English World and Education

cargo de PROSECRETARIO/ A

2009-07-27T16:41:00.004-03:00

Se informa a los docentes inscriptos para cubrir un cargo de PROSECRETARIO/ A

Nivel Terciario de la Escuela Normal Superior N° 8 el nuevo cronograma de evaluación de los antecedentes :

Integrantes de la Comisión evaluadora: Andrea Quintieri, Secretaria ENS Nº 6; Gabriela Puceiro Profesora de informática de la ENS N° 8 y Mabel Bergés Miembro del Consejo Consultivo.

Evaluación de los antecedentes:
1 - El jurado sólo evaluará la documentación que cumpla con las condiciones solicitadas en el currículum vitae (ver formato y condiciones más abajo).
2 - La evaluación constará de tres instancias: a) Selección de antecedentes, b) Coloquio relacionado con las competencias inherentes al cargo y c) Evaluación de competencias en el manejo de herramientas informáticas.
3 - Cualquiera de las tres instancias son eliminatorias. (A la persona seleccionada se le requerirá la presentación de toda la documentación citada en el currículo vitae)

Inscripción: Concluida
Evaluación de antecedentes: entre el 3/8/09 al 7/8/09
Evaluación de competencias informáticas y coloquio: entre el 10/8/09 al 14/8/09
Notificación del orden de mérito : 17 y 18 de agosto
Pedidos de Reconsideración: 19 y 20 de agosto
Dictamen Final: 24 de agosto

CONVOCATORIA DE LA DIRECCIÓN DE EVALUACIÓN EDUCATIVA.

2009-07-08T09:37:00.001-03:00

MINISTERIO DE EDUCACIÓN DE LA CIUDAD DE BUENOS AIRES. PROYECTO DE EVALUACIÓN JURISDICCIONAL DEL SEGUNDO CICLO

En el marco del Proyecto de Evaluación Jurisdiccional del Segundo Ciclo, se realiza esta convocatoria para correctores de las evaluaciones de Prácticas del Lenguaje de 7º grado.

Destinatarios convocados: alumnos de Profesorado de Educación Primaria.

Se detallan las especificaciones de la propuesta de trabajo

La modalidad de corrección es online, no presencial, de 4 horas diarias de lunes a viernes, exceptuando los días de reuniones presenciales que se señalan a continuación.
Como requisito técnico es necesario tener acceso a una computadora que cuente con banda ancha.

Fechas de reuniones presenciales obligatorias (de 15 a 19 hs.):

Reuniones de capacitación:
Julio: lunes 20, martes 21, miércoles 22 y viernes 31
Agosto: martes 11, miércoles 26, jueves 27, viernes 28 y lunes 31

Reuniones de consultas:
Julio: lunes 27
Agosto: miércoles 5, viernes 14
Septiembre: lunes 7, lunes 14 y lunes 21
Octubre: lunes 5 de octubre

Días de corrección no presenciales (4 horas diarias, en horario definido por el corrector):
Julio: 23, 24, 28, 29, 30.
Agosto: 3, 4, 6, 7, 10, 12, 13, 18, 19, 20, 21, 24, 25.
Septiembre: 1, 2, 3, 4, 8, 9, 10, 15, 16, 17, 18, 22, 23, 24, 25, 28, 29, 30
Octubre: 1, 2, 6, 7, 8, 9, 13, 14, 15.

Documentación a presentar:
DNI fotocopia hojas 1 y 2.
Currículo Vitae
Título/s obtenido/s.
Constancia de CUIL.
Constancia de régimen de aportes (En la pagina del ANSES impresión "consulta de datos personales". donde menciona entre los datos personales como régimen: Reparto)

Le solicitamos responder este mail adjuntando su CV con el ASUNTO: CORRECTOR PARTICIPO, a la siguiente dirección de correo electrónico: evaluacion_dgpled@buenosaires.gov.ar

Vocabulary - www.saberingles.com.ar

2009-07-07T18:05:00.001-03:00

Vocabulary
disinterested or uninterested?

Disinterested means impartial, unbiased, able to judge something fairly because the person is not concerned with gaining any personal advantage from it.

Uninterested means not interested, indifferent. It's always followed by the preposition in.

Examples:

- A disinterested mediator facilitated the negotiations.
- A lawyer should provide disinterested advice.
- He was uninterested in my offer.
- She seemed uninterested in learning English.

Disinterested significa imparcial, objetivo, capaz de juzgar algo con imparcialidad porque la persona no está preocupada en sacar alguna ventaja de ello.
Uninterested significa no interesado, indiferente. Siempre es seguido de la preposición in.

Teatro en Ingles - Una manera diferente de practicar el Ingles

2009-07-07T17:32:00.002-03:00

Teatro en inglés para personas de cualquier edad entre 15 y 99 años, que buscan practicar el idioma de una forma diferente, explorando cómo es representar un personaje en un ambiente relajado y ameno.

Las actividades no varían demasiado de las de una clase de inglés: ejercicios de fonética, pronunciación y entonación; escritura de textos, corrección gramatical y de uso en forma oral y por escrito, trabajo sobre la fluidez a través de "role-plays", debates, juegos, etc. A esto se suman juegos teatrales, ejercicios para la expresividad, trabajo de improvisación y algunos elementos sobre técnicas teatrales. Siempre reflexionando sobre el teatro y, dentro de lo posible, siempre en inglés.

El trabajo sobre el idioma, se aplica a la producción de escenas buscando que el hecho dramático nos involucre con cada situación en forma vivencial, como "hablantes" de la lengua (roles reales de una conversación en tiempo presente) más que "estudiantes" (que ejercitan para un potencial momento futuro).

Los errores y problemas de comunicación se solucionan "en vivo", como en la vida real, como en un viaje...

Por otra parte, es la posibilidad de conocer gente nueva.

INGLÉS Y TEATRO PARA TODOS LOS NIVELES: desde abril estamos trabajando en una adaptacion de Edmond, de David Mammet. Se trata de un taller/ montaje para gente con alguna experiencia teatral. La idea es estrenar el montaje en el mes de noviembre. ¡Incorporamos actores a partir de agosto!

¡¡¡NUEVAS PROPUESTAS PARA EL SEGUNDO CUATRIMESTRE!!!

INGLÉS Y TEATRO

CLUB DE CONVERSACIÓN

TALLER DE PRONUNCIACIÓN

CONVERSACIÓN CON FINES ESPECÍFICOS

(gastronómicos y personal de abordo y aeropuertos)

COMENZAMOS EN AGOSTO

INFORMACIÓN E INSCRIPCIONES A PARTIR DEL 15 DE JULIO

Vacantes limitadas con inscripción previa mediante pago de la matrícula

matrícula (anual): $ 50

LOS ARANCELES INCLUYEN UN CUADERNILLO CON TODO EL MATERIAL DEL CURSO: TEORÍA TEATRAL, MATERIALES DE LENGUA INGLESA, TEXTOS PROPUESTOS, ETC.

DOS A TRES ENCUENTROS DE CADA CURSO, SE DEDICAN A VER FRAGMENTOS DE PELÍCULAS RELACIONADAS CON LAS ESCENAS QUE SE TRABAJAN

sala a confirmar en zona Palermo o Almagro

155 822 4568 / www.inglesyteatro.blogspot.com

Horarios y docentes

Docente: Naty Barry

Más información
http://www.inglesyteatro.blogspot.com

15-5822-4568

Color and write - abcteach.com

2009-07-07T17:03:00.005-03:00

Here we have a nice exercise, where the pupils will practice vocabulary e.g: colors, the beach; and after coloring the picture the will write a very short story about the picture they colored.

It´s an exercise from this great website abcteach.com

To see the picture click here http://www.abcteach.com/free/c/colorandwrite_beach_elem.pdf

cloying: Word of the Day - Merrian Webster website

2009-07-07T11:34:00.001-03:00

The Word of the Day for July 7 is:

cloying \KLOY-ing\ adjective
: disgusting or distasteful by reason of excess; also : excessively sweet or sentimental

Example sentence:
Although Kelsey usually likes romantic novels, she found this one so cloying that she couldn't even finish it.

Did you know?
"Can one desire too much of a good thing?" asks Rosalind in William Shakespeare's play As You Like It. "Cloying" suggests that you can, because it implies a repugnant excess of something that might be pleasing in smaller doses. An exploration into the history of "cloying," however, leads us eventually to roots that are neither sweet nor excessive, but rather tough as nails. "Cloying" derives from the verb "cloy," which now means "to supply or indulge to excess," but which once meant "to clog" and earlier "to prick a horse with a nail in shoeing." "Cloy" itself traces via Middle English to Anglo-French "encloer" (which also meant "to prick a horse with a nail in shoeing") and ultimately to the Latin "clavus," meaning "nail."

zeugma - Word of the Day

2009-07-03T11:26:00.000-03:00

The Word of the Day for July 3 is:

zeugma \ZOOG-muh\ noun
: the use of a word to modify two or more words in such a way that it applies to each in a different sense or makes sense with only one

Example sentence:
"Torpedoes hit their mark! Ship and many hopes sink!" said the headline, employing vivid zeugma.

Did you know?
"Zeugma, like the pun, is economical: it contracts two sentences into one...it links unrelated terms -- mental with moral, abstract with physical, high with low -- and thus generates surprise." (Walter Redfern, Puns) "Zeugma," which has been a part of the English language since the 15th century, comes from Greek, where it literally means "joining." The Greek word has another connection to English as well. In the early 1970s, a chemistry professor named Paul Lauterbur developed a technique for producing images of internal organs. He called it "zeugmatography," because it involved the joining of magnetic fields. Lauterbur was awarded a Nobel Prize, but the name he chose didn't stick. The technique is known today as magnetic resonance imaging, or MRI.

Seleccion de antecedentes Escuela Normal Superior Nº 7 “José María Torres”

2009-07-03T10:30:00.002-03:00

La Rectoría y el Consejo Directivo del Nivel Terciario de la Escuela Normal Superior Nº 7 “José María Torres”, llama a selección de antecedentes para cubrir interinatos y suplencias del siguiente espacio curricular:

Tramo 2 y 3 del Trayecto Centrado en las Prácticas Docentes del Profesorado de Educación Inicial

REQUISITOS PARA LA INSCRIPCIÓN

Carpeta de tres solapas con nombre, apellido y cargo al que aspira

1- Curriculum Vitae foliado y firmado

v Título docente terciario y/o universitario

v Postítulos. Posgrados

v Especializació n en la instancia en la que se inscribe

v Asistencia a cursos, seminarios, talleres, congresos

v Dictado de cursos, talleres, conferencias.

v Publicaciones

v Otras actividades relacionadas con el cargo para el que se postula

2- Propuesta pedagógica para la instancia en la que se inscribe (extensión máxima 3 páginas) La propuesta detallará fundamentació n , contenidos, modalidad de trabajo y bibliografía

No se aceptan inscripciones por correo electrónico

Podrá ser requerida la presentación de toda la documentación citada en el CV

CRONOGRAMA DEL LLAMADO

1) INSCRIPCIÓN: del 6 de julio al 14 de julio en Bedelía (Av. Corrientes 4261- 3er Piso en los horarios de 9 a 11 y de 18:30 a 20:30 hs.

2) EVALUACION DEL JURADO: 15 de julio al 05 de agosto

3) DICTAMEN DEL CONSEJO DIRECTIVO: 6 y 7 de agosto

4) NOTIFICACIÓN DEL ORDEN DE MÉRITO: del 10 al 12 de agosto de 9 a 11 hs y de 19 a 21 hs. en Secretaría

5) PEDIDOS DE RECONSIDERACIÓN: 13 y 14 de agosto

6) TOMA DE POSESIÓN: 19 de agosto

El jurado valorará el conjunto de los antecedentes profesionales considerando en particular aquellos que evidencien elecciones estrechamente vinculadas a la instancia que se concursa y la calidad y pertinencia de la propuesta pedagógica y podrá convocar a coloquio en caso de ser necesario
____________ _________ _________ _________ _________ _________ ___

El Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández” invita a presentar antecedentes y propuesta de trabajo de cátedra basada en los contenidos mínimos fijados en el plan de estudio a los interesados en hacerse cargo del dictado de las siguientes materias:

PROFESORADO EN FRANCÉS

HISTORIA DE LA LENGUA- 5 hs - Interino- (Turno mañana: lunes 7:50 a 11:10 h)

Comisión de evaluación:

Prof. Pomato
Prof. Valerga
Prof. Slepoy

FECHA LÍMITE DE ENTREGA EN SECRETARÍA GENERAL: MIÉRCOLES 8 DE JULIO, 18 HS. C. Pellegrini 1515. CABA

FECHA DE PUBLICACIÓN DE DICTAMEN: JUEVES 16 DE JULIO

LOS ANTECEDENTES Y LA PROPUESTA DE TRABAJO DEBERÁN SER PRESENTADOS EN CASTELLANO. EL PROYECTO DE CÁTEDRA CONSIGNARÁ EL MODO DE ABORDAJE DE LOS CONTENIDOS DE LA MATERIA, SU FUNDAMENTACIÓN Y LA BIBLIOGRAFÍA PERTINENTE.

SE SOLICITA ENTREGAR UNA COPIA EN PAPEL Y OTRA EN CD.

Gestión de la Información
Dirección de Formación Docente
GCBA

Sherton English

2009-07-01T13:05:00.001-03:00

www.shertonenglish.com

Es gratuito e incluye un curso online, con más de 700 lecciones, organizado en un plan de 52 semanas. Además, posee cientos de páginas de gramática con explicaciones y ejemplos traducidos al español. Los estudiantes también podrán encontrar profesores de inglés en su ciudad que enseñan con este método.

En algunos foros ya lo declaran "El Mejor sitio para aprender inglés" http://www.aprendergratis.com/sherton-english-el-mejor-sitio-para-aprender-ingles.html

Cliffnotes Checklist for Writing an Essay

2009-07-01T11:26:00.002-03:00

Checklist

Good writing often comes after revision and rewriting. If you can view your work critically, you will be able to improve it. Use the following checklist before you write a final draft.

Purpose, audience, and tone

These three elements deal with the overall effect of your essay and should guide you throughout your writing.

*If I am writing in response to an assignment, does my essay fulfill all parts of the assignment?
*Is my topic too broad?
*Do I state my thesis or main idea early in the paper? If I don't state a thesis or main idea, is it clearly implied so that there can be no mistake about my purpose?
*Is my thesis or main idea interesting? If this is an essay of argument, is my thesis statement fair? Do I take opposing viewpoints into account?
*Have I thought about my audience? Does my audience have any special requirements? Is my tone appropriate to my audience and purpose?
*Is my tone consistent throughout the essay?

Examples, evidence, and details

These are specific details in the writing process. When you read your essay, you can determine whether you have used these elements well.

*Have I adequately developed my thesis or main idea? Do I use specific details rather than generalities?
*Are my examples and evidence accurate, relevant, and convincing?
*Do I use quotation appropriately? Is too much of my paper quotation? Do I paraphrase carefully?
*Do I cite sources for the words and ideas of others?

Structure

Use an outline to determine the structure of your paper, but be aware that you may need to alter it as you write. Keep in mind the following:

*Do I have a principle of organization? Do I avoid repetition and digressions?
*Is my organization appropriate to my topic and thesis?
*Do I adequately introduce and conclude my paper?
*Are my paragraphs well developed, unified and coherent?
*Does one paragraph grow out of another? Do I use transitions?
*Are my examples, evidence, and details in the best order? Do I save the strongest point for last?

Language and style

Rely on a dictionary and your word processing tools to help you with language and style. Ask yourself some questions.

*Have I chosen my words carefully? Am I sure of meanings?
*Is my language appropriate to my purpose, tone, and audience?
*Have I avoided wordy expressions? euphemisms? clichés?
*Have I avoided pretentious language?
*Have I used idioms correctly?
*Have I followed the guidelines of current written usage?
*Have I avoided sexism in the use of nouns and pronouns?
*Have I preferred the active to the passive voice of the verb?

Sentence construction

Use your editing and revision skills to make sure your sentences are well constructed. Keep the following in mind:

*Are my sentences correct? Have I avoided both fragments and run-ons?
*Are my modifiers in the right place? Do I have any dangling modifiers?
*Do my subjects and predicates agree in number?
*Do I keep parallel constructions parallel?
*Have I avoided short, choppy sentences?
*Do I combine sentences effectively?
*Are my sentences varied in length and structure? Do I avoid monotony?

Grammar

Use this book to augment your grammar skills and keep in mind the following:

*Have I checked
ospelling (including correct plural forms, hyphenation)a
ocapitalization
ocorrect use and consistency of verb tenses
oagreement (nouns, verbs, pronouns)
opronoun cases
opronoun antecedents
ouse of adjectives with linking verbs
ocomparative degrees of adjectives and adverbs

*Does my punctuation make my meaning clear? Have I followed punctuation rules?
*Commas with nonrestrictive elements; no commas with restrictive elements
*Commas with interrupting elements; with introductory phrases and clauses when necessary; between series items; between independent clauses
*Correct use of periods and question marks
*Correct use (and not overuse) of exclamation points
*Correct use of semicolons and colons
*Correct use (and not overuse) of dashes and parentheses
*Correct use (and not overuse) of quotation marks
*Correct use of other punctuation with quotation marks

http://www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/Checklist.topicArticleId-29035,articleId-29034.html?cid=cnnewswriting?citation=true

ACPI's 2009 CALENDAR OF EVENTS

2009-07-01T10:56:00.002-03:00

It is with great pleasure that we contact you to announce ACPI's 2009 CALENDAR OF EVENTS

March to October
TKT Modules 1, 2 & 3
At Academia Arguello
ACPI members 20% discount

August 8th, 22nd & 29th
Jornadas INTERNET EN EL AULA
EN CASTELLANO, CON PUNTAJE OFICIAL
Proyecto 417-0-6 Expediente 0496-087115/2009
At Academia Arguello
ACPI members 20% discount

September 5th
Testing: A double-sided analysis of classroom practices and testing tools and techniques at school
Speaker: Juan díaz
PUNTAJE OFICIAL EN TRÁMITE
VENUE TO BE CONFIRMED

October 2, 3
Análisis y Aplicación de la Linguística Sistémica Funcional
Speakers: Marisel Bollati y Lucrecia Berrone.
PUNTAJE OFICIAL EN TRÁMITE
VENUE TO BE CONFIRMED

And of course, ACPI members also qualify for the FAAPI Member discount at the FAAPI 2009 Conference to be held in Bahía Blanca next September.

As you can see, we have a very busy year and this time we would like to remind you that we need your support to go on working for teachers' development and training. That is why we beg you to pay for our annual fee ($50,00), at either Blackpool, SBS or by contacting an ACPI Committee member.

Thank you so much for you support.

Best regards,

ACPI Committee

Other Upcoming Events

Integrating Skills in the EFL Classroom: A Permanent Challenge
Asociación Argentina de Cultura Británica
Córdoba, 13 de Junio, 10:00 hs.

Fourth National Meeting of Teacher Training Colleges
Lost in Digiland? Txt U more l8r
August 28-29, 2009. Instituto "Juan Zorrilla de San Martín", Córdoba
La organización informa que se ha decidido extender el plazo de presentación de propuestas para ponencias y talleres hasta el 30 de junio.

12th LABCI Conference
July 8th - 11th, 2009
Hotel Panamericano, Buenos Aires

XXXIV F.A.A.P.I. CONFERENCE
TEACHERS IN ACTION:
“Making the latest trends work in the classroom”
Bahía Blanca, September 24th - 26th 2009

For information on these events, click HERE

www.acpi.org.ar

Convocatorias para Coberturas de Cargos Docentes

2009-07-01T09:52:00.002-03:00

Convocatorias para Coberturas de Cargos Docentes

El INSTITUTO SUPERIOR DE TIEMPO LIBRE Y RECREACIÓN dependiente de la Dirección de Formación Técnica Superior, en el marco de lo establecido por la Ley nº 2270/LCABA/06 (Capítulo VIII), convoca a selección de antecedentes a docentes, aspirantes a cubrir cátedras -con carácter interino- en la Tecnicatura Superior en Pedagogía y Educación Social.

Asignaturas para las que se convoca:

DISEÑO Y GESTIÓN INTEGRAL DE PROYECTOS SOCIOEDUCATIVOS:
6 horas cátedra en total a dictarse:
3 hs cátedra de clase los días martes de 19:00 a 21:00, y 3 hs cátedra para tutoría de proyectos (cuatrimestral) .

TALLER DE ESCRITURA Y MEMORIA PROFESIONAL:
6 horas cátedra en total a dictarse:
3 hs cátedra de clase los días martes de 21:20 a 23:20, y 3 hs cátedra para tutoría de la memoria profesional (cuatrimestral) .

