The following are given passages.
Passage 1:
Félix Enríquez Alcalá
Félix Enríquez Alcalá (sometimes credited as Felix Alcala) (born March 7, 1951, in Bakersfield, California) is an Argentinean-American film and television director.

Career
Alcalá's first major breakthrough came in 1991 when he was hired by Lynn Marie Latham and Bernard Lechowick to direct an episode of ABC's short lived drama series Homefront. Since then he has guest directed on a vast number of series including CSI: Crime Scene Investigation, ER, Dollhouse and House. In 1997, Alcalá made his theatrical film directing debut with the film Fire Down Below starring Steven Seagal.
In 2007, Alcalá was nominated for Outstanding Directing for a Drama Series at the 59th Primetime Emmy Awards for directing the Battlestar Galactica episode Exodus, Part II

Selected directing credits
Passage 2:
Larry Alcala
Lauro "Larry" Zarate Alcala (August 18, 1926 – June 24, 2002) was a well-known editorial cartoonist and illustrator in the Philippines. In 2018, he was posthumously conferred the National Artist for Visual Arts title and the Grand Collar of the Order of National Artists (Order ng Pambansang Alagad ng Sining).

Biography
He was born on August 18, 1926, to Ernesto Alcala and Elpidia Zarate in Daraga, Albay. Through a scholarship from Manila Times granted by the publisher Ramón Roces, he obtained a degree of Bachelor of Fine Arts in Painting at the University of the Philippines (UP) in 1950. He became a professor at the same university from 1951 to 1981. He also received the Australian Cultural Award accompanied by a travel study grant in 1975.He started his cartooning career in 1946 while still attending school. After World War II, he created his very first comic strip, Islaw Palitaw, which was printed on the pages of the Filipino weekly magazine Liwayway. In 1947, he created the comic strip Kalabog en Bosyo, using Taglish as the medium of communication of his characters.
He pioneered animated cartoons for television commercials of products such as Darigold Milk in 1957 and Caltex in 1965. His campaign for the advancement of illustration and commercial art in the Philippines resulted to the establishment of the Visual Communication Department at the UP College of Fine Arts.In 1997, the Philippine Board on Books for Young People (PBBY) granted him the title Dean of Filipino Cartoonists, an achievement award for his lifetime dedication to the art of capturing humor in the character and everyday life in the Philippines. In 1991, he promoted the formation of a group of young children's book illustrators called Ang Ilustrador ng Kabataan (Ang INK).All in all, he made over 500 cartoon characters, twenty comic strips, six movies, two murals, and 15,000 published pages in his 56 years of professional cartooning career. He believed in the far-reaching role of cartoons in education and value formation.

Death
Alcala died at the age of 75 on June 24, 2002, due to heart failure on Monday night at the Riverside Medical Centre, Bacolod City, central Philippines. His remains will lie in state at the Rolling Hills Memorial Chapel in the Visayas.

His Cartoons
His most popular cartoon series was Slice of Life, which is a reflection of the many unique aspects of everyday life in the Philippines. He captured the interest of his weekend patrons by giving them the task of looking for his image cleverly concealed within the weekend cartoon. He did the same with his other comic strip Kalabog en Bosyo. His cartoons had been tapped in advertising campaigns, such as corporate calendars, print ads, promotional T-shirts and in San Miguel Beer cans.In 1988, his Slice of Life received the Best in Humor award and was also cited for helping to keep alive the Filipino's ability to laugh at himself, through the lively marriage of art and humor, and through commentaries that are at once critical and compassionate, evoking laughter and reflection.Slice of Life appeared on the pages of the Weekend Magazine.

Mang Ambo
Mang Ambo is the personification of the Filipino according to Larry Alcala. Mang Ambo, the character, is an incorrigible cock-eyed innocent, possessing a small town charm amidst urban sophistication. Through Mang Ambo and the other characters of a fictional place called Barrio Bulabog, Alcala exposed the follies and foibles of Philippine society in general and of cosmopolitan life in particular. In this cartoon strip's characters, he also affirmed the Filipino's peculiar coping mechanism of laughing at himself in the face of adversity but still absorbing life's vicissitudes with resilience. Mang Ambo made its debut in 1960 as a full-page feature in the Weekly Graphic. The cartoon series later became the first Alcala comic strip to be compiled in book form.

Kalabog en Bosyo
Alcala's most enduring comic strip was Kalabog en Bosyo that first appeared on the pages of Pilipino Komiks in 1947. It eventually became the longest running cartoon series created by a Filipino.Decades before Slice of Life, Alcala was already doing cameo roles in his Kalabog en Bosyo comic strips, but instead of portraying himself with a moustach, spectacles and side burns, he rendered himself in a crew-cut, younger and about 100-pounds thinner profile.An onomatopoeic Tagalog word, the name of the character, Kalabog, refers to the thud sound produced after the impact of a falling object finally reaching solid ground. In Kalabog en Bosyo, Alcala pioneered in the blending of Tagalog and English or Taglish as the medium of communication among his characters. The comic misadventures of the two bungling detectives namely Kalabog and Bosyo had been transposed into films by Sampaguita Pictures in 1957, starring the Filipino actors-comedians, Dolphy and Panchito Alba.

Summary of published works
The following is a summary of Alcala's published works:
International Cartoons, Athens, Greece (1980)
Salon of Cartoons, Montreal, Canada (1980)
Laugh and Live, Life Today (1981–2002)
Slice of Life, Weekend (1980–1986), Sunday Tribune (1986–1987), Sunday Times (1987–1995), Philstar (1995–2002)
Bing Bam Bung, Pilipino Funny Komiks (1978–1989)
Asiong Aksaya, Daily Express, Tagalog Klasiks (1976–1984)
Mod-Caps, Mod Magazine (1974–2002)
Snickerteens, TSS Magazine (1973–1984)
Smolbateribols, Darna Komiks (1972–1984)
Siopawman, Daily Express (1972–1983, 2002)
Kalambogesyons, Pinoy Komiks (1966–1972)
Congressman Kalog, Aliwan Komiks (1966–1972)
Barrio Pogspak, Holiday Komiks (1966–1972)
Project 13, Pioneer Komiks (1966–1972)
Loverboy, Redondo Komiks (1964–1969)
Cartoon Feature, Asia Magazine (1963)
Mang Ambo, Weekly Graphic (1963–1965), Weekly Nation (1965–1972) Manila Standard (1993–1998)
This Business of Living, Weekly Graphic (1951–1965), Weekly Nation (1965–1972)
Best Cartoons from Abroad, New York, US (1955–1956)
Tipin, Hiwaga Komiks (1951–1965)
Kalabog en Bosyo, Pilipino Komiks (1949–1983), Manila Times (1984–1995)
Islaw Palitaw (1946–1948)
A Cover for Asiaweek Magazine, February 10, 1984
Mga Salawikain ni Lolo Brigido, Pambata Magazine
A Cartoon Mural for the Philippine Village Hotel
A Mural for the Philippine Commission on Audit
Contributions for Duty Free
Contributions for Jollibee restaurant
Caricatures and Cartoons, Private collections
Cover designs, brochures and catalogs, University of the Philippines
San Miguel Corporation Calendar, 1983
SPIC Cartoonists Exhibit on Wheels, 1967 Society of Philippine Illustrators and Cartoonists (SPIC)
Asiong Aksaya TV show, Energy Conservation Movement of the Philippines, 1977

