward to sailors for the sacrifice they endured aboard, but essentially these drinks helped the crew shake off their hardships and nostalgia, and continue with days ahead. To this day, spirits are still very popular among younger generations as they are mixed with juice and other flavors. Another famous drink that originated centuries ago was coffee. From the Arab Peninsula where it first originated, the aroma and taste of brewed beans have traveled across the world, in every house or establishment that appreciates the warmth coffee can bring. Its popularity can be attributed to the concept of alcohol-free drinks during the Age of Reason in the 18th Century. Today, coffee is loved and enjoyed by billions of people not only for its taste and aroma but also for its anti-oxidant effects. Its caffeine content is said to increase the speed of rapid information processing by ten percent, and a cup of regular (caffeine-containing) coffee after lunch helps to counteract the normal post-lunch dip inability to sustain concentration, aiding alertness. Tea, a drink widely associated with China dates back to as early as the third century A. D. According to Standage, it played a leading role in the expansion of imperial and industrial power of Great Britain for many centuries later. Similar to coffee, it helps workers and those who need to stay alert with its caffeine content, which is why tea or coffee breaks have been part of every business establishment. Remarkable of the 19th Century, the Coca-Cola began was introduced to the market by its inventor, the pharmacist John Stith Pemberton. It has become a symbol of the United States due to its unprecedented sales all over the world among popular drinks today. Notes in history ascertain â€Å"East Germans quickly reaching for Cokes when the Berlin Wall fell, while Thai Muslims poured it out into the streets to show disdain for the U. S. in the days leading up to the 2003 invasion of Iraq† (Standage 2003). The popularity of Coca-Cola also represents the rise of consumer capitalism and instigates the emergence of America as a superpower. Overall, Standage believes that it is globalization in a bottle. Seeing the history of the world in these six types of drink, Standage is able to show us the role that each drink played in economy and society in general. It impresses upon us how each stage in history can be changed or affected by what people drink and how each drink reflects the market it represents. In particular, market technologists and economists can make a good sense out of the pattern rooted out by Standage for every drink. They can take note of the marketability of their product based on the points offered inductively by Standage. As established, these drinks have helped change the economic situations of the countries of their origin. In particular, we see these drinks being used for trade as export products and as factors or images responsible for commercialism and achieving niche in the economic scene. We also see how these drinks have become part of the political systems of the world in the form of symbols of unity or disparity among nations. Furthermore, the six drinks have served as images to represent social status, conventions, and individuality of the people who drink them. While it is commendable of Standage to use these drinks as portals to what developed in history, it may also be wise to look at other drinks that similarly mirror our evolution. In this regard, we may suggest the inclusion of other drinks such as juice, chocolate drinks, and other liquids sold today which are very popular among the youth in the present generation, and which do not necessarily explain political or economic status but simply elucidate on the options people take in response to stimuli in their environment. To give an account of these drinks would complete the details of history of his book, not just centering on the antiquities but also explicating on the modern times. Works Cited Ancient Greece. All About Greek Wine. 2003. 24 November 2007. http://www. allaboutgreekwine. com/history. htm. Coffee and Your Health. Heine Brothers’ Coffee. 24 November 2007. http://www. heinebroscoffee. com/. Handwerk, Brian. â€Å"The World in a Glass: Six Drinks That Changed History†. National Geographic News. 3 October 2003. 24 November 2007. http://news. nationalgeographic. com/news/2005/10/1003_051003_six_drinks. html. Jesus Changes Water to Wine. Biblegateway. com. 1995. 26 November 2007. http://www. biblegateway. com/passage/? book_id=50chapter=2version=31. Standage, Tom. A History of World in Six Glasses. Canada: Doubleday Canada, 2005. The Tradition of Rum and the Sea. The Ministry of Rum. 2003. 25 November 2007. http://www. ministryofrum. com/articles. php.

Development Of The Electricity Generation Engineering Essay

Development Of The Electricity Generation Engineering Essay CHAPTER 1 INTRODUCTION 1.1 Introduction: Development of the electricity generation grew rapidly from age to age. Electricity generation is a process that generate electric energy from other form of energy, most of the major company that give an electric supply in Malaysia using Non-Renewable source to generate the electricity such as diesel and coal. Diesel and coal will be used to operate the engine in order to rotate the turbine to generating the electricity. Power creation is the biggest and fastest-growing resource of international power demand bigger than the amount of primary power used in the transport and residential/. Demand for electricity keeps rising in all areas around the globe. Inhabitants and financial development are two significant factors, just as they are for the estimated need development in other powers. But with electricity there is an additional aspect at work: the change to electricity from other types of power, such as oil or biomass for lighting style and warming in the home, or fossil fuel in the professional industry. Electricity can be generating using a generator. This generator will have two main components, rotor and stator. It was similar to the motor construction. The EMF produced by Faradays law of induction due to comparative movement of copper with a permanent magnetic field in the electric generator turbines. When a permanent magnetic is shifted comparative to a conductor, or vice versa, an electromotive power will exist. If the cable is linked through an electric product, current will flow and thus electric power is produced, transforming the technical power of movement to electric power 1.2 Problem Statement In recent of the years, the use of non-renewable resources to generate electricity is very high. Cost to generate an electricity will be high to buy the resources to do the generation of the electric power, the pollution will be occur when the generation process. There are several methods to do the generation of electric power using renewable resources, such as windmill, solar, hydro and etc. the problem for this method is the cost to build a dam for hydro is too high, suitable places for windmill and material for solar panel is expensive also. Nowadays there have invented several product of mini generator set and its already in the market. This product was in two men handling and portable, its using an engine to rotate the turbine to generate the electricity. But this product is only give the portability with a small size, this product has to use the fuel to run the engine in order to rotate the turbine to generate the electrical power. Its still not solving the main problem, the cost and the pollution problem. Aim The main aim of this project is to implement the regeneration of electric power using motor and generator. Objective 1. Learning Objectives Learn about AC and DC Current and conversion of type of the electrical energy. Learn how to generate an electrical energy. How the generator generate an electrical energy. Knowledge base on power generation, types of power and also have a skill to handle the machine that will generate the electricity. 2. System Objectives To design the inverter circuit for charging the battery To develop the battery charging circuit To generate the AC power to operate the load 3. Application Objectives Military : Give a power supply when they are out of the grid. Home appliances purpose : Give an backup power when the main power supply is have an problem Small Consumer : Give a power supply to the market vendor without using an ordinary generator set Research methodology: List down the general idea and sketch the main part of the general idea. Construct a block diagram based on the general idea to see how the system works. Choose the component and collect the technical data about the entire component that will be used in this project. Test the component and device to sure it works properly to get less error in testing full design of the project. Choosing and appropriate software that will be used to simulate the circuit that will be design in the project, do a test in bread board to see the error for troubleshooting purpose before fixed the circuit on PCB board. CHAPTER 2 LITERATURE AND THEORETICAL BACKGROUND 2.1 Theoretical Background Electrical power that generated usually is an alternating current (AC). However, some kind of electrical generation and storage device produce direct current (DC). AC current is an electric charge that move periodically reverses direction, the movement usually in sine wave but in certain application a different waveform are use such as triangular waveform and square waveform. This AC current commonly used at the industry, commercial and small consumer than DC current. Electric power is saved consistently in electro-chemical ties within battery power that power plenty of convenient and lightweight devices. However, battery power dont range very well. They are minor when it comes to saving power for transport and theyre even more minor when it comes to lines power. If we can store electrical power from public utility generation features effectively. We could increase the performance of electrical programs. We could decrease our dependency on ineffective and damaging peak-shaving generating plants. We also could significantly decrease the occurrence of power shutdowns because source power would always be present when needed. Electricity is the statistical product of two amounts current and current. These two amounts can differ with regard to time or can be known as AC power or can be kept at continuous levels or can be known as DC power. Most appliances, air conditioning, pushes and commercial equipment use AC power whereas most computers and electronic equipment use DC power. AC power has the advantage of being easy to convert between currents and is able to be produced and utilized by brushless equipment. DC power remains the only viable option in electronic systems and can be more cost-effective to deliver over long ranges at very high currents. The capability to quickly convert the current of AC energy is important for two factors. First of all, energy can be passed on over long ranges with less reduction at greater currents. So in the energy systems where creation is far away from the fill, it is suitable to step-up the current of energy at the creation factor and then step-down the current near the fill. Secondly, it is often more cost-effective to set up generators that generate greater currents than would be used by most equipment, so the capability to quickly convert currents indicates this mismatch between currents can be quickly handled. Direct current (DC) is a unidirectional flow of the electric charge, this type of current is produces by sources such as batteries, solar cell etc. this type of current also can flow through the conductor as same as an AC current, and also can flow through semiconductor, insulator etc. DC current can be produce by rectifying an AC current trough the electronic circuit arrangement. 