Floridian Lifestyle at the Crab Shack :: Descriptive Essay About A Place

Floridian Lifestyle at Pinchers’ Crab Shack Settled between a run down pet shop and a mass-created chain store lies Pinchers’ Crab Shack, a neighborhood jump of free spirits in the wilds of the obstinate and affected Naples territory. As Jimmy Buffett’s â€Å"Margaritaville† booms from an endured jukebox settled close to instances of unopened lager in a corner, the different scents of salt, singing nourishments, and vinegar attacks one’s faculties. It is here in this environment that Florida is genuinely found. Pinchers’ is a genuine shelter of Floridian environment. Regardless of whether the overhang of inflatable parrots and pontoons or the dividers of island memorabilia extending from signatures to record spreads to pictures of fish, Pinchers’ invites the coffee shop with a flare of Caribbean relaxation and delight. The style stays exceptionally natural, from the open kitchen where culinary experts prepare the food before the benefactors to the paper-pack covers flung over the tables. Savors come containers, napkins are found as paper towels arranged close to the tables, and salt is found inside a brew bottle. This is really an inviting eatery which calls to the most profound faculties of salt, sand, and seawater situated in the profundities of the spirit. While at Pinchers’, make certain to test a few of the heavenly dishes. Above all else are the singed mollusks, profoundly seared segments of shellfish which predominate a human finger. In the event that one isn't in the state of mind for seared food, attempt the King Crab Legs, a colossal rack of crab’s legs covered in a rich margarine sauce; not exclusively is the crab delightful, however it is intuitive as one gets the chance to crush the legs to get to the meat. On the off chance that basic fish is the thing that one hungers for, go for the scallops, lavishly cooked in a wine sauce leaving the mouth needing more. Last, finish the supper with a bit of Key Lime Pie, the customary treat of Florida and the best pie discovered this side of Key West. This brilliant jump genuinely shows the normal Floridian way of life. The servers in tank tops and shorts present with a grin while the bar invites benefactors wearing everything from customary suits to Hawaiian tee shirts to swimming outfits.

Archetypes in The Adventures of Huckleberry Finn Essay

In the novel The Adventures of Huckleberry Finn, Mark Twain uses the models of the Unwilling Hero, the Shape Shifter, and Haven versus Wild to show that Huck Finn and Jim can discover opportunity up and down the banks of the Mississippi River. Huck depicts the reluctant legend since he places a great deal of thought into something before he does it, despite the fact that it will profit everyone. He is likewise exceptionally reluctant to perform chivalrous acts. The King and Duke show the model of the shape shifter since they are continually lying about their personalities and deluding everyone. The Mississippi speaks to the characters â€Å"haven†, and Huck and Jim’s home speaks to the â€Å"wilderness†. Huckleberry Finn depicts the model of the reluctant legend. Huck is extremely hesitant to make the best choice, and consistently feels regretful about all that he does. The difficulties Huck needed to conquer nearly caused Huck and Jim to free their opportunity at discovering opportunity, however he generally developed his fearlessness and was pushed to battle for what he thought was correct. After Tom and Huck frightened Jim, Tom needed to take it further and â€Å"tie Jim to a tree for fun† (page 5). Huck had felt regretful for terrifying Jim and didn’t need to do any longer damage, so Huck said â€Å"no; he may wake and make a disturbance† (page 5). This identifies with him being a reluctant legend since you can see that Huck felt awful for doing an inappropriate thing and his heart pushed him to make the best choice the second time around. Some other time when Huck planned something for get Jim and himself further down the waterway was the point at which he said â€Å"I won’t let no rampant niggers get by me in the event that I can support it. † (page 91). Huck at that point continued attempting to persuade himself that what he did was correct. â€Å"They went off and I got on board the pontoon, feeling terrible and low; since I knowed very well I had fouled up, and I check whether warn;t no utilization for me to attempt to figure out how to do right†¦then I thought a moment, and says to myself, hang on; s’pose you’d ‘a’ done right and provider Jim up, okay felt better than what you do now? No says I, I’d feel terrible I’d feel only a similar way I do now. All things considered, at that point, says I, what’s the utilization you ain’t no difficulty to foul up. † (page 91). Huck felt regretful for lying about having Jim on board with him, he realized that what he was doing was illicit and experienced difficulty seeing the positive qualities in what he did. As the peruser, you realize that Jim is really a decent man and doesn’t have the right to be treated as a slave. In any case, for Huck, it was an extremely hard battle for him to persuade himself that lying about Jim and doing the improper thing was really going about as the legend. Indeed, even Huck didn’t consider himself a saint after he did this, he felt awful about what he did, however the way that it took a great deal to convince him to feel good about his choice shows that he is reasonable for the reluctant legend. In the statement â€Å"I says to myself, this is another that I’m letting his deny her of her cash. Also, when she got past they all joke spread theirselves out to cause me to feel at home and realize I was among companions. I felt so ornery and abject and imply that I says to myself, my mind’s made up; I’ll hive that cash for them or forget about it. † (page 175), Huck had recently permitted rascal to take cash from a wide range of individuals and had felt regretful about it since he knew about them being shape shifters from the beginning. At the point when the swindlers made their endeavor to take these three blameless young ladies legacy, Huck felt so terrible that he chose to conspire against them and take their cash back. It took a great deal of boldness for Huck to do this. The peruser and Huck share the information on knowing the King and Dukes genuine way of life as extortionists. However, with Huck being inside the circumstance, contradicted to the peruser having the option to see the reasonable choice, Huck didn't need individuals to realize that he had carried out this thing. This shows he was as yet reluctant on needing to do this gallant demonstration. This is demonstrated when Huck says â€Å"I got the opportunity to do it such that they won’t doubt that I done it† (page 175). By and by it takes a ton of Huck persuading himself