Contributions to Philippine education
The following are Alcala's contributions to education in the Philippines:
Introduced the first college degree course on Commercial Design in the Philippines, 1953
Introduced the first 8 mm film production of animated cartoons in Visual Communications course, 1972
Chairman Department of Visual Communications, University of the Philippines, 1978–1981
Professor, College of Fine Arts, University of the Philippines, 1976–1979
Associate Professor, College of Fine Arts, University of the Philippines, 1971–1976
Assistant Professor, College of Fine Arts, University of the Philippines, 1962–1970
Instructor, College of Fine Arts, University of the Philippines, 1951–1962

Cartoon exhibitions
The following are exhibitions of Alcala's cartoons:
1999 Larry Alcala & Friends: Cartoons and Caricatures Show, The Westin Philippine Plaza (now Sofitel Philippine Plaza), CCP Complex, Roxas Boulevard,
1998 Larry Alcala, Life and Times of a Cartoonist, Museo Pambata Foundation, Inc.
1998 Cartoon Festival, Seoul, Korea
1995 Asian Cartoonist Exhibition and Symposium, Japan
1995 Slices of Larry's Art, SM Megamall Art Center & Liongoren Art Gallery
1993 Cartoons, Solo exhibit, San Jose & San Francisco, California, U.S.A.
1991 Cartoons, Group exhibit, Japan
1990 ASEAN Cartoonist Exhibit, Tokyo, Japan
1989 Cartoon Exhibit, China
1988 Slices of Life Part 2, Art Association of Bacolod Gallery
1987 Slices of Life Here and Abroad, Hyatt Regency Manila
1987 Cartoons, Group exhibit, Hiroshima, Japan
1986 Cartoons, Solo exhibit, Bratislava, Czechoslovakia
1985 Cartoons, Group exhibit, Chicago, San Francisco & Los Angeles, U.S.A.
1984 1st Asian Cartoonist Conference, Hiroshima, Japan
1984 Larry Alcala's First One-Man Exhibition, Heritage Art Center
1982 SKP Exhibit in Australia

Professional and journalistic achievements
The following is an enumeration of Alcala's professional and journalistic accomplishments:
Art Director, Weekly Nation, 1965–1972
Editorial Cartoonist and Illustrator, Weekly Graphic, 1961–1964
TV Art Consultant, Citizens Award for Television (CCMM) 1971–1972
TV Animated Cartoon Commercial for Darigold Milk, 1969
Art Consultant, U.P. Public Affairs TV, Channel 13, 1963–1964
Design artist, Mobil Philippines, 1961–1962
Supervising Animator, Universal Animated Productions, 1959–1960
Movie Consultant, Kalabog and Bosyo, 1986
Movie Consultant, Asiong Aksaya, GP Productions, 1977
Movie Consultant, Kalabog and Bosyo, Sampaguita Pictures, 1957
Movie Consultant, Tipin, Sampaguita Pictures, 1956
Scriptwriter, Dos por Dos, Channel 2, 1974
Advertising Artist, Pan Pacific Advertising, 1948–1949

Clubs and organizations
Alcala had been affiliated with the following clubs and organizations:
Adviser, Samahang Kartunista ng Pilipinas (SKP), 1989–2002
President, Samahang Kartunista ng Pilipinas (SKP), 1979– 1989
President, Art Directors Club of the Philippines, 1963–1964
Vice President, Society of Philippine Illustrators and Cartoonists (SPIC) 1962–1963

Awards, citations and recognitions
He received recognition from the following entities:
U.P. College of Fine Arts
The Board of Directors of the U.P. Alumni Association,
The Office of the Mayor of the City of Manila, Philippines
The Philippine Board on Books for Young People (PBBY)
The Archdiocese of Manila Catholic Press Awards
The Citizens' Council for Mass Media 1970 CAM Awards
The Komiks Operation Brotherhood, Inc. (Komopeb) (Life Achievement Award)
Samahan ng mga Manunulat, Artist, at Patnugot at mga Manggagawa sa Komiks
SPIC-NPC Annual Art Awards
The Society of Philippine Illustrators and Cartoonists
The Society of Philippine Illustrators and Cartoonists (3rd SPIC Annual Art Awards)
The Galleria Bernice L
The U.P. College of Fine Arts Alumni Foundation, Inc.
The University of the Philippines Alumni Association
The Philippine Council of Industrial Editors
The United Artists and Core Corporation, the Philippine Tuberculosis Society, Inc.
Operation Smile
The Bureau of Land Transportation
The Safety Organization of the Philippines, Inc.
The Veterans Memorial Medical Center Diabetes Association
The University of St. La Salle, Bacolod City
The Positive Artists Group (Pamana award)
The U.P. College of Fine Arts
The University of the Philippines (Service Award, 25 years of service)
Caltex and D.O.S.T
Philips -Boy Scouts of the Philippines, Parol Festïval 1986
The National Manpower and Youth Council Office of Vocational Preparation
The Department of Laboratories Veterans Memorial Medical Center
NAFC, DECS, DENR, DA
The Gawad CCP Para sa Telebisyon sa Taong 1988
St. Patrick Commercial Appreciation Award
The National Environmental Protection Council Awards
The City of Bacolod
Caltex-DECS-DOST Science Art Contest
Passage 3:
Al-Ameen College of Pharmacy
Al-Ameen Educational Society was started in the year 1966 to meet the needs of education in the city of Bangalore and of the minority Muslim community. Mumtaz Ahmed Khan is the founder of al-Ameen Educational Society. Number of social workers supported him to start and establish around 20 branches of Al-Ameen Educational Society and 200 institutions throughout India.

History
Mumtaz Ahmed Khan is the founder of Al-Ameen Educational Society. At the age of 31, in 1966 Khan founded the Al-Ameen Movement. He had decided to name it The Bangalore Educational Society. He was advised against this by his friend Khader Hussein who suggested Al-Ameen Educational Society as a reference to the title given to Prophet Muhammad which meant The Trustworthy. Hussein later became the principle of Saboo Siddiq Polytechnic, Bombay.
Abbasiya Begum, a female member of the Karnataka Legislative Council was elected the first chairperson of this society.A number of social workers supported him for starting and establishing around 20 branches of Al-Ameen Educational Society and 200 institutions throughout India.

Structure
Activities
Planning Commission of India member Syeda Saiyidain Hameed was awarded Al-Ameen All India Community Leadership Award - 2006 by the Secretary, Chairman and Vice Chairman on 23 January 2007.

