// Maxims Config (aka BananaGaming) Essays - Computing, Alias, BIND

// Maxim's Config (aka BananaGaming) // When you type "//" the game ignores whatever is written after con_enable "1" //Enables Console cl_clanid 7238336 //Use Steam Group Tag "Go Bananas" echo Config Loaded! (1/2) //This confirms that the config has been loaded // Crosshair - Single Yellow Dot Instead of Crosshair (2017-05-04) // Made with Crashz Crosshair Generator cl_crosshair_drawoutline "1" cl_crosshair_dynamic_maxdist_splitratio "0.35" cl_crosshair_dynamic_splitalpha_innermod "1" cl_crosshair_dynamic_splitalpha_outermod "0.5" cl_crosshair_dynamic_splitdist "7" cl_crosshair_outlinethickness "1.000000" cl_crosshair_sniper_show_normal_inaccuracy "0" cl_crosshair_sniper_width "2" cl_crosshairalpha "100.000000" cl_crosshaircolor "5" cl_crosshaircolor_b "0" cl_crosshaircolor_g "255" cl_crosshaircolor_r "255" cl_crosshairdot "1" cl_crosshairgap "-4.000000" cl_crosshairgap_useweaponvalue "0" cl_crosshairscale "0" cl_crosshairsize "0.500000" cl_crosshairstyle "4" cl_crosshairthickness "1.000000" cl_crosshairusealpha "1" cl_fixedcrosshairgap "3" // Viewmodels - Viewmodel Settings viewmodel_offset_x "1" //Changes viewmodel view in X scale viewmodel_offset_y "2" //Changes viewmodel view in Y scale viewmodel_offset_z "-2" //Changes viewmodel view in Z scale viewmodel_fov "68" //Highest viewmodel FOV // Bob - How much you move around with weapons cl_bob_lower_amt "5" //How much the viewmodel lowers when running, set to lowest for less distraction cl_bobamt_lat "0.1" //How much the viewmodel moves side to side when running, set to lowest for less distraction cl_bobamt_vert "0.1" //How much the viewmodel moves up and down when running, set to lowest for less distraction cl_bobcycle "0.98" //The frequency at which the viewmodel bobs, set to default cl_viewmodel_shift_left_amt "0" //Removes shifting of arms cl_viewmodel_shift_right_amt "0" //Removes shifting of arms // Bindings - These bindings bind "v" "+voicerecord" //You can communicate with the V key instead of K bind "f1" "autobuy" //Autobuy weapons if you have lots of money with F1 bind f3 "buy flashbang; buy smokegrenade; buy molotov; buy hegrenade" //Buy flash & smoke with F3 bind "f4" "ignoremsg" //Ignore chat by turning off enemies, teams and both bind "f" "+lookatweapon" //Inspect your weapon with F bind "k" "say !r" //Used together with CKSurf plugin for Bhop, Surf & Kz bind "leftarrow" "+left" //Turn left with arrow key bind "rightarrow" "+right" //Turn right with arrow key unbind "i" //So you don't accidentally enable hud fade, which is very annoying // No Tutorial or Info Messages - Can give FPS BOOST and is also very annoying gameinstructor_enable "0" //Removes in game lessons cl_showhelp "0" //Removes on-screen help cl_autohelp "0" //Removes automatic help cl_disablefreezecam "1" //Disables Freezecam, very important to have off cl_disablehtmlmotd "1" //Removes "Message of the day" page when joining a server // Rates - These network settings are optimized for high speed internet rate "786432" //Max rates. Only use if you can get 8 Megabits per second (Mbps) download speed or more. //rate "250000" //Only use this if you can get 3.5 Megabits per second (Mbps) download speed or more. //rate "500000" //Only use this if you can get 5.5 Megabits per second (Mbps) download speed or more. cl_cmdrate "128" //Max number of command packets sent to server per second cl_updaterate "128" //Number of packets per second you are requesting from the server cl_interp_ratio "1" //Sets the interpolation amount (final amount is cl_interp_ratio / cl_updaterate) cl_interp "0" //Sets the interpolation amount, always set this to 0 cl_lagcompensation "1" //Lag compensation helps by eliminating combat latency from client side view cl_predict "1" //Skip waiting for server feedback and simulate client side movement in real-time cl_predictweapons "1" //Skip waiting for server feedback and perform client side prediction of weapon effects // Video - Brightness & Disabling TV Mode mat_monitorgamma "1.6" //Sets the Brightness to it's highest value, highly recommended mat_monitorgamma_tv_enabled "0" //Turn off TV Mode for less off-set light // Sound - Sound settings, doesn't affect volume in-game, adjust that yourself. voice_scale "0.4" //Turns down the volume of other players voice to 40% snd_musicvolume "0" //Turns off all music, easier to focus snd_use_hrtf 1 //Turn ON Head-Related Transfer Function // Net - How much frames you have and solid graph fps_max "300" //Map loads fast and allows high frames net_graph "1" //Shows my network usage data net_graphheight "0" //Changes height net_graphmsecs "400" //The latency graph represents this many milliseconds net_graphpos "2" //Positioning of Net Graph net_graphproportionalfont "0" //Makes font smaller net_graphshowinterp "1" //Shows interpolation value net_graphshowlatency "1" //Shows latency value net_graphsolid "1" //Solid Net Graph net_graphtext "1" //Shows text fields net_maxroutable "1200" //Requested max packet size before packets are 'split' net_scale "5" //Makes font smaller // Other r_drawtracers_firstperson "0" //Hides bullet tracers in first person view lobby_voice_chat_enabled "0" //Turns microphone off in lobby, really useful cl_use_opens_buy_menu "0" //Disables E from opening buy-menu, really useful mm_dedicated_search_maxping "50" //Maxping Search in Matchmaking cl_autowepswitch 0 //Don't auto-pick weapons func_break_max_pieces 0 //Less clutter from breaking vents (especially in Mirage) // Make sure mouse is using "Raw Input" & "No Acceleration" m_rawinput "1" //Enable Raw Input for perfect precision (Raw input is unavailable on OSX) m_mouseaccel2 "0" //Disables windows mouse acceleration initial threshold, safety precaution m_mouseaccel1 "0" //Disables windows mouse acceleration initial threshold, safety precaution m_customaccel "0" //Custom mouse acceleration disabled m_mousespeed "0"

