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Tuesday, June 29, 2010
Friday, June 25, 2010
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democratic participation?
WHAT democratic participation? By LUIS VICENTE
Socarraz Berty.
in Colombia has never been a fully democratic national government, in contrast to what has always been governments belonging to a plutocratic elite minority who speak of democracy and claim to defend, but in practice they have hit the majority.
Hence, with the exception of some democratic processes developed by governments or independent departmental of the plutocratic elite minority, most Colombians do not know the form and content of full democracy, so lack of practical experience to measure and above all to strive to improve the scope and content of real democracy. In fact, those not good for something, do not fight for that something. And usually settle for some small portion of something. So it is in our beloved country.
often said that in Colombia there has been democratic governments because there has been "democratic alternative", ie that is elected every four years as president of the republic to a different person. However, this "alternation democracy "has been a fallacy that has kept the reelection of" the same with the same "for 180 years of republican life. The same corrupt, the same unjust and violent change their name and address but have no essential differ. When candidates are inventing phrases or slogans that ultimately mean the same as the previous slogans or phrases. The clear mandate of López Michelsen, called by the people "the mandate expensive," he meant a lot of speculation and rising property of large landowners, over a four-year top-enrichment at the expense of those below. Change is now meant Pastrana more privatization, more enrichment of the rich. Uribe investor confidence means giving confidence to those who have and can be reversed, or the big economic tycoons. And meanwhile the people still hanging.
not have cared constitutional rules have always ruled at will implement programs in their favor, both with the old Constitution of 1886 or the new Constitution of 1991. Although the latter constitution proclaims Colombia as a social state of law, national governments have implemented a neoliberal programs that are contrary to the Constitution. In this, the ruling plutocrats have had no qualms about simply have cared what is increasingly strengthening their absolute power. There have been then no "democratic alternation", if they have always ruled the same plutocratic with the same policies.
Some defenders of the realm of the status quo claim that in Colombia there are democratic participation. To give as an example which elections every four years or the life and respect for some fundamental cut or guardianship action or class actions, collective actions and groups, and other skirmishes that our people off Day day. However, with the exception of voting, these governments need to renew, such events do not occur because national governments promote or even accept, however, these and other participatory mechanisms, rather they are rejected by our senior leaders and if they still exist in our Constitution and may be exercised by the people, is the strength of the Constitutional Court, whose jurisprudence has defended these matters and also protests. Desire not lacked these governments to dismantle.
But enough of the existence and exercise of these mechanisms for claiming that there is democratic participation? No sir, democratic participation does not reach there. Missing many other matters that are contained in an effective voice Village. Here are some:
political participation in major decisions of national interest: I believe that in Colombia there has never been this level of participation, because even the 1991 Constitution was submitted to popular referendum. Now he wants to consult the people on presidential reelection, but only because the government of the day has no alternative, because the last time in 2004, approved his re-election without consulting the people.
For the rest, why do not they consulted the coast on the decision to sell the power companies of the Coast, or the Colombians on the contract or Cerromatoso Cerrejón or mines Cesar coal?.
Participation in economy: democracy is an important and fundamental economic substance. From there it goes beyond political democracy advocates the establishment but never talk about these economic content.
The economic content of democracy can refer to several subjects including: The distribution of national wealth, ownership of goods and services, production of goods and services, distribution of goods and services, among others discussed below.
Participation in the distribution of national wealth: Refers to people's participation in the Gross Domestic Product (GDP) the country, which is currently very low. Furthermore these figures are kept hidden and reserved for the handling of certain wise men of the ruling elites who never make it known to the people. Certainly for the people does not realize how hard they give you.
participation in the ownership of goods and services: This occurs at two levels: a) The ownership of certain strategic goods and services: As the ownership of the land on drug and other industries of paramount importance for society ; on production infrastructure and delivery of public services and the like. All these should be by the State or community organizations in solidarity, but no, all or the vast majority are privatized and in the wrong hands, thereby preventing access and control of the town. b) Ownership of all goods and services, not strategic, mostly in the hands of elites. Participation
production of goods and services: The production of basic goods and services with some degree of processing is monopolized in the hands of the same plutocratic elite that has ruled the country. Participation
distribution of goods and services: As here there is no free education in any goods or services, all are objects of commercialization in the hands of a minority elite larger than ruling, but still a minority compared to the universe of society.
Participation in the consumption of goods and services: If most people have little access to property, access to consumption is lower still, because the use requires purchasing power which is well below the accepted medium rates. This results in phenomena such as malnutrition food to only talk about the food. So in Colombia has increased the poverty that is the absolute lack of consumption of goods and services.
Democracy also has some important social and cultural contents, such as: Participation
knowledge and science: The lack of purchasing power and limited government budget for public education official daily decreases the levels of access to such participation.