Institutions
Al-Ameen College of Pharmacy
Al-Ameen College of Law
Al-Ameen Arts, Science and Commerce Degree College
Al-Ameen College of Education
Al-Ameen Institute of Management Studies
Al-Ameen Institute of Information Sciences
Al-Ameen Pre University College
Al-Ameen Primary & High School
Passage 4:
Reserve Officers' Training Corps (Philippines)
Reserve Officers' Training Corps (ROTC) in the Philippines is one of three components of the National Service Training Program, the civic education and defense preparedness program for Filipino college students. ROTC aims to provide military education and training for students to mobilize them for national defense preparedness. Its specific objectives include preparation of college students for service in the Armed Forces of the Philippines in the event of an emergency and their training to become reservists and potential commissioned officers of the AFP.
Graduates of the ROTC advance program serve in all branches of the Armed Forces of the Philippines. In 2008, ROTC graduates of the officer candidate schools of the various services constituted roughly 75% of the AFP officer corps. The ROTC grants qualified student-cadets scholarship benefits through a merit-based incentive program in return for an obligation of military service in the reserve force, or active duty in the AFP if given the opportunity, after graduation.
ROTC student-cadets attend college like other students, but also receive basic military training and officer training from the branch of service that handles their school's ROTC unit. The students participate in regular ROTC instruction during the school year (one school year for Basic ROTC student-cadets and three school years for Advance ROTC cadet-officers), and extended training activities during the summer, such as the ROTC Summer Camp Training (RSCT) and the Advance ROTC Academic Phase Training (ARAPT).
ROTC units in colleges and universities are organized through the Department of Military Science and Tactics (DMST) which is under joint supervision by the school administration and the Department of National Defense. These ROTC units are in turn managed by active duty officers of the AFP and the reservist organization representatives of the major services, the Philippine Army Reserve Command of the Philippine Army, the Philippine Navy Reserve Command of the Philippine Navy and the Philippine Air Force Reserve Command of the Philippine Air Force.

Nomenclature
Commonwealth Act No. 1, the National Defense Act of 1935, referred to the ROTC as the "Reserve Officers Training Corps", whereas Republic Act No. 7077, the Citizen Armed Forces of the Philippines Reservist Act of 1991, referred to the ROTC as the "Reserve Officers' Training Corps", ascribing the possessive form to the word "officers". 
Republic Act No. 9163, the National Service Training Program Act of 2001 likewise uses the same possessive form as RA 7077.

History
ROTC in the Philippines began in 1912 when the Philippine Constabulary commenced with military instruction at the University of the Philippines. The university's Board of Regents then made representations to the United States Department of War through the Governor-General and received the services of a United States Army officer who took on the duties of a professor of Military Science. Through this arrangement, the first official ROTC unit in the Philippines was established in the University of the Philippines on July 3, 1922.In 1921, National University became the first private college in the Philippines to have an ROTC unit.  Later in the same year, Ateneo de Manila University, Liceo de Manila, and Colegio de San Juan de Letran soon followed suit and organized their own respective ROTC units. In 1936, the Office of the Superintendent for ROTC Units under the Philippine Army was activated to supervise all ROTC units in the country.

National Defense Act of 1935
President Manuel L. Quezon issued Executive Order No. 207 in 1939 in order to implement the National Defense Act of 1935, otherwise known as Commonwealth Act No. 1, the embodiment of the national defense plan formulated by General Douglas MacArthur for the Philippine Commonwealth. This executive order made ROTC obligatory at all colleges and universities with a total enrollment of 100 students and greater. This measure was made in order to help fill out the reserve force requirement of 400,000 men by 1946 and especially for junior reserve officers.

World War II
At the onset of World War II in 1941, thirty-three colleges and universities in the Philippines had organized ROTC units, the cadets and officers of which would see action for the first time. Elements from different ROTC units in Metro Manila took part in the Battle of Bataan. ROTC cadets of Silliman University in the Visayas made up 45% of the strength of the 75th Infantry Regiment of the United States Army Forces in the Far East (USAFFE). Various ROTC units joined volunteers from the Philippine Military Academy to form the Hunters ROTC guerrilla group, which took part in the resistance movement during the Japanese occupation after the last American and Filipino forces had surrendered.

Post-World War II
On September 13, 1946, the Philippine Army Headquarters reactivated the pre-war ROTC units. The Philippine Army became the Armed Forces of the Philippines on December 23, 1950, at which time the Philippines was divided into four military areas and ROTC units operating within these areas fell under the supervision of their respective Area Commanders. On February 8, 1967, President Ferdinand Marcos rescinded Executive Order No. 207 of 1939, promulgating Executive Order No. 59 in its place. This executive order made ROTC mandatory at all colleges, universities, and other institutions with an enrollment of 250 male students and greater. President Marcos also issued Presidential Decree No. 1706, otherwise known as the "National Service Law", on August 8, 1980. It made national service obligatory for all Filipino citizens and specified three categories of national service: civic welfare service, law enforcement service, and military service.

Republic Act 7077
Republic Act 7077, otherwise known as the "Citizen Armed Forces of the Philippines Reservist Act", was enacted by the 8th Congress of the Philippines on June 27, 1991. The Reservist Act provided for the organization, training, and utilization of reservists, referred to in the Act as "Citizen Soldiers". The primary pool of manpower for the reservist organization is graduates of the ROTC basic and advanced courses.

Controversy
A period of discontent over ROTC's conduct and the corruption that often plagued its individual units had long been fermenting prior to 2000. Filipino student websites often contain short essays regarding the alleged pointlessness of the program. Student groups would occasionally include ROTC in their roster of grievances, whereas lawmakers would introduce resolutions intended to abolish ROTC.Into this national mood of resentment fell a tragedy that would have a significant impact on the Philippine ROTC program. Mark Welson Chua, a student of the University of Santo Tomas and a member of the UST ROTC unit, was found dead, his body floating in the Pasig River on March 18, 2001. Prior to his death, he and another student had reported an account of alleged corruption within the UST ROTC unit to the school's student publication. The National Bureau of Investigation would later conclude that members of the UST ROTC unit were responsible for Chua's death. One of the suspects would be sentenced to death three years later.The incident set off an explosion of anti-ROTC sentiment as student associations, school administrators and other cause-oriented groups focused on protests and parliamentary approaches to the matter. The Congress of the Philippines took up the legal challenge; generating no less than seventeen bills and resolutions in both houses of Congress, in response to the clamor. Many of the bills mentioned Mark Chua in the text, acknowledging his death as the catalyst for reform.

Republic Act 9163
Republic Act 9163, otherwise known as the "National Service Training Program (NSTP) Act of 2001", was Congress' answer to the clamor for change in the ROTC program. It was promulgated by the 12th Congress of the Philippines on January 23, 2002. Under the NSTP Program, both male and female college students of any baccalaureate degree course or technical vocational course in public or private educational institutions are obliged to undergo one of three program components, one of which is ROTC, for an academic period of two semesters. However, ROTC as a pre-requisite for graduation was rescinded.

Impact on Philippine society
The ROTC program of the Philippines was for many decades a compelling aspect affecting the lives of male youths whom many despises it and even question it as to its relevance in pursuing a college education. It was also a significant contributor to the corruption and abuses within the ranks of the subject as expose by Mark Welson Chua before being murdered by his fellow ROTC Officers. But unbeknownst to the public, the ROTC program has undergone numerous unacknowledged name changes, like in the 1960s through the mid-1970s it was called "Philippine Military Training" or PMT, and then from the late 1970s up to the early 1990s it was called "Citizen Military Training" or CMT, also advance training did not begin until the mid-1970s when cadets who desired to be cadet officers underwent what was called "Cadet Officers Candidate Course" or COCC.

Armed Forces of the Philippines
As of 2008, ROTC graduates of the various services constituted roughly 75% of the AFP officer corps; the rest come from the ranks of the Philippine Military Academy. Among the more prominent graduates of the Philippine ROTC program are Gen. Alfredo M. Santos, Chief of Staff of the Armed Forces of the Philippines from 1962 to 1965 and the first four-star general of the AFP, Gen. Rigoberto J. Atienza, 9th Chief of Staff of the AFP and for whom Camp Atienza in Quezon City is named, and Gen. Romeo C. Espino, the longest-serving AFP Chief of Staff who served from January 15, 1972, to August 16, 1981. Gen. Santos was a civil engineering graduate of Mapua Institute of Technology and was the Corp Commander of the Mapua Institute of Technology Reserve Officers' Training Corps; Gen. Atienza, a civil engineering graduate of the University of the Philippines, and Gen. Espino an agriculture graduate of University of the Philippines Los Baños. Another notable ROTC graduate was Gen. Fabian C. Ver, AFP Chief of Staff under Ferdinand Marcos and director general of the National Intelligence and Security Authority.