Aims of Germany and Japan essays

Aims of Germany and Japan essays The 1930s were a tumultuous time. After World War I, the Allied powers seemed determined to preserve peace, but Germany and Japan held a shared goal of world domination. In two memorandums about the plans of Germany and Japan, U.S. officials make the position that the United States should take plain: mobilize and be ready for war, but do not provoke it. In other words, Speak softly but carry a big stick. Although Germany and Japan had a few similar goals and ideas, they differed on other issues of subject peoples and races. Both Germany and Japan had plans to rule the world. They began their conquests in the early- to mid-1930s, Japan with Manchuria in 1931 and Germany with the Rhineland in 1936. These occupations would eventually lead to WWII. Germany and Japan also wanted to control trade and have a political influence in the countries that surrounded them. For Germany, it was a matter of national pride. They wanted to show that Germany was still a great state after their humiliating defeat in WWI. The expansionists of Japan felt that Japans destiny is to subjugate and rule the world. There was no tinge of revenge to the The main difference between Germany and Japan was that the Japanese military had the power to defeat other countries without the permission of the government. The German government not only gave permission, they persuaded the German people to support their hunger for territory. Germany was intensely xenophobic. All peoples other than Aryans were persecuted. They intended to annihilate the Jews and breed out the Slavic people. The memorandum concerning Japan does not give evidence of xenophobia in Japan, but neither does it imply that the Japanese were Germany and Japan had many similarities in their foreign policies. The ...

Biography of Dorothy Vaughan, Groundbreaking NASA Mathematician

Biography of Dorothy Vaughan, Groundbreaking NASA Mathematician Dorothy Vaughan (September 20, 1910 – November 10, 2008) was an African American mathematician and computer. In her time working for NASA, she became the first African American woman to hold a supervisory position and helped the institution transition to computer programming. Fast Facts: Dorothy Vaughan Full Name: Dorothy Johnson VaughanOccupation: Mathematician and computer programmerBorn: September 20, 1910 in  Kansas City, MissouriDied: November 10, 2008 in Hampton,  VirginiaParents: Leonard and Annie JohnsonSpouse: Howard Vaughan (m. 1932); they had six childrenEducation: Wilberforce University, B.A. in mathematics Early Life Dorothy Vaughan was born in Kansas City, Missouri, the daughter of Leonard and Annie Johnson. The Johnson family soon moved to Morgantown, West Virginia, where they stayed throughout Dorothy’s childhood. She quickly proved to be a talented student, graduating early from high school at the age of 15 as her graduating class’ valedictorian. At Wilberforce University, a historically black college in Ohio, Vaughan studied mathematics. Her tuition was covered by a full-ride scholarship from the West Virginia Conference of the A.M.E. Sunday School Convention. She graduated with her bachelor’s degree in 1929, only 19 years old, cum laude. Three years later, she married Howard Vaughan, and the couple moved to Virginia, where they initially lived with Howard’s wealthy and well-respected family. From Teacher to Computer Although Vaughan was encouraged by her professors at Wilberforce to go to graduate school at Howard University, she declined, instead taking a job at Robert Russa Moton High School in Farmville, Virginia, so that she could help support her family during the Great Depression. During this time, she and her husband Howard had six children: two daughters and four sons. Her position and education placed her as an admired leader in her community. Dorothy Vaughan taught high school for 14 years during the era of racially segregated education. In 1943, during World War II, she took a job at the National Advisory Committee for Aeronautics (NACA, the predecessor to NASA) as a computer. NACA and the rest of the federal agencies had technically desegregated in 1941 by executive order of President Franklin D. Roosevelt. Vaughan was assigned to the West Area Computing group at Langley Research Center in Hampton, Virginia. Despite women of color being recruited actively, they were still segregated into groups separate from their white counterparts.   Nasa.gov The computing group consisted of expert female mathematicians who dealt with complex mathematical calculations, nearly all done by hand. During the war, their work was connected to the war effort, since the government firmly believed that the war would be won on the strength of air forces. The scope of activity at NACA expanded considerably after WWII ended and the space program began in earnest. For the most part, their work involved reading data, analyzing it, and plotting it for use by the scientists and engineers. Although the women- both white and black- often held degrees similar to (or even more advanced than) the men who worked at NASA, they were only hired for lower positions and pay. Women could not be hired as engineers. Supervisor and Innovator In 1949, Dorothy Vaughan was assigned to supervise the West Area Computers, but not in an official supervisory role. Instead, she was given the role as acting head of the group (after their previous supervisor, a white woman, died). This meant the job didn’t come with the expected title and pay bump. It took several years and advocating for herself before she was finally given the role of supervisor in an official capacity and the benefits that came with it. Vaughan did not just advocate for herself, but also worked hard to advocate for more opportunities for women. Her intention was not just to help her West Computing colleagues, but women across the organization, including white women. Eventually, her expertise came to be highly valued by the engineers at NASA, who relied heavily on her recommendations to match projects with the computers whose skills aligned best. In 1958, NACA became NASA and segregated facilities were completely and finally abolished. Vaughan worked in the Numerical Techniques division and, in 1961, shifted her focus to the new frontier of electronic computing. She figured out, earlier than many others, that electronic computers were going to be the future, so she set out to make sure she- and the women in her group- were prepared. During her time at NASA, Vaughan also contributed directly to projects on the space program with her work on the Scout Launch Vehicle Program, a particular type of rocket designed to launch small satellites into orbit around the Earth. Vaughan taught herself the programming language FORTRAN that was used for early computing, and from there, she taught it to many of her colleagues so they would be prepared for the inevitable transition away from manual computing and towards electronics. Eventually, she and several of her West Area Computing colleagues joined the newly formed Analysis and Computation Division, a race- and gender-integrated group working to expand the horizons of electronic computing. Although she tried to receive another management position, she was never granted one again. Photographs from Dorothy Vaughans retirement party. Vaughan retired from NASA in 1971.   Courtesy Vaughan Family /  Nasa.gov Later Life and Legacy Dorothy Vaughan worked at Langley for 28 years while raising six children (one of whom followed in her footsteps and worked at NASA’s Langley facility). In 1971, Vaughan finally retired at the age of 71. She continued to be active in her community and her church throughout retirement, but lived a fairly quiet life. Vaughan died on November 10, 2008 at the age of 98, less than a week after the election of America’s first black president, Barack Obama. Vaughan’s story came to public attention in 2016, when Margot Lee Shetterly published her nonfiction book Hidden Figures: The American Dream and the Untold Story of the Black Women Who Helped Win the Space Race. The book was made into a popular feature film, Hidden Figures, which was nominated for Best Picture at the 2017 Academy Awards and won the 2017 Screen Actors Guild Award for best ensemble (the guild’s equivalent of a best picture award). Vaughan is one of the three main characters in the film, along with colleagues Katherine Johnson and Mary Jackson. She’s portrayed by Oscar-winning actress Octavia Spencer. Sources Dorothy Vaughan. Encyclopaedia Britannica.Shetterly, Margot Lee. Dorothy Vaughan Biography. National Aeronautics and Space Administration.Shetterly, Margot Lee. Hidden Figures: The American Dream and the Untold Story of the Black Women Who Helped Win the Space Race. William Morrow Company, 2016.

