Here's the latest video Attic Lights.
Congratulations, friends are the best
Saturday, May 24, 2008
Thursday, May 22, 2008
Manitoba Writting A Bill Of Sale For A Car
Huesca Library Plan
Manifesto
Thank
Manifesto School Library in the province of Huesca live the task of bringing the literature, illustration and other cultural, educational and arts to children, adolescents, parents and teachers. Visit
these libraries full of books and professionals with their work and commitment make this possible is exciting. The curiosity of children and the adults mingle giving meaning to a project that goes beyond the shelves where books are housed. Surprisingly the number of holding specific meetings in each of the schools, this educational effort, which must be added initiatives such as of the Reading Club "Read Together", in which we see a real cultural outreach to parents, librarians and teachers, and their children and students.
visits to schools, colleges, libraries and reading groups with agendas closed with calculated precision, are made possible by the good work and friendship shared by the professionals who coordinate the plan in each of the centers.
know that The Plan of School Libraries and Reading Promotion and Book of Huesca is a risky and innovative giving many fruits and has an important distinction in the field of training, creation and editing, we know also marked the professional interests of teachers destination and we are convinced that the projects remain and continue to operate if they continue the bases and lines of work who knows better.
why writers, illustrators, editors, writers, librarians, and literary specialists fear the loss of this great work and understand and support the continuation of the Plan of School Libraries and Reading Promotion and Book of Huesca with the guidelines that have become, since its inception.
these libraries full of books and professionals with their work and commitment make this possible is exciting. The curiosity of children and the adults mingle giving meaning to a project that goes beyond the shelves where books are housed. Surprisingly the number of holding specific meetings in each of the schools, this educational effort, which must be added initiatives such as of the Reading Club "Read Together", in which we see a real cultural outreach to parents, librarians and teachers, and their children and students.
visits to schools, colleges, libraries and reading groups with agendas closed with calculated precision, are made possible by the good work and friendship shared by the professionals who coordinate the plan in each of the centers.
know that The Plan of School Libraries and Reading Promotion and Book of Huesca is a risky and innovative giving many fruits and has an important distinction in the field of training, creation and editing, we know also marked the professional interests of teachers destination and we are convinced that the projects remain and continue to operate if they continue the bases and lines of work who knows better.
why writers, illustrators, editors, writers, librarians, and literary specialists fear the loss of this great work and understand and support the continuation of the Plan of School Libraries and Reading Promotion and Book of Huesca with the guidelines that have become, since its inception.
Thank
And an article on a library, a tip:
loans room
One day I met a true muse. It was in a public library, next to the room of loans and under the watchful gaze of Theology. Perhaps
fate would be done the will of God, that God almighty, omnipotent and saw that in the beginning was the void and created woman, and everything was good. And there it was, with all his ribs on the grill, his eyes lost in trigonometry, his words drenched lips and skin bound. And I was also there, with the love of her neck like a gentle cow, questioning the methods and discourses, rejecting desires, taking his breath as a barefoot boy, quilting pillow, suddenly free. Neither
railways of St. Thomas, or the Superman of Nietzsche, or the Gospel of Mark, or static electricity or the Song of Songs would be enough to accompany her kisses. Neither the book
questions Neruda, or the book of the answers, yet unpublished, "or Dante's Inferno or Milton would be enough to clear the desire to sit on the right of the father, to look naked-in sideways, and slicing her eyelids, to say that there are no flies in February, to touch and undress in silence, in that or any other haven, to bite the apple core and enter the world together as one enters the sea, big hug and slowly, with snake-like arms do not exist.
One day I met the love between the funds and backgrounds of Theology. An unexpected love and lewd-perhaps Platonic-full of flames and dark nights, lying with two clamps on the strings of the dream.
There she was, alone as the moon, perfumed with math and accounts of the old, looking into my eyes distracted with her cleavage opened in an equilateral triangle, showing its tangents, their breasts, their cosines. And I to two meters of his life, angled above, watch as the owl of Athena, filling the shelves of my dreams of adventure and chivalry, reading the lines of the hand like a Celestina, kissing it, editing it, rendering and fixing it to my tongue, cleaning his touch, giving glory. Maybe it was
Dante's Beatrice, the Guiomar de Antonio, Shakespeare's Juliet, the Melibea Rojas, Olivia Popeye. Perhaps the little god of love, brave fool, he who thrust their reptilian desire, his laughter, his tenderness, his silence, his Utopia, Thomas Moro, his utopía.O might be my imagination, or much study-and there were no mills, no sheep, nor Toboso, or library, or muse, or the old accounts, or anything else. As in the beginning.
