Wednesday, December 18, 2013

Trazos de nuestra genetica, historia y cultura social.

Trazos de nuestra genetica, historia y cultura social.


Referencias, entre otros vinculos.

1. Comienzos de la vida


http://en.wikipedia.org/wiki/Origin_of_life
http://en.wikipedia.org/wiki/Timeline_of_evolution

 1.1. Los microorganismos y sus origenes e hipotesis


http://en.wikipedia.org/wiki/Micro-organism
http://en.wikipedia.org/wiki/Organism
http://en.wikipedia.org/wiki/Prokaryote
http://en.wikipedia.org/wiki/Eukaryote
http://en.wikipedia.org/wiki/Animal
http://en.wikipedia.org/wiki/Bilateria
http://en.wikipedia.org/wiki/Fish
http://en.wikipedia.org/wiki/Land_plant
http://en.wikipedia.org/wiki/Insect and http://en.wikipedia.org/wiki/Seed
http://en.wikipedia.org/wiki/Amphibian
http://en.wikipedia.org/wiki/Reptile
http://en.wikipedia.org/wiki/Mammal
http://en.wikipedia.org/wiki/Bird
http://en.wikipedia.org/wiki/Flower
http://en.wikipedia.org/wiki/Primates
http://en.wikipedia.org/wiki/Hominidae
http://en.wikipedia.org/wiki/Homo_(genus)
http://en.wikipedia.org/wiki/Anatomically_modern_humans


2. Comienzos de la humanidad


http://en.wikipedia.org/wiki/Timeline_of_human_evolution
http://en.wikipedia.org/wiki/Early_human_migrations
http://en.wikipedia.org/wiki/Recent_African_origin_of_modern_humans
http://en.wikipedia.org/wiki/Prehistory_of_Australia
http://en.wikipedia.org/wiki/South_Asian_Stone_Age
http://en.wikipedia.org/wiki/Paleolithic_Europe
http://en.wikipedia.org/wiki/Paleolithic_Europe
http://en.wikipedia.org/wiki/Neanderthal_extinction_hypotheses
http://en.wikipedia.org/wiki/Settlement_of_the_Americas

3. Migraciones historicas


http://en.wikipedia.org/wiki/Historical_migration

4. America


http://en.wikipedia.org/wiki/Indigenous_peoples_of_the_Americas
http://en.wikipedia.org/wiki/Pre-Columbian_era
http://en.wikipedia.org/wiki/Classification_of_indigenous_peoples_of_the_Americas

5. Colonialism


http://en.wikipedia.org/wiki/Colonization
http://en.wikipedia.org/wiki/Colonialism
http://en.wikipedia.org/wiki/History_of_colonialism
http://en.wikipedia.org/wiki/Spanish_colonization_of_the_Americas

6. Historia de de Venezuela


http://en.wikipedia.org/wiki/Pre-Columbian_period_in_Venezuela
* http://es.wikipedia.org/wiki/Historia_de_Venezuela
http://en.wikipedia.org/wiki/Colonial_Venezuela
http://en.wikipedia.org/wiki/Venezuela_Province
http://en.wikipedia.org/wiki/Juan_de_Pimentel
http://en.wikipedia.org/wiki/Klein-Venedig
* http://en.wikipedia.org/wiki/Maracaibo
http://en.wikipedia.org/wiki/Viceroyalty_of_New_Granada
* http://en.wikipedia.org/wiki/Revolt_of_the_Comuneros_(New_Granada)
http://en.wikipedia.org/wiki/Pedro_Mess%C3%ADa_de_la_Cerda
http://en.wikipedia.org/wiki/Guipuzcoana_Company
* http://en.wikipedia.org/wiki/Central_University_of_Venezuela
* http://en.wikipedia.org/wiki/Andr%C3%A9s_Bello
* http://en.wikipedia.org/wiki/Francisco_de_Miranda
* http://en.wikipedia.org/wiki/Sim%C3%B3n_Bol%C3%ADvar
http://en.wikipedia.org/wiki/French_Revolution
http://en.wikipedia.org/wiki/American_Revolutionary_War
http://en.wikipedia.org/wiki/Napoleonic_Wars
http://en.wikipedia.org/wiki/Ferdinand_VII_of_Spain
http://en.wikipedia.org/wiki/Peninsular_War
http://en.wikipedia.org/wiki/First_Republic_of_Venezuela
http://en.wikipedia.org/wiki/Venezuelan_War_of_Independence

7. Declaracion de la independencia


http://en.wikipedia.org/wiki/Venezuelan_Declaration_of_Independence
http://en.wikipedia.org/wiki/Crist%C3%B3bal_Mendoza
http://en.wikipedia.org/wiki/Juan_Germ%C3%A1n_Roscio

8. Figuras notables de Venezuela


http://en.wikipedia.org/wiki/Guaicaipuro
http://en.wikipedia.org/wiki/Jos%C3%A9_Antonio_P%C3%A1ez
http://en.wikipedia.org/wiki/Manuel_Piar
http://en.wikipedia.org/wiki/Jos%C3%A9_F%C3%A9lix_Ribas
http://en.wikipedia.org/wiki/Antonio_Jos%C3%A9_de_Sucre
http://en.wikipedia.org/wiki/Carlos_Soublette
http://en.wikipedia.org/wiki/Santiago_Mari%C3%B1o
http://en.wikipedia.org/wiki/Mariano_Montilla
http://en.wikipedia.org/wiki/Pedro_Camejo
http://en.wikipedia.org/wiki/Juan_Bautista_Arismendi
http://en.wikipedia.org/wiki/Luisa_C%C3%A1ceres_de_Arismendi
http://en.wikipedia.org/wiki/Luis_Bri%C3%B3n
http://en.wikipedia.org/wiki/Jos%C3%A9_Antonio_Anzo%C3%A1tegui
http://en.wikipedia.org/wiki/Rafael_Urdaneta