Threat and Risk Assessments Essay Example | Topics and Well Written Essays - 1250 words

Threat and Risk Assessments - Essay Example reat essence to establish a universal body that puts into consideration the diversity in agencies, jurisdiction and countries, however, how difficult it is. Strategies such as a universal framework that is flexible in taking care of threats and risk assessment need to be implemented. They have different requirements and can be enhanced through charts and diagrams that are simple to analyze and comprehend. They also use common terminologies that are well defined. This paper, therefore, provides an analysis of logical assessment of intelligence problems through structured analysis and sequentially discusses the significance of using that method basing evidence from well-researched materials and sources. One of the key challenges law enforcement agencies are facing within crime intelligence is the confusion in definition of two terminologies, which include threat assessment and risk assessment (Calder & Watkins, 2007). Shading more light on this will help these agencies understand what threats and risk assessment entails. To beginners, threat assessment involves a cross extermination of the nature and intensity of a particular threat that can cause harm. This extermination further entails identification of the probability of the threat to occur and the extent of harm it is likely to cause in any case it occurs. On the other hand, risk assessment involves taking into consideration that the threat will occur and that the magnitude of the harm it is likely to impose is so large (Calder & Watkins, 2007). Lest one understands the difference between the two, more mistakes and confusion of intelligence assessments of one applying for the other are still expected. The main reason for conducting a threat and risk assessment is to provide decision makers with a tangible reason for the occurrence of undesirable, present and potential events and evidences that the identified event is likely to occur. Additionally, it suggests some of the dangers that may result suppose the

The origin of passover Research Paper Example | Topics and Well Written Essays - 1000 words

The origin of passover - Research Paper Example The paper also explains how the Lord God instructed the Israelites to be commemorating the Passover feast in every year. For better understanding of the Origin of the Passover, it is better to look at the Passover in the context of the ten plagues that the Lord God unleashed upon the Egyptians as the result of Pharaoh’s obstinacy in letting the Jewish people leave Egypt for the Promised Land, i.e. the Canaan. The incident of the Lord’s passing over the houses of the Israelites took place during the tenth plague, which led to the death of every first born son of every Egyptian family. It was after this incident, that Pharaoh finally allowed the Israelites to leave Egypt as the Lord God had required of them as we shall see in this paper. The origin of the Jewish Passover feast is clearly recorded in Exodus 12. Before the Lord God unleashed the tenth plague upon the Egyptians, the Lord God commanded Moses to ask every Jewish household to take, on the tenth day of the month, a one year old lamb without any defect. The Jews households then were asked by the Lord God to take care of the lambs till the 14th day of the month when they would slaughter the lambs at twilight. The Israelites then were commanded by the Lord God through His servant Moses, to smear the blood of the lambs on the doorposts of the Jewish households. This was meant to distinguish the households of the Jews from the households of the Egyptians so that when the angel of destruction cane to strike the first born male child of every Egyptian household, he would easily notice and pass over the households of the Jews. On the meat of the slaughtered lambs, the Israelites were commanded by the lord to roast the meat, and to eat it with bitter herbs and unleavened bread. The bitter herb was a sigh of the Jew’s painful maltreatment by the Egyptians, while the unleavened bread was a sign of spiritual preparedness, repentance, among the Jews as

Monsoon Wedding Essay Example for Free

Monsoon Wedding Essay Mira Nairs movie entitled Monsoon Wedding is a story of family tradition that exists in Indian culture. The directpr illustrated how Indians perceived the importance of wedding in their society. Along with the depiction of the concept of wedding is the portrayal of different conflicts from various characters in the story. There is an instance when the wedding planner fell in love with maid of the family he works for. There are also concepts of adultery that emerged during the development of the story. It became one of the significant conflicts of the movie that is hard to deconstruct or resolve due to its complications and results. Because there are several characters in the movie, there are some personas in the movie that were taken for granted. It shows that the author did not gave each character the capability to develop throughout the movie. The author used the children in movie to justify the concept of a family but she ignored their sense for the reason that she focused her attention merely on the issues of the older characters. It means that there is no balance formation of characters but only a decoration for justifiable thoughts. In conclusion to this, the movie can be said as a simple and dramatic depiction of culture of Indian nation. It is an illustration of moral values, religious beliefs, and cultural tradition that Indians used to contemplate. It is somehow a story of uniqueness but there are flaws that cannot be denied by the audience. However, the whole scenario of the story justified the concept of family ties and awareness of cultural tradition that is innate to Indian society. Reference Mira Nair. Monsoon Wedding.

