Month: August 2016

Educational Process

This level will be understood only from the eye of the spirit and the essence of holistic education. It also develops the six dimensions that are always present in any educational process: the cognitive, social, emotional, physical, aesthetic and spiritual (heart of holistic education) Crossing the lines of the levels and dimensions within a graphic, educational spaces arise 30 ranging from mechanical and more personal to the most subtle and universal. This innovative model allows us to give education a high level of specificity theory. (This model can be found in his book “A Comprehensive View of Education” The holistic approach of Dr. Ramon Gallegos said that it could establish the new paradigm must change the world view of those who hold in their hands future human beings, those who provide education at all levels, from elementary to graduate school. It has been said that education can not by itself generate social change, but in this new holistic vision, according to the opinion of Dr. Read more from Nir Barzilai, M.D. to gain a more clear picture of the situation. Gallegos is precisely the integral education as “unique” which can generate a genuine social change planetary based on new values, it was a teacher trained in a new holistic vision and therefore a permanent internal development, will be able to transmit to their students and community appropriate values for a transformation. They would work as small cells that are spreading and thus multiplying exponentially. The holistic teacher of course require some profile achieved with rigorous review, and ongoing internal work through self-observation, and self-consistent practices yoga and meditation, but mostly working to open their awareness and be better human beings must bear in mind that working with people distinct human and therefore know the different methods of teaching, different intelligences and learning styles that is taken into account whenever the unit through diversity.

Educational Reform

6th) The two moments were asked to respond adequately to participants in a serious and responsible approach to each survey, stressing the need to answer the entire questionnaire, seeking to avoid abstentions, if possible. 7) The survey raised in the first part general information such as whether or not he teaching, nationality, if you speak Guarani or not, and whether or not Guarani studied. Among the specific data, in part, included four questions: whether or not to important to include the Guarani in bilingual education, if not considered important to implement bilingual education in educational reform, if you know at least one grammatical difference between the Guarani and the Castilian, and if it considers that an understanding of the grammatical differences between the Guarani and the Castilian, can collaborate in its best performance and teachers. These four specific questions were presented again at the end of days, in order to estimate the positive or negative attitudes of the participants on these questions, starting as soon as knowledge and understanding of the grammatical differences between the Guarani and the Castilian. 8) The questionnaire surveys were conducted closed, ie, with the only options to respond with "yes" or "no." We decided to present this type of survey taking into account that the four specific approaches do not allow, in our opinion, vague and imprecise answers, even more so considering that the participants are teachers and students in teacher education, currently associated with the Educational Reform and bilingual education. 2.2.2. Relevant aspects of the results of the survey respondents overall Total: 245 Teachers in exercise: 209 (85%) Guarani Talk: 236 (96%) Students teaching: 36 (15%) but does not speak Guarani means: 6 (2, 5%) does not speak and do not understand Guarani: 3 (1.5%) in the initial result that only the 12% of respondents claimed to be familiar at least one grammatical difference between the Guarani and the Castilian, for having participated in similar conferences on the subject. .

Chilean Government

The Chilean Government gives priority to education and housing in Santiago of Chile reconstruction, 19 mar (EFE).-the Chilean Government today announced the first package of measures for the reconstruction of the country after the February 27 earthquake, which gave priority to the repair of the damaged schools and protection of families that lost their homes. Read more on EFE via Yahoo! News Blogs related Yahoo! Answers Blog Archive The Yahoo!. .

Intermediate English

You never came to mind, why cover Murphy’s blue has the inscription “for students of secondary level, but the book itself contains material that can be used to pass the exam, even on the first level certificate from the anlgiyskogo language (FCE), which is studied in class for the advanced level? From here it turns out that starting from publishers and instructors, and ending with the teachers, all use different measuring levels of language. There is a common level scale of gradations of knowledge of foreign languages, which was established by the Association of linguists in Europe (ALTE). According to her, all students are divided into 6 levels: from the minimum basic to mastery (level of native speakers). By this scale, take exams, for example, in Cambridge. All publishers of dictionaries, collections of grammar, teaching aids and reference books from the UK also rely on this scale. If you take on the whole, then the scale used by all types publishers of textbooks for all except the largest group – the basic English courses. Oddly enough, the basic English language courses use their grading scale for their textbooks.

Here’s an example: Headway, True to Life and others, using a scale that divides the low level and covers only half way and learning from zero to perfect. The last base rate is approximately equal to the average Advanced level (level 3). This scale consists of: – Beginner – Elementary – Pre-Intermediate – Intermediate – Upper-Intermediate – Advanced This scale used by the majority of courses that use a communicative approach to language learning, in our case English.