Epic Heroes free essay sample

Cushman Sings. Educator Calliope Pappas Civilization 1 Red September 15, 2013 Civilization 4-page article dont know title Ill be discussing how Galoshes, Odysseus, and Oedipus satisfy their job as an epic saint. Also Ill discussion about how they contrast with one another. Thirdly what the saints do directly as per their customs. What do they wrong and for what reason do they do it. For what reason does Odysseus prevail as legend while the different saints come up short in the key way? What makes Oedipus an awful legend? Sick discussion about in the event that we can reprimand Oedipus for his disappointments n individual defects, botches, possibility, destiny, or a blend of components. Sick additionally talk about what articulation Sophocles is by all accounts making about adoration in Hellenic culture. Oedipus is an epic legend since he was a solid, amazing, part god, and was more grounded than any lord alive. He was a legend who indicated aptitude and knowledge all through his lifetime. We will compose a custom article test on Epic Heroes or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Shillelaghs fellowship with Unkind show s his dependability to individuals that show regard for his city and for himself. He shows his boldness and quality by battling Human the beast and returning simple securely without a physical issue. Which is definitely not a straightforward assignment and no common individual would have the option to do. He additionally shows his boss battling aptitudes when he makes the god Sister frantic who tells Ann. to discharge the compelling bull. He needs to execute the bull on the grounds that the bull is annihilating the city and Galoshes needs to support his kin. Since the bull is doing that he kills it. The bull was no common bull, yet at the same time Galoshes is as yet ready to kill it. He was a genuine pioneer since he was eager to kick the bucket for his realm. Boots has end up being a saint since he shows all the qualities of an epic legend

Lab. report Essay Example | Topics and Well Written Essays - 2000 words

Lab. report - Essay Example There were two unmistakable sorts of pictures saw after the exploratory strategy †the train pictures and the fork pictures. Both these unique pictures acquired had high stand out from sharp edges and more detail. At the point when some commotion was added to the two unique pictures, two kinds of boisterous pictures for the train and the fork were watched. Also, to smooth the pictures and decrease/expel the clamor in the uproarious pictures, the moving normal channel was utilized on these specific pictures. The principal range to smooth the loud pictures was 10. The commotion in the two pictures was decreased, the pictures smoothed and the picture subtleties obscured when the main range was 10. With the moving normal, in any case, the edges of both the pictures got obscured and when contrasted and the first pictures, the pictures with length 10 showed lesser differentiation and detail. Then again, when the smoothed picture with length 10 was contrasted and smoothed pictures with range 20 and 30, the smoothed pictures with length 10 showed the best outcomes as far as differentiation and detail. The following range utilized was 20, where the commotion in the two pictures was dispensed with and vanished totally alongside the pictures turning out to be smoother and the pictures edges progressively obscured subsequently an impressive trouble recognizing the picture subtleties. The resultant two pictures were, what's more, unmistakably progressively dark. The third range utilized for both the picture types was 30. In this, the subsequent pictures were smoother than different pictures and increasingly obscured as well (in examination with different pictures). With length 30, the subtleties of the smoothed pictures were unrecognizable with the edges more obscured than other smoothed pictures with range 10 and 20. Convincingly along these lines, the moving normal channel smoothes the picture by obscuring the picture subtleties with increment in normal pixel esteem making lower contrasts. Also, smoothing lessens the clamor level of the pictures. On the

Marketing Brand Strategy

Choose if you might want to mark your item or administration. At that point recognize three items or administrations in your industry that have a logo or motto. After which, either build up a logo or motto that will recognize your item or support or clarify why marking isn't the best advertising arrangement. At that point compose a promoting update to the publicizing division of your organization supporting your decision. Assessment Criteria: Have you incorporated all the necessary components? Have you recognized the ecological factors and depicted their impact properly in the given circumstance? It would be ideal if you utilize the course reading †Marketing Management 12E by Kotler and Keller and different sources. In the event that you are utilizing sources other than the content, you should give total references. Is the paper expertly introduced? Recollect your crowd †senior administration at your organization. It is imperative to introduce your data as plainly and concisely as could reasonably be expected. If it's not too much trouble read the directions cautiously. If it's not too much trouble ensure that 1 of the 3 references that you are utilizing is my course book †Marketing My item image : â€Å"Smiley ulcer-watch toothpaste†, Organization: Teethal Trademark : Guardian in mask † forever with a grin [ which suggests that this previously mentioned toothpaste keeps from the oral contamination of ulcers which shadows a face with smile and no grin for a significant stretch. ] Logo: A grin implanted around Three items in the business having logo or trademark are as per the following †1. HLL’s Close-Up 2. Delegate and Gamble’s Pepsodent 3. Colgate Palmolive’s Colgate Why banding isn't the best showcasing plan? Key arranging is a procedure which gives a nitty gritty comprehension of the development and gives a cutting edge perspective on a business undertaking. Cautious investigation of the key arranging helps in examining and building up a consistent showcasing plan for a product offering or a brand. Each showcasing plan ought to include an intensive investigation of the outside and inner condition. In the event that the earth is steady, the majority of the exercises will be unsurprising and helpful for the association. In any case, in today’s situation, the earth is changing quicker and quicker which prompts irregularity with the past. The natural study is the foundation to each showcasing plan. The different large scale ecological components like political, social, affordable, innovative, characteristic and lawful condition soak up a feeling of upper hand over different contenders. Over the span of examining and investigating the showcasing plan, advertisers additionally recognize the brand intensity of the product offerings existing in that firm, which talks about the situating and separation of the items. Marking is a procedure of building up a separated item which is situated in the psyches of the purchasers as a brand by method of its logo and motto. Marking is only one technique in the entire of the advertising methodology of the promoting plan. On the off chance that Branding is concentrated without investigating the showcasing plan, at that point the result would be awful as marking is a subset of the promoting system which thus is a subset of the advertising plan which is a subset of vital arranging. Subsequently it is said that marking need not be the best promoting arrangement. In the event that a promoting plan is appropriately done, it fulfills the way toward marking as well (Batra et al 1999, Kotler, 2001, and Ramaswamy et al;, 2004). Showcasing Memo to the Advertising firm: Lintas My association â€Å"Teethal† manages the assembling of differed results of toothpaste. As of late another item is been produced named †Smiley ulcer-watch toothpaste, which has a novel separating element of beating the most exceedingly awful oral disease brought about by ulcers. I have completed a point by point learning of this item which is marked by mulling over the natural elements like buyer and interest for the item, business rivalry, innovation and social condition which assumes a significant job. The accompanying determination needs consideration while doing the publicizing plan (Batra et al, 1999 and Gilbert, 2003). Item Specifications: Qualities of the brand: dependable new breath, ulcer insurance, efficient Character of the brand†continually beguiling and lively Advantages of the brand †All the qualities give a useful advantage â€Å"I won’t need to stress over my oral protection†. The property efficient converts into a passionate advantage which causes the client to feel significant for keeping up esteem for-cash. Estimations of the brand †The brand additionally says something regarding the manufacturers’ values †clean and successful and amazing. Client of the item: all age group.â Strongly fitting for adolescents who have terrible dietary patterns and officials working under pressure. Estimating:  Although the item is a lot of viable for each client, the cost is conservative to urge the majority to purchase the item and profit the advantage of its mending contact. 200 gm toothpaste is valued at US Dollars 3. Advancement: The item could be at first promoted in the urban communities on Television, in metros on FM radios and in the rustic places on TV links [just a suggestion] Dispersion: The item is a comfort item and subsequently will be sold at each nearby helpful store. Serious dispersion mode will be received to upgrade its utilization and improve its helpful worth. In view of the above prerequisites, mercifully set up the promoting financial plan to draw out the clearness of this publicizing effort in order to give the vital assets. Likewise furnish us with your examination did concerning the inner contrasts between the publicizing plans which emerge from the distinctions in the outside variables and the ecological circumstances which the sponsors face (Batra et al 1999, Kotler, 2001, and Ramaswamy et al;, 2004). References †Batra, R., Myers, J. G., and Aaker, D. A. (1999), Advertising Management, fifth ed, New Delhi: Prentice. Gilbert, D. (2003), Retail Marketing Management, New Delhi: Pearson. Kotler, P. (2001), Marketing Management, Millenium ed, New Delhi: Prentice. Ramaswamy, V. S. what's more, Namakumari, S. (2004), Marketing Management: Planning, Implementation and Control, third ed, Delhi: Macmillan.  Â

English Poetry Free Essays

Emersonâ€Å"The Echoing Green† and â€Å"The Eolian Harp† â€Å"The Echoing Green† is a sonnet composed by William Blake. It was taken from Blake’s Songs of Innocence, and is additionally a pictorial sonnet of Blake’s. In this sonnet, the artist portrays a cheerful field see where the appearance of spring is invited by bright skies, and ringing chimes. We will compose a custom article test on English Poetry or then again any comparable subject just for you Request Now It happens on a perfect day in the British Isles. Blake utilizes the subject of blamelessness and harmony all through the sonnet. The topic happens here when Blake expresses that the skies are upbeat, the kids are playing, and the ’old folk’ who think back about their own adolescence. This sonnet is a representative and draws a differentiation among youth and mature age. The spring represents the young and the youngsters. Morning is the start of life and dull night is the end. The writer represents the guiltlessness of kids with feathered creatures. The flying creatures are upbeat and they sing; taunting the kids. ’Nest of birds’ represents harmony. The sonnet could be credited to the life of an individual birth, life, passing. Birth being the morning, life being the children playing, the schedules for the duration of the day, and men thinking back, and in conclusion passing being the day's end when all goes dull, and calm covers the earth. The Eolian Harp†, is a sonnet composed by Samuel Taylor Coleridge. Enlivened by the serene music being played by wind this sonnet was composed for his significant other, Sara, while visiting a place of his in Clevedon, Somersetshire. The topic in this sonnet is additionally harmony, just as innoncence. Harmo ny comes to him while he considers on the excellence of nature, and the miracle of God giving him everything around him including Sara. Coleridge exemplifies nature by contrasting it with theoretical things. For instance, the white blossom speaks to blamelessness. This theoretical thing does precisely this: it gives life and character to nature. Coleridge utilizes unperceived nature to interest the human detects. Each are present thusly beginning with sight through the viewing of the mists and the night star. The presentation of God towards the end is another vision. ; a dream to the spirit. It is since the crowd imagines the harmony that Coleridge feels. The inference to sight and vision in these sonnets are huge as a result of the dept of creative mind required for physical and enthusiastic symbolism. It’s loaded with enthusiastic sentiments, just as physical sight. The crowd is expected to picture, and feel what the artist did to comprehend the sonnet. For instance, both Coleridge and Blake set the sonnet outside, in nature to show the harmony and guiltlessness. These two sonnets additionally have focal connectedness. The two of them have vision and sight. Emotionally and intellectually, however physical too. There are commonly where the two writers utilize profound emotions and considerations. Concealing significance behind words, and utilizing polsemes. Blake shrouds implications behind his whole sonnet. For example, early daytime being the start of life, and night being the end. Step by step instructions to refer to English Poetry, Papers English Poetry Free Essays In ‘Bayonet charge’ and ‘Belfast confetti’ the outcomes of war are introduced as uncaring, destroying and confounding by the artists. In the two sonnets a scope of semantic fields are utilized to show the disarray of the warrior in ‘Bayonet charge’ and the regular citizen in ‘Belfast confetti’. For instance in ‘Belfast confetti’: â€Å"Nuts, screws, nails, vehicle keys. We will compose a custom paper test on English Poetry or on the other hand any comparative theme just for you Request Now A wellspring of broken kind. What's more, the blast. Itself †a reference mark on the guide. This hyphenated line, an eruption of fast fire†¦Ã¢â‚¬  Several semantic fields are utilized without a moment's delay. For example â€Å"nuts, fasteners, nails and vehicle keys† have a place with a semantic field of family protests, while â€Å"asterisk† and â€Å"hyphenated line† would fit in to a semantic field of accentuation and â€Å"explosion† and â€Å"rapid fire† are a piece of wars semantic field. This utilization of variety in semantic fields makes a feeling of disarray as the words don't fit in with the scene Carson is attempting to paint, much like the non military personnel doesn't fit in with the war that is seething on around him. Thus Hughes likewise utilizes the semantic field of nature as similitudes to make disarray: Stumbling over a field of hunks towards a green hedge† â€Å"Clods† are something used to portray mud or soil in a field. Here Hughes are utilizing them as a representation for the individuals who had fallen during the charge. This representation shows how disorientated the fighter is, â€Å"stumbling† around the f ield absent to what he was strolling through. Anyway the artist makes the fighters numbness sound as though it was constrained, that so as to endure the fight he needed to disregard what was befalling his confidants. The analogy â€Å"field of clods† additionally shows the brutality applied to fighting, causing the officers to show up as just bits of earth not individuals who had lives and families. It likewise shows how destroying the fights were, as a whole field has been secured with the remaining parts of those battling. â€Å"Green hedge†, another allegory utilized in the citation I have picked, used to portray the finish of the troopers time on the front line. I felt this was especially ground-breaking as the shading green and nature, by and large, are utilized to speak to life and expectation, something which would appear to be out f place in a front line implying that the similitude likewise fills in as an interesting expression. The two sonnets comprise of numerous enjambments. Organizing the sonnet in such a manner makes the sonnets increase a stop, start cadence. I felt this made them sound like the line of reasoning originating from the subject of every sonnet. Regularly cutting off and proceeding or exchanging focuses totally much like an individual in a mess unfit to concentrate exclusively on one thing before discovering more inquiries to pose to endeavor to facilitate their confounded state. By setting the sonnets out along these lines both Carson and Hughes permit the peruser to be wrapped in a similar mess making compassion between the peruser and the subject. Hughes utilizes mechanical symbolism so as to show the coldhearted results of war: â€Å"Sweating like liquid iron from the focal point of his chest† The utilization of the metaphor â€Å"Molten iron† makes the trooper sound mechanical and obtuse as it gives off an impression of being originating from inside the â€Å"centre of his chest†. This recommends the artist accepts that war and struggle crushes a people humankind, getting simply a weapon. This additionally adds with the impact of the action word â€Å"Sweating† giving us that regardless of how insensitive the officer might be, he is as yet frightened enough to be â€Å"Sweating† passing on his dread to the peruser. In the interim Carson investigates the staggering impact war has on the land it happens on: â€Å"I know this maze so well† The complexity inside the citation shows how much the region has been destroyed. The expression â€Å"So well† accentuates how much the subject knows the territory he is discussing, the street number term â€Å"I know† additionally makes a feeling of urgency and yearning for the town this individual had once known however would now need to utilize a guide to locate the correct street. â€Å"Labyrinth†, bound to be found in Greek folklore, depicts a labyrinth practically difficult to get away or discover your way around. Here this allegory shows the degree of the harm done to the town. So crushed and unrecognizable that an individual who, probably, had lived there the vast majority of their lives could get lost. In general the artists use analogies and enjambments to permit the peruser to identify with the subjects of the sonnets permitting us to perceive how the outcomes of war would have influenced them. I for one discovered Carsons utilization of complexity and reference to Greek folklore especially suggestive, letting us see the size of demolition brought about by war. Instructions to refer to English Poetry, Papers

