Our Familiar and Institutional Contribution for Dominican Republic Council for Economy and Health : LA DEMOCRACIA, SE DEFINE, Y REDEFINE las 24 horas del dia: ENTRE LAS GONDOLAS, DEL SUPERMERCADO: EN LOS PROCESOS DE CONSUMO.... NESTOR GARCIA CANCLINI (1990) CONSUMIDORES & CIUDADANOS. --------- EN 1939.... OTRA MADRE ARGENTINA, ESTABA DANDO A LUZ A UN NINO...ANONIMO.... LO LLAMO: NESTOR GARCIA CANCLINI. PROFESION: ANTROPOLOGO. -------- Néstor García Canclini From Wikipedia, the free encyclopedia. -------- Néstor García Canclini. Néstor García Canclini (born 1939) is an Argentine-born academic and anthropologist known for his theorization of the concept of "hybridity." Contents 1 Biography 2 Lines of Investigation 3 Works 3.1 Overview 3.2 Hybrid Cultures: Strategies for Entering and Leaving Modernity 3.3 List of works 3.3.1 English-translated Versions 4 Awards/Accolades 5 References 6 Bibliography. Biography. García Canclini was born DECEMBER 1, 1938 December 1, 1939 in La Plata, Argentina. Three years after RECEIVING HIS PHD receiving his PhD IN PHILOSOPHY in philosophy at the UNIVERSITY LA PLATA, 1975 University of La Plata in 1975, THANKS TO A SCHOLARSHIP thanks to a scholarship awarded from CONICET (The National Scientific and TECHNICAL RESEARCH COUNCIL Technical Research Council), García Canclini also RECEIVED ANOTHER received another PhD IN PHILOSOPHY IFROM THE PARIS in philosophy from the Paris NANTERRE UNIVERSITY. Nanterre University. HE TAUGHT A THE UNIVERSITY He taught at the University of La Plata BETWEEN 1966 UNTIL 1975 between 1966 and 1975 AND AT THE UNIVERSITY OF BUENOS AIRES IN 1974 and at the University of Buenos Aires in 1974 AND 1975 and 1975. THROUGHOUT HIS ACADEMIC CAREER Throughout his academic career HE HAS ALSO SERVED AS VISITING PROFESSOR AT THE UNIVERSITY he has also served as a visiting professor AT UNIVERSITY OF NAPLES. AT UNIVERSITY : UT AUSTIN, TEXAS, STANFORD UNIVERSITY, UNIVERSITY OF BARCELONA, at University of Naples, UT Austin, AND SAO PAULO UNIVERSITY. Stanford University, University of Barcelona and São Paulo. SINCE 1990 GARCIA CANCLINI HAS BEEN WORKING Since 1990 García Canclini has been working AS PROFESSOR & RESEARCHER as a professor and researcher AT THE UNIVERSIDAD AUTONOMA METROPOLITANA IN MEXICO...CITY at the Universidad Autónoma Metropolitana in Mexico City AND UNTIL 2007 HE DIRECTED THE UNIVERSITY PROGRAM and until 2007 he directed the university’s PROGRAM STUDIES ON URBAN CULTURE program studies on urban culture. HE IS ALSO RESEARCHER EMERITUS He is also a researcher emeritus OF THE NATIONAL SYSTEM OF INVESTIGATORS of the National System of Investigators UNDER THE NATIONAL COUNCIL OF SCIENCE AND TECHNOLOGY under the National Council of Science and Technology (Conacyt) of Mexico. LINES OF INVESTIGATION. Lines of Investigation In the text Comunicación Y CONSUMO EN TIEMPOS NEOCONSERVADORES y consumo en tiempos neoconservadores (Communication and CONSUMERISM Consumerism in Neoconservative Times), THE THEORIST AFFIRMS THAT the theorist affirms that COMMUNICATIONS RESEARCH communications research, CENTERES IN THE SOCIAL SCIENCES centered in the social sciences, HAS MADE AREAS OF LATIN AMERICA CULTURAL has made areas of Latin American cultural CULTURAL DEVELOPMENT VISIBLE, development visible, IN WHICH THE RELATIONSHIP BETWEEN in which the relationship between CONSUMERIS AND CITIZENSHIP consumerism and citizenship IS ESTABLISHED. is established. CONSUMERISM A PRODUCT Consumerism, A PRODUCT OF GLOBALIZATION a product of globalization, HAS GENERATED A NEW has generated A NEW CONCEPTION OF THE CITIZEN a new conception of the citizen, WHILE THE QUALTITU OF GOODS while the quantity of goods THAT A PERSON CAN ACQUIRE that a person can acquire DETERMINE THE SOCIAL STATUS determines the social status THAT THEY HAVE AND THEREFORE THE ROLE that they have and therefore the role OF THE COMMON CITIZEN of the common citizen, IN TERMS OF POLITICAL PARTICIPATION in terms of political participation (mainly) DEPENDS ON HOW THE CONSUMER IS. depends on how the consumer is. The principal cause of the aforementioned phenomenon IS GLOBALIZATION is globalization. For Canclini, this concept does not have its own definition, rather, it depends on THE CIRCUMSTANCES & THE CONTEXTS the circumstances and the contexts WHICH ARE PRESENTED IN THE LATIN AMERICAN CASE, which are presented. In the Latin American case, GLOBALIZATION IS NOT A PERCEPTIBLE FACT, globalization is not a perceptible fact, INSTEAD AN IMAGINED CONCEPT. instead an imagined concept, that is to say, IT CONSTITUTES A PARADIGM it constitutes a paradigm in Latin American SOCIETY THAT GOVERNS THE RELATIONS BETWEEN DIFFERENT INDIVIDUALS society that governs the relations between different individuals (there is a notion that it “exists,” but in reality it is the product of a series of values that Latin American society has imposed upon itself to resemble the first world). The previous CAN BE SEEN REFLECTE IN THE CRITIQUE OF MARKETING STUDIES... can be seen reflected in the critique of marketing studies that only counts the economic figures of Latin America’s entry into world trade, but do not take into account the symbolic-social change that this generates, in his book La globalización imaginada (The Imagined Globalization), chapter ‘Mercado e Interculturalidad: América Latina entre Europa y Estados Unidos’ (Market and Interculturality: Latin America between Europe and the United States). In respect to the last main idea of the investigation, Canclini suggests that the Latin American cultural space and transitional circuits are immersed in imagined constructions about the identity of us and of others; the Latin American elite constructs the city in resemblance to the great European and American metropolises, while the rest of the town seeks to survive with its traditions in the modernizing process. "La industria cultural es analizada como matriz de desorganización y reorganización de una experiencia temporal mucho más compatible con las desterritorializaciones y relocalizaciones que implican las migraciones sociales y las fragmentaciones culturales de la vida urbana que la que configuran la cultura de élite o la cultura popular, ambas ligadas a una temporalidad “moderna”; esto es, una experiencia hecha de sedimentaciones, acumulaciones e innovaciones. Industria cultural y comunicaciones masivas designan los nuevos procesos de producción y circulación de la cultura, que corresponden no sólo a innovaciones tecnológicas sino a nuevas formas de la sensibilidad, a nuevos tipos de recepción, de disfrute y apropiación." English Translation: The cultural industry is analyzed like a matrix of disorganization and reorganization of a temporary experience much more compatible with the deterritorializations and relocations that imply social migrations and cultural fragmentations of urban life that configure the elite culture and popular culture, both bound to a temporary “modernity,” this is, an experience made of sedimentations, accumulations and innovations. Cultural industry and massive communications design new processes of production and circulation of culture, that correspond not only to technological innovations but also new forms of sensibility, new forms of reception, of enjoyment and appropriation. In the book Lectores, espectadores e internautas (Readers, Spectators, and Internet Users), Canclini asks us: What does it mean to be a reader, spectator, and internet user? What are the cultural habits of a person that concurs in these three activities? Canclini speaks of the reader in two sentiments, the first making reference to the literary field like Hans Robert Jauss and the second through the editorial system like Umberto Eco does. Canclini accuses the system of wanting to generate new readers only through printed media, without taking into account digital media. The concept of the spectator is linked to the types of shows that they attend, cinema, television, recitals etc. And the internet-user is "un actor multimodal que lee, ve, escucha y combina materiales diversos, procedentes de la lectura y de los espectáculos" (a multimodal actor that reads, sees, listens, and combines diverse materials, from readings and entertainment).[1] The book develops in the form of a dictionary, starting with A for ‘apertura’(aperture) and the Z for zipping. He describes new concepts that have brought the digital age. The reader - spectator - and internet user read more on the internet than on paper. This book shows us both the benefits of technology and its negative aspects that are familiar to us all. Works Overview Canclini has been one of the principal anthropologists that has treated Modernity, Postmodernity, and Culture from the Latin American perspective. One of the principal terms he has coined is “cultural hybridization,” a phenomenon that “materializes in multi-determined scenarios where diverse systems intersect and interpenetrate.”[2] An example of this is contemporary music groups that mix or juxtapose global trends such as pop with indigenous or traditional rhythms. One of his best-known works, Consumidores y ciudadanos (Consumers and Citizens) defines consumption as "the set of socio-cultural processes in which the appropriation and uses of products are carried out."[2] Hybrid Cultures: Strategies for Entering and Leaving Modernity This text is foundational to Latin American Cultural Studies and is now considered a classic. Canclini takes an interdisciplinary approach to social thought to critically reimagine Latin American issues pertaining to modernity and democracy, "Néstor García Canclini explores the tensions, verging on contradictions, between modernization and democratization in Latin American nation-states. These states regard themselves caught between traditions that have not yet gone and a modernity that has not yet arrived. From its hybrid position between tradition and modernity, the challenge for Latin America is to construct democratic culture and knowledge without succumbing either to the temptations of elite art and literature or to the coercive forces of mass media and marketing. In a work of committed scholarship the author both interrogates and advocates the development of democratic institutions and practices in Latin America."[3] Canclini analyzes and synthesizes the theories of Bourdieu, Gramsci, Weber, elite literary works and popular culture to envision a Latin American praxis that celebrates hybridization “as an ongoing condition of all human cultures, which contains no zones of purity because they undergo continuous processes of transculturation (two-way borrowing and lending between cultures)."[3] Thereby imagined cultural borders are actually very porous. List of works Arte popular y sociedad en América Latina, Grijalbo, México, (1977) La producción simbólica. Teoría y método en sociología del arte, Siglo XXI, México, (1979) Las culturas populares en el capitalismo, Nueva Imagen, México, (1982) ¿De qué estamos hablando cuando hablamos de lo popular?, CLAEH, Montevideo, 1986 Cultura transnacional y culturas populares (ed. con R. Roncagliolo), Ipal, Lima, 1988 Culturas híbridas: Estrategias para entrar y salir de la modernidad, Grijalbo, México, 1990 Cultura y Comunicación: entre lo global y lo local, Ediciones de Periodismo y Comunicación. Las industrias culturales y el desarrollo de México, con Ernesto Piedras Feria 2008, México, DF, Siglo XXI Editores. Las industrias culturales en la integración latinoamericana, 2002 La globalización imaginada, Paidós, Barcelona, 1999 Latinoamericanos buscando lugar en este siglo, Paidós, Buenos Aires, 2002 Diferentes, desiguales y desconectados. Mapas de la interculturalidad, Gedisa, Barcelona, 2004 Lectores, espectadores e internautas, Gedisa, Barcelona, 2007 La sociedad sin relato: Antropología y estética de la inminencia, Buenos Aires y Madrid, Katz editores, 2010, ISBN 978-84-92946-15-0 English-translated Versions Transforming Modernity: Popular Culture in Mexico, University of Texas Press, 1993 Hybrid Cultures: Strategies for Entering and Leaving Modernity, University of Minnesota Press, 1995 Consumers and Citizens: Globalization and Multicultural Conflicts, University of Minnesota Press, 2001 Art beyond Itself: Anthropology for a Society without a Story Line, Duke University Press, 2014 Imagined Globalization, Duke University Press, 2014 Awards/Accolades In 1996 Canclini received a Diploma of Merit from the Konex Foundation in the category of «Aesthetic, Theory and Art History[4]». He also received the Guggenheim Scholarship, the Essay Award granted by Casa de las Américas and the Book Award from the Latin American Studies Association for his book Hybrid Cultures as the best book in Spanish about Latin America.[5] In 2012 Canclini received from National University of Cordoba the University Prize for Culture “400 years” during the opening of the Third International Congress of the Argentine Association of Cinema and Audiovisual Studies of which he was inaugural speaker.[6] In 2014 the Ministry of Public Education awarded him the National Prize for Science and Arts in the area of History, Social Sciences and Philosophy. In 2017 at the close of the VIII National and Latin American V: The University as an Object of Study "The University Reform between two centuries," Canclini received the 33rd Honoris Causa of the National University of the Coast. References "INFOAMÉRICA | Néstor García Canclini". www.infoamerica.org. Retrieved 2017-05-23. García Canclini, Néstor (1995). Consumidores y ciudadanos: Conflictos multiculturales de la globalización. Mexico: Grijalbo. p. 53. Rosaldo, R. (1995). Foreword. In CANCLINI N., Chiappari C., & López S. (Authors), Hybrid Cultures: Strategies for Entering and Leaving Modernity (pp. Xi-Xviii). University of Minnesota Press. Factory, Troop Software. "Premios Konex 1996: Humanidades | Fundación Konex" (in Spanish). Retrieved 2017-05-23. Factory, Troop Software. "Néstor García Canclini | Fundación Konex" (in Spanish). Retrieved 2017-05-23. "Premio Universitario de Cultura "400 años"". Bibliography García Canclini, Néstor (1995). Consumidores y ciudadanos: Conflictos multiculturales de la globalización. México: Grijalbo. Rosaldo, R. (1995). Foreword. In CANCLINI N., Chiappari C., & López S. (Authors), Hybrid Cultures: Strategies for Entering and Leaving Modernity (pp. Xi-Xviii). University of Minnesota Press. Authority control Edit this at Wikidata BNE: XX939221BNF: cb118863776 (data)CANTIC: a10983934GND: 131859722ISNI: 0000 0001 1487 1155LCCN: n81135080NTA: 192759280SUDOC: 026656833VIAF: 2464748WorldCat Identities (via VIAF): 2464748 Categories: 1939 birthsLiving peopleLatin AmericanistsGuggenheim FellowsCultural anthropologistsArgentine anthropologists Navigation menu Not logged inTalkContributionsCreate accountLog inArticleTalkReadEditView historySearch Search Wikipedia Main page Contents Featured content Current events Random article Donate to Wikipedia Wikipedia store Interaction Help About Wikipedia Community portal Recent changes Contact page Tools What links here Related changes Upload file Special pages Permanent link Page information Wikidata item Cite this page In other projects Wikimedia Commons Print/export Create a book Download as PDF Printable version Languages Català Español Euskara Français Italiano Português Русский Edit links This page was last edited on 15 October 2019, at 03:38 (UTC). Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. Privacy policyAbout WikipediaDisclaimersContact WikipediaDevelopersStatisticsCookie statementMobile view -------- DESDE 1492... hasta hoy.... --------- TODO, nos llega tade, llegamos TARDE a todo.... PROFESOR JUAN EMILIO BOSCH GAVINO (1976). ECONOMISTA & CIENTIFICO DOMINICANO. ----- DESDE 1492 HASTA HOY.... ---- EL MEJOR INVENTO, de un gerente dominicano, administrador del Estado Dominicano, para: 1.SALVAR LAS VIDAS, 2. Para SALVAR EL FUTURO LABORAL y socio-profesional de cada nino o cada nina, DOMINICANOS... -POBRES, DEL CAMPO Y DE L A CIUDAD- ha sido IDEADO EN ESTOS ULTIMOS 7 ANOS (2012-2019) 1. ENCERRAR AL NINO O A LA NINA. POBRES -DEL CAMPO Y DE LA CIUDAD- 2. DE 8 DE LA MANANA A 4 DE LA TARDE.... PARA DIRIGIR SUS SUENOS VOCACIONALES... HACIA: 1. LABORATORIOS. 