to do this chivalrous demonstration is as yet uncertain about it after he does this. This plainly shows Huck in the model of the reluctant legend. Having Huck step out of his usual range of familiarity lead himself and Jim to opportunity, however Huck would not have had the option to appear as much mental fortitude in the event that it weren’t for the prime example of the shapeshifter depicted by the King and Duke. The Duke and King are continually lying about their personality and changing their story, they mislead numerous individuals including Jim, compromising Huck and Jim’s chance at opportunity. The Duke and King started their job as shape shifters when they were first presented in the novel. Huck and Jim were tricked by them for a piece, yet it didn’t take long for Huck to make sense of that these were scalawags. Having two shape shifters on board with them likewise got Huck to investigate his job as the reluctant saint more. You can see this by the way he doesn’t need to state he knows who they truly are. â€Å"It didn’t take me long to decide that these liars warn’t no Kings nor Dukes by any means, yet simply wretched hoaxes and cheats. Be that as it may, I never said nothing, never let on; hushed up about it; it’s the most ideal way; at that point you don’t have no squabbles, and don’t stumble into no difficulty. † (page 125). The King and Duke defrauded an entire town out of $87. 75 by making up a make story just to bring in some fast cash. â€Å"He disclosed to them he was a privateer been a privateer for thirty years†¦he’d been ransacked the previous evening and put aground off of a steamer without a cent†¦and put in an amazing remainder attempting to transform the privateers into the genuine path† (page 131) Because the town individuals imagined that their story was so heart contacting they chose to give them a ton of cash despite the fact that they didn’t need it by any means. This shows how merciless these characters really are even idea they seem to be thoughtful individuals. The King and Dukes last case of being shape shifters was the point at which they sold Jim back as a slave. By doing this Huck and Jim at last acknowledge how merciless and spoiled these individuals are. They totally double-crossed the individuals who had helped these cheats escape down the stream purchase selling Jim once again into subjection at an extremely little cost. This shows their actual character and drives Huck so crazy, that he at long last chooses to step up and become Jim’s saint. It was extremely regular for the Duke and King to do this, however it took a great deal of fearlessness for Huck to at last choose to safeguard Jim. This was Huck’s significant act that can be viewed as the reluctant legend and the last advance into making sure about Jim’s opportunity. The entirety of that can be seen when Huck says â€Å"After all we had accomplished for those heels, here it was completely come to nothing, everything was all beaten down and demolished, on the grounds that they could have the heart to cut off Jim suck a stunt as that, and make him a slave again for his entire life, and among outsiders, as well, for forty messy dollars† (page 211). Despite the fact that the King and Duke where very misleading shape shifters, they assist Huck with understanding that the Mississippi River was the place he could discover his opportunity and that the stream was his â€Å"haven†. Shelter versus Wild is another paradigm that is conspicuous in the novel. Huck and Jim spend practically the entirety of the story out on the Mississippi River, however on the grounds that it is in the Wilderness doesn’t imply that that is their â€Å"Wilderness†. The story begins with Huck clarifying that he has a terrible home life. His dad is constantly smashed and doesn’t deal with him, so he lives with the widow. The widow is in full control of Huck and he abhors it. He is the sort of individual who wants to have opportunity and is continually making progress toward it. That is the equivalent for Jim, he is a slave that nearly gets sold for cash, however all he needs is opportunity. Both Huck and Jim’s home lives are not what both of them are searching for. This shows this piece of their lives is really the Wilderness in light of the fact that to them they are troubled and not happy. This is demonstrated when Huck says â€Å"Pretty soon I needed to smoke, and requested that the widow let me, however she wouldn’t. † (page 2). Huck and Jim wind up fleeing and spending their lives out on the Mississippi River, trusting that in the long run they will cross the outskirt and Huck will have the opportunity he needed and Jim will never again be a slave. All through the story the peruser starts to understood that the Mississippi River speaks to opportunity and Huck and Jim have really discovered their asylum out on the waterway with one another. Them two accomplish the opportunity they need and make some great memories investigating and meeting new individuals (and smoking tobacco). This life is energizing and exciting for them and is really what they aimed from the earliest starting point. This is the reason the Mississippi River is their Haven. You know when Huck escapes when you read â€Å"I tricked pap and got away† (page 30). You can likewise perceive how Jim was dealt with when he says â€Å"I hear old missus advise de more extensive she gwyne to sell me down to Orleans, however she didn’t need to, yet she could git eight hund’d dollars for me, en it ‘uz sich a major stack o’ cash she couldn’ resis’. † (page 43). Before the finish of the book Huck is stating that he will need to remain with his Aunt since his dad kicked the bucket and his Aunt couldn’t simply let him go. At the point when Huck says â€Å"Aunt Sally she’s going to receive me and cultivate me, and I can’t stand it. I been there previously. † (page 293). Huck is vexed about being embraced in light of the fact that you can see that he cherished being on the pontoon with the entirety of the fervor and opportunity. Huck is returned to the â€Å"Wilderness† lastly understands that

Overview of VARK Learning Styles