Charlotte Brontes Jane Eyre :: Charlotte Bronte Jane Eyre Essays

Charlotte Bronte's Jane Eyre "There was no possibility of taking a walk that day....I was glad of it; I never liked long walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed." So goes the opening to the novel 'Jane Eyre' by Charlotte Bronte. We are immediately brought into the story; the scene has been set and feelings exposed. As can be seen in this quotation, Bronte creates a very friendly, easy opening, attempting to make an intimate relationship with the reader. The characters most personal feelings are openly displayed, this being very uncommon in 19th century novels. In 'Jane Eyre' Bronte writes in the first person, giving the novel a more autobiographical feel. These paragraphs also give us an example of pathetic fallacy, a technique repeatedly used by Bronte throughout the earlier chapters of 'Jane Eyre'. In addition to this we are shown Jane's dislike, as a child and adult, of the Reed children and her position and inadequacy in the Reed household; Gateshead. The portrayal of life with the Reed family and Jane's whole childhood, is one both cruel and fascinating. Bronte, through Jane's eyes and thoughts, manages to convey life and the world from a child's perspective, while still maintaining an adult's way of thinking. Jane is very perceptive and intelligent, and this shown when she is faced with John Reed. Her fear of him is immediately appears when he interrupts her peace while she is reading, and she states how she "trembled at the idea of being dragged forth" by him. As the readers, we are shown how she must have been treated in such a way that she has become fearful of her own cousins. Moreover, when John tells Jane to refer to him as 'Master', we are shown how socially inferior and insignificant she is to them, and is constantly being reminded of this. Right from the beginning of the novel Jane's sense of loneliness and isolation is evident form the way she hides herself behind thick curtains in a deserted room, neglected by her cousins and aunt. The description of John Reed given to us by Jane is extremely visual and detailed and we are shown that, although of a young age, Jane is very sensitive, alert and prudent of people and the world around her. Mrs Reed, while remaining a minor character, becomes one of the most influential people in Jane Eyre's life, although still not

