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class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">UNA EXPERIENCIA EN CLASE: EL CHISTE LINGÜÍSTICO</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="67189878" href="https://independent.academia.edu/Bernardorojas5"><img alt="Profile image of Bernardo rodas" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Bernardo rodas</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">10 pages</p></div><div 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Forma funcion, Santaf, de Bogot, DC [online]. 2009, vol. 22, n. 1, pp. 45-65. ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"El Chiste Como Relato Gracioso en La Prédica De Una Congregación Cristiana y Las Actitudes Lingüísticas Frente a Este","attachmentId":70089889,"attachmentType":"pdf","work_url":"https://www.academia.edu/53181391/El_Chiste_Como_Relato_Gracioso_en_La_Pr%C3%A9dica_De_Una_Congregaci%C3%B3n_Cristiana_y_Las_Actitudes_Ling%C3%BC%C3%ADsticas_Frente_a_Este","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/53181391/El_Chiste_Como_Relato_Gracioso_en_La_Pr%C3%A9dica_De_Una_Congregaci%C3%B3n_Cristiana_y_Las_Actitudes_Ling%C3%BC%C3%ADsticas_Frente_a_Este"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="35761564" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35761564/LA_FRASE_MALSONANTE_EL_INSULTO_Y_LA_BLASFEMIA_SEG%C3%9AN_EL_AMBITO_LING%C3%9CISTICO_CULTURAL_%C3%81NGEL_CHICLANA">LA FRASE MALSONANTE, EL INSULTO Y LA BLASFEMIA, SEGÚN EL AMBITO LINGÜISTICO- CULTURAL ÁNGEL CHICLANA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="75440841" href="https://independent.academia.edu/CristinaRomeroPach%C3%B3n">Cristina Romero Pachón</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Empezaremos por hacer una distinción, al mismo tiempo que la identifica ción, entre los tradicionalmente opuestos conceptos de lenguaje formal y len guaje coloquial. Todos sabemos cuáles son las diferencias, pero las ideas quedarían más claras si usásemos el adjetivo «literario» en lugar del adjetivo «formal». Porque es, efectivamente, la fuente de la que brotan los argumentos para descalificar al lenguaje coloquial, tachándolo de imperfecto frente al paradigmático lenguaje literario. Y cuando he dicho literario no me refiero sólo a la lengua usada para escribir obras de literatura, sino simplemente a la len gua escrita. Es natural que ésta sea más cuidada, más meditada y más correcta, porque la escritura supone un proceso más lento que la expresión oral, y así, cuando escribimos, tenemos tiempo para pensar y elaborar la frase con la que queremos expresar nuestro pensamiento. Pero también, porque el lenguaje escrito se ve desprovisto de la entonación, la gesticulación o, simplemente, la proximidad del receptor, al que, en la comunicación oral, podemos aclarar, repetir y subrayar ideas o conceptos. Por ello tenemos que recurrir a la técnica, a la gramática (orden y concierto), para que el pensamiento quede expresado diáfanamente. Muchos de los elementos del lenguaje coloquial, por otra parte, están vacíos de significado, son simples muletillas, interjecciones, vocativos y mil otros recursos que se improvisan precisamente por la proximidad y la inmediatez de la comunicación, y que no son necesarios, por lo tanto, en la comunicación escrita. Por último, todos sabemos que scripta manent y que verba volant, y no quere mos dejar permanentemente en nuestros escritos un rastro de descuido, de incorrección o de ignorancia. Por esta razón, nuestros maestros, hasta hace muy poco tiempo, nos han enseñado lo que era considerado como lengua correcta o formal al mismo tiempo que nos desaconsejaban el uso de la lengua informal. El tabú o la prohibición por parte de una presión social que se creía estar en N I II ENCUENTROS COMPLUTENSES. Ángel CHICLANA. 