La Ficción y la Verdad :: Spanish Essays

RESUMEN: La filosofà ­a clà ¡sica, adhiriendo a una concepcià ³n de la verdad como adecuacià ³n o correspondencia, con la garantà ­a de la subjetividad moderna en sus distintas variantes, ubicà ³ a la ficcià ³n como a una antà ­tesis devaluada de la verdad. Luego de una revalorizacià ³n de la ficcià ³n, en el siglo pasado, desde posiciones utilitaristas, abordamos una tesis de Paul Ricoeur, que correlaciona transculturalmente la actividad narrativa con el caracter temporal de la existencia humana. El eje fuerza de la obra analizada es la nocià ³n aristotà ©lica de mà ­mesis, desdoblada en tres dimensiones : I) prefiguracià ³n prà ¡ctica en torno a la vida cotidiana II) configuracià ³n textual y III) refiguracià ³n receptiva a travà ©s de la lectura. La mà ­mesis II , que abre el paso al "como si", opera como mediacià ³n entre el mundo de la vida -mà ­mesis I- y la lectura refiguradora -mà ­mesis III- y es la mediacià ³n entre el tiempo y la narracià ³n y entre la narracià ³n y la verdad. La confeccià ³n de la trama, como actividad mimà ©tica fabuladora, està ¡ regulada en un proceso de esquematizacià ³n, en el sentido kantiano, ya que subsume factores particulares en un todo -sensible e inteligible- bajo los parà ¡metros del tiempo. La ficcià ³n y la verdad se relacionan entoces libremente bajo la à ©jida narrativa, sin la sujecià ³n a un conciencia fundante, desplazà ¡ndose a travà ©s de una identidad narrativa, que no es una yoidad formal, ni es un cambio indeterminado, al estilode Hume o Nietzsche, sino una ipseidad, que va de la vida al texto y del texto a la lectura, en una relacià ³n de inmanencia trascendencia. En su referencia etimolà ³gica, el tà ©rmino ficcià ³n, remite a dos acepciones principales : a) dar forma, formar, modelar y b) simular, fingir (ficcià ³n poà ©tica). Las dos significaciones se ligan a una tercera : imaginar. Es và ¡lido localizar a la ficcià ³n en el à ¡mbito de lo irrreal, pero ademà ¡s, la filosofà ­a y el pensamiento clà ¡sicos han ubicado a la ficcià ³n y a la verdad como antità ©ticos, entendiendo a à ©sta à ºltima,como adecuacià ³n o correspondencia a una realidad en sà ­. en este sentido, la ficcià ³n fue relegada a mera imaginerà ­a o mentira literaria. El estatuto de la ficcià ³n comienza a variar, cuando a comienzos del siglo XIX, Jeremy Benthan, representante del utilitarismo inglà ©s, apelando a la insuficiencia de las definiciones por gà ©nero y diferencia, recurre a las ficciones. Dice este autor que las entidades reales se vinculan con lo real mediante conceptos simples, en cambio las ficticias designan indirectamente a las entidades reales.