fate would be done the will of God, that God almighty, omnipotent and saw that in the beginning was the void and created woman, and everything was good. And there it was, with all his ribs on the grill, his eyes lost in trigonometry, his words drenched lips and skin bound. And I was also there, with the love of her neck like a gentle cow, questioning the methods and discourses, rejecting desires, taking his breath as a barefoot boy, quilting pillow, suddenly free. Neither
railways of St. Thomas, or the Superman of Nietzsche, or the Gospel of Mark, or static electricity or the Song of Songs would be enough to accompany her kisses. Neither the book
questions Neruda, or the book of the answers, yet unpublished, "or Dante's Inferno or Milton would be enough to clear the desire to sit on the right of the father, to look naked-in sideways, and slicing her eyelids, to say that there are no flies in February, to touch and undress in silence, in that or any other haven, to bite the apple core and enter the world together as one enters the sea, big hug and slowly, with snake-like arms do not exist.
One day I met the love between the funds and backgrounds of Theology. An unexpected love and lewd-perhaps Platonic-full of flames and dark nights, lying with two clamps on the strings of the dream.
There she was, alone as the moon, perfumed with math and accounts of the old, looking into my eyes distracted with her cleavage opened in an equilateral triangle, showing its tangents, their breasts, their cosines. And I to two meters of his life, angled above, watch as the owl of Athena, filling the shelves of my dreams of adventure and chivalry, reading the lines of the hand like a Celestina, kissing it, editing it, rendering and fixing it to my tongue, cleaning his touch, giving glory. Maybe it was
Dante's Beatrice, the Guiomar de Antonio, Shakespeare's Juliet, the Melibea Rojas, Olivia Popeye. Perhaps the little god of love, brave fool, he who thrust their reptilian desire, his laughter, his tenderness, his silence, his Utopia, Thomas Moro, his utopía.O might be my imagination, or much study-and there were no mills, no sheep, nor Toboso, or library, or muse, or the old accounts, or anything else. As in the beginning.
Tribune Published
University Image: Chema Madoz
Saturday, April 26, 2008
Vip Bag Set Combination
Yesterday I wrote Gonzalo Moure, a great friend and a better writer, to seek my help regarding a matter. Email to transcribe the information is firsthand and I invite you to the divulgéis and will join me in the cause:
"I do exciting recently in a meeting with students of 4 º ESO A and B of the Institute of Santa Maria del Mar, La Coruña. There, under a Pillar gentle tutelage, developed many initiatives, usually around to reading. Among other things, maintain active contact with the inmates of the women's prison in La Coruña, especially with his blog, Chicass10 . And in the meeting when this issue came out, I remembered something I had seen in the Criminal Dueso: prisoners are not free Internet surfing. All we committed in the Santa Maria del Mar to try to draw attention of society on this issue. It is spread the following statement to collect the most possible signatures, so if someone you like, you can send to your contacts, and we're picking up on my email gmt7258@wanadoo.es firms. Put, please name, occupation and ID .
This is the text, provisional in case anyone wants to add something important, the manifest:
"Students, writers, readers, people concerned about the culture and freedom, justice and truth, we claim a space of freedom for the prisoners. We ask that you open Internet window to the prisoners of our country, reducing his punishment to physical deprivation of liberty, but not limited for thought. Internet is now an indispensable tool for the study and knowledge. We believe that impede the free navigation of the prisoners is dramatically separated from social reality, is to reduce it to the passive reception of the written culture, television and radio without the capacity for self-expression. Aware of the need to control for certain prisoners for certain other crimes, we assume that freedom of navigation must have both input filters for certain content, such as pornographic or violent, and output. Input filters are available for all software and computers, but to set output filters must create mechanisms control. But leaving out both the receipt of content and the possible departure of others in the same class, which provides Internet space for rehabilitation and training of prisoners is infinite. Nor do we believe that it is easy, nor simple, and may not even once. But ask the government and relevant agencies such as the Directorate General of Prisons, a joint reflection to find the way of true social rehabilitation of prisoners, while knowing that the Network is now a large part of society. "
Gonzalo Moure
Monday, December 10, 2007
Fotos Navideñas Calientes
TRAINING METHODS
TRAINING METHODS 1. INTRODUCTION.
In this issue we will focus to know the fundamental characteristics of different modalities
training that can develop an action
training to choose the mode that best suits our needs for training
.