Week 4 Midtern Essay Example

Week 4 Midtern Essay Midterm Exam Return to Assessment List Part 1 of 1 96. 0/100. 0 Points Question 1 of 50 2. 0/2. 0 Points Which of coming up next is the most complete and exact meaning of brain science? A. The investigation of conduct and mental procedures B. The investigation of the psyche of people and different creatures C. The investigation of emotional well-being and sickness D. The investigation of the human psyche Answer Key: A Question 2 of 50 2. 0/2. 0 Points Empirical proof is gotten from cautious perception, experimentation, and ______________. A. Brain science B. Estimation C. Psychobabble D. Sound judgment Answer Key: B Question 3 of 50 2. /2. 0 Points Graphology or penmanship examination, utilizes exact estimations so as to decide character qualities from an example of ones penmanship. Be that as it may, there is minimal experimental proof to recommend that graphology is precise in deciding ones character from a penmanship test. Graphology is a case of ______________. A. Fortune-telling B. Presence of mind C. Pseudoscience D. Numerology Answer Key: C Question 4 of 50 0. 0/2. 0 Points Mark wants to stop smoking. A therapist from the natural point of view would in all likelihood attempt to help by _____________. A. Conveying a stun to Marks wrist sticks as he breathes in B. Examining Marks oblivious want to smoke and his requirement for oral satisfaction. C. Finding a medication that helps Marks longing for nicotine D. Underlining that smoking is a choice and that Mark has the subjective control to stop. Answer Key: C Question 5 of 50 2. 0/2. 0 Points The _________________ viewpoint underlines what goes on in people groups heads, including mental procedure, for example, recognition, memory, language, or critical thinking. A. Natural B. Learning C. Psychological D. Sociocultural Answer Key: C Question 6 of 50 0. 0/2. 0 Points A few center school young ladies were watching their cohorts, Jon and Jason, take part in a crude wrestling match. The consideration of the young ladies appeared to power the young men play. A clinician prepared in the psychoanalytic viewpoint would in all likelihood wonder, _______________. A. What are the essential passionate responses evoked by the nearness of the young ladies B. Do these young men have littler head knocks dedicated to mindfulness than most young men C. What is the motivation behind crude play in the versatile changes of early immaturity D. Did these young men have youth injuries that unknowingly cause forceful conduct. We will compose a custom article test on Week 4 Midtern explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Week 4 Midtern explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Week 4 Midtern explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Answer Key: D Question 7 of 50 2. 0/2. 0 Points Making a speculation dependent on an individual encounter or a couple of models is alluded to as ______________. A. Contention by tale B. Assessment of proof C. Rule of falsifiability D. Investigation of suppositions Answer Key: A Question 8 of 50 2. 0/2. 0 Points Procedures used to gauge and assess character qualities, passionate states, aptitudes, and qualities are called ____________. A. Research facility perceptions B. Control conditions C. Mental tests D. Field examine Answer Key: C Question 9 of 50 2. 0/2. 0 Points A mental tests is supposed to be legitimate on the off chance that it ________________. A. Measures what it is intended to quantify B. Thinks about outcomes against set up gauges of execution C. Produces similar outcomes starting with one time then onto the next D. Permits test-takers to completely show the degree of their capacities Answer Key: A Question 10 of 50 2. 0/2. 0 Points When two factors are not related, the relationship coefficient will be near ___________. A. 0 B. - 1 C. +1 D. +10 Answer Key: A Question 11 of 50 2. 0/2. 0 Points A specialist intends to research whether some hot milk around evening time helps eople unwind with the goal that they nod off rapidly. In this investigation, _____________. A. The free factor is the measure of time it takes the individual to nod off B. The free factor is the lab where the examination is led. C. The autonomous variable is the hot milk at sleep time D. The free factor is the theory of the investigation. Answer Key: C Question 12 of 50 2. 0/2. 0 Points An idle substance or phony treatment that is utilized as a control in a test is called a(n)____________. A. Subordinate variable B. Test bunch C. Fake treatment D. Control condition Answer Key: C Question 13 of 50 2. 0/2. 0 Points A(n) ________________ is an attribute of an individual depicting a routine method of carrying on, thinking, or feeling. A. Character B. Quality C. Resistance instrument D. Model Answer Key: B Question 14 of 50 2. 0/2. 0 Points Jesse becomes enraged when her preferred hockey player is deliberately harmed by an adversary. As indicated by Freuds model of the psyche, her id would unknowingly advise her, ____________. A. Thou shalt not slaughter. B. Im going to tear this program into equal parts! C. What, me furious? I would never blow up. D. Im so furious I could murder that player! Answer Key: D Question 15 of 50 2. 0/2. 0 Points One of the most persuasive attribute scholars was ____________ who perceived that not all characteristics have equivalent weight and essentialness in people groups lives. A. Abraham Maslow B. John B. Watson C. Gordon Allport D. Karen Horney Answer Key: C Question 16 of 50 2. 0/2. 0 Points Rachel is loquacious, agreeable, and a udacious. She wants to be the focal point of consideration. Which of the Big Five character qualities relates to Rachels trademark conduct? A. Pleasantness v. hostility B. Receptiveness to encounter v. obstruction C. Extraversion v. self preoccupation D. Neuroticism v. enthusiastic steadiness Answer Key: C Question 17 of 50 2. 0/2. 0 Points ______________ is a measurable gauge of the extent of the absolute fluctuation in some characteristic that is owing to hereditary contrasts among people inside a gathering. A. Corresponding determinism B. Heritability C. Factor investigation D. Consistency Answer Key: B Question 18 of 50 2. 0/2. 0 Points In conduct hereditary research, __________________ incorporates the family foundation where you grew up and the encounters you imparted to your kin and guardians. A. Surface structure B. Nonshared condition C. Common condition D. Profound structure Answer Key: C Question 19 of 50 2. 0/2. 0 Points According to Maslow, the most significant parts of character are the ___________________ _. A. Large Five character attributes B. Impulses and curbed clashes of an individual C. Characteristics of oneself completed individual D. Reinforcers and punishers in a people learning history. Answer Key: C Question 20 of 50 2. 0/2. 0 Points According to Carl Rogers, ______________ is love and bolster given to another without any surprises. A. The state of worth B. Unrestricted positive respect C. Existentialism D. Self-realization Answer Key: B Question 21 of 50 2. 0/2. 0 Points After implantation of the zygote is finished, the ____________ phase of pre-birth improvement starts. A. Early stage B. Basic C. Germinal D. Fetal Answer Key: A Question 22 of 50 2. 0/2. 0 Points Which of the accompanying results is related with maternal presentation to lead during pregnancy? A. Imperfections in the eye, ear, and heart B. Consideration issues and lower IQ C. Improved probability of rashness and low birth weight D. Mental hindrance, visual impairment, and other physical issue Answer Key: B Question 23 of 50 2. 0/2. Focuses Researchers have discovered that infant talk by guardians _________________. A. Assists babies with learning the song and mood of their local language B. Keeps kids away from learning genuine language quicker C. Advances transmitted discourse, particularly in the event that it is abused D. Shows youngsters the right sentence structure of their local language Answer Key: A Question 24 of 50 2. 0/2. 0 Points Noam Chomsky saw language securing in kids as the aftereffect of _______________. A. A natural mental module that permits small kids to create language B. Support by grown-ups of right language creation C. Utilitarian learning in which kids discover that right language produces alluring outcomes D. Old style molding of intrinsic articulations delivered by newborn children and little youngsters. Answer Key: A Question 25 of 50 2. 0/2. 0 Points In Jean Piagets hypothesis, the way toward retaining new data into existing mental classes is called __________________. A. Osmosis B. Convenience C. Preservation D. Egocentrism Answer Key: A Question 26 of 50 2. 0/2. 0 Points Layla comprehends that Daddy is her dad however doesn't comprehend that she is Daddys little girl. Piaget would recommend that Layla is in the ___________ stage. A. Preoperational B. Formal tasks C. Sensorimotor D. Solid activities Answer Key: A Question 27 of 50 2. 0/2. 0 Points All of the accompanying would be viewed as sexual orientation contrasts EXCEPT the distinction among people concerning ______________. A. Sexual perspectives B. Doing clothing C. Perusing romance books D. Visual impairment Answer Key: D Question 28 of 50 2. 0/2. 0 Points Learning scholars accept that sexual orientation socialization starts _______________. A. Right now of a childs birth B. At the point when the kid grasps discourse C. At the point when kids name themselves young men or young ladies D. At the point when youngsters have built up a protected sex character Answer Key: A Question 29 of 50 2. 0/2. 0 Points Comparisons of hormone creation in young men and young ladies show that ______________. A. Prior to adolescence, young men have more significant levels of estrogen than young ladies do B. From pubescence on, young men and young ladies produce similar measures of androgens and estrogens C. Prior to adolescence, young ladies have more elevated levels of estrogen than do young men D. From adolescence on, young men produce more androgens and young ladies produce more estrogens. Answer Key: D Question 30 of 50 2. 0/2. 0 Points Youthful young ladies who are desolate, discouraged, wo