Identifying and Conquering Bulimia Essay -- Health, Eating Disorders

Before 1995, the island of Fiji had no reported cases of eating disorders. In three years of obtaining American and British television programming, more than two-thirds of the Fijian girls developed eating disorders and three quarters of the girls felt fat (Hall 1-2). Girls and guys are feeling more insecure about their bodies and are trying to cope with smothering feelings that come with being insecure. Some people aren’t well-educated on this topic, and because of that, they don’t see its seriousness. One example, bulimia, has been around for thirty years, and people are still not very familiar with the harm it can do physically and emotionally. Bulimia is when people choose to vomit their food up because they’re unsatisfied with their body. Bulimia nervosa can destroy not only a person's life but others around him/her, and it can be stopped with support and counseling. Bulimia exists for numerous reasons. It is normal for a person’s body to get bigger when it is growing. Most people handle that badly though, so they will do anything to get rid of that newly added weight. A handful of young people use bulimia to postpone growing up. This way of thinking may explain why college students are prime candidates for becoming bulimic (Hall 1-2). It is a way of expressing thoughts that cannot be put into words. It provides instant relief from the pain being caused from life. The throwing up replaces other actions, thoughts, and feelings. When the binge/purge episode is over, the bulimic gains control, but only for a moment. A sense of calm is felt. Nevertheless, the negative feelings soon return, and the cycle begins again. Another reason bulimia occurs is because of life changes or stressful events. If a close friend or family mem... ...d life. It takes time to work, but knowing that it’s going to work can make a bulimic person feel like he/she is taking the necessary action to get better. Bulimia is a serious eating disorder that needs to be addressed. It affects not only the bulimic, but also the bulimics friends and family. There are many solutions to this problem, but they go unnoticed because people chose to ignore bulimia and its seriousness. We need to spread the word. We need to make people aware of things they choose to ignore just because it isn’t affecting them. We need to make resources such as books, movies, and Prozac more accessible. A person with bulimia should not be scared or embarrassed to reach out to a friend or family member. He/she would want to help in any way they can. No one wants to sit back and watch a loved one suffer, especially if something can be done about it.

Alzheimers Disease Essay -- Health Memory Diseases Essays

Alzheimer's Disease, progressive brain disorder that causes a gradual and irreversible decline in memory, language skills, perception of time and space, and, eventually, the ability to care for oneself. First described by German psychiatrist Alois Alzheimer in 1906, Alzheimer's disease was initially thought to be a rare condition affecting only young people, and was referred to as presenile dementia. Today late-onset Alzheimer's disease is recognised as the most common cause of the loss of mental function in those aged 65 and over. Alzheimer's in people in their 30s, 40s, and 50s, called early-onset Alzheimer's disease, occurs much less frequently, accounting for less than 10 percent of the estimated 4 million Alzheimer's cases in the United States. Although Alzheimer's disease is not a normal part of the aging process, the risk of developing the disease increases, as people grow older. About 10 percent of the United States population over the age of 65 is affected by Alzheimer's disease, and nearly 50 percent of those over age 85 may have the disease. Alzheimer's disease takes a devastating toll, not only on the patients, but also on those who love and care for them. Some patients experience immense fear and frustration as they struggle with once commonplace tasks and slowly lose their independence. Family, friends, and especially those who provide daily care suffer immeasurable pain and stress as they witness Alzheimer's disease slowly take their loved one from them. The onset of Alzheimer's disease is usually very gradual. In the early stages, Alzheimer's patients have relatively mild problems learning new information and remembering where they have left common objects, such as keys or a wallet. In time, they begin to have trouble recollecting recent events and finding the right words to express themselves. As the disease progresses, patients may have difficulty remembering what day or month it is, or finding their way around familiar surroundings. They may develop a tendency to wander off and then be unable to find their way back. Patients often become irritable or withdrawn as they struggle with fear and frustration when once commonplace tasks become unfamiliar and intimidating. Behavioural changes may become more pronounced as patients become paranoid or delusional and unable to engage in normal conversation. Eventually Alzheimer's patients... ...be learned, but as scientists better understand the genetic components of Alzheimer's, the roles of the amyloid precursor protein and the tau protein in the disease, and the mechanisms of nerve cell degeneration, the possibility that a treatment will be developed is more likely. The responsibility for caring for Alzheimer's patients generally falls on their spouses and children. Care givers must constantly be on guard for the possibility of an Alzheimer's patient wandering away or becoming agitated or confused in a manner that jeopardises the patient or others. Coping with a loved one's decline and inability to recognise familiar faces causes enormous pain. The increased burden faced by families is intense, and the life of the Alzheimer's care giver is often called a 36-hour day. Not surprisingly, care givers often develop health and psychological problems of their own as a result of this stress. The Alzheimer's Association, a national organisation with local chapters throughout the United States, was formed in 1980 in large measure to provide support for Alzheimer's care givers. Today, national and local chapters are a valuable source for information, referral, and advice.

