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HIGHER EDUCATION THE RIGHT OR PRIVILEGE?

The different stages of evolution of man throughout history we will always remember him as a primitive and even more will the image of the prototype of man studied by Charles Darwin. But if you look closely at our surroundings, we see with wonder how many thousands of years have passed for now what we are. We have transformed the world catering to our needs and desires. Questions arose at all times that the man attempted to answer his findings parallel is as civilized. We are not static field, we are always looking for "something" and this is because, unlike animals and other species, we possess a privileged organ is the heart of all our gears of thought, of our intelligence , we reason by the will and functionality, thanks to our brain. This body is trained from an early age and the child acquires a set of skills during their long passage through the school. These skills in turn lead to the attainment of skills that are strengthened within the University Senate, where they germinate discoveries and scientific development based on research. Only those have the possibility of formally educated, make continuous exercise in mental processes from a combination of systematic and planned in each of the educational levels and whether access to higher education, it not only allowed but also the achievement status of new capabilities. So, I wonder what happens to youth who can not enter the university? Is it fair that the University is only a few? Where are the principles of equity and justice need to coexist in a harmonious society? Consider necessary the analysis of these premises to address the issue objectively. That is why single out the points which in my opinion are important to maintain that the only way society can ensure that the capacities of all are fully developed, is by mass higher education. Therefore as this is a matter of social interest, we must exhaust all avenues to reach a conclusion more or less valid.

begin by indicating that a mass higher education is the ideal of everyone just, democratic and sensible, considering the university as an organized space where undoubtedly reached a higher culture than the one I had if you are not part it. Is at the university where men develop higher thinking activities, transforming and rearranging his mindset, at its own changes in an evolution of another level, then confront in their social practice. If the individual is educated, the society will be too because culture provides values \u200b\u200band behavior patterns that are reflected in social change, as the man to have a higher education will be able to interpret the problems of life, and therefore respond better to them. Then we can say that education is a social investment, it allows the development of human resources, who in turn are responsible for technological and economic development of the country, to boot. Culture strongly influences in mindset, aspirations and lifestyles of individuals. And where a man can achieve a better cultural level? Not the University weave a crib where lofty thoughts? Is it not here where they develop the full potential of man?. University is the top space based on reflection, the controversy, the search for truth and the inexhaustible supply of its members. Absolutely. It follows that if all persons without distinction of any access to higher education can develop their skills, not be limited, it will change your way of seeing the world, life, problems, and then society will benefit.

Moreover, if we value the fact that as a society have reached the concept of equity and justice, the eyes return to the past only to remember with sadness a period of history too long and marred by a series of events opposed to freedom and equality, I am referring to the Middle Ages, where knowledge and education were limited to schools that were in the monasteries and cathedrals that conditioned them a status and privileges granted by the civil power and the papacy, not being extended to ordinary people, that is only a few were illuminated by knowledge. This fact and others I do not intend to mention part of a dark past that would not be good to repeat and that currently the conditions in education have changed dramatically by the evolution of society itself, by the thought of men and the rights achieved. Here we must recognize that each era has a special need for the university of today can not be solely to contribute to the enrichment of society through its democratic and participatory educational work. The University has to open its doors without hesitation at all to meet the challenge to grow culturally. Some would say that justice is never reached or that equity is incompatible with justice, but the fact is that it is our duty to act and think progresistamente in the context of social needs world. Man can not remain relegated to the culture, the man must prepare to meet the requirements of this society, man can be born every day and can not be impoverished by looking through the glass of life, how their peers develop, evolve, produce, change, are enriched to higher education. The university is a second mother to individuals and a mother can not walk away from their children or prefer some at the expense of others because it has consequences which are reflected in society irretrievably, for example in attitudes violent and frustrated youth, social malcontents, the criminals, suicides, gang members social parasites, which are there to poison or destroy in some way to their community because they were not part of, simply because there was no place for them in this system, which is sometimes depicted as a jungle where the strongest survives on weak. Rousseau said "all men are born free and equal by nature and the natural man is born good but must deal with a corrupt society," and is just a corrupt society which I believe, help to form when we deny a young the possibility of pursuing higher education, to grow as a person, if achieved as a professional, to join the working world, to be competitive and capable. And then, what we then wait for them? Not only more poverty but the collective frustration that paralyzes the man and prevent him from being able to give an idea, to create or propose solutions. Do not forget that in our country the social differences are very marked, possibly because the most disadvantaged groups among its members always have people full of complex and limitations of any kind to demonstrate and make a mark on the social scale, since in many cases can not even access to basic education, let alone higher education.

