The author of this work, having had experience in handling some of the most vicious horses in this country, and three years' experience in handling mustangs in Texas and Mexico, and having met with entire success, humbly offers this work to all lovers of this most noble animal, so that all those who favor him with their patronage may have this in printed form for future reference, and may, I hope, be benefited thereby. In treating upon this theory, I am well aware of the disadvantages under which I labor, and perfectly conscious of the prejudice I may excite in men, who, having handled horses for some time and having ways of their own with which they are usually satisfied, are very likely to say humbug to any idea which to them is new and strange. There also exists in the minds of many intelligent men an opposition to all professionals endeavoring to improve the horse. This opposition arises from the many failures of that class and serious damage done to animals handled by such men. I do not expect to obliterate these prejudices, but have courage to hope, from past experience, that if I am given a careful hearing, and my theory put fully into practice, I can # Ninth-Never, under any circumstance deceive your horse. Never say whoa unless you want him to stop and stand still. In going down hill say "steady boy"-"take care''' 1-or some other word you like. Do not say whoa. Tenrh-After your horse has obeyed a command, do not try to make him refuse, so you can have a chance to compel again. This is deceit in the rankest form, and also inconsistent and unreasonable. He will refuse of his own accord enough to get a thorough training. It is unreasonable to make a horse kick or balk, in order to get a chance to break him. Eleventh-I teach the theory that the horse is a teachable creature, that his mind can be educated, and when fully and properly taught, is as durable as lifeexcept the principles taught are forced from his mind by repeated and systematic mismanagement. Twelfth-Use the combination bit and smothering nose piece and you will be enabled to educate a horse and bring him under control without giving him time to get excited or offer much resistance. So it is, although he resists a little at first, he is soon convinced of his ulter inability to help himself in the least, and results in yielding quickly. Thirteenth-When training in building or yard, have all carriages, plows, etc., removed. Never get mad, kick or jerk your horse-he will lose all confidence in you. Fourteenth-Talk to your horse, but don't talk hiin to death ; use but few words, and always the same ones in educating him to perform a certain trick or obey any command. By so doing, he is taught the meaning of them ; and in teaching several tricks, teach them in rotatation, each time alike, and he will not get confounded or mixed up. Fifteenth-Never allow the blacksmith to pare away the bottom of the flat-footed horse ; you may of the cup-footed one. Do not shoe a colt that dwells or points in the trotting gait, wiih a heavy shoe, or toe weight him at ...
e s t u d i o VAP: un sistema métrico de la calidad periodística El desafío era, por decir lo menos, grandioso: medir la calidad informativa con el objeto de establecer la coherencia entre los intereses del público consumidor de información y la entrega noticiosa de los medios. El VAP se entiende como la capacidad que tiene el periodista de entregar y procesar información sin Equipo de la Escuela de Periodismo U.C.
Este artículo busca reflexionar sobre el desarrollo de la comunicación gráfica y su relación con los cambios que experimentó la sociedad chilena entre los años 1970 y 1980. Para esto, se analizan dos soportes de comunicación gráfica de gran impacto y protagonismo durante esa década: el afiche de vía pública para el periodo comprendido entre los años 1970 y 1973, y el aviso publicitario publicado en prensa para el periodo 1975-1980. A partir del análisis de las piezas gráficas, realizado desde un enfoque cualitativo, se identifican algunas claves que muestran las tensiones que experimentó la sociedad chilena durante esa década y el rol de la comunicación en la promoción de dos modelos de desarrollo y modernización para el país. En este sentido, ambas manifestaciones se explican como parte de una época particular que las condiciona y de relatos que las validan y les dan sentido.
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