Mostrando entradas con la etiqueta Universidad. Mostrar todas las entradas
Mostrando entradas con la etiqueta Universidad. Mostrar todas las entradas

domingo, febrero 02, 2014

Cuba: Universidad de Santiago de Cuba expulsa a otro estudiante por opositor

Jorge P. Martínez / martinoticias.com

El Gobierno de Cuba impide que una persona que no simpatice con su ideología comunista (castrista), pueda estudiar en un centro universitario. Uno de los casos más recientes es el de Reinaldo Agustín Ferrer Santos, un joven que fue expulsado el año pasado de la Facultad de Medicina de la Universidad de Santiago de Cuba, por "pertenecer a la Unión Patriótica de Cuba (UNPACU), y por el fuerte activismo que desarrollamos nosotros a favor de los derechos humanos y de la libertad de nuestro pueblo", declaró a Martinoticias.com.

Ferrer Santos recordó el día de su expulsión. "Me expulsan de la escuela (primer año de Medicina), porque durante un turno de clase de Filosofía yo entro en discusión con la profesora, porque ella quería que yo diera mi opinión. Yo le dije que no quería hacerlo, porque mi criterio nunca era tomado en cuenta ni lo respetaban en el aula, por mi punto de vista disidente (…) la profesora me dijo que sí, que yo debía participar. Entonces, participo y le digo que en Cuba no se respetan los derechos humanos".
La profesora le ordenó que abandonara el aula, a lo que él se negó. Entonces, la mujer llamó a otros profesores varones para que lo sacaran por la fuerza "y comenzaron a forcejear conmigo (…) yo, le dije a ella que no tenía que salir del aula, porque tenía tanto derecho como los demás compañeros míos que estaban allí a participar en la clase, y que si ella me pidió que yo diera mi opinión, lo que tenía que hacer es escucharla y respetar mi criterio".  Finalmente, tras otro forcejeo, Ferrer Santos nos contó que él, decidió salir por su voluntad del aula.

Las autoridades universitarias le notificaron verbalmente su expulsión, pero no fue hasta el martes 28 de enero de 2014, que le entregaron en la Secretaría Provincial, un documento firmado por Alberto García Vidal, Decano de la Facultad de Medicina II de Santiago de Cuba, que señalaba que su baja había sido aprobada porque "el estudiante se manifestó públicamente y de manera intencionada en contra de los principios revolucionarios, conducta inconsecuente con los principios éticos y morales de nuestra sociedad".

José Daniel Ferrer García, secretario ejecutivo de la UNPACU, dijo a Martinoticias.com que "esto se viene repitiendo; no es el primer caso. Tenemos el caso de Henry Constantin; tenemos hace poco, unos meses nada más, el de San Miguel Morejón, expulsado de la Facultad II de Ciencias Médicas, acá en Santiago de Cuba, y este caso de Reinaldo Ferrer Santos".
Baja aprobada por Alberto García Vidal, Decano de la Facultad de Medicina II de Santiago de Cuba.
Baja aprobada por Alberto García Vidal, Decano de la Facultad de Medicina II de Santiago de Cuba.
Agregó que "esto sucede porque el régimen, de hecho, por su naturaleza siempre ha utilizado esto de los estudios y el trabajo como mecanismo de control, para que la persona se someta fácilmente; si no estás con el régimen no trabajas, si no estás con el régimen no puedes hacer una carrera universitaria".

sábado, enero 11, 2014

Jóvenes opositores cubanos inician estudios en EEUU

lo curioso es que luego del discurso de raul castro el regimen en el contexto de su actual romance con la administracion obama, haya autorizado el viaje auspiciado por la oficina de intereses norteamericanas bajo el programa  de becas "Somos un solo pueblo".
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martinoticias
Un grupo de nueve jóvenes activistas cubanos de distintos grupos de la oposición viajó el viernes a los Estados Unidos para iniciar estudios en diversas instituciones de este país.

Entre los más destacados se encuentran las abogadas Laritza Diversent y Yaremis Flores, el bloguero Henry Constantin, la joven activista de las Damas de Blanco Sahily Navarro, el artista plástico Danilo Maldonado "El Sexto", entre otros.

Importantes líderes de la oposición cubana como Berta Soler, representante de las Damas de Blanco; Guillermo Fariñas de la UNPACU y el exprisionero del Grupo de los 75 Angel Moya, acompañaron a los jóvenes en la despedida en el Aeropuerto Internacional José Martí de La Habana.


Una de las beneficiadas, la hija de Soler y Moya, explicó a Martí Noticias que en su caso estudiará primero inglés y luego una carrera universitaria, pues en la isla ha sido imposible por las ideas políticas de sus padres. 

sábado, octubre 12, 2013

La funesta manía de pensar

Carlos Alberto Montaner/
Index Librorum Prohibitorum
Si mañana un cataclismo, o un virus racista, destruyera todas las universidades de América Latina y España, la cultura planetaria apenas sufriría un imperceptible arañazo, especialmente en el terreno de la ciencia y la técnica, pero también en el de las humanidades y los estudias sociales.
El asunto es muy triste. Las universidades iberoamericanas no están entre las 150 mejores del planeta. Aunque son varios millares, son muy escasas las que figuran entre las 500 mejores del mundo. Las menos malas son algunas brasileras, chilenas, colombianas, argentinas, mexicanas y españolas. Las caribeñas y centroamericanas apenas comparecen en la lista, con la excepción de la costarricense en alguna facultad privilegiada.
¿Cómo lo sabemos? Porque anualmente se compilan varios índices de calidad universitaria en distintas latitudes y todos concuerdan en las conclusiones. Los más conocidos son los que confecciona el diario The Times de Londres, la Universidad Jiao Tong de Shanghái, la revista U.S. News and World Report de Estados Unidos y el Consejo Superior de Investigaciones Científicas de Madrid.
Para medir la excelencia de las instituciones tienen en cuenta las publicaciones en revistas acreditadas, la presencia en Internet, las veces que los artículos, libros o autores son citados, el número de profesores con Premios Nobel o Medallas Fields (matemáticas), el desempeño de los graduados y las opiniones de expertos. No se trata de ensalzar a algunos países y denigrar a otros. Intentan establecer cierta jerarquía. Sólo eso.   
Es una pena, porque la primera universidad que se fundó en el Nuevo Mundo fue la de Santo Domingo en 1538, prácticamente un siglo antes de Harvard. Poco después se crearon las de México y Lima en 1551. La de La Habana tiene casi 300 años y antecede en 20 a la de Princeton. Esa tradición ha servido de muy poco. Tal vez, incluso, ha sido una rémora.
Cuando comenzaron nuestras universidades en Hispanoamérica, todas legitimadas por la Corona española y operadas por frailes, el método de enseñanza y la filosofía que lo animaba se basaban en la Escolástica. Todas las verdades ya habían sido descubiertas por las autoridades religiosas. La labor del docente y del alumno (literalmente, “el nutrido”) era llegar a ese conocimiento mediante ejercicios memorísticos o juegos retóricos.
La universidad era para repetir, no para innovar. Recuérdese que uno de los delitos perseguidos por la Inquisición era la innovación. Todavía a menudo se cita la increíble frase del rector de la Universidad de Cervera, en Cataluña, al rey Fernando VII: “lejos de nosotros, majestad, la funesta manía de pensar”.
Naturalmente, se trata de un problema cultural. En nuestro mundillo iberoamericano no abunda, como en otras latitudes, la voluntad de cambiar, de innovar, de progresar, de encontrar nuevas y mejores formas de hacer las cosas. Vivimos en una cultura reiterativa, no transformativa.
Para nosotros una persona culta no es la que es capaz de modificar nuestro presente, sino la que retiene una asombrosa cantidad de información sobre el pasado. Vivimos dándole vueltas a lo que ocurrió hace mucho tiempo, lo que, por cierto, no nos ha salvado de cometer los mismos o parecidos errores una y otra vez, desmintiendo la inútil advertencia de Jorge Santayana (“Aquellos que no recuerdan el pasado están condenados a repetirlo”). Los latinoamericanos lo recordamos y lo repetimos.
No quiero decir, por supuesto, que las universidades latinoamericanas son inservibles. Eso sería una estupidez. Muchas de ellas gradúan personas  muy competentes. De algunas egresan magníficos médicos, abogados, dentistas, periodistas, economistas, ingenieros, expertos en cuestiones empresariales, y así hasta el medio centenar de profesionales valiosos, absolutamente indispensables para el buen funcionamiento de las sociedades.
Ese no es el problema. La consecuencia negativa del fenómeno de las culturas reiterativas es que viven parasitariamente a remolque de centros creativos radicados fuera de su perímetro. En gran medida, la extensión de nuestra vida y cómo la vamos a vivir, se dicta en esos sitios intelectualmente densos y generadores de ideas. De una forma perversa, sin darnos cuenta, continuamos calificando de “funesta manía” la actividad de pensar con nuestra propia cabeza. Y así nos va.

viernes, septiembre 27, 2013

Fidelito Castro Diaz-Balart recibira Honoris Causa de la Lomonosov

Con Tony en el 155 aniversario de Marti [2008]/ www.zimbio.com
el bueno para nada, el fidelito castro diaz-balart, recibira un honoris causa por la universidad lomonosov de moscu.  muy deprimido y frustrado debe andar su progenitor en jefe por la nulidad del primogenito para que se negocie con los bolos tal distincion.
leer en  europapress >>

jueves, septiembre 19, 2013

Estado de Sats en el Miami Dade College

EstadodeSats
Estado de Sats en Miami, esta vez en el Miami Dade College, conducido por Antonio G Rodiles con los invitados Santiago Alpízar, María Werlau, Camilo Loret de Mola y Emilio Morales.