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class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="16595729" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/16595729/LA_LINGUISTICA">LA LINGUISTICA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="35916944" href="https://independent.academia.edu/FidelChay%C3%B1aQuispe">Fidel Chayña Quispe</a></div><p class="ds-related-work--abstract ds2-5-body-sm">importante para todos</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LA 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PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="418747" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/418747/A_LA_LING%C3%9C%C3%8DSTICA">A LA LINGÜÍSTICA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="313734" href="https://uned.academia.edu/XavierFrias">Xavier Frias</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2000</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A LA LINGÜÍSTICA","attachmentId":3437025,"attachmentType":"pdf","work_url":"https://www.academia.edu/418747/A_LA_LING%C3%9C%C3%8DSTICA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/418747/A_LA_LING%C3%9C%C3%8DSTICA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="24307005" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/24307005/EL_CONCEPTO_DE_LO_CLASICO">EL CONCEPTO DE LO CLASICO</a><div class="ds-related-work--metadata"><a 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El libro que " puede absorber sin perder la identidad las milenarias incursiones que se hagan en él " se singulariza sobre todo por el inagotable poder de fuga de las clasificaciones inmovilizadoras de las diferentes manifestaciones del poder. ABSTRACT This is an exploration of the concept of a classic as a text that flows between singular and multiple, fleeting and permanent, normativity and transgression, major and minor, national and universal, cultured and popular, historic and transhistoric. The book " can absorb without losing its identity the millenary incursions that it has suffered ". A classic is characterized overall by its inexhaustible power of escaping immobilizing classifications of different manifestations of power.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"EL CONCEPTO DE LO CLASICO","attachmentId":44642286,"attachmentType":"pdf","work_url":"https://www.academia.edu/24307005/EL_CONCEPTO_DE_LO_CLASICO","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/24307005/EL_CONCEPTO_DE_LO_CLASICO"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="34889851" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34889851/DIOSAS_DE_LA_MITOLOG%C3%8DA_GRIEGA_UNA_EXPERIENCIA_EN_CLASE">DIOSAS DE LA MITOLOGÍA GRIEGA. UNA EXPERIENCIA EN CLASE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="70057272" href="https://independent.academia.edu/EduardoFajardo13">Eduardo Fajardo</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Con motivo del Día de la Mujer, el 8 de marzo, se suelen realizar determinadas actividades en los centros educativos, entre ellas hablar de la situación de la mujer en la Antigüedad y compararla con la de la mujer actual 1 . Esto es algo que, además de interesante, induce a los alumnos a reflexionar sobre los cambios que se han producido y los que se deberían producir. No obstante, el tema de la mujer en la mitología grecorromana queda relegado a algo meramente anecdótico, como si ésta fuera tan sólo una sucesión de historias, a veces sin sentido aparente. Mas en realidad la mitología se presenta como el espejo de la sociedad que la ha creado. Si bien en la mayoría de culturas antiguas la mujer ocupaba un segundo plano, sorprende cómo muchas de las diosas de la mitología ejercen un papel determinante en la vida de los griegos... o al menos así parece a primera vista.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"DIOSAS DE LA MITOLOGÍA GRIEGA. UNA EXPERIENCIA EN CLASE","attachmentId":54750262,"attachmentType":"pdf","work_url":"https://www.academia.edu/34889851/DIOSAS_DE_LA_MITOLOG%C3%8DA_GRIEGA_UNA_EXPERIENCIA_EN_CLASE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34889851/DIOSAS_DE_LA_MITOLOG%C3%8DA_GRIEGA_UNA_EXPERIENCIA_EN_CLASE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="39929239" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39929239/LA_LING%C3%9C%C3%8DSTICA_CL%C3%8DNICA_TEOR%C3%8DA_Y_PR%C3%81CTICA">LA LINGÜÍSTICA CLÍNICA: TEORÍA Y PRÁCTICA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="120634691" href="https://unlp.academia.edu/mariabarrio">maria barrio</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Resumen La Lingüística Clínica es un nuevo ámbito de aplicación del conocimiento lingüístico. Su reconocimiento oficial en Reino Unido, en el