 8.1 Otras figuras notables


http://en.wikipedia.org/wiki/Jos%C3%A9_Tom%C3%A1s_Boves
http://en.wikipedia.org/wiki/Louis-Michel_Aury
http://en.wikipedia.org/wiki/Juan_Manuel_Cajigal
http://en.wikipedia.org/wiki/Juan_Domingo_de_Monteverde
http://en.wikipedia.org/wiki/Pablo_Morillo
http://en.wikipedia.org/wiki/Daniel_Florence_O%27Leary
http://en.wikipedia.org/wiki/Jos%C3%A9_Prudencio_Padilla
http://en.wikipedia.org/wiki/Miguel_de_la_Torre

9. Gran Colombia


http://en.wikipedia.org/wiki/Gran_Colombia
http://en.wikipedia.org/wiki/Venezuela_Crisis_of_1895

10. Historia de Venezuela (1899 - 1908)


http://en.wikipedia.org/wiki/History_of_Venezuela_(1830%E2%80%931908)
http://en.wikipedia.org/wiki/Alexander_von_Humboldt
http://en.wikipedia.org/wiki/Jos%C3%A9_Antonio_P%C3%A1ez
http://en.wikipedia.org/wiki/Antonio_Guzm%C3%A1n_Blanco
http://en.wikipedia.org/wiki/Cipriano_Castro

11. Historia de Venezuela (1908-58)


http://en.wikipedia.org/wiki/History_of_Venezuela_(1908%E2%80%931958)
http://en.wikipedia.org/wiki/Cipriano_Castro
http://en.wikipedia.org/wiki/Juan_Vicente_G%C3%B3mez
http://en.wikipedia.org/wiki/Rom%C3%A1n_Delgado_Chalbaud
http://en.wikipedia.org/wiki/Carlos_Delgado_Chalbaud
http://en.wikipedia.org/wiki/Generation_of_1928
* http://en.wikipedia.org/wiki/Communist_Party_of_Venezuela
http://en.wikipedia.org/wiki/R%C3%B3mulo_Betancourt
http://en.wikipedia.org/wiki/Eleazar_L%C3%B3pez_Contreras
http://en.wikipedia.org/wiki/Carlos_Ram%C3%ADrez_MacGregor
http://en.wikipedia.org/wiki/Isa%C3%ADas_Medina_Angarita
http://en.wikipedia.org/wiki/El_Trienio_Adeco
http://en.wikipedia.org/wiki/History_of_Venezuela,_1948_-_1958
http://en.wikipedia.org/wiki/1948_Venezuelan_coup_d%27%C3%A9tat
http://en.wikipedia.org/wiki/Marcos_P%C3%A9rez_Jim%C3%A9nez
http://en.wikipedia.org/wiki/Punto_Fijo_Pact

12. Historia de Venezuela (1958-99)


http://en.wikipedia.org/wiki/History_of_Venezuela_(1958%E2%80%931999)
http://en.wikipedia.org/wiki/1958_Venezuelan_coup_d%27%C3%A9tat
http://en.wikipedia.org/wiki/Wolfgang_Larraz%C3%A1bal
http://en.wikipedia.org/wiki/Edgar_Sanabria
http://en.wikipedia.org/wiki/Venezuelan_general_election,_1958
http://en.wikipedia.org/wiki/Second_Presidency_of_R%C3%B3mulo_Betancourt
http://en.wikipedia.org/wiki/Revolutionary_Left_Movement_(Venezuela)
http://en.wikipedia.org/wiki/Armed_Forces_of_National_Liberation_(Venezuela)
http://en.wikipedia.org/wiki/Rafael_Leonidas_Trujillo

* http://en.wikipedia.org/wiki/Presidency_of_Ra%C3%BAl_Leoni
http://en.wikipedia.org/wiki/First_Presidency_of_Rafael_Caldera
http://en.wikipedia.org/wiki/Copei
http://en.wikipedia.org/wiki/Luis_Beltran_Prieto_Figueroa
http://en.wikipedia.org/wiki/Gonzalo_Barrios
http://en.wikipedia.org/wiki/First_Presidency_of_Carlos_Andr%C3%A9s_P%C3%A9rez
http://en.wikipedia.org/wiki/PDVSA

http://en.wikipedia.org/wiki/Presidency_of_Luis_Herrera_Campins
http://en.wikipedia.org/wiki/Presidency_of_Jaime_Lusinchi
http://en.wikipedia.org/wiki/Second_Presidency_of_Carlos_Andr%C3%A9s_P%C3%A9rez
* http://en.wikipedia.org/wiki/Caracazo
http://en.wikipedia.org/wiki/1992_Venezuelan_coup_d%27%C3%A9tat_attempts
http://en.wikipedia.org/wiki/Second_Presidency_of_Rafael_Caldera

http://en.wikipedia.org/wiki/Venezuelan_presidential_election,_1998

13. Historia de Venezuela (1999-presente)
???
???
???
El modelo Chavista. vs.
El modelos de la opocision. vs.
El modelo imparcial.

Thursday, October 10, 2013

Darwin and Design, lecture 4 review

Darwin and Design, lecture 4 review


From the Open course of MIT: http://ocw.mit.edu/courses/literature/21l-448j-darwin-and-design-fall-2010/readings

Voltaire, Candide. The Accidental World


Bookhttp://www.sondheimguide.com/Candide/novel.html

Voltaire


"Francois Marie Arouet de Voltaire (1694-1778); French philosopher and writer, leader of the Enlightenment; characterized by his liberal ideas and his opposition to tyranny and bigotry; had an interest in cases of injustice especially those resulting from religious prejudice; use of wit, satire, critical capacities"

Source:  http://mockingbird.creighton.edu/english/fajardo/teaching/ENG121/voltaire.htm

Comments:

Voltaire, the bastard who planted the seeds of our imagination beyond the borders of the inevitable, sure is caring for us, as we feed from the fruits of his stories, revolting towards the instinct of that cycle of greed and power.