5 Things That Will Impress a New Boss

5 Things That Will Impress a New Boss How to Impress a New Boss Without Overdoing it How to Impress a New Boss Without Overdoing it Congratulations, you’ve made it! You landed your first job in the working world and are ready to take your new career by storm. Now, it’s time to ace your first few weeks of work and make the perfect impression on your new boss, and even some of your new coworkers. However, this can be intimidating if you’re just starting out on a new career path. If this is your first real gig, there are a few things you should know that can really make a difference and help you make the right impression on not only your boss, but your new coworkers and clients as well. Here are some tricks to try out that will impress your new boss and help confirm to them that they made the right choice in hiring you. 1. Ask Your New Boss a Lot of Questions Don’t be afraid to ask a lot of questions during your first term in the new job. This shows that you are interested in learning everything you can. You may feel that asking too many questions might annoy your new coworkers, but rest assured they aren’t thinking like that. This also helps you be proactive in problem solving in case there are any issues that come up in the future. 2. Be Yourself When starting a new job, it’s tempting to try to fit in by adapting to your coworkers’ personalities. However, as LinkedIn influencer Brad Smith points out, your employer would not have hired you if they didn’t like who you were and had faith that you were the right fit. So stop worrying, be the amazing person you are, and your coworkers will love you. 3. Don’t Try to be Perfect As a new hire, especially someone entering the working world, you aren’t expected to know everything. In fact, the more you pretend to know everything, the more people will expect from you, which makes it easy to overextend yourself. Mistakes are how you learn, and you can only get better as time goes on. 4. Figure Out the “Unwritten Rules” Sure, every office has its company policies, but there are always those unwritten rules that you have to learn as you go. Jenna Goudreau, of Business Insider, suggests that one of the first things you should do in your new office is learn where the coffee is. This will lead to figuring out the office routines, such as who is responsible for doing the dishes or cleaning up at the end of the day. It will also help you make new friends as you gather around the machine for your daily cup of java. 5. Consider This a Fresh Start This is your fresh start. It doesn’t matter what time of year it is. It’s time to get organized, be proactive, set goals, and stick to them. Do whatever it takes to stay on track for the rest of the year and ace your new role. Get Help With Your Professional Career From cover letters to resume/CV writing, our professional writers are ready to help you land the career you’ve always dreamed about. They are experts in writing professional documents and know exactly what potential employers are going to look for. We’ll help you get everything you need to land that job interview, where we know you’re going to do a great job! Order your professional documents now to get ahead and start your foray into the working world. References Goudreau, J. (2013). 9 things to do in the first week of a new job. Business Insider. Retrieved from 9-things-to-do-in-the-first-week-of-a-new-job-2013-8. Smith, B. (2014). Three tips to hit the ground running at your new job. LinkedIn. Retrieved from . 5 Things That Will Impress a New Boss How to Impress a New Boss Without Overdoing it How to Impress a New Boss Without Overdoing it Congratulations, you’ve made it! You landed your first job in the working world and are ready to take your new career by storm. Now, it’s time to ace your first few weeks of work and make the perfect impression on your new boss, and even some of your new coworkers. However, this can be intimidating if you’re just starting out on a new career path. If this is your first real gig, there are a few things you should know that can really make a difference and help you make the right impression on not only your boss, but your new coworkers and clients as well. Here are some tricks to try out that will impress your new boss and help confirm to them that they made the right choice in hiring you. 1. Ask Your New Boss a Lot of Questions Don’t be afraid to ask a lot of questions during your first term in the new job. This shows that you are interested in learning everything you can. You may feel that asking too many questions might annoy your new coworkers, but rest assured they aren’t thinking like that. This also helps you be proactive in problem solving in case there are any issues that come up in the future. 2. Be Yourself When starting a new job, it’s tempting to try to fit in by adapting to your coworkers’ personalities. However, as LinkedIn influencer Brad Smith points out, your employer would not have hired you if they didn’t like who you were and had faith that you were the right fit. So stop worrying, be the amazing person you are, and your coworkers will love you. 3. Don’t Try to be Perfect As a new hire, especially someone entering the working world, you aren’t expected to know everything. In fact, the more you pretend to know everything, the more people will expect from you, which makes it easy to overextend yourself. Mistakes are how you learn, and you can only get better as time goes on. 4. Figure Out the “Unwritten Rules” Sure, every office has its company policies, but there are always those unwritten rules that you have to learn as you go. Jenna Goudreau, of Business Insider, suggests that one of the first things you should do in your new office is learn where the coffee is. This will lead to figuring out the office routines, such as who is responsible for doing the dishes or cleaning up at the end of the day. It will also help you make new friends as you gather around the machine for your daily cup of java. 5. Consider This a Fresh Start This is your fresh start. It doesn’t matter what time of year it is. It’s time to get organized, be proactive, set goals, and stick to them. Do whatever it takes to stay on track for the rest of the year and ace your new role. Get Help With Your Professional Career From cover letters to resume/CV writing, our professional writers are ready to help you land the career you’ve always dreamed about. They are experts in writing professional documents and know exactly what potential employers are going to look for. We’ll help you get everything you need to land that job interview, where we know you’re going to do a great job! Order your professional documents now to get ahead and start your foray into the working world. References Goudreau, J. (2013). 9 things to do in the first week of a new job. Business Insider. Retrieved from 9-things-to-do-in-the-first-week-of-a-new-job-2013-8. Smith, B. (2014). Three tips to hit the ground running at your new job. LinkedIn. Retrieved from .

The Rise of Fundamentalism Essay - 1375 Words

The Rise of Fundamentalism (Essay Sample) Content: The Rise of FundamentalismNameInstitutionDateThe Rise of FundamentalismFundamentalism movement rose in the late 19th and early 20th centuries within Protestantism in the United States against biblical criticism and modernist theology as well as changes in the social and cultural scene of the country. The movement, a twelve-volume set of essays that was designed to combat Liberal theology, grew by bounds and leaps after the First World War.[Emerson, Michael O., et al. "THE RISE OF RELIGIOUS FUNDAMENTALISM." Annual Review Of Sociology 32, (August 2006): 127-144.] Many historians define the original period of Fundamentalism Movement as 1880 to 1930. The movement, however, emerged in the late 1880s in a response to three forces namely evolution, higher criticism, and the social gospel. The growing movement was name Fundamentalism in the early 1900s.[Mickens, Leah. "The Rise of Global Fundamentalism: Are Humanists Really 'Winning'?." Free Inquiry 35, no. 1 (December 2014): 20-23.] Fundamentalism rose in reaction to progressive and liberal views of the people of the United States in the mid 19th century, the influx of non-Protestant immigrants, and biblical higher criticism. Fundamentalists were known for the desire to focus on the time-honored cultural pattern and strictly literal interpretation of the Bible. The readings of the Bible defined the distinctive roles of parents and children, men and women, and laity and clergy.[Emerson, Michael O., et al. "THE RISE OF RELIGIOUS FUNDAMENTALISM." Annual Review Of Sociology 32, (August 2006): 127-144.] The Fundamentalists were most commonly known for the opposition of Charles Darwin natural selection theory that was taught in schools. The movement also took credit for birthing the right of Christianity in the moral majority of Jerry Falwell, the rise of Charismatic and Pentecostalism movements worship style of tongue speaking. Fundamentalists argued that the modernist theologians of the early 19th century rejected or misinterprets certain doctrines, particularly biblical inerrancy that they perceived as the fundamentals of Christian faith.[Mickens, Leah. "The Rise of Global Fundamentalism: Are Humanists Really 'Winning'?." Free Inquiry 35, no. 1 (December 2014): 20-23.] Christian reaction to Darwinism and other scientific theoriesChristians reacted against the theory of Charles Darwin with skepticism because the natural selection theory was so revolutionary. According to the Fundamentalists, Darwin was not even aware of the mechanism of genetics, heredity and thus deserved criticism. However, Darwinà ¢Ã¢â€š ¬s evolution theory has stuck as an integral part of biology.[Ruby, Jennie. "Fundamentalisms ON THE RISE." Off Our Backs 36, no. 3 (October 2006): 11-13.] Naturalists, through meticulous study of the fossil record, helped in the spread of the view that the earth was older and not young. While Christianity is opposed to Charles Darwin theory of natural selection, the first America n scientists to support Darwinà ¢Ã¢â€š ¬s theory in public was Asa Gray, a devout Christian, who is today among the most prominent biologists of the 19th century in the United States.[Emerson, Michael O., et al. "THE RISE OF RELIGIOUS FUNDAMENTALISM." Annual Review Of Sociology 32, (August 2006): 127-144.] Gray believed that the theory of Charles Darwin was not atheistic. However, many Christians argued that many would use the theory as an excuse for unbelief. Christians, including Gray Asa, concluded that there is a need to reshape the argument from redesign in order to harmonize the beliefs of Christians in design with the natural progressà ¢Ã¢â€š ¬s fundamental scientific belief.According to many, the idea of whether life evolves or not should not be confused with the existence of God as an issue. According to Gray, each issue should be investigated with appropriate methods to the subject of inquiry. However, Grayà ¢Ã¢â€š ¬s decline to argue for either extreme upset both radic al proponents of science and anti-revolutionists, both of whom were eager to assert and believe that Darwinà ¢Ã¢â€š ¬s evolution theory implied atheism.Rise of higher criticism of the Bible[Ruby, Jennie. "Fundamentalisms ON THE RISE." Off Our Backs 36, no. 3 (October 2006): 11-13.] Biblical criticism has been seen as the act of treating biblical texts as natural artifacts rather than supernatural artifacts. Biblical criticism grew out of 17th and 18th centuriesà ¢Ã¢â€š ¬ rationalism. It was divided between the lower criticism, the closer biblical text examination to establish original readings, and the higher criticism, the study of the history and composition of biblical texts.[Mickens, Leah. "The Rise of Global Fundamentalism: Are Humanists Really 'Winning'?." Free Inquiry 35, no. 1 (December 2014): 20-23.] The criticism of both the New Testament and Old Testament developed within the scientific approach context to the humanities which increased in the 19th century. Old and New Testamentsà ¢Ã¢â€š ¬ study were independent from each other basically because of unavailability of any single author to adequately grasp the many cultural backgrounds or the many languages required for the different periods from where the texts had originated.[Cone, Christopher B. "CONSIDERING HIGHER CRITICISM: The Relationship of Authenticity to Authority." Journal Of Dispensational Theology 16, no. 47 (April 2012): 7-21.] Higher criticism, whether classical, biblical, medieval or byzantine, emphasizes on the sources of a document to identify who wrote it, which location, and when it was written. Higher criticism, in biblical studies, is used to address the synoptic problem, the question of the way the texts of Mark, Mathew, and Luke are related to one another. In certain cases, such as epistles of Pauline, higher criticism attests to the authorship understanding of the traditions. In some cases, higher criticism contradicts traditions of the church or even the biblical words.["Hi gher criticism." Columbia Electronic Encyclopedia, 6Th Edition (December 2013): 1.] Higher criticism sought to investigate and interpret biblical document just like any other antiquity document. Higher critics were not only interested in the primal literacy of the Bible sources, but also in the undisclosed and operative assumptions of the biblical writers. Two responses seemed inescapable to the higher criticism in the end of the 19th century. In the circles of academics, there was no returning to the pre-critical methods of hermeneutics of the Bible. However, in the ecclesial circles, there was deepening reluctance to believe the assured results of the scholarship of the higher critics.[Cone, Christopher B. "CONSIDERING HIGHER CRITICISM: The Relationship of Authenticity to Authority." Journal Of Dispensational Theology 16, no. 47 (April 2012): 7-21.] The two positions came to poignant focus when Charles A. Briggs, a Presbyterian professor of the Union Theological Seminary, was trie d for heresy for his modernist assertions concerning the Bible between 1892 and 1893. By the start of the 20th century, higher criticism was deemed too amorphous and simplistic. At that time, biblical scholars from different university doctoral studies and religious traditions were eager to broker the hermeneutical insights adapted a more and broader secular scholarship in the fields of literary criticism, history, science, and modern philosophy.["Higher criticism." Columbia Electronic Encyclopedia, 6Th Edition (December 2013): 1.] The Scopes Trial and its ramificationsThe Tennessee legislature passed, in March 1925, the Butler Act. The act provides that it was illegal on the part of teachers to present as factual any theory of creation in the public schools other than the biblical account. The law aimed at the theory of evolution from the account of Charles Darwin. The evolution theory was hugely distorted in the mid of the public to assume than man descended from apes. A firm gri p on the values and norms of the tradition was more important to many rural Americans during the turbulent years after the war. During this time, cultural tensions were exhibited in issues such as racial and ethnic relations, prohibition, and religious authority. In the wake of the Butler Act, Scope was cited for teaching evolution in biology class. It set the stage for the trial of the century.[SICKEL, AARON J. "Trying Biology: The Scopes Trial,... The Rise of Fundamentalism Essay - 1375 Words The Rise of Fundamentalism (Essay Sample) Content: The Rise of FundamentalismNameInstitutionDateThe Rise of FundamentalismFundamentalism movement rose in the late 19th and early 20th centuries within Protestantism in the United States against biblical criticism and modernist theology as well as changes in the social and cultural scene of the country. The movement, a twelve-volume set of essays that was designed to combat Liberal theology, grew by bounds and leaps after the First World War.[Emerson, Michael O., et al. "THE RISE OF RELIGIOUS FUNDAMENTALISM." Annual Review Of Sociology 32, (August 2006): 127-144.] Many historians define the original period of Fundamentalism Movement as 1880 to 1930. The movement, however, emerged in the late 1880s in a response to three forces namely evolution, higher criticism, and the social gospel. The growing movement was name Fundamentalism in the early 1900s.[Mickens, Leah. "The Rise of Global Fundamentalism: Are Humanists Really 'Winning'?." Free Inquiry 35, no. 1 (December 2014): 20-23.] Fundamentalism rose in reaction to progressive and liberal views of the people of the United States in the mid 19th century, the influx of non-Protestant immigrants, and biblical higher criticism. Fundamentalists were known for the desire to focus on the time-honored cultural pattern and strictly literal interpretation of the Bible. The readings of the Bible defined the distinctive roles of parents and children, men and women, and laity and clergy.[Emerson, Michael O., et al. "THE RISE OF RELIGIOUS FUNDAMENTALISM." Annual Review Of Sociology 32, (August 2006): 127-144.] The Fundamentalists were most commonly known for the opposition of Charles Darwin natural selection theory that was taught in schools. The movement also took credit for birthing the right of Christianity in the moral majority of Jerry Falwell, the rise of Charismatic and Pentecostalism movements worship style of tongue speaking. Fundamentalists argued that the modernist theologians of the early 19th century rejected or misinterprets certain doctrines, particularly biblical inerrancy that they perceived as the fundamentals of Christian faith.[Mickens, Leah. "The Rise of Global Fundamentalism: Are Humanists Really 'Winning'?." Free Inquiry 35, no. 1 (December 2014): 20-23.] Christian reaction to Darwinism and other scientific theoriesChristians reacted against the theory of Charles Darwin with skepticism because the natural selection theory was so revolutionary. According to the Fundamentalists, Darwin was not even aware of the mechanism of genetics, heredity and thus deserved criticism. However, Darwinà ¢Ã¢â€š ¬s evolution theory has stuck as an integral part of biology.[Ruby, Jennie. "Fundamentalisms ON THE RISE." Off Our Backs 36, no. 3 (October 2006): 11-13.] Naturalists, through meticulous study of the fossil record, helped in the spread of the view that the earth was older and not young. While Christianity is opposed to Charles Darwin theory of natural selection, the first America n scientists to support Darwinà ¢Ã¢â€š ¬s theory in public was Asa Gray, a devout Christian, who is today among the most prominent biologists of the 19th century in the United States.[Emerson, Michael O., et al. "THE RISE OF RELIGIOUS FUNDAMENTALISM." Annual Review Of Sociology 32, (August 2006): 127-144.] Gray believed that the theory of Charles Darwin was not atheistic. However, many Christians argued that many would use the theory as an excuse for unbelief. Christians, including Gray Asa, concluded that there is a need to reshape the argument from redesign in order to harmonize the beliefs of Christians in design with the natural progressà ¢Ã¢â€š ¬s fundamental scientific belief.According to many, the idea of whether life evolves or not should not be confused with the existence of God as an issue. According to Gray, each issue should be investigated with appropriate methods to the subject of inquiry. However, Grayà ¢Ã¢â€š ¬s decline to argue for either extreme upset both radic al proponents of science and anti-revolutionists, both of whom were eager to assert and believe that Darwinà ¢Ã¢â€š ¬s evolution theory implied atheism.Rise of higher criticism of the Bible[Ruby, Jennie. "Fundamentalisms ON THE RISE." Off Our Backs 36, no. 3 (October 2006): 11-13.] Biblical criticism has been seen as the act of treating biblical texts as natural artifacts rather than supernatural artifacts. Biblical criticism grew out of 17th and 18th centuriesà ¢Ã¢â€š ¬ rationalism. It was divided between the lower criticism, the closer biblical text examination to establish original readings, and the higher criticism, the study of the history and composition of biblical texts.[Mickens, Leah. "The Rise of Global Fundamentalism: Are Humanists Really 'Winning'?." Free Inquiry 35, no. 1 (December 2014): 20-23.] The criticism of both the New Testament and Old Testament developed within the scientific approach context to the humanities which increased in the 19th century. Old and New Testamentsà ¢Ã¢â€š ¬ study were independent from each other basically because of unavailability of any single author to adequately grasp the many cultural backgrounds or the many languages required for the different periods from where the texts had originated.[Cone, Christopher B. "CONSIDERING HIGHER CRITICISM: The Relationship of Authenticity to Authority." Journal Of Dispensational Theology 16, no. 47 (April 2012): 7-21.] Higher criticism, whether classical, biblical, medieval or byzantine, emphasizes on the sources of a document to identify who wrote it, which location, and when it was written. Higher criticism, in biblical studies, is used to address the synoptic problem, the question of the way the texts of Mark, Mathew, and Luke are related to one another. In certain cases, such as epistles of Pauline, higher criticism attests to the authorship understanding of the traditions. In some cases, higher criticism contradicts traditions of the church or even the biblical words.["Hi gher criticism." Columbia Electronic Encyclopedia, 6Th Edition (December 2013): 1.] Higher criticism sought to investigate and interpret biblical document just like any other antiquity document. Higher critics were not only interested in the primal literacy of the Bible sources, but also in the undisclosed and operative assumptions of the biblical writers. Two responses seemed inescapable to the higher criticism in the end of the 19th century. In the circles of academics, there was no returning to the pre-critical methods of hermeneutics of the Bible. However, in the ecclesial circles, there was deepening reluctance to believe the assured results of the scholarship of the higher critics.[Cone, Christopher B. "CONSIDERING HIGHER CRITICISM: The Relationship of Authenticity to Authority." Journal Of Dispensational Theology 16, no. 47 (April 2012): 7-21.] The two positions came to poignant focus when Charles A. Briggs, a Presbyterian professor of the Union Theological Seminary, was trie d for heresy for his modernist assertions concerning the Bible between 1892 and 1893. By the start of the 20th century, higher criticism was deemed too amorphous and simplistic. At that time, biblical scholars from different university doctoral studies and religious traditions were eager to broker the hermeneutical insights adapted a more and broader secular scholarship in the fields of literary criticism, history, science, and modern philosophy.["Higher criticism." Columbia Electronic Encyclopedia, 6Th Edition (December 2013): 1.] The Scopes Trial and its ramificationsThe Tennessee legislature passed, in March 1925, the Butler Act. The act provides that it was illegal on the part of teachers to present as factual any theory of creation in the public schools other than the biblical account. The law aimed at the theory of evolution from the account of Charles Darwin. The evolution theory was hugely distorted in the mid of the public to assume than man descended from apes. A firm gri p on the values and norms of the tradition was more important to many rural Americans during the turbulent years after the war. During this time, cultural tensions were exhibited in issues such as racial and ethnic relations, prohibition, and religious authority. In the wake of the Butler Act, Scope was cited for teaching evolution in biology class. It set the stage for the trial of the century.[SICKEL, AARON J. "Trying Biology: The Scopes Trial,...

