Santeria - African Spirits in America Research Paper - 1

Santeria - African Spirits in America - Research Paper Example When African slaves escaped their bondage from Brazil and reached Cuba, they were given the ability to marry, have property and to live in such a way to be trained and conduct free, contributing lives to society. The only stipulation was that they become baptized into the Roman Catholic religion (Murphy 28). The relationship that was formed between the religious beliefs of the West African form of spiritual life and the tenets of Catholicism formed the beginnings of the way in which it the beliefs are currently practiced, similar reformations creating the many influences that have combined to form the current forms of Santeria practice. Because of this mixture of religions from which the practices in the Americas were created, there is no individual who can be named for being the founder of the religion. The beliefs of Americanized Santeria still hold the worship of the orisha. The orisha is associated with the saints of the Catholic religion. Each of the saints is represented as an orisha with a principle, a color, a number, a food, a dance posture, and an emblem. The orisha is honored through sacrifice, often a ritualized taking of the life of an animal. The blood is used as an offering to the orisha to please the saints in order to bring good luck, purification and the forgiveness of sins. Other aspects of evoking spirits and creating possession by ancestors are accomplished through rhythmic dances that are freely expressed through fervent dances.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Santeria is a cultural religion that began in Africa among the Yoruba people who lived in the region now considered Nigeria. Among the many developments of the Yoruba people was the development of a complex understanding of their spiritual life that reached into a subtle envelopment of their way of life. God was called ‘Olodumare’ and was considered the â€Å"owner of all destinies†. He was also considered the ‘almighty’ and ‘the ground of life’ (7). The power that is the force of Olodumare has a name that identifies its association within the culture. Ashe is an incarnate life force that is the ‘blood of cosmic life’ which is the power through which Olodumare imbues life, strength, and righteousness.

No confidences in me as a officer Research Paper

No confidences in me as a officer - Research Paper Example If I am given â€Å"vote of no confidence† I would accept the fact that things have gone on my side. I understand that the police union and my authority have lost confidence in me and there is not much I can do about it. Once in a profession you show you incapability it is not easy to repair it. However, I would communicate with the police union leader and my higher authority and enquire as to whether I would have any chance to retain the position. I would request them to offer me a chance where I can prove that I have the skill and ability to do justice to my position as a police officer. Now I would also ask them what are cases which made them suspect that I have failed to perform. If there is a situation where I had any reasons to offer like health, family or work place issue then I would go forward and explain it to them. I would definitely introspect on what basis they have taken this decision. I would definitely ask if they think if I were given a chance then they had the confidence in me that I would do better. Many a times, some misconceptions can give way to wrong results. So I would communicate well with union members and my authorities that I am being give â€Å"vote of no confidence† on the basis of reasonable facts. I would also extract information about the people who has some confidence in me. I would put them together and explain it to others about my chance to regain my position. I believe that somewhere in my career I have expressed unprofessional attitude and I would not consider that this action was baseless. That would be like closing my eyes towards the truth. Votes of no-confidence occur for variety of reasons, but if all agency personnel are holding the same values and following the same principals of behavior, it is the hope that these measures could be avoided.If I am convinced that the problem is entirely on my part and that I have violated the principles and values then I would try by level best to