jueves, junio 27, 2013

Cuba: La 'fábrica' de médicos se tambalea

mientras hoy en el granma como titular principal:  Egresan más de 10 mil 500 médicos de las universidades cubanas
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Escuela Latinoamericana de Medicina, en La Habana.
Julio César Álvarez/
Ninguna de las facultades de ciencias médicas cubanas aparece entre las 300 mejores universidades de América Latina. Sin embargo, las estadísticas aseguran que los índices de salud de la Isla superan a los de los países del área.
Según la lista de la Organización Mundial de la Salud (OMS) sobre los mejores sistemas de salud del mundo, Cuba ocupa el lugar 39. Para la organización internacional Save the Children, Cuba es el mejor país de América Latina para la maternidad y el trigésimo tercero de todo el mundo.
La Isla, siempre según las estadísticas oficiales, también registra la tasa más baja de mortalidad infantil de las Américas, con 4,6 (2012). Tiene, además, 6,6 médicos por cada mil habitantes y los exporta a 70 países.
Aún así, el reciente informe de QS World Universities Rankings, no muestra a ninguna universidad médica de la Isla entre las 300 mejores de América Latina.
Según dicho informe, Brasil domina la lista universitaria, aunque la OMS ubica al gigante del sur en el lugar 125 de los mejores sistemas de salud del mundo.
¿Es posible, entonces, que Cuba marche a la vanguardia en los indicadores de salud en América Latina, y sin embargo quede rezagada en la excelencia académica de sus facultades médicas?
Hay cubanos que así lo creen, y hechos que lo confirman.
Dos variables claves de una ecuación
Para algunos médicos y estudiantes, los índices de salud del país no son directamente proporcionales, en la mayoría de los casos, a la calidad profesional de sus galenos, sino a su cantidad.
Pero la fabricación en serie de médicos se traduce no solo en más galenos, sino también en una insuficiente preparación académica de muchos de los egresados.
Según Elena, una doctora con diez años de experiencia que ejerce como profesora en un policlínico de la capital, Cuba cuenta con cuatro institutos superiores de Ciencias Médicas, 21 facultades de Medicina y 20 filiales que abarcan todas las provincias del país.
"Esto supone dos grandes retos: encontrar los mejores alumnos cada año, y mantener y preparar profesores que estén a la altura de la tarea. En ambos nos tropezamos con graves problemas", afirma.
Para esta galena, a medicina no ingresan los alumnos idóneos de preuniversitario. Muchos de ellos ya consideran la medicina como una carrera de segunda clase, poco remunerada, y muy difícil de aprender.
Ante la poca motivación de los alumnos y la necesidad del Estado de seguir produciendo galenos a ritmo de fábrica, los requisitos de selección casi desaparecen.
"Algunos la escogen para no quedarse sin nada. Acuden a las aulas no solo con un promedio insuficiente para una carrera tan compleja, sino también sin que medie una vocación para la profesión", explica Elena, que prefiere mantener el anonimato.
"Tanto es así —dice—, que el promedio actual para ingresar a la carrera es de 77 puntos sobre 100. Con ese promedio no se es un buen estudiante. Para encarar los retos de esta carrera se necesitan, al menos, 90 puntos".
Para uno de los profesores del policlínico de Coco y Rabí, que tampoco quiso identificarse, otro problema que incide en la calidad de la formación de los profesionales de la salud radica en el sistema de calificación.
Como en toda la educación superior cubana, el sistema que se emplea en las facultades de medicina es el cualitativo. Pero las evaluaciones no cumplen su objetivo, pues se realizan de manera formal. Esto se traduce en que la mayoría de las veces las calificaciones obtenidas por los estudiantes no se corresponden con el nivel de desarrollo de sus habilidades.
A la postre, asegura el galeno, esos hechos tienen una incidencia negativa en el desempeño académico de esos estudiantes, y en su posterior desempeño clínico, en caso de que logren graduarse.
La otra variable son los maestros. Sin buenos maestros no hay buenos discípulos. Para ser un buen profesor en una facultad de medicina no basta con ser un buen médico. Hay que ser, parafraseando a un grande de Cuba, "un evangelio vivo".
La falta de profesores calificados y experimentados para hacer frente a la avalancha de alumnos, incide también de forma negativa en el "producto final".
"Hay profesores que, por más que se esfuercen, a uno le cuesta trabajo entenderlos. Se nota que les falta el don de comunicarnos las cosas, no como médicos, sino como maestros", asegura una alumna de primer año, que culmina el curso "sin penas ni glorias".
Muchos docentes también están desmotivados materialmente. Por ejemplo, a un médico contratado para impartir clases tres veces a la semana en un policlínico, le pagan 60 pesos al mes (poco más de dos dólares).
Con docentes desmotivados y discípulos mal elegidos, la calidad se esfuma.
Medicina y política
Las decisiones en el sector no las toma un colegio médico o similar, sino un partido político. Son, por tanto, decisiones políticas las que moldean el universo médico cubano.
El Gobierno considera a sus miles de galenos su mejor ejército. La mayoría de ellos no cuenta con una formación académica y tecnológica a la altura de otros países latinoamericanos, como el propio Brasil.
Pero en la guerra preventiva contra las enfermedades, que es la estrategia suprema de la medicina cubana, el Estado parece no brindarle mucha atención a la excelencia académica.
"¡Zapatero, a tus zapatos! Que los políticos dirijan la política, y los médicos la medicina", piden por estos lares. Esa parece ser la fórmula para rescatar la excelencia académica, y devolverle a Asclepios su trono perdido en la Isla.

miércoles, junio 19, 2013

Columbia's Cons: Ivy League social work program run by team of former prisoners | Fox News

Kathy Boudin was recently approached by a Fox News Channel producer at Columbia University after public outrage over her adjunct teaching position at the school. (Fox News Channel)
In the hallowed halls of Columbia University, a nest of ex-cons — who have served time for murder, attempted murder, robbery and assault — hold court on their unique brand of social justice for admiring students enrolled in the school's social work program, a FoxNews.com investigation has found.
The ex-cons work for or with the Criminal Justice Initiative (CJI), co-founded in 2009 by former Weather Underground operative and Columbia adjunct professor Kathy Boudin, who pleaded guilty to felony murder for her role in an infamous 1981 armed robbery that left two police officers and a security guard dead. And while that case was well-publicized, the group is hardly upfront about the “practical experience” of Boudin and others associated with the CJI.
A description on the program's website says it is "situated inside” Columbia, and a part of the school’s “Social Intervention Group,” a research center within the Columbia University School of Social Work. It lists among its goals helping to forge a solution for “a central social crisis of our time, mass incarceration.” The program holds events and conducts research as part of "an interdisciplinary project built around a model of community collaboration" that "seeks to increase the number of skilled practitioners, policy-makers and researchers who can advance the fields of re-entry and incarceration across all disciplines.”
“It’s terrible that she has murderers working with her at a school."
- John Hanchar, brother-in-law of slain Nyack Police Officer Edward O’ Grady
But students and parents who shell out more than $43,000 in annual tuition and fees might be hard-pressed to uncover the fact that former inmates are running the CJI. Outside of a vague reference to Boudin and Cheryl Wilkins being "part of a community of people who have returned from prison," there is no information about their criminal pasts. Boudin's school directory bio, for example, makes no mention of her time in prison. Several other CJI faculty, program members and associates have similarly disturbing backgrounds.
Wilkins, co-director of the CJI, is listed in the Columbia School of Social Work adjunct faculty directory as a “research scientist” and “Associate Director for the Criminal Justice Initiative. She was convicted for her role in a 1996 gunpoint hijacking of a Federal Express truck in Harlem, in which she served as the getaway driver. Wilkins served a 12-year sentence for robbery and assault at Bayview Correctional Facility in Manhattan.
But Wilkins' school biography page makes no mention of her time in jail. Wilkins is also listed as staff associate at Columbia Law School's Center for Institutional and Social Change, though that bio also neglects any mention of her prison time. According to the bio, Wilkins works with teens who have incarcerated parents and is an adjunct lecturer at Columbia, where she often discusses topics concerning the “need of families and communities affected by mass incarceration.”
Denise Blackwell, a “research assistant” under the Social Intervention Group, the parent/umbrella group of the Criminal Justice Initiative, was paroled in 2003 after serving 10 years in prison on an attempted second-degree murder conviction for her role in a Brooklyn holdup in which three drug dealers were killed. According to reports of her 1991 arrest, Blackwell knew the three men and "orchestrated" the robbery.
"By prearrangement, she let the boys in to stick up the place," a New York Police Department lieutenant was quoted as saying at the time. Blackwell’s son, Mack Moton, who was 15 at the time, was tried as an adult and convicted of second-degree murder. He was sentenced to 32 years to life, and is being held in Sing Sing Correctional Facility, in Ossining, N.Y.
Mika’il DeVeaux was one of the keynote speakers for the CJI’s “Removing the Bars” Conference in 2012. But his bio in the conference program failed to mention the 24-year stint he served in Westchester County for second-degree murder and his subsequent parole in 2003, or that he’s co-director of a non-profit with Boudin called Citizens Against Recidivism. Instead, the bio simply says DeVeaux “has more than three decades of experience working with men incarcerated in New York State maximum security prisons and many who have been released following periods of confinement.”
Repeated requests for comment from Boudin placed through Columbia were not returned, but the school responded with a statement.
“There are approximately 1.6 million people in the nation’s prisons and jails and 7 million American children with a parent who is either incarcerated, on parole, or on probation,” read the statement. “The Criminal Justice Initiative focuses on how the social work profession can best address the educational and human needs of individuals, children, families and communities affected by incarceration.”
Requests for comment were also sent to officials at CJI, including Wilkins and Blackwell.
Critics can't understand why convicted criminals with violent pasts should hold such prestigious positions at the vaunted school.
“I am perplexed by Columbia administrators’ plot to commission notorious villains as mentors to the rising generation of Americans,” Josiah Ryan, editor-in-chief for education advocacy blog Campus Reform, told FoxNews.com. “Columbia administrators should send a letter to parents informing them that many of the professors who will teach their children are unable to pass a basic criminal background check.”
Boudin was a member of radical leftist group the Weather Underground, which was responsible for numerous bombings in the 1960s and 1970s, including ones at the Pentagon, Capitol Building and New York's police headquarters. The group was co-founded by William Ayers and his wife Bernadine Dohrn, who themselves went on to long careers in academia in Chicago. The couple was appointed the legal guardians of Boudin's son while she was in prison and has been linked to the early days of President Obama's political career.
Ayers and his wife were even in attendance for CJI's "Removing the Bars" conference in 2012.
"Hungout with Angela Davis, Bill and Bernadine Ayers, Kathy Boudin & others! Wow #removingbars #removingthebars We had a great kickoff event," tweeted Ronin Davis, then head of the Criminal Justice Caucus, a CJI student-leadership group.
The group holds frequent on-campus events, where a common theme is a curious vision of prison reform that seems not to include punishment. Some of the panel discussions at these events include: “How do we DE-carcerate?” and “Society’s Perceptions of the Formerly Incarcerated.”
Last year, CJI held a workshop titled, “No One Wants to Work With Me: Working with Difficult Populations,” where one of the key points discussed was the “misconceptions and judgments of people labeled registered sex offenders.”
The program’s ties to the Weather Underground are deep. In addition to Boudin's involvement and the visit from Ayers and Dohrn, other former high-level members of the Weather Underground were invited to speak at CJI events. They included Russell Neufeld, who went on to become an anti-death penalty attorney, and Laura Whitehorn, who spoke at an October 2011 called the “Troy Davis Teach-in.”
In 1981, a 38-year-old Boudin, along with several other members of the Weather Underground and the Black Liberation Army, attempted to rob a Brink’s armored truck in Nanuet, N.Y. A security guard was gunned down during the initial robbery and two police officers were killed in a subsequent shootout. Although Boudin did not fire any weapons, her role as getaway driver earned her a sentence of 20 years to life. She was paroled in August 2003.
Boudin's work in prison education dates back to her stint at the Bedford Hills Correctional Facility in New York. She took part in a 2001 research study on the subject that also included as participants former Black Panther and one-time FBI most-wanted fugitive Angela Davis and Donna Hylton, who served 25 years in prison for her part in the 1985 torture and murder of a Long Island real-estate broker whose decomposing body was found stuffed in a foot locker. That study, and her previous experience with the Weather Underground, appears to have laid the groundwork for her reinvention as an academic specializing in working for -- and with -- violent criminals.
John Hanchar, brother-in-law of Nyack Police Officer Edward O’ Grady, who was killed in the Brink's robbery, told FoxNews.com it is distressing to see Boudin and other violent criminals treated like academic superstars.
“That’s the worst thing I could have heard,” Hanchar said. “My sister had three children and she raised them into good people and what [Boudin] did was take their father from them.
“It’s terrible that she has murderers working with her at a school," he continued. "I could see if they had someone speak who committed robbery and served their time, but murderers? It’s not right.”