Overview of VARK Learning Styles Theories Cognitive Psychology Print Overview of VARK Learning Styles Which Learning Style Do You Have? By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Aron Janssen, MD on November 27, 2019 linkedin Aron Janssen, MD is board certified in child, adolescent, and adult psychiatry and is the vice chair of child and adolescent psychiatry Northwestern University.   Learn about our Medical Review Board Aron Janssen, MD on November 27, 2019 Sam Edwards / Getty Images More in Theories Cognitive Psychology Behavioral Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In This Article Table of Contents Expand VARK Learning Styles Visual Auditory Text Kinesthetic Why It Matters View All Back To Top Learning styles are a popular concept in psychology and education and are intended to identify how people learn best. The VARK model of learning styles suggests that there are four main types of learners. These four key types are: Visual learnersAuditory learnersReading/writing learnersKinesthetic learners It has long been a question as to whether students learn best when teaching methods and school activities match their learning style, learning strengths, and preferences. The popularity of this concept grew dramatically during the 1970s and 1980s, despite the evidence suggesting that personal learning preferences have little to no actual influence on learning results. While the existing research has found that matching teaching methods to learning styles has no influence on educational outcomes, the concept of learning styles remains extremely popular. VARK Learning Styles There are many different ways of categorizing learning styles including Kolbs model and the Jungian learning styles.  Neil Flemings VARK model is one of the most popular representations. In 1987, Fleming developed an inventory designed to help students and others learn more about their individual learning preferences. In Flemings model, which are often referred to as VARK learning styles, learners are identified by whether they have a preference for visual learning (pictures, movies, diagrams), auditory learning (music, discussion, lectures), reading and writing (making lists, reading textbooks, taking notes), or kinesthetic learning (movement, experiments, hands-on activities). What Are the Kolb Learning Styles? What Type of Learner Are You? In order to identify which type of learner people are, Fleming developed a self-report inventory that posed a series of situations. Respondents select the answers that best match their preferred approach to learning. Example Imagine that you are learning how to perform a new physical skill such as riding a bike or dancing a certain style of dance. In which way would you learn this skill the best?Looking at pictures of people performing the skillListening to an expert explain how to do the taskReading about how to perform the task in a bookWatching someone else perform the skill and then trying it yourself If you chose number one, then you might be a visual learner. If you would rather listen to someone explain how to do the task, then you might be an auditory learner. Those who would prefer to read written instructions are likely reading/writing learners, while those who would rather gain hands-on experience are most likely kinesthetic learners. Take a closer look at what each of the VARK learning styles entails. Visual Learners Visual learners learn best by seeing. Graphic displays such as charts, diagrams, illustrations, handouts, and videos are all helpful learning tools for visual learners. Visual learners prefer this type of learning would rather see information presented in a visual rather than in written form. If you think you might be a visual learner, answer the following questions: Do you have to see information in order to remember it?Do you pay close attention to body language?Are art, beauty, and aesthetics important to you?Does visualizing information in your mind help you remember it better? If you can answer yes to most of these questions, chances are good that you have a visual learning style. Aural Learners Aural (or auditory) learners learn best by hearing information. They tend to get a great deal out of lectures and are good at remembering things they are told. Are you an auditory learner? Consider the following questions: Do you prefer to listen to class lectures rather than reading from the textbook?Does reading out loud help you remember information better?Would you prefer to listen to a recording of your class lectures or a podcast rather than going over your class notes?Do you create songs to help remember information? If you answered yes to most of these questions, then you are probably an auditory learner. Reading and Writing Learners Reading and writing learners prefer to take in information displayed as words and text. Reading/writing learners prefer materials that are primarily text-based. Could you be a reading and writing learner? Read through the following questions and think about whether they might apply to you. Do you find reading your textbook to be a great way to learn new information?Do you take a lot of notes during class and while reading textbooks?Do you enjoy making lists, reading definitions, and creating presentations?Do you prefer it when teachers make use of overheads and handouts? If you answered yes to these questions, it is likely that you have a strong preference for the reading and writing style of learning. Kinesthetic Learners Kinesthetic (or tactile) learners learn best by touching and doing. Hands-on experience is important to kinesthetic learners. Not sure if youre a kinesthetic learner? Answer these questions to find out: Do you enjoy performing tasks that involve directly manipulating objects and materials?Is it difficult for you to sit still for long periods of time?Are you good at applied activities such as painting, cooking, mechanics, sports, and woodworking?Do you have to actually practice doing something in order to learn it? If you responded yes to these questions, then you are most likely a kinesthetic learner. What Is the Kinesthetic Learning Style? Why It Matters The validity of the VARK model as well as other learning style theories has been questioned and criticized extensively. One large-scale look at learning style models suggested that the instruments designed to assess individual learning styles were questionable. Some critics have suggested that labeling students as having one specific learning style can actually be a hindrance to learning. Despite the criticism and lack of empirical support, the VARK model remains fairly popular among both students and educators. Many students immediately recognize that they are drawn to a particular learning style. Others may find that their learning preferences lie somewhere in the middle. For example, a student might feel that both visual and auditory learning are equally appealing. While aligning teaching strategies to learning styles may or may not be effective, students might find that understanding their own learning preferences can be helpful. For example, if you know that visual learning appeals to you most, using visual study strategies in conjunction with other learning methods might help you better remember the information you are studyingâ€"or at the very least make studying more enjoyable. If no single learning preference calls out to you or you change preferences based on the situation or the type of information you are learning, you probably have what is known as a multimodal style. For example, you might rely on your reading and writing preferences when you are dealing with a class that requires a great deal of book reading and note-taking, such as a history of psychology course. During an art class, you might depend more on your visual and kinesthetic preferences as you take in pictorial information and learn new techniques. How to Become a More Effective Learner

