Archive for May, 2013

Valencian Community

Tuesday, May 28th, 2013

Alicante, 13 December 2010.-as is usual every year in the town of Petrer (Alicante), Teteria Las Mil teaches and one nights celebrates this Thursday, December 16, the fourth charity auction of lost and collaborating firms. This year it is made for the benefit of A.F.I.R.E., Association of fibromyalgia and rheumatic diseases, Sax. For which is intended to raise more than $ 1,000. The idea arose in the Christmas of 2007, when the owners of the tea shop the thousand and one nights they realized that they had a box full of objects that people had left forgotten in the premises and had not gone to collect. And not to know what to do with them, they decided to carry out an auction of all those objects for the benefit of the associations of the area. Objects not much value, such as an umbrella or a lipstick, are examples of those things that are offered, from just one euro, to all those attending the event. This 2007 auction was for the benefit of Paya.s.o.s’s Hospital, an association non-profit Since 1999, it stimulates and happy life of children hospitalized with clowns specially trained professionals to perform this activity, by the centers of the Valencian Community. In that occasion, got collect 125 euros.

In 2008, eager to get more revenue than the previous year for partnerships, were included to the list of collaborating firms lost items – are a series of local businesses, which donate items or services that are also auctioned-. Got the figure of 520 for the Association live, that helps dependent people. In the year 2009, after seeing the success of the previous year, many retailers wanted to participate in the auction. As a result, more than 100 items were auctioned off. In this year were 750, over the donation of 500 euros which the ARA footwear company offered to the charity auction.

Universal Declaration

Friday, May 24th, 2013

While half of the planet consumes more than twice the calories of which need, the other half has nothing to bring to the mouth and dies of hunger. While in the United States and the European Union millions of people follow diets to lose weight, in favelas and barrios of huts of Latin America, as well as in sub-Saharan Africa, children and adults struggle against hunger. According to a recent report on food security of the Department of Agriculture of USA, more than 35 million people the world’s richest; spent hunger in the country in 2006 almost four hundred thousand more than in 2005. Imagine the entire population of Venezuela, Bolivia and Uruguay, so that the number of people who went hungry in the U.S. last year. Natural disaster? Hex? Divine curse? At all. Hunger is always the result of injustice, an injustice entrenched and permanent.

We live in an unjust situation and support a very unequal system that moves only by benefits, by irrational economic growth. This injustice is given in all countries, with tremendous consequences suffered by millions and millions of human beings. For example, in Spain, the eighth or ninth economic power in the world, according to a study promoted for years by the Catholic NGO Caritas, nine million people live below the threshold of poverty, one in five Spanish is poor. Beyond statistics chills, poverty means suffering and is the opposite of human development, which involves each and every one of the people without exception to have a decent life allowing them to exploit their potential as human beings. The UN tells us again and again that there are hundreds of millions of people who do not live nor can live as human beings, in accordance with the Universal Declaration of human rights, to all democratic constitutions and to the common proclamation of good intentions of the majority of leaders of the Earth. Following the Spanish philosopher Emilio Lledo, we say, as he wrote it long ago, that the justice, by far sure its full realization, will have to start with something so elemental as the democratization of the body, which is nothing other than the release of the misery of hunger; the hunger that deteriorates any possibility to live and create. Is not a crude literary figure Lledo reference to create after cite live; Neither refers to reproduction, but something that gives greater meaning to live, which often becomes only survive for many. The possibility of creating understood as outputting something of what does not exist, continue what did others, emerge from the mind, imagine, modelling, know, raise.

In short, everything that relates to art, thought and culture. Finish with half of that global shame that is the hunger in the world by the year 2015, as modestly proposed the UN with its Millennium goals, is also reset the hegemony of the development of human potential, above and against unbridled consumption and wastage. I have no doubt that the establishment of these essential priorities, vital, would eliminate or significantly reduce the serious consequences of the socio-economic system, a State of things unequal, unjust, cruel and, in addition, stupid, because it threatens to be the beginning of the end. I am not referring only to the climate change which, incidentally, has been denied as a real danger until just a year. End hunger in the world is neither charity nor assistentialism. End hunger in the world, end poverty, not only is justice, loyalty is with the species human. Xavier Cano writer and journalist original author and source of the article.

Bertrand Russell Foundation

Thursday, May 23rd, 2013

40 Years without BERTRAND RUSSELL (1872-1970) much of the difficulties facing the world are due to that the ignorant are completely secure and intelligent, full of doubts. Bertrand Russell. THE voice of a PACIFIST in 1949 was granted to Bertrand Russell the order of merit and in 1950 the Nobel literature prize in recognition of its multiple and significant, creation where she worked steadily as a defender of freedom of thought. His evolved from an initial idealism platonissans until certain logical atomism, in which the role of logical analysis is criticizing the data provided by science. His contribution to mathematical logic affects mainly in symbolic logic and semiotic problems.