Participation in this field, we must look not only for access to knowledge but also for access to exercise and performance of acquired knowledge for productive purposes. That is, in terms of access to knowledge, all is not won diploma if you do not have access to productive work with that diploma. And on this issue, in Colombia has increased unemployment outrageously called enlightened or unemployed professionals. Participation
culture: In our area, predominantly a culture made by the ruling elite minority, owner of the goods and services, which is imposed on the dispossessed majority. For example: consumer culture. Participation
technology: Access to technology is directly proportional to the purchasing power. Although consumerism leads to the dispossessed majority is enslaved to purchase and consume what is best for the elites.
Participation of communication: many Colombians have real access to the media to say what they want and what suits them? Very few right?.
Conclusion: In Colombia because of the injustices established by minority elite that has ruled the country without pause, during its 180 years as a republic, the majority are destitute and without access to essential political content, and content of economic, social and cultural democracy.
Someday soon, the dispossessed majorities that now have no or little access to these democratic content, gain awareness, organization and unity enough to seize power from the elites and build a society that respects the justly majority and change the levels of democratic participation in our country. For that work. 
WHAT democratic participation? By LUIS VICENTE
Socarraz Berty.
in Colombia has never been a fully democratic national government, in contrast to what has always been governments belonging to a plutocratic elite minority who speak of democracy and claim to defend, but in practice they have hit the majority.
Hence, with the exception of some democratic processes developed by governments or independent departmental of the plutocratic elite minority, most Colombians do not know the form and content of full democracy, so lack of practical experience to measure and above all to strive to improve the scope and content of real democracy. In fact, those not good for something, do not fight for that something. And usually settle for some small portion of something. So it is in our beloved country.
often said that in Colombia there has been democratic governments because there has been "democratic alternative", ie that is elected every four years as president of the republic to a different person. However, this "alternation democracy "has been a fallacy that has kept the reelection of" the same with the same "for 180 years of republican life. The same corrupt, the same unjust and violent change their name and address but have no essential differ. When candidates are inventing phrases or slogans that ultimately mean the same as the previous slogans or phrases. The clear mandate of López Michelsen, called by the people "the mandate expensive," he meant a lot of speculation and rising property of large landowners, over a four-year top-enrichment at the expense of those below. Change is now meant Pastrana more privatization, more enrichment of the rich. Uribe investor confidence means giving confidence to those who have and can be reversed, or the big economic tycoons. And meanwhile the people still hanging.
not have cared constitutional rules have always ruled at will implement programs in their favor, both with the old Constitution of 1886 or the new Constitution of 1991. Although the latter constitution proclaims Colombia as a social state of law, national governments have implemented a neoliberal programs that are contrary to the Constitution. In this, the ruling plutocrats have had no qualms about simply have cared what is increasingly strengthening their absolute power. There have been then no "democratic alternation", if they have always ruled the same plutocratic with the same policies.
Some defenders of the realm of the status quo claim that in Colombia there are democratic participation. To give as an example which elections every four years or the life and respect for some fundamental cut or guardianship action or class actions, collective actions and groups, and other skirmishes that our people off Day day. However, with the exception of voting, these governments need to renew, such events do not occur because national governments promote or even accept, however, these and other participatory mechanisms, rather they are rejected by our senior leaders and if they still exist in our Constitution and may be exercised by the people, is the strength of the Constitutional Court, whose jurisprudence has defended these matters and also protests. Desire not lacked these governments to dismantle.
But enough of the existence and exercise of these mechanisms for claiming that there is democratic participation? No sir, democratic participation does not reach there. Missing many other matters that are contained in an effective voice Village. Here are some:
political participation in major decisions of national interest: I believe that in Colombia there has never been this level of participation, because even the 1991 Constitution was submitted to popular referendum. Now he wants to consult the people on presidential reelection, but only because the government of the day has no alternative, because the last time in 2004, approved his re-election without consulting the people.
For the rest, why do not they consulted the coast on the decision to sell the power companies of the Coast, or the Colombians on the contract or Cerromatoso Cerrejón or mines Cesar coal?.
Participation in economy: democracy is an important and fundamental economic substance. From there it goes beyond political democracy advocates the establishment but never talk about these economic content.
The economic content of democracy can refer to several subjects including: The distribution of national wealth, ownership of goods and services, production of goods and services, distribution of goods and services, among others discussed below.
Participation in the distribution of national wealth: Refers to people's participation in the Gross Domestic Product (GDP) the country, which is currently very low. Furthermore these figures are kept hidden and reserved for the handling of certain wise men of the ruling elites who never make it known to the people. Certainly for the people does not realize how hard they give you.
participation in the ownership of goods and services: This occurs at two levels: a) The ownership of certain strategic goods and services: As the ownership of the land on drug and other industries of paramount importance for society ; on production infrastructure and delivery of public services and the like. All these should be by the State or community organizations in solidarity, but no, all or the vast majority are privatized and in the wrong hands, thereby preventing access and control of the town. b) Ownership of all goods and services, not strategic, mostly in the hands of elites. Participation
production of goods and services: The production of basic goods and services with some degree of processing is monopolized in the hands of the same plutocratic elite that has ruled the country. Participation
distribution of goods and services: As here there is no free education in any goods or services, all are objects of commercialization in the hands of a minority elite larger than ruling, but still a minority compared to the universe of society.