Ichthyosaurus Facts and Figures

You might be forgiven for mistaking Ichthyosaurus for the Jurassic equivalent of a bluefin tuna: this marine reptile had an amazingly fishlike shape with a streamlined body, a finlike structure on its back, and a hydrodynamic, two-pronged tail. (The resemblance can be chalked up to convergent evolution, the tendency for two otherwise dissimilar creatures inhabiting the same ecological niches to evolve the same general features.) What the Fossils Tell Us About Ichthyosaurus One odd fact about Ichthyosaurus is that it possessed thick, massive ear bones which likely conveyed subtle vibrations in the surrounding water to this marine reptiles inner ear, an adaptation that doubtless aided Ichthyosaurus in locating and eating fish as well as avoiding encroaching predators). Based on an analysis of this reptiles coprolites (fossilized excrement), it seems that Ichthyosaurus fed mainly on fish and squids. Various fossil specimens of Ichthyosaurus have been discovered with the remnants of babies nestled inside, leading paleontologists to conclude that this undersea predator didnt lay eggs like land-dwelling reptiles, but gave birth to live young. This was not an uncommon adaptation among the marine reptiles of the Mesozoic Era; most likely the newly born Ichthyosaurus emerged from its mothers birth canal tail-first, to give it a chance to slowly acclimate to the water and prevent accidental drowning. Ichthyosaurus has lent its name to an important family of marine reptiles, the ichthyosaurs, which descended from an as-yet-unidentified group of terrestrial reptiles that ventured into the water during the late Triassic period, about 200 million years ago. Unfortunately, not a whole lot is known about Ichthyosaurus compared to other fish reptiles, since this genus is represented by relatively scant fossil specimens. (As a side note, the first complete Ichthyosaurus fossil was discovered in the early 19th century by the famous English fossil hunter Mary Anning, the source of the tongue-twister She sells seashells by the seashore.) Before they faded from the scene (supplanted by better-adapted plesiosaurs and pliosaurs) in the late Jurassic period, the ichthyosaurs produced some truly massive genera, most notably the 30-foot-long, 50-ton Shonisaurus. Unfortunately, very few ichthyosaurs managed to survive past the end of the Jurassic period, about 150 million years ago, and the last known members of the breed seem to have disappeared about 95 million years ago during the middle Cretaceous (about 30 million years before all the marine reptiles were rendered extinct by the K/T meteor impact). Ichthyosaurus Fast Facts Name: Ichthyosaurus (Greek for fish lizard)Pronounced: ICK-thee-oh-SORE-usHabitat: Oceans worldwideHistorical Period: Early Jurassic (200-190 million years ago)Size and Weight: About six feet long and 200 poundsDiet: FishDistinguishing Characteristics: Streamlined body; pointed snout; fishlike tail

The Effect of the Industrial Revolution on Pollution Essay

The Industrial Revolution of the nineteenth and the eighteenth centuries brought about much of the base of today’s pollutants. A series of technological advances in machinery, such as the steam engine, along with a preponderance of other goods shifting from homes and small factories to large industrial settings brought about more and more pollution. The creation of more productive processing used to manufacture cotton textiles increased the number of mills located in England and eventually moved to the northeastern United States. The steam engine allowed businesses to transfer manufacturing plants was for rivers and other waterways to areas with densely populated urban zones. Pollution increased due to the concentration of these†¦show more content†¦As jobs grew in the last half of the nineteenth century, the amounts of pollution and land plundering and the area over which it took place dramatically increased. The railroads continued rapidly with this expansion. As the rails stretched westward pollution followed in St. Louis, Missouri, Chicago, Illinois and Detroit, Michigan and then Denver, Colorado; and Los Angeles, California. The twentieth century saw the fast rise in the development of industrial parks based on the chemical manufacturing of such items as dyes, plastics, and pharmaceuticals. The primary power source saw oil substituting coal as industries grew and become more prolific. The same time frame experienced drastic changes in the structure and organization of factories as they quickly converted to mass production techniques to keep up ever increasing demand. By the close of the twentieth century, companies had radical changes from plant-wide organizations to worldwide operations. The continued advancement of technology allowed large corporations to dictate the industrial landscape, and to have a most far-reaching effect on the environment. To counter the undesirable environ mental impact, the final years of the twentieth century saw an optimistic shift in emphasis into the environment to the elimination of potential pollution at its source. Rather than trying to correct problems that had already occurred, industry began to try to get ahead of the problem beforeShow MoreRelatedThe Biological Old Regime Occurred Between The 15th And 18th Centuries1497 Words   |  6 Pagesbe supported by agriculture. A shift in society occurred during the 19th century. This marked the beginning of the Industrial Revolution. Although things became easier, it also negatively affected the ecosystem. The top important environmental consequences resulting from the Industrial Revolution are an increase in population, pollution, and global warming. The Industrial Revolution began in Britain during the late 1700s. It took place during the 18th and 19th centuries. Document 3 displays theRead MoreNegative Effects Of The Industrial Revolution923 Words   |  4 Pagesthe Agricultural Revolution gave leeway to the Industrial Revolution of the seventeenth and eighteenth hundreds. Previous landowners and investors of the Agricultural Revolution were able to start or participate Corporations and Businesses to seek great profit. New machinery and technological innovations were frequent due to the demand for faster, more efficient technology. Working class families, who were arguably the sole reason for the grand success of the Industrial Revolution, moved from theirRead MoreVivian Wang. Dr. Esson. European History . January 27,1283 Words   |  6 Pages2017 Early Stages of The