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By Enrique Tirse
atirseh@enet.cu

sounds strange, is strange and surprising that Obama and imperial clique want to show the corpse of Osama Bin Laden , when that government is characterized for displaying images so that the public of the country they created.

Hypothesis, reports, conversations, and not many things are said of the case but the case is that teaches the body. It argues that the body was thrown overboard. That sounds like a refrain of a popular song that says so, more or less: Lie, who you going to believe

Today newspaper Granma, official organ of the Communist Party of Cuba issued an information makes clear the matter:

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As if that is of interest.

12 Fulbright Scholarships for English readers in the United States

Course 2012 / 2013

Directed graduates Undergraduate or graduate (as the Bologna Process) interested in language teaching.

Duties: work with the Department of English Language at the host university and be responsible some of the following functions: monitors in language labs, tutors, conversation groups, teachers of the study groups, coordinators of extracurricular activities / extracurricular and sometimes responsible for any subject. Fellows also elected two or three subjects who wish to attend as students.

Duration: An academic year, approximately August 2012 to May 2013.

Endowment: $ 4,000 more concrete offer from each university, which usually includes room and board, health insurance and accident.

Deadline for applications : from Tuesday April 12 until Tuesday 17 May 2011.

electronic application form available at: http://www.fulbright.es/ programs / program-English / de readers espanol/2012-2013

More information: Fulbright Program: http://www.fulbright . is

Tel: 91 319 1126

Fax: 91 702 2185

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Is there a possibility that this is over? DECALOGUE

I'm disappointed.

can not be broken permanently student motivation.

No. I'm not disappointed. I'm pissed!

addition, I get a skin reaction, rash, every time I see that events like this are repeated over and over in schools. And it has become a sort of permanent psoriasis.

I do not care. Now I hate it directly.

Am I going reactionary, anti-system?. I can not help:! Hate content based on rote learning!

know a student who has been suffering for several days. A girl of 12 years. Is there right?

Leo Domingo Mendez in a blog entry Education and Tic entitled What is the purpose of education? that " Education has to do with joy and laughter, with emotions and utopias" And I served balm ... but I'm most reactionary forces.

question assails me permanently psychological abuse is it necessary for our students? Is it necessary to disable them for some knowledge? Is it to is the culture of effort or hard labor?

I'll try to be more explicit.

FACTS

Natural Science Theme 1 º ESO. Invertebrate animals. Following an explanation exhibition, a test. 8 pages of text classification invertebrates: 1 .- The Porifera and coelenterates, 2. Flatworms, nematodes and annelids, 3.-The molluscs (gastropods, bivalves and cephalopods), 4 arthropods., 5 echinoderms. Each with an average of 10 -15 new jargon and various classifications. Without order, no logical organization in the list of features and introducing some kind of anecdotal detail: metamerism, setae, clitellum, polyps, atrial cavity, visceral mass, radula, exoskeleton, ambulacral apparatus ....

And all exclusively ... memory.

BACKGROUND And consequences:

Investigate students' previous experience with such content = 0. (You may like fishing, they use natural sponges, have caught a grasshopper, have eaten snails ...? NS / NC

connection with possible ideas pre = 0.

Possibility of anchoring new knowledge in his scheme of knowledge = 0.

understanding, analysis ; and assimilation of new words = 0

FIRST ERROR ---> HOME LEARNING CYCLE FAILED

Observation, analysis, synthesis , handling, sorting, reflection , dialogue, debate ...= 0

Fieldwork research-lab = 0.

project, task or similar = 0

Harnessing ICT to bring real-world scenarios into the classroom, to manipulate information to watch, listen and / or produce information = 0.

reading activities, expansion, encyclopedias, pictures, etc. ..= 0

SECOND ERROR ---> FAILURE OF COGNITIVE Rebalancing

utility and transferability of lessons = 0

THIRD ERROR ---> Remember to make sure ATISVO ANY OF LEARNING.

Ni Development Zone near or far. Neither Piaget nor Vygotsky , my Freire, or constructivism, or dialogic learning, and teamwork, and collaborative discussions, even hands-on activities and repetition (filled voids, true or false, sketch) Beef Res. No nothing, Nothing for nothing.

But tomorrow, a group of students will have to repeat imitating a series of texts read in the book and your work will be assessed by an examination. And perhaps, many of them "release an 10". Others think not .. and will be branded as school failure. And assume the role of losers.