Post-2001 ROTC
At present, ROTC is no longer a mandatory program for college students, but an optional program component of the NSTP. The ROTC program accepts both male and female cadets. According to the latest available data, there has been a significant reduction in the number of students enrolling in ROTC. From more than 800,000 enrolled cadets during the 1999-2000 school year, ROTC enrollment has dropped to 150,000 as of 2011. During the first quarter of 2011, 500 colleges and universities were participating in the ROTC program. This is a sharp decline from the 2,000 schools offering ROTC before the National Service Training Program was enforced.According to the Commission on Higher Education, the ROTC component of NSTP has produced 1,435,000 graduates over a ten-year period from 2002 to 2012. In comparison, the CWTS and LTS components of NSTP has produced 8,614,000 and 538,700 graduates respectively.

Proposals for and against mandatory implementation
In 2006, Alfredo Lim sponsored Senate Bill 2224 and Representative Eduardo Gullas sponsored House Bill 5460, seeking to make ROTC again mandatory. In June 2013, Department of National Defense Secretary Voltaire Gazmin aired a proposal to make ROTC once again mandatory for college students, a move ardently being protested by progressive youth groups such as Anakbayan. There have also been reports of schools offering merchant marine courses that want to retain the ROTC program as mandatory, arguing that maritime companies prefer mariners with ROTC training.Members of the House of Representatives of the 16th Congress of the Philippines have filed at least six house bills related to the ROTC program. Congressmen Francis Abaya, Rodolfo Biazon, Erico Aumentado, Sherwin Gatchalian and Manny Pacquiao have proposed reinstating the mandatory nature of ROTC training, while Kabataan Party-list representative Terry Ridon has proposed the outright abolishment of the program.
In February 2017, President Rodrigo Duterte approved the proposal to revive the mandatory nature of ROTC training for senior high school students in both public and private schools. Duterte certified the proposal as urgent and forwarded it to the Congress of the Philippines - House of Representatives (Lower House) and Senate (Upper House). On May 21, 2019, the Lower House passed their version of the proposed law. Some camps have criticized Duterte's inclination on this issue for admitting in a speech in 2016 that he himself did not finish his supposed ROTC service during his university days,  and two years later, expounded that he even falsified medical documents to be able to do so.After the 2022 presidential elections, Vice President-elect Sara Duterte stated that she wants mandatory ROTC training under priority legislation. In July, Senators Francis Tolentino and Robin Padilla announced support for a bill by Senator Ronald Dela Rosa that would introduce mandatory ROTC for students in grades 11 and 12, with a voluntary advanced ROTC program available for the first two years of higher education. President Bongbong Marcos stated in his first State of the Nation address, also in July, that reinstituting the ROTC as a mandatory component of senior high school programs in all public and private tertiary-level educational institutions is one of his priority bills. 
Groups such as the Student Christian Movement of the Philippines denounced Marcos, Jr. for prioritizing the reinstitution of mandatory Reserve Officers' Training Corps as was said in his 2022 State of the Nation Address, saying that it will teach students blind obedience and make them vulnerable to abuses.

Notable Philippine ROTC units
The University of the Philippines Diliman ROTC Unit
University of Santo Tomas Golden Corps of Cadets
Mapúa Institute of Technology ROTC Unit
FEATI University ROTC Unit
Ateneo de Manila University ROTC Unit 131st Department of Air Science and Tactics

See also
Conscription in the Philippines
Student Regiment (Indonesia)
Reserve Officer Training Unit (Malaysia)
Reserve Officers' Training Corps (South Korea)
Reserve Officers' Training Corps (Taiwan)
University Regiments (Australia)
Officers' Training Corps (United Kingdom)
Reserve Officers' Training Corps (United States)
Passage 5:
Helmut Schmidt University
The Helmut Schmidt University (German: Helmut-Schmidt-Universität), located in Hamburg, Germany, is a German military educational establishment that was founded in 1973 at the initiative of the then-Federal Minister of Defence, Helmut Schmidt. Originally known as the "University of the Bundeswehr Hamburg" (Universität der Bundeswehr), its complete official name today is "Helmut-Schmidt-Universität/Universität der Bundeswehr Hamburg". Teaching first started in Autumn of 1973. It is one of two universities that were established by the Bundeswehr to train and educate its future and existing officers.
In general, it is accessible only to officers and officer candidates of the Bundeswehr, hence its original name. However, since it started teaching, there have been cooperation agreements with allied countries, on the basis of which a handful of selected officers from these states have been able to study in Hamburg.
Since 2002 there has been a small number of civilian students at the university. A prerequisite for studying as a civilian at the Helmut Schmidt University is a business scholarship. These scholarships are usually awarded by foundations with close relationships to industry – thus, these students are at least indirectly being supported by their future employer, usually large companies. As of 2022 tuition costs are currently 2941 euros (humanities), 4403 euros (economics) or 3423 euros (engineering) per academic term.Academic degrees and titles obtained at HSU are equivalent to those awarded by state universities and are equally valid, since the courses comply with the requirements of Hamburg's higher education legislation. The university is authorised to confer habilitations and doctoral degrees.

History
Chronology of establishment
On 11 June 1970, the Federal Minister of Defense at the time, Helmut Schmidt, for whom the university was later named and who later would become chancellor of Germany, published a decree that a university be established for the purpose of schooling certain members of the German Federal Armed Forces.
On 17 May 1971 the decree, passed a year earlier by Schmidt, was appraised.The German Federal Armed Forces agreed 29 June 1972 to collaborate with Schmidt's ideas for the university. The agreement was finalised 3 October 1972 and legally concluded.
The first classes of students began schooling on 1 October 1973 and the first graduate left the university on 30 September 1976.

Presidents
Since the beginning of the university in 1973, there have been eight presidents of the institution, including the current president, Wilfried Seidel, who has been in office since 2010.

Renaming
It was in the December 2003 that the University of the German Federal Armed Forces Hamburg was rechristened "Helmut Schmidt University / University of the German Federal Armed Forces Hamburg" to honour the man who passed the decree for the university's establishment. The idea of a university is his brainchild. Schmidt was present at the ceremony and was awarded an honorary degree.

Organisation and courses
At the Helmut Schmidt University there is a specific organizational structure, in addition to the division between the areas of teaching and administration that is common to all universities, there is a military side, to accommodate the HSU's dual function as an educational establishment and a military authority for the students.

Academic division
The academic division takes care of teaching and research, to which end it maintains 4 faculties. The number of departments was designed so as to allow for intensive study through teaching in small groups, and for the pursuing of research at the same time.