How Wasps Build Their Nests From Wood

Paper wasps, yellowjackets, and bald-faced hornets all make paper nests, though the size, shape, and location of their nests differ. Paper wasps build umbrella-shaped nests suspended underneath eaves and overhangs. Bald-faced hornets construct large, football-shaped nests. Yellowjackets make their nests underground. Regardless of where a wasp builds its nest or what shape the nest is,  the process wasps use to construct their nests is generally the same. Turning Wood Into Paper Wasps are expert paper makers, capable of turning raw wood into sturdy paper homes. A wasp queen uses her mandibles to scrape bits of wood fiber from fences, logs, or even cardboard. She then breaks the wood fibers down in her mouth, using saliva and water to weaken them. The wasp flies to her chosen nest site with a mouth full of soft paper pulp. Construction begins with finding a suitable support for the nest – a window shutter, a tree branch, or a root in the case of subterranean nests. Once she has settled on a suitable location, the queen adds her pulp to the surface of the support. As the wet cellulose fibers dry, they become a strong paper buttress from which she will suspend her nest. The nest itself is comprised of hexagonal cells in which the young will develop. The queen protects the brood cells by building a paper envelope, or cover, around them. The nest expands as the colony grows in number, with new generations of workers constructing new cells as needed. Old wasp nests degrade naturally over the winter months, so each spring new ones must be constructed. Wasps, yellowjackets, and bald-faced hornets dont overwinter. Only the mated queens hibernate during the cold months, and these queens choose the nesting sites and begin the nest building process in spring. Which Wasps Make Nests? The wasp nests we frequently encounter are made by wasps in the family Vespidae. Vespid wasps that construct paper nests include paper wasps (Polistes spp.) and yellowjackets (both  Vespula  spp. and  Dolichovespula  spp.). Although we commonly refer to them as hornets, bald-faced hornets are not true hornets (which are classified in the genus  Vespa). Bald-faced hornets, Dolichovespula maculata, are actually yellowjackets. Controlling Wasps Nests Although paper wasps, yellowjackets, and bald-faced hornets can and will sting if threatened, that doesnt mean you need to destroy every nest you find.  In many cases, you can leave the nests alone. If a family member has a venom allergy, thats certainly a legitimate reason for concern and measures should be taken to minimize the risk of a potentially lethal sting. If wasps located their nest in close proximity to or on a play structure, that can be a concern as well. Use your judgment, but dont assume every wasp nest will put you at risk of being stung. Why should you let a colony of stinging wasps live in your yard? Nest-making social wasps are largely beneficial insects. Paper wasps and bald-faced hornets prey on other insects and play an important role in controlling plant pests. If you eliminate these wasps entirely, you may give garden and landscape pests free reign to destroy your prized ornamentals and vegetables. Many yellowjackets are also entirely predatory and therefore beneficial, but there are a few species that scavenge on carrion or dead insects and also forage on sugars. These are the wasps that cause us trouble because theyll gladly sip your soda and then sting you when you try to swat them away. If scavenging yellowjackets are a problem in your yard, then it might be worth taking measures to prevent wasps from establishing nests.  Problem wasps include: western yellowjackets (Vespula pensylvanica)eastern yellowjackets (Vespula maculifrons)common yellowjackets (Vespula vulgaris)southern yellowjackets (Vespula squamosa)German yellowjackets (Vespula germanica) - introduced to North America Resources and Further Reading Cranshaw, Whitney, and Richard Redak. Bugs Rule!: an Introduction to the World of Insects. Princeton University, 2013.Gullan, P. J., and P. S. Cranston. The Insects: an Outline of Entomology. 4th ed., Wiley Blackwell, 2010.Jacobs, Steve. â€Å"Baldfaced Hornet.† Department of Entomology (Penn State University), Pennsylvania State University, Feb. 2015.

National Prohibition Was Loved By Many And Hated By Others

National Prohibition was loved by some and hated by others. According to Reverend Floyd W. Tomkins national Prohibition was a utilitarian necessity that America needed. Tomkins recognized the â€Å"menace of intoxicating drink to the peace and safety of a community.† His view was that the consumption of alcohol could not be done in moderation and could not be confined to dive establishments. Tomkins saw alcohol as an infections disease that infiltrated peoples family’s and homes which in turn ruined their lives. Manufacturing businesses were also generally in favor of Prohibition. General manager N.G. Spangler of The Jackson Iron and Steel Co. reaped the benefits that came from nationwide alcohol banning. Spangler elaborates on how Prohibition†¦show more content†¦These men were more focused on their family and improving their lives and planning for their family’s future. Prohibition also received praise from the citizens. It was an act of sacrificing their own desires, because â€Å"it has made very difficult the acquisition by them of the means wherewith to satisfy their destructive thirst.† In combining these opinions one can conclude that Prohibition despite the opposition it faces that it had thus been successful and was there to stay. The utilitarian perspective of Prohibition supports the belief that the enactment of the 18th Amendment was a triumph for society. During the same year as Tomkins, W. H. Stayton, member of the Association Against the Prohibition Amendment published a rebuttal to the argument of the 18th Amendment being a positive addition to the American legislature. Stayton realizes the dangers of excessive drinking but identifies Prohibition as an experiment by a legislature that has a distorted vision. Rather than banning liquor manufacturing Stayton suggests that there be an investigation into why excessive drinking occurs in order to control the source. Stayton believes that rather than having a n absolute prohibition there should be regulation and restriction. His article seeks to answer the questions as to if national prohibition laws had thus far accomplished d their purpose? Are there any benefits? The original intent of the Prohibition laws was to stop the use of

Language Notes on the Use of Aint in English

Only one rule of English usage has ever made its way into a childrens jump-rope rhyme: Dont say aint or your mother will faint,Your father will fall in a bucket of paint,Your sister will cry, your brother will die,Your cat and dog will call the FBI. Though frequently heard in casual speech, aint has been described as the most stigmatized word in English. Dictionaries usually label it dialectal or nonstandard, while some purists even deny its right to exist, insisting that aint isnt a word. What is it about this simple negative contraction that agitates language mavens and spreads fear on the playground? As these notes demonstrate, the answer is surprisingly complex. Quotes About Aint Gerald J. Alred, Charles T. Brusaw, and Walter E. Oliu: [The] two meanings of grammar--how the language functions and how it ought to function--are easily confused. To clarify the distinction, consider the expression aint. Unless used intentionally to add colloquial flavor, aint is unacceptable because its use is considered nonstandard. Yet taken strictly as a part of speech, the term functions perfectly well as a verb. Whether it appears in a declarative sentence (I aint going) or an interrogative sentence (Aint I going?), it conforms to the normal pattern for all verbs in the English language. Although readers may not approve of its use, they cannot argue that it is ungrammatical in such sentences. David Crystal: Aint has had an unusual history. Its a shortened form of several words--am not, are not, is not, has not and have not. It appears in written English in the 18th century in various plays and novels, first as ant and then as aint. During the 19th century, it was widely used in representations of regional dialect, especially Cockney speech in the UK, and became a distinctive feature of colloquial American English. But when we look at who is using the form in 19th-century novels, such as those by Dickens and Trollope, we find that the characters are often professional and upper-class. Thats unusual: to find a form simultaneously used at both ends of the social spectrum. Even as recently as 1907, in a commentary on society called The Social Fetich, Lady Agnes Grove was defending aint I as respectable upper-class colloquial speech--and condemning arent I!She was in a rapidly diminishing minority. Prescriptive grammarians had taken against aint, and it would soon become unive rsally condemned as a leading marker of uneducated usage. Kristin Denham and Anne Lobeck: In Present-Day English, aint is stigmatized even though linguistically it is formed by the same rule speakers use to form arent and other nonstigmatized contracted auxiliary verbs. . . . [T]here is nothing linguistically wrong with it; in fact, aint is used by many speakers in certain fixed expressions and to convey a certain rhetorical effect: It aint over yet! You aint seen nothing yet! If it aint broke, dont fix it. Norman Lewis: As linguistic scholars have frequently pointed out, it is unfortunate that aint I? is unpopular in educated speech, for the phrase fills a long-felt need. Am I not? is too prissy for down-to-earth people; amnt I? is ridiculous; and arent I?, though popular in England, has never really caught on in America. With a sentence like the one under discussion [Im your best friend, aint I?] you are practically in a linguistic trap--there is no way out unless you are willing to choose between appearing illiterate, sounding prissy, or feeling ridiculous. Traute Ewers: A correlation exists between the use of aint and social class, i.e. it is more frequent in lower-class speech. In upper-class speech it is indicative of a personal relationship and an informal situation . . . and is employed when the other person knows that the speaker is using aint for stylistic effect, rather than from ignorance or lack of education (Feagin 1979: 217). Since the form is such a strong school-induced shibboleth, informants tend to suppress it in (more formal) interview situations. Dennis E. Baron: There is still in the American popular mind a notion that aint, for all its faults, is masculine, while arent is not simply feminine, but effeminate. In Thomas Bergers novel The Feud (1983), Tony, a high school student, finds that good grammar must take a back seat to his public sexual identity. Tony defends his use of the masculine aint against his girlfriend Evas objection that it is a sign of ignorance: I dont like to talk like a girl. Somebody might think I was a pansy.