Bad Grades Equals No Driver’s License Essay

Imagine if you were in high school and you weren’t the brightest student, which resulted in bad grades, and then there was a policy made where you couldn’t even get your driver’s license until your grades got up and stayed up. This is a policy that is being debated on by some legislators who think it’s a good policy and some who don’t think it’s such a good policy. I would be siding with the legislators who don’t think it’s a good policy. It’s not a good policy because I feel like it’s not really the legislators place. Also, students would be getting good grades for the wrong reasons. Lastly, someone’s academic in school doesn’t have anything to do with the ability to drive. Legislators trying to make a policy, that teenagers should be required to maintain a â€Å"C† average in school before receiving a driver’s license is a bad idea. I feel that it isn’t really the legislators place to decide that only kids with good grades get their driver’s license. It’s only the parents/ guardians place to decide if their own child should get their driver’s license or not. It would almost be taking some freedom away, because parents/guardians can raise their children however they want, that isn’t illegal of course, but if legislators pass this policy, that’s something parents don’t have a say in when raising their children. Some parents may want their teen to have their driver’s license even if the teen doesn’t have good grades. Some may not, but it’s the parents’ choice. An example is if the parent needed the teen to be able to drive around and do errands for them because the parent is too busy but their grades aren’t to the policy’s requirements, then the teen wouldn’t be able to help their parents out because there’s a policy against teens getting their license while having bad grades. Also, if the parent had become temporarily or even permanently disabled and couldn’t drive but needed to be chauffeured places by their teen who is old enough to have a license but isn’t allowed to because of his grades. Situations like the examples are reasons why the policy is a bad idea. Parents should have a right to make the decision not the legislators. If this policy were to be passed students would be getting good grades for the wrong reasons. Teens wouldn’t be trying to get good grades for their future; they’ll be doing it because they want to be able to receive the driver’s license. They’d forget all about what good grades does for them in their career life, because they’d be so focused on maintaining their grades for the driving privileges. Also, it’s almost similar to bribing teens into getting good grades, instead of encouraging them to so they’ll have a brighter future. Once they get out of high school they’ll have the instinct to only get things done if they get something in return. That isn’t the best instinct to live by because it’ll cause them to not do certain not-so-pleasant things when they get to college or the real world like go grocery shopping, paying their student loans, or even doing their work in college because they’ll be expecting something material in return, all because they grew accustomed to only doing the things you need to when you’re getting something in return. Someone that is for this policy would most likely argue that a student with good grades would lead to better drivers on the road. If the student is truly trying to get good grades then they are getting smarter and when they’re ready to drive they’ll make smarter decisions on the road. Statistics show that, †In 2005, 46% of U.S. 12th-grade students scored â€Å"below basic† on the NAEP (National Assessment of Educational Progress) National science scale 18% scored â€Å"proficient† or above, and 2% scored â€Å"advanced†Ã¢â‚¬ ( Agus, Jessica.). This statistic proves how not many students are doing as good, considering the majority of them scored â€Å"below basics†. However, if we were to pass the policy then the score would most likely rise because students would be working harder in school and doing what they need to do. It could possibly give the student a better comprehension level and decision making level, so when they do begin dr iving the people around them along with themselves will be safer. However, their argument would be invalid considering that students’ grades/ intelligence level and their driving skills don’t have anything to do with the other. If students are getting good grades in school it doesn’t necessarily mean that their driving skills are going to be equal with the intelligence level. Besides, in an article it reads that, â€Å"The mean grade point average for female high school graduates was 3.10 in 2009, .33 higher than the average GPA for young women in 1990. The average GPA for male high school graduates over the same period rose .31 points to 2.90.† and that, â€Å"Some say this means American high schools are churning out smarter, harder-working students.†( U.S. News). This evidence proves that the policy that students should have good grades before they can receive their license is unnecessary because students are already doing better grade wise. I can’t say myself for a fact that teens driving skills are bet ter, but I can say in an opinion that it probably hasn’t changed. I believe that the policy isn’t needed for teens to do better in school because students are doing it themselves without the bribing. Legislators’ deciding to make a policy, that teenagers should be required to have a â€Å"C† grade average in school before being able to receive a driver’s license isn’t a bright idea. It isn’t the legislators place to decide that only kids with good grades get their driver’s license. Also, if a policy like this were to be passed students would be getting good grades for the wrong reasons. They should get good grades to have a better career future not to have a driver’s license. Lastly, students’ grades/ intelligence level and driving skills don’t have anything to do with the other. I believe that a policy like this could probably mess up a students’ future, therefore, legislators should give up the policy before they give students the wrong idea of success. U.S. News Staff. â€Å"Average High School GPAs Increased since 1990.† US News. U.S.News & World Report, 19 Apr. 2011. Web. 23 Sept. 2013. . Agus, Jessica. â€Å"High School Student Achievement.† High Schools in the United States. National High School Center at AIR, Dec. 2010. Web. 25 Sept. 2013. .