SUJETOS DE LA EDUCACIÓN SOCIAL II: Adultos y organizaciones sociales:
3 horas cátedra a dictarse los días miércoles de 19:00 a 21:00 (cuatrimestral)

PRÁCTICA PROFESIONAL I Observación institucional:
12 horas cátedra en total a dictarse:
6 hs de clase lunes/miércoles de 21:20 a 23:20 y 6 hs para trabajo institucional y en campo (cuatrimestral)

TALLER DE HERRAMIENTAS INFORMÁTICAS:
3 horas cátedra a dictarse los días martes de 19 a 21 hs (cuatrimestral)

INSCRIPCIÓN

* Lugar: secretaría del Instituto, Av. Santa Fe 2778, Ciudad de Buenos Aires
* Fecha: desde el 26 de junio hasta el 16 de julio de 2009, de 19,30 a 22,30 hs.
* Documentación: se deberá presentar el formulario de inscripción (disponible en la web del ITLyR), un currículum vitae actualizado y un proyecto para el desarrollo de la asignatura que contenga: descripción de la propuesta de enseñanza, ejes de contenidos, formatos de evaluación y bibliografía. (impresos y archivo digital en cd).
* Es requisito indispensable, además de la titulación correspondiente para desempeñarse en el nivel superior, acreditar experiencia en el campo de la educación social, animación sociocultural, educación popular y/o proyectos socioeducativos.
*

La selección de antecedentes la efectuará una Comisión Evaluadora que incluirá un representante del Ministerio de Educación, un especialista del área (externo) y un miembro del equipo directivo del Instituto. En caso de ser necesario, se podrá convocar a una instancia de entrevista a efectos de explicitar y profundizar la propuesta de trabajo presentada. El inicio de la actividad docente será a partir del 18 de agosto de 2008.

En esta misma página se presentan los descriptores de cada asignatura, más información acerca del ISTLyR y de las características de la carrera en particular está disponible en www.istlyrecreacion .edu.ar , consultas: regencia_itlyr@ buenosaires. edu.ar

Licenciado Pablo Waichman - Rector ITLyR

************ ********* ********* ********* ********* ********* ********* ***

El Instituto Superior de Tiempo Libre y Recreación informa que se encuentra abierta la inscripción para comenzar en agosto de 2009 de la TECNICATURA SUPERIOR en TIEMPO LIBRE y RECREACIÓN y la TECNICATURA SUPERIOR en PEDAGOGIA y EDUCACIÓN SOCIAL.

El ISTLyR es una institución pública dependiente de la Dirección de Formación Técnica Superior del Ministerio de Educación –GCBA- por lo cual ambas carreras se dictan en forma gratuita; es requisito de ingreso tener completa la educación media.

Informes: lunes a viernes de 19 a 22 hs en Av. Santa Fe 2778, Capital Federal

Teléfonos:(011) 4823-5308 / 4821-5221 / 4824- 4403

Dirección electrónica: Intilibr@yahoo. com.ar / info@istlyrecreacio n.edu.ar

Página web: www.istlyrecreacion .edu.ar

THE LITTLE BOOK OF TENSES

2009-06-29T20:44:00.001-03:00

THE USE OF ENGLISH TENSES

Autor GOTTAU VERONICA
Editorial NUEVOS TIEMPOS EDICIONES DE IACOMINI LIDO
Peso 0,20 Kg.Edición 2008,en Rústica
154 páginas
Idioma Inglés

Comentario
The Little Book of Tenses efectúa una descripción de todos los tiempos verbales y de sus usos en Inglés. Es decir, en qué situaciones debe utilizarse cada tiempo verbal y cuáles son las reglas gramaticales de los mismos. A su vez, explica el uso de la voz pasiva en Inglés, si bien el idioma español tiene las mismas reglas gramaticales en cuanto a la voz pasiva, el uso que se la da a la misma en el idioma Inglés es diferente. Aprehender la verdadera función de los tiempos verbales hará posible la incorporación del idioma Inglés como un sistema, logrando el objetivo de poder hablar como un parlante nativo y evitar las traducciones literales.

http://www.cuspide.com/detalle_libro.php/9871399103

Word of the day skimble-skamble

2009-06-29T19:09:00.003-03:00

The Word of the Day for June 29 is:

skimble-skamble \adjective\ adjective
: rambling and confused : senseless

Example sentence:
"What a lark it is to tag along after constantly astonished Alice as she meets up with all those skimble-skamble Lewis Carroll creations," raved one theater critic of an adaptation of Alice's Adventures in Wonderland.

Did you know?
One of the best examples of "skimble-skamble" used in context is also its first known use. It occurs in Shakespeare's Henry IV when Hotspur speaks of Mortimer's father: "Sometimes he angers me / With telling me of the moldwarp and the ant, / Of the dreamer Merlin and his prophecies, / And of a dragon and a finless fish.../ And such a deal of skimble-skamble stuff...." After reading Hotspur's rambling, we can clearly understand the word's meaning, but from whence did the Bard come up with the word? More than likely, he coined the word as a reduplication of "scamble," a word meaning "to stumble along" that was widely used during his time but is now only heard in some English dialects.

Titulaciones bilingues: are you ready?

2008-08-15T18:23:00.001-03:00

Titulaciones bilingües: are you ready?

La internacionalización del mercado afecta inevitablemente a las reglas que fijan el mercado laboral. Cada vez se requiere más y mejor preparación. Por este motivo, el conocimiento y manejo de un segundo idioma supone un buen punto de partida a la hora de posicionarse en el mercado laboral. Las titulaciones bilingües permiten al alumno cursar una carrera íntegramente en inglés (o francés en algunos casos). Supone un reto que, sin duda, dará sus frutos en el futuro. ¿Te atreves?

En España, cada vez ganan más terreno las titulaciones bilingües entre los planes de estudio del ámbito universitario. Y es que, con el denominado “proceso de globalización” que caracteriza el siglo XXI, el conocimiento y manejo de otros idiomas resulta especialmente importante a la hora de encontrar trabajo y de mejorar la progresión profesional.

Por este motivo, son muchas las universidades que ya ofertan titulaciones impartidas íntegramente en otro idioma como elemento para competir en el panorama de la internacionalización de mercados.

Un titulado bilingüe cuenta con un importante as en la manga a la hora de encaminar su futuro laboral ya que no se trata únicamente de conocer un idioma sino de saber utilizarlo en entornos muy concretos que requieren el conocimiento del lenguaje empresarial, jurídico o sanitario.

Guárdate un as en la manga

En este sentido, un informe elaborado por Vaughan System pone de manifiesto que el dominio de un segundo idioma, especialmente del inglés, sigue siendo uno de los requisitos indispensables que solicitan las empresas a sus candidatos. Así lo constata el 77% de los encuestados, que afirma que el inglés tiene mucha importancia en este sentido, ya que incluso, dicen, pesa más que el expediente y la trayectoria. Por otra parte, el 64% es consciente de que el inglés también influye a la hora de avanzar profesionalmente. En cifras generales, el 80% de las ofertas de empleo requiere el dominio de una lengua extranjera. Además, es la lengua anglosajona el idioma más valorado, seguido del francés y el alemán. Asimismo, el manejo correcto, la fluidez oral y escrita de un idioma facilita enormemente el acceso a un puesto de responsabilidad.

Del amplio catálogo de carreras que las universidades imparten en inglés, aquellas relacionadas con Administración y Dirección de Empresas, Derecho, Arquitectura y Comunicación son las que tienen un mayor grado de demanda entre los universitarios. Por lo general, el plan bilingüe responde a un plan progresivo diseñado de manera que al finalizar los estudios, el alumno ha cursado más de la mitad de las asignaturas que conforman el título oficial en inglés.

Durante los primeros cursos, la carga lectiva suele ser inferior al 50% y, a medida que avanza la carrera, ésta va aumentando hasta que en el último año la mayoría de las asignaturas se cursan en el idioma correspondiente. De esta manera, los alumnos van adquiriendo los conocimientos de manera progresiva tanto en el plano gramatical como en vocabulario. Esta fórmula, sin embargo, no es la única ya que también existe la opción de cursar, desde el primer año, todas las asignaturas en el idioma elegido.

Al contrario de lo que pueda pensarse, los requisitos para poder acceder a estas titulaciones varían en función del centro ya que no existe una normativa común que unifique los criterios entre el alumnado. Así, en algunas universidades como la Universidad Rey Juan Carlos (URJC) basta con realizar, de manera voluntaria, una prueba de nivel. También existe la opción contraria, como es el caso de la Universidad de Navarra, en la cual los alumnos que se decanten por estudiar una carrera bilingüe deben contar previamente con un nivel determinado en el manejo del idioma. En uno de los centros públicos de referencia del ámbito madrileño, la Universidad Carlos III, los alumnos deben superar también una prueba de nivel de inglés y sólo en caso de que el número de solicitantes que superen la prueba de nivel fuera superior al número de plazas ofertadas, las solicitudes se ordenarán atendiendo a la nota de acceso a los estudios.

El pasado curso, muchas universidades se han subido al carro de las titulaciones bilingües ampliando su cartera de recursos y han anunciado también nuevos estudios para el siguiente. En este sentido, el Instituto de Empresa (IE) contará, en el curso 2008/2009 con dos nuevos Grados en Arquitectura y Comunicación: BA & MA in Architecture y BA in Communication. Los nuevos grados se impartirán en inglés y en castellano y combinarán la formación presencial y online. Asimismo, el IE espera incorporar cuanto antes BA in Journalism, BA in Law, BA in Business Management, BA in Tourism y BA in Arts & History. De la misma manera, la Universidad de Valladolid (UVA) incrementa también su oferta de títulos en inglés, tras comenzar el curso pasado impartiendo la Ingeniería Técnica Informática de Gestión íntegramente en inglés. En este sentido, nacen las carreras bilingües en Ingeniería Química, Ingeniería de Telecomunicaciones, Ingeniería Industrial, Ingeniería Informática, Licenciatura en Administración de Empresas y Licenciatura en Derecho. Los responsables académicos han explicado que “este modelo bilingüe es pionero en la Universidad de Valladolid y supone una de las primeras incursiones completas del bilingüismo en la oferta española”.

Como en una titulación íntegramente en castellano, los precios varían en función de la titularidad del centro. Las universidades privadas son, en la mayoría de las ocasiones, las que más se suman a esta iniciativa. De esta manera, la Universidad de Navarra oferta titulaciones de estas características que, en el primer curso, alcanzan un coste de unos 5.216 euros del Multilingual Management Assistant y los 10.450 de Derecho + Global Law Program. Por su parte, la Universidad Francisco de Vitoria cuenta con dos titulaciones bilingües, el Programa Excellens con un coste de 7.470 euros mientras la opción de Administración y Dirección de Empresas baja hasta los 5.970. Por su parte, el Instituto de Empresa ofrece la posibilidad de cursar el grado de Arquitectura bilingüe (una de las titulaciones más demandadas) con un precio de 18.000 euros o Comunicación por 13.500.

Mar García
Redacción Aprendemas
09/06/2008

http://www.aprendemas.com/Reportajes/P1.asp?Reportaje=1175

Free Materials for teachers from abcteach.com

2008-08-15T17:29:00.001-03:00

Animals
Item	Description
Bookmarks: Animals (color)	Four different animal bookmarks
Bookmarks: Bears (color)	Four different bear bookmarks.
Bookmarks: Camels (color)	Four different camel bookmarks.
Bookmarks: Dogs (color)	Four different dog bookmarks.
Bookmarks: Frogs (color)	Four different frog bookmarks
Bookmarks: Owls (color)	Four different owl bookmarks.
Bookmarks: Snakes	Four b/w snake-themed bookmarks.
Bookmarks: Spiders

Character Analysis Abigail William The Crucible

2008-08-14T19:00:00.003-03:00

Abigail Williams is the vehicle that drives the play. She bears most of the responsibility for the girls meeting with Tituba in the woods, and once Parris discovers them, she attempts to conceal her behavior because it will reveal her affair with Proctor if she confesses to casting a spell on Elizabeth Proctor. Abigail lies to conceal her affair, and to prevent charges of witchcraft. In order to avoid severe punishment for casting spells and adultery—not to mention attempted murder when she plots Elizabeth’s death—Abigail shifts the focus away from herself by accusing others of witchcraft. This desperate act of self-preservation soon becomes Abigail’s avenue of power.

Abigail is the exact opposite of Elizabeth. Abigail represents the repressed desires—sexual and material—that all of the Puritans possess. The difference is that Abigail does not suppress her desires. She finds herself attracted to Proctor while working in the Proctor home. According to the Puritanical mindset, Abigail’s attraction to Proctor constitutes a sin, but one that she could repent of and refuse to acknowledge. Abigail does the opposite. She pursues Proctor and eventually seduces him.

Abigail’s willingness to discard Puritan social restrictions sets her apart from the other characters, and also leads to her downfall. Abigail is independent, believing that nothing is impossible or beyond her grasp. These admirable qualities often lead to creativity and a thirst for life; however, Abigail lacks a conscience to keep herself in check. As a result, she sees no folly in her affair with Proctor. In fact, Abigail resents Elizabeth because she prevents Abigail from being with Proctor.

Abigail gives new meaning to the phrase “all is fair in love and war.” She has brooded over her sexual encounter with Proctor for seven months. The more she thinks about the affair, the more Abigail convinces herself that Proctor loves her but cannot express his love because of Elizabeth. Abigail continues to review and edit her memories until they accurately portray her as the center of Proctor’s existence. Rather than seeing herself as an awkward seventeen year-old who took advantage of a man’s loneliness and insecurity during his wife’s illness, Abigail sees herself as Proctor’s true love and his ideal choice for a wife. She believes she has only to eliminate Elizabeth so that she and Proctor can marry and fulfill her fantasy.

Abigail’s fantasy reflects her age. She is a young girl daydreaming about the ideal male. However, she possesses shrewd insight and a capacity for strategy that reveal maturity beyond that of most other characters. Declaring witchcraft provides her with instant status and recognition within Salem, which translates into power. Abigail uses her authority to create an atmosphere of fear and intimidation. She threatens the other girls with violence if they refuse to go along with her plans, and she does not hesitate to accuse them of witchcraft if their loyalty proves untrue. Such is the case with Mary Warren.

Abigail develops a detailed plan to acquire Proctor and will stop at nothing to see her plan succeed. Her strategy includes establishing her credibility with the court and then eliminating Elizabeth. The achievement of her plot requires cold calculation, and so Abigail carefully selects the individuals that she accuses in order to increase her credibility. Thus, she first accuses the town drunk and vagrant, knowing that society is already predisposed to convict them. Each arrest strengthens her position, and demonstrating fits and trances increases her authority even more. Her decision to wait until the court sees her as irrefutable before she accuses Elizabeth reveals her determination and obsession with Proctor. Abigail thinks nothing of the fact that she condemns innocent people to die; those people merely serve as necessary instruments for her use in the fulfillment of her plan. At the end of the play, when Abigail realizes that her plan has failed and that she has condemned Proctor to hang, she displays the same cold indifference that governs her actions throughout the play. She flees Salem, leaving Proctor without so much as a second glance.

Article from: http://www.cliffsnotes.com/WileyCDA/LitNote/The-Crucible-Character-Analyses-Abigail-Williams.id-68,pageNum-57.html?cid=cnnewslit

INSTITUTO DE ENSEÑANZA SUPERIOR EN LENGUAS VIVAS JUAN RAMON FERNANDEZ - Seleccion de Antecedentes

2008-08-14T18:44:00.002-03:00

INSTITUTO DE ENSEÑANZA SUPERIOR EN LENGUAS VIVAS

“JUAN RAMON FERNANDEZ”

El Instituto de Educación Superior en Lenguas Vivas “Juan Ramón Fernández” convoca a selección de antecedentes para cubrir una Ayudantía de Trabajos Prácticos en Nivel Superior. (18 horas interinas). El perfil requerido es el de Asistente de Administrador de Redes y Sistemas.

Presentar carpeta de tres solapas con currículum vitae. Se requiere:

Administració n de sistema operativo Linux, con paquetes Apache, MySQL / Postgres y Squid con habilidad para instalación, configuración y mantenimiento de dichas herramientas.
Administració n y configuración de redes, switches y routers para entornos mixtos con sistemas operativos MS Windows y Linux.
Manejo de herramientas de seguridad informática: firewall iptables, análisis y diagnóstico de vulnerabilidades como nmap, nessus, snort, etc..
Programación en PHP, HTML, MS Visual Fox y MS Visual Basic.
Conocimientos generales de SQL y administració n de bases de datos MySQL, Postgres y MS SQL Server.
Conocimientos en administració n de MS Windows Server

Los interesados deberán presentar sus antecedentes en la Secretaría General del Instituto (C. Pellegrini 1515) hasta el día viernes 29 de agosto a las 18.

Seleccion de Antecedentes Instituto Superior del Profesorado Dr Joaquín V. González

2008-08-14T18:39:00.005-03:00

1- Se llama a selección docente para designar profesor suplente en la siguiente cátedra:

Profesorado de Ciencias Económicas
Trabajo De Campo II - eje de formación común - "2º A" TV - 3 Hs - Horario: miércoles de 20:50 a 22:50 Hs.
Jurado: Zinkes - Grande - Huesca.
Consultar reglamento de selección docente. (En secretaría del ISP)
"El curriculum y la propuesta de trabajo deberán ser presentadas de acuerdo al anexos I y II del reglamento de selección docente, de lo contrario no serán evaluados".
Inscripción: En secretaria, Rivadavia 3577, desde el 12/08/ al 21/08 desde desde las 9:30 hasta las 20 hs.

2- Se llama a selección docente para designar profesor interino en la siguiente cátedra:

Profesorado de Ciencias Económicas
* Taller de Expresión Oral y Escrita 1º B - TV - 2 Hs. - Horario: martes de 20:10 a 21:30 Hs.
Jurado: Zinkes - Magnoli - Sánchez.
Consultar reglamento de selección docente. (En secretaría del ISP)
"El curriculum y la propuesta de trabajo deberán ser presentadas de acuerdo al anexos I y II del reglamento de selección docente, de lo contrario no serán evaluados".
Inscripción: En secretaria, Rivadavia 3577, desde el 12/08/ al 21/08 desde desde las 9:30 hasta las 20 hs.

3- Se llama a selección docente para designar profesor interino en la siguiente cátedra:

Profesorado de Ciencias Económicas
* Taller del Núcleo Optativo: "Educación a Distancia" (cuatrimestral) - Horario: martes de 20:10 a 22:10 Hs.
Jurado: Zinkes - Rodríguez Larribau - Busto.
Consultar reglamento de selección docente. (En secretaría del ISP)
"El curriculum y la propuesta de trabajo deberán ser presentadas de acuerdo al anexos I y II del reglamento de selección docente, de lo contrario no serán evaluados".
Inscripción: En secretaria, Rivadavia 3577, desde el 12/08/ al 21/08 desde desde las 9:30 hasta las 20 hs.

4- Se llama a selección docente para designar profesor interino en la siguiente cátedra:

Profesorado de Química
* Profesor Auxiliar de Metodología 8 Hs - TT - Horario: miércoles de 13:30 a 15:30 Hs. (resto carga horaria observaciones a practicantes)
Jurado: Sanguinetti - Cervelli - Rubinstein.
Consultar reglamento de selección docente. (En secretaría del ISP)
"El curriculum y la propuesta de trabajo deberán ser presentadas de acuerdo al anexos I y II del reglamento de selección docente, de lo contrario no serán evaluados".
Inscripción: En secretaria, Rivadavia 3577, desde el 12/08/ al 21/08 desde desde las 9:30 hasta las 20 hs.

5- Se llama a selección docente para designar profesor interino en la siguiente cátedra:

Profesorado de Química
* Seminario De Química Contemporánea 4º - TT - 3 Hs - cuatrimestrales - Horario: lunes de 13:30 a 15:30 Hs.
Jurado: Sanguinetti - Flores Mendy - Buonomo.
Consultar reglamento de selección docente (En secretaría del ISP)
"El curriculum y la propuesta de trabajo deberán ser presentadas de acuerdo al anexos I y II del reglamento de selección docente, de lo contrario no serán evaluados".
Inscripción: En secretaria, Rivadavia 3577, desde el 12/08/ al 21/08 desde desde las 9:30 hasta las 20 hs.

Arqueologia Descubren el primer teatro de Shakespeare en Londres

2008-08-12T10:37:00.000-03:00

Un grupo de arqueólogos descubrió en el este de Londres los restos de un teatro donde William Shakespeare interpretó sus primeros papeles como actor y también llevó a escena sus primeras obras como escritor, anunció este miércoles el Museo de Londres.

El célebre dramaturgo se subió al escenario del Teatro de Shoreditch, en el este de Londres, como actor de la compañía Los Hombres de Lord Chamberlain, que también pusieron en escena algunas de las primeras obras que escribió.

Los expertos piensan que en el Teatro de Shoreditch se llevaron a cabo las primeras representaciones de 'Ricardo III', 'El sueño de una noche de verano' y 'El mercader de Venecia'.

Los propietarios del teatro lo desmontaron una noche de 1599 tras un conflicto con los gestores que se lo habían alquilado. Parte de su madera fue usada a continuación para construir otro teatro, el Globe, al sur del río Támesis, que baña la capital británica.

Los arqueólogos del Museo de Londres descubrieron el lugar donde se hallaba el teatro original, que tenía forma octogonal, mientras realizaban unas obras destinadas a la construcción de un nuevo teatro. "Se conocía su existencia desde hacía tiempo pero nunca se encontró ningún resto", dijo a la AFP el portavoz del Museo, Tim Morley. "Es el teatro donde por primera vez actuó la compañía de actores de la que Shakespeare formaba parte y que por primera vez representó sus obras, cuando éste empezó a escribir", subrayó.

