Argentine education system

Educación Inicial	Jardín de Infantes: niños de 3 años. Pre-escolar: 5 años de edad. OBLIGATORIO. (Jardines maternales: a criterio de las jurisdicciones locales, en respuesta a necesidades sociales).
Educación General Básica	Obligatoria: 9 años de duración (a partir de los 6 de edad). Unidad pedagógica integral organizada en ciclos de 3 años de duración cada uno.
Educación Polimodal	3 años de duración como mínimo, impartida por instituciones específicas.
Educación Superior	No universitaria. Universidad.
Educación Cuaternaria	A cargo de la Universidad y de Instituciones académicas, científicas y culturales de reconocido nivel.
Regímenes Especiales	Educación especial Educación de adultos Educación artística Otros ( ej: Educación a distancia, talentos, personas internadas)

Identify the function of these words in the text as verb(v), adjetive(a) or noun(n)

- social - A

- steps - N
- include -V
- unemplyment - N
favourable -A

Activity 3: Read the text and find.

a. A synonym with adequate -
b. A synonym with liberty - free
c. The opposite of employment - unemployment
d. A human right - to free choice of employment
e.A feeling - safe

Activity of Declaration of Human Rights

2. a) In my opinion, the Declaration of Human Rights recognizes the right to free choice of employment. I know that in fact many people have accessed the means to effectively exercise that right, but I think it is important that from the states to recognize such rights making it necessary to implement policies and guarantees which are designed to achieve the same .

b) es, in my opinion is very important that people who do not have defined his vocation, can access guidance and information about various academic careers, jobs, job placement opportunities, in whole and by people prepared to do so, to the effect that can really make a decision in a conscious and reflective, since it will affect not only their future work, but personal.

c) Yes, the right to work is part of a major human rights because it involves not only the power to perform an activity freely chosen by the person who is unpaid, which is carried out under safe and hygienic conditions, with working hours limited, and according to their abilities, are all included in the right to a decent life, that allows the individual not only meet their basic needs but also able to perform as a person.

BOB MARLEY AND HUMAN´S RIGTS

Autor: Bob Marley & The Wailers  

Amnesty International has used the song "Get up stand up" in any campaign.
Bob Marley (1945-1981) was a Jamaican musician and follower of Rastafarianism, a religious movement and sociopolitical advocacy of Pan-Africanism (based on the vindication of the rights of Africans or of African origin). The center of Rastafarianism is in some Caribbean countries like Trinidad and Tobago, Dominica and Grenada, Jamaica as well.
Bob Marley is the most famous reggae singer, Jamaican music representative of Rastafarianism. Reggae was the result of the influence of soul on the ska, which in turn was the result of the fusion of Jamaican folk music, rhythm & blues and American jazz.
The lyrics of "Get Up Stand Up" is a clear example of the overall militant position Rastafarianism and Bob Marley in particular.
Rastafarianism has been the subject of some controversy, as some Jamaican musicians have openly homophobic statements (in most Latin American countries homosexuality is not criminalized, but nevertheless still significant homophobic attitudes, entrenched religious and cultural reasons

Get up, stand up
Stand up for your rights
Get up, stand up
Stand up for your rights
Get up, stand up
Stand up for your rights
Get up, stand up
Don't give up the fight
Preacher man don't tell me
Heaven is under the earth
know you don't know
What life is really worth
It's not at all that glitters is gold
Half the story has never been told
So now you see the light
Stand up for your rights
Get up, stand up
Stand up for your rights
Get up, stand up
Stand up for your rights
Get up, stand up
Stand up for your rights
Get up, stand up
Don't give up the fight
Most people think
Great good will come from the skies
Take away everything
And make everybody feel high
But if you know what life is worth
You would look for yours on earth
And now you've seen the light
You stand up far your rights
Get up, stand up (Yeah Yeah)
Stand up for your rights (Oh)
Get up, stand up (Get up, stand up)
Don't give up the fight (Life is your right)
Get up, stand up (So we can't give up the fight)
Stand up for your rights (Lord Lord)
Get up, stand up (People struggling on)
Don't give up the fight (yeah)
We're sick and tired of your easing kissing game
To die and go to heaven in Jesus' name
We know and understand
Almighty God is a living man
You can fool some people sometimes
But you can't fool all the people all the time
And now we've seen the light (What you gonna do)
We gonna stand up for our rights
Get up, stand up - Stand up for your rights
Get up, stand up - Stand up for your right
Get up, stand up - Stand up for your rights
Get up, stand up
Don't give up the fight

What we mean by cultural rights?:

Cultural Rights are rights related to art and culture, both understood in a large sense. The objective of these rights is to guarantee that people and communities have an access to culture and can participate in the culture of their election. Cultural rights are human rights that aim at assuring the enjoyment of culture and its components in conditions of equality, human dignity and non-discrimination. They are rights related to themes such as language; cultural and artistic production; participation in cultural life; cultural heritage; intellectual property rights; author’s rights; minorities and access to culture, among others.