miércoles, mayo 01, 2013

Tres académicos opositores invitados por universidades de EEUU

Juan Antonio Madrazo y Manuel Cuesta Morúa en la Jornada Ciudadana por la Diversidad y la Integración, La Habana, 21 de marzo de 2013. (CIR-INTEGRACION-RACIAL-CUBA.ORG)
Pablo Pascual Méndez Piña
Por estos días partirán a EEUU los académicos afrocubanos independientes Leonardo Calvo Cárdenas, Manuel Cuesta Morúa y Juan Antonio Madrazo Luna, para participar en una jornada cultural latinoamericana en la Universidad de Pittsburgh, Pensilvania.
El encuentro "Crossing Havana-Afroamericans", que se dedica este año a Cuba, arrancará el 6 de mayo y es patrocinado por Alianza Afrocubana, Sproud Fund, City of Asylum, Pensilvania Council of Humanities, Carnegie Mellon, Universidad de Pittsburgh y el Coro Latinoamericano entre otras instituciones. Se abrirá con una exposición fotográfica sobre la realidad de los afrodescendientes cubanos, su pobreza y asentamientos marginales, captados por el lente de Madrazo, líder del Comité Ciudadano por la Integración Racial (CCIR). Durante la cita ―que concluirá el 11 de mayo― se impartirán conferencias sobre la temática racial y sus proyecciones.
Aprovechando la exhibición del documental 1912, de la realizadora cubana Gloria Rolando, expondrán las manipulaciones históricas en torno a la polémica masacre de los Independientes de Color, y la probada participación en los sucesos de José Ismael Martí, hijo del héroe nacional cubano.
Aunque el CCIR ya emitió una declaración sobre el tema, también abordarán las consecuencias del caso Zurbano, el intelectual afrocubano caído en desgracia y satanizado por los voceros e intelectuales adeptos al régimen, tras la publicación de un artículo en The New York Times donde expuso la realidad económica de los negros en Cuba, ya salidas a luz a través de las denuncias de los comités pro derechos civiles en la Isla.
Según Leonardo Calvo, vicecoordinador del CCIR, ellos tendrán el honor de ser los primeros académicos cubanos independientes que participarán en el Congreso Latinoamerican Studio Asociation, (LASA), a celebrarse a finales de mayo, y su equipo integrará paneles con otros afrocubanos residentes en los EEUU. Realizarán intercambios con otras universidades, impartirán conferencias y mostrarán realidades ocultas, perspectivas de transformación de la historia actual y cuanto puede aportarse para el futuro.
Con este viaje tendrán la oportunidad de abrir más contactos con el espectro político y de derechos civiles en Norteamérica, afirma Manuel Cuesta Morúa, líder del proyecto Nuevo País y portavoz del Partido Arco Progresista. Los tres académicos muestran un marcado interés acerca de la comunidad afronorteamericana y sus líderes.
"Resultaría fascinante un intercambio con el actor hollywoodense Danny Glover quien integra la organización Trans-Africa", manifestó Cuesta Morúa. "Glover es un estadounidense muy identificado con el castrismo y con la lucha por la libertad de los cinco espías cubanos presos en cárceles de EEUU. Podríamos tener un intercambio amistoso con él y, al mismo tiempo, ilustrarle sobre la cara oculta de la revolución cubana". A la par, le invitarían a exigir la pronta excarcelación de los activistas afrocubanos Sonia Garro y su esposo Ramón Alejandro, quienes permanecen en un limbo legal a pesar del estado de salud deplorable de Sonia
Para los tres activistas civiles sería un sueño convertido en realidad visitar el memorial Martin Luther King Jr., el de Malcolm X, el campo de batalla de Gettysburg y el barrio de Harlem, para preguntarle a algunos de los sobrevivientes sobre la visita de Castro a su localidad en 1959, ya que este fue un hecho iconográfico muy explotado por la historiografía oficial.
El prestigioso CCIR, creado en agosto del 2008, fue nominado recientemente al premio Hrant Dink que la fundación del mismo nombre entrega en Estambul desde el año 2009. Sus líderes Madrazo Luna y Calvo Cárdenas fueron elegidos delegados (y se les impidió asistir) a la Primera Cumbre Mundial de Afrodescendientes celebrada en La Ceiba, Honduras, en 2011. Y mantienen una colaboración muy activa con la revista Islas editada en el exilio, un magazine de materia afro.
A la pregunta de cuáles serían sus reacciones en el caso de que grupos hostiles dirigidos desde La Habana intentaran sabotear sus actividades, los académicos contestaron resueltamente que son demócratas, sin enojos, y no acumulan rencores ni rabietas. Les caracteriza la serenidad y, si acaso ocurrieran hechos así, estarían dispuestos a compartir la mesa con sus opositores y a polemizar públicamente con ellos civilizadamente.
Miami es un objetivo obligatorio para los académicos afrocubanos. Anhelan captar la vibración de ese enclave de exiliados cubanos, devenido en una próspera comunidad. Por último, revelaron su interés por conocer a un afrocubano que integró la expedición de la brigada 2506 y participó en el desembarco en Bahía de Cochinos, a quien Fidel Castro preguntó al advertirle entre los prisioneros: "¿Eh, y tú qué haces aquí?".

