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This is a writing that goes into the very depth of feudal language social systems. The writing commenced as a regular broadcast through Whatsapp and still continues. The language of the original writing was a vernacular language of the southern parts of the South Asian Subcontinent. As of now, the broadcast has gone beyond 280 chapters. In this book only the first 100 and odd posts are given. This is so because the translation of only that many chapters has been completed. The translated version of this book is primarily aimed at the attention of the native-English populations of native-English nations. They have no idea as to what it is that is entering their nations, when feudal language speakers enter their nations and slowly bring in diabolic transformations in everything in the native-English social systems. Feudal languages have terrible carnivorous codes, along with an overpowering outwardly affable friendliness. The combination is a very deadly one, in that there is no shield or barrier that can effectively stop the infection of feudal languages. The only way to ward off the terrible social disasters in the offin...

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Chapter Five Feudal languages and planar languages This writer, after a lot of observations and experimentations, has defined languages as of two different categories. Languages like English were categorised as planar languages. Languages which have word-codes of feudal lowliness versus heights were defined as feudal languages. In connection with this, a draft form of the book MARCH of the EVIL EMPIRES: English versus the feudal languages was first written in the year 1989. Around the year 2000, the completed version of this book was published online. As of now, this book is available for download on VICTORIA INSTITUTIONS’ Website In this book, a contention that languages are either software codes or software applications had been mentioned. After many years, when direct observations on the real codes in languages were made, it was felt that the word ‘feudal’ was inadequate as a technical word to define the phenomenon. It was then that a few years back that it was understood that a more apt technical usage would be: '3-D Virtual Arena-coded languages'. In accordance with this understanding, this technical usage was made i...

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P#11 - 1. The introduction to the Introduction! P#12 - 2. Subjective or objective? P#14 - 3. The personal deficiencies of the writer P#16 - 4. Desperately seeking relative pre-eminence P#17 - 5. Feudal languages and planar languages P#19 - 6. History and language codes P#21 - 7. The influence and affect of language codes on human beings P#22 - 8. Malabari and Malayalam P#24 - 9. Word-codes that can deliver hammer blows P#25 - 10. On being hammered by words! P#27 - 11. What the Negroes experienced in an English nation P#29 - 12. Who should be kept at a distance? P#30 - 13. Word codes which can induce mental imbalance P#33 - 14. Codes of false demeanours P#35 - 15. Self-esteem and the over-powering urge to usurp P#38 - 16. Codes that urge to place people forcefully in their suppressed location P#40 - 17. The mental codes of ‘peekkiritharam’ P#42 - 18. Codes of rough retorts! P#43 - 19. The diffused personality P#45 - 20. The spreading of the substandard, and the vanishing of quality P#47 - 21. How the top layer got soiled P#49 - 22. Government workers and ordinary workers P#51 - 23. How the pulling down is don...

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La delincuencia y la desviación son materias importantes de estudio, y se debe tener cuidado de no divorciarlas de los eventos sociales y políticos contemporáneos. Una preocupación global obvia del crimen y de la justicia en el presente, es el ya muy discutido choque de civilizaciones. La Criminología juega un rol que tomar en este y otros desafíos contemporáneos, y ese es el propósito de esta presentación, el explorar el impacto potencial de la Criminología Académica y de la Educación en justicia en una paz social, justicia y equidad, y proponer un modelo para su futuro crecimiento y desarrollo. Crime and the deviation are important subjects of study, and we must be careful not to divorce them from the contemporary social and political events. An obvious global concern of crime and justice in the present, is the already much-discussed clash of civilizations. Criminology plays a role in this and other contemporary challenges, and that is the purpose of this presentation, explore the potential impact of the Criminology academic and education justice in social peace, justice and equity, and propose a model for its future growth and...