Los restos hallados serán conservados en el nuevo teatro en construcción. "Descubrir que construimos un teatro para el siglo XXI en el mismo sitio donde ciertas obras de Shakespeare fueron representadas por primera vez es una gran fuente de inspiración", añadió Jeff Kelly, presidente de la Tower Theatre Company, la empresa que construye el nuevo teatro.

http://ar.news.yahoo.com/s/afp/080806/entretenimiento/gb_teatro_literatura_historia_arqueolog__a_1

Interinatos Suplencias Seleccion Antecedentes

2008-08-08T14:08:00.000-03:00

Instituto de Enseñanza Superior en Lenguas Vivas "Juan Ramón Fernández"

Traductorado en Portugués* Fonética Portuguesa II – 6 horas.Fecha límite de entrega en secretaría general: Jueves 14 de agosto, 18 hs.La propuesta de trabajo deberá ser presentada en castellano y consignará el modo de abordaje de los contenidos mínimos de la materia, su fundamentación y la bibliografía pertinente. Se solicita entregar una copia en papel y otra en soporte magnético.
Actualización: 28/07/08

El Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández” invita a presentar antecedentes y propuesta de trabajo de cátedra basada en los contenidos mínimos fijados en el plan de estudio a los interesados en hacerse cargo del dictado de la siguiente materia:
Postítulo Superior Español Lengua Segunda y Extranjera * “Estrategias Discursivas en Textos Escritos y Orales” – 04 hs. –Interina – turno vespertino. Horario: Miércoles 18 -20:40.

Fecha límite de entrega en secretaría general: 15 de agosto a las 18

Presentar un curriculum vitae y la propuesta de trabajo que responda a los contenidos mínimos de la materia, su fundamentación y la bibliografía pertinente. Se solicita entregar una copia en papel y otra en soporte magnético, en una carpeta de tres solapas.

Interinatos Suplencias Instituto de Enseñanza Superior Nº 1Dra. Alicia Moreau de Justo

2008-08-08T14:00:00.004-03:00

La Rectoría y el Consejo Directivo del Instituto de Enseñanza Superior Nº 1 "Dra. Alicia Moreau de Justo" llaman a selección de antecedentes para cubrir interinatos y suplencias en los espacios curriculares que se detallan más abajo.

Los postulantes deberán estar al tanto de las condiciones para su inscripción, dadas por las normas que se detallan a continuación: Ley 14.473 (Estatuto del Docente Nacional), arts. 13, 14 y 139 con su reglamentación –Decreto Nº 1.691/87–; Ordenanza Nº 40.593 (Estatuto del Docente del G.C.B.A.), arts. 6º y 14º con sus decretos reglamentarios y Ley No 24.016 (Régimen de Jubilaciones y Pensiones del Personal Docente), art. 3°.

Se requerirá la presentación del DNI original, para verificar que los postulantes no se encuentren en la condición de “jubilables”. Quienes se hallen en tal condición no podrán ser inscriptos en ninguna selección de antecedentes.

Profesorados en Matemática y en Física -

* Trayecto de Formación Centrado en la Disciplina Turno mañana 1. (códigos 215/315)

* Física 1 (anual) (6 horas cátedra interinas)Martes de 8:00 a 10:00 y jueves de 8:00 a 10:00 hs.

Profesorado en Historia -

* Trayecto De Formación Centrado En La Disciplina Turno mañana 2. (código 626)

* Historia de España (anual) (4 horas cátedra suplentes)Martes de 10:00 a 12:40 hs.

Profesorado en Letras -

* Trayecto de Formación Centrado en la Disciplina Turno vespertino 3. (código 124)

* Teoría literaria (cuatrimestral) / (código 136)

* Seminario disciplinar II B (6 horas cátedra interinas)Lunes de 20,20 a 22,20 y Jueves de 18,20 a 20,20 hs.

Profesorado en Filosofía y en Psicología -

* Trayecto de Formación General Centrado en la Disciplina Turno vespertino 4. (códigos 420/518)

* Epistemología y Psicología Genética I (cuatrimestral) / (Código 520)

* Epistemología y Psicología Genética II (cuatrimestral) (4 horas cátedra interinas)Martes de 18,20 a 21,00 hs.

Trayecto de Formación General -

Común a todos los profesoradosTurno mañana 5. (código 102)

Filosofía (anual) ( 4 horas cátedra interinas)Jueves de 10 a 12,40 hs. 6. (códigos 202/302) Filosofía (anual) ( 4 horas cátedra interinas)Martes de 10 a 12,40 hs

Carrera de Psicopedagogía

Turno vespertino 7. Psicología general (COMISIÓN B)) (anual) (5 horas cátedra interinas)Jueves de 19 a 22,20 hs.

Inscripción: del 11 al 15 de agosto de 2008 inclusive, en la Secretaría del IES Nº 1 (Av. Córdoba 2016, Ciudad de Buenos Aires, 1º Piso, teléfono: 4374-4068) de 18,30 a 21 horas

SELECCION DE ANTECEDENTES Alicia Moreau de Justo

2008-08-08T13:55:00.003-03:00

SELECCIÓN DE ANTECEDENTES

Instituto de Enseñanza Superior Nº 1 "Alicia Moreau de Justo"

La Rectoría y el Consejo Directivo del Instituto de Enseñanza Superior Nº 1 "Dra. Alicia Moreau de Justo" llaman a selección de antecedentes para cubrir 2 (dos) cargos de bedel en el turno vespertino

Se requerirá la presentación del DNI original, para verificar que los postulantes no se encuentren en la condición de “jubilables”.

Quienes se hallen en tal condición no podrán ser inscriptos en ninguna selección de antecedentes.Turno vespertino2 (dos) cargos de Bedel InterinoHorario: Lunes a viernes 18,00 a 22,30 horas.

Inscripción: del 11 al 15 de agosto de 2008 inclusive, en la Secretaría del IES Nº 1 (Av. Córdoba 2016, Ciudad de Buenos Aires, 1º Piso, teléfono: 4374-4068) de 18,30 a 21 horas.

Free resources for Teachers

2008-08-08T11:00:00.004-03:00

Vuelvo a publicar esta entrada porque algun mal intencionado publico 3 comentarios desagradables sobre mi blog.

Seguro que fue algun INADAPTADO SOCIAL E IGNORANTE, que no sabe valorar el trabajo de un DOCENTE.

Bueno les vuelvo a dejar la website de Dibujos para colorear

http://www.mundodisney.net/colorear/

Dibujos para colorear drawings for coloring

2008-07-08T17:41:00.005-03:00

Esta es otra website con varias opciones para imprimir dibujos para colorear. Se las puede usar para enseñar Ingles o cualquier otra materia especialmente enla escuela primaria y jardin de infantes (nivel inicial)

La web es http://www.adisney.com/colorear/

Dibujos para colorear - drawings for coloring

2008-07-07T18:28:00.003-03:00

Siempre los Docentes necesitamos dibujos para dar nuestras clases, algunos saben dibujar pero otros como yo no, asi es que buscando por Internet encontre varias websites que ofrecen de manera gratuita dibujos para colorear.

En particular me gusto esta web http://www.colorear.info/

Mas adelante les ire mostrando otras websites de utilidad.

Inscriben para Interinatos y Suplencias Docentes - Santiago del Estero

2008-06-30T09:58:00.004-03:00

Inscriben para Interinatos y Suplencias Docentes

La Junta de Calificaciones y Clasificaciones de los Niveles Inicial, Primario, Especial y Adultos, informó que la inscripción para interinatos y suplencias 2009 se realizará en el horario de 8 a 12, en los siguientes lugares:

para el Nivel Inicial, en planta alta del Consejo General de Educación;

para el Nivel Primario, región Nº 1, en la Escuela Nº 764 (Balcarce e Independencia), región Nº 2, Escuela Nº 50 (Belgrano Sud al lado de la Unse), región Nº 3, Escuela Nº 23 (barrio Belgrano), y regiones Nº 4 a la 8, en la Junta de Calificaciones y Clasificaciones;

para la Dirección de Psicología, área Especial, en la Junta de Calificaciones y Clasificaciones;

para el Nivel Especial y Adultos, en el hall de entrada de la Dirección de Turismo Educacional.

Los lugares de inscripción son establecidos hasta el día 11 de julio de 2008.

Fuente: http://elliberal.com.ar/secciones.php?nombre=home&file=ver&id_noticia=0806301J1

impuissant Word of the Day

2008-06-13T11:28:00.001-03:00

The Word of the Day for June 13 is:

impuissant \im-PWISS-unt\ adjective :

weak, powerless

Example sentence:

Jonah was a relentless bully who sought to intimidate any impuissant student that he could find in the schoolyard.

Did you know?

Both the adjective "impuissant" and the noun "impuissance" came to English from Middle French. They are derived from the prefix "in-" (meaning "not") and the noun "puissance," which means "power" and is a word in English in its own right. "Puissance" derives from the verb "poer," meaning "to be able" or "to be powerful," and is ultimately related to the same Latin roots that gave us words such as "power" and "potent." While both "puissant" and "impuissance" first appeared in English during the 15th century, "impuissant" did not make its first appearance in our language until 1629

Garcia Marquez, Gabriel - El amor en los tiempos del cólera

2008-06-12T10:58:00.004-03:00

Quieres leer literatura en español?

Si no tuviste la oportunidad de comprar el libro de Garcia Marquez, Gabriel - El amor en los tiempos del cólera puedes descargartelo, leerlo y luego ir a comprarlo. Siempre es bueno comprar el libro original y hacer una biblioteca en la casa

Link para descargarlo

http://www.4shared.com/account/file/22732879/4c626919/01_-_Garcia_Marquez_Gabriel_-_El_amor_en_los_tiempos_del_colera_rtf.html

Fuente: http://libros-gratis.com.ar/

Free Material for Teachers

2008-06-12T10:44:00.004-03:00

Teachers always needs lots of pictures to teach different themes in class, I found in this interesting website abcteach this Theme Unit about the Zoo for Early reades

Early Reader: Zoo "I like the zoo." Young readers can read about the zoo with this five-page easy reader booklet.

These are links for the free material

http://abcteach.com/directory/theme_units/zoo/

http://www.abcteach.com/free/z/zoo.pdf

Material from: http://abcteach.com/

Here is a list for some new material

New Materials

Letter Puzzle: DirectionsHow to use the letter-themed puzzles on abcteach.

Letter Puzzle: Letter A (b/w)A black-outline 8-10 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A (color)A colorful 8-10 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A - easy (b/w)A colorful 4-5 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A - easy (color)A black-outline 4-5 piece puzzle of words that start with the letter A.

Letter Puzzle: Letter A - guide (b/w)A black-outline picture of words that start with the letter A. This can be used as a guide for our letter puzzles or alone as a decoration, sign, or coloring page.

Letter Puzzle: Letter A - guide (color)A colorful picture of words that start with the letter A. This can be used as a guide for our letter puzzles or alone as a decoration or sign.

Word Search: End of School (interactive)Play online!

Word Search: Spring (interactive)Play online!

Word Search: Summer (interactive)Play online!

Writing Paper: KoreaUse this writing paper, with a colorful picture of a child in traditional Korean dress at the top and a bright red border, to write a story, report, or poem about China. One page each of lined and unlined paper

Word of the Day exclave

2008-06-12T10:39:00.003-03:00

The Word of the Day for June 12 is:

exclave \EKS-kleiv\ noun:

a portion of a country separated from the main part and constituting an enclave in respect to the surrounding territory

Example sentence:

Technically, the state of Alaska is an exclave of the United States: it borders only Canadian territory.

Did you know?

You probably won't be surprised to learn that the key to "exclave" is found in "enclave." "Enclave" itself ultimately derives from the Latin word for "key," which is "clavis." It was adopted in the mid-19th century from Middle French "enclaver" ("to enclose"), which in turn derives (through Vulgar Latin) from "in-" and "clavis." "Exclave" was formed about twenty years later by combining the prefix "ex-" and the "-clave" of "enclave." Other "clavis" descendants in English include "autoclave," "clavicle," "conclave," and "clavichord" ("an early keyboard instrument in use before the piano").

Word of the Day

2008-06-11T15:37:00.003-03:00

The Word of the Day for June 11 is:

corvée \KOR-vay\ noun

*1 : unpaid labor (as toward constructing roads) due from a feudal vassal to his lord

2 : labor exacted in lieu of taxes by public authorities especially for highway construction or repair

Example sentence:

"He was also entitled to ... district corvees which helped to maintain, repair, and defend royal property...." (Bernard F. Reilly, The Medieval Spains)

Did you know?

Under the Roman Empire, certain classes of people owed personal services to the state or to private proprietors. For example, labor might be requisitioned for the maintenance of the postal systems of various regions, or landed proprietors might require tenant farmers and persons freed from slavery to perform unpaid labor on their estates. The feudal system of corvee -- regular work that vassals owed their lords -- developed from this Roman tradition. We borrowed the word "corvee" from French in the 14th century, and it ultimately traces back to the Latin word "corrogata," meaning "to collect" or "to requisition." By the 18th century, "corvee" was also being used for the unpaid or partially paid labor public authorities exacted in lieu of taxes for the construction or repair of highways, bridges, or canals.

Selección de antecedentes horas interinas en el Profesorado de Educación Inicial

2008-06-10T14:40:00.003-03:00

La Rectoría y el Consejo Directivo del IES Juan B. Justo llaman a inscripción, para cubrir por selección de antecedentes horas interinas en el Profesorado de Educación Inicial.

Cuatr.Prácticas del Lenguaje 1 4hsViernes de 18,05 a 20,45 hs. VespertinoHoras Interinas

Requisitos:
Presentar carpeta de tres solapas con ficha de inscripción, curriculum vitae foliado y firmado y fotocopia autenticadas de títulos, detallando:

Datos personales
TÍTULOS de la especialidad
Ocupación actual
Antigüedad docente en el Nivel Superior
ANTECEDENTES DOCENTES
Organizados por nivel educativo:
Se dará prioridad a la experiencia en el Nivel Inicial.

ANTECEDENTES PROFESIONALES
Breve descripción de las tareas desarrolladas y el organismo
Cursos dictados con número de horas e institución.
Asistencia a Jornadas, Cursos y Congresos.
Presentaciones en Jornadas y Congresos.
Publicaciones
Los datos consignados en el CV tienen carácter de declaración jurada, los docentes deberán mostrarr títulos originales y el jurado podrá solicitar los certificados que respalden los antecedentes.

CRONOGRAMA DEL LLAMADO
Publicación: 29/05 al 2/06
Plazo de Inscripción: del 3/06 al 9/06 en Secretaría de 19 a 21 hs.
Evaluación por el jurado: 10/06 al 13/06
Notificación del orden de mérito: 16/06 al 18/06
Pedido de reconsideración del orden de mérito: 3 días hábiles a partir de la notificación de los concursantes.

Selección de Antecedentes matematica fisica

2008-06-10T14:35:00.002-03:00

La Rectoría y el Consejo Directivo del Instituto de Enseñanza N° 2 “Mariano Acosta” convocan a Selección de Antecedentes para cubrir horas de cátedra interinas en sus Profesorados en Matemática y en Física.

Física I
Martes de 20.15 a 21.30 y viernes de 18.45 a 21.30.

Física III
Jueves, de 18.45 a 22.50

Comisión evaluadora:
Prof. Alberto Trucco, prof. Antonio Castellano y prof. Norberto Zuccalá.

REQUISITOS
Presentación de carpeta de tres solapas con ficha de inscripción, currículum vitae foliado y firmado y fotocopias de títulos, detallando:
Título docente
Se requiere título docente en Física o en Matemáticas y Física.
Otros títulos
Post títulos
Especialización para las instancias curriculares indicadas
Cursos dictados/ asistidos. Jornadas. Congresos.
Publicaciones.
Cargos técnico-pedagógicos.
Participación en investigaciones.
Antecedentes laborales
Antecedentes en el dictado de la asignatura a cubrir
- Experiencia en cátedras afines.
- Experiencia docente en el nivel terciario.
Otros antecedentes

Proyecto de trabajo (con: Fundamentación, ejes temáticos, metodología, bibliografía).
Se pone en conocimiento de los postulantes que:
a) La comisión evaluadora respectiva se reserva el derecho de establecer, si lo considera necesario, un coloquio con el o los aspirantes.
b) Los horarios de las cátedras no son modificables.
En la presente convocatoria se indica el horario de dictado del espacio curricular por ser éste el que deberá cumplir el postulante seleccionado, no siendo posible modificación alguna con posterioridad a la selección.

CRONOGRAMA DEL LLAMADO
INSCRIPCIÓN: del 2 al 10 de junio de 2008 inclusive,
en Secretaría, Moreno 3117, 1er. piso, de 19 a 21.
EVALUACIÓN POR LA COMISIÓN RESPECTIVA:
Entre el 11 y el 19 de junio de 2008.
NOTIFICACIÓN DEL ORDEN DE MÉRITO:
23 y 24 de junio de 2008, de 19 a 21 en Secretaría.
PEDIDOS DE RECONSIDERACIÓN:
25 de junio de 2008, de 19 a 21.
DICTAMEN DEL CONSEJO DIRECTIVO:
Entre el 26 y el 30 de junio de 2008.

Curso de Ingles en Esquina "Instituto de Idiomas de Esquina I. Prof 49"

2008-06-10T14:18:00.002-03:00

Curso de Ingles en Esquina
"Instituto de Idiomas de Esquina I. Prof 49"

By word of Mouth

... a Workshop on Storytelling
By Word of Mouth is a workshop on storytelling that intends to fit in with values education , an aspect that a growing number of educators feel has been critically lacking in mainstream language teaching.

1st Part ¨Charlie and the Chocolate Factory ¨ - Storytelling for young learners ".
Based on Roald Dahl’s ‘ Charlie and the Chocolate Factory ’ , the activities that will
be shown, present a series of practical ideas to engage imagination, promote language
development, increase concentration and explore moral values.

2nd Part ¨A Shocking Accident¨ and "The Three Little Pigs"-
Storytelling for adolescents and adults".
Graham Greene's "A Shocking Accident" and Roald Dahl's "The Three Little Pigs" are
theme-related stories that will be used in this workshop to develop receptive and
productive skills in a relaxed and friendly environment.
Because of its unique teller-listener relationship , By Word of Mouth is a delicious
adventure that will give you food for thought.

Prof.Adriana Fiori

Adriana Fiori is a graduate teacher from Prof. Estela Guinle de Cervera in Santa Fe. She has been teaching English to young learners, adolescents and adults for more than 20 years. Course tutor of FCE, CAE and CPE at Advice private language school.
She has lectured at XXXII FAAPI Conference (Jujuy 2007) XXXI FAAPI Conference (Rosario – 2006), Instituto de Lenguas Modernas Saint Paul (Corrientes – 2006), XXX FAAPI Conference (Santa Fe – 2005), ABS International (Buenos Aires – 2005), II Congreso Regional de Capacitación Docente (Rosario – 2004) and Instituto de Cultura Inglesa (Vera, Santa Fe – 2004).

Date: Saturday, 28th June
Time: 9.00 a 13.00
Venue: Instituto de Idiomas.
Mitre 789
Contact: Isabel Falabella
156-18174

Job Offer RESPONSABLE GENERAL (Bs. As. / Córdoba)

2008-06-10T14:13:00.003-03:00

COINED Internacional Líder en educación internacional
selecciona para sus Centros de Educación Internacional de Español para Extranjeros:

RESPONSABLE GENERAL (Bs. As. / Córdoba)

El puesto tiene el desafío de asegurar y optimizar el funcionamiento de la institución educativa gestionando los recursos, brindando calidad de atención y potenciando la mejora continua.

La búsqueda se orienta a una persona de perfil comercial que planifique, dirija y controle la gestión integral de la institución. Son requisitos el dominio de inglés oral y escrito, edad mayor a 30 años, disponibilidad horaria full time, capacidad para trabajo en equipo y gestionar personal a cargo, resolución de conflictos, generación de proyectos y adaptación a entornos dinámicos.

Se valorará: experiencia intercultural, habilidades gerenciales, disponibilidad para viajar, experiencia en puesto similar, manejo de otros idiomas.

Puesto vacante en:

1) Capital Federal

2) Ciudad de Córdoba

Ambas incorporaciones están previstas para junio de 2008.

Se ofrecen importantes condiciones de contratación, capacitación en el puesto y amplias posibilidades de desarrollo profesional en Argentina y el exterior.

COINED desde 1971 ofrece programas de intercambio educativo, Inmersión de idiomas, Prácticas profesionales, Voluntariados y Español para Extranjeros, entre otros.

Actualmente COINED Internacional cuenta con oficinas en Argentina (Buenos Aires, Córdoba, Mendoza, Bariloche), Alemania (Freiburg), Chile (Santiago de Chile), Costa Rica (Heredia), España (Barcelona), Guatemala (Antigua), Uruguay (Montevideo), y USA (Miami).

COINED es miembro de prestigiosas organizaciones mundiales y posee programas en más de 100 localidades del mundo.

http://www.intercoined.org/ http://www.coined.com.ar/

Para más información ingrese a www.intercoined.org/rrhh y envíe su CV con foto y expectativa salarial a postulaciones@intercoined.org indicando:
“Ref 1: Resp. Bs. As.” o “Ref 2: Resp. Cba.” en asunto

Labour Day - Dia del Trabajador

2008-05-01T15:46:00.002-03:00

Labour Day

From Wikipedia, the free encyclopedia

(Redirected from Labour day)

Jump to: navigation, search

This article is about annual labour observances internationally. For the holiday observed in the United States, see Labor Day. For the historical roots in the Chicago Martyrs Massacre Massacre in United States see International Workers Day

Labour Day is an annual holiday celebrated all over the world that resulted from efforts of the labour union movement, to celebrate the economic and social achievements of workers.