2.1.1 Generation of Electric Power Power Engineering deals with the generation, transmission and distribution of electricity as well as the design of a range of related devices. These include transformers, electric generators, electric motors and power electronics. The power grid is an electrical network that connects a variety of electric generators to the users of electric power. Users purchase electricity from the grid avoiding the costly exercise of having to generate their own. Power engineers may work on the design and maintenance of the power grid as well as the power systems that connect to it. Such systems are called on-grid power systems and may supply the grid with additional power, draw power from the grid or do both. Power engineers may also work on systems that do not connect to the grid. These systems are called off-grid power systems and may be used in preference to on-grid systems for a variety of reasons. For example, in remote locations it may be cheaper for a mine to generate its own power rather t han pay for connection to the grid and in most mobile applications connection to the grid is simply not practical. Today, most grids adopt three-phase electric power with alternating current. This choice can be partly attributed to the ease with which this type of power can be generated, transformed and used. Often, the power is split before it reaches residential customers whose low-power appliances rely upon single-phase electric power. However, many larger industries and organizations still prefer to receive the three-phase power directly because it can be used to drive highly efficient electric motors such as three-phase induction motors. Transformers play an important role in power transmission because they allow power to be converted to and from higher voltages. This is important because higher voltages suffer less power loss during transmission. This is because higher voltages allow for lower current to deliver the same amount of power, as power is the product of the two. Thus, as the voltage steps up, the current steps down. It is the current flowing through the components that result in both the losses and the subsequent heating. These losses, appearing in the form of heat, are equal to the current squared times the electrical resistance through which the current flows, so as the voltage goes up the losses are dramatically reduced. For these reasons, electrical substations exist throughout power grids to convert power to higher voltages before transmission and to lower voltages suitable for appliances after transmission.

Changing Commodity Prices Impact On Common Agricultural Policy Economics Essay

Changing Commodity Prices Impact On Common Agricultural Policy Economics Essay In the wake of an increasingly globalized economy, one that has seen the emergence of large trade blocs and common markets, the nations of the world have been competitively forced into becoming more economically integrated year after year. In light of hundreds of years of consumer theory, this would almost certainly lead one to a conclusion of necessarily lower prices and more efficient production on almost all products. However, as is the case in many nations, the European Union (EU) has succeeded in creating an artificial market for agricultural products through the use of a Common Agricultural Policy (C.A.P). The Common Agricultural Policy is a policy, set forth by the European Union (EU), which is comprised of a set of rules that regulate the production, trade, and processing of agricultural products. The C.A.P currently accounts for almost fifty percent of the EU budget, however, this number continues to decrease over the years. The C.A.P is significant in that it symbolizes Europes switch from sovereignty on a national level to a European level. (McDonald and Dearden, (2005), European Economic Integration, Prentice Hall, 4th edition.) Common Agricultural Policy (C.A.P). The EUs agricultural policy dates back to 1957, when the creators of the Treaty of Rome defined the general objectives of a common agricultural policy, post-war food shortages still fresh in minds. The principles and mechanisms of the Common Agricultural Policy (C.A.P) were adopted by the six founding members of the European Economic Community, and in 1962 C.A.P came into force. C.A.P was designed to secure Europes self-sufficiency in food production. The basic principles of C.A.P remained the same for decades: guaranteed prices for agricultural products, often above world price levels, and subsidies based on the quantity of production, with little concern for the problem of surplus production. C.A.P has been the most fully integrated of EU policies. In the 1970s, nearly 70% of the EU budget went into agriculture. After a series of reforms, agriculture expenditures in the budget have dropped to 35 % for the 2007-2013 financial period. Over the same period, more money (9.7%) has been allocated for rural development and the expansion of EUs other responsibilities. (Common Agricultural Policy (C.A.P).European Journalism Centre (EJC) 2009). Common Agricultural Policys reforms. The C.A.P has had a long history of reform, and is nowhere near perfect. The first attempt at reform came just ten years after its implementation. In 1968, the Mansholt Plan was put into effect in an attempt to reduce the number of people in the agriculture business and to promote more efficient means of agricultural production. In 1972, the extensive food surpluses were targeted through the creation of structural measures designed to modernize European agriculture. This attempt at reform is generally regarded as a failure because many of the problems it tried to fix were still left unchecked. In 1983, a publication was released entitled, The Green Paper, which sought to balance the ongoing disparities between supply and demand through improvements in production. In 1988, the European Council agreed on various reform measures. The most important was the agricultural expenditure guideline, which limited the percentage of C.A.P expenditure in the overall budget. In 1991-92, the future of the C.A.P was addressed through what has been called, the MacSharry Reforms. The key aspects of the reforms included the cutback of agricultural prices to make the products more competitive, compensation for farmers that incurred a loss in income, and environmental protection. The reform of 1992 was generally regarded as successful, with positive effects on European agriculture. However, international trends, the enlargement towards Central and Eastern Europe, the preparation of the single currency causing budget constraints, the increasing competitiveness of products from non-member countries, and a new round of World Trade Organization negotiations forced further adaptation of the C.A.P (europa.eu.int). In July 1997, Agenda 2000 was created to address many of the important issues facing the EU and the C.A.P. The key focuses of this new agenda are the reinforcement of the competitiveness of agricultural commodities in domestic and world markets, the promotion of a fair standard of living, the creation of extra sources of income for farmers, a new rural development policy, revamped environmental considerations, better food quality and safety, and the simplification of C.A.P legislation. The first wave of C.A.P reforms had decreased over-production, brought down butter mountains and emptied the milk lakes. But by 2002, several factors made it a necessity to undertake major review of the EUs farm policy, including several food crises, the EUs planned eastward expansion, World Trade Organizations objections to the C.A.P and the sustainable development strategy defined during the Gothenburg Summit. In 2003, Franz Fischler, then the Commissioner for Agriculture, Fisheries and Rural Development, presented a C.A.P reform package he described as the most radical improvement to the EUs agricultural policy ever. His main proposals included: decoupling of subsidies and production high requirements of environmental, food safety and animal welfare standards as prerequisite for getting subsidies more money to rural development as opposed to direct and market subsidies cuts in intervention prices in many sectors After heated debate, farm ministers agreed to go through with the C.A.P reform. Although, the link between farm subsidies and the amount of production was not totally abolished, as originally proposed, a major shift did take place, with the bulk of farmers income now coming from direct aid, based on the size of their holdings and not production. (Common Agricultural Policy (C.A.P).European Journalism Centre (EJC) 2009). The reform also prepared the EU for the WTO Doha round of international trade liberalization talks, where the EU offered to eliminate export subsidies altogether by 2013. The talks were put on hold in 2006. Whatever the result of the trade talks, the EU remains the worlds largest importer of food, especially from developing countries. A number of sensitive sectors were left out of the 2003 C.A.P reform, including sugar, wine, bananas and other fruits and vegetables. Since then, a profound reform of the sugar sector was agreed on in 2005. In 2006 and early 2007 the Commission also proposed reforms for the wine, banana and fruit and vegetables sectors. (Common Agricultural Policy (C.A.P).European Journalism Centre (EJC) 2009). Under the Barroso Commission, Mariann Fischer Boel took over stewardship of the renamed Agriculture and Rural Development DG. She continues to strive for higher food quality and safety, efficient application of the Rural Development Policy 2007-2013, energy crop schemes and simplification of the C.A.P and cutting of red tape. The enlargement of the EU from 15 to 27 members has brought new challenges to C.A.P the number of farmers in the EU increased by over 70%. Meanwhile, farming organisations have welcomed the EUs decision to set a minimum 10% target for the use of biofuels for transport by 2020. The EU has also created the possibility for agriculture to play a bigger role in the fight against climate change, according to the COPA organisation. A key aim of the 2008 French EU Presidency was to bring the C.A.P up to speed with new global challenges. To this end, with the backing of the Commission and a vast majority of member states, four texts were adopted in November 2008, focusing on rural development, direct aid to farmers, and regulation mechanisms for the single market (dairy quotas, interventions, etc.). (A