A List of The Iliad Characters

The Iliad is attributed to Homer, although we dont know for sure who wrote it. It is thought to describe characters and legends traditionally dated to the 12th century BCE, passed down orally, and then written by a poet or bard identified as Homer who lived during the Archaic Age in Greece  in the 8th century BCE. Major Characters Here are major characters, both mortal and immortal, from The Iliad: Achilles:  The hero and subject of the epic poem. Achilles  brought his troops known as the Myrmidons, was insulted by the leader of the Achaean (Greek) forces, and was sitting out the war until his close friend Patroclus was killed. Achilles then went after the man he blamed for the death, Hector, the prince of Troy.Aeneas:  The nephew of King Priam of Troy, a son of Anchises and the goddess Aphrodite. He shows up with a much bigger part in the epic poem The Aeneid, by Vergil (Virgil).Agamemnon:  Leader of the Achaean (Greek) forces and the brother-in-law of the beautiful Helen, formerly of Sparta, now of Troy. He makes some hard choices, like sacrificing his daughter Iphigenia at Aulis to provide wind for his ships sails.Ajax the greater: The son of Telamon, who is also the father of the best Greek bowman, Teucer. After Achilles death, Ajax wants his armor thinking he deserves it as the second greatest of the Greek warriors.Ajax the lesser: The son of Oilean and the leader of the Locrians. He rapes Cassandra, prophetess daughter of Hecuba and Priam.Andromache: The wife of Trojan Prince Hector and the mother of a young son named Astyanax who features in touching scenes. Later Andromache becomes Neoptolemus war-bride.Aphrodite:  The love goddess who won the apple of strife that started things in motion. She helps her favorites in the fray, is injured, and discusses matters with Helen.Apollo:  The son of Leto and Zeus and the brother of Artemis. Hes on the Trojan side and sends plague arrows to the Greeks.Ares: The war god Ares was on the side of the Trojans, fighting disguised as Stentor.Artemis: The daughter of Leto and Zeus and the sister of Apollo. She, too, is on the side of the Trojans.Athena:  The daughter of Zeus, a powerful goddess of war strategy; for the Greeks during the Trojan War.Briseis:  The source of ill-feeling between Agamemnon and Achilles. Briseis had been awarded to Achilles as a war-prize, but then Agamemnon wanted her beca use he had been obliged to give up his.Calchas:  The seer who told Agamemnon that he had angered the gods and must fix things by returning Chriseis to her father. When Agamemnon obliged, he insisted that he receive Achilles prize Briseis instead.Diomedes:  An Argive leader on the Greek side. Diomedes wounds Aeneas and Aphrodite and routs the Trojans until the son of Lycaon (Pandarus) hits him with an arrow.Hades: Is in charge of the Underworld and hated by mortals.Hector:  The lead Trojan prince whom Achilles kills. His corpse is dragged around in the sand (but by the grace of the gods, without destruction) for days while Achilles vents his grief and anger.Hecuba:  Hecuba is the Trojan matriarch, mother of Hector and Paris, among others, and wife of King Priam.Helen: The face that launched a thousand ships.Hephaestus: The blacksmith of the gods. In return for an old favor from the nymphs, Hephaestus makes a wonderful shield for the nymph Thetis son, Achilles.Hera:  Hera ha tes the Trojans and tries to harm them by getting around her husband, Zeus.Hermes:  Hermes isnt yet the messenger god in the Iliad, but he is sent to help Priam get to Achilles to ask for the corpse of his beloved son Hector.Iris: Iris is the messenger goddess of the Iliad.Menelaus: Helens aggrieved husband and the brother of Agamemnon.Nestor:  An old and wise king of Pylos on the Achaean side in the Trojan War.Odysseus:  The lord of Ithaca who tries to persuade Achilles to re-join the fray. He plays a much larger part in The Odyssey.Paris:  Aka Alexander, the son of Priam. Paris plays a cowardly role in The Iliad and is helped by the Trojans gods.Patroclus: The beloved friend of Achilles who borrows his armor to go lead the Myrmidons against the Trojans. He is killed in battle, which results in Achilles re-joining the fray to kill Hector.Phoenix: A tutor of Achilles who tries to persuade him to re-join the battle.Poseidon:  Sea god who supports the Greeks, basically.Priam :  Another old and wise king, but this time, of the Trojans. He fathered 50 sons, among whom are Hector and Paris.Sarpedon: The Trojans most important ally; killed by Patroclus.Thetis:  Nymph mother of Achilles who asks Hephaestus to make her son a shield.Xanthus: A river near Troy known to mortals as Scamander, and its god, who favors the Trojans.Zeus:  King of the gods who tries to maintain neutrality in order to make sure fate isnt thwarted; father of Trojan ally Sarpedon.