Congratulations! by the 10. Be able to have a brilliant record.

But surely, gone tomorrow have no idea of \u200b\u200binvertebrates. They have no competition for interaction with the environment, can not learn to learn, no decisions have been made or initiatives have had ....

fact. Have suffered a lot (of course, hate the school a little more than yesterday) and, of course, have missed the possibility that they like biology.

... ah! in high school would abscond biology class .. that it will be seniors and high school is not compulsory .

I'm about to vomit.

Sorry!

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"DREAMS OF TEACHERS '

Today I made a small dynamic with my undergraduate students in Elementary Education. I proposed to dream with maetro / a want to be. This is what has gone and how I liked what I share with all my friends. DECALOGUE

"DREAMS OF TEACHERS '

- COLLABORATION. @ I want to be a teacher working in collaboration with other teachers @ s.

- SCHOOL AND SOCIETY. Facilitate the integration dream school and society and family, and want it to be possible.

- ADAPTATION AND TRAINING. I be able to adapt to the times, to the contexts and people.

- creative and motivating. I need to be creative and motivating for my students to learn creatively and make it so motivated.

- LEADER FOR MY STUDENTS. I want my students to trust me. I want to be your mentor and model.

- MAESTRO TOTAL. I want to build learning mediate values, feelings and knowledge.

- CONSIDER FOR FAMILIES. I want to involve families in school.

- CUSTOM OF EDUCATION. I worry about all that matters to my students "one by one."

- POWER CAPACITY. I castrate be able to see the potential gives each of my students and my students develop to the maximum extent possible.

- SECURITIES AND HUMANITY. I want to develop their values \u200b\u200band make education a profession to be in humanity.

This Decalogue is synthesized in two: be happy to help my students and work together to make a better world.

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the hand of the Marquis professor at the Autonomous University of Barcelona participated the research experience on "digital whiteboard in the classroom." This manual offers some clues for a proper exploitation of this powerful educational technology tool that every day is more present in our classrooms.

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Interculturalism and education.

Some students have asked me to speak in class about the conceptual definition of "multiculturalism" and its differences with multiculturalism, multiculturalism, etc., And the implications for the phenomena and related terms: assimilation, ethnocentrism, xenophobia, symmetrical relations, miscegenation, .. etc.etc.

As there is content of my course, I've sent you to read my 'brief comment through this blog, which, of course, I get out of the conceptual approach and I intend to give a more practical.

educational level, multiculturalism is a process. Intercultural development is carried out every day, every educational activity. This idea puts the focus on "intercultural curriculum."

intercultural development must be intentional. This requires implement all the mechanisms pedagogical and curricular our reach:

- A work jurisdiction, where social competence has an important role.

- explicit targets aimed at knowledge of others.

- Some content where relevant are treated with equal cultural and historical characteristics of all participants in the classroom.

- A presentation of information with a variety of cultural models.

- Some activities which aim to observe the similarities and an explanation of the differences.

- A prime methodology where dialogue, joint reflection, constructive criticism and collaborative work cooperatively cutting.

- contemplate an assessment where all cultural events number (language, cultural facts, views, history, ...)

In conclusion, a model of teaching and learning where multiculturalism is intentional and obvious in the school curriculum.

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EXPERTS SET FORTH IN CHILEAN CONGRESS ON ABORTION AND MATERNAL MORTALITY

ELARD KOCH, MIGUEL BRAVO , Andres Carreño

Family Health Department Faculty Medicine University of Chile


Buenos Aires, March 2011 .- Doctors and researchers visit Argentina and Chile will present on Wednesday, March 2, 2011 at 11am. in the Chamber of Deputies (Annex Building) results and key findings from their research on the number of abortions performed in Chile and Argentina each year and on the linkage between abortion and maternal mortality.


The prohibition of abortion to protect unborn human life combined with a strategy that increases maternal antenatal care and skilled care delivery, reduce both maternal mortality and the magnitude the problem of illegally induced abortion in time.

An eventual legalization of abortion in Argentina substantially increase the magnitude of abortions on demand (2.3 times the next 10 years and 5.1 times after 50 years of legalization or decriminalization) estimated that by 2020 induced abortions will increase from 47,636 to 113,586.

The number of clandestine abortions reported for Argentina recently, is overestimated.

The increase in health costs and diversion of resources to meet the demand for abortions on demand thus bring a reduction in resources for increased prenatal and obstetric care specialist with a deleterious impact on maternal and neonatal health.