health check'(CAP)by Europa (European Commission) (2009)). These agreements officially launched the EU debate on the future of the C.A.P post-2013, also taking stock of global food balances, competitiveness, sustainable development, and the economic dynamism of rural areas. The Czech Presidency of the EU, in the first semester 2009, failed to secure an agreement on the future of the C.A.P post-2013. However, the Agriculture Council did agree unanimous conclusions on agricultural product quality and the retargeting of aid in Less Favoured Areas (LFA). (Common Agricultural Policy (C.A.P).European Journalism Centre (EJC) 2009). The quality policy paves the way to clearer labelling and, it is hoped, better communication and understanding among farmers, wholesalers and consumers. The Council also said it would consider national and private food certificates that follow Commission good practice guidelines and pledged to cut red tape for farmers and producers who want to apply for EU schemes like the organic label and geographical indications. The LFA programme is designed to improve the targeting of aid to farmers in areas with natural handiC.A.Ps. Member states have been asked to produce maps by 31 January 2010, including specific details on climate, soil, and terrain. (Common Agricultural Policy (C.A.P).European Journalism Centre (EJC) 2009). Global food prices and C.A.P reform. The European Unions common agricultural policy protects and subsidizes agriculture so heavily as to bring serious social losses to the Economic Union. The policy creates inefficiencies in the agriculture sector as well as other sectors of society such as manufacturing, textiles, and service industries. Furthermore, there have been many economic consequences of the C.A.P, including the high level of protection, the burdens on consumers, taxpayers, and the EU budget, environmental damage, the harm to international trading relations, and the failure to raise farmers incomes (The Common Agricultural Policy:Past, Present and Future. Brain E.Hill. `Metheuen Co. Ltd, London. (page 117). There are a lot factors responsible of the food price rise: speculation in commodity markets, low global food stocks, subsidies, high cost of energy, concentration of important agricultural markets in the hands of a few firms, trade restrictions by important exporters to protect domestic consumers, deprecia tion of the US dollar and lower productivity growth due to low investment in agricultural researchà ¢Ã¢â€š ¬Ã‚ ¦ As global prices  hit new highs,  the European Commission had to intervene. First they sold its intervention stocks, removed the obligation to set aside 10% of arable land for the 2008 harvest, increased milk quotas by 2% and suspended import duties on cereals. (Global food prices and CAP reform by Euractiv. (2009). Then, the  Commission  proposed  policy  measures aimed at improving market transparency. It decided to enhance monitoring of  developments in agricultural markets and  analyze the impact of price speculation.  The EU executive also announced plans to  investigate the functioning of the food supply chain for potential unfair commercial practices, which may be holding back competition  and  driving up prices.   Overall, the Commissions  policy to address rising global food prices comprises three  strands of action: Mitigating short and medium-term effects of the food price shock  by monitoring price developments and speculative investments, changing the CAP Increasing agricultural supply and ensuring food security in the longer term  by strengthening the sustainability  of EU and global policies on biofuels, boosting agricultural research  to increase productivity and maintaining an open but vigilant GMO policy,  and;   Contributing to the global effort to help the poor  by promoting an open trade policy and concluding the Doha round of World Trade Organisation (WTO) talks,  offering humanitarian  aid and supporting  agricultural and rural development policy changes in developing countries. (Global food prices and CAP reform by Euractiv. (2009). C.A.P effects upon the environment. The C.A.P has also caused concern for the environment as well as concerns for the economy. Because of the subsidies provided to farmers, they have the incentive to produce more agricultural products because they will receive more money. The C.A.P price policies have encouraged intensive farming and the overuse of antibiotics, pesticides, and nitrates. This has put a strain on the environment and has concerned the people of the European Union. The policy did not foresee farmers overproducing and over using chemicals, but this has become an indirect cost created by the policy. Europeans are also concerned with food safety because of farmers using so many chemicals in production. Farmers have been getting away with using the chemicals and unsafe practices because of the limited food safety regulations. Policymakers believed that high price supports would lead to higher food safety and quality. High support prices do not increase either food safety or quality: indeed, minimum prices and intervention guarantees encourage low quality and standardized produce (The European Community: Economic and Political Aspects. (V.Lintner and S.Mazey. `Mcgraw-Hill, Maidenhead. (page 107) (1991). CCL: C.A.P has been seen as a monument to the determination of politicians, especially in the early years of integration, to work together for a united Community. It has become a symbol of co-operation. C.A.P has economic and social dimensions. There are many reasons put forward to explain  rising  food prices. These range from changing eating habits to trade restrictions and climate change. The  European Commission  insists that there is no connection between EU agricultural subsidies and rising food prices, and  stresses that the C.A.P is  much less trade-distorting than the American policy.  (Global food prices and CAP reform by Euractiv. (2009). ANNEXES: Figure 2: EU agricultural payments, 1963-2013. Source  : Agriculture 2009 revised.ppt Figure 3: EU expenditure: 1988-2006. Source  : Agriculture 2009 revised.ppt Figure 4: Source  : Agriculture 2009 revised.ppt Figure 5 and 6: Source  : Europa. REFERENCES: WEB SITES: Global food prices and CAP reform by Euractiv. (2009) http://www.euractiv.com/en/cap/global-food-prices-cap-reform/article-184329 Accessed 15th February 2010. Common Agricultural Policy (CAP) by European Journalism Centre (EJC). (2009) http://www.eu4journalists.eu/index.php/dossiers/english/C8 Accessed 16th February 2010. Agriculture CAP by Europa (European Commission) (2009) http://europa.eu/pol/agr/index_en.htm accessed 16th February 2010. The Doha Development Round of trade negotiations: understanding the issues by OCDE. (2008). http://www.oecd.org/document/45/0,3343,en_2649_201185_35738477_1_1_1_1,00HYPERLINK http://www.oecd.org/document/45/0,3343,en_2649_201185_35738477_1_1_1_1,00en-USS_01DBC.htmlHYPERLINK http://www.oecd.org/document/45/0,3343,en_2649_201185_35738477_1_1_1_1,00en-USS_01DBC.htmlHYPERLINK http://www.oecd.org/document/45/0,3343,en_2649_201185_35738477_1_1_1_1,00en-USS_01DBC.htmlen-USS_01DBC.html Accessed 17th February 2010. Fortress EuropeOne vision, one market: Europe as a success story? (2008) http://www.groupedebruges.eu/Word docs/manifest_chapter_4_(draft_version_1).doc Accessed 20th February 2010. LECTURE: Lecture 11: Agriculture. SEMINAR: Seminar 11: Agriculture. Agriculture 2009 revised.ppt REPORTS: CAP reform document  : 970 Future CAP.pdf  ; 981 Future CAP.pdf CAP report: Open Europe CAP report.pdf

Historical Trends at American Colleges and Universities Essay

Historical Trends at American Colleges and Universities The colonial colleges were among the first colleges created and were established under religious auspices. It was believed that an educated ministry was needed to establish Christianity in the New World. Harvard College was established in 1636, followed by Yale, William and Mary, Princeton and King ‘s College later to be called Columbia University and there were also others. The general colonial college curriculum included Latin, Greek, Hebrew, rhetoric, and logic. Later philosophy, metaphysics, ethics and mathematics were added. The argument later arose that colleges for agriculture and mechanical science should be established with support from federal land grants, thus the Morill Act of 1862 was created. This act granted each state 30,000 acres of public land for each senator and representative of Congress and the income from this grant was to support state colleges for agricultural and mechanical instruction. Many leading state universities today originated as land-grant col leges. It is noted that the largest and most popular higher education institutions is the two-year community college which originated as junior colleges in the late 19th and 20th century. These junior colleges were reorganized into community colleges with the broader function of serving the needs of their communities’ educational needs. The greatest growth in American higher education came after World War II with the passage of the G.I. Bill in 1944. To help readjust society to peacetime and reintegrate returning service people into domestic life, this bill provided federal funds for veterans for education. Seven million, eight hundred thousand veterans took advantage of this bill’s assistance to attend technical schools, colleges and universities. This increased growth in higher education enrollments that has continued through today. Since the 1980’s the cost of attending colleges have increased rapidly. Rising costs of for Medicare, highways and prisons have caused many states to reduce a percentage of their budget for higher education. Colleges and Universities currently face a very serious challenge: 1.  Ã‚  Ã‚  Ã‚  Ã‚  The need to contain escalating costs so that higher education is affordable for most people. 2.  Ã‚  Ã‚  Ã‚  Ã‚  The need to maintain high standards of instruction while educating la... ...s assimilationists’ past. Recent Historical Trends Some recent historical trends just to list a few are movements toward gender equity, equal educational opportunities for students with disabilities, increased professionalism of education, and reduction of violence in schools. Title IX of the 1972 Education Amendments to the Civil Rights Act and the Women’s Educational Equity Act of 1974 prohibited discrimination against women in federally aided education programs. In 1975, Congress passed the Education for All Handicapped Children Act, which improved opportunities for a group of children who had previously lacked full access to a quality education. War on Terrorism On September 11, 2001, foreign terrorists hijacked and deliberately crashed commercial airplanes into the World Trade Center in New York and the Pentagon in Washington D.C. The attack and resulting loss of nearly 6000 lives have changed the way Americans view the world and life in their own country. This was mentioned to show how education is part of our ongoing culture, how schools have responded to crises in the past and how schools can promote democratic values and multicultural understanding in a time of crisis.

