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The Chunochi, Dhamman, Sounchal, Sarsawah and Malhar areas lie along the eastern limb of Hazara-Kashmir Syntaxis. This is an active fold-and-thrust belt in the sub Himalayas of Pakistan. The Early Miocene to Recent sedimentary rock sequence is exposed in the area. The stratigraphic sequence of the study area includes the Early Miocene Murree formation, Early to Middle Miocene Kamlial formation, Middle to Late Miocene Chinji formation, Late Miocene Nagri formation, Late Miocene Dhok Pathan formation, Pliocene Soan formation and Pliestocene Mirpur formation. The Baluch syncline, Panakah anticline and Nainsukh anticline are the major folds. These are open to isoclinal in nature. The Dhamman fault, Tangai fault, Riasi fault, Gali Samiar fault, Godri Badshah- Kotli fault, Chak Nasru fault, Nuhi Sarota fault and Hill Kalan fault are the major faults. The Riasi fault, Godri Badshah-Kotli fault and Chak Nasru fault are active faults. The sedimentary structures observed in the area are cross bedding, load cast and rip ups. The facing of the stratigraphic units is marked on the basis of these structures....

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I ka hiki ana mai o ke kau ua, o ka hooilo, ola hou aela na mea e ulu ana ma ka honua. Ua kapa ia ia wa ka makahiki. Mai na awawa a ka ae kai, ua akoakoa mai ka poe i mea e hookipa ai i ka hoi hou ana mai o ke akua o Lonoikamakahiki. Lawe ia maila na hookupu, he mea ai a he ia kekahi, a ua komo mai lakou i na hana lealea a me na hana hooikaika kino, no ka mea, ua hoomaha ia na hana a pau ma ia wa makahiki. I kekahi makahiki i ka wa kahiko, ia lakou e hoolaulea ana, ua pau koke ka hanakuli o ka pahu pai. O ia ka manawa i hanau ia ai ke keiki hanau mua a ke alii. Ua kena ia akula na kahuna kiekie nana e pule no ka pomaikai o ka makuahine a me kana keiki. A o ka holo akula no ia o ka elele i kahi o ka lehulehu e ku ai me ka hai i ka lono. “He keiki kane, he keiki kane ka hanau mua, a Keaweikekahialiiokamoku, ke alii nui.” A laila, ua kani hou na pahu pai, a oi loa aku ka hanakuli nui no ka hoolono ana i ka nuhou. Ua pule no hoi na kahuna i hoohanohano ai ke keiki. Ua puliki ke alii wahine o Lonomaaikanaka i kana keiki a pili pono. He mamo o ia mai ke kuauhau o Piilani, ke alii nui o Maui. Ua noa, ua pau kona mau la i noho ai ma la...

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O ke kumu o ko Paao haalele ana i kona aina hanau, ua hakaka laua, me kona kaikuaana, o Lonopele. O Lonopele, o ia ke kahuna a he kanaka mana, he akamai, a he ike i kela mea, i keia mea ma kona ano kahuna; he mau kanaka mahi ai laua. O Lonopele, ua mahi ai o ia i kona aina a maikai, a ua kanu o ia i na laau hua ai he nui loa i loko o kona kihapai. I kekahi manawa, ua pau i ka aihue ia ka hua o na laau kanu a Lonopele ma kona kihapai, a manao ihola o ia, ua hele ke keiki a Paao e kolohe i ka hua o kana laau, no laila, hele maila o ia ia Paao, a olelo maila no ka pau o ka hua o kana laau i ka Paao keiki. Olelo aku hoi o Paao, “Ua ike pono no nae paha oe, ua pau io ka hua o ko laau i kuu keiki” Pane maila hoi o Lonopele, “Ua ike au i ka hele ana o ko keiki i laila, aole nae au i ike i ka lawe ana, aka, ua manao no nae au, nana no i kolohe.” Olelo hou aku o Paao, “Ina pela, e kaha ana wau i ka opu o kuu keiki, a i loaa ole kau hua, a laila, pehea” Olelo mai no hoi o Lonopele, “Aole iau ia, aia wale no ia i kou manao. I ka wa hea no la hoi kou ike ana e kaha ia ana ka opu o ke kanaka, a ia oe wale ae nei no ke kaha ia.” Pane aku no o Paa...