Proper Ways of Getting Student Visa

Proper ways of getting student visa in any country is very difficult but if anyone knows the terms there will be no problem at all. How a student will complete every process in a proper way. Maximum students face some tout people or we can say some tout agencies whose main purpose is to steal money from other and specially they target the poor students most of the time. The student face hoodwinks and lost everything because they didn’t know the proper way. Sometimes they face difficulties like unknown environment, money problem, house problem, college/university problem and etc. So if a student has a good knowledge of getting correct student visa, which is very important. That’s because we are researching on this topic to collect maximum amount of correct and helpful information from different sources. Thesis Statement In our research paper, we are going to discuss about the basic requirements for a student of student visa, different types of process of getting visa, and visa consultant’s suggestions and interviews. We also include the terms and condition of getting visa of some particular country like Australia, UK, Turkey. While applying for a student visa we need to know what the basic requirements of a country are. There are lots of regulations but the basic or core requirements are the same for every country in the world. Education qualification, Additional qualification, Financial solvency are the three basic requirements of a student visa. While collecting information about student visa process we found this type of information from one of chosen person for interview was a Visa secretary and Public Relation Officer of Embassy of the Republic of Turkey, Sk. Haider Ali. He is working there for 24 years and an experience person at visa section. He told us â€Å"To apply for a student visa, the enthusiastic student must know the requirements; those are Education qualification, Additional qualification, Financial solvency. † We search this kind of information in the first step. † So first thing the student’s should remind of, he or she has to be well educated. Then they must provide their education certificates. At first, giving student visa there was few rules which student had to follow, there are still rules but moderated by time by our government. A good who has very good result in his or her educational life, they will have the advantage of apply for the student visa but recently that rule is changed by collaborating both our government and the embassies of the world in our country. The recent rule is that, student can apply but in a range. For example, In German scholarship or student visa, student who have scored 4. 50 in his higher secondary school certificate is the minimum requirement. Above 4. 5 the students can apply. Then they will check the student’s documents and will call for interview for final selection. There they will select the best candidate who will have scholarships or student visa. Actually student of Bangladesh search for scholarship rather than student visa because they can get benefits as a scholarship student. Then the second basic requirement is the additional qualification. Additional qualifications means that the students extra qualities like, different types of certificates, language efficiency, IELTS, TOFEL, GMET, etc. are. Student must have a IELTS or GMET to get scholarship. Different countries ask for different score. For example, Australian Embassy asks 7. 0 as a minimum IELTS score for interested student applied for scholarships. After that, it comes financial solvency. Each and every country and embassy ask for financial solvency because if the student faces some difficulties his/her parents must have enough financial support in case of emergency. This process is mandatory for each and every student who want to apply for student visa or scholarships. For example , one of the Australian Embassy’s policies is that the student’s parents have to show 22 lakh taka in their financial solvency. When a student wants to go abroad for higher study they must know the basic requirements of a student visa. But only knowing them is not enough. They must have to know the proper ways of getting it. The best way to know about any kind of scholarships or student visa availability is to visit the Embassy of the country which a student is willing to go. Then they should ask everything about requirements and other necessary things which will be needed. The steps they will tell the students are the correct. But some cases there are some agencies working with the embassy. Such as USA Embassy, UK Embassy, Italy Embassy and some other Embassies have their registered visa agencies in our country. The students can go there and find important information. Students must come to embassies to collect proper information about this kind of agencies. In this case, students face hoodwinks. For not knowing the correct information they face many problems. Fraud people steal money from them and don’t show after a few days later. So the students first go to the embassy for information, then they should ask about their having any kind of agencies. So students should be careful about this. Going to the embassy directly is the best way but there is another way of getting student visa. The agencies, they are setting a business here. Actually, some of this agencies are authorized by the government. They help the government and the students to get visa. Their job is to provide information about scholarships or student visa and the culture and other important things to the students. They collect passport and other important document from the students and send it to the embassies for visas. After that, they tell the students who get to face an interview and take them to the interview. A agency like BSB Foundation is well known to all by now. They have link to every embassy but they are able to help students sending them to Malaysia, Singapore, Thailand, Japan and few other countries in the world. Overseas Student Consoling Services Bangladesh, Atlas Education Consultants and different agencies are also well known in our country. There is another way a student can apply for student visa. Although, a student get to face an interview most of the time when they apply to a university and they invited him/her. Like that, student get the chance to apply before giving interview. The process is simple. Every year the embassies agencies or different countries universities or colleges come to visit Bangladesh and arranged study fair to offer them to visit their universities or colleges for higher study. There student get the most of the advantages. Students are selected their by the faculty members of the offered universities or colleges. Then, they send their documents to the embassy for visa process and they found much easier than other processes. But these kind of fairs arranged very few in our country. Specially USA, Australia, Malaysia, Singapore, India, Sweden, Germany, etc. country arrange study fair most of the times. So it is another way of getting visa and it is proper way too. But students who are interested to apply for a student visa, they must know the information very well. The suggestions are simple, if they want to go abroad, they should apply for the scholarships and visit the website of their own chosen universities or colleges. If they want to go on their own money rather than scholarships, they might face so many problems. Student visa has many formalities. Although there are rules and regulations but students face difficulties. Many students don’t get the chance to apply for. It depends on the embassies. Few of the embassy don’t hesitate giving student visa. But most of them don’t want to give because after giving student visa, they go abroad and start business there of their own which is illegal. Because of this reason embassies don’t want to give student visa. They give student visa but not to everyone. As a matter of fact, some agencies are doing this kind of illegal business. They stay near embassies which are very popular are very crowded, they ask every single person. There students got stuck. Because they don’t know they are authorized or not. Then they face hoodwink. Many agencies tell the students that they are legal but ultimately they are not. They provide visas to the students but when they go abroad they don’t find anything they were told that they will find, The students who face hoodwink, they don’t find themselves studying but working for their food. So students must be careful about this kind of situation. They must collect information and solid information. What we are telling is the way and alerting the students how they will face problems. So that, they should be careful about getting visa. But recently that hoodwink is reducing because of our government. They are trying everything to stop because most of the fraud people are from the government. The most effective step was to create the MRP (Machine Readable Passport). For this, a very little chance of facing trouble for the students. In that passport everyone’s information is given by a number. Inputting that number they will see every detail information about a person. For that every embassies are asking the students to bring MRP Passport before visiting embassy. Due to shortage of time and some difficulties we were unable to take interviews. Actually we didn’t get permission to take interviews. But we were able to take an interview. His name is Sk. Haider Ali. He is Visa Secretary & PRO of Embassy of The Republic of Turkey and a experience person at this sector and rules. We ask him, â€Å"Sir, What are the basic requirements you search in students who want to go to your country with student visa? He answered, â€Å"To apply for a student visa, the enthusiastic student must know the requirements, those are Education qualification, Additional qualification, financial solvency. † We search this kind of information in the first step. † Then, â€Å"Do you search any kind of information about the student’s background? † He replied, â€Å"No, we don’t because when a student applies to us they have to bring the certificates of his/her education, they must attach those documents from Education Ministry and Foreign Ministry. If they attached the documents, that means his/her documents or certificates are clear. † We also asked him, â€Å"Can students face difficulties when they will go there to study? If, then what kind of difficulties they might face there? † He again answered, â€Å"Basically who ever go there don’t face many problems. The problems they might face is to cope with the environment because it is new to them, and they might also face food problem and house problem. If they got scholarship then they won’t be facing these problems. â€Å"What kind of suggestion do you want to give to the students who want to get student visa and want to go abroad? † We again asked. â€Å"The main suggestion is that, who ever want to go to abroad they first come to the embassy and ask what will be important and want kind of documents they need to show to us. Another one is that there is a lot of tout people around us, so be careful and be safe from them. If they find you, t hey won’t let you leave without giving them lot of money. † He replied.