Faculty of Electrical Engineering: 13 professorships
Electrical Engineering
Parts of Industrial Engineering
Faculty of Mechanical Engineering: 7 departments, 19 professorships
Mechanical Engineering
Computational Science and Engineering
Parts of Industrial Engineering
Faculty of Humanities and Social Sciences: 9 departments, 28 professorships
Educational Sciences
History
Psychology
Faculty of Economic and Social Sciences: 19 departments, 40 professorships
Business Administration
Economics
Political Science
Parts of Industrial Engineering
Notes:The course Industrial Engineering is not assigned to any one faculty, due to its mixed nature, but the Faculty of Electrical Engineering has taken the leading role in teaching it. The exam board consists of members of the 3 participating faculties in equal number.
The "ISA-Modul", with ISA standing for "Interdisziplinäre Studienanteile" (Interdisciplinary parts of study) is not assigned to a particular faculty. Its classes take place in all faculties. All ISA courses are coordinated by a research associate, who liaises with the teaching staff of the 4 faculties.

Student Body Regiment
The student body of the university is organised in the Student Body Regiment (German: "Studierendenbereich", short: StudBer, lit.: "student area"). The regiment is commanded by an officer of the rank of colonel or captain at Sea (NATO Rank Code OF-5). Apart from headquarters staff, they oversee 3 battalions (German: "Studierendenfachbereiche", short: StudFBer, lit.: "student subject area"). These are commanded by a Lieutenant Colonel or Commander (NATO Rank Code OF-4). To ensure parity between the branches, A battalion is usually commanded by a member of the navy (German: Marine), B battalion by a member of the air force (German: Luftwaffe) and C battalion by a member of the army (German: Heer). They usually also hold the title of Senior Branch Officer (i.e. Senior Naval/Air Force/Army Officer on Campus).

A Battalion: Engineering
B Battalion: Educational Sciences, History, Psychology
C Battalion: Political and Economic SciencesEach battalion consists of several companies (German: "Studierendenfachbereichsgruppen", short: StudFBerGrp, lit.: "student subject area groups"), commandend by an army or air force captain or a naval lieutenant (NATO Rank Code OF-2). In the course of the reforms of army training and the correspondingly higher student numbers in 2007 and 2008, further company commanders were added for the period 2007–2011 and again in 2019. A battalion currently has 5 companies, B battalion has 8 companies and C battalion has 9. Each company has between 100 and 150 student officers and cadets. Apart from the administrative management of the soldiers, the Student Body Regiment undertakes the military training and advanced education of their personnel, in order to hone individual common core skills.

Studying
The academic year at the HSU usually begins on 1 October. The officers and officer candidates are generally posted to the university a week before that date. An orientation week takes place first, during which the students may settle into their accommodation and receive an introduction to studying at the HSU from the more advanced students.
In contrast to the semester format usually practised in Germany, a year at the HSU is divided into 3 terms (trimesters) which means that it consists not of a winter and summer semester, but of autumn, winter and spring terms, 3 blocks of 3 months each. There are no classes in the summer quarter (1 July – 30 September). This period may be used for performing required periods of practical training and internships, and for holidays.
Exams are taken at the end of every term, and test the material that was studied in that term. In a few cases, exams at the end of a term may concern the material of more than one term. For the purpose of revision, one or two weeks in mid-December, late March and late June may be devoid of classes.
Due to the short length of revision time and the fact that all the exams are "en bloc", resits are greatly feared by the students, particularly the engineering students. Resit exams occur during the exam block of the next term, and in this way a "bow wave" of an ever-increasing number of exams to take can accumulate, which may be very difficult to remain on top of.
The standard period of study for the master's degree (the standard degree) is 4 years. A Bachelor's degree can be obtained in 3 years. The maximum period of study is 4 years, which means that one's Master's thesis must be submitted on 30 September of the 4th year of study at the latest. The study period may only be extended over 4 years with the permission of the Personnel Office of the Bundeswehr, and even then, one requires a certificate from the university stating that the student is likely to successfully complete his or her studies in the near future.
After completion of one's studies, that is after one has submitted one's final dissertation, the officer will return to a post in the army or the fleet relatively quickly, according to availability of vacant posts, the officer's leave entitlement and course plans.
The award of the study diplomas always occurs in mid-October in a formal ceremony. As part of the graduation ceremony, the Böttcher-Preis, founded by the Hamburg businessman Johann Max Böttcher, is awarded to the highest-performing students of each year.
Some alumni officers will return to their alma mater as researchers or doctoral students.

Facilities
The maintains some central facilities. These include the computer centre, the language centre, the media centre, and the Centre for Technology-Assisted Education (Zentrum für technologiegestützte Bildung: ZTB). A further facility is the library of the HSU. According to the library ranking list "Bibliotheksindex" (BIX), it has been amongst the best libraries in Germany for years. The library primarily exists to support the teaching and research of the HSU, but is also accessible to the general public.

Research focus
In Mechanical Engineering, one of the areas of research is in automotive engineering. 7 professorships work on projects in this area, including:
Acoustics,
Propulsion,
Computer-aided engineering,
Chassis,
Production engineering, and
Simulators.
For example, a hybrid drive unit is being researched for industrial trucks in cooperation with industry.
In Electrical Engineering, one of the areas of research is telecommunications, which includes: 
Audio coding,
Wireless transmission systems, and
Video recognition systems.
In educational sciences, the focus is on the areas of professional and organizational education, adult education and history. The establishment of a uniform German Qualifications Framework in the context of the European Qualifications Framework may be traced back in no small part to the work of the professor for professional and organizational education in the working group of the Federal Ministry for Education and Research, through expert advice and support.
In economic and management sciences, the emphasis is on logistics, business administration and economics, and political science. Gender topics have also been researched for years.

Student life
Campus and accommodation
The HSU is designed as a campus university, and its campus in the Wandsbek district consists of 3 parts. Studying activities take place on the premises of the former Douaumont barracks on the Holstenhofweg in Hamburg-Jenfeld. The university administration is located here, as well as all departments and faculties, lecture theatres and laboratories and central facilities; it also contains sports facilities, the canteen and the management of the Student Division. Students of Engineering are accommodated here in 10 quite modern-looking residential buildings. South of the BAB 24, on the premised of the former Hanseatic barracks in the Stoltenstraße in Horn, is the accommodation for students of humanities and social sciences, and economics, and the medical facility. A third residence, rapidly constructed, is located since 2007 on the Jenfelder Allee and will be used until 2010. In addition, from 2007 to 2010, flats will be rented on the private market, in order to absorb the overload of students, which is due to the unusually well-attended years of 2007 and 2008. In the private flats, 2 to 3 students will be accommodated together. In principle, every student receives a single room with area of 14 to 20 m2 (151 to 215 sq ft), mostly with en-suite bathroom and toilet. During the time of higher than usual student numbers however, there will inevitably be some instances where 2 students share a larger room. Residents may cook in the shared kitchens, where the social life between studies and the Hamburg night life will take place. Due to structural changes in military training, several external residences had to be acquired including the former Lettow-Vorbeck Barracks, which is now used by the Federal Police (Bundespolizei). Another facility frequented by students and staff is the casino, the officer's club of the HSU (not a gambling establishment), located opposite the campus.

Financing
Whilst studying, the soldiers are paid according to their rank and length of service, sometimes including a residence allowance and a family allowance. They pay a fixed fee for their accommodation, which is waived if the student takes up a private residence.