Cognitive Resilience in Adulthood - 9822 Words

CFull Text * Translate Full textUndo TranslationTranslateUndo Translation Press the Escape key to close FromTo Translate Translation in progress... [[missing key: loadingAnimation]] The full text may take 40-60 seconds to translate; larger documents may take longer. Cancel * Turn on search term navigationTurn on search term navigation * Jump to first hit Headnote ABSTRACT A resilience framework for understanding cognitive aging implies a search for factors that buffer against existing risk, enabling one to thrive in what might otherwise be adverse circumstances. The cascade of biological processes associated with senescence and a cultural context that does not take into account this biological imperative each†¦show more content†¦Agency in sustaining an engaged lifestyle does not just derive from naive optimism (e.g., the little engine that could), but rather from a whole constellation of resources crafted over the life span that puts force behind ones sense of agency (e.g., Infurna, Gerstorf, Ram, Schupp, amp; Wagner, 2011). Cognitive capacity does not come for free. By some estimates, proficiency in a substantive skill requires about 10,000 hours of deliberate practice (Ericsson, Krampe, Tesch-Rà ¶mer, 1993; Gladwell, 2008). The normalization of optimal life span cognitive development, then, will ultimately derive from cultural and social institutions (e.g., health care, educational resources) that position individuals for effective engagement in experiences and activities that nurture cognition on a large scale over extended time. In the pages that follow, we consider the factors that have potential to contribute to cognitive resilience through the life span. The 10,000-hour rule implies that not all skills will be developed to an equal extent and that cognitive resilience must entail selectivity in what is optimized, as well as compensatory strategies for managing activities that depend on nonoptimized skills. Because plasticity decreases with age, the 10,000-hour rule might be expected to become so mething like a 15,000-hour rule for new skills developed in late life. However, the 10,000-hour rule also implies that by mid-to-later adulthood, investment in skill development ofShow MoreRelatedChildhood And Adolescence : Toward A Field Of Inquiry1072 Words   |  5 Pageschildren between the ages of 12-17 (the beginning of adolescence). Article 2 The Death of Adulthood in American Culture Scott, A. (2014). The Death of Adulthood in American Culture. 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Organizations Should Promote The Strategiesâ€Myassignmenthelp.Com

Question: Discuss About The Organizations Should Promote The Strategies? Answer: Introduction The cultural diversity in a workplace is a kind of appreciation, which acknowledges the differences among employees irrespective of sex, age, gender, race and ethnicity, social status and sexual orientation, personality, education, organizational function and more (Barak, 2016). The cultural diversity in a workplace has some advantages and disadvantages. The advantage includes the highest range of productivity from any employees ignoring the differences. The disadvantages include the communication problem due to differences in language and cultural values. However, the organizations should promote the strategies that minimize the challenges of cultural diversity in the workplace (Kirton Greene, 2015). The Langham, Auckland, a five-star luxury hotel in New Zealand promote cultural diversity and give equal opportunities in promotion to all its employees irrespective of any differences. It is one of the famous hotels in the history of Hospitality service, which offers total 411 rooms and suites with another top class facility. The hotel authority values the workplace diversity of culture and people. They have separate policies and principles to respect it employees rights upholding the principles of equality and fair opportunities to all. The purpose of this report is to analyze the cultural diversity approach of the Langham Hotel in terms of HR policies and practices. The report will also discuss the advantages and disadvantages of the HR policies to cultural diversity of the Langham and recommendations to improve the policies in references to New Zealands legislation and workplace ethics guidelines that overviews the Employment Relations Act, the Human Rights Act and equal employment opportunities. Research Findings Cultural Diversity in Langham Langham Hotel, Auckland, promotes, celebrates and respects the importance of the cultural diversity in the workplace and will implement and adopt the inclusive policies, which will advance the cultural diversity positively. The colleagues are the valuable assets for the organization. In its Human Resource Principles, it is stated clearly that the company has commitments to promote the value of diversity of the employees who have come from the different cultural background (Langhamhotels.com, 2017). They have certain policies and principles in order to respect the employees rights and diversity. Equal Opportunity The hotel management provides equal opportunity to all its employees irrespective of any cultural or ethical or language differences they might have. The relevant Human Resource Policies promote the principle of Equity that all