Frederick Douglass: His Slavery Years Essay

During the 18th and 19th centuries, the United States was a young nation divided by numerous philosophical and political differences. Arguably, slavery was the most divisive issue at the time. There were individuals who spoke out against slavery; perhaps the most eloquent anti-slavery voice belonged to Frederick Douglass. Douglass was an American abolitionist who altered American views concerning slavery through his writings and actions. He stood in stark contrast to pro slavery advocates’ claim that slaves lacked the intellectual capacity to act as free citizens. Douglass was born into slavery as Frederick Augustus Washington Bailey, in February, 1818. The exact date of his birth is unknown. Douglass chose to celebrate February 14th as his birthday. In his autobiography, The Narrative of Frederick Douglass, An American Slave, Douglass (2002) stated, â€Å"I have no accurate knowledge of my age, never having seen authentic record containing it†(SparkNotes Editors, 2002). Douglass’s birthplace was Holmes Hill Farm, located on Maryland’s Eastern Shore. Frederick’s mother, Harriet Bailey, was a slave who worked the cornfields around Holmes Hill. Little is known of Frederick’s father other than he was a white man. There was speculation that Douglass’s father was his master as slave owners often impregnated their female slaves. Common among slaves was being forced to work long hours; Harriet was no exception. The long hours deprived Harriet from forging a motherly bond with her son. Douglass (2002) recalled the only time he spent with his mother was when she would walk 12 miles after dark to lie next to him at night (SparkNotes Editors, 2002). At a young age, Douglass was separated from his mother and placed in the care of his maternal grandmother, Betsey Bailey. Several years later, when told that his mother had died, Douglass barely reacted to the news. Living with his grandmother shielded Douglass from the harsh realities of slavery. Betsey’s job was to simply look after the young children of the slaves. When Frederick was seven or eight years old, he would begin to the face the bleak life of a slave. Douglass’s grandmother inexplicably took him on a long, faraway journey. The two approached a large, graceful home, called the Lloyd Plantation. Several children were playing in front of the home. According to Sandra Thomas, author of Frederick Douglass–Abolitionist/Editor, A Biography of the Life of Frederick Douglass, Betsey Bailey pointed to three of the children and introduced them as his siblings, Perry, Sara, and Eliza (Sandra Thomas, n.d). Frederick reluctantly joined his brother and sisters for a bonding session. After a while, Frederick realized his grandmother had left the plantation without him. Life on the Lloyd Plantation was vastly different from what Frederick was accustomed to. The plantation encompassed 20 farms and grew tobacco, corn, and wheat. Douglass’s master was named Captain Aaron Anthony, who was also the plantation’s superintendent. Captain Anthony supervised all of the plantation’s overseers, and was responsible for three to four hundred slaves owned by the Lloyd family. All slaves were required report to Lloyd’s central plantation for their monthly allowances of pork or fish and cornmeal. All of Lloyd’s slaves referred to the central plantation as â€Å"The Great House Farm,† because it resembled a small village (SparkNotes, 2002). The slaves also received one set of linen clothing, which was expected to last for one year. Frederick did not work in the field as a young boy because children were not strong enough. Instead, he was assigned to be the companion of Daniel Lloyd, the plantation owner’s grandson. Even though Daniel quickly became quite fond of Douglass, this friendship did not produce any favoritism towards Frederick. Like the other slave children, Douglass was given only a long, linen shirt to wear. The cold winters damaged Douglass’s feet so badly that he could insert a pen into the cracks of his flesh (SparkNotes, 2002). The children were fed cornmeal mush and forced to eat it out of a trough, similar to how pigs were fed. Perhaps the only preferential treatment Douglass received came from Lucretia Auld, Captain Anthony’s daughter, recently married to a ship’s captain. Lucretia gave Douglass menial tasks to perform, such as running errands. In 1826, Lucretia told Douglass he would be sent to Baltimore to live with her brother-in-law, Hugh Auld, manager of a ship building company. Additionally, if Frederick cleaned himself up really well, Lucretia promised to give him a pair of pants to wear for his trip. In his autobiography, The Narrative of Frederick Douglass, An American Slave, Douglass (2002) states he spent the majority of the three days leading up to his trip at a creek, â€Å"washing off the plantation scruff†(BookRags, p 75). Clean and stylish in his pants, Douglass left the Lloyd Plantation for what he hoped would be the last time. Of leaving Colonel Lloyd’s plantation, Douglass (2002) felt no sorrow or loss because his mother was dead, he seldom saw his grandmother, and his relationship with his brother and two sisters was limited (BookRags, p 75). Frederick arrived in Baltimore and was greeted by the Hugh and Sophia Auld, and their little son, Thomas. The happy smile on Sophia’s face represented a first for Douglass; kindness on the face of a white master. Douglass (2002) believed his move to Baltimore signified the first major step toward freedom. He credited his selection among so many other children as an act of divine intervention, saying: From my earliest recollection, I date the entertainment of a deep conviction that slavery would not always be able to hold me within its foul embrace; and in the darkest hours of my career in slavery, this living word of faith and spirit of hope departed not from me, but remained like ministering angels to cheer me through the gloom. This good sprit was from God, and to him I offer thanksgiving and praise. (Book Rags, p. 75) Frederick’s duties at the Auld home were to run errands and care for the Auld’s infant son, Tommy. There was a noticeable difference between slavery in Baltimore and slavery in the country. In Baltimore, slave owners shared a common sense of decency towards their slaves. In general, slaves were rarely beaten and were given adequate amounts of food to eat. Sophia Auld was unlike any white woman Douglass had ever encountered; she treated him like a human being. Sophia was a religious woman and would often read aloud from the Bible to Frederick and Tommy. Douglass gathered up enough courage and asked Sophia to teach him how to read. Sophia agreed and had soon taught Frederick the alphabet and a few simple words. Sophia had never been a slave owner, and had not developed the mindset that blacks were sub-human. Sophia was thrilled with Fredericks’s progress and excitedly informed her husband. Hugh Auld was furious at his wife’s willingness to bond with a slave as well as her desire to educate one. Auld informed his wife that it was unlawful to teach a slave. Furthermore, if a slave knew how to read and write it would make him unfit to be a slave. A slave owner’s worst fear was an educated slave. An educated slave would no longer obey the master and may even begin to question life as a slave. An educated slave may even escape to freedom alone or with a band of slaves. Auld ordered his wife to stop the lessons immediately. Over time, the constant prodding from Sophie’s husband and the menacing effects of slavery soon changed her attitude towards Frederick. Douglass (2002) noted the change of feelings in his autobiography, saying: But, alas! this kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its infernal work. That cheerful eye under the influence of slavery soon became red with rage; that voice made of sweet accord, changed to one of harsh discord; andangelic face gave place to that of a demon. (Book Rags, p. 77-78) Frederick surmised from Auld’s outburst that reading and writing were his pathways to freedom. Frederick made obtaining this knowledge a personal challenge. Douglass used what he learned from Sophia and increased his knowledge of the alphabet on his own. He accomplished his task through diligence and the use of clever tactics. Since Sophia had stopped teaching Frederick to read, she became extremely vigilant in preventing him from learning, becoming stricter than her husband. Whenever she caught Frederick reading, Sophia would scream at him to stop and threaten to beat him if she caught him reading again. In order to counter Sophia’s watchful eye, Douglass made friends with as many white children as he could while he ran errands. The children became Frederick’s teachers; each child offered a different skill set to further Frederick’s knowledge. Whenever Douglass had time between his errands, he would join his friends for a quick lesson. Frederick also exchanged bread for instruction, particularly from the poorer white kids who had less to eat than he did. Frederick (2002) recounts talking to some of them about freedom and even gained sympathy from some for his plight (BookRags p. 79).   