domingo, abril 28, 2013

Doctoral degrees: The disposable academic | The Economist


 ON THE evening before All Saints' Day in 1517, Martin Luther nailed 95 theses to the door of a church in Wittenberg. In those days a thesis was simply a position one wanted to argue. Luther, an Augustinian friar, asserted that Christians could not buy their way to heaven. Today a doctoral thesis is both an idea and an account of a period of original research. Writing one is the aim of the hundreds of thousands of students who embark on a doctorate of philosophy (PhD) every year.
In most countries a PhD is a basic requirement for a career in academia. It is an introduction to the world of independent research—a kind of intellectual masterpiece, created by an apprentice in close collaboration with a supervisor. The requirements to complete one vary enormously between countries, universities and even subjects. Some students will first have to spend two years working on a master's degree or diploma. Some will receive a stipend; others will pay their own way. Some PhDs involve only research, some require classes and examinations and some require the student to teach undergraduates. A thesis can be dozens of pages in mathematics, or many hundreds in history. As a result, newly minted PhDs can be as young as their early 20s or world-weary forty-somethings.
One thing many PhD students have in common is dissatisfaction. Some describe their work as “slave labour”. Seven-day weeks, ten-hour days, low pay and uncertain prospects are widespread. You know you are a graduate student, goes one quip, when your office is better decorated than your home and you have a favourite flavour of instant noodle. “It isn't graduate school itself that is discouraging,” says one student, who confesses to rather enjoying the hunt for free pizza. “What's discouraging is realising the end point has been yanked out of reach.”
Whining PhD students are nothing new, but there seem to be genuine problems with the system that produces research doctorates (the practical “professional doctorates” in fields such as law, business and medicine have a more obvious value). There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.
Rich pickings
For most of history even a first degree at a university was the privilege of a rich few, and many academic staff did not hold doctorates. But as higher education expanded after the second world war, so did the expectation that lecturers would hold advanced degrees. American universities geared up first: by 1970 America was producing just under a third of the world's university students and half of its science and technology PhDs (at that time it had only 6% of the global population). Since then America's annual output of PhDs has doubled, to 64,000.
Other countries are catching up. Between 1998 and 2006 the number of doctorates handed out in all OECD countries grew by 40%, compared with 22% for America. PhD production sped up most dramatically in Mexico, Portugal, Italy and Slovakia. Even Japan, where the number of young people is shrinking, churned out about 46% more PhDs. Part of that growth reflects the expansion of university education outside America. Richard Freeman, a labour economist at Harvard University, says that by 2006 America was enrolling just 12% of the world's students.
But universities have discovered that PhD students are cheap, highly motivated and disposable labour. With more PhD students they can do more research, and in some countries more teaching, with less money. A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009—higher than the average for judges and magistrates.
Indeed, the production of PhDs has far outstripped demand for university lecturers. In a recent book, Andrew Hacker and Claudia Dreifus, an academic and a journalist, report that America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships. Using PhD students to do much of the undergraduate teaching cuts the number of full-time jobs. Even in Canada, where the output of PhD graduates has grown relatively modestly, universities conferred 4,800 doctorate degrees in 2007 but hired just 2,616 new full-time professors. Only a few fast-developing countries, such as Brazil and China, now seem short of PhDs.
Keep reading on The Economist >>

domingo, abril 07, 2013

Universidad cubana "crea" cátedra para estudiar el "pensamiento" de Hugo Chávez

tv-panama.com
Una universidad de La Habana ha creado la primera cátedra dedicada al estudio en Cuba "del pensamiento y la obra" del fallecido presidente venezolano Hugo Chávez, según informaron medios oficiales.
La Cátedra Honorífica Hugo Rafael Chávez Frías funcionará adjunta a la universidad de Ciencias Pedagógicas "Enrique José Varona" de la capital cubana e integrará a profesores, alumnos, dirigentes y trabajadores de esa institución, según el diario Juventud Rebelde.
Su inauguración fue anunciada por el rectorado de esa universidad, coincidiendo con el primer mes de la muerte de Chávez, en un acto al que asistió el embajador de Venezuela en la isla, Edgardo Ramírez. El periódico apuntó que la cátedra radicará en la sede del Museo Nacional de la Campaña de Alfabetización en La Habana.
Chávez falleció el 5 de marzo del cáncer que padeció durante más de 20 meses y del que fue tratado y operado cuatro veces en Cuba.

viernes, marzo 08, 2013

Worried college will turn your kid into a Marxist? It's worse

wonkette.com
By Michael F. Haverluck
The expression “boys will be boys” is no longer true at dozens of America’s universities who are offering sex change operations with paid tuition fees. Instead, “boys will be girls” more accurately portrays the thinking behind the new health coverage policies at many of America’s elite colleges, which, according to the host of the nationally syndicated radio show “Line of Fire,” reflect the agenda pushed by the Obama administration.
Michael L. Brown, host of Line of Fire, said in a WND interview that universities routinely teach that gender is a matter of mind, not physical assignment at birth, so it’s changeable.
And President Obama has been helping spread that idea.
“Without a doubt, the president and his administration have been real game changers, not so much in changing public opinion from scratch, but rather in hastening the progress of LGBT activism,” said Brown.
“What has surprised me is to see how some religious leaders are now caving in because of the president’s public stands. Before Mr. Obama was elected, I warned my radio listeners that he would be the most radically pro-gay president in our nation’s history, and in that respect, he has not disappointed us.”
Brown cited the recent news from Yale, founded in 1701 as a Bible college to instruct colonists in morality and the Christian faith, that it may be adding sex-change operations to the student health plan.
Already, some three dozen colleges and universities agree to pay for student sex-change procedures as part of their health benefits plans.
“Almost overnight, perception has changed about ‘transgender’ issues, and without any new scientific or psychological [research] to justify that change in perception, more and more of the public now simply believes that if a little boy (or a grown man) claims to be one gender outside and another gender inside, then that’s who they really are, in which case sex-change is like any other surgery,” Brown told WND.
“The fact that most American colleges and universities are quite liberal means that they would more readily embrace this point of view,” he said.
Many of the arguments for transgenderism come from the American Medical Association, which has coined “gender identity disorder” as a “serious medical condition” that manifests as a continual discomfort with one’s primary and secondary biological sex characteristics.
Its claim is that individuals could experience severe depression and have suicidal tendencies if not treated.
Yale officials already offer the benefit of sex-change procedures to faculty and staff, university spokeswoman Karen Peart told Fox News.
She explained, “Cost would vary depending on treatment.”
Estimates are it could be $25,000 or more.
It might be too early to tell how much the extra “service” would escalate student expenses, but could the surgeries add to the already high cost of education at Yale? Already, the university says that a single student living off campus during the 2012-2013 academic year can expect to pay a “reasonable, albeit modest” $61,394 for tuition, fees, room and board, and the Yale Health hospitalization fee.
It claims that the $41,225 tuition fee includes health-care services under Yale Health, but how much of the fee would go into covering-sex change operations is yet to be seen.
According to the Yale Daily News, Yale University Health Services Director Dr. Paul Genecin insists that students have shown “increasing interest” in the school covering sex-change surgery but concedes that he has received only a “small number of requests.”
Other demands also are arising.
“It’s among a handful of health-care issues that are of concern to students right now; another would be improving access to mental health and counseling services,” Gabriel Murchison, a Resource Alliance for Gender Equality member at Yale, told FoxNews.com.
Does this increased need for treatment of emotional or psychological problems have anything to do with the mainstreaming of LGBT teachings in education?
“It has to be so,” responded Brown, founder and president of the Fire School of Ministry. “The more that kids are raised without a mom or dad, the more they are told that any arrangement that is loving works, the more that marriage is genderless, the fewer role models they have and the more negative media influence they have, coupled with the propaganda put forth in schools (along with Gay Straight Alliances and the like) – when you couple all this with the fact that a young person’s sexual development can be confusing at times, it is only natural that these problems would be on the increase.”
The Transgender Law and Policy Institute announced last month that Brown University became the 36th university to offer sex changes to students.
Brown points out that more and more education programs at colleges and universities are seeking to normalize homosexual and transsexual behavior. He says this has greatly affected the way society defines sexuality and morality, which has resulted in an outright war against those holding to Christian principles.
“Since our next generation of leaders (or, with the Internet boom, the current generation of leaders in many cases) is being educated at our major universities, where gay positive is the norm and moral (and biblical) conservatism is mocked, the new ‘tolerance’ is outright hostile to biblical values,” Brown contends.
And when asked which universities he considers to be most aggressively pushing the LGBT agenda through their academic programs and campus politics, Brown didn’t know where to start.
“There are too many to mention!” Brown exclaimed. “A whole book was written by gay activist Shane Windmeyer for the The Advocate, listing the most gay-friendly campuses in America, and they included quite a few of the biggest and best. Some even had funding in their programs to recruit LGBT students. I have a whole chapter on this in my book, “A Queer Thing Happened to America.”
Windmeyer says campuses promoting sexual alternatives are to be commended.
“Every student deserves to feel safe on campus, and all of these colleges are committed to creating a more LGBT-friendly campus,” Windmeyer said.
Some notable schools making Windmeyer’s 2012 Campus Pride “Top 25 LGBT-friendly Colleges and Universities List” are Stanford, UCLA, Cornell, University of Chicago, Penn State, UC Berkeley, Ohio State, Washington, Michigan and Oregon.
Do the shocking statistics about immorality on American campuses nationwide present the most compelling cases out there that would alert parents who are planning on sending their kids to college?
“Not so much the stats (which include all kinds of sexual immorality – gay and straight – as well as lots of drugs and drinking), but the anecdotes, where kids really ‘come out’ and begin to identify themselves in every imaginable way, like a queer-bisexual-transdyke – in other words, ‘normal’ doesn’t exist anymore,” Brown contended.
Public K-12 schools also are see by Brown as the breeding ground for the sexual libertinism witnessed on college campuses from coast to coast.
“Public schools that have policies where a boy who identifies as a girl uses the girl’s bathroom, or that don’t make gender distinctions and refer to the students as ‘friends’ rather than boys and girls, or that have GSAs where kids can come out as gay among their peers and faculty advisers without parents knowing, or first-graders having gay books like “King and King” read to them, or a gay positive sex-ed programs – all this and more paves the way for the ultra-liberal atmosphere on the campuses,” Brown explained.
After-college life is being hit, too, with one quarter of Fortune 100 companies covering sex changes with insurance, up from only 1 percent less than a decade ago.

miércoles, enero 30, 2013

Cuban Ambassador Makes “Off-the-Record” Appearance at “Target-Rich” University

Ambassador José Ramón Cabañas Rodríguez is currently scheduled to be at Georgetown University from noon through two p.m. to speak at the Ambassador Series, hosted by the school’s Center for Latin American Studies (CLAS). Georgetown is a longtime target of Cuban Intelligence, a fact documented by well-respected Directorate of Intelligence (DI) defector Jose Cohen in his 2002 publication, El Servicio de Inteligencia Castrista y la Comunidad Academica Norteamericana (See:
el-servicio-de-inteligencia-castrista-y-la-comunidad-academica-norteamericana). Havana regularly seeks opportunities to “spot and assess” sympathetic individuals from among Georgetown’s students to develop the next generation of “penetration” agents within the U.S. government. 