Hamlet William Shakespeare s Hamlet - 1259 Words

Omar Sancho Professor Christopher Cook English 201-0810 Hamlet Paper 23 May 2016 Hamlet Character Analysis â€Å"There is nothing either good or bad, but thinking makes it so.†(Act 2, Scene 2, 239-251) Hamlet by William Shakespeare is one of the most famous plays written that conveys a multitude theme. But most predominant is the presence of Hamlet s obsession with philosophy of life, throughout the play Hamlet philosophy reviles his point of view love, loyalty, the importance of family and friends and last the pain that comes with losing a loved one. That said his action throughout the play reflects his philosophical virtues which helped with the understanding of the character. Firstly, being the brilliant writer that William Shakespeare is, he created the Hamlet play with many characters that have their own manifestation that has their own agenda. The main character Hamlet, for instance, is a extraordinary character who exerts philosophical rhapsody; As he says â€Å"Tis not alone my inky cloak, good mother, Nor customary suits of solemn bla ck, Nor windy suspiration forced breath,No, nor the fruitful river in the eye, Nor the dejected ‘haviour of the visage, Together with all forms, modes, shapes of grief, that can denote me truly: . . . For they are actions that a man might play: . . . But the trapping and the suits of woe.†(Act 1, Scene 2, 77-89) That said throughout the play Hamlet will face difficult moments where even he himself can has a tough time understanding hisShow MoreRelatedWilliam Shakespeare s Hamlet - Hamlet1160 Words   |  5 PagesPart 1: Hamlet Word Count: 1000 In what ways does Shakespeare s Hamlet explore the human mind? The play Hamlet written by William Shakespeare, is seen to be an exploration of the human mind and shows the consequences our actions have when they are acted in pure impulse and emotion instead of being thought about. The character Hamlet makes majority of his decision in the heat of the moment, but had trouble deciding which action to take after intense consideration. The actions that Hamlet doesRead MoreHamlet By William Shakespeare s Hamlet1936 Words   |  8 PagesWilliam Shakespeare s, Hamlet, written in the seventeenth century and first performed in 1602, is still a complex and intriguing play that encompasses many Jungian archetypes in relation to the setting and characters. This play was approximately four centuries old before Shakespeare reworked it for the stage. Hamlet is based on events involving the death of the King of Denmark according to the Norse legends. This paper deals with a small portion of the entirety of the events in Hamlet. ScholarsRead MoreWilliam Shakesp eare s Hamlet - Hamlet And The Ghost Essay1550 Words   |  7 PagesAlthough written over 400 hundred years ago, Hamlet remains a puzzling and complex play, partially due to the ambiguous Queen Gertrude. The Queen is a puzzling character as her motives are unclear and readers question her intentions throughout the play. Townsend and Pace in The Many Faces Of Gertrude: Opening And Closing Possibilities In Classroom Talk view her â€Å"as a simple-minded, shallow woman...who has no self beyond a sexual one† while Harmonie Loberg in Queen Gertrude: Monarch, Mother, MurdererRead MoreWilliam Shakespeare s Hamlet Essay902 Words   |  4 PagesTo be, or not to be; that s the question† (Act III, Scene 1, P.1127) is of the most widely circulated lines. As we all know, it is also the most important part of the drama, â€Å"Hamlet†, which is one of the most famous tragedy in the literature written by William Shakespeare between from 1599 to1602. The drama was written at the age of Renaissance that reflects the reality of the British society in sixteenth century to early seventeenth century. During that period, Britain was in the era of reverseRead MoreWilliam Shakespeare s Hamlet 1265 Words   |  6 PagesWe have all been guilty at some point in our lives of trying to act like a conflict we ve had has not existed or been a problem at all. In William Shakespeare s Hamlet we are bombarded with characters that are avoiding conflict by acting like they don t exist. Although majority of my classmates felt Hamlet was a play about revenge, I believe Shakespeare is addressing the issue of chaos and how it cannot be rectified by conjuring up a false reality; it only pushes the conflict into further disarrayRead MoreWilliam Shakespeare s Hamlet 1130 Words   |  5 PagesHoratio and Hamlet that demonstrate how he changes from the beginning to the end of the play. In the epic tragedy Hamlet, by William Shakespeare, Prince Hamlet is trapped in a world of evil that is not his fault. Hamlet’s demeanor and attitude fluctuate over the course of the play. While Hamlet means well and is portrayed to be very sensitive and moral, at times he can appear to be overruled by the madness and darkness from the tragedy of his father s murder. His dealings with his dad s ghostlyRead MoreWilliam Shakespeare s Hamlet 1116 Words   |  5 PagesTeresa Fang Professor Moore Humanities 310 28 October 2015 To Seek Revenge or to Wait? Hamlet is a very enigmatic fellow. In Hamlet by William Shakespeare, the theme of revenge is presented as a controversial one. Before the play was set, Prince Hamlet’s uncle and new stepfather, King Claudius, had taken part in the assassination of his brother, old King Hamlet. Old King Hamlet died without a chance to receive forgiveness for his sins. As a result, his spirit is condemned to walk the earthRead MoreWilliam Shakespeare s Hamlet 1077 Words   |  5 Pagessuch as William Shakespeare have 4dictated their works in a way that allows for them to integrate common occurrences of new psychological findings into a text, giving them an opportunity to sculpt characters that differentiate themselves from one another. Psychoanalytical Criticism is the application of psychological studies incorporated into the findings of contemporary literature, principles founded by Sigmund Freud and Jacques Lacan are most commonly referred to in these texts. Hamlet is an identityRe ad MoreWilliam Shakespeare s Hamlet 2273 Words   |  10 Pages William Shakespeare was an English playwright, widely regarded as the greatest writer in the English language and the world s pre-eminent dramatist. Shakespeare is perhaps most famous for his tragedies. Most of his tragedies were written in a seven-year period between 1601 and 1608. One of these tragedies is his famous play Hamlet. The age of Shakespeare was a great time in English history. The reign of Queen Elizabeth saw England emerge as the leading naval and commercial power of theRead MoreWilliam Shakespeare s Hamlet 1163 Words   |  5 Pages William Shakespeare was a great author, who was able to break the cast of a one-dimensional character. In his play, Hamlet, which was set in the middle ages of Denmark, he was able to represent all of the protagonist’s, Hamlet, human intricacies, creating a round character. Hamlet’s character is fascinating, due to him being complicated. He hims elf insists that he has many cognitive and logical characteristics in Act I, Scene II. We are shown this when he tells the Queen, â€Å"Seems, madam? Nay

Software Testing and School University Graduate Free Essays

Resume/CV Template Contact information Name Address Telephone Cell Phone Email Personal information Date of Birth Sex Optional personal information Marital Status Spouse’s Name Children Employment history List in chronological order, include position details and dates Work History Academic Positions Research and training Education Include dates, majors, and details of degrees, training and certification High School University Graduate School Post-Doctoral Training Professional qualifications Certifications and Accreditations Computer Skills Awards – if any Publications – if any Professional memberships – if any Interests Sample academic recommendation letter DATE: 20th August 2010 From Mr. Your professor name Lecturer, Department of Science, Your College, Chennai – 600018, India. | To whom so ever it may concern| Mr. We will write a custom essay sample on Software Testing and School University Graduate or any similar topic only for you Order Now Your name was my student during his undergraduate program. He is intelligent, hardworking and motivated student. His power of assimilation and his ability to grasp new concepts is good. His enthusiasm for work was conspicuous and he is proved himself to be a natural leader. Besides, he is also good in English language skills and has taken part in many debates and other literary activities. He has bagged many prizes in state-level inter collegiate contests. I am very sure that he will put forth all his efforts into any task he confronts. His positive outlook, capability to work with peers and his willingness to learn from his experimental situation bear testimony that he will do very well in this post graduate studies in your renowned institution. I strongly recommend Mr. Your name for admission to the post graduate program of your university. Thanking you, Yours sincerely (Mr. Your Lecturer name) Sample Work recommendation letter DATE: 12th June 2010 From Mr. Your professor name Project leader, Department of IT, Your Employer, Chennai – 600018, India. | To whom so ever it may concern| It is my great pleasure to write a letter of recommendation on behalf of Mr. Your name, for admission into your postgraduate program. I have know Mr. Your name since july 2007 in my capacity as senior HR executive with Your company name PVT LTd. Mr. Your name has exceeded expectations and has out – shined others in his work group. Mr. Your name strong work ethics, his ability to outperform and passion towards service excellence will be a value addition for your program. I am confident that Mr. Your name will be serious and enthusiastic candidate and someday a quiet successful senior level manager or entrepreneur that would be proud to call an alumini. If you need any additional information, please feel free to contact me over the phone or via email. Sincerely YOUR EMPLOYER NAME)| | Statement of purpose guidelines Review your essay by asking yourself the following questions: Are my goals well articulated? Do I explain why I have selected this school and/or program? Do I demonstrate knowledge of the program? Do I include interesting details that prove my claims about myself? Is my tone confident? Do’s Don’ts Don’ts 1. Please give more importance in writing SOP, most of them takes it very easy 2. Donâ⠂¬â„¢t underestimate the length of time it will take to write your statement of purpose 3. Don’t give your SOP work to be done by someone else 4. Don’t include all your activities, just something which is more important is enough 5. Don’t use any particular name of universities; always prepare a general SOP that can be used for many universities 6. Avoid lengthy personal or philosophical discussions unless the instructions specifically ask for them 7. Don’t exceed more than two pages 8. Avoid grammatical or spelling mistakes this will show your carelessness is writing this SOP. Do’s 1. Always prepare a rough draft or outline of topics. Mostly the topics will include professional career goals, academic interests, research experience, practical experience, special skill sets and reason for choosing a course 2. Always find the course requirement from the university and stick to the points which are specified by university 3. Emphasize everything from a positive perspective and write in an active voice 4. Demonstrate your skill sets by experience 5. Your essay should be well organised and everything is linked with continuity and focus 6. Pay more attention to first paragraph 7. Ask others to proof read your statement of purpose. Sample Statement of Purpose Glad to introduce myself as Mr. YOUR NAME, a Software Engineer at present, with 5 years of experience in Software Testing, Quality Analysis and Management. My career is my passion, and it holds my fullest devotion, dedication and commitment. I belong to the field of IT Services Management, which had been the dream I had, the obsession in me and the long term desire that had lingered in me for a long while. And finally, when I got into this, I could give nothing from me but the best. To add more value to the same, I have decided with the best thought of doing my Masters Degree from a reputed institution which would give me not only a degree but also a new style of learning with international standards, innovative methods of self-development skills and the ability of survival among the fittest. Hence, I was left with no other ideas and suggestions from experts, other than to join you, the Bolton University, which I believe should shape me and make myself qualifiedly fit for the IT Services Management skills and to the progress in the modern globalized cultures, technology and era. I hold my Under-Graduate degree, B. Sc in Computer Science which I had completed in the period June 2001 to May 2004 from the YOUR University, Tamil Nadu. I pursued my UG Degree in the YOUR College, Rajapalayam. The syllabus covered here gave me immense knowledge on Software Development, Software Building, Software Techniques, Hardware Configurations, Mathematical skills and Personality Development. I was elected to be the Students’ Chairman at my final year 2003-2004 which had inspired me to know more about the management skills. I was an ardent speaker, athlete and player at my college and finally passed out with prominence winning the â€Å"Best Outgoing Student† Award at my final year. As a starting point in my career, I got employed as a Software Test Engineer with the YOUR PLOYER technologies, Chennai during the period June 2004. It was here that my zeal had taken an initial contour. I was poured with surplus opportunities around me to learn, to explore, to build, to experiment, to renovate and to give a shape to myself. I learnt the concepts of IT services practically. I gained buoyancy in myself. And with that hope I moved to Accenture YOUR EMPLOYER Pvt Ltd, Chennai during the period August 2006. I was promoted as a Senior Programmer. From that time until now, I keep on renewing myself to the changes in the technologies, to the new ways novelty, the exciting facts of Software Testing and many more. I got certified with the National Stock Exchange of India in Financial Services and Capital Markets. I got certified with the IBM Services in Rational Functional Tester tool. I got certified with the HP Services in Quality Center – Defect Management tool and the Quick Test Professional tool. I am also certified with the International Software Testing Qualification Board, as a certified Manual Software Tester. I had won the Celebrating Performance Award from Accenture thrice, for having achieved extreme satisfaction levels from the clients, building my technical skills and for the professionalism I depict in my job. But my journey towards success is still a few more miles away. I need to sparkle in my career with a Masters Degree in my relevant field – the Services Management, without which my career would not be fulfilled. For this to occur, I need your help, your support and your guidance. The Bolton University gives its students a degree with a dignified knowledge of survival amidst the global standards and also makes you learn the professional development skills in creative leadership. I wish to be a part with you to develop myself in many such areas. Therefore, I request you to accept my purpose and make me move ahead in my career with more confidence and venerable knowledge. How to cite Software Testing and School University Graduate, Essay examples