When Douglass was around 12 or 13, he obtained a copy of a book entitled, The Columbian Orator, a collection of speeches and essays dealing with liberty, democracy, and courage. The book opened up for Douglass a vast array of ideas on freedom, liberty and truth. One particular passage in the book intrigued Frederick the most. A master and his recaptured slave exchanged dialogue regarding why the slave had run away. The master failed to understand why the slave had attempted to escape for a second time, outlining the many acts of kindness given to the slave. The slave defended his actions and the conversation soon turned into an argument for or against slavery. The slave expertly countered every point the master made for why slavery should be allowed. Having realized defeat, the master granted the slave freedom, even wished him prosperity in his new life. The book also contained a speech arguing for the freedom of Irish Catholics and for human rights in general. Douglass began to fully articulate the case against slavery, but it also brought forth the painful realization of his own life as a slave. The warnings of Hugh Auld had come true, Frederick’s new found knowledge began to torment his soul. In his autobiography, The Life and Times of Frederick Douglass, (2007), Douglass stated, â€Å"the very discontent so graphically predicted by Master Hugh had already come upon me. I was no longer the light-hearted gleesome boy, full of mirth and play, as when I landed in Baltimore†(Library of Liberty, p.90). During this time, Douglass began to listen to anyone who discussed slavery. At some point in the discussions, Douglass heard the word abolitionist for the first time. In a city newspaper account of a Northern abolitionist petition, Frederick learned that word meant anti-slavery (SparkNotes, 2002). Armed with this new found knowledge, Frederick attempted to learn all he could about abolitionists. Douglass (2007) declared, â€Å"I therefore set about finding out, if possible, who and what the abolitionists were and why they were so obnoxious to the slaveholders†(Library of Liberty, p 90). Soon thereafter, Douglass aided two Irish sailors, without being asked, unload a boat at the wharf. When the task was completed, one of the sailors asked Douglass if he was a slave. Frederick (2007), replied, â€Å"I am a slave for life† (Library of Liberty, p.93). The Irishman shrugged and appeared to be deeply affected by Frederick’s response. Both Irishmen implored Douglass to run away to the north where he could be free. Douglass pretended to be uninterested, because he feared the men might be bounty hunters who enticed slaves to escape, then recaptured them to collect the reward money. However, the thought of running away stayed on his mind, with a vow to do so when the time was right. Before he could run away, Frederick believed that he should learn to write. Douglass (2007) surmised that knowing how to write would be useful, â€Å"as I might have occasion to write my own pass†(Library of Liberty,p.94). By this time, Douglass was assigned to Hugh Auld’s shipyard. He used that opportunity to study the letters that the ship’s carpenters wrote on pieces of timber. Douglass quickly became proficient in writing the letters he knew, and devised a plan that would increase his writing skills. He approached local boys at the shipyards and challenged them to writing contests. Douglass would write out the letters he had learned, and defied them to outdo him. This tactic gave Frederick the opportunity to learn new letters which he practiced over and over. Any writing surface he encountered, i.e., fence, wall, or pavement, he used to practice. His master’s son, Tommy was in grade school at this time and had several books at home. Whenever Douglass was left alone to care for the house, he wrote the words in Tommy’s book until he was able copy them exactly. Through these tedious tasks, Douglass learned to write. About three years after moving to Baltimore, Captain Anthony died. Anthony’s youngest son, Richard, preceded him in death. In order to divide the estate equally between the two remaining children, Andrew and Lucretia, Douglass was sent back to Talbot county as property to be evaluated. Frederick’s departure from the Auld household was a sad occasion. Douglass (2007) recalled, â€Å"We all wept bitterly, for we were parting, and it might be we were parting forever† (Library of Liberty, p.97). At the valuation (2002), slaves young and old were ranked along with the pigs, horses, and cattle (Book Rags, p. 80). The slaves were forced to anxiously wait to see where they were headed. Frederick’s worst fear was to be placed in the possession of Master Andrew, a man known to be heartless and cruel. Douglass was especially troubled by this since he had experienced a certain degree of kindness in his life. Fortunately, Douglass was given to Lucretia Auld, who promptly sent him back to Baltimore to live with Hugh and Sophia Auld. Shortly after his return to Baltimore, both Lucretia and Master Andrew died. Their deaths left all the slaves in the hands of strangers. Perhaps the cruelest aspect of slavery was how Frederick’s grandmother was treated. After years of faithful service to her master and his children (2002), after caring for him from infancy to death, and after populating his plantation with her children and grandchildren, she was deemed too old to be of value and sent out to a little hut to die alone (Book Rags, p. 82). Two years after the death of Lucretia, Thomas Auld had a disagreement with his brother Hugh, and demanded Frederick’s return. Unlike the first time he was forced to leave Baltimore, Frederick was not sad about leaving Hugh and Sophia. According to Douglass (2007), â€Å"The influence of brandy and bad company on him, and of slavery and social isolation on her had wrought disastrously upon the characters of both†(Library of Liberty, p. 100). When Douglass returned to live with Thomas Auld, his began to experience slave life as a field hand. For perhaps the first time in his life, Douglass began to experience prolonged bouts of hunger. He and the rest of the slaves had to resort to begging and even stealing in order to obtain food. Douglass and Captain Auld did not get along; Auld considered Douglass spoiled from city life. Douglass received several beatings as a result of his attitude and for purposely letting the master’s horse run away. Despite several beatings, Douglass refused to be broken. As a direct result, Captain Auld lent Frederick to Edward Covey for a year. Covey was a farm renter with a reputation for being a â€Å"nigger breaker†(Library of Liberty, p. 101). Douglass was thankful for the move, believing he would at least have enough to eat. During Frederick’s first six months with Covey, he was beaten for a myriad of mistakes. Some of the mistakes were real, while others were due to Covey’s imagination. Frederick (2007) experienced his darkest days as a slave, stating: I was broken in body, soul, and spirit. My natural elasticity was crushed, my languished, the disposition to read departed, the cheerful spark that lingered about my eye died†¦(Library of Liberty, p. 105). A flicker of hope kept him going—the ships on the Chesapeake Bay. Frederick admired the vessels with their white sails and swift mobility. Douglass (2007) contrasted his condition of bondage to the freedom of the seas (Library of Liberty, p. 105). Frederick gained an overwhelming desire to escape from slavery or die trying. A turning point in Douglass’s life occurred after an incident with Covey. Frederick was severely beaten by Covey for being too exhausted to continue to work. Douglass fled to Thomas Auld’s home for protection but was ordered to return. Upon his return, Douglass was beaten again. After conferring with another slave, Frederick was given a root to carry for protection. The next day Douglass received kind words from Covey instead of a beating. The next encounter between Douglass and Covey resulted in a fight that lasted nearly two hours. Afterwards, Covey did not lay a hand on Douglass again. Frederick (2002) recalled, â€Å"My long-crushed spirit rose, cowardice departed, bold defiance took its place†¦Ã¢â‚¬ (Book Rags, p. 110). When Douglass’s time with Covey ended, Frederick’s life became similar to a nomad’s. Douglass spent time on another farm, but was arrested for conspiring with other slaves to escape. After his release from jail, Douglass returned to Baltimore and Hugh Auld. Auld assigned Douglass to a shipyard so that he could learn to caulk. There were white men at the shipyard that refused to work with Frederick and a fight ensued. Douglass was assigned to another shipyard where he finally learned to caulk, and received top wages for his work. Since he was still a slave, Douglass was forced to give Hugh Auld all of his money. This injustice reinforced Douglass’s desire to escape, and he put a plan together to do just that. After years of hardship, beatings, jail, and other emotional atrocities, Frederick Douglass was ready to escape slavery. Douglass (2007) stated, â€Å"On Monday, the third day of September, 1838, in accordance with my resolution, I bade farewell to the city of Baltimore, and to that slavery which had been my abhorrence since childhood (Library of Liberty, p.110). Loosely dressed as a sailor, Frederick boarded a train to New York. Using his knowledge of ships, the vernacular of sailors, Douglass deceived the conductor into believing he was a seaman. Douglass’s perilous journey to freedom ended twenty-four hours later in New York City. Douglass found freedom and prosperity as a free man. He eventually settled in New Bedford, MA, with his new wife Anna. Douglass discovered that colored people in the North were united in their efforts to help escaped slaves. Douglass’s (2002) interest in the abolitionist movement was fueled by reading The Liberator, a newspaper that stirred his soul to join the fight to end slavery (Book Rag, p.112). In August, 1841, Douglass attended an anti-slavery convention in Nantucket. With encouragement from a friend, Frederick speaks for the first time to a white audience about slavery. From that moment on, Frederick Douglass became perhaps the foremost figure in the abolitionist movement. References Douglas, F. (2002). Narrative of the Life of Frederick Douglass, An American Slave (2nd ed.). Retrieved from http://www.bookrags.com/notes/fred/PART5.html Douglas, F. (2007). The Life and Times of Frederick Douglass: From 1817-1882. Retrieved from http://oll.libertyfund.org/title/2007/138723 SparkNotes. (2002). SparkNote on Narrative of the Life of Frederick Douglass. Retrieved from http://www.sparknotes.com/lit/narrative/ Thomas, S. (n.d.). Frederick Douglass, Abolitionist/Editor, A Biography of the Life of Frederick Douglass. Retrieved from http://www.history.rochester.edu/class/douglass/home.html