According to a current report of the World Health Organization (WHO), 60% of maternal deaths in Latin America occurs in hypertension, haemorrhage and obstruction of labor and delivery, while abortion is the fourth of the causes, accounting for only 12% of the total. However, abortion has received disproportionate attention on the grounds that it was banned in developing countries would be the main determinant of the high mortality Aterno, taking recently been evaluated in Chile, whose results contradict this paradigm.

In Argentina, abortion is illegal to protect human life from birth, permitted only under strict conditions and restricted. This has caused criticism from various national and international NGOs, urging the Argentine government to legalize abortion in order to reduce the high number of illegal abortions, which by some estimates reach the 466,998 abortions. Have porpuesto different models or statistical methods to estimate the magnitude of abortion, some scientific sustetno lacking.


HYPOTHESIS:

- illegal abortion figures reported in Argentina are overstated by at least 50% of its magnitude.

- the decriminalization or legalization of induced abortion increases its magnitude as a function of time.


METHODOLOGY:

Based on official vital statistics, the author traces and analyzes a series of maternal mortality ratio (MMR) between 1980 and 2009. The number of induced abortions was estimated using two models by Koch et al. First, we use the model of expected pregnancies (EPM). Based on the biological likely a viable conception published by Wilcox et al. in the New England Journal of Medicine, and from objective data as the total fertility rate (TFR) and the female population of childbearing age, one can estimate the number of pregnancies that occur each year in a country. In light of this new knowledge, not available when other methods of estimating illegal abortions were proposed, one can know the total number of pregnancies expected, the proportion of pregnancies that are interrupted very early spontaneous, as seamlessly as a loss evidenced clinically. The remaining viable pregnancies are divided into 3 groups: those ending in live naciods that each country is in their vital statistics, stillbirths, of which there are reliable records and the group for induced abortions calculated as the remaining missing. The second method less accurate than the EPM, corresponds to an equation linearly related to TGF with a goodness of fit of 95%. Finally, the model uses a quadratic function of time based on data from 18 European countries with legal abortion to project the trend in the number of abortions over time if hypothetically decriminalized in 2011.


RESULTS:

Between 1951 and 2007, abortion mortality in Chile fell from 69.51 to 1.65 per 100,000 live naciods, representing a reduction of 97.6%. After the complete banning of therapeutic abortion, maternal mortality from this cause fell 87.9% (ie from 13.72 to 1.65 per 100,000 live births). Currently the risk to die of abortion in Chile is less than 1 in two million women of childbearing age. Applying the EPM, in Chile currently estimated 19,390 induced abortions illegal, while in 1957 the figure was estimated close to 200,000 abortions. This confirms a parallel reduction in maternal mortality from abortion and the problem of illegally induced abortion in Chile.

DEIS Official figures from Argentina, during the study period, the highest MMR was observed in 1980, 70 per 100,000 live births, and lowest in 2000, 35 per 100,000 live naciods. By 2009, the MMR declined 21.4% on a cumulative basis. While the MMR has been declining in recent 29 years, the data indicate that Argentina requires a reduction additional 40% to achieve the goal of public health operating plan (ie achieve a MMR of 33 per 100,000 live births by the year 2011), proposed by the Ministry of Health of the Nation to reduce maternal mortality in general and abortion.

This goal is potentially achievable if you increase the coverage of antenatal care, emergency obstetric care and professional care during childbirth, the latter achieved 83.7% coverage of live births in 2009, while still leaving a significant percentage of patients at high risk obstetrics without access to specialist care in hospitals, in contrast with 99.9% coverage of current observed Chile.

In 2009, there were 410 maternal deaths in Argentina. According to the ICD-10, the direct and indirect obstetric causes, excluding codes 000 to 007 (including the different types of abortion) were the main causes, reaching 78.7%. Of the 87 pregnancies ended in abortion, official reports to which we had access not indicate the share of induced abortions compared to other types of abortions, especially ectopic pregnancy, a major cause of obstetric emergency. Applying the EMP

similar to the Chilean case, the number of clandestine abortions in Argentina in 2007 was estimated at 47,636, ie 9.8 times fewer abortions than the figure reported by the agency Human Rights Watch, who relied on a study of Mario and Pantelides. This overestimation in the magnitude of induced abortions was also observed when using the same methodology in Mexico, amplifying 10 times the number of illegal induced abortions.