Learning Preferences Essay

Describe your strongest dimension on the personality spectrum. My strongest dimension on the personality spectrum is a giver (32). Every word on the list of giver describes me. My honesty is probably one my strongest. As I get older and being the mother of two terrific boys, I just feel at this exact moment in my life there is no need to lie. Honesty is the key, but sometimes I feel I am a little too honest and may hurt someone’s feelings, but not intentionally. I just feel â€Å"it is what it is†. I love promoting peace whether it’s a world issue or family. I just think that everyone would be a lot happier in their lives if we can be honest with one another and promote positivity. I hate drama. 2. Describe how each practice activity reinforced or contradicted something about yourself. In the Personality Spectrum Assessment it contradicted me on being a visual learner. In the Multiple Pathways to Learning Assessment it resulted in me being under-developed, but in one of the activities in the Personality Spectrum it said that I was fine in this area. I must say it left me a little baffled, but at the same time I feel my answers can vary to certain situations that can me contradict myself in this case. I feel that I can adapt to different learning environments quite well, just like I’m learning the OLS. This is definitely an contradiction. The Barsch Learning Style Inventory activity made me realize that I am more proficient in the kinesthetic learning style than I am a visual learner. This activity made me think hard and deep about what my learning abilities are and what I thought they were. I definitely love working hands on and encouraging others. I am usually the one that normally starts dishing out ideas first when I am grouped up with others. .