Participation in the consumption of goods and services: If most people have little access to property, access to consumption is lower still, because the use requires purchasing power which is well below the accepted medium rates. This results in phenomena such as malnutrition food to only talk about the food. So in Colombia has increased the poverty that is the absolute lack of consumption of goods and services.
Democracy also has some important social and cultural contents, such as: Participation
knowledge and science: The lack of purchasing power and limited government budget for public education official daily decreases the levels of access to such participation.
Participation in this field, we must look not only for access to knowledge but also for access to exercise and performance of acquired knowledge for productive purposes. That is, in terms of access to knowledge, all is not won diploma if you do not have access to productive work with that diploma. And on this issue, in Colombia has increased unemployment outrageously called enlightened or unemployed professionals. Participation
culture: In our area, predominantly a culture made by the ruling elite minority, owner of the goods and services, which is imposed on the dispossessed majority. For example: consumer culture. Participation
technology: Access to technology is directly proportional to the purchasing power. Although consumerism leads to the dispossessed majority is enslaved to purchase and consume what is best for the elites.
Participation of communication: many Colombians have real access to the media to say what they want and what suits them? Very few right?.
Conclusion: In Colombia because of the injustices established by minority elite that has ruled the country without pause, during its 180 years as a republic, the majority are destitute and without access to essential political content, and content of economic, social and cultural democracy.
Someday soon, the dispossessed majorities that now have no or little access to these democratic content, gain awareness, organization and unity enough to seize power from the elites and build a society that respects the justly majority and change the levels of democratic participation in our country. For that work.
Bmx Shop In Abu Dhabi
people fight because it won TRIUMPHS KINGDOM!
people fight because it won TRIUMPHS KINGDOM!
The U we told UNIVERSITY fondly. But this letter of the alphabet the number 24, the last of the vowels, vowel, which sometimes is silent, at the wrong time is playing with a commercial disaster for the Colombian people. Because until recently the inoffensive little letters, has been adopted by a small group of oligarchs as a symbol and name of the party of their pretensions, the party of the U. URIBE U, U of bountiful (Finance Chair), U Guacharaca (another family ranch of President), the U of oligarchy (the class president), U INJUSTICE (the main work of the president), the U of Death (the main planting of the president), the U of BUSH (head and lord of the President), U PUBLIC EDUCATION AND PUBLIC HEALTH (rights that the president has died .) And no U.S. SOVEREIGNTY, the president does not like or know what this is, so he gave it to the gringos. That
U party that boasts of its strength, has just launched its latest warp: BACK TO THE ROTTEN URIBE Anointing ANUC FOUR GUYS !!!!. UUUYYYY HIJUE ... who could sit through a fucking useless object PUYANDO VILLAGE PUM PUM!. Wrong
plutocrats because before a filthy, unjust, whore and is said proposal, our people must respond with the U and U FIGHT POPULAR UNIT. Tuito
NOJUEGUE UNITE! 
people fight because it won TRIUMPHS KINGDOM!
The U we told UNIVERSITY fondly. But this letter of the alphabet the number 24, the last of the vowels, vowel, which sometimes is silent, at the wrong time is playing with a commercial disaster for the Colombian people. Because until recently the inoffensive little letters, has been adopted by a small group of oligarchs as a symbol and name of the party of their pretensions, the party of the U. URIBE U, U of bountiful (Finance Chair), U Guacharaca (another family ranch of President), the U of oligarchy (the class president), U INJUSTICE (the main work of the president), the U of Death (the main planting of the president), the U of BUSH (head and lord of the President), U PUBLIC EDUCATION AND PUBLIC HEALTH (rights that the president has died .) And no U.S. SOVEREIGNTY, the president does not like or know what this is, so he gave it to the gringos. That
U party that boasts of its strength, has just launched its latest warp: BACK TO THE ROTTEN URIBE Anointing ANUC FOUR GUYS !!!!. UUUYYYY HIJUE ... who could sit through a fucking useless object PUYANDO VILLAGE PUM PUM!. Wrong
plutocrats because before a filthy, unjust, whore and is said proposal, our people must respond with the U and U FIGHT POPULAR UNIT. Tuito
NOJUEGUE UNITE!
Friday, June 18, 2010
Kates Palyground Wikipedia
VICTORIA ON 20 JULY 2010
do you call the baby?
- Madam, said the obstetrician, I have a couple of months to give birth, you already know the name that will put the baby?
- No doctor, until the elections do not go I can not put a name to my daughter.
- ....¿ But how is that?
- Doctor, as the party that wins will be the name you'll get to the baby.
- But how? Are you going to call her daughter-holy, or mokita No, no, if he wins we'll call Mr. Antanas mokuss
MIRACLES But if he wins the holy Lord will call 
VICTORIA
do you call the baby?
- Madam, said the obstetrician, I have a couple of months to give birth, you already know the name that will put the baby?
- No doctor, until the elections do not go I can not put a name to my daughter.
