Friday, May 22, 2009 9:21:31 PM
Languages, Grammar, Phonology, Orthography
...
Acocdrnig to an elgnsih unviesitry sutdy the oredr of letetrs in a
wrod dosen't mttaer, the olny thnig thta's iopmrantt is that the frsit and
lsat ltteer of eevry word is in the crcreot ptoision. The rset can be
jmbueld and one is stlil able to raed the txet wiohtut dclftfuiiy.
The reason why you don't have problems comprehending meaning in spite of the misspellings is because according to Daneman & Reingold (1995), pupil-centered eye movements are very rapid, and the reader is not aware that the eyes are attempting to repair errors. This experiment trashed existing believes that phonological codes led to meaning access before orthographic codes were activated in your brain.
Luis Lizardi,
MA Applied Linguistics (TESOL)
Friday, May 22, 2009 7:45:39 PM
Libraries, Biblioteca Digital, Digital Library, Bibliotecas
Dear Friends,
The Following link will give you access to ancient manuscripts, maps, rare books, musical scores, recordings, movies, photos, architectural drawings, and other important documents free of charge. The information you seek can be given in seven different languages. It is a joint effort from the Library of Congress, UNESCO, and several other libraries. Enjoy!
English:
http://www.wdl.org.enAmigos y Amigas
La Biblioteca Digital Mundial cuenta con manuscritos, mapas, libros raros, partituras musicales, grabaciones, películas, fotografías, dibujos arquitectónicos, y otros importantes materiales culturales accesibles de forma gratuita en el web. La información, provista en siete idiomas, incluye documentos de todas las áreas de contenido y datan desde el siglo XIX al presente.
El usuario puede encontrar imágenes de distintas instituciones incluyendo bibliotecas tales como la Bibliotheca de Alexandria e Iraqui National Library. La Biblioteca Digital Mundial busca promover el conocimiento inter-cultural, y proveer recursos para los educadores, y contribuir a la investigación académica. Este es un proyecto de la Biblioteca del Congreso, la UNESCO y varias bibliotecas. La pueden acceder en la siguiente dirección:
Español:
http://www.wdl.org/es/
Wednesday, May 20, 2009 6:48:17 PM
aroma, freedom, Home, relationships
...
Waking up after a "siesta", as I sit on my second floor balcony just watching the empty street of my downtown Hispanic city on a lazy Sunday afternoon, I catch a glimpse of some sort of debris on the sidewalk on the other side of the street. It looks like a tangled mass of cords...a leash all tangled up and left abandoned on that sidewalk. No sooner I make sense of what the debris seems to be, sure enough, a playful strayed puppy appears out of nowhere running towards the abandoned leash. He smells it, and lifts the leash with his teeth to try to put it back again around his neck. After several unsuccessful attempts, he gives up, and runs away.
As I watch this scene, I begin to wonder how the strayed puppy misses his dearly former home and comes back for his leash where the scent of that now lost home still lingers. I bet that those faint molecules in the aroma of the leash that spell "HOME" on his tiny brain close the gap for a few brief moments about his new reality... that of being lost in a strange world. I bet he misses his former masters, the petting, the food, the caring, ...the love! Yet, every now and then, the puppy goes away only to come back to his leash after a few minutes, but every time he comes back to it, those molecules that spell "HOME" become less and less perceptible. Thus, each time around, the playful scene with the link to his dear past is shorter... Until the puppy hardly comes back to play with his leash again...Until "home" becomes a distant unattached "souvenir".
Like the strayed puppy, I too, lost bit by bit the fragrance of my dear home through the years. Those great moments with my brothers, my cousins, and my uncles and aunts (and the rest of our extended family), celebrating holidays and birthdays at my parent's home, are a thing of the past. The caring, the solidarity, the petting, the love, are now all gone. Where is my family now? Where is my home? It was destroyed by new-comers: our "in-laws"! Whereas these "in-laws" came from other "not so loving" families, or whether they envied our tight relationships, and wanted all the love for themselves, I would never find out... but they did destroyed the unity of our family.