Industrial Revolution In Britain: How Factories That Burned Coal Created Air Pollution In the long process of human history, with the occurrence of the industrial revolution, Britain was the first country to go through industrialisation. People give high marks on this industrial revolution, considering that it marks the beginning of a new era in human history; has passed the previous agricultural economy and has lead the human has into the industrial age. Today, however, whenRead MoreEssay On Environmental Pollution706 Words   |  3 PagesThe environmental pollution history is as old as life itself. At life’s beginning on Earth, man discovered the use of fire and burnt food for cooking food with the emitted smoke from it being the earliest environmental pollutants of this world. First forward to the Industrial Revolution of the 19th century and that was when the Earth experienced the highest rates of environmental pollution. After the machine invention from printing press and later motor vehicles, the pollution menace started envelopingRead MoreIndustrial Rev olution1094 Words   |  5 Pages The Industrial Revolution began in England during the 1700s and spread across Europe then North America, and eventually the world. This revolution assisted life but also made life more difficult as well. Gender roles were changed, products were made more efficiently and many jobs were created. This also meant that people lived in cramped houses, air pollution levels were high and people died of or suffered illnesses from working in factories. This essay will be discussing whether the IndustrialRead MoreThe Industrial Revolution: A Bad Habit Starter for Humans1477 Words   |  6 Pages The industrial revolution was a bad habit starter for humans. This revolution into the modern world created some bad habits that are detrimental to the earths quality in many aspects, such as biodiversity or the variant of living things each organism contributing to the ecosystem no matter how small, the rapidly increase in deforestation causing a loss of biodiversity plus more and more soil degradatio n which happens to affect the water quality and quantity. These problems can all be traced backRead MoreEssay about The Industrial Revolution1394 Words   |  6 PagesThe Industrial Revolution The Industrial Revolution was a great leap in manufacturing technology that had many benefits to mankind. The standard of living was raised to a higher level, products were being made could be made more efficiently and with less production costs, and many people became able to support themselves and live a life away from their parents farm. Because of the reduction in production costs, the prices of goods could be reduced as well. This gave the poorer masses more accessRead MoreTechnology And Its Impact On Society995 Words   |  4 Pages eventually affecting people’s land, increasing pollution, and promote unfair labor. Technological systems must have guidelines in order to avoid misuse of the newly developed technologies, society must also accept the technology and all of its proposed benefits and consequences. 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That was industrial waste (http://www.deq.state.ok.us/lpdnew/wastehistory/wastehistoryRead MoreIndustrial Revolution : A Time Of Social And Economic Change1169 Words   |  5 PagesThe Industrial Revolution was a time of social and econom ic change which emphasized the power of humanity over nature. It was also an era of change which consisted of inventions that were mass produced to make life easier between 1750 and 1914. Although the Industrial Revolution led to efficient transportation and made Great Britain the center of world commerce, only the upper class got to truly enjoy that. The Industrial Revolution had spread to all around the world so the impact was more brutal

Syncretism Free Essays

Religious syncretism exhibits blending of two or more religious belief systems into a new system, or the incorporation into a religious tradition of beliefs from unrelated traditions. In the case of Haitian Vodou, Vodou blends two or more religious beliefs into one system, therefore it can be characterized has syncretism. Vodou is a syncretic system derived from deeply rooted African beliefs and colonial French Catholicism. We will write a custom essay sample on Syncretism or any similar topic only for you Order Now As a reaction to being torn violently from their roots, the slaves tried to resume their cultural and religious traditions.Ancestral spirits were invoked and celebrated in secret, far from the master’s eyes. The worship of saints and the Catholic sacraments served as a screen and a support for African beliefs. The creation of a coherent belief system was extremely important in the development of a feeling of unity among the slaves which would provide them with a sense of self and community. The process of syncretization among the African religions helps to explain why Vodou found it relatively easy to accept and integrate parts of Christian religious belief and practice into the local religious activity.Resistance to conversion was met with terrible violence, so Africans already saddled with the horror of being a slave would also suffer extra depreciations because they wished to celebrate their native religion. A solution fell into place though, and this solution was nearly identical all across the Americas. The Africans would pretend to convert to Catholicism, and secretly continue their religious traditions under the guise of Christian worship. Catholic symbols, like the Eucharist and the Saints, came to have double meanings.Initially this integration was purely functional, providing a cover of legitimacy for religions that were severely proscribed. Naturally, most Africans did not want to leave behind their old traditions. But after a few generations a real syncretism became part of the duality of beliefs of the slaves themselves, who soon found it possible to accommodate both religious systems. One way in which one can see clearly an example of syncretism is that Vodou recognizes a supreme deity and so does Catholicism. However, this god does not interact directly with humanity. Humans must rely on lesser celestial beings known as laws; and in Roman Catholicism humans must rely on lesser celestial beings known as angels and saints. These creatures might appear as gods, though they are more like helpers and messengers for the supreme creator. It was a simple matter of marrying the imagery of lwas with saints and angels. Then it was simple to go to Church and pray to St. Patrick to invoke Damballah, or pray to St. Anthony to invoke Legba. There was also no need to change the structure of the supreme deity. Vodou does not reject the idea that the Christian god is any different than their supreme deity. How did Haitian Vodou come to this point? Vodou’s