The Swing Analysis free essay sample

It is currently being displayed within the â€Å"Wallace Collection† at London, the piece its self is of a young man hidden in the bushes, watching a woman on a swing, being pushed by her elderly husband, almost hidden in the shadows, and unaware of the lover. As the lady goes high on the swing, she lets the young man take a furtive peep under her dress; all while flicking her own shoe off in the direction of a Cupid and turning her back to two angelic cherubim on the side of her husband. The Swing Analysis Elements Within this painting I find that there are four important line elements that help lead the viewer’s eyes to the three main subjects. The first two lines that are prominent within this painting is of the swing’s support ropes, they seem to form a triangle shape that seems to point to the hidden young man reaching out for the swinging girl. We will write a custom essay sample on The Swing Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Clearly the artist wanted their viewers to understand that this individual was important to the main theme of the painting and he made a great choice in doing so because these two lines or ropes help reinforce the desired effect. The next two lines are attached to the support ropes of the swing and are being held by another subject that plays an important role of the main theme. These two ropes or lines form another triangle that points directly to the older husband, who is clearly an important subject within this painting and with these two triangles or four lines these two particular subjects appear to be playing a game of tug a war. The one thing that is obvious is the fact that this young lady is in between these two triangles making her appear to be the prize of the tug a war game that is being played. The artist’s color scheme seems to be of a delicate nature within their painting; it seems that the artist wanted to appeal more to the sensual rather than the intellectual because of its overall theme concept. The juicy pinks, minty greens and frothy cream color tones makes the painting almost homely like a cup cake shop. For this outdoor scene, Fragonard utilized a soft dappled sunlight filtering through the trees and backlighting them, infusing the scene with a soft, seductive glow. The light hits the young lady on the swing, highlighting her fair skin and the creamy billows of fabric that swirl around her. In contrast, other aspects of the painting remain in shadow, such as the husband, possibly referencing his being in the dark as to his wifes love affair. Clearly the artist planed the values of the painting to revolve around this young lady, thus making her the main subject within this painting. This painting’s texture seems to be a smoothing effect that clearly reinforces the main concept of this piece. The fact that the artist used small brush strokes that keeps the edges soft, gives this painting an impression of being lighthearted or happy. The form within this painting is created by the swing; it is composed in a triangular shape, with the Baron and the husband forming the base of the pyramid, and the maiden in the air at the top of the triangle, in the center of the space. She is illuminated by the soft lighting coming from above, and the fanciful trees form an oval frame for the action in the center. Principles The three subjects (The Young Lady), (The Older Husband) and (The Young Man) form a triangle but they are not equals within this painting. In fact, the young lady seems to be the dominant subject between the other two but the men of this theme seem to be equals, both in the dark and both have the same desire†¦the young woman. In my opinion, all three form a symmetrical bond between each other and gives a sense of balance within the painting. The fact that the young lady is swinging equally between the two men further proves my theory of them being a symmetrical in nature. Though, it is clear that the young lady is the main focus point within the painting because her colors scheme and contrast are much brighter than the rest of the painting’s elements, everything else is darker. The contrast between light and shadow adds to the feeling that something illicit is taking place. Each element does produce a form of movement within the painting, the young lady is much like a pendulum moving back and forth between the two men and it appears to have a steady rhythm when being viewed. It almost causes a rhythmic pattern within the painting making it easy for the viewer to gain the full concept and not overlook each element within. The painting overall seems to be pretty unified, nothing seems out of place and all of the elements visually fit together. Conclusion Judging from the style and type of clothing these three subjects are wearing this painting is from the 1700’s and is considered to be a Rococo styled painting. The clothing also revealed that this was developed during a time that Paris was wealthy and during many artists would paint in similar styles. Love was a huge subject during this era and was a popular one, the statues within this particular painting is a dead giveaway because Cupid and his angelic minions are considered to be icons or agents of love. Currently, Fragonards â€Å"The Swing† holds a dear place in the hearts of pop culture and particularly high fashion, as it serves testament to the frivolity of the Rococo era, a period that the postmodern world attempts, at times, to emulate.

Mattimeo Essays - Redwall, Mattimeo, Mossflower, Redwall Friend Foe

Mattimeo Mattimeo Setting: The story takes place in Mossflower, a forested area where the animals of Redwall live. It takes place in fantasy times. There are no humans, just animals roam the earth. The Main Characters: The main characters are Mattimeo who is the son of the great warrior mouse of Redwall, Matthias. Matthais is the great warrior of Redwall whose son has been taken captive by Slagar the Cruel. Jess squirrel is a normal Redwall inhabitant whose son has also been taken by Slagar. Orlando the Ax is a huge badger and his daughter Jube has been captured by Slagar. The last main character, Basil Stag Hair, is a veteran foot fighter rabbit who has an enormous appetite. Summary: This is a story of a boy becoming a man. It is told through animals and fantasy. It starts with the animals of Redwall having a peaceful celebration of the new season. Slagar and his evil henchmen came to the celebration disguised as entertainers. They spiked the animals' drinks with a sleeping potion and kidnapped all of the children of Redwall, including Mattimeo, son of the great warrior mouse Matthias. When they awaken they send out a search party to find the children. Matthias, Jess, and Basil discover the trail of the missing children. On their way they met Orlando the Ax who was also looking for his daughter, Jube. They found out that Slagar was kidnapping children and taking them as slaves in a slave train to an unknown realm. They finally caught up to Slagar and were going to rescue their children but were fooled into going into a cave. Slagar then dumped huge rocks over the entrance to the cave. It took the animals days to get out of the cave. Slagar took the slaves to an underground kingdom where they would work for an evil ruler. The slaves were then put in a cell without anything to eat or drink. Matthias and his companions thought they had lost their children forever because they couldnt find an entrance to the underground kingdom. Finally, while sitting on a rock, the rock slid away to reveal a staircase into the ground. They went down the staircase and then were attacked by rats. By mistake they found the children who joined with Matthias in fighting the rats. At the end they defeated the rats and the evil emperor. They went home and Mattimeo had finally after experiencing these events become a man. He took over his fathers place as the warrior of Redwall. Impression: I really liked this book because of all its suspense. The author kept my attention constantly. For example, in the book the author would cut off right at a very suspenseful part and switch to another part. From a scale of one to ten I would give this book a ten. I recommend it to whoever likes fast moving stories and suspense.