the employees in this organization are equal in spite of any sociocultural differences they have and have equal access to the employment opportunities and promotion. The equal opportunity is the practice of fairness integrity and trust to all its employees (Boella Goss-Turner, 2013). This belief is completely reflected in their HR policy. In case of recruitment, training, promotion, compensation and transfer the hotel management has equal access and opportunities for all its employees. Integrity The Langham hotel management acknowledges and understands the diversity among its colleagues. The diverse backgrounds and different cultural experiences among employees represent an integrated form of wisdom, which is necessary to understand the guests needs. For maintaining and leading a successful hospitality business, it is important to know and anticipate the guest's requirement. The guests have come from the different cultural background. By promoting the cultural diversity among employees, the hotel management forms integration, which will help them in their business to grow (Langhamhotels.com, 2017). PRIDE System The PRIDE system offers a method to develop and retain the internal talents of the Langham. The PRIDE stands for Performance Result Indicator and Development Engine and is the internal system of performance management of Langham (Langhamhotels.com, 2017). The PRIDE will concentrate on managing and planning the career graphs of all the employees from different working level. The total number of the achievements and the competency attainments in a year assess the overall performance of an employee in this organization. The organization offers specific training and the development plan to upgrade the performances of the employees to the next level (Langhamhotels.com, 2017). The peak performers have opportunity to join the hotel's talent pool and access to the talent development program. The hotel management provides training on the strategic topics, different types of functional and cross-functional projects to them, which enhance their skills and help them to advance in their career path. Learning and Development The hotel authority has a commitment to all its employees to provide appropriate learning and development procedures that will assist them to get success in the career at the Langham Hospitality Group. The learning and the development process has five levels in total. At the core of the hospitality service centres around its guest and for fulfilling this purpose mainly the learning and development procedure has been developing for employees. The visions, values and commitments are reflected by the learning and development procedure. However, its values and vision are based on the HR policies of the equal opportunities and rights to all its employees accumulating the cultural diversity in the organization. Certification Program The Langham Hospitality Group provides a systematic training program, which will give an overview and broad understanding of the companys culture to the new employees. The training program helps them to acquire the knowledge about its product, standards and process of service. By the PASSION training course, the new joiners will develop customer service skills. The Langham Leadership Training program helps the leaders to perform their best in the Langham Leadership model. This training will also help them to understand the quality systems and tools of Langham Hospitality Group. Human Resource policy The Human Resource Policy in the Langham acknowledges the cultural difference and makes it for drawing maximum potential from its employees (Langhamhotels.com, 2017). The management select, preserve and develop employees based on the professionalism and potential only. They provide their colleagues with a healthy working environment where the employees have chance to maximize their potential and reinvented their hidden talent in the structure of the organization (Langhamhotels.com, 2017). Discussion Langham hotel always fosters respectful work culture and environment for the employees and they want to create an environment that can provide the opportunity to the employees to grab the career opportunities. Moreover, the organisation invites the HR to be joined the senior management to discuss the HR strategies and policies. Most importantly, implementation and evaluations of the HR policies are mainly done to make a positive work environment. The positive factors of HR practices within Langham are to bring out the employees skills and competencies. The training of the employees is needed and the skill-based competencies can increase the quality work of the employees. Without training, employees cannot be skilled and organization HR polices can be developed through this (Storey 2014). HR practices can improve the employee motivation and employees can feel satisfied with the workplace environment. Increasing employees' satisfaction can enhance the acknowledgement and appreciation o f the employees. Moreover, HR practices of the Langham increase the effective workforce utilization and that provides scope to enhance the employees' productivity. HR practices can waste the financial resources of Langham as purchasing of machinery costs the financial burden of the organisation. Operational and strategic goals of the establishment Langham hotel has its