Sure he is tired too, more than 300 years ago the tree still protects us with the shadows created from the solar inequalities of life.

Candide, a satirical and romantic story about how nativity becomes corruption, and the situations transforming it, and how it ended at the mercy of its primal idea, conformism: the way we tricked ourselves from the real possibilities of reaching the garden of freedom planted outside our minds.

Sunday, September 15, 2013

Darwin and Design, lecture 3 review

From the Open course of MIT: http://ocw.mit.edu/courses/literature/21l-448j-darwin-and-design-fall-2010/readings

Reading of Lecture 3: Genesis; Aristotle, selections from the Physics. Pattern recognition, narrative and analytical, in nature in the ancient world.

Video link: http://ocw.mit.edu/courses/literature/21l-448j-darwin-and-design-fall-2010/video-lectures/lecture-3-genesis-aristotle-and-the-emergence-of-world-views

Comments: 

I think that purpose have to be dealt by levels of purpose, cause everything has its purpose.

-levels depending on the object and its approximation.

But chance itself is the territory one must dig in order to find knowledge, asking why by chance?

In other words, chance is related to ignorance of an independent object or independent objects on behave of ones proximity, the personal projection of an object or objects.

Sunday, September 1, 2013

March on Washington for Jobs & Freedom

This whole information is directly from the links shown.

Gentle Warrior: Asus Philip Randolph (1889 - 1979)


Link: http://www.apri.org//ht/d/sp/i/225/pid/225


  • He was called the most dangerous black in America.
  • He led 250,000 people in the historic 1963 March on Washington.
  • He spoke for all the dispossessed: Blacks, poor Whites, Puerto Ricans, Indians and Mexican Americans.
  • He attained for Black workers their rightful at in the house of Labor.
  • He won the fight to ban discrimination in the armed forces.
  • He organized the 1957-prayer pilgrimage for the civil rights bill.
  • He was President of the Institute, bearing his name, and President Emeritus of the Brotherhood of Sleeping Car Porters, the union he built.



  • Harry S. Truman. President Truman signed an order commanding that there would be an end to this kind of discrimination not only in the armed forces, but also in federal civil service jobs.
  • In 1963, Mr. Randolph's struggle for equality for oppressed people was reached when he headed the famous "March on Washington,'' in which more than 250.000 Americans joined together under the slogan of "Jobs and Freedom."
  • The story of Randolph the labor leader is the story of many beginnings, a tale of many defeats and many victories. Even in defeat he sowed the seed that afterwards blossomed and bore fruit-for Black workers and White workers alike. 
  • Brotherhood of Sleeping Car Porters http://www.pbs.org/wnet/jimcrow/stories_org_brother.html



  • Mr. Randolph's Character: In 1936, A. Philip Randolph was drafted presidency of a new organization called the National Negro Congress. The NNC was made up of a number of groups, which planned to build a Black mass movement, by working with and through trade unions. Although the NNC was successful in a number of organization drives led by the Congress of Industrial Organizations (CIO), when Mr. Randolph realized he had come under Communist control, he quit.
  • Throughout the hard years of struggle to obtain dignity and decent treatment for porters, Mr. Randolph forgot that there were other workers that also needed help. As one observer wrote ''He became a familiar and lonely figure on the floor of AFL-ClO conventions" to his role as champion of the underdog. He was conscience of organized labor in seeking to get the trade union to set its own house in order and to remove the last remnants of racial discrimination from ranks of the AFL-CIO. 



  • Mr. Randolph's political statement: He spoke for all other dispossessed , Mexicans Americans, Indians, Puerto Ricans, and poor Whites alike. 
  • A. Philip Randolph, the labor leader, is also a dreamer of dreams He has tried to put flesh and bones on his dreams by working for a labor movement that would be free of all prejudice and which would play a key role in changing society for the better.



  • Mr. Randolph's ideals: At the heart of A. Philip Randolph's vision as a socialist is his belief that a decent and well-paying job is the first step towards social and political freedom.
  • For the socialist ideals on which his political wisdom is built, Mr. Randolph looked to the giants of American socialism—Eugene V. Debs and Norman Thomas.
  • As a socialist, Mr. Randolph believes that workers and their labor unions are the key forces in any political effort to redistribute society's wealth more justly.
  • Mr. Randolph has continuously advised Black people to develop political alliances with other groups labor, liberal and civil rights groups—to fight for common aims.
  • The agent for spreading Mr. Randolph's socialism was a magazine called the MESSENGER, founded in 1917, "the only magazine of scientific radicalism in the world published by Negroes." He co-edited the magazine with Chandler Owen, a fellow socialist who came to be Mr. Randolph's closest friend.



  • Mr. Randolph's  believes: He is a firm believer in both integration and non-violence. As an integrationist he opposed the "Back-to-Africa" movement of Marcus Garvey in the 1920's, as he has opposed the separatist beliefs of the "Black Power" advocates of today.
  • At the same time, Mr. Randolph has rejected violence as a tactic of struggle, on both moral and practical grounds. A. Philip Randolph has not seen the problem of Black people in America as the problem of one isolated group. He views the condition of American Blacks as the symptom of a larger social illness, an illness which is caused by an unfair distribution of power, wealth, and resources. 
  • Though Mr. Randolph was an integrationist, he believed that organizations which had come into existence to wage the Black and working class struggle, ought to be headed by the leaders from those groups.



  • Mr. Randolph was definitely opposed to the war. He believed that the American idea of ''making the world safe for democracy'' was outright falsity, and "a tremendous offense to the intelligence of the Blacks because at that time the Blacks were being lynched and denied the right to vote, in the South especially, and were the victims of segregation and discrimination all over the nation
  • They managed to get out under the custody of Seymour Stedman, a socialist lawyer, and they promptly continued their public protest against the war. World War I ended just one day before Mr. Randolph was scheduled to leave for war himself as a new draftee.