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This study uses Brig Gen J. F. C. Fuller’s theory of war to investigate the motivation of pilots flying in combat. The study holds the physical and cognitive domains of war variables constant and analyzes the moral domain effects on pilot behavior....

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1 INTRODUCTION . . . . . . . . . . . . . . . . . . . 1 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 THE MORAL DOMAIN . . . . . . . . . . . . . . . .7 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .15 3 METHODOLOGY . . . . . . . . . . . . . . . . . . .17 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4 SURVEY RESULTS AND ANALYSIS . . . . . . . 25 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .34 5 CONCLUSION . . . . . . . . . . . . . . . . . . . . 37 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 40...

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Mai kona makahiki eono ua hele pinepine o Rangelug i ka holo kai me kona papa ma ka pae aina o Kalolina. Ua ao ia o ia i ke ano o ka nee ana o ka waa i ke kai. Ninau o ia i na ninau he nui e pili ana i na huihui hoku. Ua kuhikuhi kona papa i na huihui hoku he nui, aka, imi mau o Rangelug ia Mailap, ka Manu Nui. He mau eheu ma elua aoao o ka hoku malamalama nui loa ma ia Manu Nui. I ka piha ana ia Rangelug he umikumalima makahiki, maopopo ia ia ka hookele ana i ka waa, a kokua o ia i kona ohana i ke kalai ana i na waa. Hauoli ko Rangelug papa i ka hoihoi a me ka holomua o kana keiki kane. Makemake o ia e haawi i kona ike hookele waa ia Rangelug. I ka manawa i piha ai ia Rangelug he iwakalua makahiki, hookuu kona papa ia ia me ke kuleana hana. Ua ao ia o Rangelug i ka hookele ana ma o na hoku he nui ma na pae aina like ole. Ua ao mai o ia i ka hoomaopopo ana i ke ano o kona waa i na makani a me na au like ole. “Mai lalo mai o Mailap,” i olelo ai o ia, “e hele mai ana ka Moae a me ke kai ohu.” Ua ao mai o Rangelug e alakai i ka mea hookele me ka ohu ma hope ona a i ole ma ka aoao o ka waa i mau ai ke ala kai a lakou e holo ana. ...

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Ua noi aku ka poe holo kai Polenekia ia Kane, ko lakou akua nui a me Kanaloa, ke akua o ka moana, i ka makani oluolu a i mea e awiwi ai ka lakou holo kai. Ua maopopo lea i ka poe holo kai kahiko, aohe mea e pakele ai lakou ke nalowale a i ole ke kahuli ka waa. He mea kokua ka makani a me ke kai holo, a he mau mea loko ino kekahi. Ua kapa ia ka Pakipika he kai malie, a i kekahi mau manawa he oiaio no ia i ka poe holo kai, aka, nui na mea poino no ka poe Polenekia e pale ai ke hele ka lewa lani a poeleele. Powehiwehi na hoku a ua poluliuli ka la i ka inoino ma ka moana a he mea ia e paakiki ai ka hookele ana, aka, nui no na poino e ae i ka manawa ino ma ka moana. Kaipuni! Pikipikio ka moana i ke kaipuni a ua kaili ia na lako a i kekahi mau manawa, na kanaka i ka nalu nunui inoino. Ina he ikaika loa ka makani, kahuli a piholo ka waa a wawahi ia i ka nalu nunui....