- ....¿ But how is that?
- Doctor, as the party that wins will be the name you'll get to the baby.
- But how? Are you going to call her daughter-holy, or mokita No, no, if he wins we'll call Mr. Antanas mokuss
MIRACLES But if he wins the holy Lord will call
VICTORIA Sunday, June 13, 2010
How Long Can A Satelite Coaxial Be
(5) Cultural Impact, social and linguistic diversity of New Technologies of Information and Communications
The metaphor of globalization begins with the modern consciousness and strengthened in the eighteenth century enlightened science. Since then the Earth has been thought of as a sphere with a specific space-time structure determined by the grid of parallels and meridians.
electronic globalization depends on another metric and topology, and therefore can be said that ICT has changed the space-time in the earth's surface. Scientific globalization brought about a universal metric, whose main charge is the universal system of weights and measures introduced progressively from the French Revolution.
In the case of electronic globalization currently underway, this process is an important scientifically, but it is possible above all by the new technologies of information and communications technology (ICT), which allow you to organize the surface of the planet so completely different from globalization Greenwich.
ICTs alter the structure of spacetime in which we interrelate human beings, to the extent that the hypothesis holds true the three environments, namely: The Nature, the City and the electronic space.
The canon of social organization in E1 (rural environment) is an agrarian society and E2 / urban) industrial society. The third hypothesis claims environment the telematic environment E3 (electronic, digital, informational, virtual, etc.) is the space-time where the emerging information society and knowledge.
The third environment is not just the Internet, much less the World Wide Web. ICT that enable the construction of E3 are the telephone, broadcasting, electronic money, telematic networks, multimedia technologies (CD-Rom, DVD, etc.) Videogames and virtual reality technologies.
electronic globalization depends on another metric and topology, and therefore can be said that ICT has changed the space-time in the earth's surface. Scientific globalization brought about a universal metric, whose main charge is the universal system of weights and measures introduced progressively from the French Revolution.
In the case of electronic globalization currently underway, this process is an important scientifically, but it is possible above all by the new technologies of information and communications technology (ICT), which allow you to organize the surface of the planet so completely different from globalization Greenwich.
ICTs alter the structure of spacetime in which we interrelate human beings, to the extent that the hypothesis holds true the three environments, namely: The Nature, the City and the electronic space.
The canon of social organization in E1 (rural environment) is an agrarian society and E2 / urban) industrial society. The third hypothesis claims environment the telematic environment E3 (electronic, digital, informational, virtual, etc.) is the space-time where the emerging information society and knowledge.
The third environment is not just the Internet, much less the World Wide Web. ICT that enable the construction of E3 are the telephone, broadcasting, electronic money, telematic networks, multimedia technologies (CD-Rom, DVD, etc.) Videogames and virtual reality technologies.
E3 is a new social space in the emergency phase, construction and expansion, both material and social and mental health. Globalization involves not only electronic technological change, but also a social, cultural and mental.
E3 is not only a new means of information and communication, but a new action space and the interrelationship between the natural and legal persons through ICT. In addition to transforming the information and communications, E3 is a new space for human action. It is therefore necessary to consider the electronic space as a new area for human beings act at a distance, including acts of speaking and writing.
Echeverría, José. (2010). Cultural impact, social and linguistic New Technologies and Communications (ICT). Retrieved June 12, 2010 From http://www.campus-oei.org/tres_espacios/iocoloquio8.htm
Friday, June 11, 2010
Brazilian Bikini Wax, St. Louis
(4) Pedagogies of the century to the twenty-first century
In a review of the most influential theories in education during the twentieth century, certainly it is essential to consider the relationship of the theories of Piaget. Genetic psychology, founded by Jean Piaget in the first half of the century, has had an enormous impact on education, both with regard to working in their own theoretical and pedagogical practice. Currently, it is considered that a single psychological theory can not be the only foundation of educational theory and practice. On that basis, the contributions of Piaget teorría and their uses in education, is considered, must be complemented and integrated with apoto from other theories.
While Piaget and his colleagues at the Geneva School dearrollaron never a theory of teaching psychological concepts and models developed by them were widely used to inform and lead educational theories and pedagogical approaches.
utulización currently in education in the concepts of Piaget's theory no longer pursues the aim of building a sort of didactic or pedagogy "Piagetian" but that is part of a broader theoretical framework, "constructivism", which converge in addition to genetic psychology, the contributions of the theory of Vygotsky and sociocultural approaches and theories of cognitive psychology.
cosntructivista However, this position presents both psychological and educational problems, here is a couple of them:
In a review of the most influential theories in education during the twentieth century, certainly it is essential to consider the relationship of the theories of Piaget. Genetic psychology, founded by Jean Piaget in the first half of the century, has had an enormous impact on education, both with regard to working in their own theoretical and pedagogical practice. Currently, it is considered that a single psychological theory can not be the only foundation of educational theory and practice. On that basis, the contributions of Piaget teorría and their uses in education, is considered, must be complemented and integrated with apoto from other theories.