Reward and Punishment in Shakespeares Macbeth Essay -- GCSE English L

Macbeth:   Reward and Punishment    In Macbeth, a dramatic tragedy by William Shakespeare, the heroic characters are rewarded, and the evil ones are punished.   From her appearance in the play, Lady Macbeth is an evil woman who causes her husband's change of role.   She becomes insane with guilt and kills herself, receiving her punishment in full.   Malcolm, King Duncan's son, is a heroic and honorable person throughout the play.   He is crowned King of Scotland in the last act, and finally gets what he deserves.   Macbeth is on both sides of the fence.   He wins the battle in the first scene and is granted the title of Thane of Cawdor.   Macbeth lies and cheats his fellow men in the following scenes and is eventually killed in a heated battle with Macduff.   He receives both his reward and his punishment in the course of the five-act play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lady Macbeth makes her appearance in the play right after Macbeth receives his first predictions from the three Witches.   She does not think twice about her actions and starts planning Duncan's murder without consulting her husband first.   Lady Macbeth, however, does not feel that her husband has the heart to kill the King for the crown:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Glamis thou art, and Cawdor, and shalt be   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What thou art promise'd: yet do I fear thy nature,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is too full o' the milk of human kindness   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To catch the nearest way.   Thou wouldst be great,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Art not wit... ...rself due to the guilt felt for conning her husband into such treachery.   Malcolm is a very honorable person and slowly plans his revenge against the treasonous murderer of his father, King Duncan. In the years spent trying to find the truth about his father's death, he makes many allies and is rewarded for his patience with the crown of Scotland.   Macbeth plays both   trusting and villainous roles throughout the play.   He becomes Thane of Cawdor for his valor in a recent war and is later killed for his horrific actions against his enemy Macduff.   Throughout the course of the play, many people are misguided and others are told the truth, but almost all of the characters receive what they deserve at the end.   The moral of this story seems to be â€Å"What goes around, comes around† as well as, â€Å"Do unto others as you would have them do unto you.†

Masculinity in the Philippines Essay

In the imperial age, the military shaped society to suit its peculiar needs. Modem armies are complex, costly institutions that must ramify widely to mobilize the vast human and material resources their operations require. Since the armed forces demand the absolute obedience and, at times, the lives of ordinary males, the state often forms, or reforms, society’s culture and ideology to make military service a moral imperative. In the cultural encounter that was empire, colonial armies proved as surprisingly potent agents of social change, introducing a major Western institution, with imbedded values, in a forceful, almost irresistible, manner. As powerful, intrusive institutions, modem armies transformed cultures and shaped gender identities, fostering rhetoric and imagery whose influence has persisted long after colonial rule. Above all, these armies, colonial and national, propagated a culture, nay a cult of masculinity. Recent historical research has explored the ways that rising European states reconstructed gender roles to support military mobilization. To prepare males for military  service, European nations constructed a stereotype of men as courageous and women as affirming, worthy prizes of manly males. In its genius, the modem state-through its powerful propaganda tools of education, literature, and media-appropriated the near-universal folk ritual of male initiation to make military service synonymous with the passage to manhood. Not only did mass conscription produce soldiers, it also shaped gender roles in the whole of society. Modern warfare, as it developed in Europe, was the mother of a new masculinity propagated globally in an age of empire through colonial armies, boys’ schools, and youth movements. As a colony of Spain and America, the Philippines felt these global cultural currents and provides an apt terrain for exploration of this  militarized masculinity. Like the other colonial states of Asia and Africa, both powers controlled their Philippine colony with native troops led by European officers, an implicit denigration of the manliness of elite Filipino males. For the all-male electorate of the American era, Filipino nationahm thus came to mean not only independence but, of equal importance, liberation from colonial emasculation. Over time, a cultural dialectic of the colonial and national produced a synthesis with symbolism and social roles marked by an extreme gender dimorphism. When Filipino leaders finally began building a national army in the 1930s, they borrowed the European standard of military masculinity with all its inbuilt biases. By exempting women from conscription and barring them from officer’s training at the Philippine Military Academy, the Commonwealth exaggerated the society’s male/female polarities. Once set in 1936, these military regulations and their social influence would prove surprisingly persistent and pervasive. It would be nearly thirty years until the armed forces recruited their first women soldiers in 1963; and another thirty years after that before the Philippine Military Academy (PMA) admitted its first female cadets in 1993 (Hilsdon 1995, 48, 51, 89; Duque 1981, vii). If we accept what one historian has called â€Å"the emancipated status of Filipino women in the 19th century,† then the prewar nationalist movement, with its rhetoric of militarism and male empowerment, may have skewed the gender balance within the Philippine  polity. In a Malay society with a legacy of gender equality-bilateral kinship, matrilocal marriage, and gender-neutral pronouns-this aspect of nationalism seems socially retrogressive.’ Understandably, postwar historians have overlooked this glorification of masculinity and military valor in their sympathetic studies of prewar Filipino nationalism. Nonetheless, mass conscription shaped gender roles in the first half of the 20th century and fostered a rhetoric that pervaded Philippine politics in its second half. In deploying Europe’s cult of masculinity to support mass conscription, the Commonwealth introduced a new element into the country’s political culture. Indeed, this engendered social order-propagated through conscription, education, and mass media-fostered imagery that would shape Philippine politics at key transitional moments in the latter decades of the 20th century. For well over half the fifty plus years since independence, the Philippines has been ruled by presidents who won office with claims of martial valor and then governed in a military manner. COMMONWEALTH A N D MASCULINITY The Philippine acceptance of this Euro-American model of masculinity provides strong evidence of the paradigm’s power. The successful imposition of this Westernized masculinity, with its extreme gender dimorphism, upon a Malay society with a long history of more balanced roles, makes the Philippines a revealing instance of this global process. Within twenty years, the span of a single generation, mobilization and its propaganda, convinced a people without a tradition of military service to accept conscription and internalize a new standard 1 of manhood. When tested in battle during World War 1, the generation of Filipino officers formed in this mobilization proved willing to fight and die with exceptional courage. Models of Masculinity During the two decades of this extraordinary social experiment, prewar Philippine institutions used two complementary cultural devices to indoctrinate the young into a new gender identity: a mass propaganda of gender dimorphism and a militarized form of male initiation. Among the many schools that participated in this experiment, t w v t h e University of the  Philippines (UP) and, a decade later, the Philippine Military Academy (PMA)-would play a central role as cultural mediators in constructing this new national standard for manhood. To translate a foreign masculine form into a Filipino cultural idiom, the cadet corps at UP and the PMA appropriated local traditions of male initiation, using them as a powerfully effective indoctrination into modem military service. Scholars of the Philippine military have often noted how the ordeal of the first or â€Å"plebe† year serves to bind the PMA’s graduates into a class or â€Å"batch with an extraordinary solidarity. The half-dozen doctoral dissertations on the Philippine military argue, in the words of a Chicago psychologist who observed the PMA in the mid-1960~~ that cadets form â€Å"lifetime bonds. . . in the crucible of the hazing pro~ess.