A. Philip Randolph Institute: What We Support Today?


Link: http://www.apri.org/ht/d/sp/i/237/pid/237


  • Civil rights, strong anti-discrimination measures and affirmative action
  • Policies to promote a decent wage, high growth, full employment economy
  • Labor law reform and worker health and safety protections
  • Decent minimum living standards for all, including anti-poverty programs, a fair minimum wage and a comprehensive "safety net"
  • Universal, affordable health care
  • Family leave and child care
  • Progressive and fair tax policies
  • International workers' rights and fair trade Education and training programs
  • Education and training programs


Biographical Notes on Bayard Rustin 1912 - 1987


Link: http://www.apri.org//ht/d/sp/i/227/pid/227


  • Mr. Bayard Rustin was active in the struggle for human rights and economic justice for over 50 years.
  • Mr. Bayard Rustin toured  the country conducting Race Relations Institutes designed to facilitate communication and understanding between racial groups.
  • Mr. Bayard Rustin was active in A. Philip Randolph’s March on Washington Movement, and became the first field secretary of the Congress of Racial Equality (CORE).
  • In 1942, the FOR dispatched him to California and the American Friends Service Committee to help protect the property of Japanese- Americans held in detention.
  • In 1947, Bayard Rustin took part in a demonstration to test enforcement of the 1946 Irene Morgan case decision outlawing discrimination in interstate travel. Known as the “Journey of Reconciliation” this protest was a model for Freedom Rides of the 1960’s.
  • Mr. Bayard Rustin  was instrumental in securing President Truman’s order eliminating segregation in the Armed Forces.
  • Mr. Bayard Rustin extensive background in the theory, strategies, and tactics of nonviolent action proved invaluable and were the foundation of this close association with Dr. King.
  • Mr. Bayard Rustin organized the Prayer Pilgrimage for Freedom in 1957, the National Youth Marches for Integrated Schools in 1958 and 1959, and was the Deputy Director and Chief Organizer of the 1963 March on Washington for Jobs and Freedom which, at the time, was the largest demonstration in the Nation’s history
  • In 1964 Mr. Bayard Rustin helped found the A. Philip Randolph Institute, names for his mentor, the noted labor and civil rights activist.
  • A long-time supporter of worker’s rights, Mr. Bayard Rustin participated in many strikes
  • While working to promote democracy at home, Mr. Bayard Rustin also supported human rights struggles worldwide.
  • Mr. Bayard Rustin was frequently arrested for protesting Britain’s colonial rule in Africa.
  • Mr. Bayard Rustin had a long involvement with refugee affairs.
  • Mr. Bayard Rustin was a Vice Chairman o the International Rescue Committee he traveled the world working to secure food, medical care, education, and proper resettlement for refugees.
  • Mr. Bayard Rustin made numerous fact-finding visits to the Middle East and wrote many columns and articles on that troubled area.


March on Washington for Jobs & Freedom 


Link to Civil Rights Movement Veterans(must read from there): http://www.crmvet.org/info/mowjl.htm

Origins of the March



  • For more than two decades, A. Philip Randolph dreams of a massive march on Washington for jobs and justice.
  • Back in 1941, with the support of Bayard Rustin and A.J. Muste, Randolph had threatened to mobilize 100,000 Blacks to march on Washington to protest segregation in the armed forces and employment discrimination in the expanding war industries. 
  • Executive Order 8802: 1941 - Defense plants initially resisted hiring African-Americans. But in 1941, A. Philip Randolph (front, center), president of the Brotherhood of Sleeping Car Porters, threatened to have 100,000 blacks march on Washington to protest job discrimination. President Franklin Roosevelt yielded to Randolph's demand. Roosevelt issued Executive Order 8802, prohibiting discrimination in defense jobs or government. 
  • Executive Order 8802 constituted the first major federal government response to the plight of blacks since Reconstruction. Executive Order 8802 has been called a second Emancipation Proclamation. Sociologist William Julius Wilson has pointed out the war accelerated the entry of blacks into goods-producing industries and helped reduce black poverty.
  • Document of the Executive Order 8802 : http://www.archives.gov/global-pages/larger-image.html?i=/historical-docs/doc-content/images/exec-order-8802-def-discrim-l.jpg&c=/historical-docs/doc-content/images/exec-order-8802-def-discrim.caption.html



  • Implications: On June 11, 1963 — the same day as President Kennedy's address to the nation on civil rights —  SCLC leaders announce plans to demonstrate in Washington for new civil rights legislation. They call for: "Massive, militant, monumental sit-ins on Congress..." and "Massive acts of civil disobedience all over this nation. We will tie up public transportation by laying our bodies prostrate on runways of airports, across railroad tracks, and in bus depots." Later that night Medgar Evers is assassinated.
  • On June 22nd, President Kennedy meets with civil rights leaders at the White House to get them to cancel the march.


Coalition Politics



  • On July 2nd, Randolph and King convene a summit meeting in New York of the "Big Six" to plan a united action in Washington for "Jobs and Freedom."
  • Roy Wilkins makes it clear that the NAACP — the largest and best funded of all the civil rights organizations — will not participate in any event that includes any form of civil disobedience.
  • The call to mobilize 100,000 protesters has inevitably created a numbers game in which success or failure will be judged by turnout. To get that many people to Washington requires chartering and filling more than 2,000 busses.
  • Though JFK publicly supports the march, behind the scenes his administration moves to limit and control it. 
  • To reduce the numbers who can participate they demand that it be held on a weekday — a working day — rather than on a weekend.
  • Politically, they want to prevent any placards or banners critical of the administration — only officially approved signs can be carried. Wilkins insists on acceptance of all these restrictions as the price of NAACP support, and the march is scheduled for Wednesday, August 28 — just 8 weeks away.
  • Deeply suspicious of Kennedy and the traditional, conservative Black leadership, many SNCC activists fear the march is an effort to co-opt and contain rising Black militancy. Others fear it will be an empty gesture — a demonstration without organizing — that distracts and undermines their grassroots efforts in the Deep South; to them, change does not come from the top by appealing to a government that cares nothing for those at the bottom of society, but rather by building up political power from below.
  • On the day before the march, twenty or so SNCC activists led by Bob Moses picket the Department of Justice. He carries a sign reading: "When there is no justice what is the state but a robber band enlarged?" All Tuesday night they hold vigil and on Wednesday morning some of them participate in the march, others do not.
  • Yet many in SNCC support the march, believing that any form of direct action, especially large-scale action, helps break down the fear and isolation that play such a large role in the South's culture of oppression. 
  • The march is also a chance to educate the nation about the issues, the Freedom Movement, the courage of people in struggle, and the suffering that Blacks are forced to endure.