So, just as the strayed puppy did, I kept going back to smell the faint scent of an era long gone now, but the molecules were now truly imperceptible. The brief smile on my face whenever I try to remember my long lost home slowly turns into a painful scowl after a few seconds. That is why, I decided to choose my own road to exile and forget about the "HOME" we used to share. Through the years, I have realized that a brother, or a sister doesn't have to be someone who shares your DNA, but just about any human being that acts like one...that accepts you the way you are... that shares the joy of life...that behaves like a human being should. Again, just as the strayed puppy, my leash doesn't elicit any regards from my long lost home. In my wanderings through this world, I'm free from the slavery of my DNA in search for new friends and a new family based on harmony, happiness, and love. The strayed puppy is now also free from his former leash. Our olfactory glands perceive a different perfume...We live together now!
Monday, April 13, 2009 5:08:37 AM
Writing, Philosophy, Thoughts
It was really pleasing to read an essay titled “Why Write?”. The bottom line was: “You write for your own pleasure”. At first, I was quite in shock, and I could not produce anything in writing thinking that nobody would care to read; So why should I bother? But this essay (Why Write?), really turned things around.
I enjoy writing. It is like having a private conversation with a friend that can understand my train of thought and would debate with me on several topics, from the theme to the style, to the grammar I should use. So, in a sense, writing for fun is like having an internal dialogue with your best friend...yourself! The best thing about this dialogue with yourself is that you will not get interrupted. Your train of thought will not suffer so much digression, as if you were chatting with someone else, who might bring in new themes and leave old ones unfinished.
On the other hand, chatting live with a friend, has a positive side. A dialogue will most likely enhance (1) both participant’s thoughts, and also,(2) both interlocutors’ experiences.
Monday, April 6, 2009 6:15:15 PM
Poemas
REVELACION
En un árbol, inscrita, como augurio,
hallé grabada la historia de mi vida,
al buscar errante en la espesura
respuestas a las cuitas que eran mias.
Caminaba meditando por un bosque;
por un bosque que en silencio estaba hablando...
Por un bosque que gritaba en simbolismos,
paralelos con mi ser atormentado.
Recuerdo entrar allí desorientado,
anhelando la paz que todos buscan.
Pero cuando estamos sordo-ciegos y castrados
las respuestas mas sensatas se te ocultan.
Camine por entre yerbas y veredas.
Como Francisco, pisaba con cautela.
No queria molestar la paz de la espesura
con mi atormentada carga y mi presencia.
Y lleno de culpas católicas...
Abrumado con injusticias humanas...
Pedí al Paraclito del cielo
respuestas a la ambiguedad cristiana.
Perseguido por "los perros de Abelardo",1
"en la brecha" de de Diego me encontraba.2
Pero en vez de mujír embravecido,
anonadado como espectro caminaba.
Cansado y fatigado y ya sin lágrimas
me apoyé sobre una roca solitaria.
Y al levantar mi vista de la grama,
en un árbol hallé mi historia ya grabada.
Descascarado y abatido por el tiempo.
Viejo, vacío y asediado.
Destruído por el comején que nos consume,
como cuando desapercibidos cobijamos adversarios.
Aquellos ganchos partidos, desfoliados,
semejaban mi postura y mi semblante.
Estaban desprendidos de verdura,
igual que la esperanza de encontrarme.
Y mientras mi mirada más subía hacia la cumbre
de aquél viejo y desleñado maderamen,
mas mi vida sin embagues descorría
aquél biógrafo enigmático al mirarme.
Torturados... Abatidos... Solos... Entristecidos.
Góticos mártires en la catedral de la espesura.
Aquél árbol y yo cohabitabamos mudos
compartiendo comunes desventuras.
Y en el tope de aquél roble centenario
encontré respuesta a mi locura.
Al final, en lo alto se encontraba
la respuesta ansiada y mi cordura.
Hojas verdes, grandes, saludables,
ganchos nuevos, fuertes, desafiantes,
coronando el viejo andamiaje inherte,
anunciando la vida, tras la muerte.
Hojas verdes...¡Grandes! Ganchos nuevos...¡Fuertes!
que de cara al sol y al viento
y en medio de espinos y de enredos
se asomaban desafiantes y sin miedo.
"Contra todo lo injusto y lo inhumano."3
¡Como Julia, marchando con su tea!4
Aquél Nostradamus ciclópeo
predecía mis futuras odiseas.
Era el Paráclito del cielo
que a través del oráculo gigante
al verme apoyado en "La Roca"5
ufano me habló sin hablarme.