evolution is marked by four major developments. The first one is the integration of African beliefs and practices around the dominant Fon religion. The second was the classification of gods and emergence of new ones. The third one was the synthesis of Catholic elements; and finally the fourth one was appropriating Amerindian religious symbols.The reason that the Fon beliefs became the dominant ones was for the simple fact that the Dahomean culture was the most populous. Vodou gained the majority of its deities from the Fon received from other African religions are the terms for gods (laws), mambos, the Congo word for priestess, and special deities lie Ogun, which absorbs the place of Gu in Dahomey. The classification for gods/laws changed over the time of Vodou’s development. At first it was classified according to African ethnic origins: Rada, Kongo, Nago, and Ibo.Later, with the emergence of new deities in Haiti two major categories of deities emerged: Rada and Petwo deities. The Rada deities originate from Africa while the Petwo deities originated in Haiti, but are still believed to visit from Africa (nan ginen). Synthesis of the Catholic faith with Vodou began with the Code Noir in 1685. This code outlawed all religions except for Catholicism. According to the Code Noir, slaves must be baptized. It stated that each slave’s acceptance into the church must be preceded by a period of religious instruction in the Catholic faith.This led to restrictions for the slaves. Some of these restrictions included slaves not being able to leave the plantation, prohibit slaves from night gathering, rituals, dances, etc. , and the sale of goats were prohibited. Three theories could explain what happened. The first one simply states that both fused together to make one. The second theory, symbiosis, explains that African elements and Catholic elements existed side by side as part of a mosaic, not having true fusion.The third theory, merely draped over the African dissimulation, states that Catholic elements of ritual were merely draped over the African ones in efforts to conceal traditional religious practices in an environment that was hostile to their survival. The last theory is what I think explains this scenario the best. Vodou is more closely related to African traditions than the Catholic faith; Vodou just used the Catholic faith as a disguise.I believe if the Catholic faith was not there, it Vodou could have still emerged under Islam or Judaism, but it would have been much harder since the two latter religions are not as universal as Catholicism. The final step in the development of Vodou is the synthesis of Amerindian religions. Symbols for Vodou originated here and not in Africa. Things like the asson, the sacred rattle of the priests, and the objects used in rituals. One can conclude that Vodou started as a religion from mainly three other religions, but now Vodou has evolved into a new and unique religion. How to cite Syncretism, Papers

Facilitation and Education Skills for Development- myassignmenthelp

Question: Discuss about theFacilitation and Education Skills for Development forNursing Answer: Introduction: Nursing students are considered as the adult learners. Nursing students learning not only comprise of education but it also contributes to the actual clinical practice. Hence, practical aspects and life experiences need to be incorporated in the nursing education. Previous educational experiences and sharing of knowledge and experiences need to be incorporated in the nursing education. Bringing these experiences to the nursing education are being considered as the characteristics of the nursing learners (Bland et al., 2011). In this activity, educators and learners are of the same educational level. In this lesson, both theoretical and practical aspects of the blood transfusion taught to the learners. Lesson plan: This teaching session include 15 minutes lecture and group discussion. This lecture is planned to teach nurses about the blood transfusion. It also includes discussion among the students and discussion with the instructor because interactive session would be beneficial in the sharing of knowledge and improving knowledge of all the participants. In this lecture almost all the aspects of the blood transfusion are covered which comprises of theoretical and practical aspects. It starts with the outline of the subject; hence participants would come to know what is going to happen in the next 15 minutes. This exercise would be helpful in the augmenting interest of the participants and keep them engaged in the lecture. Outline followed by objective of lecture. It would be helpful in the assessing the participants at the end of the lecture. Nurse should be well versed with the practical aspects of blood transfusion. However, nurse should understand theoretical aspects like introduction to th e subject, indications in which blood transfusion required and contraindications in which blood transfusion should be avoided. After understanding theoretical aspects, nurse should be demonstrated with practical procedure for blood transfusion (Rothgeb, 2008). In this lesson, procedure for blood transfusion was demonstrated by using video media. Use of video media would be more beneficial in demonstrating procedure as compared to the other media. It would be helpful in providing every detail of the procedure. Hence, learner learns the procedure with minimum margin of error. Learning with minimum error has more importance because learning of procedure for the first time can be carried forward for the longer duration in the real nursing practice. Information about adverse reactions of blood transfusion during and after the procedure should be provided to participants. It would be helpful for the nurses to take precautions during blood transfusion. Hence, nurse can implement nursing intervention to prevent or mange these adverse reactions (Paige Morin, 2013). This lecture also give opportunity to the participants to think like performing blood transfusion. Nursing responsibilities for blood transfusion also provided in the lecture. These nur sing responsivities along with the video for blood transfusion procedure provided participants with detailed information about blood transfusion (Lasater, 2007). Strategies to engage adult learners: In this teaching session, attention was given to share responsibility by both instructor and participants. Participants were given opportunity to be more proactive during the lecture and self-directed in their learning. Along with nursing knowledge, participants got opportunity to learn team process skills. Participants were evaluated to assess their knowledge gain during lecture, along with this valuable feedback can also be obtained during the evaluation process. Evaluation process also would be helpful in assessing participants