†~ What is the meaning of this ritual with its extreme violence? Hazing, seemingly a small issue, has embedded within it larger problems of masculinity central to armies everywhere. In fieldwork around the world, anthropologists have discovered the near universality of male i n i t i a t i ~ nAround the globe and across time, many societies view .~ manhood as something that must be earned and thus create rituals to  test and train their adolescent males. Observing these rituals in the remote Highlands of Papua-New Guinea, anthropologist Roger Keesing offers a single, succinct explanation for the prevalence of harsh male initiation: warfare (Keesing 1982,32-34; Herdt 1982,5741). Similarly, at the m a r p s of the modem Philippine state, young men have long been initiated into manhood through ritual testing of their martial valor. In the 20th century, Muslim groups in the south have formed all-male â€Å"minimal alliance groups† to engage in ritualized warfare, while the Ilongot highlanders of northern Luzon require boys to pass â€Å"severe tests of manhood† by taking â€Å"at least one head† in combat (Kiefer 1972; Rosaldo 1980, 13940). From an anthropological perspective, hazing becomes the central rite in a passage from boyhood to manhood, civilian to soldier. Filipino plebe and New Guinea adolescent pass through similar initiations to emerge as warriors hardened for battle and bound together for defense of the ir communities (Gennep 1960, vii, 11). Recent historical research has explored the ways that rising European states reconstructed gender roles to support mobilization of modern armies. By marrying anthropologists’ universals to the historian’s time-bounded specifics, we can see how European nation-states, by making military service an initiation ritual, primed their males for mass slaughter on the modem battlefield. After Britain’s dismal performance in the Crimean War of the 1850s, headmasters at its elite â€Å"public schools† began hardening boys for future command through sports. Indeed, Harrow’s head proclaimed that â€Å"the esprit de corps, which merit success in cricket or football, are the very qualities which win the day in . . . war.† A half-century later in South Africa, British troops faced difficulties subduing Boer farmers, raising questions about the military â€Å"fitness† of ordinary Englishmen. Responding to this perceived crisis, Lord Baden-Powell organized the Boy Scouts in 1908 â€Å"to pass as many boys through our character factory as we possibly can (Mangan 1987, 150-53; 1981,2241; 1986, 33-36; Rosenthal 1986, 1-6). In his study of the cult of war in nineteenth-century Europe, historian George Mosse asks: â€Å"Why did young men in great numbers rush to the colors, eager to face death and acquit themselves in battle?† Simply put, they volunteered because the modern nation-state, through its poets and propagandists, made the passage to manhood synonymous with military service. To become a man in Victoria’s England or Bismarck’s Germany, a young male had to serve. In the first months of World War I, this cult of war achieved a virtual florescence  as young idealists hurled themselves into the slaughter. After 145,000 German soldiers died at Langemarck in 1914, one poet wrote: â€Å"Here I stand, proud and all alone, ecstatic that I have become a man.† Recalling this battle in Mein Kampf, Adolf Hitler said: â€Å"Seventeen year old boys now looked like men.† Similarly, during World War 11, U.S. Army researchers found that American soldiers fought hard to avoid â€Å"being branded a ‘woman,’ a dangerous threat to the contemporary male personality† (Mosse 1990, 15, 72; Stouffer, et al. 1949, 131-32). Not only did mass conscription produce soldiers, it also shaped gender roles in the wider society. To prepare every male for military service, European nations constructed a stereotype of men as  courageous, honorable, and physically formed on â€Å"borrowed Greek standards of male beauty.† By the 1920s, w omen were, through this century-long process, â€Å"transformed into static immutable symbols in order to command the attention of truly masculine men.’I4 Rhetoric of Colonial Masculinity Although the American colonial regime eventually played a central role in the formation of a Filipino officer corps, the US Army was initially hostile to the idea. During its first decade in the islands, the US Army was absorbed in a massive counterinsurgency campaign, and, like colonial armies elsewhere, denigrated the masculinity of its subject society. In little more than two years after their landing in 1898, the U.S. Army learned the same colonial lessons that the British and Dutch had distilled from two centuries of using â€Å"native troops† in India and Indonesia. Asian soldiers were, from an imperial point of view, welladapted to withstand the rigors of service in their own country. But only a European had the character required of an officer. As the editor of England’s Statesman wrote in 1885, educated Indians were â€Å"wanting in the courageous and manly behavior to which we justly attach so high an importance in the culture of our own youth.† Colonials often found dominant lowland groups both â€Å"effeminate† and insubordinate. But certain â€Å"martial racesn-such as the Gurkhas, Ambonese, or Karens-were thought capable of great courage under fire and fierce loyalty to their white officers5 In effect, there was an imperial consensus that certain native troops, when drilled and disciplined by European officers of good character, made ideal colonial forces. From the outset, the American commander in the islands, General Elwell S. Otis, felt, like most Americans of his day, that elite Filipinos were unfit for command. In an essay for a U.S. military journal in 1900, one American officer dismissed the typical officer in General Emilio Aguinaldo’s revolutionary army as â€Å"a half-breed, a small dealer, a hanger-on of the Spaniards.† Thus, when the US Army formed its colonial forces, the Philippine Scouts, the soldiers would all be Filipinos, but their officers  were to be white Americans selected from â€Å"the line of the Regular Army† (Woolard 1975, 13, 225; Franklin 1935). In sum, America’s high colonial rhetoric celebrated the special bond between American officers and their Filipino troops, and, by implication, denigrated elite Filipino character and capacity for command. Writing from retirement at the end of the US rule, one American veteran, Constabulary Captain Harold H. Elarth, offered a succinct version of this rhetoric. â€Å"By fair dealing, unusual sagacity and confirmed courage,† young American officers, â€Å"pacified and controlled tribes that for 300 years had continuously warred with the Spaniards.† This success, he explained, came from â€Å"the psychology of the Malay† which inspired Filipino soldiers to follow their American lieutenants with â€Å"adoration† (Hurley 1938, 298-99; Elarth 1949, 14-15). Nationalist Response In the early years of American rule, Filipino nationalists rejected this emasculating colonial rhetoric and made the training of native officers a central plank in their campaign for independence. By demanding officer training, the all-male nationalist movement challenged colonial assumptions that native men were, by racial character, unsuited for command. In the political rhetoric of the day, military drill would advance the nationalist cause by training officers for a future army and hardening the fiber of the country’s youth. To assert their manhood, nationalist leaders seized upon any pretext for military drill, even service under the colonial flag. Only a few years after the Philippine-American War, certain colonials and nationalists began to cooperate in building a Filipino officer corps. In 1907, the fledgling Constabulary School at Manila graduated its first Filipino officers from a short, three-month training course and then moved to permanent quarters in the mountain city of  Baguio for a more rigorous six-month curriculum. A year later, the U.S. Congress authorized the admission of Filipinos to the U.S. Military Academy at West Point. In 1914, the h s t Filipino cadet, Vicente P. Lim, graduated with an academic rank of seventy-seven among 107 cadets-an event of such  significance that the Philippine Resident Commissioner, Manuel Quezon, made a special trip from Washington, DC.6 When America entered World War I, the Philippine Legislature voted overwhelmingly to raise a Philippine National Guard division and Senate President Quezon crossed the Pacific to lobby personally for Washington’s authorization. Even the War Department’s determined effort to