2. TALLERES. 3. AULAS EN ESCUELAS DOMINICANAS, 1. PUBLICAS. 2. GRATUITAS. 3. BIEN EQUIPADAS. Apoyadas por LA REPUBLICA DIGITAL: EDUCACION PARA QUE SUS SUENOS, AYUDEN A CONSTRUIR: 1. LA GRANDEZA. 2. LA RIQUEZA. 3. LOS TALENTOS CIENTIFICOS. 4. LAS CIENCIAS TICs DMINICANAS... del siglo XXI, camino a la cuarta revolucion industrial o industria 4.0 SE LLAMA: LA TANDA EXTENDIDA.... No solo se beneficia el NINO O NINA, ESCOLARES, POBRES, DOMINICANOS DEL CAMPO Y DE LA CIUDAD... Sino tambien SU MAMA... 1. QUIEN LIBERADA EN SU TIEMPO de lunes a viernes de 8 a 4 de la tarde... 2. PODRA POR FIN.... 1. VOLVER A LA ESCUELA: HACERSE BACHILLER... 2. VOLVER A LA UNIVERSIDAD: HACERSE PROFESIONAL O CIENTIFICA TICs.... 3. PODRA POR FIN... 3.1. INGRESAR CON TODOS SUS TALENTOS Y CAPACIDADES. 3.2. INGRESAR CON SUS MULTIPLES INTELIGENCIAS... 3.3. INGRESAR AL MERCADO DE TRABAJO PRODUCTIVO DE RIQUEZA EN LA ECONOMIA DOMINICANA.... PARA HACER GRANDE LA PATRIA DE DUARTE, SANCHEZ, MELLA, LUPERON, EUGENIO MARIA DE HOSTOS, SALOME URENA DE HENRIQUEZ, PEDRO HENRIQUEZ URENA Y PROFESOR JUAN EMILIIO BOSCH GAVINO... en el siglo XXi... 1. TRABAJANDO CON EL SUDOR DE SU FRENTE... 2. INNOVANDO CON EL SUDOR DE SU FRENTE... 3. IMAGINANDO CON EL SUDOR DE SU FRENTE... 4. PATENTANDO CON EL SUDOR DE SU FRENTE... 5. CREANDO RIQUEZA DESDE LA PROPIEDAD INDUSTRIAL CON EL SUDOR DE SU FRENTE... 6. FUNDANDO MYPIMES, CON EL SUDOR DE SU FRENTE... 7. EXPORTANDO A LOS 5 CONTINENTES: SU DOMINICANIDAD, CON EL SUDOR DE SU FRENTE.... Yoe F. Santos/CCIAV Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) --------- TODO esta CONECTADO. Reverendo Martin Luther King, Jr. --------- ANTES DE INICIAR EL SIGLO XX, en 1899, THORSTEIN VEBLEN, EDITA Y PUBLICA SU OBRA CUMBRE: LA TEORIA DE LA CLASE OCIOSA. UN ESTUDIO ECONOMICO DE LAS INSTITUCIONES. -------- https://oll.libertyfund.org/titles/veblen-the-theory-of-the-leisure-class-an-economic-study-of-institutions LA EVOLUCION MUNDIAL DE LAS INDUSTRIAS CULTURALES. LA EVOLUCION MUNDIA DE LAS INDUSTRIAS CREATIVAS. LA EVOLUCION MUNDIA DE LA FARANDULA, DEL SHOW BUSINESS, LA EVOLUCION MUNDIAL DE LAS CLASES CREATIVAS DE RICHARD FLORIDA, LA EVOLUCION MUNDIAL DE LA ECONOMIA NARANJA, DE LA ECONOMIA CREATIVA... LA EVOLUCION MUNDIAL DEL TALENTO HUMANO, DEL CAPITAL HUMANO.... LA EVOLUCION MUNDIAL DE LA EDUCACION ESPECIAL, para sacar a flote en cada nino o nina d ela tierra LO MEJOR QUE LLEVA DENTRO... 1. EN SU CUERPO, desde LOS DEPORTES, DESDE LAS CIENCIAS DEL DEPORTE.... 2. EN SU VOZ, DESDE LAS CIENCIAS DEL OCIO & DE LA EDUCACION ESPECIAL: 2.1. ARTISTICO-PERFORMATIVA. 2.2. DE LOS ESCENARIOS.... 2.3. DE LA INDUSTRIA TELECOMUNICACIONAL. 2.4. DE LA INDUSTRIA RADIOFONICA. 2.5. DE LA INDUSTRIA TELEVISIVA. 2.6. DE LA INDUSTRIA CINEMATOGRAFICA. 2.7. DE LAS INDUSTRIAS EN PLATAFORMAS DE STREAMING, en el meta - medio en que ha devenido a nivel MUNDIAL, CIVILIZADO, CIVIL, EDUCATIVO, MEDICO, SANITARIO, ARQUITECTONICO, DE DISENO, DE CREACION DE CADENAS DE VALOR DESDE LAS CIENCIAS LOGISTICAS, DESDE LAS CIENCIAS ESTRATEGICAS, LA INDUSTRIA TURISTICA O DE LAS CIENCIAS DE LA ADMINISTRACION EN: CIENCIAS DE LA HOSPITALIDAD & DEL TURISMO, ... a nivel planetario... GIRAN EN TORNO A ESTE LIBRO VIEJO DEL ANO 1899.... QUIEN NO LO SABE? 1. Quien nunca ha trabajado PRODUCTIVAMENTE EN LA ECONOMIA DOMINICANA. 2. Quien nunca SUPO lo que es tener 18 anos Y UN CURRICULUM dominicano, de UNA SOLA PAGINA... 3. Quien nunca fue tocando puertas, bajo el INCLMENTE SOL DE LAS 12 DEL DIA: PARA VER SI LE DABAN A LOS 18 ANOS DE EDAD, 1. LA OPORTUNIDAD. 2. DE TENER SU PRIMER EMPLEO JUVENIL: REMUNERADO.... 3. EN EL MERCADO DE TRABAJO DOMINICANO... Yoe F. Santos/CCIAV. Talents, Criticism, Friendship! Salut,Polis, Ecumene! (1959-2019) __________ Veblen good From Wikipedia, the free encyclopedia Jump to navigationJump to search Veblen goods, such as a Rolls-Royce Phantom luxury car, are considered desirable consumer products for conspicuous consumption because of, rather than in spite of, their high prices. Veblen goods are types of luxury goods for which the quantity demanded increases as the price increases, an apparent contradiction of the law of demand, resulting in an upward-sloping demand curve. A higher price may make a product desirable as a status symbol in the practices of conspicuous consumption and conspicuous leisure. A product may be a Veblen good because it is a positional good, something few others can own. Veblen goods are named after American economist Thorstein Veblen, who first identified conspicuous consumption as a mode of status-seeking in The Theory of the Leisure Class (1899).[1] A corollary of the Veblen effect is that lowering the price decreases the quantity demanded.[2] Related concepts Cristal is an example of a consumable Veblen good. The Veblen effect is one of a family of theoretical anomalies in the general law of demand in microeconomics. Other related effects include: The snob effect: expressed preference for goods because they are different from those commonly preferred; in other words, for consumers who want to use exclusive products, price is quality.[3] The common law of business balance: low price of a good indicates that the producer may have compromised quality, that is, "you get what you pay for". The hot-hand fallacy: stock buyers have fallen prey to the fallacy that previous price increases suggest future price increases.[4] Other rationales for buying a high-priced stock are that previous buyers who bid up the price are proof of the issue's quality, or conversely, that an issue's low price may be evidence of viability problems. Sometimes, the value of a good increases as the number of buyers or users increases. This is called the bandwagon effect when it depends on the psychology of buying a product because it seems popular; or the network effect, when a large number of buyers or users itself increases the value of a good. For example, as the number of people with telephones or Facebook increased, the value of having a telephone or being on Facebook increased, since the user could reach more people. However, neither of these effects suggests that, at a given level of saturation, raising the price would boost demand. Some of these effects are discussed in a classic article by Harvey Leibenstein (1950).[5] Counter-examples have been called the counter-Veblen effect.[6] The effect on demand depends on the range of other goods available, their prices, and whether they serve as substitutes for the goods in question. The effects are anomalies within demand theory, because the theory normally assumes that preferences are independent of price or the number of units being sold. They are therefore collectively referred to as interaction effects. The interaction effects are a different kind of anomaly from that posed by Giffen goods. The Giffen goods theory is one for which observed quantity demanded rises as price rises, but the effect arises without any interaction between price and preference—it results from the interplay of the income effect and the substitution effect of a change in price. Studies have examined cases of goods which show interaction effects,[7][8] and in which people seem to receive more pleasure from more expensive goods.[9] See also Choice-supportive bias Conspicuous consumption Consumer surplus Giffen good Positional good Status symbol References Veblen, T. B. (1899). The Theory of the Leisure Class. An Economic Study of Institutions. London: Macmillan Publishers. John C. Wood (1993). Thorstein Veblen: Critical Assessments. Psychology Press. ISBN 978-0-415-07487-2. Galatin, M.; Leiter, Robert D. (1981). Economics of Information. Boston: Martinus Nijhoff. pp. 25–29. ISBN 978-0-89838-067-5. Johnson, Joseph; Tellis, G.J.; Macinnis, D.J. (2005). "Losers, Winners, and Biased Trades". Journal of Consumer Research. 2 (32): 324–329. doi:10.1086/432241. Leibenstein, Harvey (1950). "Bandwagon, Snob, and Veblen Effects in the Theory of Consumers' Demand". Quarterly Journal of Economics. 64 (2): 183–207. doi:10.2307/1882692. JSTOR 1882692. Lea, S. E. G.; Tarpy, R. M.; Webley, P. (1987). The individual in the economy. Cambridge: Cambridge University Press. ISBN 978-0-521-26872-1. Chao, A.; Schor, J. B. (1998). "Empirical tests of status consumption: Evidence from women's cosmetics". Journal of Economic Psychology. 19 (1): 107–131. doi:10.1016/S0167-4870(97)00038-X. McAdams, Richard H. (1992). "Relative Preferences". Yale Law Journal. 102 (1): 1–104. doi:10.2307/796772. JSTOR 796772. "Price tag can change the way people experience wine, study shows". news-service.stanford.edu. 2008-01-15. vte Types of goods vte Institutional economics vte Extreme wealth Categories: Consumer theoryGoods (economics)Institutional economics Navigation menu Not logged inTalkContributionsCreate accountLog inArticleTalkReadEditView historySearch Search Wikipedia Main page Contents Featured content Current events Random article Donate to Wikipedia Wikipedia store Interaction Help About Wikipedia Community portal Recent changes Contact page Tools What links here Related changes Upload file Special pages Permanent link Page information Wikidata item Cite this page Print/export Create a book Download as PDF Printable version Languages Deutsch Español Français 한국어 हिन्दी 日本語 Português Русский 中文 12 more Edit links This page was last edited on 14 November 2019, at 03:19 (UTC). Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. Privacy policyAbout WikipediaDisclaimersContact WikipediaDevelopersStatisticsCookie statementMobile view -------- -------- CUAL ES LA ACTUALIDAD MUNDIAL, EN LOS 5 CONTINENTES DEL DR. THORSTEIN VEBLEN, EN EL ANO 2019? 1. Es la historia personal o BIOGRAFIA de un nino anonimo, QUIEN NACIO DE PADRES NORUEGOS, emigrantes internacionales de PRIMERA GENERACION a los ESTADOS UNIDOS DE AMERICA (1857-1929)... 2. ES LA HISTORIA O TRAYECTORIA : ESCOLAR, de un nino que SIENCO EXTRANJERO, no le fue negada la OPORTUNIDAD EDUCATIVA DE DESARROLLAR sus talentos cientificos, hacia una ciencia: PURA, DURA, FUNDAMENTAL, EXACTA: LAS CIENCIAS ECONOMICAS & SU RELACION con llos NEGOCIOS DE : IMPORTACION & EXPORTACION fines del siglo XIX, hasta su muerte en 1929. POR DONDE COMIENZA SU TRAYECTORIA ESCOLAR Y UNIVERSITARIA? 1. Por los estudios de HISTORIA NATURAL. 2. Por los estudios HUMANISTICOS CLASICOS: LA FILOLOGIA. 3. FUE ALUMNO DEL SEMIOLOGO NORTEMERICANO: CHARLES SANDERS PIERCE... 1.INGRESO A LA UNIVERSIDAD: A los17 anos de edad.... 2. SE DOCTORO JOVEN, en el PHD en Filosofia, por la Universidad de Yale. DESPUES DE TENER ESA BASE EN EL PENSAMIENTO HUMANISTICO OCCIDENTAL, se adentro COMO HUMILDE ALUMNO, a los ESTUDIOS POST-DOCTORALES EN : CIENCIAS ECONOMICAS, por la CORNELL UNIVERSITY. CUANDO YA ERA UN POST-DOCTOR EN CIENCIAS ECONOMICAS, se dedico a ser: 1. MAESTRO DE UNIVERSIDAD. 2. A DAR FRUTOS, de cara a la JUVENTUD DE SU PAIS.... 3. A ESCRIBIR LIBROS ORIGINALES, CON: DESCUBRIMIENTOS CIENTIFICOS perdurables, EN LA HISTORIA MUNDIAL DEL PENSAMIENTO ECONOMICO, como CIENCIA EXACTA... Fue catedratico en CIENCIAS ECONOMICAS en la Universidad de Chicago. FUE CATEDRATICO EN CIENCIAS ECONOMICAS en la Universidad de Stanford. FUE CATEDRATICO EN CIENCIAS ECONOMICAS en la Universidad de Missouri. CREO UN MOVIMIENTO O ESCUELA MUNDIAL de las CIENCIAS ECONOMICAS & DE LA INVESTIGACION EN CIENCIAS SOCIALES CONTEMPORANEAS MUNDIALES, llamado: INSTITUCIONALISMO ECONOMICO. INSTITUCIONALISMO EN CIENCIAS SOCIALES. Y FINALMENTE con sus conocimientos, y EXPERIENCIAS DE TODA UNA VIDA: AYUDO A FUNDAR, lo que se llama en el MUNDO, THE NEW SCHOOL FOR SOCIAL RESEARCH, en la ciudad de NEW YORK. Una vida con proposito. Una vida de exito CIENTIFICO... Pero ese senor, NUNCA SONO SER: MILLONARIO... LOS MAESTROS DE ESCUELA NO SUENAN SER MILLONARIOS... LOS MAESTROS DE UNIVERSIDAD NO SUENAN SER MILLONARIOS... SU FELICIDAD, como PROYECTISTAS... Es ayudar a que SUS CLIENTES, SUS AMIGOS, SUS VECINOS, SUS VECINAS... SE HAGAN MILLONARIOS, trabajando, invirtiendo, reinvirtiendo, ahorrando, BANCARIZANDO PROYECTOS, desde MYPIMES...CON VOCACION EXPORTADORA... en el caso concreto de la REPUBLICA DOMINICANA, de ese mismo modo : 1. ANONIMO. 2. DE BAJO PERFIL. 3. DE SERVICIO PATRIOTICO A LAS CIENCIAS PAIDOLOGIAS.... 4. DE SERVICIO PATRIOTICO A LAS CIENCIAS ANDRAGOGICAS.... INTERACTUANDO con ninos, ninas, jovenes... VIVIERON EN SUS AULAS... VIVIENRON EN SUS TALLERES... VIVIERON EN SUS LABORATORIOS.... Cientificos y cientificas dominicanos, de las CIENCIAS DEL APRENDIZAJE, tales como: 1. JUAN PABLO DUARTE Y DIEZ. 2. MATIAS RAMON MELLA, uno de los SOCIOS & GERENTES fundadores del MINISTERIO DE HACIENDA & COMERCIO de la Nacion y de la Republica Dominicana, en el siglo XIX.... Eugenio Maria de Hostos.... Don Victor en el Insituto Ibera de Santiago de los Caballeros, desde 1941, con don Pepe... Los monjes o predicadores, EVANGELICOS, -DE LA IGLESIA METODISTA LIBRE- que emigraron a la ciudad de Santiago de los Caballeros, para fundar en 1926 Y ABRIR EN 1927: EL INSTITUTO EVANGELICO, INC. LOS HERMANOS DE LA SALLE, inc. El padre, HERMANO ALFREDO MORALES, El Padre Jesuita, Jose Luis Aleman... Los curas que fundaron RADIO SANTA MARIA... Los curas que fundaron en 1962, la Pontificia Universidad Catolica Madre & Maestra... LOS MAESTROS DE UNIVERSIDAD QUE FUNDARON, la Universidad Nacional Pedro Henriquez Urena (UNPHU)... Los maestros y maestras de Universidad que fundaron EL INSTITUTO TECNOLOGICO DE SANTO DOMINGO (INTEC) en sus conversaciones ACADEMICAS, CIENTIFICAS, en la ciudad de SANTIAGO DE LOS CABALLEROS, en 1971.... Los maestros y maestras de universidad que fundaron la UNIVERSIDAD CENTRAL DEL ESTE, inc, UCE.... Los maestros y maestras de Universidad que fundaron la Universidad Organizacion & METODOS O& ME... LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD QUE FUNDARON: UNIBE... LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD QUE FUNDARON: APEC ----------- LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD QUE FUNDARON EN 1962, EL INSTITUTO SUPERIOR DE AGRICULTURA (ISA), EN LA CIUDAD DE SANTIAGO DE LOS CABALLEROS... ----- LOS MAESTROS Y LAS MAESTRAS QUE FUNDARON LA ESCUELA DE DISENO DE ALTOS DE CHAVON.... ----------- SABES, MILLENNIAL MOM, quien es el Dr. Facundo Manes? ----- FUE UN NINO ANONIMO, nacido en ARGENTINA... 1. se graduo en la universdidad a fines del siglo XX, en 1992... 2. en areas cienitificas nuevas: 3.DE MEDICO, EN UNA 3.1.UNIVERSIDAD PUBLICA, ARGENTINA: LA UBA... ARGENTINA, 3.2.COMO CIENTIFICO EN CIENCIAS TICs, EGRESADO DE LA UBA en 1992... HA HECHO CARRERA COMO: NEUROCIENCITIFICO DE FAMA MUNDIAL... HA TENIDO EXITO: 1. ECONOMICO. 2. CIENTIFICO. 3. ACADEMICO, A.EN SOLO MENOS DE 35 anos del EJERCICIO LIBERAL -DE LAS CIENCIAS MEDICAS ESPECIALIZADAS- A.1.EN EL MERCADO DE TRABAJO DE LA REPUBLICA ARGENTINA A.2.Y A NIVEL MUNDIAL.... 4.SE ESPECIALIZO EN : CAMBRIDGE UNIVERSITY... Comienzos Manes nació en Quilmes PERO VIVIO SUS PRIMEROS ANOS pero vivió sus primeros años EN UN PUEBLO LLAMADO ARROYO DULCE en un pueblo llamado Arroyo Dulce, DONDE SU PADRE ERA MEDICO RURAL donde su padre era médico rural.6 LUEGO SE MUDO... Luego se mudó a la ciudad de CIUDAD DE SALTO... Salto, ubicada en el NORTE DE LA PROVINCIA DE BUENOS AIRES norte de la provincia de Buenos Aires. CONCURRIO A LA PRIMARIA Y A LA SECUNDARIA Concurrió a la primaria y a la secundaria EN LA ESCUELA en la Escuela "Gral. Don José de San Martín", DE DICHA LOCALIDAD de dicha localidad.7, ESTUDIO EN UNA UNIVERSIDAD PUBLICA: LA UBA SE GRADUO DE MEDICO EN 1992. Estudió en la Facultad de Medicina de la Universidad de Buenos Aires, donde se graduó en 1992 SALIO DEL PAIS, ARGENTINA A: ESPECIALIZARSE y luego en la Universidad universida de cambridge UNIVERSIDAD DE CAMBRIDGE de Cambridge (MAESTRIA EN: 1. CIENCIAS MEDICAS. 2.MAESTRIA EN NEUROBIOLOGIA 3. MAESTRIA EN NEUROCIENCIAS. maestría en Ciencias Médicas, Neurobiología y Neurociencias). 