Labour Day Parade in Toronto in the early 1900s

The celebration of Labour Day has its origins in the eight hour day movement, which advocated eight hours for work, eight hours for recreation, and eight hours for rest. On 21 April 1856 Stonemasons and building workers on building sites around Melbourne, Australia, stopped work and marched from the University of Melbourne to Parliament House to achieve an eight hour day. Their direct action protest was a success, and they are noted as the first organized workers in the world to achieve an eight hour day with no loss of pay, which subsequently inspired the celebration of Labour Day and May Day.^{[citation needed]}

In New Zealand, groups of workers had achieved the 8 hour working day since the beginning of organised British settlement in 1840.^[1]

[hide]

Labour Day around the world

Main article: International Workers' Day

"Long Live May Day" banner at a Mumbai rally in 2004

Most countries celebrate Labour Day on May 1, known as May Day and International Workers' Day. In Europe the day has older significance as a rural festival which is predominantly more important than that of the Labour Day movement. The holiday has become internationalised and several countries hold multi-day celebrations including parades, shows and other patriotic and labour-oriented events.

In India, 1 May is the national holiday
In Germany, Labour Day was established as an official holiday in 1933 after the Nazi Party, or NSDAP, rose to power. It was supposed to symbolise the new-found unity between the state and the German people. However, just one day later, on May 2, 1933, all free unions were outlawed and destroyed. But since the holiday had been celebrated by German workers for many decades before the official state endorsement, the NSDAP's attempt to appropriate it left no long-term resentment.
In Pakistan, Labour Day is a national holiday. Labour unions hold seminars and walks.
In Poland, Labour Day May 1 was renamed "State Holiday" in 1990.
In Slovenia, May 1 and May 2 are national holidays and work-free days throughout the country.
In Chile, May 1 is a national holiday.
In Croatia, May 1 is a national holiday.
In Sweden, Finland and Norway, May 1 is a national holiday celebrated through widespread demonstrations by the entire workers' movement.
In Italy, May 1 is national holiday, demonstrations of the trade unions are widespread. Since the '90s, the trade unions have organised a massive free concert in Rome, with attendances topping a million people.
In Jordan, May 1 is a national holiday.
In Denmark May 1 is celebrated through widespread demonstrations by the entire workers' movement throughout the country. There are also outdoor activities celebrating the day in many major cities.
In Malaysia, May 1 is a national holiday.
In Israel May 1 is not officially celebrated, but each year the socialist and Marxist youth movements arrange a parade in Tel Aviv.
In Korea, Labour Day is a national holiday for labourers.
In Iceland, 1 May is a national holiday.
In Ireland, Labour Day (also called May Day) is celebrated on the first Monday in May, and is a public holiday.
In Thailand, 1 May is a national holiday.
In Vietnam, Labour Day is a national holiday on May 1 following another national holiday, April 30, which is the day the North and the South were unified in 1975.
In Romania, 1 May is a national holiday.
In Bulgaria, 1 May is a national holiday.
In Latvia, May 1 is a national holiday.
In Lithuania, May 1 is a national holiday.
In Egypt, 1 May is the national holiday
In Greece, May 1 is a state holiday. Left-wing parties invariably refer to it as a "strike" instead, organizing commemorative marches throughout the country.
In Portugal, 1 May is a national holiday.
In Brazil, 1 May is a national holiday.
In Hungary, 1 May is a national holiday. There are also outdoor activities celebrating the day in many major cities.

Australia

Labor Premier of Queensland Anna Bligh (left) with then federal parliamentary Labor leader Kevin Rudd (second from right) at Labour Day 2007

Celebrating the Australian labour movement, the Labour Day public holiday is fixed by the various state and territory governments, and so varies considerably. It is the first Monday in October in the Australian Capital Territory, New South Wales and South Australia. In both Victoria and Tasmania, it is the second Monday in March (though the latter calls it Eight Hours Day). In Western Australia, Labour Day is the first Monday in March. In both Queensland and the Northern Territory, it is the first Monday in May.

Canada

Labour Day has been celebrated on the first Monday in September in Canada since the 1880s. The origins of Labour Day in Canada can be traced back to April 14, 1872 when a parade was staged in support of the Toronto Typographical Union's strike for a 58-hour work-week.^[2] The Toronto Trades Assembly (TTA) called its 27 unions to demonstrate in support of the Typographical Union who had been on strike since March 25.^[2] George Brown, Canadian politician and editor of the Toronto Globe hit back at his striking employees, pressing police to charge the Typographical Union with "conspiracy."^[2] Although the laws criminalizing union activity were outdated and had already been abolished in Great Britain, they were still on books in Canada and police arrested 24 leaders of the Typographical Union. Labour leaders decided to call another similar demonstration on September 3 to protest the arrests. Seven unions marched in Ottawa, prompting a promise by Prime Minister Sir John A. Macdonald to repeal the "barbarous" anti-union laws.^[2] Parliament passed the Trade Union Act on June 14 the following year, and soon all unions were demanding a 54-hour work-week.

The Toronto Trades and Labour Council (successor to the TTA) held similar celebrations every spring. Peter J. McGuire, co-founder of the American Federation of Labor, was asked to speak at a labour festival in Toronto on July 22, 1882. Returning to the United States, McGuire and the Knights of Labor organized a similar parade on September 5, 1882 in New York City. On July 23, 1894, Prime Minister John Thompson and his government made Labour Day, to be held in September, an official holiday. The New York parade became an annual event that year, and in 1894 was adopted by American president Grover Cleveland to compete with International Workers' Day (May Day).

While Labour Day parades and picnics are organized by unions, many Canadians today simply regard Labour Day as the Monday of the last long weekend of summer. Non-union celebrations include picnics, fireworks displays, water activities, and public art events. Since the new school year generally starts right after Labour Day, families with school-age children take it as the last chance to travel before the end of summer. Some teenagers and young adults view it as the last weekend for parties before returning to school, which traditionally begin their new year the day after.

An old custom prohibits the wearing of white after Labour Day. The explanations for this tradition range from the fact that white clothes are worse protection against cold weather in the winter to the fact that the rule was intended as a status symbol for new members of the middle class in the late 19th century and early 20th century.^[3] ^[4]

A Labour Day tradition in Canada is the Labour Day Classic, a Canadian Football League event where rivals like Calgary Stampeders and Edmonton Eskimos, Hamilton Tiger-Cats and Toronto Argonauts, and Saskatchewan Roughriders and Winnipeg Blue Bombers play on Labour Day weekend. Before the demise of the Ottawa Renegades after the 2005 season, that team played the nearby Montreal Alouettes on Labour Day weekend. Since then, the Alouettes have played the remaining team in the league, the BC Lions.

China

Labour Day is celebrated on May 1, and is a public holiday.

In the 1990s, the Labour Day holiday was extended from 1 day to 3 days. The Chinese government made it a 7 day holiday by moving the prior and upcoming weekends together with these 3 days. The Labour Day holiday was one of the three Golden Weeks in China, allowing millions of Chinese people to travel during this period.

Starting January 1st, 2008, the People's Republic of China reduced this holiday period down to 1 day, while simultaneously reviving three traditional Chinese holidays: Dragon Boat Festival (端午节）, Tomb-Sweeping Day (清明节) , and the Mid-Autumn Festival (中秋节）.

India

India started observing Labour Day beginning on May 1, 1927. It is a public holiday with processions carried out by various labour organizations. In Maharashtra (a State in India) Labour Day is also known as Maharashtra Diwas as state of Maharashtra was created on same day in 1960.

New Zealand

In New Zealand, Labour Day is a public holiday held on the fourth Monday in October. Its origins are traced back to the eight-hour working day movement that arose in the newly founded Wellington colony in 1840, primarily because of carpenter Samuel Parnell's refusal to work more than eight hours a day. He encouraged other tradesmen to also only work for eight hours a day and in October 1840 a workers' meeting passed a resolution supporting the idea. On 28 October 1890, the 50th anniversary of the eight-hour day was commemorated with a parade. The event was then celebrated annually in late October as either Labour Day or Eight-Hour Demonstration Day. In 1899 government legislated that the day be a public holiday from 1900. The day was celebrated on different days in different provinces. This led to ship owners complaining that seamen were taking excessive holidays by having one Labour Day in one port then another in their next port. In 1910 the government "Mondayised" the holiday so that it would be observed on the same day throughout the nation. Nowadays for the majority of New Zealanders it's "just another holiday"^[5].

The United States

Main article: Labor Day

Labor Day is a United States federal holiday that takes place on the first Monday of September.

The Bahamas

Labour Day is celebrated on the first Friday in June, and is a public holiday^[6].

Singapore

Labour Day is celebrated on 1 May as a public holiday, 1 of the 11 public holidays in Singapore.

In Singapore, May Day is celebrated with little fanfare for the general public while the media broadcasts congratulatory and motivational speeches by the government.

ESCUELA NORMAL SUPERIOR Nº 1 EN LENGUAS VIVAS

2008-04-04T11:09:00.000-03:00

ESCUELA NORMAL SUPERIOR Nº 1 EN LENGUAS VIVAS

"Presidente Roque Sáenz Peña"

Av. Córdoba 1951 C.P. 1120 – Paraguay 1950 C.P. 1121 – T.E. – FAX: 812-5602 – 813-7373 Capital Federal

La Prosecretaría de Nivel Terciario informa que esta a disposición de los inscriptos el orden de mérito para su notificación del Taller de Informática.

Pasar desde el día lunes 7 al jueves 10 del corriente por Prosecretaría Nivel Terciario en los horario de 10 a 12 , de 14 a 16 y de 18 a 20 hs.

Seleccion de Antecedentes - Escuela Normal Superior nº 2 “Mariano Acosta”- abril 2008

2008-04-04T11:04:00.002-03:00

La Rectoría y el Consejo Directivo del Instituto de Enseñanza Superior N° 2 Mariano Acosta

Llaman a Selección de Antecedentes para cubrir horas de cátedra en su Profesorado en LETRAS:

Didáctica de la lengua 4 horas (primer cuatrimestre) y
Didáctica de la literatura 4 horas (segundo cuatrimestre)
(El postulante seleccionado ha de cubrir ambas asignaturas)
Horario: Lunes, 3º a 6º horas (20. 15 a 22.50).
Comisión evaluadora: Prof. María Antonia Osés, Dr. Daniel Altamiranda y Prof. Gustavo Manzanal.

REQUISITOS
• Presentación de carpeta de tres solapas con ficha de inscripción, currículum vitae foliado y firmado y fotocopias de títulos, detallando:
Título
• Profesor en Letras, Prof. de castellano, literatura y latín.
Otros títulos
Post títulos
Especialización para las instancias curriculares
• Cursos dictados/ asistidos. Jornadas. Congresos.
• Publicaciones.
• Cargos técnico-pedagógicos.
• Participación en investigaciones.
Antecedentes laborales
• Antecedentes en el dictado de la asignatura a cubrir
• - Experiencia en cátedras afines.
• - Experiencia docente en el nivel terciario.
Otros antecedentes
Presentación de un proyecto de trabajo
Fundamentación, ejes temáticos, metodología, bibliografía.
Se pone en conocimiento de todos los postulantes que:
a) La comisión evaluadora se reserva el derecho de establecer, si lo considera necesario, un coloquio con el o los aspirantes.
b) El horario de la cátedra no es modificable.
En la presente convocatoria se indica el horario de dictado del espacio curricular por ser éste el que deberá cumplir el postulante seleccionado, no siendo posible modificación alguna con posterioridad a la selección.

CRONOGRAMA DEL LLAMADO

INSCRIPCIÓN: 7 a 11 de abril de 2008. Secretaría, Moreno 3117, 1er. Piso, de 19 a 21 h.
EVALUACIÓN POR LA COMISIÓN RESPECTIVA: Del 14 al 17 de abril de 2008.
NOTIFICACIÓN DEL ORDEN DE MÉRITO: 18 de abril de 2008, de 19 a 21 h en Secretaría.
PEDIDOS DE RECONSIDERACIÓN: 21 y 22 de abril de 2008, de 19 a 21 h.
DICTAMEN DEL CONSEJO DIRECTIVO: 23 a 25 de abril de 2008.

Seleccion de Antecedentes - Instituto Superior del Profesorado en Educación Especial - abril 2008

2008-04-04T10:58:00.003-03:00

El Instituto Superior del Profesorado en Educación Especial llama a Selección de Antecedentes para la cobertura de la SUPLENCIA de:

Enseñanza de la Matemática•
- Correspondiente al TFCEAC (Trayecto de Formación Centrado en la Enseñanza de Áreas Curriculares)
CANTIDAD DE HORAS CÁTEDRAS: 8 hs/c (6 teóricas y 2 de articulación)
HORARIO: Martes y viernes de 18:00 a 20:00 hs (teóricas) Jueves de 17:20 a 18:40 hs. (Comisión 1).

COMISIÓN EVALUADORA:
Lic. María Alejandra ILLUZZI•
Lic. Érica GUZMAN• YAÑEZ
Lic. Leticia GROSSO•

INSCRIPCIÓN
03 al 11 de abril de 18:30 a 21:00 hs en Secretaría (Güemes 3859).
Presentar carpeta de 3 solapas con:
1. Ficha de inscripción que será complementada al momento de
inscribirse,
Currículum Vitae foliado y firmado,
2. Fotocopias de títulos y certificaciones de antecedentes.
3. Proyecto de Cátedra
El Diseño Curricular está a disposición de los mismos en la Biblioteca del Instituto

CRITERIOS ESPECÍFICOS
Profesor de Matemática o título similar.
Especialización en Didáctica de la Matemática
Cinco (5) años de experiencia actualizada en el ejercicio de la docencia.

EVALUACIÓN DE ANTECEDENTES Y PROYECTO DE CÁTEDRA 14 al 16 de abril.

Seleccion de Antecedentes - ISP J. V. GONZÀLEZ - abril 2008

2008-04-04T10:51:00.004-03:00

CONVOCATORIAS DEL ISP J. V. GONZÀLEZ

PROFESORADO EN CS. NATURALES
SELECCIÓN DOCENTE PARA DESIGNAR PROFESORES INTERINOS E N LAS SIGUIENTES CATEDRAS HASTA EL 31/12/2008:

SISTEMATICA DE LAS PLANTAS VASCULARES 4ºA -TT-5 HS-HASTA 31/12/08
HORARIO: lunes de 13:30 a 17:00 Hs
JURADO: MARCHAND-MARQUEZ-ERNITZ

PROFESORADO EN BIOLOGIA
SELECCIÓN DOCENTE PARA DESIGNAR PROFESORES INTERINOS EN LAS SIGUIENTES CATEDRAS HASTA EL 31/12/2008:
FISIOLOGÍA ANIMAL Y HUMANA 4ºA -TT-6HS-
HORARIO: martes 15:40 a 17:40 y jueves de 14:50 a 17:00 Hs.
FISIOLOGÍA ANIMAL Y HUMANA 4ºB -TV-6HS-
HORARIO: martes de 18:10 a 22:10 Hs.
JURADO: MARCHAND- MACCHI-FERNANDEZ SURRIBAS

CONSULTAR REGLAMENTO DE SELECCIÓN DOCENTE (en Secretará del ISP. Av. Rivadavia 3577)

"EL CURRICULUM Y LA PROPUESTA DE TRABAJO DEBERAN SER PRESENTADAS DE ACUERDO CON LOS ANEXOS I Y II DEL REGLAMENTO DE SELECCIÓN DOCENTE, DE LO CONTRARIO NO SERAN EVALUADOS"

INSCRIPCION EN SECRETARIA DESDE EL 01/04 AL 10/04 DESDE LAS 09:30 HASTA LA 20:00 HS.

INTERINATOS Y SUPLENCIAS 2009 ASCENSO- INGRESO 2008

2008-04-04T10:20:00.006-03:00

GOBIERNO DE LA CIUDAD AUTÓNOMA DE BUENOS AIRES MINISTERIO DE EDUCACIÓN
COORDINACIÓN DE JUNTAS DE CLASIFICACIÓN DOCENTE Y DISCIPLINA
DOCENTES

INTERINATOS Y SUPLENCIAS 2009 ASCENSO- INGRESO 2008

El Ministerio de Educación del Gobierno de la Ciudad de Buenos Aires, en cumplimiento con la Ordenanza No 40.593 y su Reglamentació n, comunica que desde el 1 al 30 de abril de 2008, se encontrará abierta la Inscripción Anual para Interinatos y Suplencias 2009, Ascenso, Ingreso, Acrecentamiento, Acumulación y traslados 2008, para las Áreas de Educación Inicial, Primaria, Especial, Curricular de Materias Especiales, Media y Técnica, del Adulto y Adolescente (Nivel Primario), Normales Superiores (en sus tres niveles), Artística y CENS. Las sedes y horarios de inscripción son los siguientes:

Educación Inicial
Lugares de Inscripción: Sedes de las Supervisiones de cada Región del Área Inicial.
Horario: 10,00 a 15,00 horas.

Educación Primaria
Lugares de Inscripción: Sedes de los Distritos Escolares
Horario: Sujeto a las condiciones de cada Distrito.

Educación Especial
Lugares de Inscripción: Sedes de Supervisión Especial, Giribone 1961 y San Blas 2238. Horario: 9,00 a 16 horas

Educación Curricular de Materias Especiales
Lugares de Inscripción: Sede de los Distritos Escolares
Horario: Sujeto a las condiciones de cada Distrito.

Educación Media Zona II y Zona III
Lugares de Inscripción: Sedes de los establecimientos educativos de cada zona.
Horario: Sujeto a las condiciones de cada establecimiento.

Educación Media y Técnica Zona I
Lugares de Inscripción: La Rioja 660 (CBO I DE 5°), Bogotá 2759 (EEM No 1 DE 12°), Porcel de Peralta 1437 (EEM No 2 DE. 17) y Libertador 8635 (Esc. Tec. Raggio).
Horario: 10,00 a 15,00 horas

Educación Técnica Zona IV y Zona V
Lugares de Inscripción: Sedes de los establecimientos educativos de cada zona.
Horario: Sujeto a las condiciones de cada establecimiento.

CENS
Lugares de Inscripción y horarios:
Sede 1 Lezica 3955 (CENS 20) 8,30a 11,30 horas
Sede 2 Lamadrid 676 (CENS 45)8,30a 11,30 horas
Sede 3 Venezuela 771 (CENS 43)18,30 a 21,30 horas
Sede 4 San Martín 458 (CENS 46)18,00 a 21,00 horas
Sede 5 Anchorena 855 (CENS 1)18,30 a 21,30 horas
Sede 6 Chile 1371 (CENS 42)19,00 a 22,00
Sede 7 Bragado 5350 (CENS 82) 18,30 a 21,30 horas
Sede 8 Bacacay 3542 (CENS 85)18,30 a 21,30 horas
Sede 9 J. Alvarez 240 1° Piso (CENS 33) 17,30 a 20,30 horas

Escuelas Normales Superiores e ÍES
Lugares de Inscripción: Sedes de los establecimientos educativos del Área.
Horario: Determinado por la Secretaría de cada establecimiento.

Educación Artística
Lugares de Inscripción: Sedes de los establecimientos educativos del Área.
Horario: Determinado por la Secretaría de cada establecimiento.

Educación del Adulto y del Adolescente
Lugares de Inscripción:
Sector I Constitución 1839 Sector II Humberto 1° 3187 Sector III Moldes 1854
Sector IV Fonrouge 346
Sector V Suarez1131
Horario: 16,00 a 20,00 horas
Supervisión de Centros Educativos, San Nicolás 588 Horario: 10,00 a 14,00 horas
Supervisión de Materias Especiales, Viamonte 1314 3° Piso Horario: 16,00 a 20,00 horas

Las bases e instructivos se encontrarán a disposición de los interesados en las respectivas sedes de inscripción.

Lic. RICARDO MURARO
COORDINADOR DE LAS JUNTAS DE
CLASIFICACIÓN DOCENTE Y DISCIPLINA
MINISTERIO DE EDUCACIÓN

Seleccion de Antecedentes - Escuela Normal Superior nº 2 “Mariano Acosta”- abril 2008

2008-04-03T16:53:00.003-03:00

Llamado a Inscripción para posibles interinatos y suplencias

Validez orden de mérito: a partir de la decisión del jurado hasta el ciclo lectivo 2009 inclusive
La Rectoría y el Consejo Consultivo del Profesorado en Nivel Primario de la Escuela Normal Superior nº 2 “Mariano Acosta” convoca a selección de antecedentes para cubrir interinatos y/o suplencias de los siguientes espacios curriculares.