The March Demands


Eventually, a set of 10 demands for the march is agreed upon:

The 10 Demands of the March on Washington

* Comprehensive and effective civil rights legislation from the present Congress — without compromise or filibuster — to guarantee all Americans:
     Access to all public accommodations
     Decent housing
     Adequate and integrated education
     The right to vote
Withholding of Federal funds from all programs in which discrimination exists.

* Desegregation of all school districts in 1963.

* Enforcement of the Fourteenth Amendment — reducing Congressional representation of states where citizens are disfranchised.

* A new Executive Order banning discrimination in all housing supported by federal funds.

* Authority for the Attorney General to institute injunctive suits when any Constitutional right is violated.

* A massive federal program to train and place all unemployed workers — Negro and white — on meaningful and dignified jobs at decent wages.

* A national minimum wage act that will give all Americans a decent standard of living. (Government surveys show that anything less than $2.00 an hour fails to do this.)

[The minimum wage at the time of the march was $1.15/hour. After adjusting for inflation, $1.15 in 1963 is equal to $8.78 in 2013. Today in 2013, the federal minimum wage is only $7.25, significantly lower than what it was 50 years ago. After adjusting for inflation, the $2.00/hour minimum wage called for in the March demands would be equal to a minimum wage of $15.27 today, more than twice what it actually is.]
A broadened Fair Labor Standards Act to include all areas of employment which are presently excluded.

* A federal Fair Employment Practices Act barring discrimination by federal, state, and municipal governments, and by employers, contractors, employment agencies, and trade unions.


Building the March



  • Mr. Rustin sets up headquarters in a Harlem walk-up tenement at 170 W. 130th Street near 7th Avenue
  • Mrs. Rachelle Horowitz of the Workers Defense League takes on the enormous and critical task of coordinating the busses, trains, planes, and auto caravans that will carry marchers across the country.
  • Tens of thousands of marchers are brought to Washington on busses chartered and paid for by unions. Walter Reuther of the UAW is added to the march committee as a labor representative.
  • Women form the backbone of the Freedom Movement. Though men get most of the publicity and official positions, it is women who play the key leadership roles on the ground. But not a single woman is asked to speak from the platform at either the Washington Monument or Lincoln Memorial. Singers Marian Anderson, Eva Jessye, Mahalia Jackson, Odetta, and Joan Baez are included as performers, but women such as Ella Baker and Dorothy Height (whose National Council of Negro Women is far more active in the struggle than Whitney Young's Urban League) are not invited to speak on substantive issues. When Randolph agrees to address the all-male National Press Club (no female reporters allowed), Anna Hedgeman and other women on the march staff protest to the committee. The leaders refuse to add any women to the speakers list, but in a minor concession they agree that Myrlie Evers can briefly acknowledge Daisy Bates, Diane Nash, Mrs. Herbert Lee, Rosa Parks, and Gloria Richardson from the platform (Myrlie is unable to attend, so Daisy Bates substitutes for her).


Fear and Hysteria



  • The Movement-related violence of recent years has been perpetrated by white racists and white cops against peaceful, nonviolent, demonstrators. Nevertheless, the Kennedy administration, the mainstream press, and the white establishment are obsessed by fears of Black protesters erupting into looting and violence on the streets of Washington.
  • A "State of Emergency" is declared.
  • The entire DC police force is mobilized along with 500 reserves and 2,500 members of the National Guard. Some 4,000 Army soldiers armed with rifles and bayonets are stationed across the Potomac at Fort Myer, and 15,000 paratroopers of the 82nd Airborne Division are placed on alert


The Rolling of the Busses



  • On Tuesday morning a large crowd gathers in Birmingham's Kelly Ingram Park where they had faced the snarling dogs and endured Bull Connor's high pressure hoses.
  • In the morning hours of August 28, more than 2,000 busses, 21 special trains, 10 chartered aircraft, and uncounted autos converge on Washington. The regularly scheduled planes, trains, and busses are filled to capacity. And in DC itself — "Chocolate City," at that time the only major metropolis in America with a Black majority population — tens of thousands, young and old, step out of their front doors and head for the gathering point — the towering spire of the Washington Monument.


Marching for Jobs & Freedom


Official Program for the March on Washington (1963)

link: http://www.ourdocuments.gov/doc_large_image.php?doc=96

Original Draft of SNCC Chairman John Lewis' Speech to the March link: http://www.crmvet.org/info/mowjl.htm

Martin Luther King Jr. speech link: http://www.archives.gov/press/exhibits/dream-speech.pdf


  • The Kennedys, the media, the Movement leaders, all try to define and control the march. But in the end, it is the marchers themselves who take over and forever stamp the event as a mass peoples' protest, a peaceful expression of their deepest aspirations of human freedom, and a joyous celebration of unity.
  • Effect on those who marched. The people most strongly affected by any direct action protest are those who participate in it.



Effect on the Country. Millions of Americans, Black and white, watch the march and rally on TV. For most of them, this is their first direct exposure to the Freedom Movement beyond brief sound-bites and newspaper interpretations. While the march does little to change the minds of committed segregationists, for the rest of the population the dignity, strength, purpose, and discipline of the freedom marchers has a positive affect.