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This is a book containing a revolutionary idea about understanding society, human behaviour, history, anthropological features and many other aspects of human beings. The basic understanding that is being put forward is that languages, which are the software for human communication, are powerful media, which not only can help in communication, but also does contain extremely powerful designs and programs, which literally design all societies. Languages are actually powerful machines that can create a definite and pre-definable pattern, along which all human beings arrange themselves, to form different societies. Different type of languages forms different type of societies. For instance, a group of persons who think and talk in Tamil would form a society, which would have remarkable Tamil features, and identifiable behaviour patterns. A group of persons who do the same thing in Spanish would display definite Spanish looks, demeanour, behaviour and social pattern and arrangement. An English speaking society would be having its own definite looks and, also a very easily identifiable interpersonal interaction configuration....

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A QUOTE from this book about what is in the offing for the USA as feudal languages enter inside the social system: QUOTE: Yet the continuous and incessant bombardment of alien cultural ideology embedded in feudal languages, could create experiences, which are not English and will lead USA to social tensions. Though the extreme emotional disturbances, it causes would be understood as racial feelings and colour discrimination, the real reasons could be the strange, and disturbing social restructuring that is being forced on an easy going English society. Ordinary, peaceful persons would react violently to alien disturbing cultural signals, which are disturbing, and at the same time difficult to understand. With callous indifference, one can claim that America is the melting pot of cultures. If full melting does take place, and an English mould is formed, it is all right. However I have fears that with this severe influx of alien cultures that come with a package of virus software, a stage may come, at least, in certain areas, where the innate resilience of the English structure may be severely tested; and cause much distress to...

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Part I Chapter 1 Introduction Chapter 2 English in comparison with other languages Chapter 3 The overpowering force of a feudal language Heed these words Chapter 4 The International Effect-a preparatory reflection The seeming coincidences Chapter 5 The Nations France Germany Italy Japan China Russia Asian capitalistic countries Hong Kong The South American continent The Middle East United States of America Holland The Jews South Africa Great Britain Part II Chapter 1 Introducing India Chapter 2 The indicant words Indicants Chapter 3 The general social affects Children Mr., Mrs.& Miss. Effects on the young Stunting of Physical Features Chapter 4 The officialdom The officialdom Ashoka Chapter 5 The Police Police Behaviour and Techniques of Investigation Lorry drivers Chapter 6 Efficiency Chapter 7 Women Husband-Wife Relationship Social mobility of Women Consi...

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In this book, de Raadt examines concepts of informatics – such as dis-information, noise and uncertainty generated by global interconnectivity – that explain the destabilising effect of information technology on society. These concepts are derived from cybernetics and are pedagogically presented to provide students an understanding of the social and cultural context of information. This should help them apply information technology in subservience to human endeavours rather than the contemporary practise of the reverse....

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"...de Raadt has produced a highly readable text which enjoins us to modify the approach that we use to solve our world problems. He should be commended for his effort: it follows in the tradition of famous predecessors such as Stafford Beer and Geoffrey Vickers who have trodden similar territory." (John P. van Gigch)...

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1 Information for a Cultured Humanity 2 Reductionism and the Demise of Wisdom 3 Living Social Systems 4 Aspirations, Adaptation and Information 5 Dis-Information 6 Multi-Modal Learning and Regulation 7 Filters and Recursion 8 Interdependence and Stability 9 The Sovereignty of Systems 10 Epilogue...

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NESOR (“New Social Risks and the role of universities”), un proyecto de investigación co-financiado por la Unión Europea a través del programa Socrates, ha analizado la función de la educación superior en el nuevo modelo social europeo, que es uno de las referencias estratégicas de la Unión Europea para la sociedad del conocimiento. Se prestó especial atención a las desigualdades sociales que están emergiendo en la sociedad y economía del conocimiento. Se analizó en que manera las universidades contribuyen y pueden contribuir a mitigar las nuevas formas de exclusión social y se elaboró un modelo de la educación superior para la sociedad del conocimiento globalizada. En el curso del proyecto, los equipos de investigación ha realizados más de 150 entrevistas con expertos de la educación superior y responsables de universidades en seis países europeas (Austria, España, Hungría, Italia, los Países Bajos y Polonia), se han organizado más de 10 seminarios con expertos, varias conferencias nacionales y 3 conferencias internacionales. Como fruto de esta trabajo investigadora se han elaborado más 24 informes nacionales, 4 informes comparativ...