own operational and strategic goals in HR practices and HR department tries to solve these issues. One of the operational objectives of Langham organisation is to expand the services that they offer to the customers through the implementation of HR practices at core level. In order to achieve this operational objective of the organisation, Langham wants to recruit more staffs and employees within organisation system. Langham in this issue, hire staffs that are mainly fresher and the supervision is required for the new employees. The new fresher will be given the on-the-job training by the managers of the Langham. Langham hotel cares about the personal and professional development of employees and their growth as well as the well-being. The learning process and career development are needed employees. In this way, the organisation spends money to give the training and now Langham wants to reduce the staff costs. In this light, Langham needs to reduce the staffs by one full-time equivalents. The implication of this strategy may give negative impact on the staffs' morale and job design will be changed (Sparrow et al. 2016). Langham hotel gives the value in diversity and culture of the employees. The organisation provides equal opportunity and anti-discrimination in HR practices for employees. However, the most important part of operational practices is to starting new recruitment structure where the organisation will give equal opportunity in recruitment (Riley 2014). These operational tactics must have an implication of less discrimination and employees are motivated. The legislation of the organisation is complying with the fact. Maintaining service standards and quality assurance In Langham, HR practices provide greater emphasis on the trust, integrity and respect. However, the organisation gives stress on quality and efficiency of customer services with team working and ownership. Responding to the individual needs The customers' services of the hotel are judged by various perspectives, like organisation structure, training, following quality standards and quality assurance. Service quality of the hotel is depended on staffs' behaviour and hotel policies. Whenever possible, the receptionists can call the guests by their name and it helps to increase the comfort level. There is no I' in a team work. Smiling can be helpful when handling the guests in trouble (Nickson 2013). Langham staffs use the eye-contact in serving the guests and HR practices provide the quality service to the guests in asking the employees to respect the guests and professionalism should be there. Anticipating the guests need is helpful and employees should think before speaking. Governance and management Langham organization follows the governance and management that is transparent and accountable for the employees. The manager of the governing body has the knowledge to implement the vision. Langham has effective information management that can check the control and privacy of the stakeholders. Governance management is essential to maintain the cultural diversity within the organisation as the hotel needs to provide effective management system and customer services. Service access Another standard is service access of the target group of the hotel and organization has a responsibility to entry and exit time of the hotel and staffs of the hotel should interact correct way with the guests. If an employee is unable to meet the needs of the guests, another person should be there to help (Hoque 2013). Safety and well-being Langham provides services to the people in maintaining the legal and human rights. The HR practices are implemented in a way that proactively prevents, responds the risks within the hotel. The HR practices strictly tell the employees to report the issues in case ensuring any harm. Services should be enabled in case of any support needs (Chelladurai and Kerwin 2017). Langham has processes the rights of the individuals in making choices of the staffs and as well as the guests. However, HR practices have some disadvantages as well in wasting the time of the employees. Training classes and on-the-job training of Langham hotel can waste the time of the employees as competencies and capabilities of the human resources are wasted this way. Financial viability and sustainability and long-term growth Financial viability is important for any organisation as financial management needs significant amount of idea and information. Financial management is the part of a financial department, HR just allocates that amount to the cost effective way and hiring the accounts department. In long-term, Langham needs the money availability that needs sketch of exact spending. HR practices in Langham mainly focus on the cultural diversity and work within multicultural workforces. This gives the benefits to have sustainable approach in human resource development. However, the focus can be made on time-based strategy of the organisation that enables the employees to have work-life balance (Boella Goss-Turner 2013). Information based strategy of Langham includes the internet based system to regulate the employees and reach to the customers. Another sustainable strategy of the organisation is direct services strategy, within a hotel; it is needed to have multicultural background as this diversity h elps to know the