A national poll reports that more than 75% of white Americans support ending segregation in public facilities, equal job opportunities, "good" housing for Blacks, and integrated schools. Two-thirds of them support passage of Kennedy's civil rights bill. But, 97% of whites oppose preferential hiring of Blacks to make up for past discrimination, the great majority oppose any Federal legislation against housing discrimination, and 56% oppose any further protests by Blacks.

In 1963, fear of Communism dominates the political thinking of a great many white Americans. Most Blacks have long since dismissed "red menace" and "Communist plot" smears against civil rights activists by racists such as Hoover of the FBI, and segregationist Senators such as Eastland and Thurmond. But red-baiting attacks on the Freedom Movement still influence a large number of whites. Now, at least for some of the millions of whites who watch the march and King's entire 19-minute speech live on national TV — and hear for the first time, not just a few sound-bites but the full content of a freedom sermon — those slanders of foreign-subversion and secret plots begin losing credibility.

Effect on Congress. Before, during, and after the march, members of Congress vow in strident chorus that it will not influence or affect their votes in any way, shape, or form. But as the elders teach us, "The proof of the pudding is in the eating." In the 86 years since the end of Reconstruction, not a single piece of effective, race-related civil rights legislation had been signed into law. In the two years following the March on Washington, the two most effective civil rights bills ever enacted, the Civil Rights Act of 1964 and the Voting Rights Act of 1965, are passed. It is the Freedom Movement as a whole that forces passage of these acts — not the march alone — but the march does make clear to legislators from rural states and suburban districts outside the South that at least some of their constituents, Black and white, do care about civil rights, and that those constituents are watching how they vote in Congress. Since the crucial votes to overcome the Southern filibusters against the two bills are extremely close, a shift of even one or two votes makes a critical difference.

But while the march does affect Congress in regards to basic civil rights, it has little affect on the economic issues that form a key portion of the 10 demands. There are no Black Senators, and only five Black Representatives in the House. They and their progressive allies are unable to move federal legislation on open housing. Segregated, "separate but equal," school systems are slowly being integrated, but adequate education for all remains an unfulfilled dream. Unemployment remains high — doubly so for non-whites — and the call for dignified jobs at decent wages falls on deaf ears, as do demands to increase the minimum wage to a living wage.

Effect on the Freedom Movement. The March dramatically confirms the national scope of the Civil Rights Movement and provides a powerful counterpoint to the sense of political isolation experienced by many southern Black communities facing white oppression. Its size and power provide new impetus and energy to protests across the South. As reported by the Southern Regional Council, in the three months immediately after the March, protests erupt in 41 southern cities and towns, resulting in more than 5,000 arrests.

Effect on Black Americans. Looking back on the march later, Evelyn Cunningham, New York Editor for the Pittsburgh Courier, recalls:

I must've cried for an hour and a half at one point during the march. Part of it was sheer happiness, part of it was pride, and part of it was my family. I'm steeped in my respect for my people. After the march, I thought, 'Oh my God, we're almost there — God, was I wrong. — Evelyn Cunningham.

Links to pages: 


Civil Rights Movement Veterans: http://www.crmvet.org/info/mowjl.htm

Official Program for the March on Washington: http://www.ourdocuments.gov/doc.php?doc=96

Asus Philip Randolph Institute: http://www.apri.org//ht/d/sp/i/225/pid/225
http://www.crmvet.org/tim/tim63b.htm#1963mow

Martin luther king Jr speech: http://www.archives.gov/press/exhibits/dream-speech.pdf

Civil rights act 1964: http://www.ourdocuments.gov/doc.php?flash=true&doc=97&page=transcript

Voting right act 1965: http://www.ourdocuments.gov/doc.php?doc=100&page=transcript


Sunday, August 25, 2013

Introduction to Psychology, Lecture 2






Incredible amount of information given for an introductory class. Highly recommended for a freshman and any other person who wants to know about psychology, its history and uses.

Wild Child The Story Of Feral Children


  • This is a sad story of abuse, negligence, and delusions.
  • This case puts the behavioral psychology at test.
  • Something curios about this sad and terrible event in Genie's life, is that she was almost isolated from the outside world, but as one can understand from the documentary, and read something about it, one can know that she could not speak for many reasons but the one I think was also important was due to fear. Her father was incredible delusional and terrible enough to create a false state of peace by the lack of sounds or conversations, if he heard something, he would hit the cause, therefore, intimidating the person, something important to know about the behavioral psychology and Genie, that states that we are kind of empty boxes that are filled. But how can feral children understand something? by instinct? and what does the brain hides from us?
  • The real experiments were made to know more about the brain and the use of language, something very important to our evolution and progress as a society and as an individual.

Thursday, August 15, 2013

Introduction to Psychology, Lecture 1

Gabrieli, John. 9.00SC Introduction to Psychology, Fall 2011. (MIT OpenCourseWare: Massachusetts Institute of Technology), http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011 (Accessed 15 Aug, 2013). License: Creative Commons BY-NC-SA

Source http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011/index.htm#

Introductionhttp://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011/introduction/

Videohttp://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011/introduction
  • One topic Prof. Gabrieli conveys is how the brain interprets its information and how we perceive it. If the viewer knows about the test it wont be as effective. why? because it is already known.
  • There are plenty of perception games.
  • Prof. Gabrieli later shows an example where there are two groups; the forcasteres(those who observe the situation) and the experiencers(those in the situation), that expresses differently behavior in a negative situation.
Reading [Stangor] = Stangor, Charles. Introduction to Psychology 2010. (Courtesy of Charles Stangor and the Saylor Foundation.) is advised. Is in the course syllabus.


Monday, August 12, 2013

Darwin and Design, Lecture 1 review

MIT OpenCourseWare (OCW)


THIS IS A REVIEW OF THE LECTURE 1 OF THE COURSE "DARWIN AND DESIGN  MADE ONLY FOR EDUCATIONAL PURPOSE. ALL THE MATERIAL IS FROM MIT AND OTHER WELL DOCUMENTED SOURCES.

http://ocw.mit.edu/index.htm

Darwin and Design

Environmental Health Sciences.