Education Expenditure and Economic Growth in Nigeria Essay

Education is a process in which knowledge and social capabilities demanded, are acquired. It is to a nation, what the mind is to the body, just as a deceased mind is handicapped in the co-ordination and direction of the bodily activities setbacks in the education system would act as a hindrance to economic development. Thus, the single most significant complex of social-control tools for national development is found in the educational system; be it formal or informal. (Uwadia , 2010). It is also accepted that the development of any nation depends largely on the development of the human population in that nation which can majorly be improved through education. Smith (1937) stressed the significance of education in human capital formation. Therefore it follows that a reduction in the investment in education would affect the stock of the overall human capital base and productivity. Thus investment on education is considered to be a critical element to alleviate poverty, reduce unemployment and increase economic growth (Chukwu, 2011). It is with this knowledge that The UNESCO recommended that 26% of the annual budget be allocated to the Education sector and the agreement between the Federal Government and Staff unions on October 22, 2009 was also aimed at the improvement of the education sector. However in our study we would realize that a country like Nigeria has been operating below the percentage recommended by UNESCO as our expenditure on education usually lies around 5.3%. According to the Federal Ministry of Education (2003), the educational system in Nigeria faced ill periods between 1979-1995 due to resurgence of instability and financial inadequacies in the management, and was affected by the general economic downturn of the 1980s. In response to this, the Federal Government subsequently increased the budget allocation to education in the following years. These increments can be observed from 1995-2004 whereby education expenditure increased from N12,816,400,000 in 1995 to N93,767,886,839 in 2004. A total increase in expenditure by 631.63%. Such a huge increase in education expenditure should initiate a relatively large increase in the Nigerian education system. It is however apparent that the growth of the Nigerian economy has led to an increase in the National budget allocation to education over the years but how this in turn has played a role in the development of the Education sector, remains a puzzle unsolved. All these provoked the conduct of this study. In this vain, it is expected that in a developing country like Nigeria that seeks to achieve economic development, the increasing amounts pumped into the education sector will be utilized effectively and in turn will result to the development of Education in Nigeria. However, this is not the case. A cursory glance at the quality of our education reveals that Nigeria is a long way from reaching neither the promised land of Education for all by 2015 nor its wide dream of being one of the 20 best world economies by 2020. With more money driven into the sector and nothing to show for it, one can then infer that the cause of our torpid education system is not financial inadequacy. On the other hand, it may be a contributing factor. Hence the need for our study arises. In the light of this, this study is carried out with the aim of highlighting the relationship between education expenditure and the development of the education sector. Also, we shall show how the education standard is deteriorating despite the increment in budgetary allocations from 1995 to 2004. Explicitly, the objectives are as follows; a.To determine and assess the pattern of Government expenditure on education. b.To ascertain the performance of the education sector in comparison to Government expenditure in the sector. This study is carried out on the Nigerian education sector with emphasis on Nigeria’s budget allocation to Education and so all resources and observations to be made are restricted to Nigeria. Data and information to be used in this research are secondary data obtained. These data are to be gathered between May 30th and June 17th, 2011. This research on the Nigerian Education sector shall be based on data from 1995 to 2004 (ten years). It was in this period that a steady increase in the budget allocation to the education sector was observed. Data required to carry out this research shall be extracted from; †¢The National Bureau of Statistics publications: Federal budgetary allocations. †¢Ministry of Education, Awka Zonal Office †¢The Joint Admission Matriculation Board (JAMB) Zonal Office †¢The National Examination Council (NECO) – zonal office †¢The West Examination Council (WAEC). †¢The Central Bank of Nigeria –Annual publications on the National budget. In this research paper, the ordinary least squared method will be employed using annual time series data (1995-2004), in order to assess the impact of education expenditure on the development of the sector. This work will be done in the form of a research paper because it is an expanded essay that presents out own interpretation, evaluation and argument. We have succeeded in building upon what we know about the statement of the problem at hand.

Organizational Behavior Importance

Organizational Behavior Importance Organizations are all around us. We are born in an organization, we live, work and most probably will die in an organization. Yet most of us do not understand how people function, behave and interact between each other within these organizations. We also do not understand if people shape an organization or an organization shapes people. In the beginning, people create an organization and shape its mission and culture and later more people join the organization.This new group of people adjust themselves within the existing organizational culture. Sometimes they also influence organizational culture by bringing new and unique skills to the organization. Sometimes they learn from each and at other times, external forces like competition, political and cultural changes compel them to learn new technical, communication or interpersonal skills. All these internal and external factors help an organization and its people to evolve to cope with the ever-chan ging world.Until recently, managers paid little attention to Organizational Behavior or soft skill training. The industrial revolution created the need for hard (technical) skills. People worked in the production line and were not required to think or interact to each other. However, things have changed; instead of standing behind the production lines, they now sit in front of a computer and control a robot who works in the production line. Now, people need more technical skills, but they also need skills to communicate and work within a group.The great English poet Samuel Butler put it together more eloquently, â€Å"Any fool can paint a picture, but it takes a wise man to be able to sell it. † If the â€Å"fool† is the metaphor for hard skill then the â€Å"wise man† would be the soft skill; but the soft skill of the wise man is useless without the hard skill of the fool; the harmonizing of both skills sells the picture. Therefore, the study of Organizational Behavior is not considered pop psychobabble anymore. A comparison between old and new organizations makes the picture clear