customers who are from different background. Cultural changes of the customers are obvious as guests come from various backgrounds. The managers, as well as the staffs, should take the training in handling the multicultural clients. Recommendation Langham Hospitality group believes in Tradition of Excellence' and they provide genuine services with innovation. However, in enhancing the cultural diversity, the organisation faces issues and existing equal opportunity does not support the cultural diversity. NZ legislation and workplace ethics guidelines: Langham should follow the New Zealand legislations in recruiting the people and managing the employees within the hotel. Cultural diversity can be applied to HR practices and NZ legislations would be helpful. Employment Relations Act: Langham hotel should make an employment relations framework which must increase the flexibility of working culture. The employees and employers relations must be balanced. HR practices of the Langham should reduce the regulations of compliances with making flexible working culture arrangements. Employment relations act helps to induce the fair work culture within Langham that would help the organisation in having diverse background and integration of culture. The Human Rights Act The Human Right Act 1998 of New Zealand deals with discrimination; in the workplace, any kind of discrimination will not be tolerated. Basic human right is unfairly treating of one person than other in similar situation. Any persons from the ethnic background will be treated equally like others in any circumstances. Equal employment opportunities guidelines Langham needs to strive to retain, select and develop the employees from all cultural background and professionalism should be there in the workplace. Diversity training and community engagement Development of cultural awareness is the main focus of diversity training and Langham needs to invest on this. Cultural awareness can bridge the gap between the employees' lack of knowledge of the surrounding employees and their orientation, age, disabilities and background. In addition, Langham can engage the community to increase the understanding of community and that can give the benefits organization in making aware of different culture. Employee referrals Employee referral is internal recruitment policy of the organisation. Langham can internally recruit some ethnic background employees from taking the referrals of the employees. Employee referrals system gives the benefits of having the cultural diversity in the workplace as it is needed in the Langham hotel. Conclusion Cultural diversity is important within hospitality sector as the globalization is the recent trend in a hospitality industry. People from the diverse background can work together and it enhances the corporate work ethics and culture. However, diverse work culture can create conflict; however, managing the workplace culture through HR practices and NZ legislations can be fruitful for Langham hotel. In global perspective, the culture within an organisation is getting more homogenization as cultures are blending effectively within the organisation. The hospitality industry is global now and it sees the internationalization and it is influenced by technology. Langham Hospitality applies the communication systems and transportation that implies the culture of different background. Langham already has HR practices, however, some of the practices are age old in recent global perspective to maintain the culture. However, the organisation needs to make a framework in increasing cultural diver sity and legal framework will be helpful for this. Moreover, Langham can implement the culture as ranges of learned human behaviour patterns. References Barak, M. E. M. (2016). Managing diversity: Toward a globally inclusive workplace. Sage Publications. Boella, M. Goss-Turner, S., (2013).Human resource management in the hospitality industry: A guide to best practice. Abingdon: Routledge. Boella, M., Goss-Turner, S. (2013). Human resource management in the hospitality industry: A guide to best practice. Routledge. Chelladurai, P. Kerwin, S., (2017).Human resource management in sport and recreation. Human Kinetics. Hoque, K., (2013).Human resource management in the hotel industry: Strategy, innovation and performance. Abingdon: Routledge. Kirton, G., Greene, A. M. (2015). The dynamics of managing diversity: A critical approach. Routledge. Langhamhotels.com. (2017). Careers at The Langham Hotels Resorts: Find and apply for hotel and hospitality jobs at www.langhamhotels.com. Career.langhamhotels.com. Retrieved 11 September 2017, from https://career.langhamhotels.com/hr_principles.htm Langhamhotels.com. (2017). Careers at The Langham Hotels Resorts: Find and apply for hotel and hospitality jobs at www.langhamhotels.com. Career.langhamhotels.com. Retrieved 11 September 2017, from https://career.langhamhotels.com/pride.htm Nickson, D., 2013.Human resource management for hospitality, tourism and events. Abingdon: Routledge. Riley, M., (2014).Human resource management in the hospitality and tourism industry. Abingdon: Routledge. Sparrow, P., Brewster, C. Chung, C., (2016).Globalizing human resource management. Abingdon: Routledge. Storey, J., (2014).New Perspectives on Human Resource Management (Routledge Revivals). Abingdon: Routledge.