8 COMENZO SU CARRERA DE INVESTIGACION Comenzó su carrera de investigador 1.MIENTRAS ERA ESTUDIANTE 2.DE SEGUNDO ANO DE MEDICINA 3. EN LA UBA. mientras era estudiante de segundo año de Medicina en la UBA, CUANDO CONOCIO AL PROFESOR cuando conoció al Profesor TOMAS MASCITTI Tomás Mascitti, TITULAR DE NEURO-ANATOMIA titular de Neuroanatomía.6 ----------------- DE NINO, su mama y su papa, LE INDICARON QUE EL CAMINO para salir de la pobreza, ERA 1. ESTUDIAR, en el unico OFICIO o profesion que debe tener un nino o nina, EN TODA LA TIERRA, en los 5 continentes, si quiere salir de la pobreza con el SUDOR DE SU FRENTE, siguiendo la OPORTUNIDAD EDUCATIVA, promovida y defendida, EN SU VIDA DE : 1. VOLUNTARIOS. 2. PAIDOLOGOS O EDUCADORES INFANTILES, por los CIENTIFICOS DOMINICANOS; 1. EUGENIO MARIA DE HOSTOS. 2. SALOME URENA DE HENRIQUEZ, 3. PEDRO HENRIQUEZ URENA 4. PROFESOR JUAN EMILIO BOSCH GAVINO... ------ NO SE CONSIGUE SACAR NADA DE PROVECHO, EN MATERIA DE: 1. CREATIVIDAD PATENBLE. 2. INDUSTRIALIZACION. 3. COMERCIO INTERNACIONAL, de importacion y exportacion... SI LOS PAPAS, LO DEJAN SER UN: NI-NI... LA PROXIMA VEZ QUE TU NINO O NINA, dominicano o de cualquier PARTE DEL MUNDO TE DIGA, que se aburre YENDO A LA ESCUELA... 1. DALE 4 PEZCOZONES... 2. METELO AL BANO... 3. BANALO... 4. PONLE EL UNIFORME ESCOLAR 5. Y VIGILA QUE NO SE DESVIE, para ningun otro lugar, que no sea: SU AULA ESCOLAR... 5. LE ESTAS SALVANDO LA VIDA... LO ESTAS SALVANDO DE QUE LLEGUE A SER UN ESTORBO PARA LA SOCIEDAD, LO ESTAS SALVNADO DE QUE SEA: UN ATRACADOR. UN DROGODEPENDIENTE. UN ASALTANTE DE CAMINOS. UN LADRON UN VIOLADOR... UN ORGANIZADOR DE VIAJES ILEGALES. UN TRATANTE DE PERSONAS. UN LADRON DE NINOS Y NINAS. UNA ESCORIA HUMANA. UNA BASURA.... La ESCUELA ES EL UNICO LUGAR DEL MUNDO: 1. Seguro. 2. Feliz... PARA UN NINO O NINA, de cualquier lugar del mundo, PERO NO A APRENDER CUALQUIER COSA: A ESPECIALIZARSE EN CIENCIAS TICs... ------- Pues como te iba diciendo, los papas, del DR. FACUNDO MANES... le tuvieron paciencia... LO ACOMPANARON, como quien siembra un arbol frutal... AL KINDER, A LA ESCUELA PRIMARIA, SIN DEJARLE GANAR UN CENTAVO, -EN TRABAJO INFANTIL- UN DIA ... EL NINO SE HIZO BACHILLER... Pero como su papa y su mama, SABIAN QUE LO QUE MAS HAY EN EL MUNDO: SON BACHILLERES... SIGUIERON APOSTANDO A LA EXCELENCIA EN LA CALIDAD DE CIENCIAS DEL APRENDIZAJE DE SU NINO... LO APUNTARON EN LA UNIVERSIDAD... Adivina a estudiar QUE? MEDICINA... Un dia se hizo MEDICO GENERAL.... PERO COMO SU PAPA Y SU MAMA, SABIAN QUE ABUNDAN EN EL MUNDO: LOS MEDICOS GENERALES... LO AYUDARON, LE EXIGIERON... QUE HICIERA UNA ESPECIALIDAD, dentro de la EDUCACION MEDICA, ESPECIALIZADA... Y es asi como EL JOVEN DR. MANES... DE BUENAS A PRIMERA, se encuentra: 1. EN NUEVAS AULAS... 2. EN NUEVOS TALLERES, 3. EN NUEVOS LABORATORIOS, desarrollando: SU TALENTO CIENTIFICO.... Yoe F. Santos/CCIAV. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) --------- Facundo Manes Nacimiento 11 de enero de 1969 (50 años) Bandera de Argentina Quilmes, Argentina. Nacionalidad Argentina Doctorado Universidad de Buenos Aires. ANO DE DOCTORADO: 1992 Año de doctorado 1992. Ocupación MEDICO ESPECIALISTA EN NEUROCIENCIA. Médico especialista en neurociencia. PREMIOS Premios Joven investigador en Neuropsiquiatría (Asociación Neuropsiquiátrica Americana) (1999)1 [editar datos en Wikidata]. Facundo Manes (Quilmes, Argentina, 11 de enero de 1969)2 ES UN 1. NEUROLOGO 2, NEUROCIENTICO 3. POLITICO ARGENTINO es un neurólogo, neurocientífico y político argentino CREADOR DEL : INSTITUTO DE NEUROLOGIA COGNITIVA creador del Instituto de Neurología Cognitiva (INECO), PRESIDENTE DE LA FUNDACION presidente de la Fundación INECO, EX-RECTOR DE LA UNIVERSIDAD exrector de la Universidad Favaloro3 Y DIRECTOR DEL INSTITUTO DE NEUROCIENCIAS y director del Instituto de Neurociencias DE LA FUNDACION FAVALORO de la Fundación Favaloro.4 En 2018 se convirtió en el PRIMER PRESIDENTE HISPANOPARLANTE primer presidente hispanoparlante DE LA INTERNATIONAL SOCIETY FOR FRONTOTEMPORAL DEMENTIA. de la International Society for Frontotemporal Dementias.5 ------------ ------------ POR QUE ES UN MODELO INSPIRADOR, PARA NINOS Y NINAS, HIJOS E HIJAS DE FAMLIAS DIASPORICAS, DE FAMILIAS DE EMIGRANTES INTERACIONALES, DE CUALQUIER ORIGEN EN EL MUNDO, EN LOS 5 CONTINENES VOLVER A : RELEER LA BIOGRAFIA DEL CIENTIFICO NORUEGO-NORTEMARICANO, THORSTEIN VEBLEN NACIDO EN 1857, ahora mismo en 2019? 1. VEBLEN NACIO POBRE... 2. VEBLEN ERA HIJIO DE: 2.1 UN CARPINTERO Y OBRERO DE LA INDUSTRA DE LA CONSTRUCCION. 2.2. DE UNA AMA DE CASA... PERO NO CUALQUIER AMA DE CASA, UNA QUE ESTUVO APOYANDO A SU MARIDO, CON TODO TIPO DE IDEAS... HASTA QUE LOGRARON COMPRARSE 1. UN FINCA... 2. PARA PODER ALIMENTAR, AMAR Y CRIAR A SUS 10 HIJOS.... -------- LEGARON A LOS ESTADOS UNIDOS, SIN SABER... 1. NI HABLAR. 2. NI ESCRIBIR. INGLES... SOLO NORUEGO... SUS NINOS, sus 10 ninos, aprendieron a : hablar INGLES ... 1. CON SUS AMIGUITOS DE INFANCIA. 2. CON SUS VECINOS DEL VECINDARIO. 3. EN LA ESCUELA : PRMARIA.... Tuvieron que afrontar los PREJUICIOS: 1. RELIGIOSOS 2. RACIALES. CONTRA LOS NORUEGOS Y NORUEGAS EN LOS ESTADOS UNIDOS (1857-1919).. PERO DE TODOS MODOS: 1. MANDARON A SUS HIJOS A LA ESCUELA Y LA UNIVERSIDAD... 2. HASTA QUE SU HIJA EMILY SE CONVIRTIO EN TODOS LOS ESTADOS UNIDOS DE AMERICA, LA PRIMERA: 2.1 MUJER, HIJA DE PADRES NORUEGOS. 2.2. EN GRADUARSE EN UNA UNIVERSIDAD. Yoe F. Santos/CCIAV. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) ------------- Thorstein Veblen From Wikipedia, the free encyclopedia Jump to navigationJump to search Thorstein Veblen Veblen3a.jpg Thorstein Veblen Born July 30, 1857 Cato, Wisconsin, U.S. Died August 3, 1929 (aged 72) Menlo Park, California, U.S. Nationality American Field Economics, socioeconomics Influences Herbert Spencer, Thomas Paine, William Graham Sumner, Lester F. Ward, William James, Georges Vacher de Lapouge, Edward Bellamy, John Dewey, Gustav von Schmoller, John Bates Clark, Henri de Saint-Simon, Charles Fourier Contributions Conspicuous consumption, Conspicuous leisure Signature Thorstein Veblen signature.png Thorstein Veblen (30 July 1857 – 3 August 1929) was a American economist and sociologist, who during his lifetime emerged as a well-known critic of capitalism. In his best-known book, The Theory of the Leisure Class (1899), Veblen coined the concept of conspicuous consumption and conspicuous leisure. Historians of economics regard Veblen as the founding father of the institutional economics school. Contemporary economists still theorize Veblen's distinction between "institutions" and "technology", known as the Veblenian dichotomy. As a leading intellectual of the Progressive Era in the United States of America, Veblen attacked production for profit. His emphasis on conspicuous consumption greatly influenced economists who engaged in non-Marxist critiques of capitalism and of technological determinism. Contents 1 Biography 1.1 Early life and family background 1.2 Education 2 Academic career 3 Influences on Veblen 3.1 German Historical School 3.2 Pragmatism 4 Contributions to social theory 4.1 Institutional economics 4.2 Conspicuous consumption 4.3 Conspicuous leisure 4.4 Leisure class 4.5 Theory of business enterprise 4.6 Trained incapacity 5 Veblen's economics and politics 5.1 Veblen and political theories 5.2 Veblenian dichotomy 6 Personal life 6.1 Marriages 6.2 Death 7 Legacy 8 Published books 9 Articles 10 See also 11 References 12 External links Biography Early life and family background The Thorstein Veblen Farmstead in 2014 Veblen was born on July 30, 1857, in Cato, Wisconsin, to Norwegian American immigrant parents, Thomas Veblen and Kari Bunde – the fourth of twelve children in the Veblen family. His parents had emigrated from Norway to Milwaukee, Wisconsin on September 16, 1847, with few funds and no knowledge of English. Despite their limited circumstances as immigrants, Thomas Veblen's knowledge in carpentry and construction paired with his wife's supportive perseverance allowed them to establish a family farm - now a National Historic Landmark - in Nerstrand, Minnesota.[citation needed] Veblen began his schooling at the age of five. Since Norwegian was his first language, he learned English from neighbors and at school. His parents also learned to speak English fluently, though they continued to read predominantly Norwegian literature with and around their family on the farmstead. The family farm eventually grew more prosperous, allowing Veblen's parents to provide their children with formal education. Unlike most immigrant families of the time, Veblen and all of his siblings received training in lower schools and went on to receive higher education at the nearby Carleton College. Veblen's sister, Emily, was reputedly the first daughter of Norwegian immigrants to graduate from an American college.[1] The eldest Veblen child, Andrew Veblen, ultimately became a professor of physics at Iowa State University and the father of one of America's leading mathematicians, Oswald Veblen of Princeton University.[2] Several commentators have seen Veblen's Norwegian background and his relative isolation from American society as essential to the understanding of his writings. Sociologist and educator David Riesman maintains that his background as a child of immigrants meant that Veblen was alienated from his parents' previous culture, but that his living in a Norwegian society within America made him unable to completely "assimilate and accept the available forms of Americanism".[3] According to George M. Fredrickson the Norwegian society Veblen lived in was so isolated that when he left it "he was, in a sense, emigrating to America".[4] Education At age 17, in 1874, Veblen was sent to attend nearby Carleton College in Northfield, Minnesota. Early in his schooling, he demonstrated both the bitterness and the sense of humor that would characterize his later works.[5] Veblen studied economics and philosophy under the guidance of the young John Bates Clark, who went on to become a leader in the new field of neoclassical economics. Clark's influence on Veblen was great, and as Clark initiated him into the formal study of economics, Veblen came to recognize the nature and limitations of hypothetical economics that would begin to shape his theories. Veblen later developed an interest in the social sciences, taking courses within the fields of philosophy, natural history, and classical philology. Within the realm of philosophy, the works of Herbert Spencer were of greatest interest to him, inspiring several preconceptions of socio-economics. In contrast, his studies in natural history and classical philology shaped his formal use of the disciplines of science and language respectively.[6] After Veblen graduated from Carleton in 1880 he traveled east to study philosophy at Johns Hopkins University. While at Johns Hopkins he studied under Charles Sanders Peirce.[7] When he failed to obtain a scholarship there he moved on to Yale University, where he found economic support for his studies, obtaining a Doctor of Philosophy in 1884, with a major in philosophy and a minor in social studies. His dissertation was titled "Ethical Grounds of a Doctrine of Retribution". At Yale, he studied under renowned academics such as philosopher Noah Porter and sociologist William Graham Sumner.[8] Academic career After graduation from Yale in 1884, Veblen was essentially unemployed for seven years. Despite having strong letters of recommendation, he was unable to obtain a university position. It is possible that his dissertation research on "Ethical Grounds of a Doctrine of Retribution" (1884) was considered undesirable. However this possibility can no longer be researched because Veblen's dissertation has been missing from Yale since 1935.[9] Apparently the only scholar who ever studied the dissertation was Joseph Dorfman, for his 1934 book Thorstein Veblen and His America. Dorfman says only that the dissertation, advised by evolutionary sociologist William Graham Sumner, studies such evolutionary thought as that of Herbert Spencer, as well as the moral philosophy of Kant.[10] Some historians have also speculated that this failure to obtain employment was partially due to prejudice against Norwegians, while others attribute this to the fact that most universities and administrators considered him insufficiently educated in Christianity.[11] Most academics at the time held divinity degrees, which Veblen did not have. Also, it did not help that Veblen openly identified as an agnostic, which was highly uncommon for the time. As a result, Veblen returned to his family farm, a stay during which he had claimed to be recovering from malaria. He spent those years recovering and reading voraciously.[12] It is suspected that these difficulties in beginning his academic career later inspired portions of his book The Higher Learning in America (1918), in which he claimed that true academic values were sacrificed by universities in favor of their own self-interest and profitability.[13] In 1891, Veblen left the farm to return to graduate school to study economics at Cornell University, under the guidance of economics professor James Laurence Laughlin. With the help of Professor Laughlin, who was moving to the University of Chicago, Veblen became a fellow at that university in 1892. Throughout his stay, he did much of the editorial work associated with the Journal of Political Economy, one of the many academic journals created during this time at the University of Chicago. Veblen used the journal as an outlet for his writings. His writings also began to appear in other journals, such as the American Journal of Sociology, another journal at the university. While he was mostly a marginal figure at the University of Chicago, Veblen taught a number of classes there.[8] In 1899, Veblen published his first and best-known book, titled The Theory of the Leisure Class. This did not immediately improve Veblen's position at the University of Chicago. He requested a raise after the completion of his first book, but this was denied.[11] Veblen's students at Chicago considered his teaching "dreadful".[5] Stanford students considered his teaching style "boring". But this was more excusable than some of Veblen's personal affairs. He offended Victorian sentiments with extramarital affairs while at the University of Chicago.[5] At Stanford in 1909, Veblen was ridiculed again for being a womanizer and an unfaithful husband. As a result, he was forced to resign from his position, which made it very difficult for him to find another academic position.[14] One story claims that he was fired from Stanford after Jane Stanford sent him a telegram from Paris, having disapproved of Veblen's support of Chinese coolie workers in California.[15] With the help of Herbert J. Davenport, a friend who was the head of the economics department at the University of Missouri, Veblen accepted a position there in 1911. Veblen, however, did not enjoy his stay at Missouri. This was in part due to his position as a lecturer being of lower rank than his previous positions and for lower pay. Veblen also strongly disliked the town of Columbia, Missouri, where the university was located.[16] Although he may not have enjoyed his stay at Missouri, in 1914 he did publish another of his best-known books, The Instincts of Worksmanship and the State of the Industrial Arts (1914). After World War I began, Veblen published Imperial Germany and the Industrial Revolution (1915). He considered warfare a threat to economic productivity and contrasted the authoritarian politics of Germany with the democratic tradition of Britain, noting that industrialization in Germany had not produced a progressive political culture.[17] By 1917, Veblen moved to Washington, D.C. to work with a group that had been commissioned by President Woodrow Wilson to analyze possible peace settlements for World War I, culminating in his book An Inquiry into the Nature of Peace and the Terms of Its Perpetuation (1917).[17] This marked a series of distinct changes in his career path.[18] Following that, Veblen worked for the United States Food Administration for a period of time. Shortly thereafter, Veblen moved to New York City to work as an editor for a magazine, The Dial. Within the next year, the magazine shifted its orientation and he lost his editorial position.[6] In the meantime, Veblen had made contacts