Leisure activities and nightlife
Due to the quite strict study plan, compared with public universities, it is often not easy for students to pursue leisure activities. In the course of the years, however, many different clubs and societies have been formed, to enable leisure activities without clashing with study obligations.
One large event in the academic year is the "TAF ("Trimesteranfangsfeier" or "Start of term ceremony"). This takes place annually to greet the new students. It is organized by the members of the "Studentischer Konvent" and enjoys widespread popularity. The Studentischer Konvent is the students' representation at the HSU. The offers first-term students a possibility to get to know each other, and more advanced students the possibility to swap tales from their holidays.
Further events are organized in the faculties. These include:

"WI-Party" (last weekend of October, organized by the senior year of engineering students, with about 900 guests the largest closed event at the HSU)
"Päd-Party" (mid- to late June, an open-air party in the Douaumont area, the home of the engineering students, organized by Education Sciences students)

Conditions of enrollment
There are several conditions of enrollment which are strictly observed at the university.
In general, studying at the HSU entails a mandatory service of 12 years as an officer in the Bundeswehr. Since 2008, that time has been increased to 13 years, in response to changes in the education caused by the introduction of the Bachelor/Master system. To join the officer corps, a 3-day selection process must be successfully completed at the officer candidates selection centre in Köln-Porz at the Mudra barracks. Depending on which service branch and which specialty one chooses, one will complete the requisite military training with that unit, before being posted to the university and completing the academic education there, which is a part of the training for becoming an officer.
The educational requirement for attending the HSU is a general higher education entrance qualification that is recognized by the law on higher education of the Free and Hanseatic City of Hamburg.

Military aspects of student life
Prior to their studies, soldiers must train at one of the three respective Officer Training school: for the Army in Dresden /('OSH'), for the Air Force in Fürstenfeldbruck ('OSLw') and for the Navy in Flensburg ('MSM').
During their stay at the HSU, military personnel are required to complete certain standard procedures every year. These include:

6/12 km marches on foot with 15 kg backpack
German Sports Badge
Basic Fitness Tests
NBC Training
First Aid Training
Small Arms TrainingOn occasion:

political education
Training courses (such as MOUT etc.)
Military ceremonies (such as changing of Commandants etc.)

See also
Education in Hamburg
List of universities in Germany
University of the German Federal Armed Forces
Bundeswehr University Munich
Passage 6:
North Dakota School for the Deaf
The North Dakota School for the Deaf (NDSD) is a state-funded residential school located in Devils Lake, North Dakota that provides services to meet the educational needs of children who are deaf and hard of hearing. NDSD is under the direction, control, and management of the North Dakota Department of Public Instruction. The current superintendent of the school is Dr. Connie Hovendick.

History
Before the Dakota Territory was divided, deaf children living in the part of the territory now known as North Dakota had to do without an education or attend the school in Sioux Falls, South Dakota. Because of poor roads, great distances, meager railroads, and general financial inability, few of the North Dakota children could attend the South Dakota School for the Deaf. In the fall of 1889 Anson R. Spear, a deaf man from Minneapolis, Minnesota, came to North Dakota to establish a school for the deaf. Mr. Spear's political backers, Senator Swanston and Representative McCormick, introduced a bill in the Legislature for the immediate establishment for the proposed school in Devils Lake. The bill passed March 15, 1890, over the veto of Governor John Miller.The citizens of Devils Lake furnished free for two years a wooden building located at the corner of Third Avenue and Fifth Street. Mr. Spear was appointed superintendent on August 1, 1890, and the first term began September 10, 1890. The first student to be enrolled was 10-year-old Mabel Alice Newton. By the end of the first school year, 23 children were enrolled. The combined method of communication - use of signs, hand alphabet, and oral method - was used to teach the students. In January 1891, money was appropriated by the State Legislature for a permanent building.
The Great Northern Railway donated an 18-acre (73,000 m2) tract of land one mile (1.6 km) north of the heart of Devils Lake for the permanent site of NDSD, and construction of the first building "Old Main" began on May 30, 1892. "Old Main" was designed by Olof Hanson, a rising Deaf architect from Faribault, Minnesota.
The school previously had an in-house high school. In the late 1930s it had 140 students, its peak enrollment. The Individuals with Disabilities Education Act (IDEA), first passed in the 1970s, started a trend of deaf students enrolling at local public schools as well as in specialized programs in the larger towns around the state. The average enrollment in the 1980s was 97 students. By the 1990s the average enrollment was down to 48. The last graduating class was in 2004, and in 2012 it ended direct high school operations. In 2019 the school had 18 students.

Campus
It includes dormitory facilities. The Blackhurst Dormitory and the cafeteria serve the students.

Operations
NDSD directly teaches grades K-8 while it sends students in grades 9-12 to Devils Lake High School, operated by Devils Lake Public Schools.

Athletics
In the past, NDSD fielded teams in baseball, football, basketball, track and field, etc. Back then, the school had a large enough student population to have enough athletes to compete with various small towns in the area. Due to the reduction in the number of students through mainstream school placement, the school entered into co-op athletic agreements with a couple towns - one was with Crary, although the school now has a co-op agreement with the Devils Lake public schools. In the past, the nickname for the school's teams has always been the Bulldogs; the school's team colors have also always been green and white.

Boys' Sports
Football (with Devils Lake High School)
Basketball (began in 1914)
Track
Girls' Sports
Basketball
Track

Newsletter
The Banner, the official newsletter of NDSD, was first published in 1891. Clara Halvorson, the first teacher employed at the school, is credited with naming the Banner. The purpose of the newsletter was to keep parents informed on what happened at the school, publish pupils’ school work, and to provide publishing experience to students. The Banner is still published today.

Superintendents
Past Superintendents of the North Dakota School for the Deaf include:
Anson R. Spear
Dwight F. Bangs
J. W. Blattner
Frank Read
W. C. McClure
Burton W. Driggs
Arthur P. Buchanan
Carl F. Smith
Allen J. Hayek
Gary L. Holman
Alan J. Mealka
Jaime D. Galloway
Rocklyn Cofer
Roger Riefer
Carmen Grove Suminski
Dennis J. Fogelson
Connie Hovendick

Notable alumni / past students
John L. Clarke - wood carver
Phyllis Frelich - actress
Michael J. Olson - archivist & actor
Passage 7:
Tiberius Coruncanius
Tiberius Coruncanius (died 241 BC) was a consul of the Roman Republic in 280 BC. As a military commander in that year and the following, he was known for the battles against Pyrrhus of Epirus that led to the expression "Pyrrhic victory". He was the first plebeian Pontifex Maximus, and possibly the first teacher of Roman law to offer public instruction.

Biography
Coruncanius, of plebeian descent, is believed to have hailed from Tusculum.He was first elected consul in 280 BC with Publius Valerius Laevinus, and led an expedition into Etruria against the Etruscan cities.  When Pyrrhus of Epirus invaded Italia, and defeated the Roman legions of Laevinus at the Battle of Heraclea, Tiberius' legions were recalled to Rome to bolster the defense of Roman territory.
In 254 BC or 253 BC, he was the first plebeian elected Pontifex Maximus, or chief priest of the Roman Republic, which position had been previously monopolized by patricians. He died in 241 BC and was succeeded by Lucius Caecilius Metellus, another plebeian.

