Month: January 2013

The Imbalances In The Educational System

The school year already terminates and the academic ceremony draws on formal speeches, delivery of certificates, greetings, hugs and’s happy holiday wishes. The children look spotless overalls and girls move their hair tied with white monkeys.Everyone folds of school, children and parents happy for their achievements. A new cycle will begin next year and the learnings will grow in depth to expand the circle of knowledge of each person. This happens in schools in the inner cities. In the cities themselves perisferia the picture is very different. The end of school year there stains of unknown by many sorrows.

Teachers think that despite all the children learned of course if they had computer, or some new books, or perhaps if many colors, more classroom space, or a suitable building or transporting school every day, or classes every day, perhaps if there had been no strike, or if the children had been every day to school, or if the parents are they had come to school on time, or if so many other unresolved issues had reached definitive solutions, these, their children present in the Act, not only would be a book with the pass to the next grade, but it also would be a set of knowledge that would allow them to continue learning. It is the same city with different schools. It is the same with poverty and without her humanity. They are teachers trained in the same centres teaching facing adverse social and cultural realities. It is the same education system as desiquilibrado as it is the society to which it belongs. You have to feel very free to not succumb. We must challenge him everything to not decay.

We must believe in own strength to strengthen even more, while teaching waits to the scales of Justice balance the rights of all children on an equal footing. While waiting for the teachers they grow and, disregarding the fashions of the system believe and trust in their abilities to resist. Maybe not so far away is an opportunity for students poor system.

Foreign Language Courses

Thus, we begin to understand. As a kind of fulcrum identify your specific goal, from which depend, and teaching methodology, and the time required to achieve it. It is not so important if the price of courses that you are perfect to be slightly higher, and will go a little further. To start to define the level of ownership of your chosen language: not taught this language at all; taught in school, then college or technical college, he taught language in school, high school, then – in graduate school or on some short courses, taught in a special school, and then – on the rise. Variants of goals: to be able to explain (or at least a basic level); to be interviewed by language in recruitment, work with foreigners, talk on the phone to transfer faxes; podshlifovat grammar, learn to speak fluent; get translation skills, and more – on the rise. Next question – to engage in a group or individually? It depends on your preferences and budget. One should not forget that the conversation in a group can more quickly, but do grammar or something to sharpen better when people less. Typically, more than 15 language courses are not gaining, but such a group is able to 'pull' only high-quality teacher. Which course to choose: traditional or intensive? Traditional courses generally do 2 times a week for 2-3 academic hours, with an emphasis on reading and writing. Their advantage is that here are taught to write, and also trained at those universities where there is an exam in a foreign language.

Policy Education

Educare-Educere. EDUCATIONAL policy in times of NEOLIBERALIMO Gabriel Hernandez Santamaria during the last twenty years of the twentieth century the world stage was transformed radically by three events that would give a new profile to the coming century; These events were: the empowerment of the neo-liberal economic power; the so-called end of history, with the fall of real socialism in the West; and the emergence of the so-called technologies of information and communication (technology ICT) that opened way to the mythification of cyber knowledge as representation of the social. These events pushed the countries emerging to implement public policies in line with the current neoliberal (international agencies that exerted more pressure were the IDB, OECD and the World Bank). The characteristics of these public policies are: transfer of legislative towards systems of negotiation skills, and the questioning of the Welfare State; as well as the insistence of putting into operation processes and economic procedures geared to the accumulation of wealth, no matter that it may lead to the increase of poverty and the protection of levels of competitiveness, competitiveness, which does not take into account the human values of the worker. The above has provided a contextual framework for the design of the Mexican educational policy over the past twenty years; why anyone should wonder have the following peculiarities of these political profile: 1. educational processes revolve around the market; education is governed as a competition, this is a value added to the work force. 2. Its pedagogical discourse is a paean to individualism in all social demonstrations.

3 It strengthens the promotion of the new by the simple fact of being so; so, fashion is a way of being, to be updated. 4. Promotes the production of iconographic symbols so that the learner to identify with them, in order to create scenarios virtual without the possibility to see the real world.

14 Myths About Global Warming

A man from ancient times is inclined to believe the myths. Some of them are not devoid of logic, but still more than half is complete nonsense. Same thing with global warming. Here are common misconceptions associated with it: 1). Global warming does not occur.

Unfortunately happening. Science more than once proved, and the facts confirmed that the temperature increases rapidly. 2). Global warming – a natural process. Probably not (rise temperature, especially in the 70s, much higher than natural changes). 3). In any case, the consequences will be gradual.

Severe storms become more frequent, and history proved a sharp change in climatic conditions may come suddenly, in just a few years. 4). Global warming will lead to a flood. If warming will go the same pace, the sea level rise of 1 meter. If we assume that all the glaciers melt, which of course is impossible, then the water will rise to 10 meters. And when you consider that the average height of land above sea level – 840 meters, then worry so much about flooding, it is not necessary. 5). Global warming – the only cause sudden, unpredictable changes in weather. Not the only one. There are a number of natural, cyclical processes, to which global warming has nothing to do. And they are what can cause sudden warming or cooling. These factors may serve as ocean currents, cyclones, changing Earth's magnetic field and just coincidence. 6). Carbon dioxide emissions are too small to cause global warming.