Saturday, November 16, 2019

LA DEMOCRACIA, SE DEFINE, Y REDEFINE las 24 horas del dia: ENTRE LAS GONDOLAS, DEL SUPERMERCADO: EN LOS PROCESOS DE CONSUMO.... NESTOR GARCIA CANCLINI (1990) CONSUMIDORES & CIUDADANOS. --------- EN 1939.... OTRA MADRE ARGENTINA, ESTABA DANDO A LUZ A UN NINO...ANONIMO.... LO LLAMO: NESTOR GARCIA CANCLINI. PROFESION: ANTROPOLOGO. -------- Néstor García Canclini From Wikipedia, the free encyclopedia. -------- Néstor García Canclini. Néstor García Canclini (born 1939) is an Argentine-born academic and anthropologist known for his theorization of the concept of "hybridity." Contents 1 Biography 2 Lines of Investigation 3 Works 3.1 Overview 3.2 Hybrid Cultures: Strategies for Entering and Leaving Modernity 3.3 List of works 3.3.1 English-translated Versions 4 Awards/Accolades 5 References 6 Bibliography. Biography. García Canclini was born DECEMBER 1, 1938 December 1, 1939 in La Plata, Argentina. Three years after RECEIVING HIS PHD receiving his PhD IN PHILOSOPHY in philosophy at the UNIVERSITY LA PLATA, 1975 University of La Plata in 1975, THANKS TO A SCHOLARSHIP thanks to a scholarship awarded from CONICET (The National Scientific and TECHNICAL RESEARCH COUNCIL Technical Research Council), García Canclini also RECEIVED ANOTHER received another PhD IN PHILOSOPHY IFROM THE PARIS in philosophy from the Paris NANTERRE UNIVERSITY. Nanterre University. HE TAUGHT A THE UNIVERSITY He taught at the University of La Plata BETWEEN 1966 UNTIL 1975 between 1966 and 1975 AND AT THE UNIVERSITY OF BUENOS AIRES IN 1974 and at the University of Buenos Aires in 1974 AND 1975 and 1975. THROUGHOUT HIS ACADEMIC CAREER Throughout his academic career HE HAS ALSO SERVED AS VISITING PROFESSOR AT THE UNIVERSITY he has also served as a visiting professor AT UNIVERSITY OF NAPLES. AT UNIVERSITY : UT AUSTIN, TEXAS, STANFORD UNIVERSITY, UNIVERSITY OF BARCELONA, at University of Naples, UT Austin, AND SAO PAULO UNIVERSITY. Stanford University, University of Barcelona and São Paulo. SINCE 1990 GARCIA CANCLINI HAS BEEN WORKING Since 1990 García Canclini has been working AS PROFESSOR & RESEARCHER as a professor and researcher AT THE UNIVERSIDAD AUTONOMA METROPOLITANA IN MEXICO...CITY at the Universidad Autónoma Metropolitana in Mexico City AND UNTIL 2007 HE DIRECTED THE UNIVERSITY PROGRAM and until 2007 he directed the university’s PROGRAM STUDIES ON URBAN CULTURE program studies on urban culture. HE IS ALSO RESEARCHER EMERITUS He is also a researcher emeritus OF THE NATIONAL SYSTEM OF INVESTIGATORS of the National System of Investigators UNDER THE NATIONAL COUNCIL OF SCIENCE AND TECHNOLOGY under the National Council of Science and Technology (Conacyt) of Mexico. LINES OF INVESTIGATION. Lines of Investigation In the text Comunicación Y CONSUMO EN TIEMPOS NEOCONSERVADORES y consumo en tiempos neoconservadores (Communication and CONSUMERISM Consumerism in Neoconservative Times), THE THEORIST AFFIRMS THAT the theorist affirms that COMMUNICATIONS RESEARCH communications research, CENTERES IN THE SOCIAL SCIENCES centered in the social sciences, HAS MADE AREAS OF LATIN AMERICA CULTURAL has made areas of Latin American cultural CULTURAL DEVELOPMENT VISIBLE, development visible, IN WHICH THE RELATIONSHIP BETWEEN in which the relationship between CONSUMERIS AND CITIZENSHIP consumerism and citizenship IS ESTABLISHED. is established. CONSUMERISM A PRODUCT Consumerism, A PRODUCT OF GLOBALIZATION a product of globalization, HAS GENERATED A NEW has generated A NEW CONCEPTION OF THE CITIZEN a new conception of the citizen, WHILE THE QUALTITU OF GOODS while the quantity of goods THAT A PERSON CAN ACQUIRE that a person can acquire DETERMINE THE SOCIAL STATUS determines the social status THAT THEY HAVE AND THEREFORE THE ROLE that they have and therefore the role OF THE COMMON CITIZEN of the common citizen, IN TERMS OF POLITICAL PARTICIPATION in terms of political participation (mainly) DEPENDS ON HOW THE CONSUMER IS. depends on how the consumer is. The principal cause of the aforementioned phenomenon IS GLOBALIZATION is globalization. For Canclini, this concept does not have its own definition, rather, it depends on THE CIRCUMSTANCES & THE CONTEXTS the circumstances and the contexts WHICH ARE PRESENTED IN THE LATIN AMERICAN CASE, which are presented. In the Latin American case, GLOBALIZATION IS NOT A PERCEPTIBLE FACT, globalization is not a perceptible fact, INSTEAD AN IMAGINED CONCEPT. instead an imagined concept, that is to say, IT CONSTITUTES A PARADIGM it constitutes a paradigm in Latin American SOCIETY THAT GOVERNS THE RELATIONS BETWEEN DIFFERENT INDIVIDUALS society that governs the relations between different individuals (there is a notion that it “exists,” but in reality it is the product of a series of values that Latin American society has imposed upon itself to resemble the first world). The previous CAN BE SEEN REFLECTE IN THE CRITIQUE OF MARKETING STUDIES... can be seen reflected in the critique of marketing studies that only counts the economic figures of Latin America’s entry into world trade, but do not take into account the symbolic-social change that this generates, in his book La globalización imaginada (The Imagined Globalization), chapter ‘Mercado e Interculturalidad: América Latina entre Europa y Estados Unidos’ (Market and Interculturality: Latin America between Europe and the United States). In respect to the last main idea of the investigation, Canclini suggests that the Latin American cultural space and transitional circuits are immersed in imagined constructions about the identity of us and of others; the Latin American elite constructs the city in resemblance to the great European and American metropolises, while the rest of the town seeks to survive with its traditions in the modernizing process. "La industria cultural es analizada como matriz de desorganización y reorganización de una experiencia temporal mucho más compatible con las desterritorializaciones y relocalizaciones que implican las migraciones sociales y las fragmentaciones culturales de la vida urbana que la que configuran la cultura de élite o la cultura popular, ambas ligadas a una temporalidad “moderna”; esto es, una experiencia hecha de sedimentaciones, acumulaciones e innovaciones. Industria cultural y comunicaciones masivas designan los nuevos procesos de producción y circulación de la cultura, que corresponden no sólo a innovaciones tecnológicas sino a nuevas formas de la sensibilidad, a nuevos tipos de recepción, de disfrute y apropiación." English Translation: The cultural industry is analyzed like a matrix of disorganization and reorganization of a temporary experience much more compatible with the deterritorializations and relocations that imply social migrations and cultural fragmentations of urban life that configure the elite culture and popular culture, both bound to a temporary “modernity,” this is, an experience made of sedimentations, accumulations and innovations. Cultural industry and massive communications design new processes of production and circulation of culture, that correspond not only to technological innovations but also new forms of sensibility, new forms of reception, of enjoyment and appropriation. In the book Lectores, espectadores e internautas (Readers, Spectators, and Internet Users), Canclini asks us: What does it mean to be a reader, spectator, and internet user? What are the cultural habits of a person that concurs in these three activities? Canclini speaks of the reader in two sentiments, the first making reference to the literary field like Hans Robert Jauss and the second through the editorial system like Umberto Eco does. Canclini accuses the system of wanting to generate new readers only through printed media, without taking into account digital media. The concept of the spectator is linked to the types of shows that they attend, cinema, television, recitals etc. And the internet-user is "un actor multimodal que lee, ve, escucha y combina materiales diversos, procedentes de la lectura y de los espectáculos" (a multimodal actor that reads, sees, listens, and combines diverse materials, from readings and entertainment).[1] The book develops in the form of a dictionary, starting with A for ‘apertura’(aperture) and the Z for zipping. He describes new concepts that have brought the digital age. The reader - spectator - and internet user read more on the internet than on paper. This book shows us both the benefits of technology and its negative aspects that are familiar to us all. Works Overview Canclini has been one of the principal anthropologists that has treated Modernity, Postmodernity, and Culture from the Latin American perspective. One of the principal terms he has coined is “cultural hybridization,” a phenomenon that “materializes in multi-determined scenarios where diverse systems intersect and interpenetrate.”[2] An example of this is contemporary music groups that mix or juxtapose global trends such as pop with indigenous or traditional rhythms. One of his best-known works, Consumidores y ciudadanos (Consumers and Citizens) defines consumption as "the set of socio-cultural processes in which the appropriation and uses of products are carried out."[2] Hybrid Cultures: Strategies for Entering and Leaving Modernity This text is foundational to Latin American Cultural Studies and is now considered a classic. Canclini takes an interdisciplinary approach to social thought to critically reimagine Latin American issues pertaining to modernity and democracy, "Néstor García Canclini explores the tensions, verging on contradictions, between modernization and democratization in Latin American nation-states. These states regard themselves caught between traditions that have not yet gone and a modernity that has not yet arrived. From its hybrid position between tradition and modernity, the challenge for Latin America is to construct democratic culture and knowledge without succumbing either to the temptations of elite art and literature or to the coercive forces of mass media and marketing. In a work of committed scholarship the author both interrogates and advocates the development of democratic institutions and practices in Latin America."[3] Canclini analyzes and synthesizes the theories of Bourdieu, Gramsci, Weber, elite literary works and popular culture to envision a Latin American praxis that celebrates hybridization “as an ongoing condition of all human cultures, which contains no zones of purity because they undergo continuous processes of transculturation (two-way borrowing and lending between cultures)."[3] Thereby imagined cultural borders are actually very porous. List of works Arte popular y sociedad en América Latina, Grijalbo, México, (1977) La producción simbólica. Teoría y método en sociología del arte, Siglo XXI, México, (1979) Las culturas populares en el capitalismo, Nueva Imagen, México, (1982) ¿De qué estamos hablando cuando hablamos de lo popular?, CLAEH, Montevideo, 1986 Cultura transnacional y culturas populares (ed. con R. Roncagliolo), Ipal, Lima, 1988 Culturas híbridas: Estrategias para entrar y salir de la modernidad, Grijalbo, México, 1990 Cultura y Comunicación: entre lo global y lo local, Ediciones de Periodismo y Comunicación. Las industrias culturales y el desarrollo de México, con Ernesto Piedras Feria 2008, México, DF, Siglo XXI Editores. Las industrias culturales en la integración latinoamericana, 2002 La globalización imaginada, Paidós, Barcelona, 1999 Latinoamericanos buscando lugar en este siglo, Paidós, Buenos Aires, 2002 Diferentes, desiguales y desconectados. Mapas de la interculturalidad, Gedisa, Barcelona, 2004 Lectores, espectadores e internautas, Gedisa, Barcelona, 2007 La sociedad sin relato: Antropología y estética de la inminencia, Buenos Aires y Madrid, Katz editores, 2010, ISBN 978-84-92946-15-0 English-translated Versions Transforming Modernity: Popular Culture in Mexico, University of Texas Press, 1993 Hybrid Cultures: Strategies for Entering and Leaving Modernity, University of Minnesota Press, 1995 Consumers and Citizens: Globalization and Multicultural Conflicts, University of Minnesota Press, 2001 Art beyond Itself: Anthropology for a Society without a Story Line, Duke University Press, 2014 Imagined Globalization, Duke University Press, 2014 Awards/Accolades In 1996 Canclini received a Diploma of Merit from the Konex Foundation in the category of «Aesthetic, Theory and Art History[4]». He also received the Guggenheim Scholarship, the Essay Award granted by Casa de las Américas and the Book Award from the Latin American Studies Association for his book Hybrid Cultures as the best book in Spanish about Latin America.[5] In 2012 Canclini received from National University of Cordoba the University Prize for Culture “400 years” during the opening of the Third International Congress of the Argentine Association of Cinema and Audiovisual Studies of which he was inaugural speaker.[6] In 2014 the Ministry of Public Education awarded him the National Prize for Science and Arts in the area of History, Social Sciences and Philosophy. In 2017 at the close of the VIII National and Latin American V: The University as an Object of Study "The University Reform between two centuries," Canclini received the 33rd Honoris Causa of the National University of the Coast. References "INFOAMÉRICA | Néstor García Canclini". www.infoamerica.org. Retrieved 2017-05-23. García Canclini, Néstor (1995). Consumidores y ciudadanos: Conflictos multiculturales de la globalización. Mexico: Grijalbo. p. 53. Rosaldo, R. (1995). Foreword. In CANCLINI N., Chiappari C., & López S. (Authors), Hybrid Cultures: Strategies for Entering and Leaving Modernity (pp. Xi-Xviii). University of Minnesota Press. Factory, Troop Software. "Premios Konex 1996: Humanidades | Fundación Konex" (in Spanish). Retrieved 2017-05-23. Factory, Troop Software. "Néstor García Canclini | Fundación Konex" (in Spanish). Retrieved 2017-05-23. "Premio Universitario de Cultura "400 años"". Bibliography García Canclini, Néstor (1995). Consumidores y ciudadanos: Conflictos multiculturales de la globalización. México: Grijalbo. Rosaldo, R. (1995). Foreword. In CANCLINI N., Chiappari C., & López S. (Authors), Hybrid Cultures: Strategies for Entering and Leaving Modernity (pp. Xi-Xviii). University of Minnesota Press. Authority control Edit this at Wikidata BNE: XX939221BNF: cb118863776 (data)CANTIC: a10983934GND: 131859722ISNI: 0000 0001 1487 1155LCCN: n81135080NTA: 192759280SUDOC: 026656833VIAF: 2464748WorldCat Identities (via VIAF): 2464748 Categories: 1939 birthsLiving peopleLatin AmericanistsGuggenheim FellowsCultural anthropologistsArgentine anthropologists Navigation menu Not logged inTalkContributionsCreate accountLog inArticleTalkReadEditView historySearch Search Wikipedia Main page Contents Featured content Current events Random article Donate to Wikipedia Wikipedia store Interaction Help About Wikipedia Community portal Recent changes Contact page Tools What links here Related changes Upload file Special pages Permanent link Page information Wikidata item Cite this page In other projects Wikimedia Commons Print/export Create a book Download as PDF Printable version Languages Català Español Euskara Français Italiano Português Русский Edit links This page was last edited on 15 October 2019, at 03:38 (UTC). Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. Privacy policyAbout WikipediaDisclaimersContact WikipediaDevelopersStatisticsCookie statementMobile view -------- DESDE 1492... hasta hoy.... --------- TODO, nos llega tade, llegamos TARDE a todo.... PROFESOR JUAN EMILIO BOSCH GAVINO (1976). ECONOMISTA & CIENTIFICO DOMINICANO. ----- DESDE 1492 HASTA HOY.... ---- EL MEJOR INVENTO, de un gerente dominicano, administrador del Estado Dominicano, para: 1.SALVAR LAS VIDAS, 2. Para SALVAR EL FUTURO LABORAL y socio-profesional de cada nino o cada nina, DOMINICANOS... -POBRES, DEL CAMPO Y DE L A CIUDAD- ha sido IDEADO EN ESTOS ULTIMOS 7 ANOS (2012-2019) 1. ENCERRAR AL NINO O A LA NINA. POBRES -DEL CAMPO Y DE LA CIUDAD- 2. DE 8 DE LA MANANA A 4 DE LA TARDE.... PARA DIRIGIR SUS SUENOS VOCACIONALES... HACIA: 1. LABORATORIOS. 2. TALLERES. 3. AULAS EN ESCUELAS DOMINICANAS, 1. PUBLICAS. 2. GRATUITAS. 3. BIEN EQUIPADAS. Apoyadas por LA REPUBLICA DIGITAL: EDUCACION PARA QUE SUS SUENOS, AYUDEN A CONSTRUIR: 1. LA GRANDEZA. 2. LA RIQUEZA. 3. LOS TALENTOS CIENTIFICOS. 4. LAS CIENCIAS TICs DMINICANAS... del siglo XXI, camino a la cuarta revolucion industrial o industria 4.0 SE LLAMA: LA TANDA EXTENDIDA.... No solo se beneficia el NINO O NINA, ESCOLARES, POBRES, DOMINICANOS DEL CAMPO Y DE LA CIUDAD... Sino tambien SU MAMA... 1. QUIEN LIBERADA EN SU TIEMPO de lunes a viernes de 8 a 4 de la tarde... 2. PODRA POR FIN.... 1. VOLVER A LA ESCUELA: HACERSE BACHILLER... 2. VOLVER A LA UNIVERSIDAD: HACERSE PROFESIONAL O CIENTIFICA TICs.... 3. PODRA POR FIN... 3.1. INGRESAR CON TODOS SUS TALENTOS Y CAPACIDADES. 3.2. INGRESAR CON SUS MULTIPLES INTELIGENCIAS... 3.3. INGRESAR AL MERCADO DE TRABAJO PRODUCTIVO DE RIQUEZA EN LA ECONOMIA DOMINICANA.... PARA HACER GRANDE LA PATRIA DE DUARTE, SANCHEZ, MELLA, LUPERON, EUGENIO MARIA DE HOSTOS, SALOME URENA DE HENRIQUEZ, PEDRO HENRIQUEZ URENA Y PROFESOR JUAN EMILIIO BOSCH GAVINO... en el siglo XXi... 1. TRABAJANDO CON EL SUDOR DE SU FRENTE... 2. INNOVANDO CON EL SUDOR DE SU FRENTE... 3. IMAGINANDO CON EL SUDOR DE SU FRENTE... 4. PATENTANDO CON EL SUDOR DE SU FRENTE... 5. CREANDO RIQUEZA DESDE LA PROPIEDAD INDUSTRIAL CON EL SUDOR DE SU FRENTE... 6. FUNDANDO MYPIMES, CON EL SUDOR DE SU FRENTE... 7. EXPORTANDO A LOS 5 CONTINENTES: SU DOMINICANIDAD, CON EL SUDOR DE SU FRENTE.... Yoe F. Santos/CCIAV Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) --------- TODO esta CONECTADO. Reverendo Martin Luther King, Jr. --------- ANTES DE INICIAR EL SIGLO XX, en 1899, THORSTEIN VEBLEN, EDITA Y PUBLICA SU OBRA CUMBRE: LA TEORIA DE LA CLASE OCIOSA. UN ESTUDIO ECONOMICO DE LAS INSTITUCIONES. -------- https://oll.libertyfund.org/titles/veblen-the-theory-of-the-leisure-class-an-economic-study-of-institutions LA EVOLUCION MUNDIAL DE LAS INDUSTRIAS CULTURALES. LA EVOLUCION MUNDIA DE LAS INDUSTRIAS CREATIVAS. LA EVOLUCION MUNDIA DE LA FARANDULA, DEL SHOW BUSINESS, LA EVOLUCION MUNDIAL DE LAS CLASES CREATIVAS DE RICHARD FLORIDA, LA EVOLUCION MUNDIAL DE LA ECONOMIA NARANJA, DE LA ECONOMIA CREATIVA... LA EVOLUCION MUNDIAL DEL TALENTO HUMANO, DEL CAPITAL HUMANO.... LA EVOLUCION MUNDIAL DE LA EDUCACION ESPECIAL, para sacar a flote en cada nino o nina d ela tierra LO MEJOR QUE LLEVA DENTRO... 1. EN SU CUERPO, desde LOS DEPORTES, DESDE LAS CIENCIAS DEL DEPORTE.... 2. EN SU VOZ, DESDE LAS CIENCIAS DEL OCIO & DE LA EDUCACION ESPECIAL: 2.1. ARTISTICO-PERFORMATIVA. 2.2. DE LOS ESCENARIOS.... 2.3. DE LA INDUSTRIA TELECOMUNICACIONAL. 2.4. DE LA INDUSTRIA RADIOFONICA. 2.5. DE LA INDUSTRIA TELEVISIVA. 2.6. DE LA INDUSTRIA CINEMATOGRAFICA. 2.7. DE LAS INDUSTRIAS EN PLATAFORMAS DE STREAMING, en el meta - medio en que ha devenido a nivel MUNDIAL, CIVILIZADO, CIVIL, EDUCATIVO, MEDICO, SANITARIO, ARQUITECTONICO, DE DISENO, DE CREACION DE CADENAS DE VALOR DESDE LAS CIENCIAS LOGISTICAS, DESDE LAS CIENCIAS ESTRATEGICAS, LA INDUSTRIA TURISTICA O DE LAS CIENCIAS DE LA ADMINISTRACION EN: CIENCIAS DE LA HOSPITALIDAD & DEL TURISMO, ... a nivel planetario... GIRAN EN TORNO A ESTE LIBRO VIEJO DEL ANO 1899.... QUIEN NO LO SABE? 1. Quien nunca ha trabajado PRODUCTIVAMENTE EN LA ECONOMIA DOMINICANA. 2. Quien nunca SUPO lo que es tener 18 anos Y UN CURRICULUM dominicano, de UNA SOLA PAGINA... 3. Quien nunca fue tocando puertas, bajo el INCLMENTE SOL DE LAS 12 DEL DIA: PARA VER SI LE DABAN A LOS 18 ANOS DE EDAD, 1. LA OPORTUNIDAD. 2. DE TENER SU PRIMER EMPLEO JUVENIL: REMUNERADO.... 3. EN EL MERCADO DE TRABAJO DOMINICANO... Yoe F. Santos/CCIAV. Talents, Criticism, Friendship! Salut,Polis, Ecumene! (1959-2019) __________ Veblen good From Wikipedia, the free encyclopedia Jump to navigationJump to search Veblen goods, such as a Rolls-Royce Phantom luxury car, are considered desirable consumer products for conspicuous consumption because of, rather than in spite of, their high prices. Veblen goods are types of luxury goods for which the quantity demanded increases as the price increases, an apparent contradiction of the law of demand, resulting in an upward-sloping demand curve. A higher price may make a product desirable as a status symbol in the practices of conspicuous consumption and conspicuous leisure. A product may be a Veblen good because it is a positional good, something few others can own. Veblen goods are named after American economist Thorstein Veblen, who first identified conspicuous consumption as a mode of status-seeking in The Theory of the Leisure Class (1899).[1] A corollary of the Veblen effect is that lowering the price decreases the quantity demanded.[2] Related concepts Cristal is an example of a consumable Veblen good. The Veblen effect is one of a family of theoretical anomalies in the general law of demand in microeconomics. Other related effects include: The snob effect: expressed preference for goods because they are different from those commonly preferred; in other words, for consumers who want to use exclusive products, price is quality.[3] The common law of business balance: low price of a good indicates that the producer may have compromised quality, that is, "you get what you pay for". The hot-hand fallacy: stock buyers have fallen prey to the fallacy that previous price increases suggest future price increases.[4] Other rationales for buying a high-priced stock are that previous buyers who bid up the price are proof of the issue's quality, or conversely, that an issue's low price may be evidence of viability problems. Sometimes, the value of a good increases as the number of buyers or users increases. This is called the bandwagon effect when it depends on the psychology of buying a product because it seems popular; or the network effect, when a large number of buyers or users itself increases the value of a good. For example, as the number of people with telephones or Facebook increased, the value of having a telephone or being on Facebook increased, since the user could reach more people. However, neither of these effects suggests that, at a given level of saturation, raising the price would boost demand. Some of these effects are discussed in a classic article by Harvey Leibenstein (1950).[5] Counter-examples have been called the counter-Veblen effect.[6] The effect on demand depends on the range of other goods available, their prices, and whether they serve as substitutes for the goods in question. The effects are anomalies within demand theory, because the theory normally assumes that preferences are independent of price or the number of units being sold. They are therefore collectively referred to as interaction effects. The interaction effects are a different kind of anomaly from that posed by Giffen goods. The Giffen goods theory is one for which observed quantity demanded rises as price rises, but the effect arises without any interaction between price and preference—it results from the interplay of the income effect and the substitution effect of a change in price. Studies have examined cases of goods which show interaction effects,[7][8] and in which people seem to receive more pleasure from more expensive goods.[9] See also Choice-supportive bias Conspicuous consumption Consumer surplus Giffen good Positional good Status symbol References Veblen, T. B. (1899). The Theory of the Leisure Class. An Economic Study of Institutions. London: Macmillan Publishers. John C. Wood (1993). Thorstein Veblen: Critical Assessments. Psychology Press. ISBN 978-0-415-07487-2. Galatin, M.; Leiter, Robert D. (1981). Economics of Information. Boston: Martinus Nijhoff. pp. 25–29. ISBN 978-0-89838-067-5. Johnson, Joseph; Tellis, G.J.; Macinnis, D.J. (2005). "Losers, Winners, and Biased Trades". Journal of Consumer Research. 2 (32): 324–329. doi:10.1086/432241. Leibenstein, Harvey (1950). "Bandwagon, Snob, and Veblen Effects in the Theory of Consumers' Demand". Quarterly Journal of Economics. 