Universidad Nacional de Lomas de Zamora †Spanish Essay

Universidad Nacional de Lomas de Zamora – Spanish Essay Free Online Research Papers Universidad Nacional de Lomas de Zamora Spanish Essay Introduccià ³n El anlisis propuesto por la ctedra de Pedagogà ­a sobre la seleccià ³n del discurso de Fidel Castro frente a la Facultad de Derecho de la UBA, me lleva a indagar sobre el rà ©gimen y el sistema educativo cubano. Recuerdo que una profesora de Literatura de la escuela donde trabajo, viajà ³ a Cuba hace muy pocos aà ±os, y entonces fui a consultarle sobre ciertos aspectos de la vida en la isla, que desconocà ­a completamente. Por suerte, ella confeccionà ³ un diario de viaje, de gran utilidad, sumado a las fotografà ­as pintorescas que ella misma tomà ³ de pueblos y ciudades, a los que agregà ³ algunos perià ³dicos locales de la Habana. Todo esto me fue dando un panorama general, de una visià ³n muy particular y subjetiva. A ella le aà ±adà ­, posteriormente datos fcticos, y enciclopeidà ­sticos sobre Cuba y su sociedad, su historia, su revolucià ³n, y su carismtico là ­der, Fidel Castro. Desarrollo: Veamos por un momento como es el sistema educativo en Cuba: se caracterizà ³ por un inicio tardà ­o, en los sistemas educativos formales, de la enseà ±anza de las ciencias; muchas veces luego de la etapa obligatoria. Fcilmente, entonces, se puede deducir que esta enseà ±anza de las ciencias estaba basada en la creencia de que los conocimientos cientà ­ficos no debà ­an formar parte del bagaje conceptual, necesario para afrontar la vida ciudadana. No obstante, los planes de estudio de las diferentes carreras, van cambiando a medida que varà ­a el tipo de profesional que requiere la sociedad. Esto conlleva a la idea de entender al modelo educativo cubano, como modelo funcionalista, donde el Estado garantiza el acceso de todos a la escuela, con igualdad de oportunidades. El funcionalismo plantea que hay jerarquà ­as ocupacionales, donde los puestos que cada persona ocupa en la sociedad, tienen que ver con una mayor o menor complejidad. Es por esto, que la escuela, debe seleccionar a los ms capaces, mediante â€Å"seleccià ³n natural† y diferenciacià ³n. Éstas â€Å"capacidades† estn distribuidas por azar, clara polà ­tica de redistribucià ³n, con respecto a los lugares que ocupa cada sujeto en una sociedad estratificada. El modelo funcionalista supone equilibrio; cuando el ms capacitado se encuentra en el lugar que le corresponde socialmente (de mayor complejidad). El funcionalismo presenta un orden social; el mismo funcionamiento ajusta la escuela a la funcià ³n. Sin embargo, situados en el paradigma del conflicto, podemos pensar en Bourdieu: quien ve a este proceso como simbà ³lico, proceso que no hace ms que legitimar la desigualdad social, tema que tratarà © mas adelante. En el discurso de Fidel la desigualdad social no se deja translucir, pero sà ­ se ve en una visita a la isla; ejemplo de ello es que se puede observar que abogados, mà ©dicos y arquitectos, que quisieran desempeà ±ar la profesià ³n que eligieron, por una razà ³n econà ³mica no pueden hacerlo y se encuentran trabajando, en general, en relacià ³n al turismo. Otros buscan la oportunidad de salir de la isla, para conocer el mundo; el requisito es que sea sumamente habilidoso en el trabajo que ellos eligen y cà ³mo se relacionan (por ejemplo pueden salir aquellos que tienen determinadas destrezas, es el caso de los deportistas). Volviendo al tema en cuestià ³n, la calidad del profesional cubano, est à ­ntimamente ligada a la solucià ³n de problemas profesionales con eficacia y competencia. No confundir eficacia y competencia, tal como lo vemos en el marco de la là ³gica capitalista. Dar soluciones con eficacia, significa reconocer las condicionantes polà ­ticas, econà ³micas, sociales y el impacto de las mismas en el ambiente como parte del problema; asà ­ tambià ©n, el importante factor de la ciencia y la tà ©cnica. Se pretende, desde la capacitacià ³n cubana, formar una serie de habilidades en â€Å"ese† modelo de profesional, que con cierto grado de variacià ³n e introduccià ³n de condicionales, se puedan adecuar para resolver una gama de problemas comunes a las diferentes esferas de actuacià ³n del mismo. El profesional â€Å"tiene que contar con habilidades generalizadas, que pueda explotar, haciendo uso de mà ©todos para identificar las necesidades, valorarlas, llegar a soluciones funcionales y econà ³micas, para los problemas existentes†. Se denota en la base curricular, la presencia de los objetivos educativos, donde se hace referencia a las habilidades generales a lograr en la asignatura, asà ­ como los valores trascendentales que debe poseer un profesional: creativo, con conciencia econà ³mica, velador y portador de la à ©tica de su profesià ³n. Otro aspecto de importancia, la disciplina, que para los educadores cubanos, juega un papel integrador, encargada de formar la mayor parte de las habilidades profesionales del futuro egresado. En la educacià ³n muchos han sido los esfuerzos por crear y promover programas, proyectos y acciones, que involucren innovaciones y cambios en distintas dimensiones, tales como la gestià ³n, los contenidos, los materiales, que de una u otra forma tendieran a dar respuestas al desafà ­o de calidad/ equidad. Muchos de ellos, no obstante, han olvidado que mejorar la calidad de la educacià ³n pasa por profundos cambios en los procesos pedagà ³gicos en el aula, y por lo tanto, en la formacià ³n de los docentes y en las maneras como à ©stos encaran el desarrollo de su labor en el centro educativo. La concepcià ³n de la enseà ±anza y del aprendizaje ha sufrido cambios significativos en Cuba, con importantes consecuencias, sobre la manera de entender cà ³mo los estudiantes aprenden y por lo tanto cà ³mo se debe enseà ±ar. Asà ­, el papel del docente cubano, que hasta hace poco tiempo se reducà ­a, en la mayorà ­a de los casos, a impartir clases, debià ³ ser sustituido por la concepcià ³n que la labor del actual modelo docente implica, asociado a tareas de innovacià ³n e investigacià ³n. Del mismo modo las tareas tradicionales de los docentes se han diversificado, ya que cada vez ms los profesores deben prestar atencià ³n a nià ±os, adolescentes y jà ³venes con historias, trayectorias, situaciones, capacidades y expectativas muy distintas Hoy, los modelos pedagà ³gicos vanguardistas cubanos, conciben un diseà ±o de los diferentes programas, a partir de un modelo pedagà ³gico que tiene en consideracià ³n el perfeccionamiento de los objetivos y el sistema de habilidades profesionales, basado en la precisià ³n de los â€Å"Modos de Actuacià ³n† con su là ³gica esencial, tomando como punto de partida los problemas profesionales, la caracterizacià ³n gnoseolà ³gica, psicolà ³gica y didctica. Con todo esto, aspiran a minimizar la insuficiente integracià ³n de las habilidades prctico profesionales de los futuros egresados para realizar tareas propias de la profesià ³n. En la enumeracià ³n del sistema de habilidades se debe apreciar la relacià ³n estrecha que existe entre la elaboracià ³n de los objetivos y à ©stas; por lo que se puede deducir que si los objetivos se elaboran como una serie de acciones, sin concretar las aspiraciones que se desean a este nivel, careciendo de un enfoque integrador y no expresan las habilidades generales a lograr en la asignatura, entonces el sistema de habilidades propuesto tampoco resultar efectivo para contribuir a la reafirmacià ³n de los modos de actuar. Lamentablemente, por nuestra experiencia, sabemos que el discurso del orden, representado por el funcionalismo, consolida y legitima el pensamiento hegemà ³nico, por sobre el resto de la sociedad, sin importar la procedencia ideolà ³gica a la que esta hegemonà ­a responde y se reproduce la desigualdad social. Podemos enunciar que el paradigma del orden, concibe a la sociedad como un sistema armà ³nico, dà ³nde los individuos participan de un sistema en comà ºn, de valores y normas, que generan intereses colectivos. Esto aparece marcado a fuego en el discurso de Fidel Castro, donde su hegemonà ­a constituye todo un cuerpo de prcticas y expectativas en relacià ³n con la integridad de la vida en Cuba: los sentidos de su gente, la capacidad de discernimiento de su poblacià ³n, las percepciones definidas que tienen de sà ­ mismos y de nuestro mundo, se ven avasalladas, sin lugar a la autocrà ­tica. Es, en ese sentido, que el rà ©gimen se torna contradictorio y ambiguo con el discurso. Estamos frente a una sociedad que piensa el mundo, la vida, los hombres y sus relaciones de una manera particular, saturada de simbolismos. Manera que condiciona la prctica social y conforma el sentido comà ºn de los habitantes cubanos. Se denota tajante diferencia, con los teà ³ricos crà ­ticos radicales, quienes parten de una concepcià ³n de sociedad dividida en clases antagà ³nicas: la sociedad es un todo conflictivo en cuyo seno las clases sociales se oponen entre sà ­, y ello implica una relacià ³n entre clases. Caracterizan a la escuela como aparatos ideolà ³gicos del Estado al servicio de la reproduccià ³n social, econà ³mica y cultural, ejerciendo control sobre una movilidad individual, limitada a los miembros de la clase trabajadora y oprimida. Para el marxismo, el Estado es un aparato de control, herramienta de dominacià ³n, que encontrados con los intereses va a producir polà ­ticas acordes a sus sectores dominantes. En consecuencia las relaciones de clases son relaciones de poder. En cambio, la posicià ³n critica de resistencia, considera a los sujetos como productos y productores de la historia. Brinda posibilidad de resistir a la là ³gica de dominacià ³n, proporcionando conocimientos y habilidades sociales para la accià ³n transformadora. Y mediante esta accià ³n transformadora lograr una sociedad democrtica y justa. La pedagogà ­a crà ­tica se propone que los individuos està ©n en condiciones de investigar su realidad y las circunstancias sociales, favoreciendo la reflexià ³n autocrà ­tica. Encuentra en las estructuras sociales la explicacià ³n de las formas opresivas que adoptan las prcticas ulicas. Este planteo parte de cuestionar la manera de ver y ordenar la realidad. Problematiza y desnaturaliza lo que aceptamos como normal, cotidiano, lo que es vivido como evidente, es decir, la reflexià ³n acerca de nuestras categorà ­as de pensamiento. En este sentido puedo afirmar que todo el lenguaje utilizado por Fidel en su discurso frente a la Universidad de Derecho, se observa una relacià ³n directa con el poder que à ©l ejerce, cuando se refiere a su pueblo. El lenguaje cumple un rol importante dado que introduce un determinado tipo de relacià ³n social. Por ende, no puede pensarse el lenguaje aislado del poder. Todos los discursos son portadores de poder, pero determinados discursos dominan sobre otros, y constituyen la base de lo que los miembros de una sociedad aceptan como verdadero o falso, legà ­timo o ilegitimo. Queda muy claro, entonces, como el poder construye hegemonà ­a mediante el discurso. En una segunda lectura, podemos coincidir con Freire cuando habla de la dominacià ³n como la manera en que los oprimidos incorporan su propia opresià ³n. Muchos cubanos se sienten orgullosos, de tener un là ­der tan carismtico; los discursos diarios, que se escuchan por Tv. y radio, o desde el Congreso, van creando en ellos una forma de pensamiento, de orden de la realidad, y esos mensajes paulatinamente, van incorporndose como factores positivos en sus prcticas sociales. El poder, la tecnologà ­a, y la ideologà ­a se juntan, en à ©ste sistema, para producir bienes y formas culturales que aparecen como necesidades vitales para la propia subsistencia. La dominacià ³n se internaliza y se experimenta subjetivamente a travà ©s de la interiorizacià ³n. Las prcticas sociales se engendran en las estructuras objetivas y por medio de la produccià ³n y reproduccià ³n de las mismas, se internalizan de una determinada manera. Cada estructura subjetiva es al mismo tiempo, generadora de prcticas sociales y à ©stas a su vez, dan forma a nuevas estructuras objetivas, en un movimiento dialà ©ctico. Pero cabe hacernos una pregunta. Si educar es imponer, si educar es dominar a las clases sociales, si a travà ©s de la corriente funcionalista de principios de siglo, se favorece la imposicià ³n ideolà ³gica.  ¿Queda lugar para una alternativa? De hecho, sà ­ la hay, lo alternativo, se define en cuanto es diferente de lo dominante. Si lo dominante concuerda con el orden existente, lo alternativo se caracteriza por proveer mecanismos de ruptura, de discontinuidad con ese orden. Est en la mente y en el corazà ³n de todos los cubanos, especialmente los mas jà ³venes, la esperanza de que se produzca un cambio en el rà ©gimen ( ¿muerte de Fidel?). y con esto, alcanzar la posibilidad de abrirse al mundo, y conocerlo. Pero este mensaje, no puede, ni podrà ­a salir a la luz, en manifestaciones pà ºblicas, ni en los medios masivos, dado que la libertad de expresià ³n no existe; de hecho el periodismo y su opinià ³n, se encuentran totalmente inmersos en el dominio hegemà ³nico; ejemplo de ello son los diarios, Gramma, de la ciudad de la Habana, 18, 19 y 20 de enero del 2001, donde Fidel convoca a una multitudinaria marcha en contra de la Ley Asesina. Marcha que logra plena adhesià ³n de su pueblo. Notamos, que cualquier tipo de reaccià ³n contra el rà ©gimen podrà ­a terminar ahogada en sangre. Despuà ©s de haber analizado, y fundamentado teà ³ricamente los principios que rigen la educacià ³n cubana; despuà ©s de haber recibido el mensaje de Fidel Castro en Argentina cabe lugar a una reflexià ³n,  ¡Cuba no es Fidel!,  ¡Cuba es ms que Fidel!. Cuba no termina con la vida de Fidel, y Fidel, es tan solo un hombre, que ha llevado al là ­mite sus ideales y convicciones, pero  ¿Por quà © tantos egresados a nivel secundario y universitario? La respuesta es simple: adems de que el sistema educativo es estrictamente obligatorio, los jà ³venes dedican todo su tiempo al estudio y al trabajo, ya que no estn contaminados por la globalizacià ³n, no hay distractores, y en algunas oportunidades, es el à ºnico medio de salir de la Isla. Adems pienso,  ¿Quà © quiso decirnos su mensaje? ¿De quà © nos habla cuando nos propone un mundo mejor? ¿Quià ©nes somos nosotros y cul es nuestra historia? ¿Quà © educacià ³n queremos para nuestro paà ­s? ¿Quà © â€Å"mundo mejor es posible† para la Argentina de hoy? Proyectar supone arrojar, lanzar, despedir, echar adelante o a lo lejos. Implica planificar, preparar, bosquejar, programar. Requiere construir el futuro en el sentido de preverlo y de querer que sea uno y no otro. Esta construccià ³n se arma en la interseccià ³n entre el pasado y el presente, asà ­ como tambià ©n en el entramado de lo real, lo deseado y lo deseable. Para ello, es necesario rescatar las imgenes del pasado y articularlas con el presente; precisar dà ³nde estamos y hacia dà ³nde nos lleva lo propuesto. En consecuencia, comprende la descripcià ³n de las principales là ­neas y dimensiones de anlisis, asà ­ como los componentes y procesos involucrados. Desde esta perspectiva, la