“People to People” Student trips to Cuba= (KGB-trained apparatchik to air-headed students via their Pinko professor)

Univ. of Wisconsin student posing during recent "People to People" educational tour of Stalinist Cuba
Univ. of Wisconsin students near Baracoa Cuba (I SWEAR I did not in any way photoshop their faces to accentuate a look of utter stupidity)
Univ. of Wisconsin/Parkside professor Maria Martinez has been welcomed by Cuba's Stalinist regime 15 times in recent years.
From her latest trip:
“People farm organically with very little mechanization because of the embargo."
From one of her pet students:
“Knowing U.S. and Cuban relations, I expected them to not like us but I remember people saying, ‘We like you. It’s your government we don’t like,’ ” said Ryan Ridley, a 22-year-old Parkside senior.,
From the University newspaper:
University of Wisconsin-Parkside English Professor Maria Martinez plans to take another group of students to Cuba this summer for a service and learning trip. Trips in the past have focused on biodiversity, sustainable development, ecology, cultural anthropology, and effects of the 50-year embargo that has kept Cuba from trading with many other nations.
"We engage in 'people-to-people diplomacy' and have long-standing relationships with key cultural, civic, and service groups rather than commercial tourist groups. Our itinerary includes walking tours, lectures and workshops led by respected (Cuban) scholars, including the city's historian
The embargo has forced Cubans to look to other resources for sustainability; their farming is done largely without pesticides or petrol, and a very common mode of public transportation is horse-drawn carriages. It is hard for Cubans to get manufactured goods and medicines, but their quality of life indicators are very high.
OFAC (U.S. Department of the Treasury's Office of Foreign Assets Control) application for academic "People to People" trips to Cuba:
Purpose of visit:
So that U.S.students can be relentlessly indoctrinated by apparatchiks of a totalitarian regime that jailed political prisoners at higher rate than Stalin’s, murdered more of them than pre-war Hitler’s, and craved to nuke their homeland and incinerate all their parents and grandparents.
Question: Can you show proof that you will be constantly escorted by these tutorial Stalinist apparatchiks of a murderous totalitarian regime?
Answer: OF COURSE!
Can you show proof that your students are utterly lacking in independent though processes such as might prompt them to question the KGB-mentored indoctrination?
Answer: CERTAINLY! My students swallow even MY lectures in one gulp--then rub their tummies with utmost satisfaction!
*****************
OFAC official: "Your license will be mailed post-haste....Von Voyage! Have a Great trip!"
“Cultural exchanges with foreign countries are the most effective propaganda” (Soviet KGB, May, 20, 1981)
Unreal.

viernes, enero 18, 2013

CUBA-EEUU: ¿Robo de cerebros?

Arnaldo M. Fernández & Emilio Ichikawa
humanismouruguayo
El robo es una acción asimétrica. El de “cerebros”, como cualquier otro, cobra sentido en una dualidad: la instancia que roba y aquella que es robada. Optaremos aquí por darle carácter neutral al objeto robado (el “cerebro”), sin considerar si es cómplice o no en la operación. La frase “robo de cerebros” ha tenido en el contexto cubano y el latinoamericano en general una connotación reivindicativa. Lo mismo en la dicotomía norte-sur, desarrollo-subdesarrollo, capitalismo-socialismo. El “robo de cerebros” es un tema importante de la llamada Sociología de la Ciencia y en particular el pensamiento marxista le ha prestado tradicional atención. En el libro de Eduardo Galeano que Chávez le regaló a Obama, hay un indignado capítulo dedicado al “robo de cerebros”.
Ahora bien, al menos dos enfoques de la Ciencia y la Historia de la Ciencia nos conducen por caminos distintos en el análisis del “robo de cerebros”. Una historia llamada “heroica”, caracterizada por considerar solo aquellas cumbres del pensamiento que han propiciado cambios de paradigmas teóricos o realizado descubrimientos cruciales; y una llamada “historia social de la ciencia” a la que incumben las rutinas de laboratorio, la docencia y divulgación científica, la acumulación de datos, la búsqueda de financiamiento, la dinámica de los grupos de investigación (sistematizadores,creativos, objetores, etc.)… En fin, todo ese lado ordinario del saber científico.
Surgen a partir de esto matices importantes, porque no es lo mismo “robarse” un Premio Nobel, un eminente cirujano argentino, un biólogo molecular chileno o un físico nuclear brasileño para que trabajen en Universidades de EE. UU. o Inglaterra, que drenar la clase médica cubana (o los destacamentos de agrónomos norcoreanos) en virtud de un diferendo político que se arrastra de la Guerra Fría.
Podemos convenir en que hay un “robo de cerebros” en sentido estricto cuando el “ladrón” detecta (por espionaje científico o “intercambio académico” regular) la existencia de un talento excepcional en un país extranjero y quiere llevárselo al suyo para servirse de su inteligencia. No es “robo de cerebro”, o lo es pero en un sentido diferente, la sangría de profesionales de disímiles categorías para conmocionar un orden sociopolítico que se desaprueba. Por ejemplo, las Universidades de EEUU tienen contratada una gran cifra de profesores de origen cubano, muchos de ellos formados en las escuelas del socialismo, para la enseñanza de Idioma Español, Literatura Hispanoamericana y cursos de introducción a la Historia del Caribe. La pregunta que se impone es: ¿Necesitaba EE. UU. “robarse” esos “cerebros” de las Facultades, la UNEAC o las redacciones de periódicos de la isla? ¿Necesitaba EE. UU. “robarse” cubanólogos de la Escuela Superior del Partido Ñico López, del ISRI o los Centros de Investigación adjuntos al Comité Central porque no cuenta con graduados capaces de hablar con cierta propiedad de los orígenes y el porvenir del castrismo? Claro que no. Entonces no hay aquí “robo de cerebros” en sentido estricto, se trata mejor del diezmo de un sector que si no provoca crisis de personal por lo menos sirve como reserva humana para la batalla ideológica mediática. Aunque es una común evidencia que la base profesional de cualquier país se estremece lo mismo si se extraen masivamente de ella los médicos, los deportistas, los taxistas o los panaderos.
El término “robo de cerebros” tiene entonces varios sentidos, varios niveles de prestigio y en consecuencia hasta varios tipos de visado. Cuando aparece un físico pakistaní, un químico ruso o un genetista chino de relevancia hay resortes en la legislación migratoria que se activan de inmediato para quedárselo. La presencia de profesionales cubanos en EE. UU. suele legalizarse por otras visas y otras vías; particularmente a través del conocido Ajuste Cubano.
Continuar leyendo en eichikawa >>

sábado, noviembre 03, 2012

Corrupcion y entrenamiento de medicos extranjeros en Cuba. El caso ghanes

el acuerdo entre cuba y el gobierno ghanes para entrenar medicos de esa nacionalidad en cuba asciende a 105,000 cedis [55,702 usd], mientras que similar entrenamiento es posible realizarlo en ghana por 30,000 cedis [15,915 usd].
Mahama slipped; Nana Addo lied over Cuba training at IEA Debate- Kwakye Ofosu
Felix Kwakye Ofosu
considerando que el actual presidente ghanes john mahama sabe aritmetica, a algun lugar iran a parar los casi 40 mil dolares norteamericanos por medico -a la tasa de cambio de hoy de 1 USD = 1.88500 GHS] y probablemente se la repartan al 50% con la contraparte cubana. 
la noticia del asunto que salio a relucir en el debate presidencial la trae: Myjoyonline.com/ Nathan Gadugah 



A firebrand of the ruling National Democratic Congress and Convener of the Research and Advocacy Platform Felix Kwakye Ofosu has described as “slip” wrong figures provided by President John Mahama during the IEA Presidential Debate on the training of Ghanaian doctors in Cuba.
Felix Kwakye Ofosu was however critical of the New Patriotic Party flagbearer accusing him of lying and deliberate falsehood on the same matter.
The President in answering a question on how he will improve health delivery in the country if retained in office, said among other things that he had initiated a Cuban arrangement in which Ghanaian students will be trained as doctors in Cuba.
His contender Nana Addo in the debate questioned the financial prudence of the Cuban arrangement which he said costs, 105,000 cedis. He argued the amount was too exorbitant, given that Ghanaian doctors are trained here at 30,000 cedis far cheaper than what the Cuban arrangement is offering.  More >>

jueves, noviembre 01, 2012

How Did Obama Get Into Occidental College?