Using a predictive model based on a linear equation related to the TGF, induced abortions are estimated at more than 68,978 illegally induced abortions in Argentina. In considering this magnitude, is crude incidence rate of 7.12 abortions per 1000 women of childbearing age is lower than the overall rate observed in most European countries with legalized or decriminalized abortion.

The ratio for live birth abortion, a measure that allows comparison between countries is 0.098 (ie 1 abortion for every 10.1) for Argentina, which is very close to the value of 0.092 estimated for Chile (ie 1 abortion for every 10 , 8 live births). Using estimates of Mario and Pantelides for 700,792 live births reported for Argentina in 2007, this ratio would be of 0.66 abortions per live birth or expressed conversely, that Argentina would happen one abortion for every 1.5 live births; if this figure were valid, would be the highest ratio in the world (over Romania), somewhat unlikely, if we think in European Union countries with legalized abortion, this ratio varies from 1 abortion for every 1.68 (Romania) to 1 in 6.79 (Greece) born in the present.

If hypothetically induced abortion was decriminalized in Argentina in 2011, we project the stage for the next 10 years, adjusting for the observed rate of induced abortion in Spain for the period 1998-2008 in the female population of childbearing age (15 to 44 years), considering that the year 2020 induced abortions will increase from 47,636 to 113,586 after legalization (ie an increase of 138% from current illegal abortions). The trend in the number of abortions for the next 50 years according to the average of 18 European countries with abortion legal, the year 2060 is expected in Argentina and 245,371 legal induced abortions (ie legal induced abortions will increase 415%), while in Chile, if the decriminalization of abortion, would rise from 19,390 currently to 81.788 illegal abortions induced abortions for 2060.


It concludes that the legalization of ABORTION IS NOT AN EFFECTIVE STRATEGY TO REDUCE MATERNAL MORTALITY CONTROL PROBLEM AND INDUCED ABORTION, AND COULD EVEN BRING deleterious consequences FOR MATERNAL AND NEONATAL, especially in countries with high mortality REMAINING MATERNAL.


Media contacts: Karen Vizental

grupa.pr
Virginia Ma kvizental@grupapr.com.ar Greek

vgriego@grupapr.com.ar
Tel: 54 11 4814.5001

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assess competency.

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Tasks for the learning of Spanish as a second language

I just created a page on this blog where you can get examples of tasks designed for teaching and learning of English as a second language.
These tasks participants are planned to coordinate on Course Curriculum and Methodology for Teaching English as a Foreign Language.

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now accessible at No. 20, Teaching and Research

Number 10 (digital version)

Year XXXIII - January / December 2010 - 2nd Time - No. 20

Studies Authors
Reflections on an experience of continuous assessment in the EHEA	Francisco Jose Plaza Martin Professor of Mathematics. Faculty of Sciences (Universidad de Salamanca). Esteban Gómez González. Professor of Mathematics. Faculty of Sciences (Universidad de Salamanca). Ana Cristina López Martín Professor, Department of Mathematics. Faculty of Sciences (University of Cantabria). Andrew A. Fernández-Fuertes. Profesor del Departamento de Matemáticas. Facultad de Ciencias (Universidad de Salamanca).
El Practicum en educación social: el portafolio como instrumento de seguimiento y evaluación del aprendizaje de los alumnos	Sonia Morales Calvo Profesora del Departamento de Pedagogía. Centro de Estudios Universitarios de Talavera Queen's (University of Castilla-La Mancha)
The voice of the students in the EHEA. Reviews the implementation of ECTS in UCLM	Benito del Rincón Igea Professor, Department of Education. Faculty of Educational Sciences and Humanities (University of Castilla-La Mancha) José Luis González Geraldo Professor, Department of Education. Faculty of Educational Sciences and Humanities (University of Castilla-La Mancha)
Teaching and improvement processes in learning spelling	María del Rosario Díaz Perea Elementary Education Teacher. Degree in Education and Doctorate from the University de Castilla. La Mancha Antonio Cruz Manjarrez Head Professor of the University of Granada
Common features in building character in children's literature and adult stories of Roald Dahl	Professor Laura Viñas Department of Philology Modern. Toledo College of Education (University of Castilla-La Mancha)
intercultural education between desire and reality: exploring building a culture of diversity in an inclusive school	Olivencia Juan Jose Leiva Professor, Department of Curriculum and School Organization. University of Málaga
use of ICT in teaching-learning process, evaluating the real impact of technology in teaching	José Manuel López Sáez Master, PhD and Associate Professor. Toledo College of Education (University of Castilla-La Mancha)
Edublog The use of classroom dynamics of the process of teaching and learning	José Francisco Durán Medina Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha)
teaching schedules of the unit teaching: integration of core competencies and the completion of tasks	Javier Rodríguez Torres Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha)
teaching methodology program for improving emotional intelligence and problem-based learning (PBL) Alicia Escribano	González (ed.). Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha) Maria Teresa Bejarano Franco Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha) M ª Ángeles Fernández Zúñiga Maestra e Investigadora. Colegio San José (Puertollano) José Luis Fernández Gijón Maestro e Investigador
Aportaciones para la intervención psicológica y educativa en niños con síndrome de Dow	Luis Rodríguez Bausá. Profesor del Departamento of Education. (University of Castilla-La Mancha) Laura Olmo Remesal Professor, Department of Psychology. (University of Castilla-La Mancha)
review of the book: Barnett, R. (2008). For a transformation of the university. New relationships between research, learning and teaching. Barcelona: Octahedron	Herreras Esperanza Bausela Professor, Department of Psychology and Education. Faculty of Psychology UNED.