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0. Introducción 1 1. La función social de la educación superior: un marco conceptual 5 2. Educación superior en el modelo social de la sociedad del conocimiento europeo 15 3. La educación superior en los modelos sociales europeos: ¿mitigar riesgos sociales? 24 4. Similitudes y diferencias entre sistemas de educación euperior 34 4.1. La performance del aprendizaje 34 4.2. La educación superior en la construcción de la sociedad del conocimiento europea 39 4.3. Educación superior y nuevos riesgos sociales en la era del conocimiento 56 4.4. La dimensión europea y la internacionalización de la educación superior 73 5. Comentarios concluyentes 79 6. Anexo 86 7. Bibliografía 90 7.1. Publicaciones producidas por el proyecto NESOR 90 7.2. Bibliografía utilizada en el curso del proyecto NESOR 96...

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I am posting a writing here which might be mentioned as racist or hate speech or any such thing, by persons who might not know how to contain the arguments. There is nothing racist in my words. For I am not White, and I do not feel that Whites of Continental Europe have any superiority other than what proximity to England can lend to anyone in the world. There might be a query about my right to write this piece of information. I have to mention that I define myself here as a researcher on codes in languages. I have written a few books, all of them original thoughts....

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When the native-English speaking students in Australia find themselves being addressed as Thoo / Thum/ Nee &c. and referred to as USS / Avan / Aval &c. all of which are degrading words that paint dirt on a human personality, they have every right to react. If any Hindi or any other feudal language teachers use such words on them, they need to have the courage to give a cracking slap on the teacher....

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Collection of Papers

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...we have learned through our experience and from history – and by thinking historically – is that the most effective and most humane tool of social change is education....

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1 The Prophet and the Philosopher 2 Humane Operational Research 3 Design of an Undergraduate Programme 4 Vision and Normative Science 5 Ethics for a Civilised Life 6 Qualitative Operational Research 7 Normative Factors and Viable Community 8 Evaluation of Community Projects 9 Where there is No Vision the People Perish 10 Arresting the Collapse of the City 11 Social Work and Community 12 Samaritan Ethics 13 Christian Social Humanism...

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The University of Salford have told me that I own the copyright as I submitted in 1977. It is only more recently , about 2 years ago , that the University started claiming the copyright of students' submitted theses...

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"The "fiddle" was not otherwise very important to the men; they stressed that they did not like to be tied down by it . They chose work in which they could be free and autonomous"...

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Chapter 1 INTRODUCTION A) The historical Development of Fire Fighting B) The Development of the Modern British Fire Service C) The British Fire Service in the Early 1970's D) Fire Brigades Around the World Chapter 2 FRAMEWORK OF ANALYSIS AND METHODOLOGY A) Introduction B) Making Contact with the Fire Brigade and setting up the Interviews C) The Interviews D) After the Interviewing Chapter 3 REWARDS FROM WORK : JOB SATISFACTION AND INCOME A) Job Satisfaction B) Earnings Chapter 4 INFORMAL ORGANIZATION AND EMERGENCY ORIENTATION Chapter 5 SOCIAL STRATIFICATION AND THE COMPROMISE ORIENTATION TO WORK OF CITY FIREMEN A) Introduction B) Education C) National Data on the Fire Service D) The City Firemen E) The City Firemen :Instrumental Factors F) The City Firemen :Expressive Factors G) The Compromise Orientation Chapter 6 THE CITY FIREMEN : PATTERNS OF SOCIABILITY AND LEISURE ...

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Sample pages

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Books by VED from VICTORIA INSTITUTIONS This file contains the sample pages of some of my books. It may be noted that all these books are available for free reading on http://www.victoria.org.in/. However, readers who are interested in buying the digital book copy of any of these books may refer this web-link for more details in this regard. March of the Evil Empires; English versus the Feudal Languages Shrouded Satanism in Feudal Languages; Tribulations and intractability of improving others!! CODES of REALITY! WHAT is LANGUAGE? COMPULSORY FORMAL EDUCATION: A travesty! Idiocy of the Indian Protection of Women from Domestic Violence Act! Horrendous India! A parade of facade in verbal codes! INDIAN MARRIED LIFE: The undercurrents! Software codes of Reality, Life and Languages! How I worked out the idea starting from zero My Online Writings Vol One The EFFECT of ENGLAND [My Online Writings Part II] Veiled routes to resources in Computers & on the Internet, unVeiled KALEIDOSCOPIC HUES - Indian vernacular Pro-pristine English Digital Magazine ...