The Blaze.com
Charles C. Johnson
Of the many enduring questions about Barack Obama’s past, perhaps none figures more than that of his still-unreleased academic records. But a series of articles written in Occidental College’s student newspaper, The Occidental, in 1978-1979 sheds new light on how Obama may have been admitted through the liberal arts college’s renewed, “hard nosed” and “rigorous” commitment to increasing the numbers of black and Chicano students and faculty on campus.
Federal privacy laws prohibit anyone, save Obama, from releasing material from his academic years, but contemporaneous documentation from the time gives strong indication of how he might have been admitted to the Southern California liberal arts college, despite an admitted lackluster academic performance at Punahou School, an elite Hawaiian prep school.
Fortunately for Obama, he applied to Occidental during a time of declining enrollment of blacks and Latinos and an invigorated commitment to increase the racial diversity of the faculty, student body, and “diversify” the curriculum. The year that Obama applied to Occidental College the numbers of black and Hispanic students was at an eight-year low. Indeed, only eighteen blacks matriculated at Occidental in the fall of 1978, down seven from 1977.
“In recent years, a marked decrease in the number of minority students attending college has provoked complaints from black and Chicano leaders as well as concerned college administrators,” wrote The Occidental’s Bill Davis and Tom Hammitt in “Minority enrollment plummets” on January 19, 1979. “The number of students of minority background at Occidental has declined sharply over the past two years. Fewer blacks and Chicanos attend the college than at any time during the past eight years. Current admissions reports show a 10% decline in the number of minority applicants compared to this date last year.”
Obama May Have Been Admitted to Occidental College Because of Race
The student union on the campus of Occidental College. (Photo: Occidental College website)
The decline in admissions came as Occidental was increasing its standard for admission. “Efforts to upgrade the academic standards for minority students accepted by Occidental are another cause of the decline in representation of minority students on campus,” the same article reported. “It used to be that we’d take (minority applicants) if there was any chance of them succeeding. Now we’re being more selective,” Dean Benjamin Culley said.  To help attract a higher quality minority student, Culley awarded financial aid differently based upon race. “Black and Chicano students, who comprise 10.2% of the student body, will receive approximately 33% of the funds available through his office,” Culley told the student newspaper.
Associate Dean of Students Yolanda Garcia suggested that the college had been race-norming, or adjusting scores on standardized test to have separate curves for different racial groups. Davis and Hammitt wrote that “some ethnic distinctions are made in the admissions process, particularly with regard to SAT scores” in regards to their interview with Garcia. It still wasn’t enough. As part of the consequences of a phenomenon that would later be known as the “mismatch effect,” Occidental was having difficulty attracting a quality minority student body, in large measure because the students eligible for admission to Occidental were going to higher ranked schools, like Stanford, instead. Fewer blacks and Latinos were completing their academic careers at Occidental than whites.

Hiring Based on Race
Meanwhile, a controversy over how diverse Occidental would be in the future was reaching a boiling point, and how Occidental could diversify its professorial pool. John C. Drew, the Marxist-turned-conservative, wrote on October 13, 1978 that some activists for affirmative action wanted the college to pay a premium for minority professors.
“Students at the [affirmative action] retreat also argued that minority professors were a scarce commodity and that having an ethnic background or being a woman should be considered as part of the qualities that Occidental College wants in a professor. If economics professors had to have higher salaries to attract them to Oxy, minority professors should be treated in a similar manner,” he wrote.
After the retreat and the year before Obama arrived on campus, a faculty meeting took place that decided the future of affirmative action. Norman Cohen, a Marxist who headed the Affirmative Action Committee, concluded that there was “no progress” on racial diversity on campus — the lack of which prompted black art professor, Mary Jane Hewitt, to resign in protest.
Hewitt’s departure, however, had profound consequences for Occidental’s approach to racial matters in hiring and student enrollment. Hewitt’s resignation ultimately made “people more willing (to diversify). It’s amazing how this dominates the campus. There’s interest. There’s concern. There’s willingness to work,” said Jane Jaquette, who became the co-chair of the Affirmative Action Committee with Anne Howells after Cohen left for a sabbatical in England. (Howells would go on to teach Obama Introduction to Literary Theory and to write his letter of recommendation for transfer to Columbia, because Obama, in her words, “wanted a wider urban experience.”)
The new chairs brought new attention to affirmative action on campus. “The Affirmative Action Committee promises more minority profs,” ran the headline in The Occidental on February 9, 1979. (Bill Davis and Tom Hammitt, “Affirmative Action Committee promises minority profs,” The Occidental, February 9, 1979.)
While neither Howells, nor Jaquette used the word “quotas,” there was little doubt that quotas were what was being considered. The Occidental laid out the numbers:
In American Studies, all four candidates being considered in the final selection are black. Religious Studies reports two black males among the five final candidates for the appointment. Economics includes one black PhD in its short list. Language and Linguistics two blacks and one Chicano candidate, and Art one Chicano applicant…”
Sometimes blacks made it into the final consideration simply because they were black. In the same article, the papers says the college ws searching for a “‘radical,’ non-Keynesian economist,” and economics Chairman Woody Studenmund admitted that sometimes racial considerations were preeminent. “In all honesty, [a black candidate] wouldn’t be in the top twelve [for a position] if he were not a minority,” he told the paper.
Obama May Have Been Admitted to Occidental College Because of Race
Thorne Hall, the college’s main auditorium. (Photo: Occidental College website)
The committee even proposed paying minority professors more money to attract them to the campus as part of an “agreement…to go outside of the normal bounds on salaries,” the February 9 article makes clear.
“(Black and Chicano professors) are bringing a quality to the campus that we want to have. You pay for that quality, based on what the job market is,” Jaquette explained.
“In six academic departments currently hiring new professors, nine black and two Chicano candidates have progressed to the semi-final selection rounds,” wrote Davis and Hammitt. “Estimates from the department sources guarantee the hiring of at least one minority candidate and possibly more this year…The increased number of black and Chicano candidates in faculty applicant pools can be attributed to growing faculty commitment, the coordinating efforts made by the Affirmative Action Committee and the Dean of Faculty[.]”
Recruiting more black and Chicano professors was necessary to attract more black and Chicano students, explained Howells.
“A ‘critical mass’ of minority instructors is necessary to establish a multi-cultural base to the college,” she told the article’s authors.  A “nucleus of minority faculty members here makes it easier to attract more [minority faculty] after that. It’s the same thing as with minority students.” How many blacks and Hispanics would be enough for a critical mass? “We’d like to have as many as we can,” said Howells. “I’m sure we’ll see an increase over the next five years,” Howells said. “People are really going on this direction.”
Unsurprisingly, the numbers of blacks and Latinos in the 1979-1980 school year grew to 25 black and 29 Chicano freshmen, according to The Occidental College Magazine. Of the total number of black freshmen, 19 were granted a total of $51,878 ($184,000 in today’s money) in scholarships; of the Chicano freshmen, 22 were granted a total of $39,100 (138,000 in today’s money). State assistance and funds from the institutions themselves make up more than 50 percent of all financial aid and more than 70 percent of grant aid to minorities, noted an admissions officer at the time.

“Occidental Couldn’t Give a Damn if It Returned to All [Anglo]”
More black and Chicano students and professors also meant more black and Chicano courses. “I think the curriculum is changing with respect to openness to so-called minority courses,” Jaquette told the paper on February 9. “If we can get minority people on campus, the curriculum will change. The departments have shown themselves willing, and these people will come here with an interest in diversifying.”
To help that process along, Occidental created an official “Minority Recruitment Day” on March 28, 1979, where it brought approximately 400 black, Chicano, and Asian high school students from 12 Los Angeles inner-city schools to present them with a “very down to earth view on why to go to college, and why to come to Occidental,” according to administrator Jim Reskin. (Tom Hammitt, “ASOC schedules Minority Recruitment Day,” The Occidental, February 16, 2012)
Unlike other school recruitments, this one was led by two activist organizations on campus, MeCha for Latinos and UJIMA, for blacks. “We want it to be student run because this is something which nobody else is doing,” Reskin told the paper. “The visiting students will not be badgered by people wearing suits and ties.”
Ironically, UJIMA’s executive coordinator, Michael Harris, and administrative coordinator, Sara-Etta Harris, may not have encouraged many blacks to attend. “Racism in an institutional arrangement definitely exists here,” Michael Harris told The Occidental. “For many black students, the Occidental experience is a very alienating experience. It really detaches you from your community. It really drains you. I’ve known students who left Occidental and refused ever to come back.” Sata-Etta Harris agreed. “From what I’ve seen in my three years here, Occidental couldn’t give a damn if it returned to all [Anglo].”
Both Harrises encouraged the college to go out of its way to recruit more black and minority faculty. According to the same Occidental article, “Recruiting such a faculty, said Michal Harris, demands a different approach to departmental hiring than is generally used—qualified blacks and Chicano instructors often suffered roadblocks in their careers that make them appear on their resumes to be less qualified and talented than their white competitors.”

Occidental’s Racial History and the Black Student Caucus
The decision to admit more blacks came as part of the tumult of the ‘60s. Occidental began concerted efforts at minority recruitment in the spring of 1964, with the aid of $275,000 granted by the Rockefeller Foundation,” wrote Hammitt in the second installment on minority students at Occidental called, “Turbulent past of minority student radicalism reviewed.” The grant was to be “seed money” to recruit more blacks and Latino students and similar amounts were given to other liberal arts colleges throughout America. The numbers of blacks on campus increased in 1967, growing to 44 black and 33 Chicano students, but that was not satisfactory for the Black Student Caucus.
“There is a growing desire for identity in the Negro community. We are telling ourselves that we are going to develop as Negroes,” a BSC spokesman told The Occidental in November 1967. “We intend to accumulate as much information as we can, in any form, concerning ourselves and that which affects us particularly as blacks.”
On January 27, 1968, the BSC held a forum titled, “Black-White Confrontation,” which drew over three hundred members of the Occidental community and where a BSC leader upbraided the school for not offering jazz, African art, Negro history, or courses on black politics, like Malcolm X. “The forum also revealed a growing cultural awareness and unity among black Occidental students,” the paper reported at the time.
The Black Student Caucus was a forerunner of UJIMA, a black radical group whose meetings Barack Obama would later attend. He would also later attend meetings long into the night at Columbia’s Malcolm X Lounge, a place intended for blacks and christened by Eric Holder Jr., his future attorney General.
Obama May Have Been Admitted to Occidental College Because of Race
Obama at the dinner. The New Yorker’s caption reads: “Obama with his friend and roommate Hasan Chandoo at the Ujima dinner.”
Dissatisfied with the numbers of blacks on campus, the Black Student Caucus led forty students and a few faculty members into the president’s office on May 28, 1968. Though the students and faculty were thrown out of the president’s office, many of their demands carried the day. “The demands included requests for more intense minority student recruitment, a more ethnically diverse faculty, and the expansion of the academic curriculum to include courses more sensitive to black students’ needs and interests,” wrote Tom Hammitt in the “Turbulent” article.