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Ideas for the transition to a "job competency."

In a working forum in which I participate, I have included this proposal, now moving here to share in 'that other forum friends "

are many comments I hear about the difficulty of carrying out programs for Integrated Tares to develop basic skills.
All right. However, many comments and education professionals who support the idea that the transformation to an education based on developing skills necessary .

I bet a transition "peaceful" which starts from of initiatives the teachers. Clearly we can not break in one go with everything we have been doing for so long and we have assumed teaching culture.

can not sit still for others to begin.

Therefore, in areas that move me propose what I call "initiate a process of change." we can not wait for every year a new generation 'lost it'

To this end, the initiative is to bring all the cloisters and discuss each small center proposals.

This is mine, that just is not new.

The first step would be included in all educational programs, cycles, proposals for content and objectives / evaluation criteria that may be susceptible to develop from a small project or task integrated.
The next step would be to schedule a new teaching units (or units of work) as a Small Project or as an integrated task.

This activity could be located in what might be called "project week" or "End-of-term project" or any name that attracts us to the teachers of each of the centers . This is not as new as it seems. Organizationally resembles experiences something we do, what we call cultural week.

chose three "axis of contents" to the whole school year. Each cycle a small project or program Integrated Task per quarter in which to develop a series of curriculum content for the cycle in question. The spirit of the work must be an investigator.

The last two weeks (or last week) in the quarter, carry out this "work." To do this leave the book as a guide all, auqnue serves as a reference.

What do we get?

• All areas are integrated into the project (globalize ) ; t odes of class time devoted to the same (flexibility in schedules) . work in cycles (more flexible groups) ; create heterogeneous groups may belong to different classes and groups that make up the cycle. Groups must have a cutting structure cooperative or at least, collaborative ( change methodologies and interactive learning favor). The supports are incorporated into the work, thus having two teachers in the classroom or the classroom support. Active members of the AMPA (as they do at other times) collaborate on projects. So we will be more people working on the same idea (interactive groups with adults and peers) . Program the necessary use of the school library and municipal (if any), the necessary search of online information and the use of technological resources in the initiation, development and exposure of the project or task. (cross-sectional areas). Teachers do not explain, only present and guide. The students are the think, analyze, develop, reflect on, expose, recall, transfer .... The works are set to end ( Decentralization of education). And of course, seek functional learning, students see its usefulness.
• We can ask: U na session work from a webquest. A talk from someone in the street to provide ideas and experience on our theme .. An exhibition based on wall, power point, built artifacts, recorded video ... We can schedule conferences and performances of the students: The can do at school or in the municipal hall and other groups attending the school , environment, parents, family members are exposed .... Work in reality and on the web (blog, you tube, Website, ....)

In Finally .. this is my small contribution in another post, I will try sequencing it better, but did not want to miss more days without exposing this idea .. From here we work together and improve the proposal round. That is my purpose and I therefore hope and desire, comment.

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Education for Meaningful learning tasks

The tasks teaching is emerging in many educational environments as one of the most appropriate methodologies for the development of basic skills.

This idea of \u200b\u200bteaching, which for some is new, as was done in the 80's when both the term and the concept of 'task', began to take hold among the teaching professionals language.