block its mobilization until 11 November 1918, the very last day of war, could not dampen the Filipino enthusiasm for military service. Over 28,000 men volunteered. With bands playing and banners flying, the Philippine National Guard drilled for three months until it was disbanded in February 1919 (Woolard 1975, 170-84, 196). During the 1920s, the American colonial regime, in fundamental change of policy, began training Filipinos for command. After taking office as governor-general in 1921, General Leonard Wood, a career officer, mobilized the resources of the US Army to open officer training programs (Hayden 1955, 734-35). To train a first generation of Filipino officers, the US Army loaned instructors, rifles, and bayonets to the newly-formed military science departments at Manila’s colleges and universities. Along with the weapons, these programs also borrowed an American model of the military male. Though the program spread to many schools, the Reserve Officer Training Corps (ROTC) at the University of the Philippines (UP) remained, for over a decade, the largest and most influential. UP Cadet Corps Drill began at UP in 1922 when its Regents funded a Department of Military Science and Tactics, retained an active-duty U.S. Army captain as its chairman, and authorized an armory. Five years later, UP President Rafael Palma, a prominent nationalist, praised the Department for establishing â€Å"the nucleus of a future national military organization† (Panis 1925, 14-15; Palma 1924; Peiia 1953, 1-2). As Palma predicted, the ROTC program grew rapidly, adding field artillery in 1929 and machine guns six years later. After passage of the National Defense Act in 1935, the university acquired another 2,000 Springfield rifles and doubled its cadet corps to 3,304 trainee officers by 1938. Beyond drill and marksmanship, the program indoctrinated its cadets into nationalism. â€Å"We need to make . . . our youth . . . so proud of their race and their democracy that they will die fighting for it,† President Quezon told the UP cadets in 1937. â€Å"We have all been trained,† wrote the Corps’ cadet colonel a year later, â€Å"with patriotism ever so carefully engraved in our hearts by our military instructors, we are proud to say, as they would have us say, w e are ready.07 Other Manila universities followed these leads. While the publiclyfunded UP had the largest cadet program, the elite, Jesuit-run Ateneo de Manila was proud home to the country’s top drill corps. The 1923 Manila Carnival featured a drill competition by cadets from San Beda, the National University, and, of course, Ateneo and the UP. Along with basketball and baseball, close-order drill contests would remain a high point of inter-collegiate competition until the war. These parades, featuring what one UP cadet called â€Å"thousands of virile young blood[s]†¦rifles on their shoulders, gallantly marching to the time of their music,† drew large crowds and sparked school ~ p i r i t . ~ By the early 1930s, a decade of reserve-officer training had encouraged an ideal of military masculinity among cadets at Manila’s universities. At the UP, trainee officers articulated an ideology that equated masculine strength with national defense. â€Å"A nation stands or falls, succeeds or fails, just in proportion to the . . . manliness of each succeeding generation,† wrote a cadet in the 1931 yearbook (Viardo 1931, 381). Cadet sergeant Fred Ruiz Castro, a future Supreme Court chief justice, explained that military training helps â€Å"engender the proper citizenshipu-notably â€Å"courtesy to all especially to the old and to the weaker sex.† In the 1935 UP yearbook, Castro and his comrade Macario Peralta, Jr., a future defense secretary, co-authored an essay arguing that drill molded the masculine virtues necessary to build the nation: â€Å"From the Corps, graduate men steeped in patriotism . . . men who know their duties both to country and to God . . . men who are sound thinkers, strong hearted †¦These are the men the country needs to cope with new problems† (Castro and Peralta, Jr. 1935, 345). Reinforcing this gender dimorphism, UP’S all-male cadet companies barred women from drill but recruited them as â€Å"sponsors† to appear in formal, frilly gowns at full-dress parades. Illustrative of this imbalance, in the  late 1920s one of these sponsors gave the Corps a â€Å"colorful oration† titled â€Å"The Woman Behind the Man Behind the Gun† (Castro 1932; 355; Quirino 1930, 427). By 1936, the UP cadets had expanded their Corps of Sponsors to  forty coeds such as Miss Eva Estr ada, the muse of the Second Artillery Battalion and a future senator. On National Heroes Day, the UP cadets staged a mock battle in the city’s main park, the Luneta. â€Å"Planes sweep down from the clouds to drop their deadly bombs,† wrote the college yearbook, â€Å"men shoot, advance, fall . . . beneath the smoke the unseen drama of war with its horrors and victories.† As male cadets littered Luneta’s smoking battlefield, â€Å"the Nurses’ Corps recruited from the ranks of the Sponsors rush to the field to give aid to the wounded and the dying.† Among these all-male cadets, appeal to women, the defining opposite within this dimorphism, was deemed an essential attribute of future military leadership. â€Å"The girls go for him in a big way (very big way),† said the 1937 UP yearbook of cadet Major Ferdinand Marcos, â€Å"so much so that most of the time he has to put up the sign ‘Standing Room Only.’ Claims his heart is impregnable to feminine allure, and insists on calling guys who fall in love inebriated weaklings.† Marcos himself internalized this gendered duality to write, after the war, of sacrificing his manhood to defend a feminized nation he calls Filipinas. â€Å"We cursed ourselves . . . for having given up our arms and with them our manhood. . .,† Marcos wrote of their wartime surrender to Japan on Bataan. â€Å"Filipinas had welcomed us in spite of the disgrace of our defeat in Bataan. But it seemed that although she had smiled at us through her tears, she would not bind up our wound^.†^ Harsh male initiation also became part of officer training at UP. Cadet Sergeant Macario Peralta, Jr., the future defense secretary, noted in the 1932 yearbook that the Corps had faced difficulties in â€Å"breaking in the new cadets,† but made sure that troublesome plebes â€Å"receive sundry other polite attentions† (Peralta 1932, 358). Peralta’s yearbook biography, published two years later when he was cadet colonel, revealed the meaning of this euphemism. â€Å"O ne year after the Colonel sprouted in the University campus, he commenced hazing the plebes and beasts with unrelenting inhumanity. He is  still at it† (Philippinensian1934, 396). Commonwealth Army In 1935, national defense suddenly became the most critical issue facing the Fhpino people. In Washgton, President Franklin Roosevelt approved the creation of the Philippine Commonwealth as an autonomous, transitional government with a ten-year timetable to full inde-  pendence. Under the National Defense Act, President Quezon made mobilization his top priority and committed a quarter of the budget to building a national army that would, by independence in 1945, have 10,000 regular soldiers backed by reserves of 400,000. In April 1936, some 150,000 Filipino men registered for the country’s first draft and, nine months later, 40,000 reported for training. Within three years, over a million schoolboys were marching.I0 From its foundation in 1935, the Commonwealth, through military mobilization, intensified this process of gender reconstruction-encouraging a reinforcing array of national symbols, militarized masculinity, and domestic roles. With only a decade to prepare for independence and the burden of defense, the Commonwealth tried to fashion a masculinity that would sustain mass conscription. As it mobilized in the 1930s, the Philippines imported a Euro-American form of manhood along with the howitzer and the pursuit plane. To build popular support for a citizens’ army, the neophyte Philippine state deployed a gendered propaganda with men strong, women weak; men the defenders, women the defended. Just as the new nation was personified as the feminine â€Å"Filipinas† in currency and propaganda, so young men were conscripted to defend her and her defenseless womankind. The government, in this transition to independence, slullfully manipulated public rituals and symbols to make a polarized gender dimorphism central to a new national self-image. We do not have to read against the grain to tease gender out of the Philippine Army, as if from some recondite cultural text. The key actors+ezon, Army Headquarters, and the cadets themselves-were quite self-conscious in their use of such imagery. The impact of militarization upon gender roles was most evident at the Manila Carnival-a grand, pre-war festival celebrating the fecundity of