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Learn English through Malayalam

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The authors in this book have analyzed the socio-economic and psychological problems faced by People with Disabilities (PWDs) and their families. The study was made by collecting data using both fuzzy linguistic questionnaire by interviews in case they are not literates from 2,15,811 lakhs people. This data was collected using the five Non Government Organizations (NGOs) from northern Tamil Nadu....

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The main objective of this was to understand the basic psychological and social problems faced by the PWDs and their caretakers. To interpret the collected data, tabulations and analysis were made. Efforts were made to highlight the inferences in each table and in few places comments were made in order to use it for fuzzy analysis. Following is the list of organizations and the total population from 5 blocks is listed below....

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Preface 6 Chapter One INTRODUCTION TO BASIC CONCEPTS 11 Chapter Two ANALYSIS OF THE COLLECTED DATA OF THE PWDS FROM MELMALAYANUR AND KURINJI PADI BLOCKS IN TAMIL NADU 13 Chapter Three THE NEW FUZZY COGNITIVE RELATIONAL MAPS (FCRMS) BIMODEL 29 Chapter Four ANALYSIS OF THE SOCIO ECONOMIC PROBLEMS FACED BY THE PWDS USING (SFCMS) 47 4.1 Application of FCMs Models to Social and Psychological Problems 48 4.2 Expert Opinion of PWDs using Special FCMs to Analyse the Problem of PWDs 50 4.3 The Expert Opinion of the caretakers of the PWDs using SFCM 59 4.4 The Expert Opinion of the NGOs working with the PWDs using Special FCM Model 62 Chapter Five THE STUDY OF INTERRELATED PROBLEMS FACED BY THE PWDS AND THE CARE TAKERS 73 5.1 Introduction 73 5.2 Experts Opinion from a Public Person Living in Melmalayanur Block 77 5.3 Expert Opinion of PWDs using FRMs 84 5.4 Expert Opinion of Caretakers of the PWDs using FRM 87 5.5 Expert Opinion of the NGOs working with the PWDs using the FRM model 93 Chapter Six ANALYSIS OF PROBLEMS OF RURAL PWDs USING THE NEW FCRM BIMODEL 99 6.1 Expert Opinion of the Caretaker and a PWD using the ...

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DISCLAIMER . . . . . . . . . . . . . . . . . . . . . . . ii FOREWORD . . . . . . . . . . . . . . . . . . . . . . . vii ABOUT THE AUTHOR . . . . . . . . . . . . . . . . . ix PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . xi 1 PREPARING TO TALK . . . . . . . . . . . . . . . . 1 Types of Speaking . . . . . . . . . . . . . . . . . . 2 Briefing . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Teaching Lecture . . . . . . . . . . . . . . . . . . . . 2 Speech . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Audience . . . . . . . . . . . . . . . . . . . . . . . . . 3 Audience Analysis . . . . . . . . . . . . . . . . . . . 4 Audience Attitude . . . . . . . . . . . . . . . . . . . .5 Subject . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Selecting the Subject . . . . . . . . . . . . . . 6 Narrowing the Subject . . . . . . . . . . . . . . 8 Choosing a Title . . . . . . . . . . . . . . . . . 8 Objectives . . . . . . . . . . . . . . . . . . . . . . . 9 General Responses . . . . . . . . . . . . . . . . 9 Specific Responses . . . . . . . . . . . . . . . . 9 Gathering Material . . . . . . . . . . ....