Impact
He was the first who publicly professed law (publice professus est), known to be both eloquent and full of knowledge. Like Socrates, he left no writings.
His public legal instruction had the effect of creating a class of legally skilled non-priests (jurisprudentes), a sort of consultancy. After Coruncanius' death, instruction gradually became more formal, with the introduction of books on law beyond the then scant official Roman legal texts.It is possible that as the first plebeian Pontifex Maximus, Coruncanius allowed members of the public and students of the law of Ancient Rome to attend his consultations tasked with giving legal advice to citizens. These consultations were probably held outside the College of Pontiffs, and thus accessible to all those interested. As such, he became the first teacher of Roman law (how students of law learned their material earlier is unknown).
Passage 8:
Grace Fernald
Grace Maxwell Fernald (November 29, 1879 – January 16, 1950) was an educational psychologist and influential figure in early twentieth century literacy education. Fernald established "the first clinic for remedial instruction in 1921 at the University of California, Los Angeles". Tracing tactile learning tendencies back to Quintilian, Séguin, and Montessori, Fernald's kinesthetic spelling and reading method prompted struggling students to trace words. Years of research culminated in 1943 with her classic work, Remedial Techniques in Basic School Subjects. The popular kinesthetic method anchors modern instruction in the areas of special education and remedial reading. Kinesthetic learning is also included as one of Howard Gardner's multiple intelligences. Fernald's notion of incorporating the physical with the auditory, verbal, and visual elements of reading instruction, now known as "VAKT", multimodal learning, or multisensory imagery, continues to guide educators today.

Early years and education
Grace Maxwell Fernald was born on November 29, 1879 in Clyde, Ohio. Following a youth spent in New York and New Jersey, Fernald graduated from high school and then attended college at Mount Holyoke and Bryn Mawr. In 1907 she received her doctorate in psychology from the University of Chicago. By 1911 Fernald had accepted a position at UCLA. She eventually became head of the Psychology Department and Laboratory at the State Normal School. It was at the UCLA clinic where her research into the reading and writing processes gained fame.

Early research of the Fernald method
The 1921 Journal of Educational Research contains Fernald's foundational study of four boys who learn to spell and read by her kinesthetic method. This method influenced other researchers working at the same time in the field of reading difficulties. Notable examples include Samuel Orton and Anna Gillingham. The article in the Journal of Educational Research, "The Effect of Kinaesthetic Factors in the Development of Word Recognition in the Case of Non-Readers", outlines five phases of the kinesthetic method. With an emphasis on student choice, focal words are generated by the students during the first stage. Each word is introduced by the teacher who writes it on the chalkboard. The student repeats the word while tracing it on the board. When the student is confident that he knows the word, he attempts to write it while saying each syllable. Successful word study is followed by phase two where sentences are created in a similar fashion. The third step incorporates a student-selected book where words from specific paragraphs are isolated for reading. In the fourth phase, the student is asked to read whole phrases from the paragraphs. Finally, the student is encouraged to do silent reading on his own for the fifth phase. After some time all four boys successfully learned to read well enough to perform at grade level. Follow-ups with the participants reflected the maintenance of reading levels and for some avid readers, additional leaps in reading proficiency. Though not asserting widespread generalizability, Fernald and Keller enumerate several findings. One conclusion of interest today describes each student learning by analogy, demonstrating the "ability to pronounce new words if they resemble words he has already learned." This is a compensatory strategy currently used.
Warren's 1977 dissertation study with children exhibiting mild forms of reading problems demonstrated 147% and 77% superior word recognition and comprehension respectively by Fernald tracing compared to Orton-Gillingham phonics, although O-G was 10% more effective in word decoding.

Career summary
On the eve of Fernald's retirement from the UCLA clinic, Time magazine (July 12, 1948) highlights the story of one boy's reading adventure in Fernald's clinic. The title of the article, "Reading by Touch" aptly reflects the Fernald method. Stepping down after 27 years, Fernald sums up the theory behind her "kinesthetic method" with the explanation that "reading difficulties occur most frequently in people who lack the ability to summon up a mental picture of the way a word looks". Her only requirements for entrance into the clinic program were for students to have average intelligence and for parents to continue with the clinic as long as necessary. According to Time, remediation required from "two months to two years" for the students to reach their grade level reading equivalent. Though the article includes some criticism of the Fernald method, in the end it is a positive portrayal of a committed educator.  A clinic at UCLA bears her name to this day.  Critics typically do not follow the tracing directions with fidelity, such making small changes such as orally spelling the individual letters in the word rather than saying/blending the sounds of the word.  Strict adherence to the steps is required for the process to be "Fernald," and any changes interfere with the development of automatic mastery. The Fernald tracing approach to spelling, traditionally speaking, is not oral spelling at all; it is creating the mental visualization of the word for the purpose of correct written spelling and proofing. Oral spelling for students experiencing problems creates interference with acquiring correct visualization.

A child's view of Fernald's method
A more powerful account of the influence of the kinesthetic method practiced in Fernald's clinic is presented by the International Reading Association’s Special Interest Group in the history of reading. In the spring 1998 edition of the History of Reading News a former student of Fernald's kinesthetic method recalls his experiences in the clinic setting. He describes a typical session with one of the student teachers where there was even finger painting. The student, now an esteemed doctor, researcher, and chair of psychiatry at a major New York hospital, wonders about the "life changes for some of the other boys as a result of her help and ministrations." He admits that he "still uses aspects of the Fernald method to this day."

A parent's view of Fernald's method
An additional article written by the mother of the same former student was also included in the 1998 edition of the History of Reading News. Though not as detailed, the passage reminds educators that their work impacts not only the student, but the entire family. The parents contacted Grace Fernald in an effort to support their intelligent second-grade son who was struggling in school. The mother even recounts a visit to Fernald's home. Grace Fernald, the caring teacher, comes alive through these two touching accounts of one boy's success story.

Influence on education
Upon Fernald's passing in 1950, her peers praised the tremendous impact of her UCLA clinic endeavors. "Grace Fernald developed and directed the clinical school. The children and adults helped by study and treatment in this clinic and the teachers and psychologists observing and learning in the clinic school run into the thousands."The Fernald Center for Early Care and Education at UCLA is named in her honor.
Fernald's Remedial Techniques in Basic School Subjects was favourably reviewed by J Bald in The Times Educational Supplement, 9.7.1982. The book contains valuable techniques for teaching grammar, arithmetic and foreign languages. It remains one of the most important collections of case study research in its field (the case studies were omitted from the reprinted edition).
Passage 9:
Alexander Military Law Academy
Alexander Military Law Academy (Russian: Александровская военно-юридическая академия) (1867–1917) was an educational institution in Russian Empire that provided military law education for officers of Russian Army and Fleet.  It was established in 1867 and named after his founder, Emperor Alexander II of Russia in 1908. The Academy was situated in St. Petersburg by 96 Moika Embankment, along with many other institutions of military education.
Since 1878 it was reformed into a 3-year higher educational institution, with admittance to any of the three classes, depending on prior education of the admitted. Since 1880 officers from Serbian and Bulgarian Armies were admitted. About 1,000 officers graduated from the academy, as well as a small number or civil officials (which were admitted until 1882).

Academy History
In 1866, by Auditor School, the two-year officers’ courses were established. In 1867, the courses were transformed into a Military Law Academy.
Since 1908, it received the name of Alexander in honour of Alexander the IIIrd. Officers of all types of military service in the rank up to the captain, who served in the ranks for at least 4 years, were admitted to the academy. Graduates received the right to occupy positions in the military judicial department. Since 1880, Serbian and Bulgarian officers also have studied at the academy. Totally, about 1,000 military lawyers graduated from Academy. It was closed in December 1917 after the unsuccessful Junker mutiny. It was located in Saint Petersburg on the Moika embankment, 96.