A different perspective of viewing this problem is to believe that if the university massification of education quality decreases. Supporters of this view have been isolated the social perspective because they have not thought about the consequences it brings to the company that few have access to university education. Insurance will almost exquisite education for them, have enhanced the possibility of professional, personal and culturally, but and what about those not in the system? Will they use a new generation of oppressed people, passive, or dangerous?. Because the exclusion not only brings rejection, resentment, poverty and frustration but also a widespread dismay and social impairment scale, for the children of the children receive that inheritance and entered a vicious circle, or we return to alienating at some time past.

On the other hand we argue that if all entering college, there is also a crowded group of young people with different levels of learning and this will be a problem, but I wonder how a problem for whom, it is logical that there are those who are prepared to carry out all complex educational process at the top level and also on the road who fail to meet required levels or simply do not fit. This basis of differences in levels of learning can not be a condition to access the top level because if we do not allow the individual has the experience we are deprived of their status as free human beings and also what we are abusing to this marginalization, saying without words "you're different", "you are worth less", "you can not" for you was not college. " Alternatively a selective attitude, could rescue the thought of Plato, who argued that the real man would be one that got linked to the ideas through knowledge and intellectual act. Then allow the massification of higher education also helps to meet the need of the individual self and emotional stability. Many times we have not witnessed distressed young people not achieving their college, and in this sense is compounded by the attitude of despair of the family who feels disappointed by the son who does not enter. In fact, I think the entrance exams to universities should not be because they are a closed door to the boys of lower social strata, who come from homes malnourished, mostly with economic constraints and public schools. We must banish from our minds the idea closed, selective and even selfish to think that college is right for a few. Here the state has a fundamental role to ensure not only that everyone has the right to education quality university but also to provide the mechanisms behind the student during their time at university through financial aid or basic work experience.

Finally, I would say that if everything that man invented, over time, the theories, scientific and technological advances, are signs of culture, evidence of his thought, the manifestation of its evolution from primitive to civilized, and these changes have been the product of education at different levels without a doubt, then it's worthwhile just to acknowledge the influence exerted by transforming higher education in man and therefore in society and that from of university research, discover, propose and transforms the environment. Then let all individuals without distinction, have access to higher education to develop their skills in the common good and proper and consequently achieve a better quality of life. Defend this idea, because only then will we have a new society. Education should be a public good and national treasure, lest we forget