"A task is an activity or set of activities duly organized and linked together to achieve a goal or a target specific availing of the target language to carry out" . (Aquinino Sánchez)

This concept of 'work' leads us to conclude that the nature of the tasks is not necessarily linked to language, but rather to action. Therefore, it seems it can be very useful in the development of basic skills.

So p ara group iCOBAE an integrated task is an organized teaching sequence ; such a way that helps students achieve the realization of a complex connected to different areas of knowledge and life experience of the students.

Therefore several issues are clear:

1. When it comes to homework, it is a set of activities (also called sub-tasks) .
2. These sub tasks are sequenced in order of complexity and arranged so that the above support the following.
3. tasks as they pursue a goal of "final task."
4. action, development of skills, strategies and skills, teaching is the core which moves the task.
5. functionality and usefulness of what is taught is crucial to enable task-based learning. What is taught and learn to be part of the experiential life of students. It makes no sense (no motivation) to learn things that will be used in everyday life, not help solve real problems.

The learning sequence a task must meet the learning model that I mentioned in other entries (Meaningful learning ) or what Sanchez called Aquinino in the field of language teaching, the organizational model of school three PPP (presentation, practice, production).

1. Pre-task or tasks in connection with prior knowledge.

2. Task (controlled practice) file or contextualization.

3. Practical tasks or activities of semi-controlled by the teacher and the students.

4. Development activities or tasks (independent practice phase).

5. Activities that create new networks of meaning, ( phase production and reprocessing).

6 - exhibition or presentation of the final task. ( phase transfer).

Sometimes it is difficult to plan wisely school work as a task, especially given in mind that in compulsory education are slaves of a curriculum and areas zoned for teachers are not accustomed to teaching programming mode or integrated global focused more on learning in the process that the learning outcome. In this sense iCOBAE us a proposal for integrated task in which, starting as a reference curriculum evaluation criteria, we were able to develop the core competencies and achieve the objectives.

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I have prepared this presentation to my students. The left and if it is useful to someone else.

Learning

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Meaningful Learning / Learning competency. Second Chance Schools

In some of the forums I participate I read a comment that has led to add this post.

The intervention was in line for significant learning and learning Competency is the same thing, two ways to call the same concept.

This was my speech.

Meaningful learning is a concept that has to do with the knowledge that the student has and with whom we connect, that is, that knowledge will allow, is going to shake hands and it will open the door of the brain for integrating new learning into their scheme of prior knowledge.

Therefore, the first premise, if students do not "connect" what we are introducing the new learning (curricular gap for lack of experience, not to be need in your life or lack of motivation, among other reasons) we can not categorize that significant learning.

Moreover, the second premise, if not then reflect on it with adults and peers, as used in practice and educational context through a structured sequence of practice teaching, poco estructurada y abierta, de forma individual y en interacción con otros; lo analiza desde una revisión metacognitiva con apoyo de un adulto;  y, tercera premisa y  más importante, lo transfiere, recuerda y utiliza en otros contextos de uso personal, cercano y frecuente , no podrá constituirse en un  aprendizaje significativo para ese niño, es decir,  un aprendizaje que se integre para siempre en el esquema de conocimientos del individuo y que, además, será el enganche con nuevos conocimientos que le llegarán posteriormente por aprendizaje escolar o por experiencia vital.

Las competencias tiene que ver are just that, with the skills acquired in the last phase of meaningful learning, the experience of knowing how to use the knowledge acquired to develop our daily lives demands that we produce, with the obligation we have to empower teachers students to take advantage of everything good comes in life and know how to solve all the difficulties that are submitted ...

Only then can we speak of real learning, skills development and social justice and equal opportunities.

I

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found, this morning, with this information that I liked so much that I could not resist sharing it with all my friends.

I leave two documentaries. The first, issued by Tve, "A pulse of failure." This documentary shows how school teachers like this, have to start from scratch with these guys. His work, from now on will be to work the low self-esteem and build security in young people. A complicated task, because the temptations of the street, the environment and family situation, are still present.

A Second Chance Center is a center where students are seeking to recover, or catch for the first time, its life in your hands ... / ...centros able to offer that perspective that these kids have never had, .../... educational provision, and a center designed to give back hope to be able to! can

DOCUMENTARY "A pulse of school failure completely.



The second documentary is about the Second Chance School in France.






You can also find Thyme Foundation.

will follow this information.