TRAYECTO DE CONSTRUCCIÓN DE LAS PRÁCTICAS DOCENTES PROFESORADO DE EDUCCIÓN PRIMARIA

Turnos varios
Talleres del 1er. Tramo (3 hs)
Talleres del 2do. y 3er. Tramo (9 hs)
Requisitos para el cargo:
- Título de grado específico para la cátedra – Prof./lic. Ciencias de la Educación,
Pedagogía, con carreras de cuatro años o más.
- Título habilitante: Título de grado específico de las Áreas de la Enseñanza.
- Profesor Nivel Primario (con experiencia no menor de 10 años)
- Experiencia laboral en el trayecto de las prácticas en la Formación docente
- Disponer de horario a contraturno
Requisitos para la inscripción: Presentación en carpeta de tres solapas, con ficha de inscripción, currículo vitae fechado, foliado y firmado con carácter de Declaración Jurada y fotocopia de títulos y postítulos.
Lugar de inscripción: en la Secretaría de la Escuela. Dirección Moreno 3117 1er. Piso. Responsables: Ermelinda Montenegro, Liliana Stivelman. Horario de 18 a 21 horas.
Integrantes de la Comisión evaluadora: Profesores Alejandro Rosetti, Delia Azzerboni, Patricia Nordenstrôm
Evaluación de los antecedentes: El jurado sólo evaluará la documentación que cumpla con las condiciones solicitadas en el currículum vitae (ver formato y condiciones más abajo).
Inscripción / Fecha: espacios curriculares de los tres Trayectos: 26/03 al 4/4/2008
Evaluación: entre el 7/4 al 9/4/2008
Notificación del orden de mérito (En la Secretaría de la Escuela): 10/4 al
11/4/2008
Pedidos de Reconsideración: 14/4 al 15/4/2008
Dictamen del Consejo Directivo: 16/4 al 18/4/2008

EL CURRICULUM VITAE DEBERÁ SER PRESENTADO DE ACUERDO AL SIGUIENTE FORMATO

Nombre de los espacios curriculares:
………………………….
………………………….
Datos personales (incluyendo DNI, Domicilio, Teléfono, celular y dirección de correo electrónico)
Títulos
Indicar Título completo e Institución que lo otorgó.
1.1 De grado
1.1.1 Superior o universitario para el cargo o la cátedra que se postula
1.1.2 Otros títulos de grado afines a la materia concursada
1.1.3 Otros títulos afines
1.2 Post- Título (con acreditación oficial y carga horaria) 1
1.2.1 doctorado,
1.2.2 maestrías, especializaciones
1.2.3 diplomaturas,
1.2.4 Tecnicaturas,
1.2.5. Adscripciones
1.2.6 Otros postítulos afines
2- Actuación Profesional
2.1 Desempeño en la instancia curricular y/o cargo para el que se postula
Institución ............ .. años ............ ... meses-……..
2.2 En el Nivel Superior no universitario en cátedras afines
Institución ............ ... años ............ ... meses-………..
2.3 En el Nivel Primario: Institución ............ ... años ............ ... meses…..-
2.4 En el Nivel Superior Universitario: Institución ............ ...
años ............ ... meses……..-
2.5 En otros niveles: Institución …………..años …………meses……
3 - Especializació n específica para la cátedra o cargo en los que se postula (se priorizarán los últimos 10 años)
3.1 Congresos, Jornadas, Simposios, Ateneos, Foros, Conferencias
Completar en cada rubro: Nombre, Institución y tiempo de duración
Carácter de la asistencia (panelista, expositor, coordinador, asistente
Ordenar por fecha en orden descendente
3.2. Seminarios, cursos, talleres, otras especializaciones (Específicos)
Completar en cada rubro: Nombre, Institución y tiempo de duración
Indicar carácter de la asistencia (dictados, coordinados, asistente, etc.)
. Ordenar por fecha en orden descendente
4 - Publicaciones:
Libros. Artículos publicados, cuadernillos material de cátedra, Video/CD (relacionados con la cátedra) debidamente registrado. Con mención del Autor, co-autor, autor capítulo del libro, director de colección. Autor de video/CD. Autor artículos-Publicacio nes en revistas. Publicaciones electrónicas. .
5 - Investigación, proyectos. Adscripciones. Otros. (Relacionados con la cátedra)
Indicar Institución que aprueba la Investigación / proyecto. -Lapso de tiempo. Participación como director, co-director / investigador/ coordinador/ colaborador
Asesor. Tutor/Director de Tesis..
6 – Otros antecedentes académicos
6.1 Cursos, seminarios, congresos, talleres (No específicos)
(Se priorizarán los últimos 10 años)
Consignar: Nombre, Institución y tiempo de duración.
Carácter de la asistencia: como panelista, expositor, coordinador, asistente.
Especificar en forma descendente.
6.2 Seminarios, cursos, talleres, otras especializaciones (No específicos)
Consignar: Nombre, Institución y tiempo de duración.
Carácter de la asistencia: dictado, coordinación ,asistente.
Especificar en forma descendente.
6.3 Cargos de gestión
6.3.1 Cargos de conducción
6.3.2 Asesorías, coordinación de Áreas, tutorías
6.4 Desempeño como Jurado de concursos docentes (aclarar Institución, fecha y cátedra).
6.5 Premios, Becas y distinciones (Institución que otorga, fecha y relación con la educación y/o instancia curricular)
6.6. Exposiciones. Otros (Institución, fecha, temática)

1 Sólo se evaluará la especialización afín a la cátedra

Homenaje a nuestros Heroes de la Patria!!!!! - abril 2008

2008-04-02T16:16:00.005-03:00

Marcha de Las Malvinas

El día 10 de Junio de cada año se conmemora en Argentina la Designación del Primer Gobernador argentino en las Islas Malvinas, en 1829. En aquel año, el Gobierno de Buenos Aires designó Gobernador del Archipiélago a Luis Vernet, quien estaba trabajando en la colonización del puerto Soledad. Es este un hito más entre los antecedentes que dan apoyo a los reclamos de la Soberanía Argentina sobre las Islas.

Posteriormente a los hechos sucedidos en 1982, después de la Guerra de Malvinas, se celebra el 2 de Abril, conmemorando la Soberanía Argentina sobre las Islas Malvinas e Islas del Atlántico Sur.Selecciona aquí para ampliar la foto

En 1939, la "Junta de Recuperación de las Malvinas", mediante un concurso, seleccionó la mejor composición poético-musical. Tuvo ese honor el trabajo realizado por José Tieri en la música, y Carlos Obligado en la letra. A partir de allí, se canta esta Marcha de las Malvinas en los actos celebratorios y reclamatorios de Derechos Soberanos.

MARCHA DE LAS MALVINAS

Tras su manto de neblinas,
no las hemos de olvidar.

"¡Las Malvinas, Argentinas!",
clama el viento y ruge el mar.

Ni de aquellos horizontes
nuestra enseña han de arrancar,
pues su blanco está en los montes
y en su azul se tiñe el mar.

¡Por ausente, por vencido
bajo extraño pabellón,
ningún suelo más querido;
de la patria en la extensión!

¿Quién nos habla aquí de olvido,
de renuncia, de perdón? ...
¡Ningún suelo más querido,
de la patria en la extensión.

¡Rompa el manto de neblinas,
como un sol, nuestro ideal :
"Las Malvinas, Argentinas
en dominio ya inmortal"!

Y ante el sol de nuestro emblema,
pura, nítida y triunfal,
brille ¡oh Patria!, en tu diadema
la perdida perla austral.

Coro
¡Para honor de nuestro emblema
para orgullo nacional,
brille ¡oh Patria!, en tu diadema
la pérdida perla austral.

Seleccion de Antecedentes - Marzo 2008

2008-03-18T16:12:00.001-03:00

El Instituto Superior del Profesorado en Educación Especial llama a Selección de Antecedentes para la cobertura de la suplencia de:

Abordaje Pedagógico para el sujeto con Deficiencia Auditiva III. 2º Ciclo del Nivel Primario/ EGB 2 y posterior. (Cuatrimestral) correspondiente al TFO – Da y PL (Trayecto de Formación Orientado en Deficiencias Auditivas y Perturbaciones del Lenguaje )
Cantidad de horas cátedras: 6 hs/c teóricas
Horario: Lunes y jueves de 20:10 a 22:10 hs (Comisión 1).
COMISIÓN EVALUADORA:
Prof. Elsa BONAFINE- Celia SACCHET- Concepción VENTURA
Inscripción
12 al 19 de marzo de 18:30 a 21:00 hs en Secretaría.
Requisitos:
Presentar carpeta de tres solapas con ficha de inscripción que será completada al momento de inscribirse, curriculum vitae foliado y firmado y fotocopias de títulos y certificación de antecedentes.
Los postulantes deberán presentar conjuntamente con el currículum el Proyecto de Cátedra tomando en cuenta las consideraciones relativas al modelo bilingüe mencionadas en los ejes temáticos de la instancia curricular.
El Diseño Curricular está a disposición de los mismos en la Biblioteca del Instituto
Criterios Específicos (No implica orden prioritario)
Licenciado en Psicopedagogía en concurrencia con Profesor de la Especialidad (en Disc. de Audición, Voz y Lenguaje o equivalente) con 10 años de experiencia actualizada en el ejercicio de la docencia especial frente a alumnos, o:
Licenciado en Ciencias de la Educación en concurrencia con Profesor de la Especialidad (en Disc. De Audición, Voz y Lenguaje o equivalente) con 10 años de experiencia actualizada en el ejercicio de la docencia especial frente a alumnos, o:
Profesor de la Especialidad (en Disc. De Audición, Voz y Lenguaje o equivalente) con 10 años de experiencia actualizada en el ejercicio de la docencia especial frente a alumnos.
Evaluación de Antecedentes y de Proyectos de Cátedra 25 al 31 de marzo.
A partir del 1º de abril los postulantes serán convocados para el coloquio.

Teaching Knowledge Test Course 2008

2008-03-18T14:08:00.005-03:00

TKT
Teaching Knowledge Test
A new teaching award for English language teachers
Knowledge about the theory and practice of English language teaching increases teachers' confidence, improves their teaching and provides access to higher - level teaching awards and professional support materials.

TKT
A new test for teachers of English to speakers of other languages.
Focuses on core teaching knowledge.
For teachers of primary, secondary or adult learners, anywhere in the world.
For both experienced and novice teachers.
Ideal for teachers in work and pre - service.
Motivates and develops teachers.

Flexible and accessible for teachers from all backgrounds
Tests will be available throughout the year at centres all over the world.
Modules can be taken on their own or as a complete package.
No need to follow a preparation course.
Fast turnaround of results.

A modular approach to testing
TKT's three modules can be taken together in one exam session or separately. Each module consists of a test of 80 questions, lasting 80 minutes, which require candidates to select the correct answer.

Module 1 Language and background to language learning and teaching
Describing language and language skills
Background to language learning.
Background to language teaching.

Module 2 Planning lessons and use of resources for language teaching.
Planning and preparing lessons.
Selection and use of resources and materials.

Module 3 Managing the teaching and learning process
Teachers' and learners' language in the classroom.
Classroom management

Further information
TKT is available as from 2005; the test is currently undergoing extensive trialling throughout the world.
Many existing Cambridge ESOL centres and supplier institutions are likely to offer courses to prepare teachers for the test. Tutors may also use TKT as part of their teacher training courses to ensure core teaching knowledge is adequately covered and assessed.

Course Aims
Provide candidates with a strong foundation in the core areas of EFL/ESL teaching knowledge.
Develop, through keeping an on-going Portfolio of teaching and work experience, reflective practitioners.
Identify the methodologies that are most effective in the English language classroom.
Analyse the impact of teaching on student’s learning

Course Details
Modular Approach
TKT’s can be taken together in one exam session nor sat separately
Sessions covering all areas of knowledge as detailed by the University of Cambridge
Maximun 8 participants
On line consulting before sitting for the exam
Any time e-tutoring
Assignments and examination practaice
Enrolment for the examination takes place mid-course

Entry Requirements
Open to native and non-native English Speakers
Open to primary, secondary or adult teachers
Open to inexperienced teachers starting a career in EFL/ESL
Open to experienced teachers as part of their on-going development programme

Level of English Required
Applicants should have a level of spoken English which is sufficient for active participation in classes, discussions and workshops. A reasonable level of written English is necessary for the assignments (equivalent to FCE ¨A¨ or CAE, IELTS level 6/7)

Tutor
Prof. Marcela Santafé y Soriano

Marcela Santafé y Soriano is a graduate teacher and technical, literary and scientific translator of English (Instituto Nacional Superior del Profesorado en Lenguas Vivas "Juan Ramón Fernández"). She has vast experience both as an EFL teacher and Teacher Trainer and has specialised in Methodology. She studied Licenciatura en Lengua Inglesa at Universidad de Belgrano. Marcela has run courses for teachers for over 15 years now. She worked as Language and ELT Metholodology lecturer at several Teacher Training Colleges in Buenos Aires. In 2006 she started teaching Estudios Literarios I and II at Licenciatura en Lengua Inglesa (UTN). She has worked as an Oral Examiner for University of Cambridge ESOL Examinations for the past 13 years and currently works as Language and Methodology lecturer at Instituto Superior de Formación Docente N0 52.

Venue
ADVICE PREP SCHOOL
San Jerónimo 3127
3000 Santa Fe

Frequency
one full day meeting per month
2nd Saturday - April to November

April, May, June
Module 1
Language and background to language
learning and teaching.

July, August (two meetings)
Module 2
Planning lessons and use of resources for
language teaching.

September, October, November
Module 3
Managing the teaching and learning process.

For More information and registration

ADVICE BOOK SHOP
San Martín 3031 - Santa Fe
Tel/Fax: 0342-4533392
email: advice@arnet.com.ar
www.advicebook.com.ar
0800-222 6657

ENROLL TODAY http://www.advicebook.com.ar/insc-tkt2008.asp

Traductor Público Nacional en Idioma Inglés - 2008

2008-03-04T17:56:00.002-02:00

Universidad Nacional del Comahue
Escuela Superior de Idioma

Dirección : Mendoza 1050 General Roca
Provincia : Rio Negro
Teléfono : 02941 422057
URL : http://esui.uncoma.edu.ar/

Carrera: Traductor Público Nacional en Idioma Inglés

Título: Traductor Público Nacional en Idioma Inglés

Duración: 5 años

Objetivos de la carrera:
El Traductor Público Nacional poseerá dominio de la lengua nacional extranjera (inglés), entendiéndose por "dominio de la lengua" su correcta comprensión en el nivel de lectura y su correcto empleo escrito.
Podrá identificar y promover la conciencia sobre los contenidos culturales y sociopolíticos que se expresan a través de conductas lingüísticas.
Será capaz de reflexionar sobre el sentido de la función de traductor público y su proyección individual y sociopolítica, comprendiendo la realidad de los pueblos cuyo idioma ha adquirido.

Qué se estudia
La adquisición del idioma extranjero y el perfeccionamiento del castellano. El plan de estudios pone el énfasis necesario a la teoría y práctica de la traducción jurídica, científica, técnica y comercial.

Campo laboral
El título de Traductor Público Nacional en idioma inglés habilita al egresado a verter al castellano y/o de éste al inglés documentos de índole jurídica, comercial, científica y técnica.

Donde Estudiar? Profesorado en Inglés

2008-03-04T17:49:00.002-02:00

Universidad Nacional del Comahue
Escuela Superior de Idioma

Dirección : Mendoza 1050 General Roca
Provincia : Rio Negro
Teléfono : 02941 422057
URL : http://esui.uncoma.edu.ar/

Carrera: Profesorado en Inglés
Titulo Intermedio: Profesor en Inglés para E.G.B.
Duración: 4 años
Título: Profesor de Inglés
Duración: 5 años

Objetivo de la carrera
La comunicación internacional es esencial para la inserción del país en el contexto sociopolítico, cultural y económico universal.
En el conjunto de las lenguas modernas, el idioma inglés ha alcanzado singular preponderancia por ser el más utilizado en el intercambio científico, comercial y cultural entre la mayoría de los países del mundo.
El presente plan tiene por objetivo la formación y capacitación de un docente que reúna las condiciones necesarias para satisfacer las demandas a nivel nacional y regional en el campo de la enseñanza y aprendizaje del idioma inglés.

Qué se estudia
Es una carrera de cinco años, y un promedio de 25 horas de clases semanales, de las que una parte importante se destina a la adquisición del idioma extranjero. El plan de estudios se completa con materias de formación pedagógica, introducción a la lingüística y literatura de habla inglesa, como asignatura optativa se ofrece también la Cátedra Libre de Lengua y Cultura Mapu Che. Todo ello contribuye a la sólida preparación del futuro docente.

Campo laboral
El título de Profesor de Inglés de Enseñanza General Básica habilita al egresado para desempeñarse en la docencia en el nivel medio en escuelas nacionales, provinciales y municipales de jurisdicción nacional. El Profesor de Inglés está facultado para enseñar el idioma en escuelas primarias, secundarias, oficiales y privadas en nuestro país.
Puede asimismo ejercer la profesión en forma particular:
En institutos de enseñanza de inglés, laboratorios de idiomas y compañías nacionales y extranjeras donde los cursos de idiomas extranjeros contribuyen a la capacitación del personal.
También puede insertarse en instituciones oficiales, tales como embajadas, delegaciones diplomáticas, empresas estatales, etc.

Plan de Estudios

PRIMER AÑO
1. Primer Año Inglés I * 2. Lengua y Gramática Española I 3. Elementos de Gramática Inglesa I * 4. Elementos de Fonética y Dicción Inglesa * 5. Introducción a la Filosofía 6. Introducción a la Sociología
SEGUNDO AÑO
	7. Segundo Año Inglés II * 8. Fonética y Fonología Inglesa I * 9. Sintaxis Inglesa I * 10. Psicología I 11. Educacion, Sociedad y Política 12. Sintaxis Inglesa II * 13. Epistemología 14. Historia de la Cultura y del Pensamiento*
TERCER AÑO
15. Tercer Año Ingles III * 16. Fonética y Fonología Inglesa II * 17. Semántica y Análisis del Discurso 18. Psicología II * 19. Historia Contemporánea * 20. Sintaxis Inglesa III * 21. Didáctica General 22. Introducción Literaria en Lengua Inglesa *
CUARTO AÑO
	23. Cuarto Año Inglés IV * 24. Didáctica Especial y Residencia I * 25. Análisis Constrastivo Ingles-Español I * 26. Literatura en Lengua Inglesa I * 27. Lingüística Teórica * 28. Literatura en Lengua Inglesa II * 29. Optativa/S
QUINTO AÑO
30. Quinto Año Inglés V * 31. Didáctica Especial y Residencia II * 32. Adquisición del Lenguaje * 33. Literatura en Lengua Inglesa III * 34. Seminario Rotativo de Investigación * 35. Literatura en Lengua Inglesa IV * 36. Optativa/S

*Indica materias que se dictan en Inglés.
(2)Requisito de Idioma Extranjero: El alumno deberá aprobar este requisito en cualquier año de la carrera, pero es exigencia haberlo aprobado para recibir su primer título. El alumno podrá optar entre los idiomas que ofrece la U.N.C.

How to Write a Literature Review

2008-02-20T13:33:00.001-02:00

How to Write a Literature Review

from wikiHow - The How to Manual That You Can Edit

This article will help you understand the essentials of writing a literature review. Whether it is for a school report, a newspaper, or just a review for a friend, literature reviews can make you seem smart and help others find the gift of reading. Knowing how to properly write one is a very important skill to have.

Steps

Read the Book. This may seem obvious, but reading the book is key to a good review.
Understand the Book. If you don't understand the book, you can not write a good review.
As you read, make note of different things about the book (is it in 1st person or 3rd person, does it use a good selection of intelligent and eloquent words, does it accuratly paint a picture in your mind, etc.).
When you have sufficient notes you are ready to write the actual article.
Begin with an introduction. Briefly state the author, title, publisher, and any other information about the book you see pertinent.
In the first section, give a brief history of the author (previous works, awards, etc.)
In the second section, outline the plot of the book (see Warnings).
Next, use your notes to write a paragraph explaining your opinion of the way the book was written, as before mentioned.
Use the final paragraph as a summary of the whole review. Give your opinion of the book (I enjoyed this book, I hated this book, etc.) and finish by recommending the book. State who would enjoy this book, using general terms (children, action lovers, etc.). At the end, include your full name and, optionally, your e-mail address.

Tips

If the book was made into a movie, watch the movie, but reread the book after to refresh your memory, because movies often leave out parts and twist parts to make a good movie. If you do not want to reread the book, or even view an online summary, do not watch the movie.

Warnings

When you are outlining the plot, DO NOT reveal any major happenings. Reading about character deaths, marriages, or other spoilers can do just that, spoil the book. If someone reads all of these revelations in an article, they may not want to read the book, or not enjoy the suspense if they do read the book.

Things You'll Need

a book to review
something to take notes on
the ability to write well
something to write or type the final review onto
(optional) the internet to read the online summaries
(optional) the movie adaptation of the book

Related wikiHows

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write a Literature Review. All content on wikiHow can be shared under a Creative Commons license.

How to Write a Play Review

2008-02-20T13:32:00.001-02:00

How to Write a Play Review

from wikiHow - The How to Manual That You Can Edit

Writing a play review is something that must be done with much time and care. People will read the review and it may affect their decision to go/not go to the play you are writing about. To learn how to write a review, please read more below.

Steps

Include the who, what, where, when. Example: What: "George and Margaret" Who: Norhshore Drama Dept. Where: Northshore High When: January 10th, 2008.
Write about the casting. Was it well cast or poorly cast? Who were the students/people that were cast? Why do you think they cast it the way they did?
Write about the plot. Include a plot description! (If you need help, you can look for one online). Was the plot interesting? Boring? Sad? Funny? Romantic?
Consider the theme of the show. What elements make up that theme?
Think about the style of the play. How can you tell the type of style this play has? Is there more than one style choice?
Comment on the costumes. Did they fit the character? Who designed them?
Comment on the set. Does the set add something extra to the play? Who designed/worked on the set? Make sure to give credit!
Talk about the director(s). Try to get an interview with them.
Discuss memorable quotes. List several examples and explanations into why they are memorable.
Type the review and feel free to do what you wish with it!

Tips

Don't forget about a catchy intro and a good conclusion!
Add your name at the bottom!

Warnings

If you give someone a bad review, BEWARE! Things could get bad for you.

Things You'll Need

A Play to go see
A play bill
A computer
Printer
Paper
This wiki

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write a Play Review. All content on wikiHow can be shared under a Creative Commons license.

How to Write a Movie Review

2008-02-20T13:29:00.001-02:00

How to Write a Movie Review

from wikiHow - The How to Manual That You Can Edit

While it seems easy to write a movie review, there are many difficulties involved. You have to keep your mind open, and view it with an open mind. Look at it as it is written, and not because you may not like the actor or director. Remember millions of people will take your opinion seriously and a movie reviewer can make or break a movie.