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“Ehia Kanaka”. 1 -- Ka Moana Palena Ole . 8 -- Ke Kaiapuni Loli Mau. 13 -- He Lonoa E Ae. 22 -- “Aia Hoi He Moku!”. 25 -- No Ka Holo Moana Ma Ka Hokulea. 35 -- Nainoa Thompson. 37 -- Kawika Kapahulehu. 43 -- Chad Baybayan. 47 -- Keahi Omai a me Kaau McKenney. 51 -- Ka Nalu a me Ka Ohuku Ale. 56 -- Ka Palulu O Na Mokuaina. 61 -- Ka Holo Kai O Na Waa Kaulua. 66 -- O Kelii, Ka Mea Kalai Waa. 70 --...

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There was a language in the Malabar coast, that is, in the northern parts of current day Kerala. This language was also known as Malayalam but quite different from the modern official version Malayalam. This language has more or less vanished in the last 30 years or so, succumbing to the onslaught of the official version, South Kerala Malayalam which came with statutory support. The issue of there being a different language in Malabar comes to the fore, due to the fact that the COMPULSORY MALAYALAM teaching lobby is insisting that every man and woman in Kerala should be compulsorily taught their 'mother tongue'. If that is so, then the people of Malabar would have to be compulsorily taught this language and not the southern version official Malayalam....

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This essay presents an exploration of elements from information theory and cibernetics on the struggle against corruption behavior in public sector and beyond; the existence of an exemplary or corrupt ethical equilibriums are explored by updating Klitgaard corruption formula along with the presence of information pressure, entropy and cibernetics servomechanisms in digital societies, including alternatives and sistemics approaches for further anti-corruption policies implementation....

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This essay explains what bank recapitalization is, why it is very important, and how banks are actually recapitalized.

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Buuggan oo ka kooban 28 baal, kelmed kelmed looma turjumin, waa lifaaq ka samaysmay fikaradaha dhaxal reebka asal ahaan ku xusaan buugii la soo turjumay iyo kuwa kale oo ku salaysan waaqica bani-aadamka hadda jira. Wuxuu kaa caawinayaa fahmida sida bani aadamka loogu siro in ay raalli ka noqdaan inay isu addoomeeyaan kooxaha qoriga caaraddiisa ku ceesha haba ku soo gabadaan magac diimeed, mid dawlad gobolaysi ama mid federaalba. ...

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Ma arko khayr ka soo socda dhowr madax ah oo ii talisa Mid kaliya ha ahaado taliye, mid kaliya ha ahaado boqor. Kelmedahaas ayuu Homer afka Yulisis galiyay, isaga oo u khudbaynaya dadwaynaha. hadduusan waxba ku darin, hadalka "Ma arko khayr ka soo socda dhowr madax ah oo ii talisa” waxay noqon lahayd hadal qumman, waxayna ahayd inuu ku ekeeyo xukun dhowr taliye leh khayr maleh, sababtuna tahay awooda halka shaqsi qudheeda isla marka uu helo magaca taliye guud, wuxuu noqdaa mid dadka silciyo oo gar maqaate ah. Yulisis wuxuu dhahaayo waa daacsi-daacsi. ...

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Hordhac Qaybta Koowaad Qaybta Labaad Qaybta Saddexaad

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I ka wa kahiko, ua hanau ia mai he keiki na Wakea, ka makua o na lani, me Hoohokukalani. Ua kapa ia kona inoa o Haloanakalaukapalili. Eia nae, he keiki alualu o ia, a ua make o ia ma hope iho o ka hanau ia ana. Kanu ia ihola ua keiki alualu la ma waho o ko Wakea hale. Kupu maila kekahi mea kupaianaha mai loko mai o ko Haloa kino. Ua puka mai kekahi mea kanu. He uliuli na lau e ulu ana ma na ha loihi e nape malie ana i ka makani. Ma ka mole o ia laau, aia he hua momona me na oha he nui. He kalo ia mea kanu. Ma hope aku, ua pomaikai hou o Hoohokukalani i ka hanau ana mai i kekahi keiki kane. Ua kapa ia kona inoa o Haloa no kona kaikuaana. He nui loa a he lehulehu na keiki a Haloa. O ia mau keiki na alii a me na kanaka o Hawaii. Pela no i hookumu ia ai ka pilina paa ma waena o ke kanaka a me ke kalo. He kaikuaana o Haloa, ke kalo, no Haloa, ke kupuna o kanaka....