The Interarts Portal on Cultural Rights, outcome of the Dialogue on Cultural Rights and Human Development in 2004, is designed to increase available information on cultural rights, cultural diversity and cultural indicators of human development.

Interarts

Founded in 1995 in Barcelona, INTERARTS is a private agency with international projection, the aim of which is:

• to advise in the design of cultural policies,
• to contribute to the processes of development through the cultural sector
• to facilitate the transference of knowledge and information in the field of culture.

With these objectives in mind, INTERARTS is organized in accord with the following:

Design

As a laboratory of ideas and centre of applied investigation, INTERARTS focuses on emergent cultural issues of political relevance and contributes to the elaboration of proposals for the implementation of cultural policies.

Consultancy

Culture is a key element in the process of development. It is with this end in mind that INTERARTS coordinates the management of international projects concerned with cooperation for development and acts as consultant in the organization of creative industries.

Training and information

Training is one of the core activities of INTERARTS with the organisation of short cycles of thematic seminars and of initiatives such as the international Campus for cultural cooperation, implemented in different geographic areas. Through its bulletin, Cyberkaris, and its website, INTERARTS continuously diffuses studies and information relevant to cultural cooperation.

INTERARTS carries out its activity for public and private entities from its offices in Barcelona and has a wide experience in the development of cultural cooperation projects in the national and international area.

Its principal areas of performance are in the field of cultural policies and cultural co-operation. Today INTERARTS is active among other various innovative fields in those concerned with the cultural rights and with the organization of new creative industries.

It is the foremost aim of INTERARTS to include a cultural element in all projects concerning human development.

"Humanity has two wings: one is the woman and the other is man. Until both wings are equally developed no humanity can not fly. If one wing remain weak, flight is impossible. " (Necane Lauzirika Periodista y Escritora española)

NOTICE OF DISCRIMINATION OF WOMAN

25 November 2010: International Day for the Elimination of

Violence against Women

The 11th International Day for the Elimination of Violence against Women was marked by a series of high-level statements and events at UNHQ and around the world.

• In his message for the International Day, Secretary-General, Ban Kimoon,stated:

“This year’s observance highlights the role the business community can play – from developing projects to providing direct financial support to organizations working to end violence and embracing the principles of corporate social responsibility …The word is spreading: violence against women and girls has no place in any society, and impunity for

perpetrators must no longer be tolerated. On this International Day, I urge all – Governments, civil society, the corporate sector, individuals – to take responsibility for eradicating violence against women and girls.“

UN Secretary-General, Ban Ki-moon, 25 November 2010.

http://www.un.org/en/events/endviolenceday/sgmessages.shtml

• UN Women Executive Director, Michelle Bachelet, delivered a message for the International Day, affirming:

“Stopping violations of women’s human rights is a moral imperative

… Joining in the efforts to stop violence is everybody’s responsibility.

Governments, private enterprises, civil society groups, communities and individual citizens can all make essential contributions. Men and boys must be active in encouraging respect for women and zero tolerance for violence. Cultural and religious leaders can send clear messages about the value of a world free of violence against women.”

UN Women Executive Director, Michelle Bachelet, 25 November 2010.

http://www.unwomen.org/2010/11/to-end-violence-againstwomen- we-must-all-join-together/

• UN High Commissioner for Human Rights, Navi Pillay, and UNFPA

Executive Director, Thoraya Ahmed Obaid, also delivered messages for

the International Day, available respectively at:

http://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.

aspx?NewsID=10560&LangID=E

http://www.unfpa.org/public/home/news/pid/6951

• Official observance at UNHQ of the International Day for the

Elimination of Violence against Women, “Leadership of the Corporate

Sector in Ending Violence against Women and Girls”, 23 November

2010. Speakers included UN Women Executive Director, Michelle

Bachelet, H.E. Joseph Goddard, Permanent Representative of Barbados

to the United Nations, and Debi Nova, grammy award nomine and

artist from Costa Rica. In his keynote address, UN Secretary-General

Ban Ki-moon stressed how corporate executives are finding new ways to address violence against women and welcomed those initiatives. A panel discussion was moderated by Ms. Juju Chang of ABC News and included Ms. Margery Kraus, Chief Executive Officer, APCO Worldwide, Ms. Sharon D’ Agostino, Vice-President, Corporate Contributions,

Johnson & Johnson, and Ms. Shupe Makashinyi, Equality Now,

Zambia.

http://www.un.org/News/briefings/docs/2010/101123_Women.doc.htm

http://www.unifem.org/news_events/event_detail.php?EventID=360

Comentario acerca de la Teoría de Ausubel

In my opinion Ausbel’s theory creates approaching between explanatory teaching and teaching by discovery, because both can favor a participatory attitude of the student, if it realizes as a first step the search in previous knowledge of them and thus motivate the significant assimilation.

In addition to this, it provides an important functions, the technic of conceptual maps, developed by Novak, that is useful to be able to analyze the relationship that students make between the concepts, and also can be used as previous organizers that looks for to stimulate the student´s participation.

Comentario acerca del video

In my opinion it is a good critical material about education and make us think as a teacher, parents and students of how should it work and what funtion should  provide.