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Na Kamalei—He Papahana Ho‘ona‘auao Kamali‘i ia no loko mai o kekahi hui ku i ka ‘auhau ‘ole no ka ‘oiwi Hawai‘i. Aia kekahi i loko o keia ‘ahahui he polokalamu ho‘ona‘auao makua/kamali‘i no ka lawelawe ‘ana i na ‘ohana o Ko‘olauloa ma ka mokupuni o O‘ahu. Me ke kokua kala ‘ana o ka Administration for Native Americans no ka pahana Na Kama o Ko‘olauLoa, ha‘awi keia ‘ahahui i na ‘ohana i mau lawelawe ‘ohana a me na ha‘awina ho‘ona‘auao ho‘i no ka ulu maika‘i ‘ana o ke keiki kupono ma kona mo‘omeheu a me ka pilina kanaka. ‘O ka haku ‘ana i na mo‘olelo no na ‘ohana i loa‘a na po‘e kamali‘i kekahi hana a makou. Ho‘olako ‘ia no ko makou mau ‘ohana me na mo‘olelo leo ma ko makou kaiaulu. No ia kumu, ho‘opuka ‘ia a‘ela na mo‘olelo kuhohonu no ko makou ‘ano he kanaka maoli—‘o wai kakou a mai hea mai kakou. I keia manawa, paipai aku na po‘e kupuna i ke kuka kama‘ilio ‘ana i na mo‘olelo no ka maika‘i o ka hanauna e hiki mai ana. A‘o pu ‘ia akula na mo‘olelo, ka ho‘ike honua, ka ‘olelo, na loina, a me ka mo‘omeheu i loko o keia mau puke no na po‘e kamali‘i pae makahiki 2-4. Nana nui ‘ia keia pu‘ulu puke ‘ewalu o Na Kama o Ko...

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The project goal is to provide families with services and opportunities that foster culturally appropriate and healthy development of a balanced child. The oral legacy within our community strengthens our families and produces stories that bring meaning to our lives and that help identify who we are and where we are from. Our resource partners are Ko‘olauloa community organizations that support the advancement of Native Hawaiian children and their families through the creation of children’s books....

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Ma ka hooponopono hou ana a me ka hana ana i ka hoakaka Kanawai mahope ae nei, ka mea hoi a ka Mea Hooponopono i kapa ai he Alakai Kanawai, aole no i manaoia ua hololea loa na mea a pau me ke kinaunau ole. O ke kumu alakai nui o keia mahele, o ia no na hoakaka kanawai i kakau mua ia ai e ka Mea Hanohano A. F. Judd, Lunakanawai Kiekie a Kaulike hoi o ke Aupuni, a i hoopuka ia ai maloko o ka Nupepa Kuokoa, e hoomaka ana paha ma ka malama o Ianuari, M. H. 1878. Ua hoao ikaika ka Mea Hooponopono iloko o ka nawaliwali o kahi malamalama ike Kanawai i loaa iaia, e hookomokomo aku i kekahi mau mea hou ma ua mau olelo hoakaka la, a pela hoi me ke kapae ana ae i kekahi mau mea i kupono wale no ma ka wa i hoolahaia ai ia mau mea ma ka nupepa, a i kupono ole hoi ma ka buke, a ua hana ka Mea Kakau pela, aole ma ke ano e kinai i ka io maoli o na mea i hoakaka mua ia, aka, i mea wale no e hiki ai ke hoaiai ae i kona malaelae maikai ma ka heluhelu ana a me ka hoomaopopo ana. E ikeia auanei ua mahelehele ia na olelo hoakaka, ma na mokuna a me na pauku, i hoomoakakaia me na poo manao ano nui me kekahi mau kuhikuhi Kanawai. Ma keia mau olelo hoakaka,...

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Auhea oukou e ka poe hoomaloka a me ka poe makemake ole i ka ke Akua olelo, a me ka poe manaoio ole malaila? Ua lohe au, o oukou no ke olelo ana kekahi i kekahi, Aole uhane, kino wale no,—aole he Akua,—aole e ala hou mai kino,—aole he la nui mahope. Alia oukou e manao pela, a mai olelo hoi oukou pela, a noonoo nui oukou a maopopo; no ka mea, aole ku pono i ke kanaka nona ka noonoo ke hookekee i kona manao iho a me kana hana ana iho. He manao ninau ko’u ia oukou; e ninau aku au ia oukou ma ka oukou olelo ana. Ua olelo iho oukou, Aole he uhane, he kino wale no....