bushs visit to elementary sch essays

bush's visit to elementary sch essays This Tuesday, February 22nd article by the Philadelphia Inquirers Jodi Enda talks about President Bushs visit to Townsend, Tennessee elementary school. In his visit, the president got the chance to sit in some classrooms. But he was there mostly to speak more thoroughly about some of his new education plans. Bush talked about his proposal to allocate $1.6 billion more dollars to elementary and secondary education. This would be a 9% increase in spending. The article goes on to explain the idea of annual testing of grades 3 through 8 and the three-year fail plan. The plan for school vouchers is also further explained. As the story winds down, the writer talks about some differences between Bush as president and past presidents. Mainly saying how Bush is the first Republican to really increase spending. The last paragraph talks about how the Head Start program will be moved into the Department of Education and what changes may occur from that. In the last part of the article the topic is Head Start. The writer talks about how Bush wants to move it into the Department of Education so that more emphasis is placed on reading and math. I see this to be a way for him to keep some of the older Americans happy. There is lots of talk these days about students not knowing the fundamentals. And this move would make the older citizens of America very happy that kids are learning the basics. Where I have a problem with this is that technology has changed things. These aspects arent really focused on as heavily because machines can now do a lot of the work for us that we previously had to do. Im not to sure about how many of these new ideas will be accepted by congress. There is no way that everyone will agree on the plan. I really hope that most of the plan does go through so that there will be some changes. I think now is a really good time to ...

Urbanization in Tokyo Essay Example | Topics and Well Written Essays - 1500 words

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