Instructor(s) Prof. James Paradis

MIT Course Number 21L.448J / 21W.739J
As Taught In Fall 2010
Level Undergraduate

source(MIT class syllabus): http://ocw.mit.edu/courses/literature/21l-448j-darwin-and-design-fall-2010/readings

  1. Wordsworth's "Lines composed a few miles above Tintern Abbey, on Revisiting the Banks of the Wye during a Tour, July 13, 1798", with an excellent commentary and additional images
  2. Some background on travel, tourism and Wordsworth's poem
  3. Design, the adaptation of means to ends, is a hard concept to pin down, given its many contexts. Here are some dictionary definitions and other discussions
  4. A useful Wikipedia segment on design
  5. Poet Robert Frost's poem titled "Design." How do his ideas of design in nature compare with Wordsworth's?

1. Wordsworth's "Lines composed a few miles above Tintern Abbey, on Revisiting the Banks of the Wye during a Tour, July 13, 1798", with an excellent commentary and additional images

source(Wordsworth' poem): http://www.bartleby.com/145/ww138.html

COMPOSED A FEW MILES ABOVE TINTERN ABBEY, ON REVISITING THE BANKS OF THE WYE DURING A TOUR. JULY 13, 1798

-The artistic interpretation of nature, told as an mature, lonely poet in love with nature and with the feelings of calmness provided by the surroundings. A quiet, green place. possible in a garden, or a recollection of the wild, the absence of the human made metallic sounds and  the toxic contaminants. Peace found in the boundaries of the unpredictable harmony of the wild. The animals, the life, the organism living as one. (the organic life after the human made structures)

source(poem's analysis): http://www.gradesaver.com/wordsworths-poetical-works/study-guide/section5/

2. Some background on travel, tourism and Wordsworth's poem

source: http://www.wwnorton.com/college/english/nael/romantic/topic_1/welcome.htm

"The eighteenth-century vogue for these artists caused a revolution in landscape gardening, whereby formal arrays of trees, shrubs, paths, and ornaments in geometrical patterns were replaced by "landscape" gardens designed to look, from a specified vantage point, like a scene by Claude or Poussin. Walls and fences were hidden in ditches so as not to obstruct the long view; old ruins were created, Disneylike, on the spot, and servants were engaged to pose as farmers, shepherds, and hermits. The predictable next step was for people to venture out in search of landscapes in nature itself — first with an optical device called a "Claude glass," a tinted convex mirror in which one could compose, over one's shoulder, scenes in nature that resembled paintings by Claude, and then, leaving the mirror behind, confront nature face to face."

"Wordsworth's Guide to the Lakes praises and minutely describes the region of his birthplace and also laments widespread changes in it resulting from the very "tourists and residents" to whom his guide is addressed. Keats's letter from his 1818 walking tour records excitement at first seeing Lake District mountains mixed with disappointment over Wordsworth's political conservativism. And Burke's Philosophical Enquiry into the Sublime and Beautiful provides rudimentary theory to help us understand the writers' consciousness of their mental activities."

"These works are not without their political, social, and economic biases, quite apart from the fact that tourism required a degree of liberty and affluence frequently at odds with the workers and peasants of the places being visited. Gray makes fun of the "flaring gentleman's house" while praising "happy poverty"" .


3. Design, the adaptation of means to ends, is a hard concept to pin down, given its many contexts. Here are some dictionary definitions and other discussions

4. A useful Wikipedia segment on design

What is Design?

source: http://en.wikipedia.org/wiki/Design

A recollection of ideas, things, situations formed as one(fundamental). Implementing it via a chosen method(practical).**

5. Poet Robert Frost's poem titled "Design." How do his ideas of design in nature compare with Wordsworth's?

source(Frost's poem): http://www.starve.org/teaching/intro-poetry/design.html

In the poem Robert Frost questions the perceptions of designs. For me at a first sight the flower is beautiful, but once i look close enough, i could see life and death, and even mortality and spirituality, the connection of life through the eyes of intelligence, and the feelings of immortality, connected as the metaphorical image of a spider, and the moth, white as the combination of colors, or the lack of them, depending of the perception and the means. But most important, life as the instrument of the design. the moth has to be alive in order to be eaten by the spider and the flower had to bloom thanks to the rays of lights that she receives.

Natives view of nature

source: http://en.wikipedia.org/wiki/Pantheism

Pantheism is the belief that everything composes an all-encompassing, immanent God,[1] or that the universe (or nature) is identical with divinity.[2] Pantheists thus do not believe in a personal or anthropomorphic god.

Video of the MIT's Darwin and Design, lecture 1
source(MIT video): http://ocw.mit.edu/courses/literature/21l-448j-darwin-and-design-fall-2010/video-lectures/lecture-1-darwin-and-design/


  • Prof. James Paradis begins with an introduction of what is design by asking questions, presenting various examples in which one can compare its ambiguity.
  • The ambiguity of a design is presented in an example of purpose and being. Are shells designed by the mollusk or a cause for survival? see: Ediacaran–Early Cambrian skeletonization http://en.wikipedia.org/wiki/Cambrian_explosion
  • Prof. James Paradis the continues to talk about design and then introduces the question of nature as a design or specific purpose.
  • To understand nature as a design and purpose Prof. James Paradis talks about Wordsworth's Poetical, "Lines Composed a Few Miles above Tintern Abbey; On Revisiting the Banks of the Wye During a Tour, July 13, 1798" as an example of the kinds of feelings and memories modern people perceived at that specific time
  • Prof. James Paradis talks about Darwin's point of view of nature, his passion, and how his voyages in the Beagel were important to his life and the theory of evolution, how he found  prehistoric fossils and the evolution of species, how we evolve.