While Piaget and his colleagues at the Geneva School dearrollaron never a theory of teaching psychological concepts and models developed by them were widely used to inform and lead educational theories and pedagogical approaches.
utulización currently in education in the concepts of Piaget's theory no longer pursues the aim of building a sort of didactic or pedagogy "Piagetian" but that is part of a broader theoretical framework, "constructivism", which converge in addition to genetic psychology, the contributions of the theory of Vygotsky and sociocultural approaches and theories of cognitive psychology. cosntructivista However, this position presents both psychological and educational problems, here is a couple of them:
- The question of intearcción between everyday and academic knowledge and the role that education can and should play in this interplay. Constructivist position has emphasized the fact that academic knowledge adquierre only through spontaneous interaction with knowledge. However, research has demsotrado that, in most cases, spontaneous knowledge is highly resistant to being abandoned makes this persists, coexisting in parallel with academic knowledge.
- The characterization of knowledge in terms of general-specific, ie, the debate over whether the construction of domain-specific knowledge advances or atrvés of general structures. This is one of the points of divergence between the different positions so constructivist and the same, one of the largest implications for education, as it would face a theoretical weight to the issue of school organization and isolated areas.
Firstein, Gabriela. (2001). The Teorís of Piaget and Education. In Pedagogies of the century to century. FLACSO. Rescued June 8, 2010, from: http://www.orientared.com/articulos/piaget.asp
Thursday, June 10, 2010
Sound Blaster Audigy5.12.1.512
(3) The pedagogical legacy of the twentieth century to the twenty-first century school
Bernstein's work covers a period from 1958 to present . In more than 40 years, their design and theory have been substantially reformed.
Pedagogic discourse can not be identified with any specific speeches, but that is the basis for the generation of textbooks and educational practices recontextualized. To achieve this generation, the pedagogic discourse has two constituent orders: the instructional discourse and regulative discourse . The first regulates the transfer of skills and specialized skills and the second governs how you build an order, respect and social identity.
The educational discurdo institutionalizes the principles and rules that structure, integrate and specialize the time, space and discourse in the context of reproduction. The notion of pedagogical discourse means the concept of pedagogical practice. Pedagogical practice is concerned with strategies and procedures governing the interaction of the subjects in school.
pedagogical practice also has instructional and regulatory components:
Pedagogic discourse can not be identified with any specific speeches, but that is the basis for the generation of textbooks and educational practices recontextualized. To achieve this generation, the pedagogic discourse has two constituent orders: the instructional discourse and regulative discourse . The first regulates the transfer of skills and specialized skills and the second governs how you build an order, respect and social identity.
The educational discurdo institutionalizes the principles and rules that structure, integrate and specialize the time, space and discourse in the context of reproduction. The notion of pedagogical discourse means the concept of pedagogical practice. Pedagogical practice is concerned with strategies and procedures governing the interaction of the subjects in school.
pedagogical practice also has instructional and regulatory components:
- instructional practices presuppose the existence of specialized categories of trasnmisores and acquirers, with specific relationships between them determined by hierarchical rules and the rules of discourse. Depending on the variations between these rules and relationships between transmitters and acquirers will produce different types of instructional practice:
- direct instructional practices (pedagogy or visible), in which the educator centralized in his hands the educational process and students must follow the guidelines that they are marked.
- indirect instructional practices (pedagogy or invisible), in which the educational process continues on a path of mutual agreements between teachers and learners.
Developing these concepts a bit more direct instruction is characterized as teacher-centered with little choice of activity by the student and use of homogeneous and stable group instruction. In contrast, the indirect instruction, or invisible pedagogy is a kind of teaching that there is flexibility of space, choice of activity by the students, various teaching materials, integration of curricular areas and more individualized instruction.
Rodríguez Illera, José Luis & Escofet Roig, Anna. The Educational Legacy of the century to the XXI century school. Basil Bernstein and the Sociology of Education (2001). pp. 297-312. Rescued June 8, 2010 in http://books.google.com.mx/books?id=31urauk4NSgC&printsec=frontcover&dq=el+legado+pedagogico+del+siglo+XX+para+la+escuela+ of + + + XXI century & ei = 7NoRTOXIC5LKkATMw42jCQ & cd = 1 # v = onepage & q =% 20bernstein basil & f = false
Intelligent Questions To Obama
(2 ) of vocational
live in a time and enjoy good and fast changes at different levels. Social, technological, demographic, cultural, scientific, etc. Rather than a time of change, it seems that we are in a new era, as stated in different forums for quite some time.
In a complex environment like this, the real concern of pedagogy should be to provide adequate responses from models are also complex and holistic. Models sitema clear understanding of reality and Pedagogy.