progress towards meeting objectives of the lesson. Reflection component of adult learners would be helpful in establishing own criteria for self-assessment of learning. Learning-centred teaching and learning was implemented in this lecture. This teaching method is inquiry based teaching and learning process. In this approach, learner can apply critical thinking, analyse tangible problems, work in collaboration, communicate effectively and demonstrate versat ility. Participants can search, evaluate and use literature resources in the learning process (Cant Cooper, 2010). Teaching techniques: There are different theories available for adult learning. These include andragogy, neuroscience, experimental learning, self-directed learning and transformational learning. Andragogy, experimental learning, self-directed learning and transformational learning were incorporated in this lesson of blood transfusion. Knowles Andragogy theory states that adults experience can guide them to improve their learning. Mezirows transformation theory is based on the new ideas which are based on the prior experiences. Experimental theory based on the application of prior experience in the learning. According to this, learning can be augmented by experiencing learning instead of memorizing. Foundation of experiences and knowledge of adult learners have implications like recognizing expertise of participants and encouraging other participants to share their knowledge and experience (Kenner Weinerman, 2011; Abdullah Islam, 2011). This is a clinical teaching method for nursing students. In clinical teaching method, different components like exposure, participation, identification, internalization and dissemination were incorporated. Participants got exposure to blood transfusion procedure through video media. These participants took participation in learning process through discussion. Identification quality developed in the participants through understanding of the critical parameters like adverse reactions. Dissemination of the knowledge to the participants occurred through different modes like theoretical teaching, practical exposure and group discussion. Cause and effect relationship is the important component of the nursing education. In this lesson, this relationship is mentioned in the form of adverse reactions. Teaching and learning in this nursing lesson comprise of different techniques, art and science (Keskitalo et al., 2014). Outcome based teaching and learning proved to be most effective method for nursing education. In this method, regular evaluation of the of the learners is required to meet objectives of the lecture. In this lesson also, outcome based teaching and learning was impended in the form of activity. In activity, participant need to explain accurate role in blood transfusion. Hence, it would be helpful in the evaluating outcome of the lesson. It is difficult to designate a single method as the best method for nursing and method of teaching should be based on the content of the lesson. Teaching method should be selected based on the complex understandings like instructor and students context. Instructor should understand knowledge and understandings of the student and practical skills. Teaching to the adults should be designed based on the interest of the adults. This method proved beneficial in adults because adult learners can tell specifically best method for their learning (Joseph, 2013). Resources and skills : Adult learners are goal-oriented and relevance-oriented. This makes adult learners more organised with clear objectives. In this lesson also, specific objective of the learners is to gain complete knowledge of the blood-transfusion technique. Relevance of adult learners training can be evident from the orientation of training objectives with the training activities. Relevance of the adult training is also evident from the activities and information gained through training which is useful in the actual job. In this lesson, training was provided for blood transfusion which is one of the important activities of the nursing intervention. Self-directed and autonomous nature of the adult learners is beneficial in improving involvement of participants, serving as facilitator and in determining interests of learners. Satisfactory respect should be given to the adult learners. Knowledge and experience of the adult learners should be acknowledged and these adult learners should be equally trea ted rather than treating them as subordinates. It can be accomplished by engaging them in the discussion (Collins Martin, 2010). In this lesson of blood transfusion also appropriate respect was given to the participants by involving them in the discussions during lecture. It was proved that active learning is more beneficial for the adult learners. Active learning includes more engagement of the learner and implementation of different instructional techniques to improve retention of knowledge. This lesson is not only instructional, however it is based on the principle of critical andragogy. According to this principle, there should be introduction of subject, concepts and theory to the students and asking students to discuss about the subject (Phipps et al., 2013). This lecture consists of all the qualities of effective lesson which comprises of minimum slides with coloured pictures. There are different teaching techniques like lecture, reading, use of audio-visual media, demonstration, group discussion and practice by doing. Efficiency of learning and teaching in adult learners gets augmented from lectures to practice by doing with least efficiency with lectures and highest efficiency with practice by doing. Instructional strategies in the adult learning comprises of quiz, games, role-playing, brainstorming, group problem solving and lecture. In this lesson of blood transfusion instructional strategies like role-playing, brainstorming, group problem solving were implemented. Example of role-playing in this training session was discussion among participants and with the instructor about the blood transfusion (Lack Bruce, 2014). There are mainly six components for the adult learning like visual, aural, print, tactile, interactive and kinaesthetic. In this lesson also visual and aural principles of adult learning were used in the form of power point presentation. Print and tactile principles were not used in this lesson. Interactive principle was used in this lesson by promoting participants in the discussion. Adult learning principle also include self-directed learning for adults. In this lesson also, self-directed learning included in the form of activity. In activity, participants should think themselves as performing blood transfusion. It promotes self-understanding of the blood transfusion procedure by the participants. Adult learning principle also include opportunities