Tarea Domiciliaria

Answer the questions

a) What should students do to learn meaningfully?
b) What is an advanced organizer?
c) What is a concept map?


A) Non-arbitrary, non-verbatim, substantive incorporation of new knowledge into cognitive structure. Deliberate effort to link new knowledge with higher order concepts in cognitive structure. Learning not related to experience with events or objects. No affective commitment to relate new knowledge to prior learning.
B) The advance organizer is designed to provide, what cognitive psychologists call, the “mental scaffolding: to learn new information”. Two types of advanced organizers are verbal phrases and graphics
C) A cognitive map is a “kind of visual road map showing some of the pathways we may take to connect meanings of concepts”. They should be hierarchical; the more general, more inclusive concepts should be at the top of the map, and the more specific, less inclusive concepts at the bottom of the map

Read the text and find

A) The opposite of old: new
B) The purpose of mental scaffolding: to learn new information
C) Two types of advanced organizers: verbal phrases and graphics
D) A profession: student-teachers

Match the verbs with their meanings

A)Clarify                                                        1)To elaborate, create
B)Present                                                      2)To make connections
C)Make                                                         3)To contribute
D)Relate                                                        4) To introduce
E)Promote                                                     5)To make easier



A-5
B-4
C-1
D-2
E-3

Nowadays, rote learning is taking place at schools

In my opinion it’s not true at all. In my experience with the private college’s children I could observe that the students used the rote learning to study, what means that if someone makes them do some exercise to apply their knowledge or if they forget some word, it gets difficult to reorganize their ideas to express the concept they are working.

I teach in a public college, and what I’ve mentioned doesn’t happen: the students barely read, and study less, so that makes them to reason out more and remember concepts taught in class.

My opinion on the Legality of Marihuana

From my point of view the use tha cannabis  sativa  shoud be allowed only as a medicine, but never use it like a grug because it´s too bad for the people and the society.

About me

I´am Analía.  It´s my first name.  I´am 45 years old.

I have two children, Valeria who is 17 years old and Mauro who is 13.

They are the sunshine of my life.

I study to be a teacher because it´s my vocation. I like to speak with teenagers and learn about them.

I love to visit others countries, others cultures, and meet different people.

I have a small dog. It´s white and it´s a baby; it´s very crazy but I love it.

A Famous Person´s Biography

Nelson Mandela was born on July 18, 1918 in Mvezo, a village of 300 habitants near the Transkei in Mthatha. He belonged to the Madiba clan of the xhosa ethnic group, was one of the 13 children, his father Gadla Henry Mphakanyiswa or (also called Henry Mgadla Mandela) had, with his four wives for a Chief Adviser of the Thembu Royal House; at the same time he was the grandson of King, Ngubengcuka, who died in the year 1832; his mother was Nonqaphi Nosekeni Fanny third of the wife of Gadla Henry Mphakanyiswa.

After high school, he began to study at the University College of Fort Hare to obtain his Bachelor of Arts degree. There, he was elected as a member of the Council of student representatives, was expelled along with a partner, because of participating in a student strike. He moved to Johannesburg, where in 1941 he completed his baccalaureate studies by correspondence in the Unisa. Then he studied law at the University of Wiswatersrand, graduating in 1942, as a lawyer.

He was married three times, and had 6 children. His first wife Evelyn Evelyn Mase, who died in July 2003 of pneumonia, was divorced in 1957 after 13 years of marriage. A daughter of this marriage died in age of lactation. His first son, Madiba Thembekili died in a car accident in 1969. On January 6, 2005 died his second son of Mandela and his first wife, Makgatho Mandela, at the age of 54 years in Johannesburg, and his death was associated illness AIDS, was lawyer and businessman, married twice and father of 4 children.

After 38 years of marriage to Winnie Madikizela (Winnie Mandela), he separated because of political scandals in April 1992 and finally divorced on March 19, 1996. With Winnie had two daughters, Zenani (Zeni), born on February 4, 1958, and Zindziswa (Zindzi), born in 1960.

On his eightieth birthday, on 18 July 1998, he married Graca Machel, the widow of Samora Machel, the former President of Mozambique and sponsor of the ANC, who died in 1986 in a plane crash.

Mandela is a fan of classical music of George Frideric Handel or Pyotr Ilyich Tchaikovsky, and usually listens to enjoying the sunset.

Exercise 4 about Paranormal Activity

a. "Paranormal activity does not exist es a product of the imagination"
     I´m not agree because there is cientific evidence. It´s not our imagination. Some people have experimented this, recorded and shared it, leaving the video or the tape recording as a demostration that paranormal activities exist.

b. "Ghost are spirits and it is a good idea to contact them for information"
     I agree.I believe that we can comunicate with  dead people or spirits ". It would be interesting making questions about "live after dead" or how did they died. How ever, I would be scared!

c. "There is cientific evidence of paranormal activity"
      I agree.In my opinion the existence of paranormal activity can be proved with cientifist facts or evidence.
      Nowadeys, the tecnology has improved allowing us to know more this subjet.