The first of the transciciones and more sustained in time facing this pedagogy is the consolidation of transit between the "Pedagogy" classical understood as "PAIDEA" science or art of "teaching" exclusively focused on act of child-youth, to andragogy, in which object and subject of pedagogy are reviewed and which integrates the concept of who is educated is the man, not just the child, from birth until death, throughout his life and regardless of the place of the educational act. Time and space education, therefore, remain unchanged.
are important in this line of transcendent nuevasy contributions, for example, from the strengths of "complexity theory" of Morin (1995) for education. Just as important is the design of educational fact not merely a formal and institutional fact of "training" instrumental, but as a complex act and intentional Regaldo or not, to educate from tradition, but also in the sense of emancipation and critical to new generations. Thus, they insist that is the whole "tribe" within the meaning of the aphorism that collects African Navy (2004) and the complex web of social institutions and places clear pedagogical impact, those involved in the educational challenge.
For more information about this topic:
Romani Riera, Jordi & Cívis Zaragoza, Michael. Professional Pedagogy century. Faculty of Education. Education UNED XXI. 11, 2008, pp. 133-154. Rescued June 8, 2010 in http://www.uned.es/educacionXX1/pdfs/11-05.pdf
Atrial Fibrillation Cider Vinegar
XXI century (1) New Technologies for Education in the XXI century
The pedagogical model for new technologies, is a inento for solve the problems of learning, including a nuevaherramienta in this process, improve the learning environment, changing the paradigm of education in the classroom four walls, away from the social context in which the school is limited, favoreciendi playful learning, autonomous virtual views has many nice, attractive and novel, in which a student leaves and goes to intearactuar passivity with the PC.
The student must be architects of their own learning, their own education, their own ability to imagine. The teacher should create a class model count students to discover truths that although well known to the teacher, will be new to them, a class model where imagination has no limits and there will be to find a way to communicate to peers discuss, share and enjoy it, a class model playful, creative, innovative and participatory, where the object of knowledge is actively constructed in the minds of students and not intended as definitive translated, a class where they use the resources and all media within its scope.
The rapid advance of technology makes educational and training processes of the students do not stay stagnant. So if you do not develop the educational concepts and practices poedagógicas, will eventually lose its meaning and its rationale.
Urban Arcos, Esneda. (2002). New technologies for Education in the XXI century. Retrieved June 8, 2010, in http://galeon.hispavista.cl/esneda/
Monday, June 7, 2010
Cervix 1 Week Before Period
APA
Author (single author): Cobo Romani, C.
Titles (with subtitles): Cobo Romani, C. (2007). Collaborative learning: new models for educational use.
title part: Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Metro Web 2.0 collective intelligence means fast food or (Pp. 101-114)
Edition (Number edicición): Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Metro Web 2.0 collective intelligence means fast food or (pp. 101-114). Mexico: FLACSO.
Imprint (place of publication): Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Metro Web 2.0 collective intelligence means fast food or (pp. 101-114). FLACSO Mexico.
Masthead (editorial): Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Planet Web 2.0 collective intelligence means fast food or (pp. 101-114). FLACSO Mexico. Retrieved February 2, 2010, in http://www.planetaweb2.net/
Author (two authors): Fumero, A., & Rock, G.
Title: A. Fumero, G. & Roca (2007). Sociotechnical context. In Web 2.0 (pp. 8-64)
Imprint (place of publication): Fumero, A., & Rock, G. (2007). Sociotpecnico context. In Web 2.0 (pp. 8-64). [Madrid]: Fundación Orange.
Masthead (editorial): Fumero, A., Roca, G. (2007). Sociotechnical context. In Web 2.0 8pp. 8-64). [Madrid] Fundación Orange. Retrieved February 2, 2010, in http://www.fundacionorange.es/25_publicaciones/publi_253_11.asp
Author (two authors): Kadjar, S. & Bull, G.
Title: Kadjar, S. & G. Bull (2004). Reading and writing blogs.
Masthead (editorial): Kadjar, S. Bull, G. (2004). Reading and writing blogs. In Eduteka. Retrieved February 2, 2010, http://www.eduteka.org/Weblogs2.php
Author: Picardo Joao, O.
Title: Picardo Joao, O. (2002). Informational pedagogy: teaching to learning in the Knowledge Society.
edition (issue number): Picardo Joao, O. (2002). Informational pedagogy: teaching to learning in the Knowledge Society. Revista Iberoamericana Science, Technology and Innovation Society, (3).
Masthead (editorial): Picardo Joao O. (2002). Informational pedagogy: teaching to learning in the Knowledge Society. Revista Iberoamericana Science, Technology and Innovation Society, (3). Retrieved February 2, 20010, of http://www.campus-oei.org/revistactsi/numero3/art04.htm
Author: Almada Ascencio , M.
Title: Almada Ascencio, M. (2000). Multicultural society of information and education: the role of electronic information flow and organization.
Edition : Almada Ascencio, M. (200). Multicultural society of information and education: the role of electronic information flow and organization. Revista Iberoamericana de Education, (24), 103-133.
Imprint (place of publication): Almada Ascencio, m. (2002). Multicultural education information and electronic information flows and organization. Iberoamercana Journal of Education, (24), 103-133. Retrieved February 2, 2010, in http://www.campus-oei.org/revista/rie24f.htm
Author: Castells, M.
Title: Castells, M. (1999). Prologue: The network and the self, the revolution in information technology.