Steps

Watch a movie, and during the movie, think about what you like and don't like about it. Try to remember these things, because you will need them during the writing part.
Go home, and write down all the information that you gathered during the movie. Let all the information sit for up to a day because you need time to think over the movie. But, don't let yourself take more than a day, because if you wait too long, you tend to lose interest and forget important things that you felt.
Write all the information down in a format that is readable for others. Remember to include a basic summary for people who haven't heard of the movie, but remember to not give away the ending, or any other part that they wouldn't want to have ruined for them.
Remember to aim for about 600-700 words for the entire review.
Hand out copies of your review to other people, so they can have the chance to read your opinion, and after time, you may start to get people wanting more and more reviews.
Another step would be to submit your reviews to movie review sites.

Tips

Remember, try reviewing every movie you see, because when you get into the habit, it will become easier.
Once you gain more confidence in your reviews, try to match the tone of each with the style of the movie. For example, a humorous writing style would work well for a comedy, whereas a more serious tone would be good for writing a drama review.
When joining movie review sites, develop a personality for yourself. The best critics in the world are known for their personalities not really if they think movies are good or bad. It may be good to put your favorite movies together on a top movie list.
Make your review much like a newspaper article, put your most important things at the top and your least important facts or comments at the end.

Warnings

Try not to slam actors too much, because if it gets too out of hand, they may consider legal action against you. Just be careful.

Related wikiHows

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write a Movie Review. All content on wikiHow can be shared under a Creative Commons license.

How to Write an Essay

2008-02-20T13:25:00.000-02:00

How to Write an Essay

from wikiHow - The How to Manual That You Can Edit

Essays can range from being five paragraphs to twenty pages or more, covering any topic, whether it's what you learned from your dog, or why societies become hierarchies. What all essays have in common, however, is that they must stay true to the roots of the word "essay" which derives from the French infinitive essayer, meaning "to try" or "to attempt". An essay is essentially your attempt to explain your point of view, and a skillfully written essay is clear, illuminating and informative.

Steps

Define the context. If the essay is assigned, certain parameters will usually be defined for you, such as the length of the essay, format of the title page, and the intended audience (e.g. your teacher, an admissions committee). and what length is appropriate. No matter what, if you're given directions, follow them. A brilliant essay might still fail to get its point across if it doesn't follow the rules.
Choose a topic. Often this will be decided for you, but if not, try to choose something you're interested in or, better yet, passionate about. It will make the essay easier to write. You can also think of your thesis statement at this point, but it shouldn't be set in stone since it may be elaborated or changed as you do your research in the next step. A thesis statement is what your essay is attempting to explain and prove. You can brainstorm a few different thesis statements and use them to guide your research. Some examples:
- I deserve this scholarship because I am going to give back to the community.
- Crop failure is directly caused by lack of fertility in soils, not by drought.
- Making people take tests before they're allowed to keep pets would benefit society in many ways.
Gather your information. Whether it's personal observations or scientific facts, you'll need evidence to back up your thesis statement. Take detailed notes, keeping track of which facts come from which sources. As you're researching your topic, don't ignore facts and claims that seem to disprove your thesis statement. A good essayist includes the contrary evidence and shows why such evidence is not valid.
- Going with the example about crop failure above, what if you find a research study with graphs showing that every time there's a drought, there are more crop failures? Maybe all those crop failures occurred on farms that had poor soils, and unless the condition of the soils can be provided, the crop failures can't be attributed solely to drought.
Plan your essay. This is the time to solidify your thesis statement. Look over all of your research and notes: Can you observe any patterns or observations? Try making a mind map to organize your thoughts. Maybe you started out wanting to show how you'd give back to the community, but now you see a better point would be that you're a good role model for others like yourself. Let the evidence speak for itself. If you don't have enough information to demonstrate anything, you may need to do more research or modify your thesis statement (or even your topic). If you have enough material to sustain a thesis statement, however, make an outline to organize your research with headings and sub-headings.
Write the body of your essay first. Identify three or more points that support and/or explain your thesis statement. Each point should be supported by specific evidence, examples or arguments. In shorter essays, such as a five-paragraph essay, each point should be supported by a single paragraph; but in longer essays, an entire page or more might be required to demonstrate a single point. Use your outline as a guide, presenting the information in full sentences that flow logically from one to the next. After you write out all of your points, arrange the points themselves so that they flow logically from one to the next.
- Be careful about generalizing. Statements such as "_____ is the most important problem facing the world today," can cause your reader to dismiss your position out of hand if he/she disagrees with you. On the other hand, "_____ is one of the most important problems facing the world today," is at least a bit harder to argue with.
- Be careful not to use 'I statements' such as "I think this..." For most essay topics, your opinions will not be persuasive. Use evidence instead.
- Unless you are writing a personal opinion piece, you should not need to use the personal pronouns "I" , "you" or "we", nor "my", "your" or "our". If you can't rephrase the statement to remove the first-person pronoun, then you probably don't have enough information to back up your point. E.g. Instead of writing, "I found Frum to be conservatively-biased", show why your statement is true: "Clearly, Frum is conservatively-biased when he writes...".
Conclude your essay. Summarize your points and suggest ways in which your conclusion can be thought of in a larger sense. What are the implications of your thesis statement being true? What's the next step? What questions remain unanswered? This is not the place to introduce any new information that supports your thesis--you should only be "repackaging" what you already discussed, using a broader perspective.
Write the introduction. Now that you've written the body and the conclusion, you're in the best position to tell the reader what they're getting into. Explain your thesis statement, and how you're going to affirm it, without being too specific. Do not use obvious expressions such as, "This essay is about..." or "The topic of this essay is..." or "I will now show that...". One approach is to begin with a general statement, then follow it with a question or problem, then with your thesis statement, and a brief overview of your points.
- Example: Every year, thousands of animals end up in shelters, unwanted and sometimes abused. This not only causes suffering to the animals, but it also costs local governments millions of dollars. Is there any way that this can be prevented? One proposed solution is to require pet-owners to become educated before they can buy a pet. While many people may resist this requirement, it may be more readily accepted if the benefits are clearly shown to outweigh the costs.
- For longer essays, it's useful to follow the "inverted pyramid" whereby you start off with a very broad description of your topic and gradually narrow it down to your specific thesis statement. This is the typical structure of a "literature review" in a scientific paper and may constitute up to half, sometimes more, of your essay.
Read through your essay. For now, don't worry about typos or grammatical errors; underline them so you can go back and fix them later. Go from start to finish to see how your essay flows. Does each sentence lead smoothly to the next? Does each paragraph flow logically to the next? Each statement should be connected or related somehow to the one before it, not thrown randomly together. There are many ways to transition from one idea to the next:
- one happens before or after the other:I first started to realize that I was in the minority when I was in middle school...My realization was confirmed when I proceeded to high school.
- one elaborates on the other:Plants need water to survive...A plant's ability to absorb water depends on the nutrition of the soil.
- one contrasts with the other: Vegetarians argue that land is unnecessarily wasted by feeding animals to be eaten as food...Opponents argue that land being used for grazing would not be able to be used to create any other kind of food.
- one is caused or affected by the other: I will be the first person in my family to graduate from college...I am inspired to continue my family's progress through the generations.
- one is similar to the other: Organic food is thought to be better for the environment...Local food is believed to achieve the same goals.
Revise, revise, revise! Writing the paper the first time is not the most important part of writing an essay—revision is! Sometimes the paper you write is not the essay you originally planned. It is difficult to accomplish all that one sets out to in a paper, and sometimes you may find that your ideas about your subject have changed as you've been writing. Make sure you're happy with the way your paper presents its points. Don't like it? Re-arrange it (that's one of the great things about writing with a word processor; it's easy to do things like this). Once you're happy with the body, make sure the conclusion and introduction (in that order) still match it AND match the way you see your topic now. If not, rewrite them to fit the essay you did write (not the one you started out to write) and the way you see your topic now.
Proofread. Now check for spelling and/or grammatical errors. If using a word processor's spell checker, remember that it only checks to see if a word is misspelled. For example, if you meant to use the word "write" and instead used "writ" the spell checker will pass it without noticing, since 'writ' is an actual word.
- Pick out any repetitive words. Vary your language with the help of a thesaurus. Consult a dictionary to make sure that you're using the synonym correctly.
- Avoid using colloquial (informal) writing. Do not use contractions or abbreviations, such as don't, can't, won't, shouldn't, could've, or haven't. Use formal English: do not, cannot, will not, should not, could have, have not. Your essay should have a serious tone, even if written in a light or lyrical style.
- Use English punctuation correctly. Consult a style book if you are unsure how to properly use quotation marks, colons, semi-colons, apostrophes, or commas. Avoid using exclamation points to emphasize your statements.

Tips

Have someone read your paper aloud to you or read it aloud to a tape recorder and play it back. Your ears are sometimes better than your eyes at picking up mistakes in language—-after all, they've had more practice.
Avoid the following:
- making columns of point-form lists
- making a comma-spliced list inside a paragraph
- using et cetera (etc.); it's a cop-out. When teachers see "etc.", they may interpret it to mean, "and I can’t think of anything else".
Refer to all illustrations and diagrams as Figure 1, 2, 3, etc. You can refer to tables and charts as Table 1, 2, 3, etc. or as figures. Photos can be referred to as Photo 1, 2, 3, etc., or as figures. Make sure you do refer to all figures in the text of your essay. A figure should not be included if you do not specifically mention it in the body of the essay or research report.
Remember that writing is a skill and, like any other skill, requires practice to become a master of it. One easy way to practice is to read more essays in the style and subjects that you write yours.
In short, to your readers, your essay should tell them what you are going to tell them (introduction), tell them (body paragraphs), and tell them what you just told them (conclusion).
Essays come in many shapes and sizes. This is a general overview, but you can learn about the expectations associated with various kinds of essays by doing further reading here at wikiHow:

Warnings

Do not get bogged down in writing excessive background information or otherwise rambling off topic; it is considered essay "padding". If it does not relate to your thesis statement, cut it out.
Do not plagiarize. Parenthetically reference or footnote all borrowed quotes, facts and ideas that are not your own, even if you are rewording them. Most faculty can quickly spot plagiarized content and can verify it with a 5-second Google-search. Plagiarism is a serious offense in the academic world; students have been expelled from colleges and universities for plagiarizing.
DON'T BE TOO FORMULAIC. If you can't write an introduction and a conclusion without your introduction sounding like this, "In this paper I'm going to tell you this, this, and this..." or your conclusion telling us what you said before, in your essay, DON'T USE THEM!!! Come up with a more creative way of telling your audience what they need to know. An essay, contrary to what you might have been told, is not a sandwich-you don't need bread on both sides...

Related wikiHows

Sources and Citations

http://www.uk-student.net/modules/wfsection/viewarticles.php?category=2

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write an Essay. All content on wikiHow can be shared under a Creative Commons license.

How to write a lesson plan

2008-02-19T18:04:00.002-02:00

One of the most important things a teacher will face in his/her career is how to effectively write a lesson plan. This is extremely useful for outlining goals for all students and gives the educator direction as far as classroom management is concerned. A teacher must ask themselves three questions before figuring out how to write a lesson plan. The first two questions are: where are your students going with the material and what will determine that they have reached their destination? Teachers must then ask themselves: what will determine when the student has arrived at this destination? The following are some helpful tips for teachers trying to learn how to write a lesson plan for their students.

A teacher should always consider their intended goals for the subject material. Goals determine purpose, aim, along with rationale for both teacher and students alike during classroom hours. An educator should express intermediate goals, which take previous studies and activities into account, when learning how to write a lesson plan.

Moreover, teachers should incorporate their objectives into the study material. Objectives focus on what a teacher’s students will do to attain more knowledge and high-level skills. Objectives for the daily material should be taken from the larger aims of the unit. Students should be given a reasonable, well-defined time period in which to accomplish these goals.

Prerequisites are also used when figuring out how to write a lesson plan. Prerequisites help the teacher determine the mental state of all their students to see if they are ready to proceed ahead. It is also useful for other teachers, who already know how to write a lesson plan to review the material. This gives the teacher the ability to factor in prep activities that will guarantee each student will be able to meet all of the objectives.

Materials should be taken into consideration when learning how to write a lesson plan. Teachers can determine the amount of prep time, resources, and classroom management that will be required in order to ensure the students meet the objectives. Educators can also get a better idea of what type of materials will be needed for example books, resources, and equipment.

A teacher should always consider incorporating descriptions as they learn how write a lesson plan. This will allow the educator to easily share his/her thoughts, feelings, and advice with other fellow teachers. This description should also provide a basic overview of all of the material to be covered.

A teacher, who is learning how to write a lesson plan, should be familiar with the concepts and procedures. This is a step-by-step description, which will allow teachers to replicate the final outcome for use within the classroom and achieve all of the objectives in a timely manner. It is not only helpful in educating the teacher on how to write a lesson plan, but also ways in which to implement it. This section will focus on the items the teacher should have their students working on during class time for proper instruction. There should be a beginning (introduction), middle (main activity), and end (closure) within the program.

In order for teachers to assess the effectiveness of their objectives, an educator needs to evaluate his/her students. A teacher can do this by gathering a student’s work and coming up with some type of grading system that pertains to the particular objectives, as they were outlined, when learning how to write a lesson plan. Students can be quizzed over particular concepts and problems, in order to discover, if the objectives were achieved.

Teaching is tough enough and it can be made even more difficult if the educator is not prepared. Learning how to write a lesson plan is one of the most valuable tools a teacher can have by his or her side prior to entering the classroom.

http://www.online-distance-learning-education.com/article_info.php/articles_id/98

How to Write a Book Review

2008-02-19T17:55:00.001-02:00

How to Write a Book Review

There are two approaches to book reviewing: the descriptive and the critical. A descriptive review is one in which the writer, without over-enthusiasm or exaggeration, gives the essential information about a book. This is done by description and exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages from the text. A critical review is one in which the writer describes and evaluates the book, in terms of accepted literary and historical standards, and supports this evaluation with evidence from the text. The following pointers are meant to be suggestions for writing a critical review.

Basic Requirements

Simply stated, the reviewer must know two things in order to write a critical review:

the work being reviewed and
the requirements of the genre to which the work belongs (novel, short story, biography, poetry, etc.).

Knowledge of the work demands not only an attempt to understand what the author's purpose is and how the component parts of the work contribute to that purpose, but also some knowledge of the author--his/her nationality, time period, other works etc.
Knowledge of the genre means understanding the art form and how it functions. Without such understanding, the reviewer has no historical or literary standard upon which to base his/her evaluation.

Minimum Essentials of a Book Review

Description, not a summary, of the book. Sufficient description should be given so that the reader, as he reads the review, will have some understanding of the author's thoughts. This account of the contents of a book can often be woven into the critical remarks.
Something about, not a biography of, the author. Biographical information should be relevant to the subject of the review and enhance the reader's understanding of the work under discussion.
An appraisal, preferably indirect, through description and exposition and based on the aims and purposes of the author. While a critical review is a statement of opinion, it must be a considered judgement including:
- a statement of the reviewer's understanding of the author's purpose
- how well the reviewer feels the author's purpose has been achieved
- evidence to support the reviewer's judgement of the author' achievement.

Preliminary Mechanical Steps

Read the book with care.
Note effective passages for quoting.
Note your impressions as you read.
Allow yourself time to assimilate what you have read so that the book can be seen in perspective.
Keep in mind the need for achieving a single impression which must be made clear to the reader.

The Review Outline

The review outline enables you to get an over-all grasp of the organization of the review, to determine what central point your review is going to make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.

By examining the notes you have made and eliminating those which have no relationship to your central thesis, and by organizing them into groups, several aspects of the book will emerge: e.g., theme, character, structure, etc. After ordering your topics--determining in what sequence they will be discussed--write down all the major headings of the outline and then fill in the subdivisions. Keep in mind that all parts of the outline should support your thesis or central point.

The Draft

The opening paragraph, like the concluding one, is in a position of emphasis and usually sets the tone of the paper. Among the various possible introductions are:

a statement of the thesis
a statement of the author's purpose
a statement about the topicality of the work or its significance
a comparison of the work to others by the same author or within the same genre
a statement about the author

The main body of the review should logically develop your thesis as organized by your outline. Changes in the outline may need to be made and transitional paragraphs introduced, but the aim should be toward logical development of the central point. Quoted material should be put in quotation marks, or indented, and properly footnoted.

The concluding paragraph may sum up or restate your thesis or may make the final judgement regarding the book. No new information or ideas should be introduced in the conclusion.

Steps in Revising the Draft

Allow some time to elapse, at least a day, before starting your revision.
Correct all mistakes in grammar and punctuation as you find them.
Read your paper through again looking for unity, organization and logical development.
If necessary, do not hesitate to make major revisions in your draft.
Verify quotations for accuracy and check the format and content of references.

Some Considerations When Reviewing:

Fiction

(above all, do not give away the story)

Character
From what sources are the characters drawn?
What is the author's attitude toward his characters?
Are the characters flat or three dimensional?
Does character development occur?
Is character delineation direct or indirect?
Theme
What is/are the major theme(s)?
How are they revealed and developed?
Is the theme traditional and familiar, or new and original?
Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent?
Plot
How are the various elements of plot (eg, introduction, suspense, climax, conclusion) handled?
What is the relationship of plot to character delineation?
To what extent, and how, is accident employed as a complicating and/or resolving force?
What are the elements of mystery and suspense?
What other devices of plot complication and resolution are employed?
Is there a sub-plot and how is it related to the main plot?
Is the plot primary or secondary to some of the other essential elements of the story (character, setting, style, etc.)?
Style
What are the "intellectual qualities" of the writing (e.g., simplicity, clarity)?
What are the "emotional qualities" of the writing (e.g., humour, wit, satire)?
What are the "aesthetic qualities" of the writing (e.g., harmony, rhythm)?
What stylistic devices are employed (e.g., symbolism, motifs, parody, allegory)?
How effective is dialogue?
Setting
What is the setting and does it play a significant role in the work?
Is a sense of atmosphere evoked, and how?
What scenic effects are used and how important and effective are they?
Does the setting influence or impinge on the characters and/or plot?

Some Considerations When Reviewing Biography

Does the book give a "full-length" picture of the subject?
What phases of the subject's life receive greatest treatment and is this treatment justified?
What is the point of view of the author?
How is the subject matter organized: chronologically, retrospectively, etc.?
Is the treatment superficial or does the author show extensive study into the subject's life?
What source materials were used in the preparation of the biography?
Is the work documented?
Does the author attempt to get at the subject's hidden motives?
What important new facts about the subject's life are revealed in the book?
What is the relationship of the subject's career to contemporary history?
How does the biography compare with others about the same person?
How does it compare with other works by the same author?

Some Considerations When Reviewing History

With what particular period does the book deal?
How thorough is the treatment?
What were the sources used?
Is the account given in broad outline or in detail?
Is the style that of reportorial writing, or is there an effort at interpretive writing?
What is the point of view or thesis of the author?
Is the treatment superficial or profound?
For what group is the book intended (textbook, popular, scholarly, etc.)?
What part does biographical writing play in the book?
Is social history or political history emphasized?
Are dates used extensively, and if so, are they used intelligently?
Is the book a revision? How does it compare with earlier editions?
Are maps, illustrations, charts, etc. used and how are these to be evaluated?

Some Considerations When Reviewing Poetry

Is this a work of power, originality, individuality?
What kind of poetry is under review (epic, lyrical, elegaic, etc.)?
What poetical devices have been used (rhyme, rhythm, figures of speech, imagery, etc.), and to what effect?
What is the central concern of the poem and is it effectively expressed?

Sources of Book Reviews

Many indexes, such as ABI Inform and Historical Abstracts include citations to book reviews. Reviews can also be found at book-related online sites, such as Amazon.Com. The following indexes are devoted entirely to book reviews:

Book Review Digest 1905+ (Z 1219 B72 REF INDEX)
Book Review Index 1965+ (Z 1035 A1 B72 REF INDEX)
An Index to Book Reviews in the Humanities 1960-1990 (Z 1219 I38 REF INDEX)
Canadian Book Review Annual 1975+ (Z 1375 C3 REF INDEX)

http://www.library.dal.ca/how/bookrev.htm

How to Write a Composition/Story

2008-02-19T17:44:00.002-02:00

How to Write a Composition/Story

from wikiHow - The How to Manual That You Can Edit

Cluster pre-writing makes the tough job of writing a composition or easier to complete. Following these easy you can write an excellent composition or story.

Steps

Use a plain piece of paper to complete the process. Some people like to use a standard piece of writing paper while others like to think big and use easel size paper. Alternatively you can use a chalkboard to draw the outline diagram. Either way leave lots of room to complete the process.
In the center of the paper, or chalkboard, state the subject briefly. Draw a circle around the subject.
In the next set of circles write your main ideas.
In the final set of circles, write ideas under the topic of the secondary circles.
Re-check the clusters to help brainstorm for further ideas.
Use the clusters to outline and write your story or composition.
Write the composition using the clusters to help create the topic sentence, supporting paragraphs and summary.

Tips

You can always add more circles to your guiding diagram if you think the much you have is not sufficient.
Remember there is no time limit. So take your time and let your ideas run free.
Open source software called FreeMind can help with the pre-writing process.

Sources and Citations

[*http://freemind.sourceforge.net/wiki/index.php/Main_Page]

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write a Composition/Story. All content on wikiHow can be shared under a Creative Commons license.