64 (2): 183–207. doi:10.2307/1882692. JSTOR 1882692. Lea, S. E. G.; Tarpy, R. M.; Webley, P. (1987). The individual in the economy. Cambridge: Cambridge University Press. ISBN 978-0-521-26872-1. Chao, A.; Schor, J. B. (1998). "Empirical tests of status consumption: Evidence from women's cosmetics". Journal of Economic Psychology. 19 (1): 107–131. doi:10.1016/S0167-4870(97)00038-X. McAdams, Richard H. (1992). "Relative Preferences". Yale Law Journal. 102 (1): 1–104. doi:10.2307/796772. JSTOR 796772. "Price tag can change the way people experience wine, study shows". news-service.stanford.edu. 2008-01-15. vte Types of goods vte Institutional economics vte Extreme wealth Categories: Consumer theoryGoods (economics)Institutional economics Navigation menu Not logged inTalkContributionsCreate accountLog inArticleTalkReadEditView historySearch Search Wikipedia Main page Contents Featured content Current events Random article Donate to Wikipedia Wikipedia store Interaction Help About Wikipedia Community portal Recent changes Contact page Tools What links here Related changes Upload file Special pages Permanent link Page information Wikidata item Cite this page Print/export Create a book Download as PDF Printable version Languages Deutsch Español Français 한국어 हिन्दी 日本語 Português Русский 中文 12 more Edit links This page was last edited on 14 November 2019, at 03:19 (UTC). Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. Privacy policyAbout WikipediaDisclaimersContact WikipediaDevelopersStatisticsCookie statementMobile view -------- -------- CUAL ES LA ACTUALIDAD MUNDIAL, EN LOS 5 CONTINENTES DEL DR. THORSTEIN VEBLEN, EN EL ANO 2019? 1. Es la historia personal o BIOGRAFIA de un nino anonimo, QUIEN NACIO DE PADRES NORUEGOS, emigrantes internacionales de PRIMERA GENERACION a los ESTADOS UNIDOS DE AMERICA (1857-1929)... 2. ES LA HISTORIA O TRAYECTORIA : ESCOLAR, de un nino que SIENCO EXTRANJERO, no le fue negada la OPORTUNIDAD EDUCATIVA DE DESARROLLAR sus talentos cientificos, hacia una ciencia: PURA, DURA, FUNDAMENTAL, EXACTA: LAS CIENCIAS ECONOMICAS & SU RELACION con llos NEGOCIOS DE : IMPORTACION & EXPORTACION fines del siglo XIX, hasta su muerte en 1929. POR DONDE COMIENZA SU TRAYECTORIA ESCOLAR Y UNIVERSITARIA? 1. Por los estudios de HISTORIA NATURAL. 2. Por los estudios HUMANISTICOS CLASICOS: LA FILOLOGIA. 3. FUE ALUMNO DEL SEMIOLOGO NORTEMERICANO: CHARLES SANDERS PIERCE... 1.INGRESO A LA UNIVERSIDAD: A los17 anos de edad.... 2. SE DOCTORO JOVEN, en el PHD en Filosofia, por la Universidad de Yale. DESPUES DE TENER ESA BASE EN EL PENSAMIENTO HUMANISTICO OCCIDENTAL, se adentro COMO HUMILDE ALUMNO, a los ESTUDIOS POST-DOCTORALES EN : CIENCIAS ECONOMICAS, por la CORNELL UNIVERSITY. CUANDO YA ERA UN POST-DOCTOR EN CIENCIAS ECONOMICAS, se dedico a ser: 1. MAESTRO DE UNIVERSIDAD. 2. A DAR FRUTOS, de cara a la JUVENTUD DE SU PAIS.... 3. A ESCRIBIR LIBROS ORIGINALES, CON: DESCUBRIMIENTOS CIENTIFICOS perdurables, EN LA HISTORIA MUNDIAL DEL PENSAMIENTO ECONOMICO, como CIENCIA EXACTA... Fue catedratico en CIENCIAS ECONOMICAS en la Universidad de Chicago. FUE CATEDRATICO EN CIENCIAS ECONOMICAS en la Universidad de Stanford. FUE CATEDRATICO EN CIENCIAS ECONOMICAS en la Universidad de Missouri. CREO UN MOVIMIENTO O ESCUELA MUNDIAL de las CIENCIAS ECONOMICAS & DE LA INVESTIGACION EN CIENCIAS SOCIALES CONTEMPORANEAS MUNDIALES, llamado: INSTITUCIONALISMO ECONOMICO. INSTITUCIONALISMO EN CIENCIAS SOCIALES. Y FINALMENTE con sus conocimientos, y EXPERIENCIAS DE TODA UNA VIDA: AYUDO A FUNDAR, lo que se llama en el MUNDO, THE NEW SCHOOL FOR SOCIAL RESEARCH, en la ciudad de NEW YORK. Una vida con proposito. Una vida de exito CIENTIFICO... Pero ese senor, NUNCA SONO SER: MILLONARIO... LOS MAESTROS DE ESCUELA NO SUENAN SER MILLONARIOS... LOS MAESTROS DE UNIVERSIDAD NO SUENAN SER MILLONARIOS... SU FELICIDAD, como PROYECTISTAS... Es ayudar a que SUS CLIENTES, SUS AMIGOS, SUS VECINOS, SUS VECINAS... SE HAGAN MILLONARIOS, trabajando, invirtiendo, reinvirtiendo, ahorrando, BANCARIZANDO PROYECTOS, desde MYPIMES...CON VOCACION EXPORTADORA... en el caso concreto de la REPUBLICA DOMINICANA, de ese mismo modo : 1. ANONIMO. 2. DE BAJO PERFIL. 3. DE SERVICIO PATRIOTICO A LAS CIENCIAS PAIDOLOGIAS.... 4. DE SERVICIO PATRIOTICO A LAS CIENCIAS ANDRAGOGICAS.... INTERACTUANDO con ninos, ninas, jovenes... VIVIERON EN SUS AULAS... VIVIENRON EN SUS TALLERES... VIVIERON EN SUS LABORATORIOS.... Cientificos y cientificas dominicanos, de las CIENCIAS DEL APRENDIZAJE, tales como: 1. JUAN PABLO DUARTE Y DIEZ. 2. MATIAS RAMON MELLA, uno de los SOCIOS & GERENTES fundadores del MINISTERIO DE HACIENDA & COMERCIO de la Nacion y de la Republica Dominicana, en el siglo XIX.... Eugenio Maria de Hostos.... Don Victor en el Insituto Ibera de Santiago de los Caballeros, desde 1941, con don Pepe... Los monjes o predicadores, EVANGELICOS, -DE LA IGLESIA METODISTA LIBRE- que emigraron a la ciudad de Santiago de los Caballeros, para fundar en 1926 Y ABRIR EN 1927: EL INSTITUTO EVANGELICO, INC. LOS HERMANOS DE LA SALLE, inc. El padre, HERMANO ALFREDO MORALES, El Padre Jesuita, Jose Luis Aleman... Los curas que fundaron RADIO SANTA MARIA... Los curas que fundaron en 1962, la Pontificia Universidad Catolica Madre & Maestra... LOS MAESTROS DE UNIVERSIDAD QUE FUNDARON, la Universidad Nacional Pedro Henriquez Urena (UNPHU)... Los maestros y maestras de Universidad que fundaron EL INSTITUTO TECNOLOGICO DE SANTO DOMINGO (INTEC) en sus conversaciones ACADEMICAS, CIENTIFICAS, en la ciudad de SANTIAGO DE LOS CABALLEROS, en 1971.... Los maestros y maestras de universidad que fundaron la UNIVERSIDAD CENTRAL DEL ESTE, inc, UCE.... Los maestros y maestras de Universidad que fundaron la Universidad Organizacion & METODOS O& ME... LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD QUE FUNDARON: UNIBE... LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD QUE FUNDARON: APEC ----------- LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD QUE FUNDARON EN 1962, EL INSTITUTO SUPERIOR DE AGRICULTURA (ISA), EN LA CIUDAD DE SANTIAGO DE LOS CABALLEROS... ----- LOS MAESTROS Y LAS MAESTRAS QUE FUNDARON LA ESCUELA DE DISENO DE ALTOS DE CHAVON.... ----------- SABES, MILLENNIAL MOM, quien es el Dr. Facundo Manes? ----- FUE UN NINO ANONIMO, nacido en ARGENTINA... 1. se graduo en la universdidad a fines del siglo XX, en 1992... 2. en areas cienitificas nuevas: 3.DE MEDICO, EN UNA 3.1.UNIVERSIDAD PUBLICA, ARGENTINA: LA UBA... ARGENTINA, 3.2.COMO CIENTIFICO EN CIENCIAS TICs, EGRESADO DE LA UBA en 1992... HA HECHO CARRERA COMO: NEUROCIENCITIFICO DE FAMA MUNDIAL... HA TENIDO EXITO: 1. ECONOMICO. 2. CIENTIFICO. 3. ACADEMICO, A.EN SOLO MENOS DE 35 anos del EJERCICIO LIBERAL -DE LAS CIENCIAS MEDICAS ESPECIALIZADAS- A.1.EN EL MERCADO DE TRABAJO DE LA REPUBLICA ARGENTINA A.2.Y A NIVEL MUNDIAL.... 4.SE ESPECIALIZO EN : CAMBRIDGE UNIVERSITY... Comienzos Manes nació en Quilmes PERO VIVIO SUS PRIMEROS ANOS pero vivió sus primeros años EN UN PUEBLO LLAMADO ARROYO DULCE en un pueblo llamado Arroyo Dulce, DONDE SU PADRE ERA MEDICO RURAL donde su padre era médico rural.6 LUEGO SE MUDO... Luego se mudó a la ciudad de CIUDAD DE SALTO... Salto, ubicada en el NORTE DE LA PROVINCIA DE BUENOS AIRES norte de la provincia de Buenos Aires. CONCURRIO A LA PRIMARIA Y A LA SECUNDARIA Concurrió a la primaria y a la secundaria EN LA ESCUELA en la Escuela "Gral. Don José de San Martín", DE DICHA LOCALIDAD de dicha localidad.7, ESTUDIO EN UNA UNIVERSIDAD PUBLICA: LA UBA SE GRADUO DE MEDICO EN 1992. Estudió en la Facultad de Medicina de la Universidad de Buenos Aires, donde se graduó en 1992 SALIO DEL PAIS, ARGENTINA A: ESPECIALIZARSE y luego en la Universidad universida de cambridge UNIVERSIDAD DE CAMBRIDGE de Cambridge (MAESTRIA EN: 1. CIENCIAS MEDICAS. 2.MAESTRIA EN NEUROBIOLOGIA 3. MAESTRIA EN NEUROCIENCIAS. maestría en Ciencias Médicas, Neurobiología y Neurociencias). 8 COMENZO SU CARRERA DE INVESTIGACION Comenzó su carrera de investigador 1.MIENTRAS ERA ESTUDIANTE 2.DE SEGUNDO ANO DE MEDICINA 3. EN LA UBA. mientras era estudiante de segundo año de Medicina en la UBA, CUANDO CONOCIO AL PROFESOR cuando conoció al Profesor TOMAS MASCITTI Tomás Mascitti, TITULAR DE NEURO-ANATOMIA titular de Neuroanatomía.6 ----------------- DE NINO, su mama y su papa, LE INDICARON QUE EL CAMINO para salir de la pobreza, ERA 1. ESTUDIAR, en el unico OFICIO o profesion que debe tener un nino o nina, EN TODA LA TIERRA, en los 5 continentes, si quiere salir de la pobreza con el SUDOR DE SU FRENTE, siguiendo la OPORTUNIDAD EDUCATIVA, promovida y defendida, EN SU VIDA DE : 1. VOLUNTARIOS. 2. PAIDOLOGOS O EDUCADORES INFANTILES, por los CIENTIFICOS DOMINICANOS; 1. EUGENIO MARIA DE HOSTOS. 2. SALOME URENA DE HENRIQUEZ, 3. PEDRO HENRIQUEZ URENA 4. PROFESOR JUAN EMILIO BOSCH GAVINO... ------ NO SE CONSIGUE SACAR NADA DE PROVECHO, EN MATERIA DE: 1. CREATIVIDAD PATENBLE. 2. INDUSTRIALIZACION. 3. COMERCIO INTERNACIONAL, de importacion y exportacion... SI LOS PAPAS, LO DEJAN SER UN: NI-NI... LA PROXIMA VEZ QUE TU NINO O NINA, dominicano o de cualquier PARTE DEL MUNDO TE DIGA, que se aburre YENDO A LA ESCUELA... 1. DALE 4 PEZCOZONES... 2. METELO AL BANO... 3. BANALO... 4. PONLE EL UNIFORME ESCOLAR 5. Y VIGILA QUE NO SE DESVIE, para ningun otro lugar, que no sea: SU AULA ESCOLAR... 5. LE ESTAS SALVANDO LA VIDA... LO ESTAS SALVANDO DE QUE LLEGUE A SER UN ESTORBO PARA LA SOCIEDAD, LO ESTAS SALVNADO DE QUE SEA: UN ATRACADOR. UN DROGODEPENDIENTE. UN ASALTANTE DE CAMINOS. UN LADRON UN VIOLADOR... UN ORGANIZADOR DE VIAJES ILEGALES. UN TRATANTE DE PERSONAS. UN LADRON DE NINOS Y NINAS. UNA ESCORIA HUMANA. UNA BASURA.... La ESCUELA ES EL UNICO LUGAR DEL MUNDO: 1. Seguro. 2. Feliz... PARA UN NINO O NINA, de cualquier lugar del mundo, PERO NO A APRENDER CUALQUIER COSA: A ESPECIALIZARSE EN CIENCIAS TICs... ------- Pues como te iba diciendo, los papas, del DR. FACUNDO MANES... le tuvieron paciencia... LO ACOMPANARON, como quien siembra un arbol frutal... AL KINDER, A LA ESCUELA PRIMARIA, SIN DEJARLE GANAR UN CENTAVO, -EN TRABAJO INFANTIL- UN DIA ... EL NINO SE HIZO BACHILLER... Pero como su papa y su mama, SABIAN QUE LO QUE MAS HAY EN EL MUNDO: SON BACHILLERES... SIGUIERON APOSTANDO A LA EXCELENCIA EN LA CALIDAD DE CIENCIAS DEL APRENDIZAJE DE SU NINO... LO APUNTARON EN LA UNIVERSIDAD... Adivina a estudiar QUE? MEDICINA... Un dia se hizo MEDICO GENERAL.... PERO COMO SU PAPA Y SU MAMA, SABIAN QUE ABUNDAN EN EL MUNDO: LOS MEDICOS GENERALES... LO AYUDARON, LE EXIGIERON... QUE HICIERA UNA ESPECIALIDAD, dentro de la EDUCACION MEDICA, ESPECIALIZADA... Y es asi como EL JOVEN DR. MANES... DE BUENAS A PRIMERA, se encuentra: 1. EN NUEVAS AULAS... 2. EN NUEVOS TALLERES, 3. EN NUEVOS LABORATORIOS, desarrollando: SU TALENTO CIENTIFICO.... Yoe F. Santos/CCIAV. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) --------- Facundo Manes Nacimiento 11 de enero de 1969 (50 años) Bandera de Argentina Quilmes, Argentina. Nacionalidad Argentina Doctorado Universidad de Buenos Aires. ANO DE DOCTORADO: 1992 Año de doctorado 1992. Ocupación MEDICO ESPECIALISTA EN NEUROCIENCIA. Médico especialista en neurociencia. PREMIOS Premios Joven investigador en Neuropsiquiatría (Asociación Neuropsiquiátrica Americana) (1999)1 [editar datos en Wikidata]. Facundo Manes (Quilmes, Argentina, 11 de enero de 1969)2 ES UN 1. NEUROLOGO 2, NEUROCIENTICO 3. POLITICO ARGENTINO es un neurólogo, neurocientífico y político argentino CREADOR DEL : INSTITUTO DE NEUROLOGIA COGNITIVA creador del Instituto de Neurología Cognitiva (INECO), PRESIDENTE DE LA FUNDACION presidente de la Fundación INECO, EX-RECTOR DE LA UNIVERSIDAD exrector de la Universidad Favaloro3 Y DIRECTOR DEL INSTITUTO DE NEUROCIENCIAS y director del Instituto de Neurociencias DE LA FUNDACION FAVALORO de la Fundación Favaloro.4 En 2018 se convirtió en el PRIMER PRESIDENTE HISPANOPARLANTE primer presidente hispanoparlante DE LA INTERNATIONAL SOCIETY FOR FRONTOTEMPORAL DEMENTIA. de la International Society for Frontotemporal Dementias.5 ------------ ------------ POR QUE ES UN MODELO INSPIRADOR, PARA NINOS Y NINAS, HIJOS E HIJAS DE FAMLIAS DIASPORICAS, DE FAMILIAS DE EMIGRANTES INTERACIONALES, DE CUALQUIER ORIGEN EN EL MUNDO, EN LOS 5 CONTINENES VOLVER A : RELEER LA BIOGRAFIA DEL CIENTIFICO NORUEGO-NORTEMARICANO, THORSTEIN VEBLEN NACIDO EN 1857, ahora mismo en 2019? 1. VEBLEN NACIO POBRE... 2. VEBLEN ERA HIJIO DE: 2.1 UN CARPINTERO Y OBRERO DE LA INDUSTRA DE LA CONSTRUCCION. 2.2. DE UNA AMA DE CASA... PERO NO CUALQUIER AMA DE CASA, UNA QUE ESTUVO APOYANDO A SU MARIDO, CON TODO TIPO DE IDEAS... HASTA QUE LOGRARON COMPRARSE 1. UN FINCA... 2. PARA PODER ALIMENTAR, AMAR Y CRIAR A SUS 10 HIJOS.... -------- LEGARON A LOS ESTADOS UNIDOS, SIN SABER... 1. NI HABLAR. 2. NI ESCRIBIR. INGLES... SOLO NORUEGO... SUS NINOS, sus 10 ninos, aprendieron a : hablar INGLES ... 1. CON SUS AMIGUITOS DE INFANCIA. 2. CON SUS VECINOS DEL VECINDARIO. 3. EN LA ESCUELA : PRMARIA.... Tuvieron que afrontar los PREJUICIOS: 1. RELIGIOSOS 2. RACIALES. CONTRA LOS NORUEGOS Y NORUEGAS EN LOS ESTADOS UNIDOS (1857-1919).. PERO DE TODOS MODOS: 1. MANDARON A SUS HIJOS A LA ESCUELA Y LA UNIVERSIDAD... 2. HASTA QUE SU HIJA EMILY SE CONVIRTIO EN TODOS LOS ESTADOS UNIDOS DE AMERICA, LA PRIMERA: 2.1 MUJER, HIJA DE PADRES NORUEGOS. 2.2. EN GRADUARSE EN UNA UNIVERSIDAD. Yoe F. Santos/CCIAV. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) ------------- Thorstein Veblen From Wikipedia, the free encyclopedia Jump to navigationJump to search Thorstein Veblen Veblen3a.jpg Thorstein Veblen Born July 30, 1857 Cato, Wisconsin, U.S. Died August 3, 1929 (aged 72) Menlo Park, California, U.S. Nationality American Field Economics, socioeconomics Influences Herbert Spencer, Thomas Paine, William Graham Sumner, Lester F. Ward, William James, Georges Vacher de Lapouge, Edward Bellamy, John Dewey, Gustav von Schmoller, John Bates Clark, Henri de Saint-Simon, Charles Fourier Contributions Conspicuous consumption, Conspicuous leisure Signature Thorstein Veblen signature.png Thorstein Veblen (30 July 1857 – 3 August 1929) was a American economist and sociologist, who during his lifetime emerged as a well-known critic of capitalism. In his best-known book, The Theory of the Leisure Class (1899), Veblen coined the concept of conspicuous consumption and conspicuous leisure. Historians of economics regard Veblen as the founding father of the institutional economics school. Contemporary economists still theorize Veblen's distinction between "institutions" and "technology", known as the Veblenian dichotomy. As a leading intellectual of the Progressive Era in the United States of America, Veblen attacked production for profit. His emphasis on conspicuous consumption greatly influenced economists who engaged in non-Marxist critiques of capitalism and of technological determinism. Contents 1 Biography 1.1 Early life and family background 1.2 Education 2 Academic career 3 Influences on Veblen 3.1 German Historical School 3.2 Pragmatism 4 Contributions to social theory 4.1 Institutional economics 4.2 Conspicuous consumption 4.3 Conspicuous leisure 4.4 Leisure class 4.5 Theory of business enterprise 4.6 Trained incapacity 5 Veblen's economics and politics 5.1 Veblen and political theories 5.2 Veblenian dichotomy 6 Personal life 6.1 Marriages 6.2 Death 7 Legacy 8 Published books 9 Articles 10 See also 11 References 12 External links Biography Early life and family background The Thorstein Veblen Farmstead in 2014 Veblen was born on July 30, 1857, in Cato, Wisconsin, to Norwegian American immigrant parents, Thomas Veblen and Kari Bunde – the fourth of twelve children in the Veblen family. His parents had emigrated from Norway to Milwaukee, Wisconsin on September 16, 1847, with few funds and no knowledge of English. Despite their limited circumstances as immigrants, Thomas Veblen's knowledge in carpentry and construction paired with his wife's supportive perseverance allowed them to establish a family farm - now a National Historic Landmark - in Nerstrand, Minnesota.[citation needed] Veblen began his schooling at the age of five. Since Norwegian was his first language, he learned English from neighbors and at school. His parents also learned to speak English fluently, though they continued to read predominantly Norwegian literature with and around their family on the farmstead. The family farm eventually grew more prosperous, allowing Veblen's parents to provide their children with formal education. Unlike most immigrant families of the time, Veblen and all of his siblings received training in lower schools and went on to receive higher education at the nearby Carleton College. Veblen's sister, Emily, was reputedly the first daughter of Norwegian immigrants to graduate from an American college.[1] The eldest Veblen child, Andrew Veblen, ultimately became a professor of physics at Iowa State University and the father of one of America's leading mathematicians, Oswald Veblen of Princeton University.[2] Several commentators have seen Veblen's Norwegian background and his relative isolation from American society as essential to the understanding of his writings. Sociologist and educator David Riesman maintains that his background as a child of immigrants meant that Veblen was alienated from his parents' previous culture, but that his living in a Norwegian society within America made him unable to completely "assimilate and accept the available forms of Americanism".[3] According to George M. Fredrickson the Norwegian society Veblen lived in was so isolated that when he left it "he was, in a sense, emigrating to America".[4] Education At age 17, in 1874, Veblen was sent to attend nearby Carleton College in Northfield, Minnesota. Early in his schooling, he demonstrated both the bitterness and the sense of humor that would characterize his later works.[5] Veblen studied economics and philosophy under the guidance of the young John Bates Clark, who went on to become a leader in the new field of neoclassical economics. Clark's influence on Veblen was great, and as Clark initiated him into the formal study of economics, Veblen came to recognize the nature and limitations of hypothetical economics that would begin to shape his theories. Veblen later developed an interest in the social sciences, taking courses within the fields of philosophy, natural history, and classical philology. Within the realm of philosophy, the works of Herbert Spencer were of greatest interest to him, inspiring several preconceptions of socio-economics. In contrast, his studies in natural history and classical philology shaped his formal use of the disciplines of science and language respectively.[6] After Veblen graduated from Carleton in 1880 he traveled east to study philosophy at Johns Hopkins University. While at Johns Hopkins he studied under Charles Sanders Peirce.[7] When he failed to obtain a scholarship there he moved on to Yale University, where he found economic support for his studies, obtaining a Doctor of Philosophy in 1884, with a major in philosophy and a minor in social studies. His dissertation was titled "Ethical Grounds of a Doctrine of Retribution". At Yale, he studied under renowned academics such as philosopher Noah Porter and sociologist William Graham Sumner.[8] Academic career After graduation from Yale in 1884, Veblen was essentially unemployed for seven years. Despite having strong letters of recommendation, he was unable to obtain a university position. It is possible that his dissertation research on "Ethical Grounds of a Doctrine of Retribution" (1884) was considered undesirable. However this possibility can no longer be researched because Veblen's dissertation has been missing from Yale since 1935.[9] Apparently the only scholar who ever studied the dissertation was Joseph Dorfman, for his 1934 book Thorstein Veblen and His America. Dorfman says only that the dissertation, advised by evolutionary sociologist William Graham Sumner, studies such evolutionary thought as that of Herbert Spencer, as well as the moral philosophy of Kant.[10] Some historians have also speculated that this failure to obtain employment was partially due to prejudice against Norwegians, while others attribute this to the fact that most universities and administrators considered him insufficiently educated in Christianity.[11] Most academics at the time held divinity degrees, which Veblen did not have. Also, it did not help that Veblen openly identified as an agnostic, which was highly uncommon for the time. As a result, Veblen returned to his family farm, a stay during which he had claimed to be recovering from malaria. He spent those years recovering and reading voraciously.[12] It is suspected that these difficulties in beginning his academic career later inspired portions of his book The Higher Learning in America (1918), in which he claimed that true academic values were sacrificed by universities in favor of their own self-interest and profitability.[13] In 1891, Veblen left the farm to return to graduate school to study economics at Cornell University, under the guidance of economics professor James Laurence Laughlin. With the help of Professor Laughlin, who was moving to the University of Chicago, Veblen became a fellow at that university in 1892. Throughout his stay, he did much of the editorial work associated with the Journal of Political Economy, one of the many academic journals created during this time at the University of Chicago. Veblen used the journal as an outlet for his writings. His writings also began to appear in other journals, such as the American Journal of Sociology, another journal at the university. While he was mostly a marginal figure at the University of Chicago, Veblen taught a number of classes there.[8] In 1899, Veblen published his first and best-known book, titled The Theory of the Leisure Class. This did not immediately improve Veblen's position at the University of Chicago. He requested a raise after the completion of his first book, but this was denied.[11] Veblen's students at Chicago considered his teaching "dreadful".[5] Stanford students considered his teaching style "boring". But this was more excusable than some of Veblen's personal affairs. He offended Victorian sentiments with extramarital affairs while at the University of Chicago.[5] At Stanford in 1909, Veblen was ridiculed again for being a womanizer and an unfaithful husband. As a result, he was forced to resign from his position, which made it very difficult for him to find another academic position.[14] One story claims that he was fired from Stanford after Jane Stanford sent him a telegram from Paris, having disapproved of Veblen's support of Chinese coolie workers in California.[15] With the help of Herbert J. Davenport, a friend who was the head of the economics department at the University of Missouri, Veblen accepted a position there in 1911. Veblen, however, did not enjoy his stay at Missouri. This was in part due to his position as a lecturer being of lower rank than his previous positions and for lower pay. Veblen also strongly disliked the town of Columbia, Missouri, where the university was located.[16] Although he may not have enjoyed his stay at Missouri, in 1914 he did publish another of his best-known books, The Instincts of Worksmanship and the State of the Industrial Arts (1914). After World War I began, Veblen published Imperial Germany and the Industrial Revolution (1915). He considered warfare a threat to economic productivity and contrasted the authoritarian politics of Germany with the democratic tradition of Britain, noting that industrialization in Germany had not produced a progressive political culture.[17] By 1917, Veblen moved to Washington, D.C. to work with a group that had been commissioned by President Woodrow Wilson to analyze possible peace settlements for World War I, culminating in his book An Inquiry into the Nature of Peace and the Terms of Its Perpetuation (1917).[17] This marked a series of distinct changes in his career path.[18] Following that, Veblen worked for the United States Food Administration for a period of time. Shortly thereafter, Veblen moved to New York City to work as an editor for a magazine, The Dial. Within the next year, the magazine shifted its orientation and he lost his editorial position.[6] In the meantime, Veblen had made contacts