Title (title track): Castells, M. (1999). Prologue: The network and the self, the technology revolution of the Info. In The Information Age: Economy, Society and Culture (pp. 27-53, 55-92).
Volume: Castells, M. (1999). Prologue: The network and the self, the revolution in information technology. In The Information Age: Economy, society and culture (pp. 27-53, 55-92). (Vol. 1).
Imprint (place of printing): Castells, m. (1999). Prologue: The network and the self, the revolution of information technology. In The Information Age: Economy, Society and Culture (pp. 27-53, 55-92). (Vol. 1). Mexico: Siglo XXI.
Author: Cebrian, JL
Title: Cebrian, JL (1998). The classroom without walls.
Title (title track): Cebrian, JL (1998). The classroom without walls. In Network: how it changed our lives new media (pp. 149-176).
Edition: Cebrian, JL (1998). The classroom without walls. In Network: how it changed our lives new media (pp. 149-176). (2nd ed.).
Imprint: Cebrian, JL (1998). The classroom without walls. In The Network: How to change our lives new media (pp. 149-176). (2nd ed.). Madrid: Taurus.
Author: Estudillo García, J.
Title: Estudillo García, J. (2001). Emergence of the nformation Society.
Edition: Estudillo García, J. (2001). emergence of the Information Society. University Library: Newsletter of the Directorate General of Libraries. Volume
: Estudillo García, J. (2001). Emergence of the Information Society. University Library: Newsletter of the Directorate General of Libraries. IV (2), 77-86.
Imprint: Estudillo García, J. (2001). Emergence of the Information Society. University Library: Newsletter of the Directorate General of Libraries. IV (2), 77-86. Retrieved February 2, 2010, in http://www.dgbiblio.unam.mx/servicios/dgb/publicdgb/bole/fulltext/vollV22001/pgs_77-86.pdf
Mario Garcia Evangelista 
Author (single author): Cobo Romani, C.
Titles (with subtitles): Cobo Romani, C. (2007). Collaborative learning: new models for educational use.
title part: Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Metro Web 2.0 collective intelligence means fast food or (Pp. 101-114)
Edition (Number edicición): Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Metro Web 2.0 collective intelligence means fast food or (pp. 101-114). Mexico: FLACSO.
Imprint (place of publication): Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Metro Web 2.0 collective intelligence means fast food or (pp. 101-114). FLACSO Mexico.
Masthead (editorial): Cobo Romani, C. (2007). Collaborative learning: new models for educational use. In Planet Web 2.0 collective intelligence means fast food or (pp. 101-114). FLACSO Mexico. Retrieved February 2, 2010, in http://www.planetaweb2.net/
Author (two authors): Fumero, A., & Rock, G.
Title: A. Fumero, G. & Roca (2007). Sociotechnical context. In Web 2.0 (pp. 8-64)
Imprint (place of publication): Fumero, A., & Rock, G. (2007). Sociotpecnico context. In Web 2.0 (pp. 8-64). [Madrid]: Fundación Orange.
Masthead (editorial): Fumero, A., Roca, G. (2007). Sociotechnical context. In Web 2.0 8pp. 8-64). [Madrid] Fundación Orange. Retrieved February 2, 2010, in http://www.fundacionorange.es/25_publicaciones/publi_253_11.asp
Author (two authors): Kadjar, S. & Bull, G.
Title: Kadjar, S. & G. Bull (2004). Reading and writing blogs.
Masthead (editorial): Kadjar, S. Bull, G. (2004). Reading and writing blogs. In Eduteka. Retrieved February 2, 2010, http://www.eduteka.org/Weblogs2.php
Author: Picardo Joao, O.
Title: Picardo Joao, O. (2002). Informational pedagogy: teaching to learning in the Knowledge Society.
edition (issue number): Picardo Joao, O. (2002). Informational pedagogy: teaching to learning in the Knowledge Society. Revista Iberoamericana Science, Technology and Innovation Society, (3).
Masthead (editorial): Picardo Joao O. (2002). Informational pedagogy: teaching to learning in the Knowledge Society. Revista Iberoamericana Science, Technology and Innovation Society, (3). Retrieved February 2, 20010, of http://www.campus-oei.org/revistactsi/numero3/art04.htm
Author: Almada Ascencio , M.
Title: Almada Ascencio, M. (2000). Multicultural society of information and education: the role of electronic information flow and organization.
Edition : Almada Ascencio, M. (200). Multicultural society of information and education: the role of electronic information flow and organization. Revista Iberoamericana de Education, (24), 103-133.
Imprint (place of publication): Almada Ascencio, m. (2002). Multicultural education information and electronic information flows and organization. Iberoamercana Journal of Education, (24), 103-133. Retrieved February 2, 2010, in http://www.campus-oei.org/revista/rie24f.htm
Author: Castells, M.
Title: Castells, M. (1999). Prologue: The network and the self, the revolution in information technology.
Title (title track): Castells, M. (1999). Prologue: The network and the self, the technology revolution of the Info. In The Information Age: Economy, Society and Culture (pp. 27-53, 55-92).