On July 9, 1955 published the manifesto Russell-Einstein, a statement against atomic war, which was also signed by the following scientists: Max Born, Linus Pauling, Hermann Muller, Percy Bridgman, Hideki Yukawa, Cecil Powell, Joseph Rotblat, Leopold Infeld and Frederic Joliot-Curie. In 1963, he created the Bertrand Russell Foundation for peace. In 1966 Russell instituted the International Tribunal to judge war crimes committed by the United States in Vietnam and Southeast Asia, known as the Russell Tribunal, which was Executive Chairman Jean-Paul Sartre, and which had as prominent members, among others, Lelio Basso, Simone de Beauvoir, Julio Cortazar, Lazaro Cardenas, Peter Weis and Isaac Deutscher. The philosopher, mathematician, writer and British pacifist Bertrand Russell was born on 18 may 1872 in Treleck, Gwent, and died in Penrhyndeudraeth on February 2, 1970. Born in a family aristocratic liberal political tradition, his grandfather was Prime Minister with Queen Victoria, lost his mother with two years of age and four years after his father, and had to go to live with his grandparents. He studied at Trinity College, Cambridge, graduating in mathematics and moral sciences. He taught philosophy at Cambridge; during the first world war he was deposed and imprisoned for his pacifist attitude.

Educational Principles Of Umbanda

Tuesday, May 14th, 2013

EDUCATIONAL PRINCIPLES OF THE UMBANDA. For: Danilo Kings of Matos Oliveira To educate is all act of teach-learning, all action where it has exchange to know. The education happens in all the places, but of differentiated form. The same the religion is applied: all place where it has interaction, has education. The word religion is of Latin origin, comes of religio, that if translates ' ' to give cult to one divindade' ' , ' ' to bind novamente' ' or simply ' ' religar' '. Being thus, it is understood as religion the inherent beliefs and values of what the human being glimpses as supernatural, its moral rituals and codes that derive from these beliefs (AZEVEDO, 2010, p.7).

To delimit the study field, to the religions of African matrices here they will be called as umbanda or, umbandombl, for being most frequent in Itaberaba. Umbanda appears of the necessity to attend the ancestral espritos, as the aboriginal espritos, that in candombl were had by egum, and for the kardecistas they were espritos ' ' without cultura' ' could not work in these centers. Exactly that each House has particularitities in the cult, ' ' the doctrine, as a rule or saves moral' ' it is essential for conduction of the works in the place of fetichism. These practical religious have differentiated doctrines of house for house, however some rules are onipresentes in all its pursuings. It is not as in the other religions that possess a canonic book that conducts its activities. But it absorbs what it has of good in all the religious pursuings stops for in practical the beginning of the charity. Umbanda is a proper religion, a true africanization of the Brazilian religion, therefore the cult to the ancestral ones already happened in Africa, in lands of the bantos, before the European settling (AZEVEDO, 2010, p.132) and the aboriginal religion also gave cult to ancestor.

International Foundation

Thursday, May 9th, 2013

Educational integrity is an inclusive proposal, with more human sense, with a view of the kosmos. The concept of integrity, in holistic education is used at two levels: as all of the kosmos and as a concept computer of educational subjectivity, integrity is considered as the achievement of the unity through diversity, such as articulation, harmony, understanding and awareness of the human holones, always influences self-awareness; in this way the quality refers to continuously improve objects and systemic processes that have no objectivity, for example: quality of water, trees, merchandise, brain, etc., while integrity is applied to human subjectivity, the quality on the objectivity of things. Bibliography. -Gallegos Nava Ramon (2010) in unity with the self. Trilogy of spiritual intelligence i.

International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2010) the illuminated consciousness. Trilogy of spiritual intelligence II. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2010) the Nectar of happiness. Spiritual intelligence trilogy III.

International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2000) the spirit of education. Integrity and transcendence in holistic education. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2001) education of the heart. Twelve principles for holistas schools. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2001) education holistic. Pedagogy of universal love. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2001) a holistic vision of education. Heart of holistic education. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2001) dialogues holistas. Holistic and perennial philosophy education i. International Foundation for holistic, Guadalajara education. -Gallegos Nava Ramon (2003) learning to be. The birth of a new consciousness spiritual. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2003) learning communities. Transforming schools. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2003) pedagogy of universal love. A holistic world view. International Foundation for the holistic education, Guadalajara. -Gallegos Nava Ramon (2004) wisdom, love and compassion. Perennial philosophy II and holistic education. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2004) the way of the perennial philosophy. Holistic and perennial philosophy III education. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2005) education and spirituality. Education as a spiritual practice. International Foundation for holistic education, Guadalajara. -Gallegos Nava Ramon (2007) spiritual intelligence. Apart from the emotional and multiple intelligences.

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