Y escuché en aquel silencio
decir con claro talante:
"¡LEVANTATE!"... "¡REVERDECE!"
"¡MARCHA CON JULIA!"... "¡PA'LANTE!"
1 referencia al cuento "Los Perros" de Abelardo Diaz Alfaro
2 referencia al poema "En la brecha" de José de Diego
3 cita del poema "A Julia de Burgos" de Julia de Burgos
4 referencia al poema "A Julia de Burgos"
5 Cristo es "La Roca"
Luis Lizardi
febrero del 1999
ELEGIA A LOS LIBROS
Que tristes son los libros...
los libros olvidados...
Como los muertos olvidados en los nichos;
En los nichos olvidados del recuerdo.
Mudos. Estóicos. Rígidos.
Esperando la resurreción
en una furtiva mirada
con paciente sumisión.
Tristes, porque guardan con resignación
la sabia y la razón, el fuego y la pasión
de aquél que gustó regalar una oración
de su espíritu creador.
Ánimas en pena...
asomadas en el estante...
Escaparate de muertos
que son vida y son arte.
Que tristes son los libros...
los libros olvidados.
Mas es extraña ironía
que los libros recordados
son alegría y tormento.
Luis Lizardi
marzo del 1997
MUERO
Lentamente, despacio, sin prisa...
vivo los ultimos momentos de mi vida.
Despacio, lentamente, sin prisa...
me consumen las heridas que son síquicas.
Observo, mudo y sin ansias
como la vida pasa y me deja,
como los otros viven, y se alejan
los motivos y las ansias de quimeras.
Desterrado, voy hacia mi entierro.
Anonadado, voy al camposanto.
Ostraizado, ando devagando.
Vagabundo, ando yo sin rumbo.
No lloro, pues no tengo ya una lágrima.
He consumido todos mis anhelos
y he palpitado todos mis sueños
y ya no albergo mas mi ánima.
Nada me alienta. Nada me sonrie.
Vivo muerto en vida, una vida, que no es vida.
El pecho duele. Moro inmóvil. Vivo inherte.
El mundo vive al este y yo caduco en el oeste.
Cae la noche. Cierro los ojos. Llega mi invierno
(No puedo soportar mas este infierno.).
Llega mi hora. Ya no se llora. No habrá recuento.
Todo se acaba. Nada se alaba... ¡Ya yo estoy muerto!
Luis Lizardi-Solá
14 de Noviembre del 2004
Monday, April 6, 2009 5:11:01 PM
Poems
PLANGENT
(To a writer’s block.)
Muses please
come to my rescue.
Help this poor soul
in grief and woe.
Wondering though the temple
of knowledge I am caught;
In need to find the seat of thought.
As a vagabond I come and go
trying to think in lonely hope.
Oh, how I wish to find inspiration
for a line, or two, and for direction!
Easy write those
who have found use
for thoughts, and words,
and verbs, and muse!
Luis Lizardi
February 27, 1997
TRASCENDENCE
(Forgive me for I have trespassed into the realm of demigods.)
“Well! What a surprise!
What are you doing here?”
Courtesy doesn’t hide bitterness and confusion.
Inpolite heuristics shows in body language.
The emotional cocktail has rendered speechless more than one.
And while baffled specters become rigid and perplexed,
Apprehensiveness surrounds paranoia
And uneasiness permeates their skin.
Wide-eyed stares freeze in silent owe.
Dilated pupils dry from banned blinks.
Tensed torticolis is shared by some.
Crispy nerves (not breathing at all!).
Tight molars grind uncontrolled whines,
Curses, hisses, and tortured cries…
“How has he dared invade our mare nostrum?”
“Who in the hell he thinks he is?”
Boiling blood is pumped in cardiac madness.
Pulsating arteries nourish headaches and frowns.
High temperatures melt the cold Olympic Pantheon.
Disfigured physiognomies snap blunt scowls.
“The sacred realm is no more!”
Disgust and despair make stomachs cramp.
Gastric ulcers feed on fools’ worries.
Acids corrode their selfish guts,
And insanity abounds in epidemic proportions.
And just when you think you are better out,
an enlightened voice in white robes cries:
”Don’t pull out your stakes!