Lord Of The Flies - Role Of Gender Essays - Gender Studies

Lord of the flies - Role of Gender What was it that caused the aggression and dominance exhibited by the boys of Lord of the Flies? Was it some metaphysical, spiritual force, or perhaps their genetic makeup? Could it have been the influence of their peers or families, or was it the media that inspired this dangerous pattern? Conceivably, their gender had something to do with this appalling trait. It all begs the question, would the same experiences have occurred had females been stranded on the island instead of males? Had females been in a similar situation as the boys in Lord of the Flies, they would have fared abundantly better. Initially, this paper will address society's role in encouraging males' violent behavior, as well as females' politeness and passivity. Secondly, it will be discussed how family socialization influences females' gentle natures and males' aggressive temperaments. Finally, this research will explore both gender's leadership styles, and scientific perception behind these differences. Much of what society dictates can affect children's perceptions of the ideal gender standards, and can lead to abuse and violence. Media has a huge role in perpetuating these dangerous gender stereotypes. Numerous male images are used in advertising and television, representing themes such as "heroic masculinity" and "might is right". These portrayals of violent behavior associated with masculinity target young men and convince them that in order to live up to society's standards, they must resort to aggressive and dominant behavior, the use of assertion, and physical violence. Males are saturated with images of glorified aggression through movies such as Lethal Weapon, sports programs, and "macho" celebrities, like Bruce Willis and Arnold Shwartzenager. Female stereotypes span the opposite extreme. Innumerable young women perceive "ladylike" expectations to be neatness, passivity, politeness, and struggle to meet them, hence they appear nurturing and feminine. Women in the media who challenge these stereotypical behaviors and display assertiveness tend to be slotted into the role of "tomboy" or "dyke". These impositions contribute to the breeding of young men who act in an abusive manner, and are terribly restricting towards boys who covet deep emotion. The antagonist of Lord of the Flies, Jack Merridew, perceives himself to be higher than the others, on the basis of being the choral leader. Jack's hierarchical views cause him to verbally abuse, psychologically torture, and eventually wound and kill other children. With the influences of society's stereotyping, girls would generally more nurturing and caring towards group members. A lot of males' violent behavior and females' complaisance can be accredited to family and institutional socialization. Parents usually raise boys on aggressive sports, such as hockey and football, which encourage violence. Girls, however, are generally brought up on "feminine" activities, dance and figure skating to name a few, which promote a gentle, polite nature. It is the rare parent that heeds their four-year-old son's aspiration to be a ballet dancer by purchasing the child a pair of tights and a leotard. When a boy shows more interest in dolls than in trucks, his family may be distressed, and provoke him to reveal his "masculine" side. After striving for egalitarianism between the sexes for so many years, families still deter young girls from pursuits of hockey stardom, hoping to interest them in Pointe shoes. Displays of emotion by boys are often criticized for being "unmasculine", whereas emotional behavior in girls tends to be expected and accepted. As a result, boys tend to not only hide their feelings, but criticize friends for showing their emotions. Girls, on the other hand, encourage one another to express feelings and console one another naturally.