Volume: Castells, M. (1999). Prologue: The network and the self, the revolution in information technology. In The Information Age: Economy, society and culture (pp. 27-53, 55-92). (Vol. 1).
Imprint (place of printing): Castells, m. (1999). Prologue: The network and the self, the revolution of information technology. In The Information Age: Economy, Society and Culture (pp. 27-53, 55-92). (Vol. 1). Mexico: Siglo XXI.
Author: Cebrian, JL
Title: Cebrian, JL (1998). The classroom without walls.
Title (title track): Cebrian, JL (1998). The classroom without walls. In Network: how it changed our lives new media (pp. 149-176).
Edition: Cebrian, JL (1998). The classroom without walls. In Network: how it changed our lives new media (pp. 149-176). (2nd ed.).
Imprint: Cebrian, JL (1998). The classroom without walls. In The Network: How to change our lives new media (pp. 149-176). (2nd ed.). Madrid: Taurus.
Author: Estudillo García, J.
Title: Estudillo García, J. (2001). Emergence of the nformation Society.
Edition: Estudillo García, J. (2001). emergence of the Information Society. University Library: Newsletter of the Directorate General of Libraries. Volume
: Estudillo García, J. (2001). Emergence of the Information Society. University Library: Newsletter of the Directorate General of Libraries. IV (2), 77-86.
Imprint: Estudillo García, J. (2001). Emergence of the Information Society. University Library: Newsletter of the Directorate General of Libraries. IV (2), 77-86. Retrieved February 2, 2010, in http://www.dgbiblio.unam.mx/servicios/dgb/publicdgb/bole/fulltext/vollV22001/pgs_77-86.pdf
Comment:
New technologies in education: Productive Uses.
According to new technologies and how we can use them for productive purposes with respect to the matters we handle in the area of \u200b\u200bpedagogy, that can help us in some way have an exchange with some other colleagues based as shown in the open exchange of peer learning.
Learning by doing: This refers to that human beings learn by doing, through the success and error and thus arrive at accurate knowledge and of which it is said that students or professionals build their knowledge.
interacting Learning: Learning interacting means having an idea to try to interpret it but based on other points of view, something like submitting to a trial of contents on am other criteria, may be the Internet, chat, etc.. Learn
looking for: The process of research, selection and adaptation enrich the knowledge of who carried out this search for sources any writing or testing. The large amount of information is essential to start learning how and when to seek truly educational content. Learn
sharing: The process of exchanging knowledge and experience allows students to actively participate in collaborative learning.
description of Web 2.0 tools for educational uses
Bolg, Wikis, Colaboratios, etc.
Mario Garcia Evangelista
Wednesday, June 2, 2010
Heart Palpitations Dizziness And Blurry Vision
Ten Reasons to Vote for Juan Manuel Santos
1 - We will carry forward the process initiated by President Alvaro Uribe Velez, especially the policy of Democratic Security.
2 - is a renowned statesman, three times Prime Minister, and in each of the ministries has been noted for its accountability and efficiency.
3 - was the architect of the economic recovery in the most serious economic crisis the country in the late nineties.
4 - was the manager of foreign trade policies that have fueled the country's exports.
5 - During his performance as defense minister showed that become militarily with the guerrilla forces.
6 - had the courage to denounce as Minister of Defense of false positives made by some soldiers of the Colombian army.
7 - Democratic Prosperity His proposal focuses on the search of Social Equity and Citizens Welfare in education, health, housing and employment.
8 - The economic development proposal shows commitment to improving the country's infrastructure, housing, agricultural development, the exploitation of our natural resources renewable and nonrenewable, and the strong support of science, technology and innovation.
9 - In international relations with neighboring countries suggests diplomacy and dialogue, at the same firmness and respect for the dignity of the country.
10 - has a clear position to strengthen the Sport and Recreation as one of the largest demonstrations of citizen welfare. 
1 - We will carry forward the process initiated by President Alvaro Uribe Velez, especially the policy of Democratic Security.
2 - is a renowned statesman, three times Prime Minister, and in each of the ministries has been noted for its accountability and efficiency.
3 - was the architect of the economic recovery in the most serious economic crisis the country in the late nineties.
4 - was the manager of foreign trade policies that have fueled the country's exports.
5 - During his performance as defense minister showed that become militarily with the guerrilla forces.
6 - had the courage to denounce as Minister of Defense of false positives made by some soldiers of the Colombian army.
7 - Democratic Prosperity His proposal focuses on the search of Social Equity and Citizens Welfare in education, health, housing and employment.
8 - The economic development proposal shows commitment to improving the country's infrastructure, housing, agricultural development, the exploitation of our natural resources renewable and nonrenewable, and the strong support of science, technology and innovation.
9 - In international relations with neighboring countries suggests diplomacy and dialogue, at the same firmness and respect for the dignity of the country.
10 - has a clear position to strengthen the Sport and Recreation as one of the largest demonstrations of citizen welfare.
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