How To Write a Composition - For Students

2008-02-19T17:41:00.004-02:00

The word 'composition' may mean different things in different circumstances. It could be a personal narrative, a short work of fiction or prose, an essay, a dramatic work or a poem. Each of these works has its own set of rules. This site has articles describing the how-to process of several types of composition: poetry, the essay, and others. This article will give you a general overview of the composition.

Know your purpose: What type of composition is this going to be? Make sure you understand the expectations. Typically, your teacher will provide you with an explanation and lecture on what you are to write. Read this over carefully. Ask your instructor if you have questions. You will find several helpful links at the end of this article for online resources also.
Choose your topic: Decide what you will write about. Here are suggestions based on different types of compositions.

Essay: Practically every essay topic can be approached from multiple perspectives. Choose a topic and take a stance; your essay will seek to convince readers of the legitimacy of your stance. Choose something that is important to you. It is easier to write about what you believe in. Write this in 'first person' -- 'I' (like you are talking) to 'second person'-- 'you' (a person you are speaking to).
Personal narrative: Personal narrative is a story about you. Choose something that made an impression on you, negative or positive. It might be a vacation, a funny experience, a crisis, a death, a dangerous or frightening situation you encountered, etc. Write in first person.
Play: Write about what you know. Your play could develop from a personal narrative. But regardless, include things you have some knowledge that is grounded either in personal experience or research, or both. The play is written in dialog with the speaker indicated. Stage directions - defining the elements of set and telling characters how to speak lines or move on stage - are written italicized and in parentheses.
Short story: This is a form of prose fiction, a creative non-poetic kind of composition. Write this in third person (as if you were a narrator) or first person if you speak as your main character. If first person voice is your choice, then your short story will read much like a narrative, but it is not necessarily something that happened to you. You can base it upon something you have experienced, but you tell it as a general story. Your options are unlimited; you could write about anything that exists in reality, or make up your own world for a short story.
Poetry: Poetry is focused on sound, syllabication, rhythm patterns and descriptive language. It might be free verse, or instead written in one of many rigid poetic form like sonnets or Haiku (very short Japanese poems).

Write your introduction: For every composition except poetry, you will need to introduce either your topic and position (for an essay) or characters, plot and setting (for narrative, short story and play). See the article 'How to Write an Introduction.'
Develop the 'body' of your work:
- Essay
  - Brainstorm a list of 10 points you want to make about your topic. Jot down ten details or ideas that will support the point you are making. These may be facts, examples, data, statistics, quotes from a source, or just common sense ideas.
  - Group the 10 points into three groups. Organize your list of details into three categories based upon similarity. Like the bicycle, these will be the supporting 'spokes' of your topic.
  - Label the three groups. The labels will ultimately become the topic sentences for each body paragraph of your essay. The three or four details in each group will be the supporting sentences. Using this outline, you will have the meat of your essay.
  - Write your three paragraphs: Write the main points and details into complete sentences. Remember to keep each organized and follow your outline. This will form the body of your essay. If you are required to make your essay 200 words long, you should have more than enough already. If it needs to be longer, make each of the three topics into two paragraphs.
- Narrative, short story and play: Weave these details into your composition.
- Poetry: Follow the rubric for the poetry type you need to write.
Write your conclusion (for all but poetry): This simply wraps up what you have said in your composition. It can basically restate what you said in your introduction. If you composition is longer, you can sum up your main points. Try to phrase them a little differently so it will not sound repetitive.
Use P-O-W-E-R: You have done the P-plan, O-organize and W-write components; now you will finish with E-edit and R-revise. You will do this for every type of writing. Reread your work. Look for spelling, grammar, and content problems. Use your computer spell and grammar check but use your own wisdom also. You can have someone proof-read it also.
Every good piece of writing goes through two or more revisions. Let your thoughts 'gel.' Come back to the composition and you will see improvements you might not have seen when it was still 'hot.' A composition is like a piece of pottery: first it's plastic, then its greenware, then it's bisque and finally glazeware!
Rewrite your final copy. If you type your composition, be sure to save a copy for future reference. And who knows, you may submit it and find you have great potential!

Never underestimate your writing skills. Writing is 'art in words.' I always tell my students that everyone has a composition - or many - locked within. Everyone around you has a story to tell. All you need is to practice the skills to write your composition.

Required Tools:

Use a computer to prepare and edit your compositon.

Use your spell and grammar check.

Use a thesaurus or the thesaurus function on your computer.

Caution:

Don't 'bloat' your story with extra words just to add to your word count.

Use descriptive language; avoid overused words.

Quick Tips:

Use clear, strong, complete sentences and organized paragraphs.

Use your thesaurus to find descriptive word options.

http://www.howtodothings.com/hobbies/a4279-how-to-write-a-composition.html

How To Write A Whole Composition

2008-02-19T17:33:00.003-02:00

How To Write A Whole Composition

The following is a general structure to follow for many kinds of writing. Adapt it to specialized assignments as appropriate.

I. Introduction

The introduction is intended to draw the reader into the body of material to follow. It should begin with a general statement or question, sometimes called the "thesis statement" or "thesis question," followed by a quick narrowing down to the main theme to be developed in the body. Set the stage quickly, give appropriate background, then move right into a transition sentence that will set up the reader for the body.

II. Body (Argument)

The body of a written piece is where you elaborate, defend, and expand the thesis introduced in the introduction. The body should support your main contention with supporting evidence and possible objections. A good body presents both sides of a case, pro and con. As you make your case, save your best argument for last. When presenting contrary views, be sure to set forth the strongest arguments so you can avoid being charged with erecting a "straw man." The body includes three components:

Elaboration:	Spell out the details by defining, or by clarifying and adding relevant, pertinent information.
Illustration:	Paint a verbal picture that helps make or clarify your point(s). Well illustrated pieces are easier to read and follow than abstract ones.
Argumentation:	Give the reasons, justifications, and rationales for the position or view you have taken in the introduction. Draw inferences for the reader and explain the significance or assertions or claims being made.

When moving from one sub-point or argument to another, use connecting or transitional words and phrases that enable your reader to easily follow the flow of your thinking. The following is a partial list of logical connectors that you can use:

exceptions - but, alas, however, etc.

illustrations - for instance, for example, etc.

conclusions - thus, so, therefore, consequently, etc.

comparisons - similarly, by contrast, etc.

qualifications - yet, still, etc.

additions - moreover, furthermore, etc.

III. Conclusion

Make your final appeal to the reader, a finishing, all-encompassing statement that wraps up your presentation in a powerful or even dramatic fashion. Normally a single paragraph, brief and concise, will suffice. The purpose of the conclusion is to leave the reader with an idea or thought that captures the essence of the body while provoking further reflection and consideration.

Help for Students!!! How to Write a Short Story

2008-02-14T17:45:00.004-02:00

How To Write a Short Story

The big idea

In my class, a "short story" is anything that is prose (that is to say, not poetry) and tells a made-up, or fictional, story. "Short" can mean anywhere from about a page and a half for fifth graders all the way up to ten or twelve pages, or even more, for eighth graders. When students ask me how long a story needs to be, I always say, "As long as it takes to do a good job."

Before you begin

To do a good job, a story must do these things:

have an interesting main character that the reader cares about

have a clearly-described setting

show the main character solving--or trying to solve--a problem.

How to do it

The Characters

Stories need characters. Interesting characters are those that do and say interesting things. They have fears, friends, enemies, hopes for the future and favorite things they like to eat for breakfast, just as you have. In fact, I have a form that I often have students fill out before they start writing, on which they list these character details before they start writing. That way, the details are at their fingertips and they can slip them into the story at strategic points in order to make the writing more realistic. (NOTE: you need to USE these details where they would naturally show up in the story. You DON'T just list them at the beginning.) We also use those same details to generate the main problem of the story, as you will see below. Even if you don't use the form, however, you should spend some time thinking of these character details before you get going.

The Setting

The setting is the where and when of the story. You don't have to go overboard in describing the setting. If everyone in the story is riding horses and hanging out in a saloon, I pretty much get the idea that the setting is somewhere in the west in the 1800's. If the story starts with the hero riding the turbolift to the spaceport to catch the next rocket to Mars, I understand that I'm reading a science fiction story set in the future. Don't get things mixed up, though: When you have a medieval monk take a break from his work copying books in the scriptorium to go play Nintendo 64, I'm going to get confused.

A few well-placed details of setting can really set the mood. If the first scene opens in the dead of night with rain pounding against the windows and the wind howling outside, I'm ready to settle in for a really spooky story.

Don't ignore setting. It can help your story.

The Main Problem

If you don't have a main problem, you don't have a story. All stories have problems that must be solved: the Good Terminator has to protect Sarah Connor from the Evil Terminator; Jim Hawkins has to elude the pirates and bring home the gold from Treasure Island; Dr. Grant has to save the kids from the rampaging dinosaurs of Jurassic Park. Let me make this clear: STORIES ARE ABOUT CHARACTERS SOLVING PROBLEMS.

In class, we try to have big problems grow out of the details we have developed for our main characters. If our character wants to play professional football, what would be a good main problem for a story? Any number of things:

His girlfriend--the love of his life--will leave him if he continues to play football

He gets in an accident and has to fight his way back to playing condition

He gets in an accident and must learn to adjust to life without football

Congress passes a law prohibiting football

In order to liven up the game, the NFL replaces the ball with a bomb set to explode at some randomly-determined time.

If the main character you've developed is deathly afraid of spiders, what could your story be about?

Her house is invaded by millions of spiders

The only job she can find is as the spider keeper at the zoo

She finds herself slowly transforming into a spider

She crash-lands in the jungle and must live among the !Lwana tribesmen of the Amazon basin, for whom enormous spiders are a staple food

You get the idea. Big problems for stories are easy to come by. A good story is about an interesting character facing--and trying to solve--a big problem.

Other Tips for Story-Writing Success

Unless you're writing a fairy tale, do not begin a story with the words, "Once upon a time" or its evil twins "One day," "One dark night," or anything similar.

You should also avoid, "Hi, my name is..."

Do use a lot of dialogue. People talk a lot, so characters in stories should, too. It brings stories to life. Just remember to make a new paragraph every time you switch speakers.

Get a good mixture of dialogue and narration, so the reader can visualize the setting, what the characters are doing, and so on.

Try beginning a story with either dialogue or action.

Don't be afraid to rewrite. If it's not great, fix it.

http://millennium.fortunecity.com/donald/368/help/story.html

wikiHow - The How-to Manual That You Can Edit

2008-02-14T17:19:00.001-02:00

wikiHow - The How-to Manual That You Can Edit

Welcome to wikiHow

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How to Write a Short Story

2008-02-14T17:16:00.002-02:00

How to Write a Short Story

from wikiHow - The How to Manual That You Can Edit

Whether you’re an aspiring professional writer or a stay-at-home mom with something to say, the short story is the perfect medium. While writing a novel is a Herculean task, just about anybody can craft and, most importantly, finish, a short story. That doesn’t mean that short stories are easy to write, though, and it certainly doesn’t mean that they aren’t as artistically valuable as novels. With practice, patience, and a passion for writing, they can be every bit as moving and memorable as their much longer cousins.

Steps

Read plenty of short stories. Nothing can help you “learn” how to write a good short story better than reading good short stories. Choose authors that you enjoy, and also choose some of the “classics.” Pay attention to how the authors develop their characters, write dialogue, and structure their plots.
Gather ideas for your story. Inspiration can strike at any time, so carry a notepad with you wherever you go so that you can write down story ideas as they come to you. Most of the time, you’ll just think of small snippets of information (a catastrophic event around which you can build a plot, a character’s name or appearance, etc.) but sometimes you’ll get lucky and a whole story will reveal itself to you in a couple of minutes. If you have trouble finding inspiration, or if you need to write a story in a hurry (for a class, for example), learn how to brainstorm.
Choose an idea and flesh it out. At the very least, a story should have an exposition (the story leading up to the climax), a climax (a turning point in a story brought about by conflict between characters or within a character), and a resolution (a satisfying ending to the story in which the central conflict is resolved - or not). Move backward or forward from your starting idea (it may or may not be the beginning of the story), and ask “What happens next?” or “what happened before this?”
Know your characters. For a story to be believable, the characters have to be believable, and their actions should appear inevitable given who they are. In other words, you should know as much as possible about your characters, from what their central motivations are to what their favorite foods are. You won’t include all this information in your story, but the more you know, the more your characters will come to life, both for you and for the reader. Sometimes it helps just to listen to unimportant conversations between characters in your head, even if it won't be in the story.
Limit the breadth of your story. A novel can occur over millions of years and include a multitude of subplots, a variety of locations, and an army of supporting characters. The main events of a short story should occur in a relatively short period of time (days or even minutes), and you typically won’t be able to develop effectively more than one plot, two or three main characters, and one setting. If your story has much more breadth, it probably needs to be a novella or novel.
Decide who will tell the story. There are three main points of view from which to tell a story: first-person (“I”), second-person (“you”), and third-person (“he” or “she”). In a first-person story, a character in the story tells the story; in the second-person the reader is made a character in the story; and in the third-person, an outside narrator tells the story. (Second-person narration is rarely used.) Keep in mind that first-person narrators can only tell what they know (which will be limited to what they see firsthand or are told by others), while third-person narrators can either know everything and explore every character’s thoughts, or be limited to only that which can be observed.
Start writing. Depending on how thoroughly you’ve sketched out your plot and characters, the actual writing process may simply be one of choosing the right words. Generally, however, writing is arduous. You probably won’t know your characters and plot as well as you thought, but it doesn’t matter. Outlines are not the same as stories, and actually writing a story is the only way to complete one.
Come out swinging. The first page—some would say the first sentence—of any writing should grab the reader’s attention and leave him wanting more. A quick start is especially important in short stories because you don’t have much room to tell your story. Don’t dilly-dally with long introductions of the characters or uninteresting descriptions of the setting: get right into the plot, and reveal details about the characters and setting piece-by-piece as you go along.
Keep writing. You’re almost certain to hit some bumps in the road to finishing your story. You’ve got to work through them, though. Set aside a time to write each and every day, and make it a goal to finish, say, a page each day. Even if you end up throwing away what you wrote on that day, you’ve been writing and thinking about the story, and that will keep you going in the long run.
Let the story write itself. As you write your story, you may want to turn your plot in a different direction than you had planned, or you may want to substantially change or remove a character. Listen to your characters if they tell you to do something different, and don’t worry about scrapping your plans altogether if you can make a better story as you go.
Revise and edit. When you’ve finished the story, go back through it and correct mechanical mistakes, as well as logical and semantic errors. In general, make sure the story flows and the characters and their problems are introduced and resolved appropriately. If you have time, put the completed story down for a few days or weeks before editing. Distancing yourself from the story in this way will help you see it more clearly when you pick it back up.
Get some second opinions. Send your revised and edited story off to a trusted friend or relative for revisions, edits, and suggestions. Let your reviewers know that you want to hear their real opinions of the story. Give them time to read it and think about it, and give them a copy that they can write on. Make sure you consider everything that your reviewers tell you—not just the parts you would like to hear. Thank your reviewers for reading your story, and don’t argue with them.
Incorporate whatever edits, revisions, and suggestions you feel are valid. Your writing will be better if you can carefully consider constructive criticism, but you don’t have to follow all the advice you get. Some of the suggestions may not be very good. It’s your story, and you need to make the final call.

Tips

Can’t find friends or relatives honest enough to tell you what they really think about your story? Consider joining a writers’ group, where you can learn tips and tricks from other writers and get (hopefully) quality critiques. You can probably find a local club, but there are also online groups.
You can write about a past event or a fantasy that you have. Your main character can be an adaptation of yourself or someone you know. But be careful, because real people are often not as dynamic as story characters.
Do research. Yes, really. If you are trying to set a story in the 1950's, research the family dynamics, clothing, slang, etc. of the period. If you try to write without knowing the background of what you are writing about, the story will probably seem amateurish.
You may not need or want to go through the brainstorming and pre-writing work; many writers skip these steps, and you may find going through all the steps of the writing process superfluous. That said, everybody should try pre-writing at some point, even if it’s just once. Also, without planning beforehand, it is very unlikely you will have a good story.
If you're having trouble brainstorming, try making a web or table; create about five main sentences for your short story. It might help to do a "freewrite" which is to simply write or type everything that comes into your mind for a certain time period, usually between 5 and 30 minutes.
Develop your own style. Your unique voice will only come through practice. You can start by imitating other writers or, if you are trying to write for a particular genre, you can try to tune your thoughts to that “frequency.” In the end, though, you just need to write voluminously to develop your voice.
Make sure you don't work your mind too hard at any one time. If you're having trouble coming up with ideas, just do something else. Come back to your story after a few hours or after a good night's sleep, and you'll be amazed at what you can then come up with!
While you may sometimes want to scrap a story, make sure you’ve got a good reason—not just an excuse—to do so. If you’re just stuck temporarily try to work through it. Sometimes you’ll come up with another idea that you’re more excited about. You may want to work on the new idea, but if this happens frequently, it can turn into a problem: you’ll start a lot of stories, but you won’t ever actually complete one.
Design a format. This is not particularly necessary unless you are showing it to other people. For instance: Is the story in center alignment? Are there chapters? Do the fonts differ? Are there paragraphs? Do you indent at the beginning of each paragraph? All of the above things are simply ideas that can help to organize your writing for better results if shown to others.
Is there a song or type of music that gets you connected to the emotions and events you want to convey through your writing? Try playing some during or before you start writing.
Think carefully about all the elements of a story, for example main character, setting, time period, genre, supporting characters, enemies and conflict, and plot.

Warnings

Don't become too proud of your story after you've finished it! Don't set yourself up for disappointment, which, in all likelihood, will come--especially if you submit the story for publication. Instead, remain professionally detached from it, as you would if you were taking care of a friend's dog.
Don’t get discouraged. If you’re trying to get your story published, it will most likely be rejected. Rejection is a big part of being a writer; sometimes it’s warranted, but sometimes it’s not. Be proud that you have completed a story—no easy task, at that—and keep practicing your craft if you enjoy it.
Don't get lazy about spelling and grammar! Show the readers you know what you're doing by presenting an error-free story.
Short stories are the hardest kind of fiction to write. You have to do everything that happens in a novel (introduce characters, create conflict, develop characters, resolve conflict) inside of twenty or thirty pages. Respect the genre. It isn't easy.
Do not steal published ideas, this is a serious crime. You may read and get story ideas but don't steal the author's plot.

Things You'll Need

pencil & paper (or computer)
patience
friends or fellow writers to critique you
brain
creativity

Related wikiHows

Sources and Citations

Howtowriteashortstory.wordpress.com Free storytelling lessons for beginners.
Storiesville.com Online community for short stories of various genres.
ShortStoryGroup.com A free forum where you can get your work critiqued by other writers (and critique theirs)
Seton Hill University Short story writing tips
Shortstorywiki.com Write your own shortstory or continue on an existing. This wiki exists for you to have fun.
Short Story Writing & Critique Group, a free online community of writers. We write, critique each other's works, and in general have a good time. There is a free forum for discussion & a weekly prompt for those who feel a little 'blocked'.

Article provided by wikiHow, a collaborative writing project to build the world's largest, highest quality how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Write a Short Story. All content on wikiHow can be shared under a Creative Commons license.

Carrera de Programador ABAP - Informatica y Educacion 2008

2008-01-31T13:45:00.000-02:00

Carrera de Programador ABAP

Módulos:

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Interfaces para la transferencia de datos

Mejoras y Modificaciones SAP

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2008-01-31T13:30:00.000-02:00

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"PROCESADOR DE TEXTOS, AL ALCANCE DE TODOS. Un valioso recurso para el docente"
MODALIDAD: Seguimiento individual
DURACIÓN ESTIMATIVA: 10 semanas
INICIO: 17 / abril / 2006
ARANCEL: $ 150.- (u$s 66.-)
Certificado del CIP y PUNTAJE: 0,144 (Resolución 2631/05 SED Cap.Fed.)

"RE-CREO 1: Introducción a la programación. Curso-Taller sobre diseño y creación de SOFTWARE EDUCATIVO"
MODALIDAD: Seguimiento individual
DURACIÓN ESTIMATIVA: 3 meses
ARANCEL: $ 210.- (u$s 90.-)
Certificado del CIP

"APLICACIONES PEDAGÓGICAS EN NEOBOOK. NIVEL II"
DURACIÓN ESTIMATIVA: 12 semanas
MODALIDAD: Seguimiento individual
ARANCEL: $ 192.- (u$s 81.-)
Certificado del CIP

--------------------------------------------------------------------------------

Los cursos de capacitación y actualización a distancia que ofrece el CIP en su espacio virtual "Tiza y Pc", se desarrollan en Aulas Virtuales, creadas especialmente para la formación a distancia de sus alumnos.

Para MAYOR INFORMACIÓN y RESERVAR SU VACANTE -sin cargo- ingrese a la Página: www.tizaypc.com Sección: EDUCACIÓN A DISTANCIA

PROMOCIÓN INSTITUCIONAL:
3 docentes de la misma escuela obtienen un 20 % de descuento.

PROMOCIÓN PARA LOS SUSCRITORES DE "Tiza y Pc":
1er. curso: 10 % de descuento | 2° curso: 20 % de descuento.

(En ambos casos pueden ser abonados en 3 cuotas sin interés)

--------------------------------------------------------------------------------

SOFTWARES EDUCATIVOS - AULAS VIRTUALES PARA SU ESCUELA

---------------------------------------------------------------------------------
Mas informacion en http://cursos-para-docentes.blogspot.com/

Seguimos creciendo!!!