Developing Mathematical Abilities for Children

Developing Mathematical Abilities for Children The mathematical development foundation was established in the earliest years. Mathematics learning had built on curiosity and enthusiasm for children to grow naturally. Mathematics at this age, is suitably connected to a child’s world, is more than â€Å"getting ready† for school or accelerating them into elementary mathematics. Appropriate mathematical skills challenge young children to explore ideas related to patterns, shapes, numbers, and space with increasing complexity. The child’s cognitive development is how the concentration works and how the children learn, aim and comprehend. As children develop cognitive from pre-lingual and pre-symbolic stage to the use of language and symbols to operate concepts. The ability related to later mathematics learning are also developing. The abilities for mathematics cognitive learning are memory, language skills and the ability to male mental pictures of numbers and space. Young children begin to use their memory when co-operating with others and recall the experiences. Infants will respond to familiar faces and to music. Children begin to notice environment print and they begin to understand the role of letters and numbers as abstract symbols for familiar things. The child’s cognitive development is how the concentration works and how the children learn, aim and comprehend. As children develop cognitive from pre-lingual and pre-symbolic stage to the use of language and symbols to operate concepts. The ability related to later mathematics learning are also developing. The abilities for mathematics cognitive learning are memory, language skills and the ability to male mental pictures of numbers and space. Young children begin to use their memory when co-operating with others and recall the experiences. Infants will respond to familiar faces and to music. Children begin to notice environment print and they begin to understand the role of letters and numbers as abstract symbols for familiar things. Pattern making it is significant as it enables children to identify simple repeated ideas. It is a good basis for finding patterns in numbers later on. Sorting will help children’s understanding of numbers, they should have opportunities to sort as many different materials as possible and in many different ways as they can. Counting and ordering children will need to be come familiar with the number system, they will need to do this through counting and ordering numbers and group of numbers with the same criteria. Recording they will start to record numbers and patterns. They have found out in simple ways, through pictures and simple charts and tallies. When I was observing children there was a child that knew the numbers and knew how to make 3 colours the same. This child is very intelligent, last day we were playing with blocks and I told him to tell me how many reds there are and he told me that there are 10 in all. Then I told him to put 4 block together that are the same colour and he did them without any help. In maths the boy is at a higher level, he knows how to count and to join 4 blocks together I was playing with a boy and we were saying numbers and I told him to count the clothes that there are suspended and he started to count but he didn’t knew the numbers well. He begin to count but he forgot what numbers comes after 1 and he had some problem to remember them so I tried to help him by saying him the beginning of the numbers but he couldnt remember the number that comes after 1. This child needs help in numbers, he need someone to teach him the numbers at home. I think that their parents are not helping him and teaching him the numbers. His level is low and he needs to improve more. The children built their confidence when they have someone who understands them and who play with them. They be confident with people that they have attachment with. When children know things like numbers they feel more confident of saying them. If they are confident their self- esteem will be more high. For children to be fruitful in working with others, and in explanation their own sympathies, they must develop the mathematical language vital to help them express what they believe. Conversation amongst themselves and with a teacher, offers children with chances for social message, and for shared understandings to be exchanging and developed. To do this children need to have self-assurance and don’t be shy of saying the answers or asking a question. If they don’t understand they can’t learn maths well so they need to be confident and ask. Yesterday I was doing an activity with 2 children that are the same age. They are different from each other because one is very confident and likes to do the activities and she is very motivated of doing them. Her self esteem is very high and she is very confident. The other child is very shy and he don’t like to interact with others. He don’t like to do activities because he knows that Im going to ask him questions for example which color he like most so he need to built some confidence with himself and with others because his self-esteem is very low. He need to communicate more with others even at home his parents need to interact more with him. As with all others areas of learning one will need to build children’s confidence when working on mathematical ideas. From an early age , children should be presented with positive and fun methods of working with mathematical tasks in ways that engage all learners. Adults should take care to ensure that tasks are introduced in a way that stimulates children so that they do think of mathematics as difficult. Occasionally concepts may be difficult to grasp, and children will find new ideas challenging. They should be given plenty of opportunities to use games, investigations and other forms of mathematics, which will develop their skills while also encouraging them to be independent. Last day we were playing, and in the class we have a number line. I was playing with Christian and I asked him to count the numbers. He was very shy at the beginning because he don’t believe in himself and he don’t have confidence with others. Then I helped him by praising him and told him that he is able to count them and I knew that he know them so he began to count them. He needed some support and courage to built confidence and to feel comfortable talking to me. Im going to talk about the theories that are involved in mathematical development. I’m going to talk about Piaget and his conservation of numbers according to his constructivist theory. Constructivism, first developed by Piaget, views learning of mathematics as the building of meaning and understanding based on the modeling of reality, the examination of pattern, and the gaining of a mathematical nature. Though I have chosen conservation in mathematics as the test case the account Piaget provided is expected to apply more usually to his entire composition, and I believe is further genuine by changes in his thought he also draw upon other examples to make his case. He make no effort to define the different stages of Piagetian development but make position to them when necessary; that wasnt his focus. More, he use Skinner as the exemplar of behaviorism even though there are other varieties. The reasons for doing so rest with his supremacy among instructors of all punishments and the potential benefits to justifying the wide-spread mistake of his work, too. Language and hearing processing shortfalls affect ability to learn language and math concepts and solve problems. Students may have amenable or communicative language problems that can considerably affect their learning and ability to express what they do not comprehend or show how they solved problems. They can help them by teaching them those things: Partner with Teachers to Manage Language and Auditory Processing Deficits. Use Hands-on Materials to Improve Your Childs Math Comprehension Re-Write Word Problems to Enhance Auditory Comprehension Provide Step-by-Step Models of Problem Solving We were doing an activity about maths and I was explaining them sum and what they need to do some of the children couldnt understand the concept of the sum so I needed to explain it again and more in detail. If I didn’t explained it again and more in detailed they wouldnt understand and learn the sum. When I was doing the activity some of the children didn’t understood the vocabulary because was a little bit hard for them so I asked them where they didn’t understood and I explained it better.