When we consider this classification to consider the use of
Information Technology and Communication (ICT's.)
more specifically the use of multimedia computer and the possibilities offered by Internet
.
2. ARRANGEMENTS FOR TRAINING WITHOUT SUPPORT OF ICT'S.
Traditionally, training has been classified into three major forms of
delivery of the training activities are:
• The modality.
• The semi-face mode.
• The distance mode.
These rules refer to two criteria: the simultaneity of
didactic communication processes and the physical presence
trainer and students in the communication process.
The modality is characterized most of the processes of teaching and learning
coincide in space and time.
trainer and students share space and is in the physical space where there are communication processes
simultaneously teaching at the time.
The semi-face mode is characterized by moments
in which teaching and learning processes coincide in space and time, other times you
not given this simultaneity. Non-Being
moments in which students must develop independent learning skills for work
course content and classroom moments advantage for content
practical work or attitude is difficult to acquire, if not through sessions
where presentiality is essential.
The distance mode is characterized most of the processes of teaching and learning
not coincide in either space or time. In this mode
training the trainer becomes tutor who directs, guides and helps the students
which in turn is responsible for almost completely from the training process, asking
the help of his tutor when he thinks fit, well go to him so in person at
tutoring schedules established, either by using any means of communication
to mediate the interaction between them (postal or electronic mail, fax or phone
).
3. TRAINING METHODS TO SUPPORT ICTs.
In this case we can speak of three forms of training, which
the growing importance now and for the specificity of methods
and techniques that are used to develop acquired its own,
still required a new terminology to differentiate the methods described above
:
• The mode with support of ICT.
• Blended-learning.
• E-learning.
The mode with support of ICT is characterized by processes of training which
trainer and students share space and time, but
in which the multimedia computer and the internet take on a role that almost take on the role
trainers. The trainer becomes the tutor in person, although much of the learning
is mediated by the TIC,
students taking a larger role in the direction of their own learning process. The blended-learning
shares characteristics with semi-face mode, but in this case
both content and communication tools are integrated
virtual teaching and learning, also called
LMS (Learning Managment System), where all what the student needs
to track your learning process. The sessions are devoted to work
practical content and attitudinal and technical
for advice on using tools provided by the LMS.
The e-learning is a form of training
distance fully integrates all the tools necessary for learning in a virtual environment for teaching and learning
or LMS. The very design of the technological system
joined the teaching adaptations that have to do to make learning possible are
even leading to talk of a new teaching methodology.
4. Distance learning.
The inability of schools to respond to the demands
produced by the constant renewal of knowledge and technology, coupled with the
democratization of education and its extension to all classes and all ages
gives rise to attempt to alleviate training issues that were
producing, developing new ways of teaching and leading to open
systems of education. Distance education as an open system of education
, fully fit adult learners and thus facilitates their
learning needs.
However, if they had not taken a number of technological and scientific advances
particular, this methodology had not had the impact it is having on the
today. These technological and scientific advances we can summarized as:
• Information Technologies and Communication Technologies (ICTs) such as systems
audiovisual, multimedia and
essentially the development of computer and Internet.
• The technical and teaching both psychology and the pedagogy
offering new resources to promote student learning autonomous
, leading to
individualized teaching techniques, programmed instruction, directed study, etc. .
Once these conditions are given for system development
distance education, consider that the essential function of the distance learning is to enable
taught the student, making him the protagonist of his real
own training.
To determine exactly what is distance education
establish the following definition: Definition
Distance Education "Distance learning is a two-way communication technology
(multi), which can be massive, action-based systematic and joint
various teaching resources and the support of a mentoring organization
that physically separated the students,
foster independent learning in these "
Aretio García, 2001
From this definition we can draw the following characteristics education
distance following the Lorenzo García Aretio, coordinator of the UNESCO Chair on Distance Education
(2001) cited in Marc et al (2002):
• Separation between teacher and pupil: both subjects did not share the same physical space
.
• Use of technical means to provide students with access to knowledge and
communications.
• Organization of student support through tutoring.
• Students can learn in a flexible and independent, which
not necessarily mean learning alone.
• Bidirectional communication between teachers and pupils and
pupils themselves.
• Technological approach in the decisions regarding the planning, development and evaluation
share distance education.
• massive and unlimited communication with students within
geographically dispersed.