LA DEMOCRACIA, SE DEFINE, Y REDEFINE

las 24 horas del dia: ENTRE LAS GONDOLAS,

DEL SUPERMERCADO: EN LOS PROCESOS

DE CONSUMO....

NESTOR GARCIA CANCLINI (1990)

CONSUMIDORES & CIUDADANOS.

---------

EN 1939....

OTRA MADRE ARGENTINA, ESTABA

DANDO A LUZ A UN NINO...ANONIMO....

LO LLAMO:

NESTOR GARCIA CANCLINI.

PROFESION:

ANTROPOLOGO.

--------
Néstor García Canclini

From Wikipedia, the free encyclopedia.

--------
Néstor García Canclini.

Néstor García Canclini (born 1939) is

an Argentine-born academic and anthropologist

known for his theorization of the concept of

"hybridity."

Contents
1 Biography
2 Lines of Investigation
3 Works
3.1 Overview
3.2 Hybrid Cultures: Strategies for Entering and Leaving Modernity
3.3 List of works
3.3.1 English-translated Versions
4 Awards/Accolades
5 References
6 Bibliography.

Biography.

García Canclini was born

DECEMBER 1, 1938

December 1, 1939 in La Plata,

Argentina.

Three years after

RECEIVING HIS PHD

receiving his PhD

IN PHILOSOPHY

in philosophy at the

UNIVERSITY LA PLATA, 1975

University of La Plata in 1975,

THANKS TO A SCHOLARSHIP

thanks to a scholarship awarded

from CONICET

(The National Scientific and

TECHNICAL RESEARCH COUNCIL

Technical Research Council),

García Canclini also RECEIVED ANOTHER

received another PhD

IN PHILOSOPHY IFROM THE PARIS

in philosophy from the Paris

NANTERRE UNIVERSITY.

Nanterre University.

HE TAUGHT A THE UNIVERSITY

He taught at the University of La Plata

BETWEEN 1966 UNTIL 1975

between 1966 and 1975

AND AT THE UNIVERSITY

OF BUENOS AIRES

IN 1974

and at the University of Buenos Aires in 1974

AND 1975

and 1975.

THROUGHOUT HIS ACADEMIC CAREER

Throughout his academic career

HE HAS ALSO SERVED AS VISITING

PROFESSOR AT THE UNIVERSITY

he has also served as a visiting professor

AT UNIVERSITY OF NAPLES.

AT UNIVERSITY :

UT AUSTIN, TEXAS,

STANFORD UNIVERSITY,

UNIVERSITY OF BARCELONA,

at University of Naples, UT Austin,

AND SAO PAULO UNIVERSITY.

Stanford University, University of Barcelona and São Paulo.

SINCE 1990

GARCIA CANCLINI HAS

BEEN WORKING

Since 1990 García Canclini has been working

AS PROFESSOR & RESEARCHER

as a professor and researcher

AT THE UNIVERSIDAD AUTONOMA

METROPOLITANA IN MEXICO...CITY

at the Universidad Autónoma Metropolitana in Mexico City

AND UNTIL 2007 HE DIRECTED

THE UNIVERSITY PROGRAM

and until 2007 he directed the university’s

PROGRAM STUDIES ON URBAN CULTURE

program studies on urban culture.

HE IS ALSO RESEARCHER EMERITUS

He is also a researcher emeritus

OF THE NATIONAL SYSTEM OF

INVESTIGATORS

of the National System of Investigators

UNDER THE NATIONAL COUNCIL

OF SCIENCE AND TECHNOLOGY

under the National Council of Science

and Technology (Conacyt) of Mexico.

LINES OF INVESTIGATION.

Lines of Investigation

In the text Comunicación Y CONSUMO EN

TIEMPOS NEOCONSERVADORES

y consumo en tiempos neoconservadores

(Communication and CONSUMERISM

Consumerism in Neoconservative Times),

THE THEORIST AFFIRMS THAT

the theorist affirms that

COMMUNICATIONS RESEARCH

communications research,

CENTERES IN THE SOCIAL SCIENCES

centered in the social sciences,

HAS MADE AREAS OF LATIN AMERICA

CULTURAL

has made areas of Latin American cultural

CULTURAL DEVELOPMENT VISIBLE,

development visible,

IN WHICH THE RELATIONSHIP BETWEEN

in which the relationship between

CONSUMERIS AND CITIZENSHIP

consumerism and citizenship

IS ESTABLISHED.

is established.

CONSUMERISM A PRODUCT

Consumerism,

A PRODUCT OF GLOBALIZATION

a product of globalization,

HAS GENERATED A NEW

has generated

A NEW CONCEPTION OF THE CITIZEN

a new conception of the citizen,

WHILE THE QUALTITU OF GOODS

while the quantity of goods

THAT A PERSON CAN ACQUIRE

that a person can acquire

DETERMINE THE SOCIAL STATUS

determines the social status

THAT THEY HAVE

AND THEREFORE THE

ROLE

that they have and therefore the role

OF THE COMMON CITIZEN

of the common citizen,

IN TERMS OF POLITICAL PARTICIPATION

in terms of political participation (mainly)

DEPENDS

ON HOW THE CONSUMER IS.

depends on how the consumer is.

The principal cause of the

aforementioned phenomenon

IS GLOBALIZATION

is globalization.

For Canclini, this concept does not have

its own definition, rather, it depends on

THE CIRCUMSTANCES & THE CONTEXTS

the circumstances and the contexts

WHICH ARE PRESENTED IN THE LATIN

AMERICAN CASE,

which are presented. In the Latin

American case,

GLOBALIZATION IS NOT A PERCEPTIBLE

FACT,

globalization is not a perceptible fact,

INSTEAD AN IMAGINED CONCEPT.

instead an imagined concept, that is to say,

IT CONSTITUTES A PARADIGM

it constitutes a paradigm in Latin American

SOCIETY THAT GOVERNS THE

RELATIONS BETWEEN

DIFFERENT INDIVIDUALS

society that governs the relations between different individuals (there is a notion that it “exists,” but in reality it is the product of a series of values that Latin American society has imposed upon itself to resemble the first world).

The previous

CAN BE SEEN REFLECTE IN THE CRITIQUE

OF MARKETING STUDIES...

can be seen reflected in the critique of marketing studies that only counts the economic figures of Latin America’s entry into world trade, but do not take into account the symbolic-social change that this generates, in his book La globalización imaginada (The Imagined Globalization), chapter ‘Mercado e Interculturalidad: América Latina entre Europa y Estados Unidos’ (Market and Interculturality: Latin America between Europe and the United States). In respect to the last main idea of the investigation, Canclini suggests that the Latin American cultural space and transitional circuits are immersed in imagined constructions about the identity of us and of others; the Latin American elite constructs the city in resemblance to the great European and American metropolises, while the rest of the town seeks to survive with its traditions in the modernizing process.

"La industria cultural es analizada como matriz de desorganización y reorganización de una experiencia temporal mucho más compatible con las desterritorializaciones y relocalizaciones que implican las migraciones sociales y las fragmentaciones culturales de la vida urbana que la que configuran la cultura de élite o la cultura popular, ambas ligadas a una temporalidad “moderna”; esto es, una experiencia hecha de sedimentaciones, acumulaciones e innovaciones. Industria cultural y comunicaciones masivas designan los nuevos procesos de producción y circulación de la cultura, que corresponden no sólo a innovaciones tecnológicas sino a nuevas formas de la sensibilidad, a nuevos tipos de recepción, de disfrute y apropiación."

English Translation:

The cultural industry is analyzed like a matrix of disorganization and reorganization of a temporary experience much more compatible with the deterritorializations and relocations that imply social migrations and cultural fragmentations of urban life that configure the elite culture and popular culture, both bound to a temporary “modernity,” this is, an experience made of sedimentations, accumulations and innovations. Cultural industry and massive communications design new processes of production and circulation of culture, that correspond not only to technological innovations but also new forms of sensibility, new forms of reception, of enjoyment and appropriation.

In the book Lectores, espectadores e internautas (Readers, Spectators, and Internet Users), Canclini asks us: What does it mean to be a reader, spectator, and internet user? What are the cultural habits of a person that concurs in these three activities? Canclini speaks of the reader in two sentiments, the first making reference to the literary field like Hans Robert Jauss and the second through the editorial system like Umberto Eco does. Canclini accuses the system of wanting to generate new readers only through printed media, without taking into account digital media. The concept of the spectator is linked to the types of shows that they attend, cinema, television, recitals etc. And the internet-user is "un actor multimodal que lee, ve, escucha y combina materiales diversos, procedentes de la lectura y de los espectáculos" (a multimodal actor that reads, sees, listens, and combines diverse materials, from readings and entertainment).[1]

The book develops in the form of a dictionary, starting with A for ‘apertura’(aperture) and the Z for zipping. He describes new concepts that have brought the digital age. The reader - spectator - and internet user read more on the internet than on paper. This book shows us both the benefits of technology and its negative aspects that are familiar to us all.

Works
Overview
Canclini has been one of the principal anthropologists that has treated Modernity, Postmodernity, and Culture from the Latin American perspective. One of the principal terms he has coined is “cultural hybridization,” a phenomenon that “materializes in multi-determined scenarios where diverse systems intersect and interpenetrate.”[2] An example of this is contemporary music groups that mix or juxtapose global trends such as pop with indigenous or traditional rhythms. One of his best-known works, Consumidores y ciudadanos (Consumers and Citizens) defines consumption as "the set of socio-cultural processes in which the appropriation and uses of products are carried out."[2]

Hybrid Cultures: Strategies for Entering and Leaving Modernity
This text is foundational to Latin American Cultural Studies and is now considered a classic. Canclini takes an interdisciplinary approach to social thought to critically reimagine Latin American issues pertaining to modernity and democracy,

"Néstor García Canclini explores the tensions, verging on contradictions, between modernization and democratization in Latin American nation-states. These states regard themselves caught between traditions that have not yet gone and a modernity that has not yet arrived. From its hybrid position between tradition and modernity, the challenge for Latin America is to construct democratic culture and knowledge without succumbing either to the temptations of elite art and literature or to the coercive forces of mass media and marketing. In a work of committed scholarship the author both interrogates and advocates the development of democratic institutions and practices in Latin America."[3]

Canclini analyzes and synthesizes the theories of Bourdieu, Gramsci, Weber, elite literary works and popular culture to envision a Latin American praxis that celebrates hybridization “as an ongoing condition of all human cultures, which contains no zones of purity because they undergo continuous processes of transculturation (two-way borrowing and lending between cultures)."[3] Thereby imagined cultural borders are actually very porous.

List of works
Arte popular y sociedad en América Latina, Grijalbo, México, (1977)
La producción simbólica. Teoría y método en sociología del arte, Siglo XXI, México, (1979)
Las culturas populares en el capitalismo, Nueva Imagen, México, (1982)
¿De qué estamos hablando cuando hablamos de lo popular?, CLAEH, Montevideo, 1986
Cultura transnacional y culturas populares (ed. con R. Roncagliolo), Ipal, Lima, 1988
Culturas híbridas: Estrategias para entrar y salir de la modernidad, Grijalbo, México, 1990
Cultura y Comunicación: entre lo global y lo local, Ediciones de Periodismo y Comunicación.
Las industrias culturales y el desarrollo de México, con Ernesto Piedras Feria 2008, México, DF, Siglo XXI Editores.
Las industrias culturales en la integración latinoamericana, 2002
La globalización imaginada, Paidós, Barcelona, 1999
Latinoamericanos buscando lugar en este siglo, Paidós, Buenos Aires, 2002
Diferentes, desiguales y desconectados. Mapas de la interculturalidad, Gedisa, Barcelona, 2004
Lectores, espectadores e internautas, Gedisa, Barcelona, 2007
La sociedad sin relato: Antropología y estética de la inminencia, Buenos Aires y Madrid, Katz editores, 2010, ISBN 978-84-92946-15-0
English-translated Versions
Transforming Modernity: Popular Culture in Mexico, University of Texas Press, 1993
Hybrid Cultures: Strategies for Entering and Leaving Modernity, University of Minnesota Press, 1995
Consumers and Citizens: Globalization and Multicultural Conflicts, University of Minnesota Press, 2001
Art beyond Itself: Anthropology for a Society without a Story Line, Duke University Press, 2014
Imagined Globalization, Duke University Press, 2014
Awards/Accolades
In 1996 Canclini received a Diploma of Merit from the Konex Foundation in the category of «Aesthetic, Theory and Art History[4]». He also received the Guggenheim Scholarship, the Essay Award granted by Casa de las Américas and the Book Award from the Latin American Studies Association for his book Hybrid Cultures as the best book in Spanish about Latin America.[5]

In 2012 Canclini received from National University of Cordoba the University Prize for Culture “400 years” during the opening of the Third International Congress of the Argentine Association of Cinema and Audiovisual Studies of which he was inaugural speaker.[6] In 2014 the Ministry of Public Education awarded him the National Prize for Science and Arts in the area of History, Social Sciences and Philosophy. In 2017 at the close of the VIII National and Latin American V: The University as an Object of Study "The University Reform between two centuries," Canclini received the 33rd Honoris Causa of the National University of the Coast.