Profile of Reverand John Hale in Arthur Millers The Crucible :: Essay on The Crucible

The tragic tale of the Salem Witch Trials in Massachusetts was re-written by Arthur Miller in the form of the play â€Å"The Crucible†. The trials have been studied to figure out what really happened, but no one will ever know since it happened decades ago. The play is the closest reenactment we have to help us see how people could have reacted to life. â€Å"The Crucible† shows how using others as a cushion to keep from being punished can go extremely bad. Amidst all the chaos a man by the name Reverend John Hale came to help but ended up with making it a huge amount worse. Mr. Hale as they refer to him in the play, started out as a student at Harvard College and graduated in 1657. Ten years later he was ordained as a minister of the Parish Church in Beverly, Mass on September 20th 1667. He was the first minister of this church from what I read. A few years past and Hale was called to the Village of Salem to rid its streets of witches and witchcraft. His degree and church background make Mr. Hale the best candidate to earn people’s trust, and use it to make the investigation advantage. Mr. Hale’s trip to Salem solely took place so he could just if the girls’ sickness had to do with witchcraft. The manner at which he approached it doomed it from the start, he came in the middle of the chaos with the attitude that he could just fix everything with his books. His stubbornness to look at the situation from another point of view collided with the small town’s fear. This presence seemed to confirm their fear that the devil was already present. Salem was small enough where every one knew everyone and where he or she lived and worked. Word can spread fast and people became determined to stamp out the evil in their town. As the accusations started fueling Hales’ fire to find witchcraft other girls started acting like they were helping Salem. When all the girls started acting like the accused were strangling them and making them do bad things, it just went too far. People started being hung and more of the town started to believe what these young girls had been saying and feeling. Hales was working with the judges and town leaders to see what could be done with the alleged witches and wizards.

Life of the Prophet Jeremiah

More is known of the life of Jeremiah than of any other literary prophet. He began prophesying in the thirteenth year of the reign of King Josiah (1:2; 25:3), i. e. , 627 B. C. , when Jeremiah was but a youth (1:6). Jeremiah was a reluctant prophet, but felt compelled to speak God's word (20:9). He prophesied until after Nebuchadnezzar destroyed Jerusalem in 586 B. C. (39:1-10; 43:7-8; 44:1), and his ministry lasted a total of about fifty years. Josiah's great religious reformation came in the early part of Jeremiah's work (cf. Kings chapters 22-23), but the reforms did not reach the hearts of the people, for they were still rebellious (25:1-7). The Jews opposed Jeremiah and his work from the very outset. First, the citizens of his native Anathoth tried to stop his work and even attempted to kill him (11:18-23). Even his kinsmen opposed him (12:6). Jeremiah later moved to Jerusalem, but he endured inveterate opposition there also. When King Josiah died, Jeremiah lamented his death (2 Chron. 35:25). Jeremiah prophesied against Josiah's wicked successors: Jehoahaz (also called â€Å"Shallum†) (22:11-17), Jehoiakim (22:18-19), and Jeconiah (i. . , Coniah or Jehoiachin) (22:24- In the very year Nebuchadnezzar came against Jerusalem, Jeremiah announced both his coming and the seventy year captivity of the Jews (25:1-14). Under the rule of Jehoiakim, Jeremiah preached a great sermon in the temple in Jerusalem (chapters 7-9). After this the princes, prophets, and priests of Judah called for his death (26:8-11). However, Jeremiah was delivered at that time (26:24). At the Lord's direction, Jeremiah dictated his prophecies to Baruch, who wrote them on a scroll (36:1-8). However, when King Jehoiakim read the scroll, he was so angry he cut it with a scribe's knife and threw it into the fire (36:20-25). The king commanded that Jeremiah and Baruch be seized, but the Lord hid them (36:26). Jeremiah dictated the prophecies to Baruch again and added others (36:27-32). Jeremiah urged King Zedekiah to be faithful to Nebuchadnezzar, but Zedekiah refused (27:12-22). The Babylonians besieged Jerusalem, and great suffering resulted. Later, Jeremiah was accused of trying to defect to the enemy and was placed in prison (37:11-15). Subsequently the king transferred him from the dungeon to the court of the prison and gave him a daily ration of bread (37:17-21). When Jeremiah again prophesied against Jerusalem, the king turned him over to the princes, who threw him into a dungeon, the bottom of which was filled with mud, into which Jeremiah sank (38:1-6). Jeremiah would have died there, had he not been rescued by Ebed-Melech, an Ethiopian eunuch of the king's house (38:7-13). When Nebuchadnezzar took Jerusalem, he let Jeremiah go free to his own home (39:11-14). A mutinous band of Jews murdered Gedaliah, who had been appointed governor by Nebuchadnezzar (41:1-3). They decided to flee to Egypt for safety, taking Jeremiah with them as a hostage (43:1-7). They took Jeremiah to Tahpanes in Egypt, where he continued to prophesy against them (43:8 – 44:1). The life of Jeremiah was one of sorrow upon sorrow. His people whom he loved and with whom he pleaded unceasingly for fifty years continually refused to hear him, rewarded his labor with rejection and persecution, and eventually perished as the result.

