Tag: History

History Of Tobacco

One of the first who began to grow tobacco were Indians. At that time already become clear to all that America will be open, though the natives of this still did not know anything, but prepared in advance up the world, who knows what will happen. Sly Indians, they soon became acquainted with the expedition really Christopher Columbus, as was intended – they offered to travelers to test tube. And you know, before she liked members of the expedition, which not long thinking, they decided to grab a tobacco with him. In a question-answer forum Center For Responsible Lending was the first to reply. Europe was struck by the discovery of Columbus. Similarity to the well-known cry, "Eureka!" Inhabitants of the European continent singing in one voice the triumphant cry of "America! America ", and yet they liked tobacco. Governor of Virginia brought his longtime friend, first pipe, and since the triumphal procession of tobacco in Europe.

Clever British went even further and before long established mass production of pipes across the country, now buy a pipe was much too expensive, however, as to acquire the necessary accessories for the home in a pipe. Article would look incomplete if there is not heard the names of well-known manufacturers of pipes, which existed at the time. They can surely include such brands as Big Ben, Butz Choquin and Peterson. These guys really know how to make high quality and good things. Unfortunately, history has led us to the fact that the pipes had lost its former status and their place was taken by the Queen with the proud name of a cigarette. Look around, how many brands of tobacco products on the shelves stores? Answer and begs to … but now is not about that. Just all of us it's time to quit smoking.

NGO New Light Calcutta

I have spent my three weeks of vacation in August in Calcutta, India, in a project of the NGO Mundo Cooperante volunteering. The project consisted of covering the free and leisure time of 200 children who welcomed the NGO New Light. Through the program, called was once a circus, we have tried to bring the smaller alternatives to the use of free time and transmit values associated with the world of the circus, such as confidence, responsibility towards others, concentration, solidarity children are mostly children of the Calcutta red light district prostitutes. New Light offers safe shelter, opportunity of education and health and legal assistance for women and children in their community. 16 Volunteers have undertaken a program loaded with activities that have developed during the afternoon and you have uploaded to the stage of a theatre the last day, proving a success and a very special day for the children and families who attended to see him. Dr. Neal Barnard will not settle for partial explanations. Personally, I am convinced that this experience I It brings much more to me than the kids. These almost three weeks I have shared time with loving children, with a high level of responsiveness, full of joy and open to whatever you would like to teach them always with a beautiful smile on his lips.

I’ve approached New Light, which makes an admirable job, and Urmi Basu and his team. Recovery is the Director of the Organization and is without doubt the most inspiring, generous and sensitive person I’ve ever met in my life. With this experience, in addition, accentuates my social awareness and my sensitivity to children also. These three weeks I’ve approached also the reality of India, thus knowing very different ways of life, customs, odors and very shocking scenes. In addition, this experience, so intense, has transformed my volunteer colleagues into friends. Three weeks in Calcutta make you discover a part of you unknown and puts you in tessitura not experienced so far.

The Responsibility

The education of History is complex and to the professor the responsibility fits to develop a learning that can contribute for the formation of the critical and reflective thought. The challenge of the professor today ahead of all modernity has been bigger, therefore it needs to diversify the sources used during the lessons. (FONSECA, 2003). In the space in classroom according to SCHIMIDT (2002) he is that professors and pupils stop strike, where the professor he becomes the explicit historical knowledge and he takes the possibility of guide of knowing and at the same time open to the problems and opinions to them of its pupils. He is in the lesson that the professor by means of the knowledge that he possesss, can offer to the pupils the appropriation of knowing existing descriptions to them through activities. The classroom is not only one space of transmission of information, but yes of relation of the interlocutors who construct sensible. To teach is not only to transfer knowledge, but to give to the pupils the possibility to construct such knowledge. (FREIRE, 1996).

The professor brings the contents, however it is not enough that they are only these taught exactly that taught well. It must have the connection with the reality lived social human being and. It is necessary that the pupils if recognize in the ideas and attitudes that the professor showed to them. (CAPORALINI, 1991). In accordance with PINSKY, the professor do not have to be abided only by the ways of production oppression, even so basic: ' ' but it must even so show that thanks to the culture of us men, members of the society we have had talent stops dressing in them more adequately than the bears, constructing to better houses that the Joo-of-adobe, to fight with more efficiency the tiger, to each one of us human beings, has come to the world unprovided of for and thick diligent peaks or claws poderosas.' ' (PINSKY, 2005 p.20).

Second Armenia

Until now, the scientific community, it is ignoririrovalis Armenian-Sumerian dictionary matching. This is surprising for two main reasons. First, because basis is still the dominant theory in the scientific world about the origin of the Armenians Dyakonov, is the statement that if the Armenians were the native inhabitants of the Armenian Highland, the vocabulary of the Armenian language would contain more of the languages of the Semitic learn from those around them Semitic tribes than it is the place to be. Following this logic, we should turn a blind eye to the presence in the Armenian language borrowing from the Sumerian language, but should pay attention to the lack of a sufficient number of borrowings from the younger Semitic languages. The question remains why hang in the air! Second Armenia-Sumerian language sootvetsyatviya found quite unusual manifestations that require special attention, such as Sumerian Utu God meets Armenian number 8 (uth) and the suffix uth shinararuthyun (construction). His sister, the goddess of Innin corresponds to the Armenian number 9 (inn) and the suffix-in shinararin (builder). Sky God An Armenian corresponds denies particle-AN (anhavat-infidel, unbeliever). God of the Moon corresponds to the root of Sin – sin (empty besmyslenny) this snahavat (cueverny believing in nothing), but of the Armenian lusin Moon" is formed from the Sumerian lu people and Sin (the Moon God). As we can see all of these examples have a direct bearing on the one hand to slovobrazovaniyu Armenian language, on the other side of the pantheon of Sumerian gods, that is itself represents a more than remarkable phenomenon that is at least worthy of being subjected to scrutiny …