input: Fujimori obtained his early education at the Colegio Nuestra Senora de la Merced and La Rectora. Fujimori's parents were Buddhists, but he was baptised and raised as a Roman Catholic. While he spoke mainly Japanese at home, Fujimori also learned to become a proficient Spanish speaker during his years at school. In 1956, Fujimori graduated from La gran unidad escolar Alfonso Ugarte in Lima. He went on to undergraduate studies at the Universidad Nacional Agraria La Molina in 1957, graduating in 1961 first in his class as an agricultural engineer. The following year he lectured on mathematics at the university. In 1964 he went to study physics at the University of Strasbourg in France. On a Ford scholarship, Fujimori also attended the University of Wisconsin-Milwaukee in the United States, where he obtained his master's degree in mathematics in 1969. In 1974, he married Susana Higuchi, also Japanese-Peruvian. They had four children, including a daughter, Keiko, who followed her father into politics. In recognition of his academic achievements, the sciences faculty of the Universidad Nacional Agraria offered Fujimori the deanship and in 1984 appointed him to the rectorship of the university, which he held until 1989. In 1987, Fujimori also became president of the National Commission of Peruvian University Rectors (Asamblea Nacional de Rectores), a position which he has held twice. He also hosted a TV show called "Concertando" from 1988 to 1989, on Peru's state-owned network, Channel 7. Fujimori won the 1990 presidential election as a dark horse candidate under the banner of Cambio 90 ("cambio" means "change") beating world-renowned writer Mario Vargas Llosa in a surprising upset. He capitalized on profound disenchantment with outgoing president Alan Garcia and the American Popular Revolutionary Alliance party (APRA). He exploited popular distrust of Vargas Llosa's identification with the existing Peruvian political establishment, and uncertainty about his plans for neoliberal economic reforms. During the campaign, Fujimori was nicknamed El Chino, which roughly translates to "Chinaman"; it is common for people of any East Asian descent to be called chino in Peru, as elsewhere in Latin America, both derogatively and affectionately. Although he is of Japanese heritage, Fujimori has suggested that he was always gladdened by the term, which he perceived as a term of affection. With his election victory, he became just the second person of East Asian descent to become head of government of a Latin American nation, after Fulgencio Batista of Cuba and the third of East Asian descent to govern a South American state, after Arthur Chung of Guyana and Henk Chin A Sen of Suriname (each of whom had served as head of state, rather than head of government).

Answer this question "What did he go on to do after that?"
output: In 1987, Fujimori also became president of the National Commission of Peruvian University Rectors (Asamblea Nacional de Rectores), a position which he has held twice.

input: Horney, together with fellow psychoanalyst Alfred Adler, formed the Neo-Freudian discipline. While Horney acknowledged and agreed with Freud on many issues, she was also critical of him on several key beliefs. Like many who held opposing views with Freud, Horney felt that sex and aggression were not the primary constituents for determining personality. Horney, along with Adler, believed there were greater influences on personality through social occurrences during childhood, rather than just repressed sexual passions. The two focused more on how the conscious mind plays a role in human personality, not just subconscious repression. Freud's notion of "penis envy" was particularly subject to criticism, as well. She thought Freud had merely stumbled upon women's jealousy of men's generic power in the world. Horney accepted that penis envy might occur occasionally in neurotic women, but stated that "womb envy" occurs just as much in men: Horney felt that men were envious of a woman's ability to bear children. The degree to which men are driven to success may be merely a substitute for the fact that they cannot carry, nurture and bear children. Horney also thought that men were envious of women because they fulfill their position in society by simply "being", whereas men achieve their manhood according to their ability to provide and succeed. Horney was bewildered by psychiatrists' tendency to place so much emphasis on the male sexual organ. Horney also reworked the Freudian Oedipal complex of the sexual elements, claiming that the clinging to one parent and jealousy of the other was simply the result of anxiety, caused by a disturbance in the parent-child relationship. Despite these variances with the prevalent Freudian view, Horney strove to reformulate Freudian thought, presenting a holistic, humanistic view of the individual psyche which placed much emphasis on cultural and social differences worldwide.

Answer this question "What other beliefs did she have?"
output: Horney was bewildered by psychiatrists' tendency to place so much emphasis on the male sexual organ.

input: After the Indian wars in the late 19th century, the government established Native American boarding schools, initially run primarily by or affiliated with Christian missionaries. At this time, American society thought that Native American children needed to be acculturated to the general society. The boarding school experience was a total immersion in modern American society, but it could prove traumatic to children, who were forbidden to speak their native languages. They were taught Christianity and not allowed to practice their native religions, and in numerous other ways forced to abandon their Native American identities. Before the 1930s, schools on the reservations provided no schooling beyond the sixth grade. To obtain more, boarding school was usually necessary. Small reservations with a few hundred people usually sent their children to nearby public schools. The "Indian New Deal" of the 1930s closed many of the boarding schools, and downplayed the assimilationist goals. The Indian Division of the Civilian Conservation Corps operated large-scale construction projects on the reservations, building thousands of new schools and community buildings. Under the leadership of John Collier the BIA brought in progressive educators to reshape Indian education. The Bureau of Indian Affairs (BIA) by 1938 taught 30,000 students in 377 boarding and day schools, or 40% of all Indian children in school. The Navajo largely opposed schooling of any sort, but the other tribes accepted the system. There were now high schools on larger reservations, educating not only teenagers but also an adult audience. There were no Indian facilities for higher education. They deemphasized textbooks, emphasized self-esteem, and started teaching Indian history. They promoted traditional arts and crafts of the sort that could be conducted on the reservations, such as making jewelry. The New Deal reformers met significant resistance from parents and teachers, and had mixed results. World War II brought younger Indians in contact with the broader society through military service and work in the munitions industries. The role of schooling was changed to focus on vocational education for jobs in urban America. Since the rise of self-determination for Native Americans, they have generally emphasized education of their children at schools near where they live. In addition, many federally recognized tribes have taken over operations of such schools and added programs of language retention and revival to strengthen their cultures. Beginning in the 1970s, tribes have also founded colleges at their reservations, controlled, and operated by Native Americans, to educate their young for jobs as well as to pass on their cultures.

Answer this question "After the 1930's was a higher education available?"
output:
The Bureau of Indian Affairs (BIA) by 1938 taught 30,000 students in 377 boarding and day schools, or 40% of all Indian children in school.