año 1972, queda lejos de lo que en España hemos alcanzado y podemos esperar. En nuestro país los estudios de lingüística clínica, de base exclusiva-mente lingüística, aparecen tímidamente a partir de 1998. Son poco más de diez años los que esta aplicación convive con otras ramas de la lingüís-tica externa, sin que se haya reconocido su im-portancia y su autonomía. Su reciente aparición en el campo de la Lingüística en España supone en primer lugar que (a) existan pocos lingüistas especializados en esta materia; (b) que no se ha-yan creado criterios lingüísticos descriptivos y metodológicos suficientes y necesarios para la recogida y análisis de datos clínicos sobre la len-gua española; (c) que el conocimiento lingüístico de los logopedas sea escaso y/o inadecuado para la práctica clínica, dada la escasez de lingüistas entendidos; (d) que el conocimiento de los pocos lingüistas entendidos en patologías del lenguaje que existen en nuestro país poco haya contribui-do a la elaboración de herramientas que ayuden al logopeda a la evaluación e intervención con la finalidad de mejorar la comunicación, la lengua y el habla del paciente. El lenguaje y sus alteraciones han sido es-tudiados desde muchos ámbitos disciplinarios. La Lingüística Clínica no ha de ser ajena a las contribuciones que desde otras disciplinas se aportan a este conocimiento, pues avanzar en el desarrollo de esta nueva aplicación de la Lingüística supone saber cómo, qué y por qué puede alterarse la capacidad para la comuni-Abstract Clinical Linguistics is a new field of application of linguistics. Official recognition in the United Kingdom in 1972, is far from what we have reached in Spain and what we can expect to achieve. In our country clinical linguistics research, linguistically based, timidly appeared in 1998. It has been little more than ten years since this application of linguistics has co-existed with other branches of the external Linguistics, without having hadits importance and its autonomy recognized yet. Its recent appearance in the field of linguistics in Spain, means that (a) there are few specialized linguists in speech and language disorders; (b) no sufficient linguistic criteria have been established for the description and methodology necessary for the collection and analysis of clinical data in the Spanish language; (c) the linguistic knowledge of speech and language therapists is limited and / or inappropriate for clinical practice given the lack of linguists expert in this field, (d) the knowledge of the few linguists experienced in language pathologies that exist in our country has contributed little to the development of effective programs to help speech therapists to the assessment and intervention to improve communication, language and speech of the patient. Language and its disorders have been studied from many disciplinary areas. Clinical linguistics should not be unconnected to contributions from other fields, because progress in the development of this new linguistic application involves knowing how, what and why the capacity for communication,</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LA LINGÜÍSTICA CLÍNICA: TEORÍA Y PRÁCTICA","attachmentId":60117267,"attachmentType":"pdf","work_url":"https://www.academia.edu/39929239/LA_LING%C3%9C%C3%8DSTICA_CL%C3%8DNICA_TEOR%C3%8DA_Y_PR%C3%81CTICA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39929239/LA_LING%C3%9C%C3%8DSTICA_CL%C3%8DNICA_TEOR%C3%8DA_Y_PR%C3%81CTICA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="27425500" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27425500/EXPERIMENTOS_EN_EL_AULA_DE_CLASE_PARA_LA_ENSE%C3%91ANZA_DE_LA_F%C3%8DSICA">EXPERIMENTOS EN EL AULA DE CLASE PARA LA ENSEÑANZA DE LA FÍSICA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="51553224" href="https://independent.academia.edu/jonathanrojas59">jonathan rojas</a></div><p class="ds-related-work--abstract ds2-5-body-sm">RESUMEN Considerando la importancia de los aspectos fenomenológicos como motivación para elaborar mo-delos formales en la enseñanza de la física, la experimentación se convierte en un recurso didácti-co valioso en este proceso. Dotar al profesor con habilidades en la construcción y el uso de ele-mentos sencillos y de bajo costo para la presentación de