Candy Shop

Candy Shop Business Plan It would seem that if you're starting a confectionary that writing a candy shop business plan should be all sugar, sweet, and fun as well. If you're here, you've figured out that's not exactly the case. That's because writing a candy shop business plan can be as difficult as developing a coherent and effective strategy and plan for any other new start-up or existing operation. As you've probably figured out by now, it's going to take more than a passion for chocolate to get your business off the ground.But if you're still struggling to get started, here are a few things to think about that will help you develop your candy shop business plan: †¢ Why will your candy shop be unique? †¢ How will you generate a profit? Will you charge high prices? Keep costs low? Both? †¢ Are there any competing businesses in the area? If so, how will you draw customers from them? †¢ Why are you the right person to handle the operation? These questions can help you start to think about the things that will be critical to the success of your business.In addition, they are important to answer because investors or lenders will want to see that you've considered and sufficiently addressed these points in your business plan. If you'd like more information about the other elements that a banker, angel investor, or venture capitalist might want in your candy shop business plan, MasterPlans can help. We are the leaders in the business plan writing industry and have developed scores of successful business plans for our clients.

Feminism And Gender Equality Essays - Womens Rights, Gender Studies

Feminism And Gender Equality Essays - Womens Rights, Gender Studies Feminism And Gender Equality Feminism And Gender Equality In The 1990's Overall, the rights and status of women have improved considerably in the last century; however, gender equality has recently been threatened within the last decade. Blatantly sexist laws and practices are slowly being eliminated while social perceptions of women's roles continue to stagnate and even degrade back to traditional ideals. It is these social perceptions that challenge the evolution of women as equal on all levels. In this study, I will argue that subtle and blatant sexism continues to exist throughout educational, economic, professional and legal arenas. Women who carefully follow their expected roles may never recognize sexism as an oppressive force in their life. I find many parallels between women's experiences in the nineties with Betty Friedan's, in her essay: The Way We Were - 1949. She dealt with a society that expected women to fulfill certain roles. Those roles completely disregarded the needs of educated and motivated business women and scientific women. Actually, the subtle message that society gave was that the educated woman was actually selfish and evil. I remember in particular the searing effect on me, who once intended to be a psychologist, of a story in McCall's in December 1949 called A Weekend with Daddy. A little girl who lives a lonely life with her mother, divorced, an intellectual know-it-all psychologist, goes to the country to spend a weekend with her father and his new wife, who is wholesome, happy, and a good cook and gardener. And there is love and laughter and growing flowers and hot clams and a gourmet cheese omelet and square dancing, and she doesn't want to go home. But, pitying her poor mother typing away all by herself in the lonesome apartment, she keeps her guilty secret that from now on she will be living for the moments when she can escape to that dream home in the country where they know what life is all about. (See Endnote #1) I have often consulted my grandparents about their experiences, and I find their historical perspective enlightening. My grandmother was pregnant with her third child in 1949. Her work experience included: interior design and modeling women's clothes for the Sears catalog. I asked her to read the Friedan essay and let me know if she felt as moved as I was, and to share with me her experiences of sexism. Her immediate reaction was to point out that Betty Friedan was a college educated woman and she had certain goals that never interested me. My grandmother, though growing up during a time when women had few social rights, said she didn't experience oppressive sexism in her life. However, when she describes her life accomplishments, I feel she has spent most of her life fulfilling the expected roles of women instead of pursuing goals that were mostly reserved for men. Unknowingly, her life was controlled by traditional, sexist values prevalent in her time and still prevalent in the nineties. Twenty-four years after the abo ve article from McCall's magazine was written, the Supreme Court decided whether women should have a right to an abortion in Roe v. Wade (410 U.S. 113 (1973)). I believe the decision was made in favor of women's rights mostly because the court made a progressive decision to consider the woman as a human who may be motivated by other things in life than just being a mother. Justice Blackmun delivered the following opinion: Maternity, or additional offspring, may force upon the woman a distressful life and future. Psychological harm may be imminent. Mental and physical health may be taxed by child care. There is also a distress, for all concerned, associated with the unwanted child, and there is the problem of bringing a child into a family already unable, psychologically and otherwise, to care for it. In other cases, as in this one, the additional difficulties and continuing stigma of unwed motherhood may be involved. (See Endnote #2) I feel the court decision of Roe v. Wade would no t have been made in 1949. Even in 1973, it was a progressive decision. The problem of abortion has existed for the entire history of this country (and beyond), but had