5. E-learning E-learning.
The incorporation of new information technologies and communication
for education and training has resulted in what we call generically
e-learning or distance learning. Basically, we are referring to any offer distance learning
meeting the specifications outlined in the previous section,
but incorporating some of the Internet to facilitate learning functions:
reading, sharing, observing, simulating, discussing, etc. Definition
adult education "is a delivery system for distance learning, ICT-supported
(technology, telecommunications networks, video conferencing, digital television, multimedia
), which combines different elements of teacher education: the instruction
traditional classical direct (face or self-study), practices,
contacts in real time (face, video or chat) and deferred
contacts (guardians, discussion forums, email e) "
FUNDESCO - Spain
As we see, the concept of learning is broad and welcomes, in principle, a wide variety of possible
distance education experiences. One of the innovations that have contributed
ICT classic distance education has been the emergence of concepts
synchronous training and asynchronous training.
Traditionally, distance education is asynchronous, ie, the trainer
and students learn in different places and at different times. Currently,
with the use of ICT, training can develop synchronously; is
say teachers and students listen, read and / or are at the same time,
whether they are in different physical spaces.
training via the Internet is much more than access to a set of
pages or less elaborate. Training, while teaching, should
planned, organized and supported by the necessary means to facilitate student understanding
. But Internet-based training is presented
with various levels of complexity and richness that can go
presentation of content in electronic form and use of email and chat as communication tools to
development of technology platforms
where you can find all kinds of tools that help students in their learning process
(electronic books, virtual simulators, tools
synchronous and asynchronous communication, assessment tools on-line, etc.).
6. THE DECISION one form or another.
When deciding what type of training modality
choose to implement a training, should take into account some variables, including
we highlight the following:
• Does the student with sufficient maturity and motivation to lead
independently on their own learning processes?
• Does the student conduct system prerequisites to handle a technological
as we want to implement?
• Is it possible to learn the theoretical, practical and attitudinal
proposed in our training program in the distance?, Is required
a certain face or you must be permanently in the classroom?
• Do we have sufficient technological resources to implement
educational content and tools effectively in a virtual
education system?
• Does the student will have the technological resources to do a proper follow
course?
demos The answers to these questions, we get a clear idea
of the form or forms in which we will implement actions that we have scheduled training
.
TRAINING METHODS 1. INTRODUCTION.
In this issue we will focus to know the fundamental characteristics of different modalities
training that can develop an action
training to choose the mode that best suits our needs for training
.
When we consider this classification to consider the use of
Information Technology and Communication (ICT's.)
more specifically the use of multimedia computer and the possibilities offered by Internet
.
2. ARRANGEMENTS FOR TRAINING WITHOUT SUPPORT OF ICT'S.
Traditionally, training has been classified into three major forms of
delivery of the training activities are:
• The modality.
• The semi-face mode.
• The distance mode.
These rules refer to two criteria: the simultaneity of
didactic communication processes and the physical presence
trainer and students in the communication process.
The modality is characterized most of the processes of teaching and learning
coincide in space and time.
trainer and students share space and is in the physical space where there are communication processes
simultaneously teaching at the time.
The semi-face mode is characterized by moments
in which teaching and learning processes coincide in space and time, other times you
not given this simultaneity. Non-Being
moments in which students must develop independent learning skills for work
course content and classroom moments advantage for content
practical work or attitude is difficult to acquire, if not through sessions
where presentiality is essential.
The distance mode is characterized most of the processes of teaching and learning
not coincide in either space or time. In this mode
training the trainer becomes tutor who directs, guides and helps the students
which in turn is responsible for almost completely from the training process, asking
the help of his tutor when he thinks fit, well go to him so in person at
tutoring schedules established, either by using any means of communication
to mediate the interaction between them (postal or electronic mail, fax or phone
).
3. TRAINING METHODS TO SUPPORT ICTs.
In this case we can speak of three forms of training, which
the growing importance now and for the specificity of methods
and techniques that are used to develop acquired its own,
still required a new terminology to differentiate the methods described above
:
• The mode with support of ICT.
• Blended-learning.
• E-learning.
The mode with support of ICT is characterized by processes of training which
trainer and students share space and time, but
in which the multimedia computer and the internet take on a role that almost take on the role
trainers. The trainer becomes the tutor in person, although much of the learning
is mediated by the TIC,
students taking a larger role in the direction of their own learning process. The blended-learning
shares characteristics with semi-face mode, but in this case
both content and communication tools are integrated
virtual teaching and learning, also called
LMS (Learning Managment System), where all what the student needs
to track your learning process. The sessions are devoted to work
practical content and attitudinal and technical
for advice on using tools provided by the LMS.