for the learner to reflect critically. In this lesson, participants were given opportunity to express their role during procedure. In this exercise of expression of role during procedure, participants can express their views in the both positive and negative aspects (Hughes Quinn, 2013; Guglielmino, 2013). Instructional design prior to lesson, is important aspect in the adults learning. In this lesson also, instructional design is provided in the form of outline of the lesson. For effective training, objectives of the training and related outcomes and benefits of the training should be mentioned in the lecture. This lesson also includes objectives directed towards outcome of the lesson (Myrick Tamlyn, 2007). All the components related to the andragogy like need for knowledge, motivation, willingness, experience, self-direction and orientation to learning were incorporated in this lesson. Critical thinking component of the transformation learning was implemented in this lesson. Reflective analysis: Reflective observation component of the experimental learning was incorporated in this lesson. Critical reflection is superior method as compared to criticising learner. Critical reflection also promotes sharing of experiences instead of expressing experience of instructor alone. These methods are helpful in knowledge retention, skill building and on-the-job application. There should be purpose for the learning. This learning should have practical application and solve the nursing problem. In this lesson also, participants learned blood transfusion techniques because it is very important in effective health care delivery and has potential to save lives of the people. It can be achieved by performing effective blood transfusion in right quantity, good quality, to right person and for the right indication. Hence, purpose of effective nursing intervention can be achieved in adult learning. Adults should use their own experiences and knowledge for learning new things. In case of adverse reactions, nurse should learn about the adverse reactions related to the blood transfusion. Nurse should manage these adverse reactions during blood transfusion. For management adverse reactions, learner can use prior knowledge of adverse reactions for its management (Rudolph et al., 2007). There was experience of professional authority during this training programme because wider knowledge was delivered to the participants. Knowledge and information were directed in the hierarchial relationship from the instructor to the participants. In this lesson, it was established that nursing teaching more inclined towards learner-centred teaching. Critical thinking during the teaching session could give the students opportunity to become better caregivers. Nursing teaching can be more democratic even with the implementation of traditional hierarchical models. Goal of the nursing teaching was to empower students to understand their definitive accountability. It is evident from this lesson that even though, few students were sceptical about reflective practice, they found useful in nursing teaching (Graue et al., 2015). Conclusion: From this lesson, participants benefited in both theoretical and practical aspects. Apart from this, learners got opportunity to express self-directedness, suggestions and self-reflection. As a result, instructors got immediate feedback of the lesson. Reflective discussions and performance outcomes helped participants to get inspired to progress in actual clinical practice. Most of the components incorporated in the lesson proved beneficial in improving engagement of the participants in learning process. Augmented engagement in the learning process can improve retention of the knowledge. In nursing teaching, educational environment should be created based on the needs and understanding of the students which would be helpful in creating more opportunity for adult learners. References: Abdullah, M.M.B. Islam, R., 2011, Nominal group technique and its applications in managing quality in higher education, Pakistan Journal of Commerce and Social Science 5(1), pp. 8199. Bland, A.J., Topping, A. Wood, B., 2011, A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students, Nurse Education Today 31, pp. 664670. Cant, P.R. Cooper, S.J., 2010, Simulation-based learning in nursing education: Systematic review, Journal of Advanced Nursing 66(1), pp. 315. Collins, R.A. Martin, J.B., 2010, Integrating adult learning and technology for effective education: Strategic approaches, in V.C.X. Wang (ed.), Integrating adult learning and technologies for effective education: Strategic approaches, pp. 189205, Information Science Reference, Hershey. Graue, M., Rasmussen, B., Iversen, A. S., Dunning, T., 2015, Learning transitionsa descriptive study of nurses experiences during advanced level nursing education, BMC Nursing 14: 30, doi: 10.1186/s12912-015-0080-z. Guglielmino, L.M., 2013, The case for promoting self-directed learning in formal educational institutions, SA-eDUC Journal 10(2), 218. Hughes, S.J. Quinn, F.M., 2013, Quinns principles and practice of nurse education, 6th edn., Cengage Learning EMEA, Hampshire. Joseph, S., 2013, Strategies for enhancing student learning experiences in higher education,Caribbean Teaching Scholar3(2), pp. 97107. Kenner, C. Weinerman, J., 2011, Adult learning theory: Applications to non-traditional college learners, Journal of College Reading and Learning 41(2), pp. 8796. Keskitalo, T., Ruokamo, H. Gaba, D., 2014, Towards meaningful simulation-based learning with medical learners and junior physicians, Medical Teacher 36, pp. 230239. Lack, M. Bruce, J.C., 2014, How nursing learners perform in problem-based learning tutorials: A South African perspective, Journal of Nursing Education and Practice 4(7), pp. 156164. Lasater, K., 2007, Clinical judgement development: Using simulation to create an assessment rubric, Journal of Nursing Education 46(11), pp. 496503. Myrick, F., Tamlyn, D., 2007, Teaching can never be innocent: Fostering an enlightening education experience,Journal of Nursing Education 46 (7), pp. 299-303. Paige, J.B. Morin, K.H., 2013, Simulation fidelity and cueing: A systematic review of the literature, Clinical Simulation in Nursing 9(11), pp. e481e489. Phipps, S.T.A., Prieto, L.C. Ndinguri, E.N., 2013, Teaching an old dog new tricks: Investigating how age, ability, and self-efficacy influence intentions to learn and learning among participants in adult education, Academy of Educational Leadership Journal 17(1), pp. 1325. Rothgeb, M.K., 2008, Creating a nursing simulation laboratory: A literature review, Journal of Nursing Education 47(11), pp. 489494 Rudolph, J.W., Simon, R., Rivard, P., Dufresne, R.L. Raemer, D.B., 2007, Debriefing with good judgment: Combining rigorous feedback with genuine inquiry, Anesthesiology Clinics 25, pp. 361376.