It is they, who got in here
…by mistake!”
Luis Lizardi
February 1998
MY LIFE WITHOUT YOU
What you gave me, my dear
Was love at its best;
Compassion, and care
Support, and a quest.
What you offered, my dear
Was infinite love;
Tender, sublime
Honeyed and cloved.
What you shared, my dear
Was true nifty love,
And I thank you my darling
For all that it’s worth.
That’s why I stayed
And sought after you,
And now I can’t bear
My life without you!
Luis Lizardi
December 1st, 1999
INNER DIALOGUE
Damn you Ignorance;
master of underdevelopment!
(I need healing!)
You are the doom of nations,
and envy is your procreation.
(I need to loose my tensions!)
Why are people so happy?
At least that’s what it seems!
I know everyone has problems,
but they just seem to live at ease!
(I’m I in self denial?)
I sometimes wish to be as ignorant;
Maybe I am the greatest of them all!
But even knowing that knowledge is painful,
I wouldn’t bargain it at all!
(I smile!)
Luis Lizardi
October 30,1999
WHO CARES?
Who cares?
Nobody!
I used to care…
Not anymore.
Congratulate me!
I’m one of yours!
But don’t get me wrong:
I don’t give a hoot,
And neither do you!
Luis Lizardi
October 30, 1999
Thursday, April 2, 2009 8:55:32 PM
Language Acquisition
ERIC Resume for ED439434
Title: A Connectionist Approach to Language Acquisition.
Personal Author: "/Webstore/CommonSearchResults.asp?txtDocType=ED&txtElectronically=0&vNameID=22539701&SearchForm=P_ExpandedSearch&Text1=Lizardi Luis O.&Field1=@meta_Authors&Boolean1=%20AND%20&Text2=&Field2=&txtPubType=&txtSort=Meta_DocID[D]&txtMaxDisplayed=10&q1=@meta_Authors Lizardi Luis O.";
Abstract: This paper attempts to synthesize how biological-nativist theories emerged as a response to logical and empirical flaws in behaviorist learning theories, and how in turn, recent research findings in Developmental Cognitive Neuroscience and Connectionist models of language acquisition are questioning the present innatist framework. As a result of this questioning, a reconceptualization of the term innateness have been proposed by a group of scientists on the grounds that the issue of `the grammar gene` has kept investigators looking on the wrong places for answers to language acquisition. On the other hand, looking at language acquisition issues from a Developmental Cognitive Neuroscience perspective supported by Connectionist data have provided researchers with a fresh outlook. It is now theorized that: (1) language acquisition is a product of the biologically endowed architectural structures of neural networks that are able to store environmental input; (2) linguistic input is stored in long term memory depending on statistical frequencies; and (3) language production is the result, not of genes, but of the problem of transferring multidimensional representations of thought into a linear (monodimensional) string of words. (Contains 12 references.) (Author/RS)
Publication Date: 2000-00-00
Descriptors: Behaviorism; Cognitive Psychology; Language Acquisition;
Elementary Secondary Education; Linguistic Input; Models;
Identifiers: Connectionism; Publication Type: General Information Analyses;
Languages: English;
Thursday, April 2, 2009 8:49:54 PM
Educational Philosophy, Education, Teachers, Philosophy
EDUCATIONAL PHILOSOPHY
Growth should be the goal of schooling: growth in character leading to a multicultural-tolerant individual; growth in interpersonal relationships based on respect for others; growth in identity and self-fulfillment within social contexts; growth in cognitive and metacognitive skills that lead to critical thinking and self-regulation; and growth in moral development that leads to ethical principles.
The educational enterprise should take into account a neurobiological perspective of human learning in order to be able to address students’ cognitive development as well as academic needs.
I strongly believe that by constructing brain compatible lessons teachers will help students internalize experiences more efficiently. Experiences drawn from life are the basis for further
abstract conceptualizations and re-conceptualizations.
Thus, learning proceeds from that which is concrete to that which we call abstract. In sum, because each learner has a unique brain configuration sculptured by different maturational developments and experiences, the teacher’s role should be to guide and advice individuals during their learning quest and to help them cope with change, and ambiguity. Hence, a teacher’s guidance should promote students’(a) academic and (b) personal developmental growth.
Luis Lizardi y Solá (1999)