References
"INFOAMÉRICA | Néstor García Canclini". www.infoamerica.org. Retrieved 2017-05-23.
García Canclini, Néstor (1995). Consumidores y ciudadanos: Conflictos multiculturales de la globalización. Mexico: Grijalbo. p. 53.
Rosaldo, R. (1995). Foreword. In CANCLINI N., Chiappari C., & López S. (Authors), Hybrid Cultures: Strategies for Entering and Leaving Modernity (pp. Xi-Xviii). University of Minnesota Press.
Factory, Troop Software. "Premios Konex 1996: Humanidades | Fundación Konex" (in Spanish). Retrieved 2017-05-23.
Factory, Troop Software. "Néstor García Canclini | Fundación Konex" (in Spanish). Retrieved 2017-05-23.
"Premio Universitario de Cultura "400 años"".
Bibliography
García Canclini, Néstor (1995). Consumidores y ciudadanos: Conflictos multiculturales de la globalización. México: Grijalbo.

Rosaldo, R. (1995). Foreword. In CANCLINI N., Chiappari C., & López S. (Authors), Hybrid Cultures: Strategies for Entering and Leaving Modernity (pp. Xi-Xviii). University of Minnesota Press.

Authority control Edit this at Wikidata
BNE: XX939221BNF: cb118863776 (data)CANTIC: a10983934GND: 131859722ISNI: 0000 0001 1487 1155LCCN: n81135080NTA: 192759280SUDOC: 026656833VIAF: 2464748WorldCat Identities (via VIAF): 2464748
Categories: 1939 birthsLiving peopleLatin AmericanistsGuggenheim FellowsCultural anthropologistsArgentine anthropologists
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--------

DESDE 1492... hasta hoy....

---------

TODO, nos llega tade,

llegamos TARDE a todo....

PROFESOR JUAN EMILIO BOSCH GAVINO (1976).

ECONOMISTA & CIENTIFICO DOMINICANO.

-----

DESDE 1492 HASTA HOY....

----

EL MEJOR INVENTO, de un gerente dominicano,

administrador del Estado Dominicano, para:

1.SALVAR LAS VIDAS,

2. Para SALVAR EL FUTURO LABORAL y socio-profesional

de cada nino o cada nina, DOMINICANOS...

-POBRES, DEL CAMPO Y DE L A CIUDAD-

ha sido IDEADO EN ESTOS ULTIMOS 7 ANOS (2012-2019)

1. ENCERRAR AL NINO O A LA NINA. POBRES

-DEL CAMPO Y DE LA CIUDAD-

2. DE 8 DE LA MANANA A 4 DE LA TARDE....

PARA DIRIGIR SUS SUENOS VOCACIONALES...

HACIA:

1. LABORATORIOS.

2. TALLERES.

3. AULAS

EN ESCUELAS DOMINICANAS,

1. PUBLICAS.

2. GRATUITAS.

3. BIEN EQUIPADAS.

Apoyadas por LA REPUBLICA DIGITAL: EDUCACION

PARA QUE SUS SUENOS, AYUDEN A CONSTRUIR:

1. LA GRANDEZA.

2. LA RIQUEZA.

3. LOS TALENTOS CIENTIFICOS.

4. LAS CIENCIAS TICs DMINICANAS... del siglo XXI,

camino a la cuarta revolucion industrial o industria 4.0

SE LLAMA:

LA TANDA EXTENDIDA....

No solo se beneficia el NINO O NINA, ESCOLARES,

POBRES, DOMINICANOS DEL CAMPO Y DE LA CIUDAD...

Sino tambien SU MAMA...

1. QUIEN LIBERADA EN SU TIEMPO de lunes a viernes

de 8 a 4 de la tarde...

2. PODRA POR FIN....

1. VOLVER A LA ESCUELA: HACERSE BACHILLER...

2. VOLVER A LA UNIVERSIDAD: HACERSE PROFESIONAL

O CIENTIFICA TICs....

3. PODRA POR FIN...

3.1. INGRESAR CON TODOS SUS TALENTOS Y CAPACIDADES.

3.2. INGRESAR CON SUS MULTIPLES INTELIGENCIAS...

3.3. INGRESAR AL MERCADO DE TRABAJO PRODUCTIVO

DE RIQUEZA EN LA ECONOMIA DOMINICANA....

PARA HACER GRANDE LA PATRIA DE DUARTE, SANCHEZ,

MELLA, LUPERON, EUGENIO MARIA DE HOSTOS, SALOME

URENA DE HENRIQUEZ, PEDRO HENRIQUEZ URENA Y

PROFESOR JUAN EMILIIO BOSCH GAVINO... en el siglo XXi...

1. TRABAJANDO CON EL SUDOR DE SU FRENTE...

2. INNOVANDO CON EL SUDOR DE SU FRENTE...

3. IMAGINANDO CON EL SUDOR DE SU FRENTE...

4. PATENTANDO CON EL SUDOR DE SU FRENTE...

5. CREANDO RIQUEZA DESDE LA PROPIEDAD INDUSTRIAL

CON EL SUDOR DE SU FRENTE...

6. FUNDANDO MYPIMES, CON EL SUDOR DE SU FRENTE...

7. EXPORTANDO A LOS 5 CONTINENTES: SU DOMINICANIDAD,

CON EL SUDOR DE SU FRENTE....

Yoe F. Santos/CCIAV

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019)

---------
TODO esta CONECTADO.

Reverendo Martin Luther King, Jr.

---------
ANTES DE INICIAR EL SIGLO XX,

en 1899, THORSTEIN VEBLEN,

EDITA Y PUBLICA SU OBRA CUMBRE:

LA TEORIA DE LA CLASE OCIOSA.

UN ESTUDIO ECONOMICO DE LAS

INSTITUCIONES.

--------
https://oll.libertyfund.org/titles/veblen-the-theory-of-the-leisure-class-an-economic-study-of-institutions

LA EVOLUCION MUNDIAL DE LAS INDUSTRIAS

CULTURALES.

LA EVOLUCION MUNDIA DE LAS INDUSTRIAS

CREATIVAS.

LA EVOLUCION MUNDIA DE LA FARANDULA,

DEL SHOW BUSINESS,

LA EVOLUCION MUNDIAL DE LAS CLASES

CREATIVAS DE RICHARD FLORIDA,

LA EVOLUCION MUNDIAL DE LA ECONOMIA

NARANJA, DE LA ECONOMIA CREATIVA...

LA EVOLUCION MUNDIAL DEL TALENTO

HUMANO, DEL CAPITAL HUMANO....

LA EVOLUCION MUNDIAL DE LA EDUCACION

ESPECIAL, para sacar a flote en cada nino o nina

d ela tierra LO MEJOR QUE LLEVA DENTRO...

1. EN SU CUERPO, desde LOS DEPORTES,

DESDE LAS CIENCIAS DEL DEPORTE....

2. EN SU VOZ, DESDE LAS CIENCIAS DEL

OCIO & DE LA EDUCACION ESPECIAL:

2.1. ARTISTICO-PERFORMATIVA.

2.2. DE LOS ESCENARIOS....

2.3. DE LA INDUSTRIA TELECOMUNICACIONAL.

2.4. DE LA INDUSTRIA RADIOFONICA.

2.5. DE LA INDUSTRIA TELEVISIVA.

2.6. DE LA INDUSTRIA CINEMATOGRAFICA.

2.7. DE LAS INDUSTRIAS EN PLATAFORMAS

DE STREAMING, en el meta - medio en que

ha devenido a nivel MUNDIAL, CIVILIZADO,

CIVIL, EDUCATIVO,

MEDICO,

SANITARIO,

ARQUITECTONICO,

DE DISENO,

DE CREACION DE CADENAS DE VALOR

DESDE LAS CIENCIAS LOGISTICAS,

DESDE LAS CIENCIAS ESTRATEGICAS,

LA INDUSTRIA TURISTICA O DE LAS

CIENCIAS DE LA ADMINISTRACION EN:

CIENCIAS DE LA HOSPITALIDAD & DEL

TURISMO, ... a nivel planetario...

GIRAN EN TORNO A ESTE LIBRO VIEJO

DEL ANO 1899....

QUIEN NO LO SABE?

1. Quien nunca ha trabajado PRODUCTIVAMENTE

EN LA ECONOMIA DOMINICANA.

2. Quien nunca SUPO lo que es tener 18

anos Y UN CURRICULUM dominicano, de

UNA SOLA PAGINA...

3. Quien nunca fue tocando puertas, bajo

el INCLMENTE SOL DE LAS 12 DEL DIA:

PARA VER SI LE DABAN A LOS 18 ANOS

DE EDAD,

1. LA OPORTUNIDAD.

2. DE TENER SU PRIMER EMPLEO JUVENIL:

REMUNERADO....

3. EN EL MERCADO DE TRABAJO DOMINICANO...

Yoe F. Santos/CCIAV.

Talents, Criticism, Friendship!

Salut,Polis, Ecumene!

(1959-2019)

__________

Veblen good
From Wikipedia, the free encyclopedia
Jump to navigationJump to search

Veblen goods, such as a Rolls-Royce Phantom luxury car, are considered desirable consumer products for conspicuous consumption because of, rather than in spite of, their high prices.
Veblen goods are types of luxury goods for which the quantity demanded increases as the price increases, an apparent contradiction of the law of demand, resulting in an upward-sloping demand curve. A higher price may make a product desirable as a status symbol in the practices of conspicuous consumption and conspicuous leisure. A product may be a Veblen good because it is a positional good, something few others can own.

Veblen goods are named after American economist Thorstein Veblen, who first identified conspicuous consumption as a mode of status-seeking in The Theory of the Leisure Class (1899).[1] A corollary of the Veblen effect is that lowering the price decreases the quantity demanded.[2]

Related concepts

Cristal is an example of a consumable Veblen good.
The Veblen effect is one of a family of theoretical anomalies in the general law of demand in microeconomics. Other related effects include:

The snob effect: expressed preference for goods because they are different from those commonly preferred; in other words, for consumers who want to use exclusive products, price is quality.[3]
The common law of business balance: low price of a good indicates that the producer may have compromised quality, that is, "you get what you pay for".
The hot-hand fallacy: stock buyers have fallen prey to the fallacy that previous price increases suggest future price increases.[4] Other rationales for buying a high-priced stock are that previous buyers who bid up the price are proof of the issue's quality, or conversely, that an issue's low price may be evidence of viability problems.
Sometimes, the value of a good increases as the number of buyers or users increases. This is called the bandwagon effect when it depends on the psychology of buying a product because it seems popular; or the network effect, when a large number of buyers or users itself increases the value of a good. For example, as the number of people with telephones or Facebook increased, the value of having a telephone or being on Facebook increased, since the user could reach more people. However, neither of these effects suggests that, at a given level of saturation, raising the price would boost demand.

Some of these effects are discussed in a classic article by Harvey Leibenstein (1950).[5] Counter-examples have been called the counter-Veblen effect.[6]

The effect on demand depends on the range of other goods available, their prices, and whether they serve as substitutes for the goods in question. The effects are anomalies within demand theory, because the theory normally assumes that preferences are independent of price or the number of units being sold. They are therefore collectively referred to as interaction effects.

The interaction effects are a different kind of anomaly from that posed by Giffen goods. The Giffen goods theory is one for which observed quantity demanded rises as price rises, but the effect arises without any interaction between price and preference—it results from the interplay of the income effect and the substitution effect of a change in price.

Studies have examined cases of goods which show interaction effects,[7][8] and in which people seem to receive more pleasure from more expensive goods.[9]

See also
Choice-supportive bias
Conspicuous consumption
Consumer surplus
Giffen good
Positional good
Status symbol
References
Veblen, T. B. (1899). The Theory of the Leisure Class. An Economic Study of Institutions. London: Macmillan Publishers.
John C. Wood (1993). Thorstein Veblen: Critical Assessments. Psychology Press. ISBN 978-0-415-07487-2.
Galatin, M.; Leiter, Robert D. (1981). Economics of Information. Boston: Martinus Nijhoff. pp. 25–29. ISBN 978-0-89838-067-5.
Johnson, Joseph; Tellis, G.J.; Macinnis, D.J. (2005). "Losers, Winners, and Biased Trades". Journal of Consumer Research. 2 (32): 324–329. doi:10.1086/432241.
Leibenstein, Harvey (1950). "Bandwagon, Snob, and Veblen Effects in the Theory of Consumers' Demand". Quarterly Journal of Economics. 64 (2): 183–207. doi:10.2307/1882692. JSTOR 1882692.
Lea, S. E. G.; Tarpy, R. M.; Webley, P. (1987). The individual in the economy. Cambridge: Cambridge University Press. ISBN 978-0-521-26872-1.
Chao, A.; Schor, J. B. (1998). "Empirical tests of status consumption: Evidence from women's cosmetics". Journal of Economic Psychology. 19 (1): 107–131. doi:10.1016/S0167-4870(97)00038-X.
McAdams, Richard H. (1992). "Relative Preferences". Yale Law Journal. 102 (1): 1–104. doi:10.2307/796772. JSTOR 796772.
"Price tag can change the way people experience wine, study shows". news-service.stanford.edu. 2008-01-15.
vte
Types of goods
vte
Institutional economics
vte
Extreme wealth
Categories: Consumer theoryGoods (economics)Institutional economics
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--------

--------

CUAL ES LA ACTUALIDAD MUNDIAL, EN LOS

5 CONTINENTES DEL DR. THORSTEIN VEBLEN,

EN EL ANO 2019?

1. Es la historia personal o BIOGRAFIA de un

nino anonimo, QUIEN NACIO DE PADRES

NORUEGOS, emigrantes internacionales de

PRIMERA GENERACION a los ESTADOS

UNIDOS DE AMERICA (1857-1929)...

2. ES LA HISTORIA O TRAYECTORIA :

ESCOLAR, de un nino que SIENCO

EXTRANJERO, no le fue negada la

OPORTUNIDAD EDUCATIVA DE DESARROLLAR

sus talentos cientificos, hacia una ciencia:

PURA, DURA, FUNDAMENTAL, EXACTA:

LAS CIENCIAS ECONOMICAS & SU RELACION

con llos NEGOCIOS DE :

IMPORTACION & EXPORTACION fines del

siglo XIX, hasta su muerte en 1929.

POR DONDE COMIENZA SU TRAYECTORIA

ESCOLAR Y UNIVERSITARIA?

1. Por los estudios de HISTORIA NATURAL.

2. Por los estudios HUMANISTICOS CLASICOS:

LA FILOLOGIA.

3. FUE ALUMNO DEL SEMIOLOGO

NORTEMERICANO:

CHARLES SANDERS PIERCE...

1.INGRESO A LA UNIVERSIDAD:

A los17 anos de edad....

2. SE DOCTORO JOVEN, en el PHD

en Filosofia, por la Universidad de Yale.

DESPUES DE TENER ESA BASE EN EL

PENSAMIENTO HUMANISTICO OCCIDENTAL,

se adentro COMO HUMILDE ALUMNO, a los

ESTUDIOS POST-DOCTORALES EN :

CIENCIAS ECONOMICAS, por la

CORNELL UNIVERSITY.

CUANDO YA ERA UN POST-DOCTOR

EN CIENCIAS ECONOMICAS, se dedico

a ser:

1. MAESTRO DE UNIVERSIDAD.

2. A DAR FRUTOS, de cara a la JUVENTUD

DE SU PAIS....

3. A ESCRIBIR LIBROS ORIGINALES, CON:

DESCUBRIMIENTOS CIENTIFICOS perdurables,

EN LA HISTORIA MUNDIAL DEL PENSAMIENTO

ECONOMICO, como CIENCIA EXACTA...

Fue catedratico en CIENCIAS ECONOMICAS

en la Universidad de Chicago.

FUE CATEDRATICO EN CIENCIAS ECONOMICAS

en la Universidad de Stanford.

FUE CATEDRATICO EN CIENCIAS ECONOMICAS

en la Universidad de Missouri.

CREO UN MOVIMIENTO O ESCUELA MUNDIAL

de las CIENCIAS ECONOMICAS & DE LA

INVESTIGACION EN CIENCIAS SOCIALES

CONTEMPORANEAS MUNDIALES, llamado:

INSTITUCIONALISMO ECONOMICO.

INSTITUCIONALISMO EN CIENCIAS SOCIALES.

Y FINALMENTE con sus conocimientos,

y EXPERIENCIAS DE TODA UNA VIDA:

AYUDO A FUNDAR, lo que se llama en el

MUNDO, THE NEW SCHOOL FOR

SOCIAL RESEARCH, en la ciudad de

NEW YORK.

Una vida con proposito.

Una vida de exito CIENTIFICO...

Pero ese senor, NUNCA SONO SER:

MILLONARIO...

LOS MAESTROS DE ESCUELA

NO SUENAN SER MILLONARIOS...

LOS MAESTROS DE UNIVERSIDAD

NO SUENAN SER MILLONARIOS...

SU FELICIDAD, como PROYECTISTAS...

Es ayudar a que SUS CLIENTES, SUS AMIGOS,

SUS VECINOS, SUS VECINAS...

SE HAGAN MILLONARIOS, trabajando,

invirtiendo, reinvirtiendo, ahorrando,

BANCARIZANDO PROYECTOS, desde

MYPIMES...CON VOCACION EXPORTADORA...

en el caso concreto de la REPUBLICA

DOMINICANA, de ese mismo modo :

1. ANONIMO.

2. DE BAJO PERFIL.

3. DE SERVICIO PATRIOTICO A LAS

CIENCIAS PAIDOLOGIAS....

4. DE SERVICIO PATRIOTICO A LAS

CIENCIAS ANDRAGOGICAS....

INTERACTUANDO con ninos, ninas,

jovenes...

VIVIERON EN SUS AULAS...

VIVIENRON EN SUS TALLERES...

VIVIERON EN SUS LABORATORIOS....

Cientificos y cientificas dominicanos, de las

CIENCIAS DEL APRENDIZAJE, tales como:

1. JUAN PABLO DUARTE Y DIEZ.

2. MATIAS RAMON MELLA, uno de los

SOCIOS & GERENTES fundadores del

MINISTERIO DE HACIENDA & COMERCIO

de la Nacion y de la Republica Dominicana,

en el siglo XIX....

Eugenio Maria de Hostos....

Don Victor en el Insituto Ibera de Santiago

de los Caballeros, desde 1941, con don Pepe...

Los monjes o predicadores, EVANGELICOS,

-DE LA IGLESIA METODISTA LIBRE-

que emigraron

a la ciudad de Santiago de los Caballeros,

para fundar en 1926 Y ABRIR EN 1927:

EL INSTITUTO EVANGELICO, INC.

LOS HERMANOS DE LA SALLE, inc.

El padre, HERMANO ALFREDO MORALES,

El Padre Jesuita, Jose Luis Aleman...

Los curas que fundaron RADIO SANTA MARIA...

Los curas que fundaron en 1962, la

Pontificia Universidad Catolica Madre & Maestra...

LOS MAESTROS DE UNIVERSIDAD QUE

FUNDARON, la Universidad Nacional

Pedro Henriquez Urena (UNPHU)...

Los maestros y maestras de Universidad que

fundaron EL INSTITUTO TECNOLOGICO DE

SANTO DOMINGO (INTEC) en sus conversaciones

ACADEMICAS, CIENTIFICAS, en la ciudad de

SANTIAGO DE LOS CABALLEROS, en 1971....

Los maestros y maestras de universidad que

fundaron la UNIVERSIDAD CENTRAL DEL ESTE,

inc, UCE....

Los maestros y maestras de Universidad que

fundaron la Universidad Organizacion & METODOS

O& ME...

LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD

QUE FUNDARON:

UNIBE...

LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD

QUE FUNDARON:

APEC

-----------
LOS MAESTROS Y MAESTRAS DE UNIVERSIDAD

QUE FUNDARON EN 1962, EL INSTITUTO

SUPERIOR DE AGRICULTURA (ISA),

EN LA CIUDAD DE SANTIAGO DE LOS

CABALLEROS...

-----

LOS MAESTROS Y LAS MAESTRAS QUE

FUNDARON LA ESCUELA DE DISENO DE

ALTOS DE CHAVON....

-----------

SABES, MILLENNIAL MOM, quien es el

Dr. Facundo Manes?

-----

FUE UN NINO ANONIMO,

nacido en ARGENTINA...

1. se graduo en la universdidad a fines del siglo XX, en 1992...