Obama as a Student
Perhaps Barack Obama was actually brilliant around the time of his college years, but his own words about his schooling at Punahou and Occidental give us reason to doubt that. In his first book, “Dreams from My Father,” Obama describes himself as a lackluster high school student whose mother criticized him for being a “loafer” (142). He describes his attitude toward schoolwork as “indifferent” (146), calling himself a “bum” who abused drugs (138) and who partied all weekend (165).  He “settled on Occidental College mainly because I’d met a girl from Brentwood while she was vacationing in Hawaii with her family.” (146) That girl has never turned up.
There are reasons to doubt his testimony, however. He had fibbed about a “transfer program” between Occidental College and Columbia University, which he described and which has never existed. In fact, Obama was recruited to Occidental by Kraig King, Class of ’77, who ran recruitment for Occidental College in Hawaii at the time.
Obama, King explained, came from Punahou, a school that King described on the phone as “the best high school in Hawaii.” King, now an executive in Minnesota, recalled in a phone conversation with TheBlaze meeting “Barry Obama” in Hawaii. And though Obama was interested in basketball, King said he knew that Obama wasn’t going to be interested in playing for the team. Though King didn’t say so, it seems obvious Obama’s status as a black student from a top prep school would have helped his chances of admittance at Occidental even if he were a terrible student at Punahou.

 Obama’s Role in Affirmative Action Protest on Campus
If Obama did benefit from affirmative action, it might certainly explain his interested in the policy while at Occidental. I wrote earlier this year about how the first political speech Barack Obama ever gave was at a rally against apartheid and in favor of affirmative action.  Recently released photographs taken by Obama’s friend, Tom Grauman and published by Margot Mifflin, another Obama friend now at the New Yorker, confirm that the rally was about racial preferences.
Student newspaper records which I uncovered from Occidental (excerpted below) reveal that the protest wasn’t just about South Africa: it was also about increasing racial preferences for black and Latino students and faculty at Occidental–a history that has been utterly missing from Obama’s political record.
From top to bottom, the rally was planned, promoted, and performed by Obama and his friends, including Professor of English Eric Newhall, who served as the co-chair of the faculty committee on multicultural education, and who supported the campus’s affirmative action program with especial gusto. Newhall was a veteran of campus activism of the ‘60s and he, like many Occidental professors, continued his activism on campus as a professor. He was also a draft-dodger who had spent ten months in prison for draft evasion in 1968-1969 — a fact that gave him a certain gravitas that the more politically active of his students appreciated. While Newhall never taught Obama during his two years at Occidental, the two were close socially and played basketball together.
In an article written on February 20, 1981 in The Occidental, Professor Newhall worried that Occidental College would become especially white given that several minority administrators were leaving the college at the end of 1981, and that that would, he said, have a deleterious effect on student education. These departures included administrators Romelle Rowe and the aforementioned Yolanda Garcia, who had been tasked with recruiting more blacks and Hispanics to Occidental’s campus, respectively.
Obama himself was planning to join that exodus of minorities from the campus and likely filed out a transfer application to Columbia in January 1981.
Many of the campus’s student activist leaders graduated in 1981, but Obama still had two more years to go before he, too, would graduate. Could he have been motivated by the alleged lack of diversity on Occidental’s campus? He writes in “Dreams” of his desire to find his “community,” and later moved to Morningside Heights and Harlem. The diminishing numbers of minority faculty and the graduation of many of his minority friends at Occidental provided the final push, especially given Obama’s interest in racial issues.
Obama May Have Been Admitted to Occidental College Because of Race
Obama at the rally, according to pictures published by the New Yorker. That outlet’s caption reads: “Closeup: Organizers and speakers at the rally. Wahid Hamid and Barack Obama are seated at left. Hasan Chandoo is seated and Caroline Boss is standing at center. Sara-Etta Harris is standing at right. Laurent Delanney is in the white T-shirt, lower right.”
At the rally, Professor Newhall argued that the decision of minorities to leave Occidental, as well as the number of minority students dropping out, was indicative of persistent bias on the part of Occidental students and administrators. From a February 1981 Occidental article:
“I’ve recently become aware that there is presently developing on this campus, an attitude of suspicion and intolerance towards certain groups,” [Eric Newhall, professor of English] announced, “mainly against blacks, Chicanos, Jews, and gays.” These prejudices he said, result from the frustration that many are feeling such problems as a spiraling inflation rate, high unemployment, and a high crime rate. Such conditions lead people to “search for scapegoats.” But he added “if we can’t stop harassment on this campus, we really don’t stand much of a chance of stopping it anywhere else.”
Newhall also said he realized that the school’s affirmative action program was in trouble and fretted that there might not be a single Chicano on the faculty or administration and made an explicit call for racial quotas:
[Newhall] admitted that “we all say we want affirmative action but we don’t want to pay what it apparantly [sic] will cost. Minorities with PhDs are in scarce supply, and thus will cost more to hire.” He said that he doesn’t like the idea of “someone else being paid more than I am for doing the same work I’m doing,” but that he liked even less having a “virtually all white faculty.”
Newhall then presented a plan designed to help increase minority enrollment. This spring, the Multicultural Education Committee, along with the admissions office, is planning to invite all accepted minority applicants to campus for a reception, in hopes that they can be convinced into choosing Occidental. I’m specifically asking the student body and the SCC to support our efforts, both emotionally and financially,” he said.
The rally continued with remarks about race from Latina freshman Becky Rivera [pictured here], who described Occidental as a “picture perfect campus. It’s quiet and beautiful, and no one has to worry about the students getting upset. Well, we’re upset.” She then accused the administration of “playing off one (minority) group against another,” and its plan is to “divide and conquer.” She warned that “a few of us ignorant minorities have got us some education,” and are “demanding answers and demanding action.” She added that “students are responsible for revolutions. Students have power. It starts on the campuses.”
(Obama was likely referring to Rivera when he mentioned his fictionalized “Regina” in his autobiography. There were only two women that spoke during that rally—Becky Rivera, a Latina girl, and Caroline Boss, a white member of the Democratic Socialist Alliance—and Obama seems to have compressed them both into one black student—Regina.)
The last to speak was Earl Chew, president of UJIMA, a black activist group on campus, and friend to Barack Obama. Chew called Occidental’s idea of a multicultural liberal arts institution “a farce,” and saw investment as “taking our tuition and investing it in the oppression of our ancestral people.”
Neither Chew nor Newhall were alone in linking the divestment issue with affirmative action efforts on campus. Shortly before the protests in February, “Members of the Student Coalition Against Apartheid” (which Obama had joined) and the “Third World Coalition,” among others, signed a letter (which I have reviewed) calling Occidental’s “commitment” to affirmative action “questionable”:
  1. It was overlooked to ask for any minority representation on the Dean of Faculty Search Committee. We find the position of the Dean of Faculty a viable one for the encouragement of Affirmative Action.
  2. Taking into consideration the geographic location of Occidental College, we would expect that Occidental would be more conducive to an ethnic and cultural atmosphere. Yet, we have only two full time Hispanic and only two full time Black faculty members.
  3. Over the past couple years, minority enrollment has increased, yet the attrition rate of minority students has also increased. The entering classes of 1970 and 1980 have had a decreasing enrollment of Black students.
It’s possible that this unsigned letter may very well have been written by Obama. As part of the campus protest movement, he describes himself as “drafting letters to the faculty” as part of his “larger role.” (“Dreams,” p. 160). The official history of Occidental mentioned the affirmative action protests as having taken place on February 18, 1981, writing:
Increased attention to minority rights, begun in the 1960s, also continued to command attention. Seeking greater minority representation, students and faculty members on February 18, 1981 held a rally in front of Coons Hall during a meeting of the trustees. A “Minority Caucus” sought more multicultural courses, to be taught by minority members. The faculty and administration, however, decided against tokenism that would admit students of marginal abilities to enlarge minority representation. Although aptitude tests would henceforth be weighted more lightly in the case of minority applicants, the college, as a small institution, did not possess the resources to service deeply-disadvantaged students.
The activists were ultimately effective in getting what they wanted passed:
A faculty committee on multicultural education, in 1982, became the committee on minority issues, consisting of faculty members, students, administrators, staff members, and alumni. This group sought to identify problems faced by campus ethnic minorities. An outgrowth of meetings of minority administrators and of a faculty caucus, the committee advised expansion of the minority presence on campus, although the college had already expanded its commitment to “Affirmative Action.” In 1984 President Gilman said about the effort:
The College has been engaged for 20 years in an effort to increase diversity among the student body and faculty. In the ‘60s we received three quarters of a million dollars to provide assistance to minority students. And we have been actively seeking more minorities since ’64. Because of this, the College has been strengthened and enriched. (See Andrew F. Rolle, “Occidental College: A Centennial History,” 1887-1987)
 “I Got Into Politics at Occidental”
So what does this all mean? It’s clear Occidental had been in favor of affirmative action ever since the 1960s, and that could explain how it was that Obama, an admittedly poor student in high school, had been admitted to Occidental.
In addition, Obama shared Prof. Newhall’s politics and fought for those very racial preferences. And could it be that part of the reason he fought so hard for them was because he was a beneficiary?
“I got into politics at Occidental,” Obama told Occidental in a 2004 interview with Occidental magazine. “I made a conscious decision to go into public policy.” Now, it seems, we know that racial preferencing was one such policy that played a roll in his life And maybe that explains why, in Dreams, Obama describes the divestment issue itself as a “subconscious end run around issues closer to home.”
​Editor’s note: You can see more pictures of Obama’s time at Occidental here.
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Retratos de fusilados por el Castrismo - Juan Abreu

"Hablame"

"EN TIEMPOS DIFÍCILES" - Heberto Padilla

A aquel hombre le pidieron su tiempo

para que lo juntara al tiempo de la Historia.