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Mahea la oukou e manao ai pela Ina aole uhane o ke kanaka, ua like kona kmo me ka pauku laau, a me ka pohaku. A ina i like oukou me ka pauku laau a me ka pohaku, mahea la i kupu mai ai ka manao, “Aohe he uhane” Ma ka manamanalima anei Ma ke poo anei Ma ka wawae anei Ina aole uhane, nohea mai ka manao Pehea la e hiki ai ia oukou ke olelo ae, Aole uhane, he kino ivale no Ina e hiki ia oukou ke hoole me ka maopopo, Aoh uhane, e hiki paha ke hooakaka mai i kahi i kupu mai ai ka manao; ina ma ke poo, e hoike mai, ina ma ka opu, e hoike mai, ina ma na lima a ma na wawae paha, e hoike mai, i ike au. Ua maopopo loa, he manao no ko ke kanaka, aole pono ke hoole aku, a ina aole ona uhane, ma ka lala hea o ke kino i kupu mai ai ka manao No hea mai la keia manao lapuwale Ua ike no kakou a pau loa he uhane ko kanaka, nolaila, i hooliloia’i ke kanaka make i akua unihipili, a i ka make ana o ke alii, uko iho la na kahuua, a hoolei iho la i ka lei hulu manu i hiki aku ka uhane io Akea la. Auhea oukou, he ike anei a he naauao ia kakou i ka wa kahiko, a i keia wa hou ua nalowale anei, ea A no ka nalowale o ka manao kahiko e hiki anei ia oukou ...

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This ebook is for students who want to learn and improve their Korean language! The phrases written in this ebook are expressions in general conversation spoken by native speakers. Some phrases are indicated as ‘informal’ for you. As you know, it is common for Koreans to use honorific expression (* noted as ‘formal polite’ in this ebook), when the listener is older or of higher social status than the speaker. This 101+ Easy Korean Phrases ebook will be helpful for you when… * You don’t have time to learn Korean language. * You travel Korea. * You watch Korean TV shows. * You want to improve your Korean language. This book is intended for beginner to intermediate students. Advanced students will also find this ebook useful to study Korean language. Note that this book is not suitable for absolute beginning learners, who do not read Korean at all. If you want to learn and practice Korean language more, check out our blog at http://DinoPhia.com for more information. There are podcasts, articles, and video tools to help you improve your Korean! We hope you enjoy the book!...

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Table of Contents Introduction How to Read Korean (hangul) 13 Ways to Introduce Yourself 12 Ways to Say Hello & Goodbye 8 Ways to Say Yes and No 9 Ways to Ask How Someone Is Doing 9 Ways to Answer How I Am Doing 14 Ways to Say Thank You 12 Ways to Say You’re Welcome (as a response to Thank You) 6 Ways to Say I’m Sorry 9 Ways to Say It’s Okay (as a response to I’m Sorry) 18 Ways to Say Excuse Me 18 Phrases for Shopping About DinoPhia Connect with DinoPhia...

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The Read it LOUD! Foundation is a non-profit 501©3 organization started by Wally Amos, focusing on the profound positive impact that reading out loud has on children, their ability to read, their desire to imagine and their life-long love of learning. We challenge families to read out loud together at least 10 minutes a day to ensure their children have the best possible chance for a promising future....

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Our Mission: To help close the literacy gap by motivating families to read out loud every day together, for at least 10 minutes

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A National Campaign The Read it LOUD! Foundation is a non-profit, tax-exempt 501(C))(3) with the purpose of supporting all children’s literacy education. Working nationally, the foundation’s sole purpose is to have over 1,000,000 parents reading aloud to their children each day, creating a supporting, nurturing, and caring home and community environments....

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A National Campaign The Read it LOUD! Foundation is a non-profit, tax-exempt 501(C))(3) with the purpose of supporting all children’s literacy education. Working nationally, the foundation’s sole purpose is to have over 1,000,000 parents reading aloud to their children each day, creating a supporting, nurturing, and caring home and community environments....