2. en areas cienitificas nuevas:

3.DE MEDICO, EN UNA

3.1.UNIVERSIDAD PUBLICA, ARGENTINA: LA UBA...

ARGENTINA,

3.2.COMO CIENTIFICO EN CIENCIAS TICs, EGRESADO DE LA UBA en

1992... HA HECHO CARRERA COMO:

NEUROCIENCITIFICO DE FAMA MUNDIAL...

HA TENIDO EXITO:

1. ECONOMICO.

2. CIENTIFICO.

3. ACADEMICO,

A.EN SOLO MENOS DE 35 anos del EJERCICIO LIBERAL

-DE LAS CIENCIAS MEDICAS ESPECIALIZADAS-

A.1.EN EL MERCADO DE TRABAJO DE LA REPUBLICA ARGENTINA

A.2.Y A NIVEL MUNDIAL....

4.SE ESPECIALIZO EN :

CAMBRIDGE UNIVERSITY...

Comienzos

Manes nació en Quilmes

PERO VIVIO SUS PRIMEROS ANOS

pero vivió sus primeros años

EN UN PUEBLO LLAMADO ARROYO DULCE

en un pueblo llamado Arroyo Dulce,

DONDE SU PADRE ERA MEDICO RURAL

donde su padre era médico rural.6

LUEGO SE MUDO...

Luego se mudó a la ciudad de

CIUDAD DE SALTO...

Salto, ubicada en el

NORTE DE LA PROVINCIA DE

BUENOS AIRES

norte de la provincia de Buenos Aires.

CONCURRIO A LA PRIMARIA

Y A LA SECUNDARIA

Concurrió a la primaria y a la secundaria

EN LA ESCUELA

en la Escuela "Gral. Don José de San Martín",

DE DICHA LOCALIDAD

de dicha localidad.7,

ESTUDIO EN UNA UNIVERSIDAD PUBLICA:

LA UBA

SE GRADUO DE MEDICO EN 1992.

Estudió en la Facultad de Medicina de la Universidad de Buenos Aires, donde se graduó en 1992

SALIO DEL PAIS, ARGENTINA A:

ESPECIALIZARSE

y luego en la Universidad

universida de cambridge

UNIVERSIDAD DE CAMBRIDGE

de Cambridge

(MAESTRIA EN:

1. CIENCIAS MEDICAS.

2.MAESTRIA EN NEUROBIOLOGIA

3. MAESTRIA EN NEUROCIENCIAS.

maestría en Ciencias Médicas,

Neurobiología y Neurociencias).

8 COMENZO SU CARRERA DE INVESTIGACION

Comenzó su carrera de investigador

1.MIENTRAS ERA ESTUDIANTE

2.DE SEGUNDO ANO DE MEDICINA

3. EN LA UBA.

mientras era estudiante de segundo año

de Medicina en la UBA,

CUANDO CONOCIO AL PROFESOR

cuando conoció al Profesor

TOMAS MASCITTI

Tomás Mascitti,

TITULAR DE NEURO-ANATOMIA

titular de Neuroanatomía.6

-----------------

DE NINO, su mama y su papa, LE INDICARON

QUE EL CAMINO para salir de la pobreza,

ERA

1. ESTUDIAR, en el unico OFICIO o profesion

que debe tener un nino o nina, EN TODA LA

TIERRA, en los 5 continentes, si quiere salir

de la pobreza con el SUDOR DE SU FRENTE,

siguiendo la OPORTUNIDAD EDUCATIVA,

promovida y defendida, EN SU VIDA DE :

1. VOLUNTARIOS.

2. PAIDOLOGOS O EDUCADORES

INFANTILES,

por los CIENTIFICOS DOMINICANOS;

1. EUGENIO MARIA DE HOSTOS.

2. SALOME URENA DE HENRIQUEZ,

3. PEDRO HENRIQUEZ URENA

4. PROFESOR JUAN EMILIO BOSCH

GAVINO...

------

NO SE CONSIGUE SACAR NADA DE

PROVECHO, EN MATERIA DE:

1. CREATIVIDAD PATENBLE.

2. INDUSTRIALIZACION.

3. COMERCIO INTERNACIONAL, de importacion

y exportacion...

SI LOS PAPAS, LO DEJAN SER UN:

NI-NI...

LA PROXIMA VEZ QUE TU NINO O NINA,

dominicano o de cualquier PARTE DEL MUNDO

TE DIGA, que se aburre YENDO A LA ESCUELA...

1. DALE 4 PEZCOZONES...

2. METELO AL BANO...

3. BANALO...

4. PONLE EL UNIFORME ESCOLAR

5. Y VIGILA QUE NO SE DESVIE,

para ningun otro lugar, que no sea:

SU AULA ESCOLAR...

5. LE ESTAS SALVANDO LA VIDA...

LO ESTAS SALVANDO DE QUE LLEGUE

A SER UN ESTORBO PARA LA SOCIEDAD,

LO ESTAS SALVNADO DE QUE SEA:

UN ATRACADOR.

UN DROGODEPENDIENTE.

UN ASALTANTE DE CAMINOS.

UN LADRON

UN VIOLADOR...

UN ORGANIZADOR DE VIAJES

ILEGALES.

UN TRATANTE DE PERSONAS.

UN LADRON DE NINOS Y NINAS.

UNA ESCORIA HUMANA.

UNA BASURA....

La ESCUELA ES EL UNICO LUGAR DEL MUNDO:

1. Seguro.

2. Feliz...

PARA UN NINO O NINA, de cualquier lugar

del mundo,

PERO NO A APRENDER CUALQUIER COSA:

A ESPECIALIZARSE EN CIENCIAS TICs...

-------

Pues como te iba diciendo, los papas, del

DR. FACUNDO MANES...

le tuvieron paciencia...

LO ACOMPANARON, como quien siembra

un arbol frutal...

AL KINDER,

A LA ESCUELA PRIMARIA,

SIN DEJARLE GANAR UN CENTAVO,

-EN TRABAJO INFANTIL-

UN DIA ...

EL NINO SE HIZO BACHILLER...

Pero como su papa y su mama, SABIAN

QUE LO QUE MAS HAY EN EL MUNDO:

SON BACHILLERES...

SIGUIERON APOSTANDO A LA EXCELENCIA

EN LA CALIDAD DE CIENCIAS DEL APRENDIZAJE

DE SU NINO...

LO APUNTARON EN LA UNIVERSIDAD...

Adivina a estudiar QUE?

MEDICINA...

Un dia se hizo MEDICO GENERAL....

PERO COMO SU PAPA Y SU MAMA,

SABIAN QUE ABUNDAN EN EL MUNDO:

LOS MEDICOS GENERALES...

LO AYUDARON, LE EXIGIERON...

QUE HICIERA UNA ESPECIALIDAD,

dentro de la EDUCACION MEDICA,

ESPECIALIZADA...

Y es asi como EL JOVEN DR. MANES...

DE BUENAS A PRIMERA, se encuentra:

1. EN NUEVAS AULAS...

2. EN NUEVOS TALLERES,

3. EN NUEVOS LABORATORIOS, desarrollando:

SU TALENTO CIENTIFICO....

Yoe F. Santos/CCIAV.

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019)

---------

Facundo Manes

Nacimiento 11 de enero de 1969 (50 años)

Bandera de Argentina Quilmes, Argentina.

Nacionalidad Argentina

Doctorado Universidad de Buenos Aires.

ANO DE DOCTORADO: 1992

Año de doctorado 1992.

Ocupación MEDICO ESPECIALISTA

EN NEUROCIENCIA.

Médico especialista en neurociencia.

PREMIOS

Premios Joven investigador en Neuropsiquiatría

(Asociación Neuropsiquiátrica Americana) (1999)1

[editar datos en Wikidata].

Facundo Manes (Quilmes, Argentina, 11 de enero de 1969)2

ES UN

1. NEUROLOGO

2, NEUROCIENTICO

3. POLITICO ARGENTINO

es un neurólogo, neurocientífico y político argentino

CREADOR DEL :

INSTITUTO DE NEUROLOGIA COGNITIVA

creador del Instituto de Neurología Cognitiva

(INECO),

PRESIDENTE DE LA FUNDACION

presidente de la Fundación INECO,

EX-RECTOR DE LA UNIVERSIDAD

exrector de la Universidad Favaloro3

Y DIRECTOR DEL

INSTITUTO DE NEUROCIENCIAS

y director del Instituto de Neurociencias

DE LA FUNDACION FAVALORO

de la Fundación Favaloro.4

En 2018 se convirtió en el

PRIMER PRESIDENTE HISPANOPARLANTE

primer presidente hispanoparlante

DE LA INTERNATIONAL SOCIETY

FOR FRONTOTEMPORAL

DEMENTIA.

de la International Society for Frontotemporal Dementias.5

------------

------------

POR QUE ES UN MODELO INSPIRADOR,

PARA NINOS Y NINAS, HIJOS E HIJAS DE

FAMLIAS DIASPORICAS, DE FAMILIAS

DE EMIGRANTES INTERACIONALES, DE

CUALQUIER ORIGEN EN EL MUNDO, EN

LOS 5 CONTINENES VOLVER A :

RELEER LA BIOGRAFIA DEL CIENTIFICO

NORUEGO-NORTEMARICANO,

THORSTEIN VEBLEN NACIDO EN 1857,

ahora mismo en 2019?

1. VEBLEN NACIO POBRE...

2. VEBLEN ERA HIJIO DE:

2.1 UN CARPINTERO Y OBRERO DE LA

INDUSTRA DE LA CONSTRUCCION.

2.2. DE UNA AMA DE CASA...

PERO NO CUALQUIER AMA DE CASA,

UNA QUE ESTUVO APOYANDO A SU MARIDO,

CON TODO TIPO DE IDEAS...

HASTA QUE LOGRARON COMPRARSE

1. UN FINCA...

2. PARA PODER ALIMENTAR, AMAR Y

CRIAR A SUS 10 HIJOS....

--------

LEGARON A LOS ESTADOS UNIDOS,

SIN SABER...

1. NI HABLAR.

2. NI ESCRIBIR.

INGLES...

SOLO NORUEGO...

SUS NINOS, sus 10 ninos, aprendieron a :

hablar INGLES ...

1. CON SUS AMIGUITOS DE INFANCIA.

2. CON SUS VECINOS DEL VECINDARIO.

3. EN LA ESCUELA : PRMARIA....

Tuvieron que afrontar los PREJUICIOS:

1. RELIGIOSOS

2. RACIALES.

CONTRA LOS NORUEGOS Y NORUEGAS

EN LOS ESTADOS UNIDOS (1857-1919)..

PERO DE TODOS MODOS:

1. MANDARON A SUS HIJOS A LA ESCUELA

Y LA UNIVERSIDAD...

2. HASTA QUE SU HIJA EMILY SE CONVIRTIO

EN TODOS LOS ESTADOS UNIDOS DE AMERICA,

LA PRIMERA:

2.1 MUJER, HIJA DE PADRES NORUEGOS.

2.2. EN GRADUARSE EN UNA UNIVERSIDAD.

Yoe F. Santos/CCIAV.

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019)

-------------
Thorstein Veblen
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Thorstein Veblen
Veblen3a.jpg
Thorstein Veblen
Born July 30, 1857
Cato, Wisconsin, U.S.
Died August 3, 1929 (aged 72)
Menlo Park, California, U.S.
Nationality American
Field Economics, socioeconomics
Influences Herbert Spencer, Thomas Paine, William Graham Sumner, Lester F. Ward, William James, Georges Vacher de Lapouge, Edward Bellamy, John Dewey, Gustav von Schmoller, John Bates Clark, Henri de Saint-Simon, Charles Fourier
Contributions Conspicuous consumption, Conspicuous leisure
Signature
Thorstein Veblen signature.png
Thorstein Veblen (30 July 1857 – 3 August 1929) was a American economist and sociologist, who during his lifetime emerged as a well-known critic of capitalism.

In his best-known book, The Theory of the Leisure Class (1899), Veblen coined the concept of conspicuous consumption and conspicuous leisure. Historians of economics regard Veblen as the founding father of the institutional economics school. Contemporary economists still theorize Veblen's distinction between "institutions" and "technology", known as the Veblenian dichotomy.

As a leading intellectual of the Progressive Era in the United States of America, Veblen attacked production for profit. His emphasis on conspicuous consumption greatly influenced economists who engaged in non-Marxist critiques of capitalism and of technological determinism.

Contents
1 Biography
1.1 Early life and family background
1.2 Education
2 Academic career
3 Influences on Veblen
3.1 German Historical School
3.2 Pragmatism
4 Contributions to social theory
4.1 Institutional economics
4.2 Conspicuous consumption
4.3 Conspicuous leisure
4.4 Leisure class
4.5 Theory of business enterprise
4.6 Trained incapacity
5 Veblen's economics and politics
5.1 Veblen and political theories
5.2 Veblenian dichotomy
6 Personal life
6.1 Marriages
6.2 Death
7 Legacy
8 Published books
9 Articles
10 See also
11 References
12 External links
Biography
Early life and family background

The Thorstein Veblen Farmstead in 2014
Veblen was born on July 30, 1857, in Cato, Wisconsin, to Norwegian American immigrant parents, Thomas Veblen and Kari Bunde – the fourth of twelve children in the Veblen family. His parents had emigrated from Norway to Milwaukee, Wisconsin on September 16, 1847, with few funds and no knowledge of English. Despite their limited circumstances as immigrants, Thomas Veblen's knowledge in carpentry and construction paired with his wife's supportive perseverance allowed them to establish a family farm - now a National Historic Landmark - in Nerstrand, Minnesota.[citation needed]

Veblen began his schooling at the age of five. Since Norwegian was his first language, he learned English from neighbors and at school. His parents also learned to speak English fluently, though they continued to read predominantly Norwegian literature with and around their family on the farmstead. The family farm eventually grew more prosperous, allowing Veblen's parents to provide their children with formal education. Unlike most immigrant families of the time, Veblen and all of his siblings received training in lower schools and went on to receive higher education at the nearby Carleton College. Veblen's sister, Emily, was reputedly the first daughter of Norwegian immigrants to graduate from an American college.[1] The eldest Veblen child, Andrew Veblen, ultimately became a professor of physics at Iowa State University and the father of one of America's leading mathematicians, Oswald Veblen of Princeton University.[2]

Several commentators have seen Veblen's Norwegian background and his relative isolation from American society as essential to the understanding of his writings. Sociologist and educator David Riesman maintains that his background as a child of immigrants meant that Veblen was alienated from his parents' previous culture, but that his living in a Norwegian society within America made him unable to completely "assimilate and accept the available forms of Americanism".[3] According to George M. Fredrickson the Norwegian society Veblen lived in was so isolated that when he left it "he was, in a sense, emigrating to America".[4]

Education
At age 17, in 1874, Veblen was sent to attend nearby Carleton College in Northfield, Minnesota. Early in his schooling, he demonstrated both the bitterness and the sense of humor that would characterize his later works.[5] Veblen studied economics and philosophy under the guidance of the young John Bates Clark, who went on to become a leader in the new field of neoclassical economics. Clark's influence on Veblen was great, and as Clark initiated him into the formal study of economics, Veblen came to recognize the nature and limitations of hypothetical economics that would begin to shape his theories. Veblen later developed an interest in the social sciences, taking courses within the fields of philosophy, natural history, and classical philology. Within the realm of philosophy, the works of Herbert Spencer were of greatest interest to him, inspiring several preconceptions of socio-economics. In contrast, his studies in natural history and classical philology shaped his formal use of the disciplines of science and language respectively.[6]

After Veblen graduated from Carleton in 1880 he traveled east to study philosophy at Johns Hopkins University. While at Johns Hopkins he studied under Charles Sanders Peirce.[7] When he failed to obtain a scholarship there he moved on to Yale University, where he found economic support for his studies, obtaining a Doctor of Philosophy in 1884, with a major in philosophy and a minor in social studies. His dissertation was titled "Ethical Grounds of a Doctrine of Retribution". At Yale, he studied under renowned academics such as philosopher Noah Porter and sociologist William Graham Sumner.[8]

Academic career
After graduation from Yale in 1884, Veblen was essentially unemployed for seven years. Despite having strong letters of recommendation, he was unable to obtain a university position. It is possible that his dissertation research on "Ethical Grounds of a Doctrine of Retribution" (1884) was considered undesirable. However this possibility can no longer be researched because Veblen's dissertation has been missing from Yale since 1935.[9] Apparently the only scholar who ever studied the dissertation was Joseph Dorfman, for his 1934 book Thorstein Veblen and His America. Dorfman says only that the dissertation, advised by evolutionary sociologist William Graham Sumner, studies such evolutionary thought as that of Herbert Spencer, as well as the moral philosophy of Kant.[10] Some historians have also speculated that this failure to obtain employment was partially due to prejudice against Norwegians, while others attribute this to the fact that most universities and administrators considered him insufficiently educated in Christianity.[11] Most academics at the time held divinity degrees, which Veblen did not have. Also, it did not help that Veblen openly identified as an agnostic, which was highly uncommon for the time. As a result, Veblen returned to his family farm, a stay during which he had claimed to be recovering from malaria. He spent those years recovering and reading voraciously.[12] It is suspected that these difficulties in beginning his academic career later inspired portions of his book The Higher Learning in America (1918), in which he claimed that true academic values were sacrificed by universities in favor of their own self-interest and profitability.[13]

In 1891, Veblen left the farm to return to graduate school to study economics at Cornell University, under the guidance of economics professor James Laurence Laughlin. With the help of Professor Laughlin, who was moving to the University of Chicago, Veblen became a fellow at that university in 1892. Throughout his stay, he did much of the editorial work associated with the Journal of Political Economy, one of the many academic journals created during this time at the University of Chicago. Veblen used the journal as an outlet for his writings. His writings also began to appear in other journals, such as the American Journal of Sociology, another journal at the university. While he was mostly a marginal figure at the University of Chicago, Veblen taught a number of classes there.[8]

In 1899, Veblen published his first and best-known book, titled The Theory of the Leisure Class. This did not immediately improve Veblen's position at the University of Chicago. He requested a raise after the completion of his first book, but this was denied.[11]

Veblen's students at Chicago considered his teaching "dreadful".[5] Stanford students considered his teaching style "boring". But this was more excusable than some of Veblen's personal affairs. He offended Victorian sentiments with extramarital affairs while at the University of Chicago.[5] At Stanford in 1909, Veblen was ridiculed again for being a womanizer and an unfaithful husband. As a result, he was forced to resign from his position, which made it very difficult for him to find another academic position.[14] One story claims that he was fired from Stanford after Jane Stanford sent him a telegram from Paris, having disapproved of Veblen's support of Chinese coolie workers in California.[15]

With the help of Herbert J. Davenport, a friend who was the head of the economics department at the University of Missouri, Veblen accepted a position there in 1911. Veblen, however, did not enjoy his stay at Missouri. This was in part due to his position as a lecturer being of lower rank than his previous positions and for lower pay. Veblen also strongly disliked the town of Columbia, Missouri, where the university was located.[16] Although he may not have enjoyed his stay at Missouri, in 1914 he did publish another of his best-known books, The Instincts of Worksmanship and the State of the Industrial Arts (1914). After World War I began, Veblen published Imperial Germany and the Industrial Revolution (1915). He considered warfare a threat to economic productivity and contrasted the authoritarian politics of Germany with the democratic tradition of Britain, noting that industrialization in Germany had not produced a progressive political culture.[17]

By 1917, Veblen moved to Washington, D.C. to work with a group that had been commissioned by President Woodrow Wilson to analyze possible peace settlements for World War I, culminating in his book An Inquiry into the Nature of Peace and the Terms of Its Perpetuation (1917).[17] This marked a series of distinct changes in his career path.[18] Following that, Veblen worked for the United States Food Administration for a period of time. Shortly thereafter, Veblen moved to New York City to work as an editor for a magazine, The Dial. Within the next year, the magazine shifted its orientation and he lost his editorial position.[6]

In the meantime, Veblen had made contacts

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