Le pidieron las manos,

porque para una época difícil

nada hay mejor que un par de buenas manos.

Le pidieron los ojos

que alguna vez tuvieron lágrimas

para que contemplara el lado claro

(especialmente el lado claro de la vida)

porque para el horror basta un ojo de asombro.

Le pidieron sus labios

resecos y cuarteados para afirmar,

para erigir, con cada afirmación, un sueño

(el-alto-sueño);

le pidieron las piernas

duras y nudosas

(sus viejas piernas andariegas),

porque en tiempos difíciles

¿algo hay mejor que un par de piernas

para la construcción o la trinchera?

Le pidieron el bosque que lo nutrió de niño,

con su árbol obediente.

Le pidieron el pecho, el corazón, los hombros.

Le dijeron

que eso era estrictamente necesario.

Le explicaron después

que toda esta donación resultaria inútil.

sin entregar la lengua,

porque en tiempos difíciles

nada es tan útil para atajar el odio o la mentira.

Y finalmente le rogaron

que, por favor, echase a andar,

porque en tiempos difíciles

esta es, sin duda, la prueba decisiva.

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La columna de Cubanalisis

NEOCASTRISMO [Hacer click en la imagen]

NEOCASTRISMO [Hacer click en la imagen]
¨Saturno jugando con sus hijos¨/ Pedro Pablo Oliva

Seguidores

Carta desde la carcel de Fidel Castro Ruz

“…después de todo, para mí la cárcel es un buen descanso, que sólo tiene de malo el que es obligatorio. Leo mucho y estudio mucho. Parece increíble, las horas pasan como si fuesen minutos y yo, que soy de temperamento intranquilo, me paso el día leyendo, apenas sin moverme para nada. La correspondencia llega normalmente…”

“…Como soy cocinero, de vez en cuando me entretengo preparando algún pisto. Hace poco me mandó mi hermana desde Oriente un pequeño jamón y preparé un bisté con jalea de guayaba. También preparo spaghettis de vez en cuando, de distintas formas, inventadas todas por mí; o bien tortilla de queso. ¡Ah! ¡Qué bien me quedan! por supuesto, que el repertorio no se queda ahí. Cuelo también café que me queda muy sabroso”.
“…En cuanto a fumar, en estos días pasados he estado rico: una caja de tabacos H. Upman del doctor Miró Cardona, dos cajas muy buenas de mi hermano Ramón….”.
“Me voy a cenar: spaghettis con calamares, bombones italianos de postre, café acabadito de colar y después un H. Upman #4. ¿No me envidias?”.
“…Me cuidan, me cuidan un poquito entre todos. No le hacen caso a uno, siempre estoy peleando para que no me manden nada. Cuando cojo el sol por la mañana en shorts y siento el aire de mar, me parece que estoy en una playa… ¡Me van a hacer creer que estoy de vacaciones! ¿Qué diría Carlos Marx de semejantes revolucionarios?”.

Quotes

¨La patria es dicha de todos, y dolor de todos, y cielo para todos, y no feudo ni capellaní­a de nadie¨ - Marti

"No temas ni a la prision, ni a la pobreza, ni a la muerte. Teme al miedo"
-
Giacomo Leopardi

¨Por eso es muy importante, Vicky, hijo mío, que recuerdes siempre para qué sirve la cabeza: para atravesar paredes¨Halvar de Flake [El vikingo]

"Como no me he preocupado de nacer, no me preocupo de morir" - Lorca

"Al final, no os preguntarán qué habéis sabido, sino qué habéis hecho" - Jean de Gerson

"Si queremos que todo siga como está, es necesario que todo cambie" - Giuseppe Tomasi di Lampedusa

"Todo hombre paga su grandeza con muchas pequeñeces, su victoria con muchas derrotas, su riqueza con múltiples quiebras" - Giovanni Papini


"Life is what happens while you are busy making other plans" - John Lennon

"Habla bajo, lleva siempre un gran palo y llegarás lejos" - Proverbio Africano

"No hay medicina para el miedo" - Proverbio escoces

"El supremo arte de la guerra es doblegar al enemigo sin luchar"
- Sun Tzu

"You do not really understand something unless you can explain it to your grandmother" - Albert Einstein

"It is inaccurate to say I hate everything. I am strongly in favor of common sense, common honesty, and common decency. This makes me forever ineligible for public office" - H. L. Menken

"I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented" - Elie Wiesel

"Stay hungry, stay foolish" -
Steve Jobs

"If you put the federal government in charge of the Sahara Desert , in five years ther'ed be a shortage of sand" - Milton Friedman

"The tragedy of modern man is not that he knows less and less about the meaning of his own life, but that it bothers him less and less" - Vaclav Havel

"No se puede controlar el resultado, pero si lo que uno haga para alcanzarlo" -
Vitor Belfort [MMA Fighter]

Liborio

Liborio
A la puerta de la gloria está San Pedro sentado y ve llegar a su lado a un hombre de cierta historia. No consigue hacer memoria y le pregunta con celo: ¿Quién eras allá en el suelo? Era Liborio mi nombre. Has sufrido mucho, hombre, entra, te has ganado el cielo.

Para Raul Castro

Cuba ocupa el penultimo lugar en el mundo en libertad economica solo superada por Corea del Norte.

Cuba ocupa el lugar 147 entre 153 paises evaluados en "Democracia, Mercado y Transparencia 2007"

Cuando vinieron

Cuando vinieron a buscar a los comunistas, Callé: yo no soy comunista.
Cuando vinieron a buscar a los sindicalistas, Callé: yo no soy sindicalista.
Cuando vinieron a buscar a los judíos, Callé: yo no soy judío. Cuando vinieron a buscar a los católicos, Callé: yo no soy “tan católico”.
Cuando vinieron a buscarme a mí, Callé: no había quien me escuchara.

Reverendo Martin Niemöller

Martha Colmenares

Martha Colmenares
Un sitio donde los hechos y sus huellas nos conmueven o cautivan

CUBA LLORA Y EL MUNDO Y NOSOTROS NO ESCUCHAMOS

Donde esta el Mundo, donde los Democratas, donde los Liberales? El pueblo de Cuba llora y nadie escucha.
Donde estan los Green, los Socialdemocratas, los Ricos y los Pobres, los Con Voz y Sin Voz? Cuba llora y nadie escucha.
Donde estan el Jet Set, los Reyes y Principes, Patricios y Plebeyos? Cuba desesperada clama por solidaridad.
Donde Bob Dylan, donde Martin Luther King, donde Hollywood y sus estrellas? Donde la Middle Class democrata y conservadora, o acaso tambien liberal a ratos? Y Gandhi? Y el Dios de Todos?
Donde los Santos y Virgenes; los Dioses de Cristianos, Protestantes, Musulmanes, Budistas, Testigos de Jehova y Adventistas del Septimo Dia. Donde estan Ochun y todas las deidades del Panteon Yoruba que no acuden a nuestro llanto? Donde Juan Pablo II que no exige mas que Cuba se abra al Mundo y que el Mundo se abra a Cuba?
Que hacen ahora mismo Alberto de Monaco y el Principe Felipe que no los escuchamos? Donde Madonna, donde Angelina Jolie y sus adoptados around de world; o nos hara falta un Brando erguido en un Oscar por Cuba? Donde Sean Penn?
Donde esta la Aristocracia Obrera y los Obreros menos Aristocraticos, donde los Working Class que no estan junto a un pueblo que lanquidece, sufre y llora por la ignominia?
Que hacen ahora mismo Zapatero y Rajoy que no los escuchamos, y Harper y Dion, e Hillary y Obama; donde McCain que no los escuchamos? Y los muertos? Y los que estan muriendo? Y los que van a morir? Y los que se lanzan desesperados al mar?
Donde estan el minero cantabrico o el pescador de percebes gijonese? Los Canarios donde estan? A los africanos no los oimos, y a los australianos con su acento de hombres duros tampoco. Y aquellos chinos milenarios de Canton que fundaron raices eternas en la Isla? Y que de la Queen Elizabeth y los Lords y Gentlemen? Que hace ahora mismo el combativo Principe Harry que no lo escuchamos?
Donde los Rockefellers? Donde los Duponts? Donde Kate Moss? Donde el Presidente de la ONU? Y Solana donde esta? Y los Generales y Doctores? Y los Lam y los Fabelo, y los Sivio y los Fito Paez?
Y que de Canseco y Miñoso? Y de los veteranos de Bahia de Cochinos y de los balseros y de los recien llegados? Y Carlos Otero y Susana Perez? Y el Bola, y Pancho Cespedes? Y YO y TU?
Y todos nosotros que estamos aqui y alla rumiando frustaciones y resquemores, envidias y sinsabores; autoelogios y nostalgias, en tanto Louis Michel comulga con Perez Roque mientras Biscet y una NACION lanquidecen?
Donde Maceo, donde Marti; donde aquel Villena con su carga para matar bribones?
Cuba llora y clama y el Mundo NO ESCUCHA!!!

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