Saturday, August 3, 2013

The discipline of finishing

Conor Neill from IESE Business School
Source: TEDxTalks via Youtube

  • Conor Neil talks about his definition of success and how some athletes have their mind set to compete and sometimes enjoy the moment by a recursive series of tasks, until getting where they wanted without feeling burned or pressured for it.
  •  He explains a generic and metaphorical way we can achieve our goals by controlling our impulses and desires, to a certain degree.
  • In the talk, he explains an example comparing two kinds of children, those who control their impulses and those who don't, implying that at the very beginnings of life, competition and division is just a way to find ourselves close to those megalomaniac richest people in the world. He does not say anything about power, corruption and greed, he just say that those who have the privileged to understand his talks are in his side, in the side of those children who did not eat the marshmallow.  
  • Of course, he gives some genuine examples of those athletes whose their entire life had been surrounded by competition and some instinctively desire to win, and the catch, he says, is to enjoy it, enjoy competition as a way of life.
  • Conor Neil gets his inspiration from Warren Buffet, the richest person in the world.
  • He also gives some tools we ought to understand in order to be as successful as his inspiration and those athletes he described in his examples.
  • Integrity, energy and intelligence.
  • Conor also expressed a generic and simple kind of way to explain how some people do not succeed and succeed. His idea was that a bad idea after another is how we fail, the opposite his a good idea after another is how we succeed. Hoping everyone has that kind of a clear mind in the moments needed to think as clear as those with the right education, the right support, and the right family structure.
Personally, I enjoyed his talk, but found that it was not very honest about all kinds of personalities and all kinds of situations people have in a day a day basis. 

He said something very interesting; write you life, day-by-day, something I have heard not from him but a lot of other people, and its true, but why not write positive aspirations, ones one can reach? instead of a narcissistic diary? but narcissism is just a reflection of who we are and how we see ourselves, a mirror, but in reality that does not mean anything if the world is a combination of all those mirrors, so, better to write, like what he said, positive ideas about how to improve the way we change things.

Thursday, July 18, 2013

Celebrating Nelson Mandela's 95th birthday

Nelson Mandela's Birthday

  • "Rolihlahla Mandela was born into the Madiba clan in Mvezo, Transkei, on July 18, 1918, to Nonqaphi Nosekeni and Nkosi Mphakanyiswa Gadla Mandela, principal counsellor to the Acting King of the Thembu people, Jongintaba Dalindyebo."

Thembu people

  • "The Thembu are one of the handful of nations and population groups which speak Xhosa in South Africa. In Xhosa the name is abaThembu, aba- being a common prefix for peoples. In the 19th century they were frequently known as the "Tamboekie" or "Tambookie" people. The most internationally famous Thembu person is Nelson Mandela, whose father was a reigning nobleman from a junior branch of the Madiba clan of kings. Walter Sisulu was also of Thembu descent, on his mother's side.[1] The land in which they lived was historically known as Thembuland."

Xhosa language

  • "Xhosa /ˈkoʊsə/[3] (Xhosa: isiXhosa [isikǁʰóːsa]) is one of the official languages of South Africa. Xhosa is spoken by approximately 7.6 million people, or about 18% of the South African population. Like most Bantu languages, Xhosa is a tonal language, that is, the same sequence of consonants and vowels can have different meanings when said with a rising or falling or high or low intonation. One of the most distinctive features of the language is the prominence of click consonants; the word "Xhosa" begins with a click."
Sources: wikipedia and the Nelson Mandela webpage:

Nelson Mandela and South Africa

The youtube video, made by the e news channel of Africa, briefly explains the visions of Mandela's work and some of his governmental issues.
  • AIDS: How the disease is becoming a national epidemic and what needs to be done in order to stop it and help those affected by it.
  • CHILDREN: Mandela's empathy and love for children and the foundations his government made for the needed children.
  • EDUCATION: The way South Africa education system is failing their citizen and the work he has done to restructure it for a better one.
  • LEGACY: What Mandela means for South Africa and the world.
  • POVERTY: His views of poverty and what he achieved and what needs to be done.
  • MAGIC: The power of sport as a common ground and what it means for our political health.

Monday, July 1, 2013

How to Handle Difficult Customers by Myra Golden


How to Handle Difficult Customers by Myra Golden

Way to start conversation with an angry customer:

-10 first seconds are crucial
-Take control
-Listen to customer
-Limit responses
-Acknowledge anger: channel emotions

Customer's actions and customer service way to handle it:

-If a customer vents the customer services representative has to listen carefully:

-Give full attention
-Offer simple reassurance, not interrupting for a small period of time(20 secs), no more, it will make it worst.

-Acknowledge emotion :

        Is the customer angry, why.
        Is the customer confused, why.

Understand also why and find a communication chain. USE FEEDBACK, ask questions.

-Understand customers expectations and solve them, help them and make them your task for the moment and solve them in the most professional and easy going way, as fast as it can be, as efficient as it can be.

Use some ideal phrases to connect with customer.

-Channel customers emotions and frustrations and transform them into resolutions and solutions; emotions are irrational filled with some personal feelings, understand that customers dont want to deal with some problems and that things happened, shift those emotions into rational thinking, it will make the customer acceptable when finding a solution. Make the customer think and realize that things will change and improve with cooperation.

-Ask simple questions in order to ease the irrational emotions, and then solve the problem, make the experience a changing experience and solve the problem, make the customer satisfied with the experience.

-Personal: study all customer service related problems, and think their problems and solution, also be aware of all kinds of the companies regulations and rules.

-Important: let the customer vent, understand their issues and solve them.

-Some important words to remind those in the area of customer service when dealing with irate customers are to: START<STOP<CONTINUE.

START to talk and take control of the situation in a simple and professional way.

STOP and listen to the issue

CONTINUE to ask some questions in order to best help the customer's issue and resolve it in the most simple and professional way.

Remember that customers will be angry at you because that's the only way they can be angry at somethings they dont fully understand, the goal of a customer service is to provide help and guidance in order to solve and satisfy the customer, in their continuation of the product or service.