Liz Bojorquez

Soledad Meneses

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The duty to be Mother

In different societies there is a series of implicit rules about the action that each individual must role to play in society, rules derived mainly based on the anatomy of each individual. This is where the gender divide emerges based on archetypes that are pinned to both the individual and the collective unconscious.
This essay takes up the hypothesis that both femininity and masculinity are cultural products and, like all cultural products, genera that are classified respond to arbitrary and conventional notions that can be changed if so decided by the society. Given how vast the subject is addressed only some of the most entrenched stereotypical models in the case of females and can therefore serve as an example a witness from the magazine Women and Society, quoted in The worm and the fruit of the writer and anthropologist Milagros Palma:
In Piura for the woman to give birth to empty wooden box where she has her jewels and property valued. If this does not accelerate delivery, she hands out flowers, candy or bread among children in the community. If the process remains slow.
As pointed out by the author cited in this brief testimony we can see how very subtly alludes to a renunciation of wealth by women, symbolized in the act of getting rid of its most precious jewels and property, symbolized resignation turn as needed to achieve a good that is symbolized in turn as more and more desirable than material goods, the motherhood. And the resignation is passed to the offerings, although the waiver is a form of offering, and these two elements, renunciation and sacrifice, suggest the need for expiation of guilt, guilt that lies at the woman's sexual enjoyment , enjoyment he must have had at the time of giving birth to child who is about to give birth, his suffering in childbirth and the disclaimers and taxes that have to do are part of the price to pay for that enjoyment abuse admissible only to the male.
And in women is frowned upon reproductive function in terms of perpetuation of the species but not in terms of sexual pleasure can lock it, and so, while praising motherhood censorship sexual enjoyment relegating the role of women in the incubator to reach their full realization only when they can fulfill this role that society has been charged and that many come to be the only or at least, the strongest reason for their existence .
Motherhood thus becomes the inescapable destiny of every woman if it really wants to be recognized as such in society. Because after childhood has passed, a woman who is not Mom's a unfinished, incomplete, because it has not complied with the primary function of his existence that is motherhood. Motherhood itself implies one of the greatest attributes "? granted to women in virtually all societies, their capacity for self-sacrifice, renunciation, suffering. Who
for example in our country has not heard of "the mother suffered Peruana" which is very nearly a national emblem which all (and all) should feel very proud. Or who in our country has not seen excessive that pays tribute to motherhood, women who redeems virtually any guilt, not only for original guilt, but otherwise, it can be a prostitute, robber or murderer, no matter, because if the mother is above any other that is not, no matter if the other is a doctor, literate or Nobel Peace Prize. Mothers have a special place in our society, no matter what kind of mothers are, what matters is that they are. Motherhood is
addition to all that is perhaps the only effective way to tame women and ensure the prevalence of male power. If women were not somehow "forced" by society and its unwritten rules to comply with a biological function, in addition to pay the social implications that this holds, it should be rather optional, surely many of them devote great part of their lives to cultivate a personal and professional development that will undoubtedly put them in a more equal footing in terms of fields of power with men.
Unfortunately for now seems distant day when society, led mostly by men, dare to see the real benefits would stop exploiting the subject women and based on their biological characteristics and decides to conduct a demystification of motherhood. For now, women who have decided to dedicate their lives to things other than motherhood and women continue to remain incomplete. No matter how many awards and international recognition in their home may have a woman in the house if there is also a son, will hardly be seen by the rest with a tinge of pity because does not know "the largest that a woman" that is, being a mother. Gabriela Fernández Ingaroca

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The importance of touch

Strokes are considered a powerful and indispensable motor drives and encourages us in our daily tasks. Cobra is so important to human beings during our cycle vi da. That is so necessary since we are born until the last moments of life.
not only talk about the physical touch but also that we may receive through the verbal praise, recognition or a word that makes us feel good. Also consider the auto touch we can give to yourself.
Animals and plants share with humans that need tender loving care. We know that attention and affection offered to pets and plants and encourages the neglect and indifference that ended up weakening or withering.
From birth we need to touch. If these are given positive childhood through adulthood means that positive attitudes are expressed and triumphant at others.
is very valuable to express positive strokes to children because in this way their need for affection will be filled. Those children are cherished rebuked and criticized negatively and feel dissatisfied or marginalized.
We note that positive strokes help us enhance our self-esteem and negative devalue or cause us shame. In all types of work that continually socialize with other expressions of affection should exist through cards, thanks to serve not only to encourage but also an incentive to excel and grow the workforce.
It is true that touching and caressing is the best way of expressing affection, understanding, love, solidarity, compassion and all that means communication and closeness between people.

Ursula Angela Garcia

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Reading guides

Jean Vezina, "The manufacture of the manuscript" in Histoire de l'édition française, tome 1, Paris, Fayard / Promodis, 1989. Translation and adaptation: Sandra Szir

1) What was the format change that occurred in Antiquity to the Middle Ages ? What are the differences in the use of each of the media?
2) What were the materials used for writing?
3) Characterize the medieval manuscript production: how prepared the material for writing, what the format, who produced the manuscripts.
4) Describe the start page of a medieval manuscript. What elements make it up (comments, references, etc..)?
5) What is the system of the wrecks?
6) Where are the manuscripts?

Michael Baxandall, "Eye of the time" in Painting and daily life in the Renaissance , Barcelona, \u200b\u200bGustavo Gili, 1978

1) What referred M. Baxandall with the concepts of representative convention, interpretive ability, visual habits, cognitive style? What links them together?
2) How is according to the text, the cognitive style with the ability to interpret an image?
3) The cognitive style "is the same for the different social groups and cultures of the same age? Does it vary from one era to another? What factors does it depend?
4) The painter and his audience do they share the cognitive style?
5) What are the examples given by Baxandall on the types of visual competition that was equipped with a person of the Quattrocento? Develop.
6) What were, in the Catholic Church, the religious functions of images of sacred subjects? How these functions are translated into instructions for the production or reception of a work?
7) What instances of information that interacted with Images received a spectator of the fifteenth century? Exemplify the works dedicated to the Annunciation .
8) "Through what elements were expressed in the human spiritual states? Were there coding for these expressions?
9) What was the relationship between the education they received a young bourgeois of the fifteenth century in Italy and the decoding of the paintings?
10) What could explain the overall idea that Baxandall text reflects on the relationship between art and society of a particular time?