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

Learn About Homonyms and See Examples

Learn About Homonyms and See Examples Homonyms are two or more words that have the same sound or spelling but differ in meaning. Adjectives: homonymic and homonymous. Generally, the term homonym refers both to homophones (words that are pronounced the same but have different meanings, such as pair and pear) and to homographs (words that are spelled the same but have different meanings, such as bow your head and tied in a bow). Note that some dictionaries and textbooks define and distinguish these three terms in different ways. Some equate homonyms only with homophones (words that sound the same). Others equate homonymns only with homographs (words that look the same). See the observations below by Tom McArthur and David Rothwell. Also see Homophones and Homographs: An American Dictionary, 4th ed., by James B. Hobbs (McFarland Company, 2006). Pronunciation HOM-i-nims Etymology From the Greek, same name Examples and Observations Mine is a long and sad tale! said the Mouse, turning to Alice, and sighing.It is a long tail, certainly, said Alice, looking down with wonder at the Mouses tail; but why do you call it sad?(Lewis Carroll, Alices Adventures in Wonderland)Your children need your presence more than your presents.(Jesse Jackson)I enjoy bass fishing and playing the bass guitar.The groups lead singer carried a lead pipe for protection.His death, which happend in his berth,At forty-odd befell:They went and told the sexton, andThe sexton tolld the bell.(Thomas Hood, Faithless Sally Brown)Attend your Church, the parson cries:To church each fair one goes;The old go there to close their eyes,The young to eye their clothes.Mae Maebe Funke: Do you guys know where I could get one of those gold T-shaped pendants?Michael: Thats a cross.Mae Maebe Funke: Across from where?(Alia Shawkat and Jason Bateman in Arrested Development) Homonymy A case of homonymy is one of an ambiguous word whose different senses are far apart from each other and not obviously related to each other in any way with respect to a native speakers intuition. Cases of homonymy seem very definitely to be matters of mere accident or coincidence. (James R. Hurford, Brendan Heasley, and Michael B. Smith, Semantics: A Coursebook, 2nd ed. Cambridge University Press, 2007) Three Kinds of Homonyms There are three kinds [of homonyms]: those that sound and look alike (bank a slope, bank a place for money, and bank a bench or row of switches); homophones, that sound alike but do not look alike (coarse, course); and homographs, that look alike but do not sound alike (the verb lead, the metal lead). . . . There are over 3,000 homographs in the Concise Oxford Dictionary (8th edition, 1990). (Tom McArthur, Oxford Companion to the English Language. Oxford University Press, 1992) Homographs and Homophones The reason that there is confusion and a lack of clarity over homonym is that it is closely related to two other words, homograph and homophone. I shall, therefore, define these words first. It is possible for a word to be a homograph or a homophone. However, whatever the word may be, it is also, by definition, a homonym. In other words, homonym is a conceptual word that embraces both homographs and homophones. . . . [H]omonym is just the collective noun for homograph and homophone. (David Rothwell, Dictionary of Homonyms. Wordsworth, 2007) A homograph is a word that is spelled identically to another word but none the less has a different meaning and probably a different origin. You will doubtless be annoyed if you tear your trousers while climbing over a fence. Indeed, you may be so upset that you shed a tear. As you can see, tear and tear are spelled identically, but they are pronounced differently and have entirely different meanings. They are good examples of a homograph. Many homographs are not even pronounced differently. Thus the word hide sounds exactly the same whether you are talking about the skin of an animal, a measure of land or the verb meaning to conceal or keep out of sight. A homophone is a word that sounds exactly like another word  but has a different meaning and a different spelling. If you stand on the stair and stare at the picture, you have a good example of a couple of homophones. . . . The Lighter Side of Homonyms Secret-keeping is a complicated endeavor. One has to be concerned not only about what one says, but about facial expressions, autonomic reflexes. When I try to deceive, I myself have more nervous tics than a Lyme disease research facility. [pause] Its a joke. It relies on the homonymic relationship between tick, the blood-sucking arachnid, and tic, the involuntary muscular contraction. I made it up myself. (Jim Parsons as Sheldon Cooper in The Bad Fish Paradigm. The Big Bang Theory, 2008) Test your knowledge by taking this  Commonly Confused Words Quiz

You are wiith torture or no Essay Example | Topics and Well Written Essays - 250 words

You are wiith torture or no - Essay Example In my opinion, torture should not be used for any purposes in humans (Arar 1). Pro-torture arguments believe in giving intelligent agencies extended powers for torturing people in order to obtain information. In addition, they argue that torture can be used to compel individuals to do various tasks required by agencies, organizations and governments (Arar 1). In this case, torture can be used through enhanced interrogation techniques such as sleep deprivation and water boarding. Proponents of torture also argue based on idealism. In this case, torture is justified because of its capabilities to help in saving lives in exceptional conditions. In this case, torture is used to obtain information from terrorists and people suspected of illegal activities. Therefore, inflicting pain is an effective way of preserving order and securing the safety of people (Arar 1). As an individual opposing torture, it is worth stating that the process is inhuman and unethical. This is because torture inflicts pain and disrupts the psychological state of the individual. In addition, torture inflicts moral damage on the society because of the state and severity of the psychological and physical torture (Arar 1). In addition, torture cannot be used as an instrument for fighting terrorism of obtaining information because it is an instrument of