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Ua kapa ia na kanaka i pili ma ke kuauhau, he ohana. O ke kumu o ia olelo, he ohana, ka pilina ma waena o ke kanaka a me ke kalo, i hoike ia ma ka moolelo no Haloa. No laila i wehewehe ia ai ka ohana e like me ka ulu ana o ke kalo. O na oha na kawowo e ulu ana mai ka hua o ke kalo, a lilo i mau laau oo. O ka ohana ka puulu o na oha a pau o ke kalo. Aia ma ka ohana na kanaka a pau i pili ma ke koko. Ua pili like lakou i hookahi kupuna. Aia hoi paha na kanaka i pili ma ka male ana a me ka hanai ana. Pili hoi na hanauna ma ka ohana. Ua ikaika loa is pilina koko. Wahi a ka Hawaii, he pilina wehena ole. O na kupuna na lala o ka ohana i hala aku ma mua, a me na makule e ola nei. Ua pili ia huaolelo, he kupuna, i ka hua olelo kupu, pili no i ka ulu ana. He mau mea mahalo a aloha nui ia na kupuna e ka ohana. Ua noho hookahi o na kupuna ma ke kulana a o ia ke poo no ka ohana. O ka mea maamau, o ia kupuna ka hanau mua ma ka lala hele mua o ka ohana. Ua huli na lala a pau o ka ohana i ia kupuna hookahi no ke kokua ma ka hoopau ana i na hoopaapaa a me ka hooholo hoi ana i na pilikia. He mana no ko ka hanau mua. Eia nae, o ka mea nui, o ka ha...

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This essay explains what asset bubbles are, how they are created, and why asset bubbles are always the outcome of govrernment policies and never the result of free market forces....

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This essay refutes the conpiracy theories about the creation of Israel. It is a very simple presentation of the circumstances under which the Jewish state was created, in order to become clear to the well intentioned and confused reader, that Israel was created like any other country....

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Modern labour theories and practice. Covers issues like employment, unemployment, migration, brain drain, entrepreneurship, workaholism, and trade unions....

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he securities industry, its markets, instruments (equity, debt, derivatives), trading strategies, underlying economic models, and future.

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Nursultan Nazarbayev, in full Nursultan Abishevich Nazarbayev, Nazarbayev also spelled Nazarbaev (born July 6, 1940, Kazakhstan, U.S.S.R.), president of Kazakhstan (from 1990), a reformist who sought regional autonomy for his Central Asian republic. Nazarbayev was the son of Kazakh peasants. He graduated from a technical school in Dneprodzerzhinsk (now Dniprodzerzhynsk, Ukraine) in 1960, from a technical school of the Karaganda (now Qaraghandy) Metallurgical Combine in Kazakhstan (1967), and from the Higher Party School in Moscow (1976). He worked as a steelworker and engineer at the Karaganda plant off and on from 1960 to 1977. He joined the Communist Party of the Soviet Union (CPSU) in 1962 and rose through the ranks, becoming a full member of the Kazakhstan Politburo in 1979, chairman of the Kazakh Council of Ministers (1984–89), first secretary of the Kazakhstan party (1989–91), and full member of the CPSU Politburo (1990–91). In 1990 the Supreme Soviet of Kazakhstan elected Nazarbayev president of the republic....

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I have written this book to help us recall the original dream for education, the vision of those who built the sandstone schools and those who taught in one room buildings for the sake of education. If we are a rich province, and we are, our schools should feel it. Our kids deserve the best we can give them and not to be shelved as a low budget item. But maybe, knowing that, we would be wiser to not just ask the government or the public to find schools' better'. The secret of return to respect might be hidden in what the lady told me- we in the schools should show others what we need and where we 'd like to do more, specifically....