the land and the glories of its people. Like other pre-Lenten festivals across the Hispanic world, Carnival was a mix of the serious and frivolous, of celebration and reflection. Located at the heart of Manila, the sprawling Carnival enclosure held elaborate displays of provincial products such as rope or coconut. The two-week whirl of spectacle, society, and sport culminated in the crowning of the queen and her court at an elaborate formal ball. With the Philippines on parade, elite actors gained a stage to project images of nation and society before a mass audience. Before conscription, the queen’s coronation had been a lavish, highsociety affair-with eligible bachelors as escorts, whimsical Roman or  Egyptian themes, and matching costumes for court and consorts. Since the city’s elites selected the carnival queen by jury or press ballots, winners were women of wealth, prestige, and intellect. At the 1922 Carnival, for example, Queen Virginia Llamas was escorted by her future husband Carlos P. Rom ulo, later president of the UN General Assembly. The queen’s consort at the 1923 Carnival was Eugenio Lopez, later the county’s most powerful entrepreneur, just as 1931 queen was Maria Kalaw, the future Philippine senator and UN delegate (Nuyda 1980, 1920, 1922,1931). With the launching of the Commonwealth’s army only months away, the 1935 Carnival saw revelry and whimsy giving way to military symbolism and a serious debate about gender roles. To accornmodate its greatly expanded display, the US Army occupied â€Å"an entire section of the Manila Carnival Grounds† for 400 linear feet of military exhibits and a replica of a World War I trench warfare complex (Tribune, 3,9 February 1935). The cadets of Manila’s universities were honored with a large military parade, treated to guided tours of the military exhibit, and featured as the queen’s escorts. In this martial spirit, gender was on the march. At her coronation ceremony, the Constabulary band played a march while Queen Conchita I-walked between â€Å"two files of University of the Philippines cadets with drawn sabers† to a throne where the US Governor General placed a crown of diamonds on her head and the â€Å"admiring throng applauds† (Tribune, 16, 21, 22 February 1935). On their night in this Carnival Auditorium, Far Eastern University students staged a  spectacular revue called â€Å"Daughters of Bathala,† with males forming an outer, protective circle while women in gowns whirled about in a â€Å"grand finale . . . symbolizing the types of modern Filipino women from the suffragettes and debutantes to the thrill-girls of the cabarets and the boulevards† (Tribune, 3 March 1945). Instead of the usual frivolous rhetoric about feminine beauty, the 1935 Carnival launched a national debate on women’s rights. Speaking before the convention of the Federation of Women’s Clubs, Senate President Quezon announced that the Constitutional Convention had just approved compulsory military service. He urged the nation’s women to assume â€Å"the duty to mould the character of . . . youth that we may build up here a citizenry of virile manhood capable of shouldering the burdens of our future independent existence.† And how was such a radical social reconstruction to be accomplished? Men would be called away for â€Å"training in patriotism,† but women,  Quezon said, should stay home to â€Å"bring up upstanding, courageous and patriotic youngsters.† Instead of being lulled by the â€Å"sentimental glow† of his oratory, the Federation’s president, Mrs. Pilar H. Lim, the wife of General Vicente Lim (USMA ’14), co nfronted Quezon, demanding that he redress â€Å"the injustice done . . . through the failure of the constitutional convention to insert a provision . . . granting the women . . . the right to vote.† Quezon assured Mrs. Lim that he has â€Å"always been in favor of granting this right to women.† Indeed, two years later, under his presidency and through Mrs. Lim’s leadership, a plebiscite on women’s suffrage passed by an overwhelming margin.† Over the next three years as mobilization intensified, each carnival accentuated the military symbolism and its supporting gender dimorphism. When President Quezon opened the towering gateway to the 1936 Carnival city, a full battalion of Philippine Army troops formed an honor guard while he â€Å"severed† the ribbons with a specially-made native sword. In its Carnival coverage, the Sunday Tribune Magazine juxtaposed photo-essays of the military review (â€Å"the steel helmets of the U.P. cadets glaring in the afternoon sun†) and the 1936 Fashion Revue (â€Å"models resplendent in shining silver and satin.†) For their night at the Carnival, the UP students  presented a richly engendered historical pageant, written by Dr. Carlos P. Romulo, featuring a cast of one thousand students (â€Å"including seven hundred girls†) and starring a woman student as â€Å"Filipinas,† the feminized symbol of the nation (Tribune, 15 February, 1 March 1936). Theme: After the establishment of the Republic, the nation will meet with difficulties and dangers, but it will overcome them all and thereby become stronger . . . Book of Time Revealed. Spirit of History ascends the stage from stage right and writes â€Å"Commonwealth.† 111. Trumpets. Filipinas enters from stage left followed by people, including agencies, soldiers, dancers . . . IV. Spirit of Prophecy ascends from stage left . . . and . . . writes â€Å"Republic.† V. People cheer, bells ring, salute of guns . . . VIII. Invasion-all to arms. Battle. XI. Mourning dance. Filipina rises from the center of the floor, flag over her. National hymn is sung by all. I. 11. Despite such military inroads, the coronation of Queen Mercedes I featured the usual â€Å"fantasy numbers† such as â€Å"Parisian Lace† and the â€Å"exotic South Sea Wastes.† Her escorts were still society bachelors in white-tie and tails. A year later, the military symbolism was triumphant. At the 1937 Carnival, the queen’s escorts were now uniformed ROTC cadets. The queen now became â€Å"Miss Philippines† and her coronation, as its libretto indicates, was a martial drama of male soldiers rising to her defense as the engendered symbol of the nation. Scene I Triumphal entrance of the Army of Miss Philippines, sovereign of our cultural and economic progress, composed of officers and soldiers who will stage a military exhibition. Scene I1 Entrance of the Drum and Bugle Corps which will go through some military evolutions. Scene 1 1 1 The Drum and Bugle Corps will announce the arrival of Miss Philippines and her Court of Honor . . . Miss Philippines will be preceded by a group of pages carrying the crown and other presents, and another group of pages carrying her train . . . Scene IV The Drum and Bugle Corps announces that all is ready for the coronation of Miss Philippines. Scene V Ceremonies of the coronation of Miss  Philippines, placing of the crown by His Honor, The Mayor of Manila . . . Scene VI Gun salute to Miss Philippines by her Army. Entrance of Foreign Envoys-Royal offering, etc. Scene VII Military evolutions by the Army of Miss Philippines and the Drum and Bugle Corps. Beyond the ballroom, the Carnival’s sporting contests and the ROTC drill competitions proliferated in celebration of a physical, martial masculinity. Before a crowd of 40,000, for example, the Schools Parade featured girls in gowns riding on flower-covered floats while high school boys stepped past in â€Å"uniforms and snappy marching [that] thrilled the watching t h o ~ s a n d s . † ~ ~ By the 1938 Carnival, the military parade had been transformed from a procession of students in their toy-soldier uniforms into an awesome spectacle of military might. With thousands of spectators packed along the boulevards, armed columns of Philippine Army, Philippine Scouts, and college cadets tramped past the Legislative Building as tight formations of bombers and pursuit planes â€Å"roared overhead† (Tribune, 15, 16 February 1938). After its establishment in 1936, the Philippine Army deployed a similar dualism to build support for conscription among a people without a tradition of military service. As the date for draft registration approached, the Commonwealth plastered public spaces with recruiting posters. One depicted a statuesque Filipina, neckline cut low and bare arms outstretched for the embrace, calling on â€Å"Young Men† to â€Å"Heed Your Country’s Call!† Another asked, â€Å"Which Would You Rather Be . . . this or that?