User blogs

Gerrymandering of the Minds' Psyche "What became of the Black People of Sumer?" the traveller asked the old man. "For ancient records show that the people of Sumer were Black. What happened to them?" "Ah, the old man sighed. They lost their history, so they died." - A Sumer Legend "I am talking of millions of men who have been skillfully injected with fear, inferiority complexes, trepidation, servility, despair, abasement." - By Aime Cesaire I have been meaning to write on this subject on the History, Customs, Traditions, Culture, Languages, Rites and Practices of the African South Africans, for a long time. In my past Hubs, I have tried to cover ground on the lives of Africans in Africa and South Africa and what they have been going through for the past 300-plus years of oppression, subjugation, depression, repression and the intensely and extreme violation of their humanity, culture, customs, land and existence. This is a very serious point I am about to discuss: i.e., how, when and why this was done and is still being done; also, what was life, culture and customs of Africans in the South of Sahara and southern Africa like before and after the coming of the Europeans later-on deep and further into this Hub; and what this life is like today. In the process I will give a serious version of Modern African culture, and an even more deeper historical delineation and concrete historical cultural breakdown, i.e., the customs, culture and practices of the Nguni as narrated by themselves-and also using African-centered references to solidify and anchor the discussion I am about to lay out below. The topic I am embarking on may not be popular or much known subject, [Maybe too long for the Internet], but I am going to try and unpack this historical phenomenon of a distorted and dysfunctional African society and picture[image] of African Culture and Customs that we read about today, and how the remnants of this African culture we see today affects Africans in Foot Pain their lives and existence in the past and at presently: that of being Oppressed, suppressed, depressed, repressed, enslaved, colonized and stripped off all their cultures, customs, tradition, languages, and have poverty and all types of diseases imposed on them; and, how their cultural practices and traditional rites have been relegated to the inferior status of being regarded as irrelevant, closer to child babble/barbaric and need not be paid any attention to, whatsoever: i. e., a culture best forgotten for it has never been of any use to the Africans themselves. As of the writing of this Hub, the level of subjugation, neglect, being ignored, having imposed ignorance hunger a constant, and a bleak future and dreadful intolerable existence, has gone into over-drive! Also, later in the Hub, we look as to how the remnants of the present African culture can be looked at anew and thus Africans be able draw inspiration from its present presence and manifestation; also, the past history[as taught by Apartheid] and cultural and customary and traditional historiography issues will be addressed in order to give a complete picture of the past and present-and scholars from the African centered perspectives will be used in order to add muscle to the skeleton of the history of Africans South Africans.

A Polo-professional will need to have at least a dozen trained polo ponies to have a competitive string, all fit and ready to play. Each High Goal game is at least 6 chukkers (periods); hence, if you play two days in a row then you will have to have at least 12 horses, not counting the ones that may be just a little sore. Some low goal players will have only 2 ponies and will "double up" to play a 4 chukker game. Heel Lift Polo ponies are bred in Argentina and broke in Argentina and begin their careers in Argentina before heading to America or England to be sold for a considerable sum of money; however, some polo ponies are bred here in America and are American thoroughbreds that were bred for racing and either never raced or just were not cut out to race. The same goes for the Irish thoroughbred, South African thoroughbred or English thoroughbred. Personally, the Kentucky thoroughbreds make the top polo ponies. Personally, I prefer playing the fillies since they are less muscled and looser, just more "catty", lighter on their front feet and way more scrappy. The filly polo pony is less timid and just so much more aggressive in the melees. The polo pony travels from the barn to the polo fields by van, which can carry up to 15 polo ponies. They are tied to the side of the van prior to the games and prepared. They are then "undressed", walked after they played a chukker and then tied to the van to relax. To learn more about the sport of High Goal polo, polo news and polo videos - please visit PoloPony-dot-com. Most high goal polo ponies are between 4 and 12 years old, hitting their prime at 9 years old. WATCH: (see resource box below for link to "polo ponies in action"). I really like the lines of sires, such as of Mr. Prospector; they have the most correct confirmation for polo: A high goal polo pony should be short backed, athletic, light in the front feet, strong and wide in the hind, nice withers and short cannons with well-defined tendons. Their hind leg muscles, or "caskins", should be well muscled and strong and their head low with a well-balanced neck. Their throat should be wide with a nice passage for airway. For further information, please feel free to contact Patrick at We hope you enjoyed this article! Sincerely, Patrick with the PoloPony Team

YOU WERE BORN TO LEARN NEW THINGS STAGE 2: RECOGNISE YOURSELF We're very similar you and I. While I was studying for my Leaving Certificate (the final and most important school examination in Ireland) it was of great comfort to me to hear about the stresses and strains all my classmates were under. I'm not a masochist. I really don't enjoy the suffering of others. But when I realized that I was no different to them it calmed me greatly. Likewise you will be happy to hear that no matter where Ankle Pain causes you currently are in your language learning you will have followed the same path as every other student who has ever learned a language. The time spent at each stage may vary greatly, but the process is as predictable as the ticking of a clock. You can contact us any time for more information on how ULearn integrates the learning path into your English course in Dublin. Stage I: Pre-production Active vocabulary = 500 words This is also called “the silent period.” Sounds scary doesn't it? But unlike the term suggests it doesn't mean that you won't be speaking. Students here have a receptive vocabulary. Through contextual cues and activities communication will take place. However, learners at this stage are not really producing language but are parroting. The importance of parroting is enormous and goes back to the importance of mental rehearsal. Imagine yourself mentally rehearsing the phrases you hear in class 20 times as you walk to the green grocers. This type of mental rehearsal, above anything else, will move students from this stage faster. Teachers at this level focus attention on listening comprehension activities and on building a receptive vocabulary. The social environment is crucial at this stage. Stage II: Early production Active vocabulary = 1000 words This stage may last up to six months. During this stage, students can usually speak in one- or two-word phrases. This phase is where we begin to develop methods for assimilating language quickly. Trial and error is a slow way to learn. Wouldn't it be better to first develop the skills needed to learn and organize new vocabulary and manipulate new grammar ideas? Doing this makes learning easier and speed. Although production of language maybe low here, your rate of learning is very rapid indeed. Stage III: Speech emergence Active vocabulary = 3000 words Students can communicate with simple phrases and sentences. They will understand easy stories read in class with the support of pictures. They will also be able to do some content work with teacher support. Here are some tasks they can complete: · Read short, modified texts in content area subjects. · Match vocabulary words to definitions. · Study flashcards with content area vocabulary. · Participate in duet, pair and choral reading activities. · Understand teacher explanations and two-step directions. · Compose brief stories based on personal experience.