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Chapter Intro page 1 1 This land - page 6 2 The kids - page 12 3 The commute - page 17 4 The halls of learning - page 22 5 Bell, book and pointer - page 33 6 Water, water, not too common - page 43 7 Lunches, picnics and all-out socials - page 47 8 Write it down, figure it out -page 52 9 Now for morning announcements - page 62 10 What to teach and how to teach - page 68 11 How many of you are there? - page 74 12 Do they pay you to come here? - page 79 13 The public part of public schools- a community mobilizes - page 86 14 Stranger in the classroom - page 97 15 Pranks and flukes- the little things that go wrong - page 102 16 Shhh - teacher's coming! - page 108 17 Kids and free time - page 116 18 Making it a special event for the kids - page 127 19 Harsh realities - sickness, suffering - page 131 20 Boys and girls- different treatment - page 140 21 And what's your name? - page 144 22 It shows in how you speak - page 148 23 Fashion and function - page 157 24 Groups- age and level - page 165 25 Getting a school named after you -page 170 Conclusion - page 178...

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For us to live in a world suitable to us all, we first have to know what such a world should look like, so we can together strive for it!

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The valid competition would be to improve on the ideal (vision/model), and to find better ways of achieving this ideal, instead of competing for advantage over others to the detriment of the whole, as has the prevalent practice been till now. There would, eventually, cease any need for "leaders" and "followers"-- everyone would have the potential to take a part in embodying their own ideas (in concert with the wishes for an ideal existence of all others) in the continuously being shaped collective vision/model. The resulting collective vision/model would not be static--an ideal could not remain an ideal without the possibility of improving on it perpetually. It would be a space to resolve any differences, controversies, conflicts, and any complaints that there ever might arise among us; it would become a superior way of a collective self-rule....

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• Universal Platform for Developing Sustainable Earth Vision/Model Cooperatively • Ecologically and Socially Sustainable Education: Creating a Sustainable World • The Need for Designing the Future Collaboratively: To Whom the Future of the Earth Might Concern. • Donella Meadows' "Visioning": Global Citizens Designing a Sustainable World Together • Mahayana: Philosophy for Sustainability • Designing a Lasting Peace Together • Home: The Very "Leverage Point" • Defining "Sustainability" by Illustrating the Concept Using Modeling • Preventing a Ton of Cure: Disaster Preparedness...

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Nothing speaks better to the subject of effective leadership than the need to develop professionally. General Lorenz believes that leadership is tied to a continuing study of the profession, thus the need for leaders to read. He particularly advocates reading biographies of great leaders. He found that learning from other’s experiences helped keep him from wasting time reinventing the wheel. And reading, like any other leadership development, is a lifetime experience because, as he describes it, “Life is a marathon, not a 50-yard dash.”...

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After describing the type of visionary senior officers needed to lead the Air Force of the future, the study team recommends the identification of “high potential” officers upon selection for field-grade rank. This special designation allows the Air Force to focus education and assignment opportunities on those officers most likely to attain flag rank and senior joint billets. Subsequent recommendations are designed to provide additional leadership development opportunities for officers after they attain flag rank. These initiatives emphasize the focus we must place on developing and continuing leadership education for officers at every stage in their careers. The future strategic environment demands nothing less....

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1 Introduction 1 2 Leadership Concepts 11 3 The Deliberate Development of Air Force Officers 21 4 Recommendations 35 5 Conclusions 45

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In this important study, Lt Col Daniel R. Simmons, USAF, argues that the United States Air Force (USAF) officer success in the twenty-first century will depend on a robust ethical and professional foundation based on Air Force core values. The Air Force has widely promulgated the following core values: “Integrity first, Service before self, and Excellence in all we do.” However, recently well publicized cases of core values failures among some Air Force officers suggest a crisis in character that threatens leadership effectiveness in the Air Force....