Henri-Jean Martin , "Printing" in Williams, Raymond (ed.), History of communication . Of Printing to today , Barcelona, \u200b\u200bBosch, 1992

1. a) What were the economic and technological conditions that made possible the invention of movable type?
b) How do you condense technical developments leading up to mid-fifteenth century in southwest Germany? What is the invention of Johannes Gutenberg?
2. a) What were the cultural conditions that favored the way the press?
b) What the author refers when he speaks of a "renaissance of writing?
3. What do you mean Martin with the following sentence: "The printing press was created, not as a result of independent invention, but when he recognized the need for it?

Philip Gaskell, "The manual printing of the books" in New introduction to bibliography material, Asturias, Ediciones Trea , 1999

1) How was the work of composition of a page in a printing press of the period of the manual?
2) What is the imposition ?
3) How was the process of printing in the early years of the printed manual?
4) What characteristics had the role of the sixteenth century?
5) How is the binding?

Lucien Febvre and Henri-Jean Martin , "The appearance of the book," The appearance of the book , Mexico, Fondo de Cultura Economica, 2005

1. What do they look and what features incunabula define?
2. What assumptions were made to explain their resemblance to the manuscripts? Why the author says that not resist the analysis and what is their explanation of the phenomenon?

a. characters
1. calligraphic What models were available typographers around 1450? What is used each of these scriptures?
2. What were the reasons for the unification of the fonts?
3. "What were the most used fonts? What was the influence of the humanists in this regard?

b. Marital status of the book. Incipit , colophon, brand
1. What the author refers to "marital status of the book?"
2. What part of the book was, until the sixteenth century, the greatest amount of information on its production? What kind of information is included?
3. What is the brand typeface and the characteristics?
4. When he made his appearance on the cover? What was your purpose at the time? What changes suffered by the end of the fifteenth and early sixteenth century?
5. What changes arising from the use of copper etching in the seventeenth century?
6. What is a pediment?

c. The presentation of the texts and the size of the books
1. What were the changes introduced by humans in relation to the presentation of the text?
2. What is the foliation? So that was used? What other systems are used for the same purpose in manuscripts and incunabula? When first used the page?
3. What were the reasons for the success of the portable formats? What types of books were produced in this format before?
4. What group had a new use of this format? What were the characteristics that made it original?
5. Who still preferred in-folio format? When and why there was a resurgence of this format?
6. What formats coexisted in the eighteenth century? What is each used?

d. The illustration
1. What kind of artwork were the manuscripts? What kind of books were illustrated?
2. Who had access to these books?
3. What image reproduction technique was used after the birth of the printing press? Why?
4. What place was very popular this technique? What is the frequently used?
5. When and why you started the engraving used in books? What were the origins of this technique and its first use? What are its advantages and disadvantages?
6. When and why was no longer used the engraving? Where continued to be used?
7. What happened to the pictures during the eighteenth century?

e. The dress of the book binding
1. What were the general characteristics of the binding of books during the period studied by the author?
2. What were the characteristics of the binder until 1480? Why?
3. What changes brought about by the press after 1480? What techniques are used for decoration and what new materials were first used?
4. What features does the hot stamping technique?
5. What was the binding specificities between the seventeenth and eighteenth centuries? Who were the main responsible for the appearance of the book in this period?

Sandra Szir, "Graphic Innovations and cultural changes. Aldus Manutius and editing humanist

1) What was the relationship they established Aldus Manutius and the Aldine Academy the culture of classical antiquity ? What is the historical context in which he lived and worked Manuzio?
2) What were the innovations implemented by Aldus Manutius editorial regarding formats, bindings, typography, alphabets?
3) What do you mean when he says that Szir through the publication of classics in paperback Manuzio won "new readers for new texts?
4) How do the illustrations in the edition of Manuzio Hypnerotomachia Poliphili ? What new contributors?
5) What do you mean Szir stating that "In its final form the printed book was the result of complex negotiations between various parties?