pregunta es:  ¿Cà ³mo se proyecta la educacià ³n Argentina hacia el futuro?, pregunta que nos induce a una reflexià ³n propositiva y direccional, a la bà ºsqueda de nuevas alternativas. Proyectar la educacià ³n hacia el futuro, supone, en primera instancia, visualizarla, no como hecho abstracto, sino como prctica social concreta. Para lo cual es preciso desmitificar las prcticas sociales que han existido y existen en los modelos dominantes de la polà ­tica cultural y de la polà ­tica educativa, especialmente en los criterios de escolarizacià ³n y de formacià ³n de profesores En segunda instancia, es necesario revisar los supuestos y significados histà ³ricos de nuestro proceso educativo. Probablemente uno de los procesos de anlisis ms complejos, consista en aislar los mojones definitorios del pensamiento pedagà ³gico nacional y de nuestra identidad educacional y docente, identificando tendencias ideolà ³gicas, cosmovisiones y posiciones, para luego comprender las repercusiones que efectivamente han tenido en los sistemas educativos Desde luego, que la cuestià ³n ha de consistir no sà ³lo en saber describir, analizar y valorar el pasado, para conocerlo, o extrapolarlo al presente. El pasado ha dejado su huella, no hay ruptura total con à ©l, es una condicià ³n, por lo menos explicativa del presente y condiciona implà ­cita o explà ­citamente el futuro. En tercera instancia, habr que rehacer las relaciones entre cultura, polà ­tica y pedagogà ­a, entendida esta à ºltima, como prctica polà ­tica y moral y no como tà ©cnica Conviene recordar lo que seà ±ala Giroux H. (1999): â€Å"La base para tal proyecto es la suposicià ³n de que la Pedagogà ­a es el resultado de diversas luchas y no, simplemente un discurso a priori que primero ha de descubrirse para despuà ©s dominarse sà ³lo como si fuera un conjunto de recetas a ejecutar En este proyecto la Pedagogà ­a llega a ser una forma de prctica social que surge de ciertas condiciones histà ³ricas, contextos sociales y relaciones culturales†. Arraigada a una visià ³n à ©tica y polà ­tica que procura llevar a los estudiantes ms all del mundo que ya conocen, la Pedagogà ­a crà ­tica se preocupa de la produccià ³n de conocimientos, valores y relaciones sociales que ayuden a adoptar las tareas necesarias para conseguir una ciudadanà ­a crà ­tica y ser capaces de negociar y participar en las estructuras ms amplias de poder que conforman la vida pà ºblica† En cuarta instancia, se requiere plantear alternativas, visiones estratà ©gicas del futuro, que anuncien y enuncien los cambios. Esta dinmica es sin lugar a dudas riesgosa, como lo es toda anticipacià ³n, toda prediccià ³n Giroux recurre al concepto de â€Å"profecà ­a ejemplar†de Max Weber , para resaltar la necesidad de estrategias de compromiso y transformacià ³n, que deben acompaà ±ar la crà ­tica, â€Å"narrando las estrategias del compromiso y la transformacià ³n†. Las profecà ­as, para Weber, proporcionan una visià ³n coherente del mundo, una especie de actitud conciente, de sentido unitario, pleno frente a la vida. En à ºltima instancia, el proyecto deber ser visible, todos los involucrados han de participar en à ©l, profesores y estudiantes deben intervenir y actuar propositivamente, abiertos a la especulacià ³n y a la autocrà ­tica. Conclusià ³n Si bien este documento pretende ir ms all de un mero anlisis de los temas propuestos por la ctedra, procura elevar un poco ms el pensamiento, y tratar de incurrir en algunos ejes de un posible proyecto,  ¿Por quà © no? Voy a intentarlo, sin realizar un inventario de conceptos â€Å"como receta mgica†, que podrà ­an llegar a ser un ejercicio no sà ³lo inà ºtil, sino tambià ©n inconveniente, si de hecho apuesto a una proyeccià ³n participativa y de consenso. Parece adecuado entonces, contribuir aportando al debate datos y mbitos probables, pero con la fuerte conviccià ³n de que quien tiene que participar, decidir y comprometerse es la comunidad educativa en su conjunto. El escenario de fines del siglo XX puso en tela de juicio la promesa de la modernidad en relacià ³n con la educacià ³n. La certeza del siglo XIX acerca de la educacià ³n como motor del progreso; el optimismo segà ºn el cual la racionalidad cientà ­fica y la razà ³n pueden combinarse para proporcionar una sociedad ms justa y mejor, son objeto de debate. La coyuntura en que surgieron los sistemas educativos y la escolarizacià ³n universal como soporte del Estado moderno, se analiza crà ­ticamente, enfrentada a la disminucià ³n del papel del Estado en la educacià ³n, que est siendo sustituido por el mercado. Existe un clima de frustracià ³n ante la irrelevancia y los resultados insatisfactorios de las polà ­ticas educativas tanto nacionales como internacionales, enmarcadas en el neoliberalismo. Asimismo, se percibe una fuerte contradiccià ³n, ya que por un lado en todos los discursos se menciona la urgencia de ms y mejor educacià ³n en las sociedades de conocimiento, y por otro lado, se evidencia una disminucià ³n de la esperanza acerca de las posibilidades reales de la misma. Seà ±ala Yarzabal (1999): â€Å"El milenio cierra bajo el signo de la inseguridad, tanto para las personas como para los paà ­ses de la regià ³n. Inseguridad que proviene de las debilidades de los Estados de derecho, que no logran garantizar el sustento bsico, la educacià ³n y la salud a los pobres, ni tampoco la igualdad de oportunidades. Inseguridad generalizada de las poblaciones frente a sistemas de justicia que no aseguran que los violadores de la ley sean castigados. Inseguridad frente a los vaivenes de mercados financieros especulativos que en un instante pueden derrumbar los esfuerzos de dà ©cadas de millones de trabajadores y frente al poderà ­o militar de una nacià ³n que est tratando de consolidar su hegemonà ­a mundial a travà ©s de la globalizacià ³n del capitalismo† En este contexto, el escenario a proyectar habr de construirse prioritariamente, con la esperanza de: â€Å"otro mundo mejor posible† y la certeza que lo que ocurra en el futuro, depender de las decisiones a tomar en el presente. Se reafirmar el papel del Estado y la pà ©rdida actual de su presencia, para garantizar el derecho a la educacià ³n, para asegurar que todos puedan ser educados de acuerdo con parmetros igualitarios de calidad, sin exclusià ³n y sin segregacià ³n. La Escuela, las instituciones educativas, como servicios pà ºblicos, recuperan, en esta proyeccià ³n, su finalidad sustantiva, como agentes de aprendizaje y socializacià ³n. En ellas las jà ³venes generaciones se conectan con el bagaje cultural y cientà ­fico acumulado, en un clima de respeto por su conciencia y de poder compartido o simà ©trico. La nueva relacià ³n escuela sociedad sà ³lo podr existir si todos los ciudadanos y ciudadanas poseen una formacià ³n y cultura que les permita comprender y administrar la vida cotidiana, enfrentar e integrarse de manera crà ­tica y autà ³noma a ella y ser capaces de tomar decisiones. Toda opcià ³n docente requiere de una toma de posicià ³n fundamentada, superando asà ­ la aplicacià ³n de modas o modelos, que muchas veces poco tienen que ver con la realidad, los intereses y las posibilidades de los actores del proceso de aprendizaje Pienso que las escuelas no han desarrollado la totalidad de sus posibilidades en tanto espacios pà ºblicos y tambià ©n, que sus prcticas deben ser resignificadas, pero seguirn: â€Å"figurando entre los pocos espacios de la vida pà ºblica en que los estudiantes, jà ³venes o viejos, pueden experimentar y aprender el lenguaje de la comunidad y de la vida pà ºblica democrtica†(Giroux H. 1993). Seleccià ³n del diario perteneciente a la Profesora Norma Teyssie â€Å"Mi primer viaje a Cuba†: Ya en el avià ³n, distendida, pero con cuatro horas de atraso y despuà ©s de nueve horas de vuelo arribamos a Varadero y por fin  ¡la Habana!  ¡Cuba! Sà ­, realmente es un lugar para venir, y verlo personalmente. Quizs muchas opiniones serà ­an distintas. Me rodean autos viejos, las guaguas que son una especie de colectivos o camiones que pasan cada hora y llevan a la gente como hacienda ya que las motos â€Å"coco† solo son para transportar turistas. Y allà ­ la explosià ³n interna: durante todo el viaje Fidel en carteles. Gente comentando una marcha y disputando el lugar que habà ­an ocupado en las filas. La Habana no tiene carteles de â€Å"Coca-Cola†, solamente aquellos que hablaban de Fidel. Hablo con la gente: hay pobreza, pero pobreza digna, hay educacià ³n pero por sobre todo, gente amable. En las excursiones te transporta un mà ©dico, un ingeniero en radares, en sus viejos autos, ya que ganan 7 dà ³lares al mes y la comida no les alcanza ni para quince dà ­as sin palabras. Pero orgullosos del Che, de Fidel y de vivir asà ­. El Malecon, ya est preparado para escucharlo nuevamente, 26 de julio fecha histà ³rica de la Revolucià ³n Cubana. De 56 a 76 personas mueren diariamente en Cuba, aspecto que no se quiere reconocer. Si bien te piden jabones y golosinas, no hay indigentes, personas o nià ±os que piden limosnas, las explicaciones de los guà ­as son coincidentes. Sueldo bsico mensual entre siete y quince dà ³lares; los profesionales veinticinco, lo dems, lo reciben del turismo. Todo es del gobierno, los negocios, los bancos, los bares, las casas, se heredan de padres a hijos. Asisto a un desfile de modelos en el hotel: chicos y chicas de 18 aà ±os vestidos como en el aà ±o 1959 à ³ 1960. Fidel les hizo tal lavaje de cerebro que se quedaron en todo, ideas, vestimenta, autos. Las nuevas generaciones viven en el aà ±o 1950, lo à ºnico rescatable , la educacià ³n y la humildad que poseen. Esta gente que no conoce otra cosa , cree que vive bien.  ¿Quà © es S.D.C.R.? ( Servicio de Control Revolucionario ) una persona por cuadra controla y ayuda al vecindario, se cambia cada aà ±o y se eligen a las personas ms inteligentes. Escuchar la radio y ver canal 13 y 9 â€Å"Rebelde† es ver a Fidel y sus Ministros hablando por ejemplo de â€Å"Bahà ­a Cochinos†, de â€Å"los 5 exiliados secuestrados por Estados Unidos†, del â€Å"caso Elian†, vuelven a cosas viejas en un blanqueo de cerebro continuo. De 17 a 20 horas transmiten desde â€Å"El Senado†: opinan sobre Estados Unidos como â€Å"monstruos, imperialistas, morirn y se retorcern en sus tumbas† y mucha gente joven apoyando esta actitud. Sin embargo, no toda la gente joven apoya el rà ©gimen cubano, algunos reciben mercancà ­as de contrabando, y logran conocer el mundo a travà ©s de esas pequeà ±as cosas, como fotos, revistas, mà ºsica. Son ellos los que se cuestionan  ¿Por quà © las cosas son como son? Un encuentro inolvidable.  ¡Por fin pude conversar con una maestra!,Una docente. La casa humilde, muy humilde y cercana a las plantaciones de tabaco. Su educacià ³n es elogiable, su tono, su voz me habla de metodologà ­as y sistemas de enseà ±anza antiguos, pero efectivos. Toma casi como normal el hecho de que los alumnos, todos los dà ­as deban comentar en clase los mensajes de Fidel Castro al pueblo, desde radio Rebelde. Me recordà ³ otros tiempos vividos en la Argentina. Ella tambià ©n recibe su caja con provisiones que le alcanzan para 10 à ³ 15 dà ­as me solicita jabones â€Å"perfumados†. Su deseo poder conocer el mundo. Su sueà ±o: hace cuatro aà ±os que est juntando dinero para hacerle la reunià ³n y el traje largo a su hija que cumplir 15 aà ±os. Dice que los nià ±os aman a su patria, pues son valores que se trabajan desde la nià ±ez. Comenta que al hacer el trabajo de huerta y asistir a clase (lejos del centro de la Habana) los nià ±os extraà ±an a sus familias y se los observa â€Å"cansados†. La cito en el Hotel y puntualmente, vestida con humildad me trae como obsequio el libro de Josà © Martà ­: â€Å"La edad de oro† (fue uno de los primeros escritores americanos que dedicà ³ una revista a los nià ±os). Lamentablemente no la dejan pasar a la habitacià ³n, ni al comedor del hotel. Le traigo jabones, muchos jabones que sintetizan lo que siento, la grandeza de espà ­ritu de esa gente, que se â€Å"conforma† con ese destino y viven como en el aà ±o de la Revolucià ³n, 1958. Juntas y llorando recitamos cultivo una rosa blanca y nos abrazamos sabiendo que nunca ms nos veremos, ya que es imposible que ella salga de su paà ­s. A tantos aà ±os de la Revolucià ³n Cubana, la viven como presente. El â€Å"Che† es figura indiscutible. La cultura polà ­tica Cubana atraviesa por un momento critico, consecuencia de un complejo conjunto de fenà ³menos que ponen en tela de juicio la legitimidad de dirigentes partidarios el rà ©gimen y autoridades pà ºblicas. Noto una gran distancia entre representantes y representados. La corrupcià ³n, el abuso del poder y â€Å"el miedo† provocan trastornos y malestar en la poblacià ³n. La hegemonà ­a es total. Todos quieren conservar sus cargos. Los logros en Educacià ³n pueden considerarse como insuficientes, porque no hay metodologà ­as democrticas. Es imposible ejercitar un procedimiento electoral, para renovar las autoridades. Es decir, se violan los derechos humanos y la educacià ³n va inmersa en ese todo. Hay apatà ­a o aceptacià ³n total al rà ©gimen por parte de los jà ³venes. La democracia permitirà ­a la realizacià ³n de mejoras y correcciones en el sistema educativo, que por el momento es mostrado al exterior como â€Å"muy bueno†, pero esa no es la realidad. Tanto menores como ancianos son afectados por la mala alimentacià ³n y la pobreza extrema. Hay problemas para el acceso a medicamentos y tratamientos. Se demoran las cirugà ­as en los pueblos por la falta de medios de locomocià ³n en las famosas guaguas . Las evidencias muestran alumnos internos en escuelas alejadas del centro, tipo granjas y sus familias son los sectores ms expuestos a la crisis precisamente, quienes ms asistencia pà ºblica necesitan. Pero rescato una regla fundamental â€Å"NO MENTIR†, ya que los movimientos de los cubanos son muy controlados. Pero el que no miente es el pueblo. Tambià ©n, si desde ac, me pongo a pensar en las escuelas primarias bonaerenses, podrà ­a discutir largo tiempo sobre el sistema Argentino, y nuestra â€Å"pobreza intelectual, cultural, creativa†. Pienso, que a los nià ±os cubanos, los llevan a los museos como â€Å"recreacià ³n y aprendizaje†,  ¡escuchad Argentina!, que los nià ±os, pueden divertirse aprendiendo y ser ante todo â€Å"personas con historia y tradicià ³n†. Vuelvo a pensar en los discursos de Fidel: â€Å"LAS PALABRAS NO ACLARAN, ENCUBREN†. Los temas de conversacià ³n son siempre dirigidos a su problema con Estados Unidos. Es un dictador con â€Å"carisma†. El pueblo lo escucha, ya que todos allà ­ se rigen por un principio fundamental, y Fidel conoce esto, por que en el momento exacto engendra sentimientos patrià ³ticos que hacen estallar a su pueblo. Research Papers on Universidad Nacional de Lomas de Zamora - Spanish EssayEffects of Television Violence on ChildrenAssess the importance of Nationalism 1815-1850 EuropeAnalysis Of A Cosmetics AdvertisementRelationship between Media Coverage and Social andMind TravelPETSTEL analysis of IndiaComparison: Letter from Birmingham and CritoWhere Wild and West MeetThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married Males