External links
Alexander Academy (in Russian)
Passage 10:
Brothers of Christian Instruction
The Brothers of Christian Instruction (Latin: Institutum Fratrum Instructionis Christianae de Ploërmel, F.I.C.P.), commonly known as the La Mennais Brothers, is a Catholic educational organization founded in 1819 by Gabriel Deshayes and Jean-Marie de la Mennais for the instruction of youth. Their aim remains that of their Founder: "to educate the young and to make Jesus Christ better known and better loved".The brothers are bound by the simple vows of poverty, chastity, and obedience.

History
On June 16, 1819, Gabriel Deshayes, pastor at Auray and vicar general of Vannes, and Jean-Marie de Lamennais, vicar of Saint-Brieuc, two Catholic priests in France, established the Daughters of Providence and the Brothers of Christian Instruction.
The first brothers took their novitiates with the Christian Brothers, whose rule was to a large extent adopted. The organization dedicated itself to promoting education among the working class in France and, eventually, across the world. The motherhouse was established at Ploërmel in November 1824. In 1876, the Brothers of Gascony, founded by Bishop de la Croix d’Azolette, then Archbishop of Auch, and in 1880, the Brothers of Sainte-Marie de Tinchebray, founded by Father Charles-Augustin Duguey, subsumed themselves within the Brothers of Ploërmel.The Brothers received canonical approval by Pope Leo XIII on March 13, 1891.From the motherhouse at Ploërmel, the brothers founded sites in England, Africa, Asia, North America, and Oceania. In 1886 the first brothers arrived in Montreal and were shortly afterwards introduced into the United States. To escape the effects of a 1901 French law curtailing certain kinds of religious schooling, the motherhouse was transferred to Taunton, England. In 1903, following through on the strict secularism of the 1901 law, the French government dissolved the brotherhood's French presence and confiscated its properties. At the same time, they established a presence in Bulgaria, Turkey, and Egypt.The Brothers of Christian Instruction grew, extending their mission to the Philippines and Spain, and expanding it in the United Kingdom. In 2015, 1,300 members of the Brothers of Christian Instruction were spread across 25 countries.

Institutions
Collège Jean de la Mennais
St. Francis Xavier's College (Liverpool)
St. John Fisher Ibanda Secondary School
St Mary's Independent School, Southampton
St. Mary's International School
Walsh University
Institution Saint-Louis de Gonzague in Delmas, Haiti
St. Charles Lwanga Secondary School, Kasasa in Masaka, Uganda
St. Henry's College Kitovu in Masaka, Uganda
St. Mary's College, Kisubi in Wakiso, Uganda
St. Mary's Duluti Secondary School, Arusha
Seiko Gakuin Junior and Senior High School

See also
Pell Wall Hall
Cheswardine
Consecrated life
Passage 11:
United States Society for Education through Art
The United States Society for Education through Art (USSEA) is an American national association whose members work in curriculum development, teaching and research related to art education and cultural differences, and who share interests in art educational content and strategies which promote tolerance and appreciation of the arts of non-mainstream cultural peoples. The mission of the society is to promote greater understanding and respect for learners from all ethnic, minority, and socio-cultural backgrounds through research, art curricula, instruction, and practices that are inclusive and culturally sensitive.The society provides a platform for networking and a resource base for art educators nationally and internationally, who seek to work collaboratively on projects of interest to multicultural or cross-cultural communities and students, publishes instructional resources for classroom teachers, encourages and sponsors cross-cultural research, and facilitates international and intra-national professional relationships through online sites, symposia, conferences, and publications.Each year, USSEA honors one national and one international art educator, each of whom has demonstrated exemplary teaching, service, or research in the area of multicultural or cross-cultural art education with the Ziegfeld Art Education award. The Journal of Cultural Research in Art Education is a publication of USSEA that is made available to all members of the art educational profession. Through the website, members may access suggestions and recommendations for appropriate multi-culturally oriented K-12 art lessons, and receive up-to-date news and information about USSEA initiatives, programs and opportunities. Additionally, exhibitions of children's art from countries around the world are presented at national conferences of art educators and through an online gallery of children's art, which is organized by topical themes and maintained on the USSEA website.

History
USSEA was founded in 1977 as an affiliate of the International Society for Education Through Art (InSEA) and the National Art Education Association (NAEA). The goals of USSEA reflect, on a national level, the goals of its international parent organization InSEA, which in turn, was inspired by the spirit of postwar hope and optimism of its parent affiliate UNESCO. In a paper describing the early history of InSEA, the motivational energy and overarching goals of UNESCO and InSEA are explained.
"The world had just come through a terrible and protracted war, one initiated by false philosophies working on ignorance through massive control of free speech. The impulse in 1945, to try to ensure that it did not happen again, and that people should understand each other better through education and all forms of cultural and scientific exchanges, the passionate emphasis on truth, justice, peace and the importance of the individual – these impulses were irresistible."These sentiments, which gave root to InSEA in 1954, are also guiding principles of USSEA. Art educator Kenneth Marantz was instrumental in establishing the United States organization and served as its first president. Other founding members who served as officers included Maryl Fletcher De Jong, Larry Kantner, Eugenia Oole, Helen Patton, and Tom Sletterhaugh.

Sponsored Activities
As a means of disseminating shared ideas about the importance of teaching art to increasingly diverse populations and to develop research agenda for determining effective practices of multicultural art education, USSEA began sponsored conferences and symposia. Fourteen such events were held between 1977 and 2010. The topics addressed included "Limits and Extents of International Research in Art Education" (1977), "Art Education: The Pacific Basin" (1982), "International Aspects of Teaching Aesthetics and Critical Skills" (1987), "Indigenous People, Art, and Place: Interactions of Culture and Environment in Contemporary Life" (1994) and "Crossing Cultural, Artistic, and Cyber Borders" (2000), and "Youth and Community Development: How the Arts Serve Economically Impoverished Communities" (2010). The 1991 USSEA Symposium, "Beyond the Traditional in Art: Facing a Pluralistic Society," resulted in the publication of working papers and research agenda that helped focus cultural art educational research and practices during the late 20th and early 21st century.Since 1986, USSEA has presented two annual awards in the name of Edwin Ziegfeld, founding president of InSEA (1954–1960) and NAEA (1947–1951), to honor an American art educator and a foreign art educator who have made distinguished leadership contributions to international art education. These awards are presented to the recipients during a USSEA Awards banquet held during the annual NAEA conference.The first issue of the USSEA publication The Journal of Multicultural and Cross-cultural Research in Art Education was issued in 1983 with Larry Kantner as senior editor. In 2001, the title of the journal was changed to the Journal of Cultural Research in Art Education (JCRAE). Articles published in JCRAE focus on social/cultural research relevant for art education, including cultural foundations of art education, cross-cultural and multicultural research in art education, and cultural aspects of art in education. These areas may be interpreted in a broad sense to include arts administration, art therapy, community arts organizations, and other disciplinary and interdisciplinary approaches relevant to art education. Articles considered for publication may feature theoretical research and research in which qualitative and/or quantitative methods as well as other formats and strategies are employed. In addition to the publication of a journal, USSEA sponsors monographs and sponsors or endorses books that address issues of interest and concern to art educators.

Answer the question based on the given passages. Only give me the answer and do not output any other words.

Question: When did military instruction start at the place where Larry Alcala was educated?



Answer: 1912