2008-01-22T13:30:00.000-02:00

Hace unos dias estuve revisando el ranking de Blogalaxia y encontre que English World and Education esta situado dentro de los 500 blogs mas visitados!!!.

http://www.blogalaxia.com/top100.php?top=1

Sigan difundiendo el blog entre sus amigos que seguimos creciendo!!!
Al final del blog se encuentra la posicion del ranking

Teacher Estela

Informatica y Educacion 2008

2008-01-10T16:31:00.001-02:00

CAPACITATE en las últimas tecnologías.. ¿todavía trabajando como hace 10 años?

	Desarrollador Mobile · Programador Web Master en Flash · Adobe AIR (Apollo) Seguridad Informática · PHP · ASP.NET AJAX · Rich Internet Applications · Flex
	Desarrolla tu Potencial

Cursos de Verano VACANTES LIMITADAS Matriculación 2008

Cursos de Verano 2008

Seminarios de 1 día


Sitios Web de Alto Rendimiento Acelera la velocidad de tu sitio web en un 80%	Adobe Flex para diseñadores Flash Vení a conocer de qué se trata Flex (GRATUITO)
Web 2.0: La batalla final Vení a conocer el estado de la Web 2.0 (GRATUITO)	Android: Google en los celulares La plataforma de desarrollo mobile de Google (GRATUITO)
Java ME Mobile Service Architec. Todas las nuevas APIs para J2ME	Mobile Marketing Conocé todas las posibilidades que te da Mobile

Cursos Cortos para Web y Flash


Adobe AIR (Apollo) Aplicaciones de escritorio desde HTML, Flash o Flex	Diseño Web 2.0 Diseña webs ricas con estilo 2.0
Smarty en PHP Separa el código HTML del PHP con plantillas	Silverlight: Introducción Ingresa a la nueva plataforma que compite con Flash
Maquetado CSS Técnicas profesionales para dejar atrás a las Tablas	ActionScript 3.0 Actualización Actualizate a lo nuevo de Flash CS3 y AS 3
Optimización de SQL Querys Avanzados, Tablas y Profiler en SQL	XML a Fondo Comprendé a fondo los conceptos de XML
Flash para Celulares Creá Sitios y Juegos en Adobe Flash Lite	JavaScript Avanzado Técnicas Avanzadas y una base de AJAX
Desarrollo para iPhone y Series 60 Aplicaciones web y widgets para iPhone, iPod y S60	Detalles y Fechas >>

Cursos Cortos para Mobile


Bluetooth en Java ME Creá juegos y aplicaciones que se conecten entre sí	Flash para Celulares Creá Sitios y Juegos en Adobe Flash Lite
Desarrollo para iPhone y Series 60 Aplicaciones web y widgets para iPhone, iPod y S60	Detalles y Fechas >>

Cursos Cortos de Cero


Curso de C Aprendé a programar con el lenguaje base de todos	Java Inicial Aprende a programar en Java orientado a objetos
PHP y MySQL Básico Desarrolla sitios web dinámicos	XHTML y CSS Diseña webs con los estándares del momento
JavaScript Inicial Conoce el lenguaje de DynamicHTML	Introducción a Flash Diseña Webs y animaciones en Flash
Introducción a ASP.NET .NET de la mano de C# y ASP	Fireworks CS3 Creá interfases visuales para web

Carreras y Cursos de Especialización - Inicio Marzo 2008

Cursos de Especialización Profesional en 3 meses


Rich Internet Applications Web 2.0, AJAX y Adobe Flex 3	Lunes y Jueves Mañana - 3 meses
	Lunes y Jueves Noche - 3 meses
	Miércoles a la Mañana - 6 meses
	También a Distancia por Internet

Experto en PHP Objetos, Patrones de Diseño, XML y Librerías	Martes y Viernes Noche - 3 meses
	Martes y Viernes Mañana - 3 meses

Optimización para Buscadores NUEVO Técnicas SEO para que te encuentren	Miércoles Noche - 3 meses
	Sábados Mañana - 3 meses

Experto en ASP.NET 3.5 ACTUALIZADO Lo nuevo de .NET, LINQ y ASP	Miércoles a la Noche - 6 meses


Juegos para Celulares Inteligencia Artificial, Física, Game API en Java ME	Sábados a la mañana - 6 meses


Professional Linux LPI 7 Módulos de Linux Professional Institute	Lunes y Jueves Noche - 3 meses
	Sábados a la mañana - 6 meses

Carreras Cortas


Experto en Seguridad Informática	Martes y Viernes Mañana
	Miércoles Noche y Sábados Tarde
	También a Distancia por Internet

Programador Web	Martes y Viernes Mañana
	Lunes y Jueves Noche
	Miércoles Noche y Sábados Tarde
	También a Distancia por Internet

Desarrollador Mobile	Lunes y Jueves Noche
	Lunes y Jueves Mañana

	También a Distancia por Internet

ITMaster en Flash	Martes y Viernes Mañana
	Martes y Viernes Noche
	También a Distancia por Internet

Hasta el 31 de Diciembre matriculandote online
un 33% de descuento en la matrícula
y en 6 cuotas sin interés

Queremos recordarte también que si ya has realizado algún curso o carrera en una institución pública o privada, o si tienes experiencia profesional, te invitamos a solicitar sin cargo y sin compromiso un trámite de equivalencias, donde podrás obtener la aprobación de cursos o cuatrimestres sin cursarlos y reduciendo así el valor de la cuota mensual.

Consultá los planes de pago en cuotas con Tarjeta de Crédito

(11) 5032 0077 - Av. Rivadavia 5040 7º

El horario de atención es de Lunes a Viernes de 10 a 21hs.

Traduccion - Translation 2008

2008-01-10T16:21:00.001-02:00

NUEVOS CURSOS
VERANO 2008

Ya está abierta la inscripción para los cursos de verano 2008 del Colegio. Para ver las propuestas con sus temarios completos, presione el botón Cursos presenciales o Cursos a distancia y elija el mes de su interés.
Para mayor facilidad dejamos aquí accesos directos a las distintas propuestas:

CURSOS PRESENCIALES

FEBRERO MARZO

CURSOS POR E-LEARNING

ENERO FEBRERO MARZO

	Sede Corrientes			Sede Callao

	Av. Corrientes 1834, (C1022AAC), Buenos Aires - Argentina Tel/Fax: (54 11) 4373-7173 info@traductores.org.ar			Av. Callao 289 4° Piso, (C1022AAC), Buenos Aires - Argentina Tel/Fax: (54-11) 4371-8616 / 4372-7961 / 4372-2961/ 4373-4644 info@traductores.org.ar

Feliz Año Nuevo!!! Happy New Year!!!

2007-12-30T13:00:00.001-02:00

Ver animación

© www.TuParada.com
¡Envía por e-mail!

Feliz Navidad y Próspero Año Nuevo

Conoce como se dice esta frase en varios idiomas del mundo.

* Albanian - gëzuar Krishtlindjet e Vitin e Ri
* Aragones - goyoso Nadal e prospera añata nuaba
* Asturian - bon Nadal y feliz añu nuevu
* Basque - Zorionak eta urte berri on
* Bolognese - bån Nadèl e un ân nôv pén ed felizitè
* Brazilian Portuguese - feliz Natal e próspero ano novo
* Bresciano - bon Nedal e bu an nof
* Breton - Nedeleg laouen ha bloavezh mat
* Calabrese - buonu Natali e filici annu nuovu
* Catalan - bon Nadal i feliç any nou
* Croatian - sretan Božic i uspješna Nova godina
* Danish - glædelig jul og godt nytår
* Dutch - prettige Kerstdagen en een gelukkig nieuw jaar
* English - merry Christmas and a happy new year
* Esperanto - bonan Kristnaskon kaj felican novan jaron
* Estonian - häid Jõule ja õnnelikku uut aastat
* Ferrarese - auguri'd bon Nadal e bon an nòv
* Finnish - hyvää joulua ja onnellista uutta vuotta
* Flemish - zalig kerstfeest en gelukkig Nieuwjaar
* French - joyeux Noël et bonne année
* Furlan - bon Nadâl e bon an gnûf
* Galician - bo Nadal e próspero aninovo
* German - frohe Weihnachten und ein frohes neues Jahr
* Griko Salentino - Kalò Kristù ce na chrono nèo comào 'zze charà
* Hungarian - kellemes karácsonyi ünnepeket és boldog új évet
* Italian - buon Natale e felice anno nuovo
* Judeo Spanish - Noel alegre i felis anyo muevo
* Latin - Natale hilare et annum faustum
* Leonese - Bon Nadal y Prestosu Añu Nuevu
* Limburgian - ne zaolige Kiësmes, e gelèkkig Nauwjoër, ên al wo wènselek ès!
* Lombardo - bon Natal e bon ann noeuv
* Mapunzugun - ayüwün-ngechi lleqün antü ka küpalechi we tripantu
* Mudnés - bòun Nadèl e bòun àn
* Norwegian - god Jul og godt nyttår
* Occitan - polit Nadal e bona annada
* Papiamentu - bon Pasku i felis aña nobo
* Parmigiano - bon Nadèl e dla felicitè par al an nòv
* Piemontese - Bon Natal e Bon Ann neuv
* Polish - Wesolych Swiat i szczesliwego Nowego Roku
* Portuguese - feliz Natal e próspero ano novo
* Reggiano - boun Nadèl e boun an nòv
* Romagnolo - bon Nadél e feliz 'an nov
* Roman - bon Natale e bon anno
* Sicilian - bon Natali e filici annu novu
* Spanish - feliz Navidad y próspero año nuevo
* Swedish - god jul och gott nytt år
* Venetian - bon Nadal e bon ano novo
* Zeneize - bon Denà e feliçe anno neuvo

Seleccion de Antecedentes - Diciembre 2007

2007-12-18T08:21:00.000-03:00

LLAMADOS A SELECCIÓN DE ANTECEDENTES
ISP “JOAQUIN V. GONZALEZ”
Av. Rivadavia 3577

PROFESORADO EN CASTELLANO, LITERATURA Y LATIN

SELECCIÓN DOCENTE PARA DESIGNAR PROFESOR INTERINO EN LA SIGUIENTE CATEDRA (la selección docente será resuelta a partir de mes de febrero del año 2008) :

LATÍN II -2ºB- 6HS
HORARIO: lunes de 18:10 a 20:50 y martes de 19:30 a 20:50
JURADO: VASSALLO-WENDT- CROGLIANO
CONSULTAR REGLAMENTO DE SELECCIÓN DOCENTE (en Secretaría del ISP) "EL CURRICULUM DEBERA SER PRESENTADO DE ACUERDO AL ANEXO I DEL REGLAMENTODE SELECCIÓN DOCENTE, DE LO CONTRARIO NO SERA EVALUADO"

INSCRIPCION EN SECRETARIA DESDE EL 12/12 AL 20/12 HASTA LAS 21 HS.

PROFESORADO EN CASTELLANO, LITERATURA Y LATIN

SELECCIÓN DOCENTE PARA DESIGNAR PROFESOR INTERINO EN LA SIGUIENTE CATEDRA (la selección docente será resuelta a partir de mes de febrero del año 2008) :

LATÍN I -1ºA- 6HS
HORARIO: miércoles 13:30 a 14:50 y de 16:20 a 17:40 y jueves de 13:30 a
14:50 Hs.
LATÍN I -1ºC- 6HS
HORARIO: lunes 21:30 a 22:50, martes 20:50 a 22:10 y miércoles 18:10 a
19:30 Hs.

JURADO: VASSALLO-NOGUEIRA- MANFREDINI
CONSULTAR REGLAMENTO DE SELECCIÓN DOCENTE (en Secretaría del ISP) "EL CURRICULUM DEBERA SER PRESENTADO DE ACUERDO AL ANEXO I DEL REGLAMENTO DE SELECCIÓN DOCENTE, DE LO CONTRARIO NO SERA EVALUADO"

INSCRIPCION EN SECRETARIA DESDE EL 12/12 AL 20/12 HASTA LAS 21 HS.
-----------------------------------------------------------------------------------------------------------------

ISP "JOAQUÍN V GONZALEZ"
Av. Rivadavia 3577

PROFESORADO EN FRANCÉS

SELECCIÓN DOCENTE PARA DESIGNAR PROFESORES INTERINOS EN LAS SIGUIENTES CATEDRAS A PARTIR DE MARZO DE 2008 (el jurado resolverá la selección docente a partir del mes de febrero/2008) :

POLITICA EDUCACIONAL Y ADMINISTRACION ESCOLAR 4º -2 HS-HORARIO: lunes 19:30 a 20:50 Hs.
ESTUDIOS LINGUISTICOS COMPARADOS 4º -3 HS- HORARIO: jueves de 17:30 19:30 Hs.
JURADO: PALEO-CANEIRO- VIDAL

POLITICA EDUCACIONAL Y LEGISLACION ESCOLAR 4º -3 HS- (materia cuatrimestral) HORARIO: lunes 20:50 a 22:50 Hs.
JURADO:PALEO-GOMEZ- BASUALDO, M.E.

CONSULTAR REGLAMENTO DE SELECCIÓN DOCENTE (en secretaría del ISP) "EL CURRICULUM Y LA PROPUESTA DE TRABAJO DEBERAN SER PRESENTADAS DE ACUERDO CON LOS ANEXOS I Y II DEL REGLAMENTO DE SELECCIÓN DOCENTE, DE LO CONTRARIO NO SERAN EVALUADOS"

INSCRIPCION EN SECRETARIA DESDE EL 13/12 AL 21/12 HASTA LAS 21 HS.

Becas, Congresos, Cursos, Talleres, Convenciones, Jornadas

2007-12-12T19:52:00.000-03:00

Toda informacion sobre Becas, Jornadas, Concursos, Talleres, Congresos, Convenciones podras encontrarlas en el Blog Cursos para Docentes http://cursos-para-docentes.blogspot.com/

Traduccion- Translation - December 2007

2007-12-12T19:49:00.000-03:00

Las noticias de Traduccion seran actualizadas en el blog para Traductores http://teacherhernandez.blogspot.com/

Informatica y Educacion - Diciembre 2007

2007-12-05T11:25:00.000-03:00

ISP “JOAQUIN V. GONZALEZ”
PROFESORADO DE INFORMÁTICA

SELECCIÓN DOCENTE PARA DESIGNAR PROFESOR INTERINO EN LA SIGUIENTE CATEDRA PARA EL CICLO LECTIVO 2008:

ACTUALIZACION TECNOLOGICA 4ºB -2 HS-
HORARIO: lunes de 10:10 a 11:30 Hs.
JURADO: BLANCO - HOMILKA-LERMAN
CONSULTAR REGLAMENTO DE SELECCIÓN DOCENTE. (en secretaría de ISP: Av. Rivadavia 3577). "EL CURRICULUM Y LA PROPUESTA DE TRABAJO DEBERAN SER PRESENTADAS DE ACUERDO A LOS ANEXOS I Y II DEL REGLAMENTO DE SELECCIÓN DOCENTE, DE LO CONTRARIO NO SERAN EVALUADOS". "ACOMPAÑAR EL CURRICULUM CON LA DOCUMENTACIÓN"

INSCRIPCION EN SECRETARIA DESDE EL 04/12 AL 12/12 HASTA LAS 21 HS
-----------------------------------------------------------------------------------------------------------------

IT Training Center
Hacking & Forensic Specialist

Esta especialidad esta destinada para que dispongan de los conocimientos de cómo realizar un ataque informático, sus contramedidas y luego realizar la investigación forense del mismo.
Así mismo en cada caso ver como se desarrolla en forma metódica un Penetration Testing-Ethical Hacking y un Análisis Forense.
Se desarrollarán prácticas individuales y demostraciones a cargo del instructor.
Objetivo:
Preparar a los participantes en los capos de Penetration Testing-Ethical Hacking y el Análisis Forense de sistemas.
Audiencia:
El Curso está orientado a Administradores de Red, Administradores de Seguridad, personal de Soporte Técnico y a todas las personas que estén interesadas en Seguridad de la Información , en las formas de ataques, contramedidas y el peritaje informático.
Requisitos:
Conocimientos de redes.
Materiales del Curso:
- Una carpeta
- CD’s con herramientas
- Material impreso con el desarrollo teórico del curso
- Certificado de asistencia
Detalle:
Ética y conducta profesional
Documentación legal
Activity plan y Scheduling
Information Gathering
Advanced Search
Network Mapping
Scanning
Password Cracking
Keyloggers-Trojans
Sniffing
Vulnerability Identification
Penetration en el objetivo
Escalar privilegios
Mantener el acceso
Borrado de rastros-Log Análisis
Social Engineering
Web Servers-Application testing
Routers-Firewalls-IDS testing
Linux Penetration Testing

Wireless-Bluetooth Analysis
VOIP & Telephony Analysis
Physical Security
Tools Automáticas Canvas-Impact
Redacción de Reporte-Documentación
Entregables - Fin del Penetration Testing
Digital Forensic
Leyes
Copyright
Procedimientos ante el manejo de incidentes
CSIRT
Computer Forensic Lab
File Systems
Evidencia digital
Ciclo de la evidencia

Forensic Tools
Digital Storage Devices
Duplicación y adquisición de datos
Password Recovery Tool
Recobrar archivos eliminados
Recobrar particiones eliminadas
Recobrar archivos de imágenes
Data Recovery Tools
Esteganografia
Sniffing de aplicaciones en la red
Forensic en redes Wireless
Forensic en Web Servers
Investigación de e-mails
Forensic en handhelds y celulares
Uso de tool Encase
Reporte final de Forensic

Fecha de Inicio: 11/12
Martes de 19:00 a 22:00hs.
Duración: 36Horas
Precio: $ 2800.- + IVA

Nuestros instructores cuentan con certificaciones como: CISSP, CEH, CCSP, CCNP, MCSE, INFOSEC, CCNA, CNA, ISECOM, OISSG, NSP, MCP, LPIC, etc.

Consultas e inscripciones:
5218-6611
Sarmiento 1113 piso 3º
newsletter@ittc.com.ar
www.ittc.com.ar

English World and Education

cargo de PROSECRETARIO/ A

CONVOCATORIA DE LA DIRECCIÓN DE EVALUACIÓN EDUCATIVA.

Vocabulary - www.saberingles.com.ar

Teatro en Ingles - Una manera diferente de practicar el Ingles

Color and write - abcteach.com

cloying: Word of the Day - Merrian Webster website

zeugma - Word of the Day

Seleccion de antecedentes Escuela Normal Superior Nº 7 “José María Torres”

Sherton English

Cliffnotes Checklist for Writing an Essay

ACPI's 2009 CALENDAR OF EVENTS

Convocatorias para Coberturas de Cargos Docentes

THE LITTLE BOOK OF TENSES

Word of the day skimble-skamble

Titulaciones bilingues: are you ready?

Free Materials for teachers from abcteach.com

Animals

Character Analysis Abigail William The Crucible

INSTITUTO DE ENSEÑANZA SUPERIOR EN LENGUAS VIVAS JUAN RAMON FERNANDEZ - Seleccion de Antecedentes

Seleccion de Antecedentes Instituto Superior del Profesorado Dr Joaquín V. González

Arqueologia Descubren el primer teatro de Shakespeare en Londres

Interinatos Suplencias Seleccion Antecedentes

Interinatos Suplencias Instituto de Enseñanza Superior Nº 1Dra. Alicia Moreau de Justo

SELECCION DE ANTECEDENTES Alicia Moreau de Justo

Free resources for Teachers

Dibujos para colorear drawings for coloring

Dibujos para colorear - drawings for coloring

Inscriben para Interinatos y Suplencias Docentes - Santiago del Estero

impuissant Word of the Day

Garcia Marquez, Gabriel - El amor en los tiempos del cólera

Free Material for Teachers

Word of the Day exclave

Word of the Day

Selección de antecedentes horas interinas en el Profesorado de Educación Inicial

Selección de Antecedentes matematica fisica

Curso de Ingles en Esquina "Instituto de Idiomas de Esquina I. Prof 49"

Job Offer RESPONSABLE GENERAL (Bs. As. / Córdoba)

Labour Day - Dia del Trabajador

Labour Day

From Wikipedia, the free encyclopedia

Contents

Labour Day around the world

Australia

Canada

China

India

New Zealand

The United States

The Bahamas

Singapore

ESCUELA NORMAL SUPERIOR Nº 1 EN LENGUAS VIVAS

Seleccion de Antecedentes - Escuela Normal Superior nº 2 “Mariano Acosta”- abril 2008

Seleccion de Antecedentes - Instituto Superior del Profesorado en Educación Especial - abril 2008

Seleccion de Antecedentes - ISP J. V. GONZÀLEZ - abril 2008

INTERINATOS Y SUPLENCIAS 2009 ASCENSO- INGRESO 2008

Seleccion de Antecedentes - Escuela Normal Superior nº 2 “Mariano Acosta”- abril 2008

Homenaje a nuestros Heroes de la Patria!!!!! - abril 2008

Seleccion de Antecedentes - Marzo 2008

Teaching Knowledge Test Course 2008

Traductor Público Nacional en Idioma Inglés - 2008

Donde Estudiar? Profesorado en Inglés

How to Write a Literature Review

How to Write a Literature Review

Steps

Tips

Warnings

Things You'll Need

Related wikiHows

How to Write a Play Review

How to Write a Play Review

Steps

Tips

Warnings

Things You'll Need

How to Write a Movie Review

How to Write a Movie Review

Steps

Tips

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