The e-learning is a form of training
distance fully integrates all the tools necessary for learning in a virtual environment for teaching and learning
or LMS. The very design of the technological system
joined the teaching adaptations that have to do to make learning possible are
even leading to talk of a new teaching methodology.
4. Distance learning.
The inability of schools to respond to the demands
produced by the constant renewal of knowledge and technology, coupled with the
democratization of education and its extension to all classes and all ages
gives rise to attempt to alleviate training issues that were
producing, developing new ways of teaching and leading to open
systems of education. Distance education as an open system of education
, fully fit adult learners and thus facilitates their
learning needs.
However, if they had not taken a number of technological and scientific advances
particular, this methodology had not had the impact it is having on the
today. These technological and scientific advances we can summarized as:
• Information Technologies and Communication Technologies (ICTs) such as systems
audiovisual, multimedia and
essentially the development of computer and Internet.
• The technical and teaching both psychology and the pedagogy
offering new resources to promote student learning autonomous
, leading to
individualized teaching techniques, programmed instruction, directed study, etc. .
Once these conditions are given for system development
distance education, consider that the essential function of the distance learning is to enable
taught the student, making him the protagonist of his real
own training.
To determine exactly what is distance education
establish the following definition: Definition
Distance Education "Distance learning is a two-way communication technology
(multi), which can be massive, action-based systematic and joint
various teaching resources and the support of a mentoring organization
that physically separated the students,
foster independent learning in these "
Aretio García, 2001
From this definition we can draw the following characteristics education
distance following the Lorenzo García Aretio, coordinator of the UNESCO Chair on Distance Education
(2001) cited in Marc et al (2002):
• Separation between teacher and pupil: both subjects did not share the same physical space
.
• Use of technical means to provide students with access to knowledge and
communications.
• Organization of student support through tutoring.
• Students can learn in a flexible and independent, which
not necessarily mean learning alone.
• Bidirectional communication between teachers and pupils and
pupils themselves.
• Technological approach in the decisions regarding the planning, development and evaluation
share distance education.
• massive and unlimited communication with students within
geographically dispersed.
5. E-learning E-learning.
The incorporation of new information technologies and communication
for education and training has resulted in what we call generically
e-learning or distance learning. Basically, we are referring to any offer distance learning
meeting the specifications outlined in the previous section,
but incorporating some of the Internet to facilitate learning functions:
reading, sharing, observing, simulating, discussing, etc. Definition
adult education "is a delivery system for distance learning, ICT-supported
(technology, telecommunications networks, video conferencing, digital television, multimedia
), which combines different elements of teacher education: the instruction
traditional classical direct (face or self-study), practices,
contacts in real time (face, video or chat) and deferred
contacts (guardians, discussion forums, email e) "
FUNDESCO - Spain
As we see, the concept of learning is broad and welcomes, in principle, a wide variety of possible
distance education experiences. One of the innovations that have contributed
ICT classic distance education has been the emergence of concepts
synchronous training and asynchronous training.
Traditionally, distance education is asynchronous, ie, the trainer
and students learn in different places and at different times. Currently,
with the use of ICT, training can develop synchronously; is
say teachers and students listen, read and / or are at the same time,
whether they are in different physical spaces.
training via the Internet is much more than access to a set of
pages or less elaborate. Training, while teaching, should
planned, organized and supported by the necessary means to facilitate student understanding
. But Internet-based training is presented
with various levels of complexity and richness that can go
presentation of content in electronic form and use of email and chat as communication tools to
development of technology platforms
where you can find all kinds of tools that help students in their learning process
(electronic books, virtual simulators, tools
synchronous and asynchronous communication, assessment tools on-line, etc.).
6. THE DECISION one form or another.
When deciding what type of training modality
choose to implement a training, should take into account some variables, including
we highlight the following:
• Does the student with sufficient maturity and motivation to lead
independently on their own learning processes?
• Does the student conduct system prerequisites to handle a technological
as we want to implement?
• Is it possible to learn the theoretical, practical and attitudinal
proposed in our training program in the distance?, Is required
a certain face or you must be permanently in the classroom?
• Do we have sufficient technological resources to implement
educational content and tools effectively in a virtual
education system?
• Does the student will have the technological resources to do a proper follow
course?
demos The answers to these questions, we get a clear idea
of the form or forms in which we will implement actions that we have scheduled training
.
"Hate hate Love the game .." 
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