experimentos en el aula de clase, permite promover en los estudiantes el interés por la física mediante la observación de fenómenos y moti-var la búsqueda de explicaciones a través de la discusión de lo observado. ABSTRACT Due to the importance of phenomenological aspects as a motivation for elaborating formal models in physics teaching, experimentation becomes a valuable didactical resource in this process. Providing the teacher with abilities for construction and use of simple and cheap elements, for presentation of experiments in the classroom, it is very important. This allows the teacher to promote among his students the interest for physics through the observation of phenomena and to motivate them to find out explanations discussing observations. INTRODUCCIÓN Es evidente la dificultad generalizada que se presenta entre los estudiantes con el aprendizaje de la física. Parte del problema está relacionado con la complejidad inherente al estudio de esta ciencia ya que en muchos casos se elaboran conceptos que resultan ser abstractos para el estu-diante, en el sentido de que éste no tiene un referente al cual acudir. Esta es una situación que origina, en la mayoría de los casos, una actitud de apatía hacia el estudio de esta disciplina y que indudablemente afecta el rendimiento académico. Enfrentar el estudiante al fenómeno físico sería una estrategia para que éste se formule la pre-gunta del por qué de ese fenómeno y que la respuesta se convierta en la motivación para la elaboración de un formalismo. Es aquí donde la experimentación se convierte en un recurso didáctico valioso en el proceso de aprendizaje. Aunque existen numerosas propuestas en esta dirección, muchas de ellas requieren elementos y montajes de cierta complejidad [1-3]. En este trabajo se propone el uso de elementos sencillos y de bajo costo para elaborar dispositi-vos simples que permitan la implementación de experimentos, no sólo en el aula de clase, sino también por parte del estudiante como actividad extracurricular. De esta forma, la experimenta</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"EXPERIMENTOS EN EL AULA DE CLASE PARA LA ENSEÑANZA DE LA FÍSICA","attachmentId":47682899,"attachmentType":"pdf","work_url":"https://www.academia.edu/27425500/EXPERIMENTOS_EN_EL_AULA_DE_CLASE_PARA_LA_ENSE%C3%91ANZA_DE_LA_F%C3%8DSICA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27425500/EXPERIMENTOS_EN_EL_AULA_DE_CLASE_PARA_LA_ENSE%C3%91ANZA_DE_LA_F%C3%8DSICA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="35604346" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35604346/VBIQVE_CELTAE_LOS_L%C3%8DMITES_DE_LA_LING%C3%9C%C3%8DSTICA_EN_EL_OCCIDENTE_HISPANO">VBIQVE CELTAE: LOS LÍMITES DE LA LINGÜÍSTICA EN EL OCCIDENTE HISPANO</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="828559" href="https://ehu.academia.edu/JoseMariaVallejo">José María Vallejo</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Abstract: This paper reflects on some linguistic constraints in the etymological analysis of personal names of Western Hispania. To be exact, any of the anthroponimical roots referring to numerals (tritio-, turio-, pentio-) cannot be assigned to a specific Indo-European family. And provided that it is the geographical distribution what helps to place them from a linguistic point of view, we propose that Linguistics should make the most of the importance of the Linguistic Geography, based on the coherent repetition of series of elements, in order to analyze the ancient material of Roman Hispania.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"VBIQVE CELTAE: LOS LÍMITES DE LA LINGÜÍSTICA EN EL OCCIDENTE HISPANO","attachmentId":55471650,"attachmentType":"pdf","work_url":"https://www.academia.edu/35604346/VBIQVE_CELTAE_LOS_L%C3%8DMITES_DE_LA_LING%C3%9C%C3%8DSTICA_EN_EL_OCCIDENTE_HISPANO","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35604346/VBIQVE_CELTAE_LOS_L%C3%8DMITES_DE_LA_LING%C3%9C%C3%8DSTICA_EN_EL_OCCIDENTE_HISPANO"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":54119543,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":54119543,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_54119543" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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