†-and then showed a snappy soldier smiling at two admiring women while a civilian male skulks in the rear, hands in pockets-a universal sipifier.I4 Then, at 8:30 A.M. on 15 May 1936, each provincial governor supervised an elaborate ritual to select the first conscripts for basic training. Before the public, the governor, flanked by military guards, placed the registration cards for all twenty-year old men in two large jars. â€Å"Two young ladies, not over eighteen years of age, shall . . . make the drawing,† read the Philippine Army regulations. â€Å"These young ladies shall be blind-folded and shall wear  dresses with short sleeves-not reaching beyond elbow† (Commonwealth, Bulletin No. 17; Meixsel 1993, 301). So strong was the appeal of military training that four of the country’s leading legislators, including presidential aspirant Manuel Roxas, volunteered for the first Reserve Officers’ Service School (ROSS) in mid-1936. In this commencement address to this class in September, President Quezon explained that officers were to serve as the nation’s models for patriotism and new, virile form of citizenry (The Bayonet 1936, 94, 98). The good officer. . . , wherever he is, . . . spreads the doctrine of loyalty, of respect for law and order, of patriotism, of self-discipline and education, and of national preparation to defend our country. . . . Our whole nation will become more firmly solidified, more virile, more unselfishly devoted to promotion of the general welfare, as our officer corps grows in quality and strength, and the results of its efforts permeate to the remotest hamlet of our country. Philippine Military Academy Forming such an officer corps was the most difficult part of this mobilization. As Quezon put it, â€Å"the heart of an army is its officers.† Along with buying rifles and building camps, the creation of this army required, as the president was well aware, the construction of officers as exemplars for a new image of the Filipino as warrior. To form such leaders, the Defense Act provided for the establishment of a Philippine Military Academy at Baguio for the education of career officers. This academy was, in the words of the Commonwealth’s vice-president, â€Å"the foundation stone of the entire military establishment,† providing â€Å"the leadership necessary to knit together a scattered and loosely connected citizen army into one whole, living, pulsating, homogenous machine that can fight with courage† (Scribe 50; Osmefia 7-8, 10). In establishing his new academy, Quezon, through his military advisers Douglas MacArthur and Dwight Eisenhower, chose the US Military Academy at West Point as its model. Transporting the West Point system, with all of its peculiarities, from the bluffs of the Hudson to the mountains of Baguio entailed cultural adaptation. From the perspective of the PMA staff, the new academy would socialize the cadets through its formal  curriculum and a four-year progression from neophyte to command. To succeed, however, these formal processes rested upon rituals and symbols that would make the academy’s abstractions meaningful to teen-aged Filipinos. Drawing upon the country’s culture of masculinity, cadets used rituals of male initiation and group solidarity to reinforce the PMA’s institutional imperatives. Through a fusion of the West Point curriculum, faithfully reproduced by the PMA’s staff, and informal innovations by these Filipino cadets, an American academy became a viable model for a Philippine institution (Love11 1955, 316-21; Wamsley 1972, 399-41 7). To ensure that its cadets would be archetypes of masculine beauty, the academy barred applicants with â€Å"any deformity which is repulsive† or any who suffered from â€Å"extreme ugliness.† Medical examiners had to insure, moreover, that an applicant’s face was free from any â€Å"lack of symmetrical development† or â€Å"unsightly deformities such as large birthmarks, large hairy moles, . . . mutilations due to injuries or surgical operation† (Commonwealth of the Philippines 1937). To mould these exemplary males, the PMA became a total institution that would, like West Point, leave a lasting imprint upon every  graduate (Janowitz 138; Goffman 1961). The PMA’s 1938 yearbook thus described the Tactical Department and its drill instructors as â€Å"a veritable forging shop in which the raw and crude materials are . . . purified of their undesirable qualities.† In their song P.M.A. Forever, cadets celebrated their academy’s capacity to make men (Sword 1938, 46-48, 104). Within the walls of old and glorious P.M.A. They’re molded to the real men that they should beMen who can face the bitter realities of life With courage even in the midst of bloody strife. As centerpiece in the nation’s gender reconstruction, the PMA indoctrinated its Filipino cadets into a Euro-American ideal of military manhood. With its alien curriculum, the PMA, more than any Philippine institution of its era, aspired to a cultural transformation, a remalung of its cadets on a European model of mascuhity. The academy made its imprint through a program of moral formation through body movement, incessant supervision, and formal in doctrination. In its own words, the PMA taught â€Å"soldierly movements to inculcate prompt obedience† in  daily marching; â€Å"knowledge of ballroom ethics† with weekly waltz lessons; and â€Å"self-reliance, poise, initiative, judgment, enthusiasm, and discipline† in gymnastics (Commonwealth 1938,1619). Filipino cadets reshaped imported values through their own culture of masculinity, malung hazing the PMA’s central rite of passage-from civilian to soldier, from plebe to cadet. Entering plebes arrived at the academy from communities with their own rituals of male initiation and expectations for manhood (Rosaldo 1980, 35-37). In many lowland villages of the 1930s, adolescent males passed through an initiation, such as circumcision, and had elaborate codes for masculine friendship epitomized in peer groups called barkada. In the villages of Central Luzon, for example, Tagalog males who joined tenancy unions during this decade were tested in an elaborate midnight ritual that branded each on the upper arm with a poker plucked white-hot from a raging bonfire (Fegan 1995; See also Blanc-Szanton 1990, 350). Growing up in such poor communities, many future members of PMA’s Class of 1940, the first products of this new school, were familiar with these masculine rites of testing and bonding. One classmate, Francisco del Castillo, recalled in his autobiography for the class’s 50th reunion Golden Book, that he often missed class in high school to join â€Å"youth who did nothing but form gangs to fight other gangs for su-premacy in the municipality of Vigan.† In a later interview, he added that his reputation as â€Å"a local champion† in ritualized knife fights, attacking with the right hand and defending with a towel wrapped tightly about the left, made him the â€Å"leader† of the town’s west-side gang. Asked if his gang practiced any sort of initiation, del Castillo replied that â€Å"you let him do a certain errand and see how brave he is† (Mendoza 1986, 178; del Castillo 1995). For PMA cadets, hazing and the broader experience of plebe initiation served as a transformative trauma–coloring the subsequent academy experience for individuals and uniting a new class through shared suffering. During their first months, plebes were subjected to an unbroken regimen of running, recitations, and drill under nameless, powerful upperclassmen. Arriving during summer recess when the main activity was their initiation,  incoming plebes faced the harsh, unwavering attentions of the second-year cadets, or â€Å"yearlings†-still aching from their own humiliations that had ended only weeks before. After the initial â€Å"beast barracks,† the hazing subsided into a constant, low-level harassment that continued for another eight months until the upperclass â€Å"recognized† them as full members of the Corps. Surviving this abuse left cadets with a strong sense of personal pride and class identity. Writing in the Golden Book, Class ’40’s Cesar Montemayor recalled their plebe year as â€Å"a one-year initiation period full of rites, rules and requirements† that instilled â€Å"desirable manly and military qualities† (Batch 36 Golden Book, 110-11). In showing how the Commonwealth constructed a new masculinity at the PMA, we cannot ignore the impact that this mobilization and its prop aganda had upon â€Å"the whole order† of gender roles in an emerging nation (Morgan 1994, 169-70). Despite its isolation in the mountains of Baguio, the PMA’s training of these young males had lasting implications for the whole of Philippine society. The school served, in effect, as a social laboratory, a crucible for casting a new form of Filipino masculinity. Through hazing, study, and drill, the academy pounded young males into a foreign mold of military manhood. By parading before the masses in Manila and acting in Tagalog films, these prewar PMA cadets projected this image of masculinity into an emerging national consciousness. Only a year after the PMA opened, a Manila film crew shot a two-reel documentary, titled The West Point of the Philippines, which, the cadet yearbook reported, was â€Å"now being featured at the Ideal Theatre† and was â€Å"taking Manila by storm.†