Svetlana Alpers, "Introduction", in describing art. Dutch art in the seventeenth century , Madrid, Hermann Blume, 1987

1) What two models of representation referred to in the text?
2) Why Alpers said that the Italian art as a model imposed from both the aesthetic and theoretical in Western art?
3) What gives Alpers art features Italian and northern European art?
4) The visual differences between them are they related to differences in features? What sets the text regarding the interests of Italian culture and the Nordic?
5) What is the relationship between the Dutch visual culture and its meanings?
6) How do you explain the link between Dutch images and science, knowledge and technology in this culture?
7) What role does the human figure in Italian art and what the Dutch art?
8) What do the metaphors of the "window", "mirror" and "map" applied to the painted surface?
9) Is there a relationship between the religious life of Italian Renaissance painting? How given the relationship in the Nordic culture?

Roger Chartier, "Representations and practices. reading Revolution and the eighteenth-century France "in writing Society and the Modern Age , Mexico, Instituto Mora, 1995

1) What is the Chartier hypothesis that critical?
2) What are the 3 book markets in the eighteenth century?
3) What characterizes the "old regime typo?
4) What were the philosophical books? Where is produced, how they were distributed covering what content?
5) What is the relationship between reading Chartier set of philosophical books and membership or not Revolution?
6) What were the traditional ways of reading?
7) What are the new ways of reading?

Robert Darnton, The Business of Enlightenment. The publishing history of the Encyclopédie , 1775-1800, Cambridge, Massachusetts & London, Belknap Press, Harvard University Press, 1979

1) What was Encyclopedia ?
2) What were its epistemological basis?
3) What was the mode of production of the publication referred to the text?

Frédéric Barbier and Catherine Bertho-Lavenir, "The form, revolution and political participation (1790-1820)" in history of media: Internet Diderot, Buenos Aires, Colihue, 1999

1) What are the reading practices and acculturation that mark the decade from 1789 to 1799? Which social groups participate in them?
2) What are the formal characteristics of the books printed between 1799 and 1815? What policy framework is produced and how does it in style?
3) Explain the final assertion of Barbier when he says: "In France, the progress of the Enlightenment and the relative delay of the sociopolitical system may become a revolution that makes the question of means and form a central issue, and introduces contemporary political problems."

Frédéric Barbier, "The industrialization of the techniques," in Roger Chartier and Henri-Jean Martin, Histoire de l'édition française, tome 3, Paris, Fayard / Promodis , 1990 (translation of the chair)

1) What Barbier referred to "technical system"? How does it differ from the sum of the techniques and invention?
2) What were the technical innovations that emerged in the nineteenth century in the areas of the paper, the press and composition?

Michel Melot, "The text and image", in Roger Chartier and Henri-Jean Martin, Histoire de l'édition française, tome 3, Paris, Fayard / Promodis , 1990 (translation of the chair)

1) What new role became the image in the nineteenth century?
2) How diversified forms of the book?
3) What were the new techniques of illustration for print? What was advantageous and disadvantageous features each and what type of paper used?

Martin Lyons, "The new readers of the nineteenth century: women, children, workers," in Guglielmo Cavallo and Roger Chartier, History of Reading in the Western world , Madrid , Taurus, 1998

1) What were the new readerships in the nineteenth century?
2) What new social practices appeared these new audiences?
3) What were the modes of appropriation of reading and what the contents of the same?

Honour, Hugh , "Introduction", in Romanticism , Madrid, Alianza, 1981

Nochlin, Linda , "The nature of realism" in realism, Madrid, Alianza, 1991

1) How listed in the text of Linda Nochlin's concepts of "realismo'-'realidad'-'convención'-'observación empírica'-'esquemas'?

2) How does realism extended his eyes to the story? How does the contemporaneity and immediacy to the realistic and impressionist?

3) What was the new range of subjects incorporating the realism and what implications did this integration? Exemplify the cartoon.

4) How does science gravitated nineteenth century positivist realism?

5) How are social issues expressed in the level of discourse and realism in his works? What role do the works of Courbet's monumental style and theme as the manifestation of social issues?

6) What can we find differences and similarities between the characteristics of realism and romanticism?