sábado, 21 de julio de 2012
III Congreso Internacional de Investigación en Rehabilitación
Bienvenidos al III Congreso Internacional de Investigación en Rehabilitación, el evento académico y de difusión científica más importante del Instituto Nacional de Rehabilitación, que se llevará a cabo del miércoles 14 al viernes 16 de noviembre del 2012.
En el marco de este evento, se desarrollarán cursos precongreso (12 y 13 de nov.), simposios, conferencias magistrales, presentación de trabajos libres en cartel y pódium, esto orientado a las principales líneas de investigación del Instituto, entre las que se encuentran:
- Actividad Física y Deportiva
- Bioingeniería y Rehabilitación
- Cataratas, Glaucoma y Retinopatía Diabética
- Discapacidad de la Audición, Voz y Lenguaje
- Diseño y Producción de Órtesis y Prótesis
- Enfermedades Neuromusculares
- Investigación en Educación de Ciencias de la Salud
- Osteoartritis
- Oosteoporosis
- Neurorehabilitación y Neurociencias
- Patología de la Columna Vertebral
- Trasplantes autólogos de Condrocitos
- Quemaduras
- Tumores Músculo-esqueléticos
De igual manera se contará con una exposición científica y tecnológica donde se presentarán los más recientes avances en la materia.
Estamos seguros que su distinguida presencia y participación darán mayor realce a este evento científico.
Para mayores informes favor de comunicarse al 5999- 1000 ext. 13227, 13258, 11117 y 18347.
Última modificación :
16 Marzo, 2012 14:06 por: Lic. Margarita Maldonado
16 Marzo, 2012 14:06 por: Lic. Margarita Maldonado
Books Update
July 20, 2012Books Update |
On the Cover of Sunday's Book Review'A Hologram for the King'
By DAVE EGGERS
| BEST SELLERSON POETRYFlying On in the Reflected SkyBy DAVID ORR
"Pale Fire" is the elephant in the room when assessing the poetry of Vladimir Nabokov.
Back PageHis Father's Best TranslatorBy LILA AZAM ZANGANEH
Dmitri Nabokov, who died in February, felt the weight of his parents' history.
Inside the ListBy GREGORY COWLES
"Six Weeks to OMG," which enters the list at No. 4 this week, is a diet book that recommends cold baths and black coffee.
Editors' Choice
Recently reviewed books of particular interest.
Book Review Podcast
This week, Elizabeth Samet discusses Anthony Swofford's new memoir; Julie Bosman has notes from the field; Joseph Berger talks about Theodore Roosevelt's time as New York's police commissioner; and Gregory Cowles has best-seller news. Sam Tanenhaus is the host.
REVIEWS BY THE TIMES'S CRITICSEditor's Note
Thanks for taking the time to read this e-mail. Feel free to send feedback; I enjoy hearing your opinions and will do my best to respond.
John Williams
Books Producer The New York Times on the Web |
Bibliotecas universitarias. Alerta
nscripciones - Biblioteca REBIUN 2012 XX Asamblea Anual de la Red de Bibliotecas Universitarias. Málaga, 8 y 9 de Noviembre de 2012. Rectorado de la Universidad de Málaga. www.biblioteca.uma.es/rebiun2012/index.php?m...e=29... |
¿Las bibliotecas universitarias son públicas y universales? (2 de ... Las bibliotecas universitarias son públicas y universales? (2 de 2) , del foro de Generales El rincón del eoliano. www.elotrolado.net/hilo_las-bibliotecas-universitarias-son-pub... |
Autor: Miguel Ángel Marzal — Fundación Ciencias de la ... ... de proyectos, docente en Doctorados y master de investigación de universidades españolas y americanas, asesor científico en bibliotecas universitarias. www.documentalistas.org/ma-marzal/ |
Fondo antiguo « El astronauta – Bibliotecas USAL La Red de Bibliotecas Universitarias Españolas (REBIUN), a través de su Grupo de Patrimonio Bibliográfico, del que forma parte la Universidad de Salamanca, ... https://diarium.usal.es/bibliotecas/tag/fondo-antiguo/ |
GUÍAS DE LECTURA DE LA BIBLIOTECA TORRENTE BALLESTER ... BIBLIOTECAS INFANTILES · BIBLIOTECAS NACIONALES Y AUTONÓMICAS · RECURSOS PROFESIONALES · BIBLIOTECAS UNIVERSITARIAS ... diarium.usal.es/.../guias-de-lectura-de-la-biblioteca-torrente-ba... |
The Trouble With Online Education
OP-ED CONTRIBUTOR
The Trouble With Online Education
Loren Capelli
By MARK EDMUNDSON
Published: July 19, 2012
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“AH, you’re a professor. You must learn so much from your students.”
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This line, which I’ve heard in various forms, always makes me cringe. Do people think that lawyers learn a lot about the law from their clients? That patients teach doctors much of what they know about medicine?
Yet latent in the sentiment that our students are our teachers is an important truth. We do in fact need to learn from them, but not about the history of the Roman Empire or the politics of “Paradise Lost.” Understanding what it is that students have to teach teachers can help us to deal with one of the most vexing issues now facing colleges and universities: online education. At my school, the University of Virginia, that issue did more than vex us; it came close to tearing the university apart.
A few weeks ago our president, Teresa A. Sullivan, was summarily dismissed and then summarily reinstated by the university’s board of visitors. One reason for her dismissal was the perception that she was not moving forward fast enough on Internet learning. Stanford was doing it, Harvard, Yale and M.I.T. too. But Virginia, it seemed, was lagging. Just this week, in fact, it was announced that Virginia, along with a number of other universities, signed on with a company called Coursera to develop and offer online classes.
But can online education ever be education of the very best sort?
It’s here that the notion of students teaching teachers is illuminating. As a friend and fellow professor said to me: “You don’t just teach students, you have to learn ’em too.” It took a minute — it sounded like he was channeling Huck Finn — but I figured it out.
With every class we teach, we need to learn who the people in front of us are. We need to know where they are intellectually, who they are as people and what we can do to help them grow. Teaching, even when you have a group of a hundred students on hand, is a matter of dialogue.
In the summer Shakespeare course I’m teaching now, I’m constantly working to figure out what my students are able to do and how they can develop. Can they grasp the contours of Shakespeare’s plots? If not, it’s worth adding a well-made film version of the next play to the syllabus. Is the language hard for them, line to line? Then we have to spend more time going over individual speeches word by word. Are they adept at understanding the plot and the language? Time to introduce them to the complexities of Shakespeare’s rendering of character.
Every memorable class is a bit like a jazz composition. There is the basic melody that you work with. It is defined by the syllabus. But there is also a considerable measure of improvisation against that disciplining background.
Something similar applies even to larger courses. We tend to think that the spellbinding lecturers we had in college survey classes were gifted actors who could strut and fret 50 amazing minutes on the stage. But I think that the best of those lecturers are highly adept at reading their audiences. They use practical means to do this — tests and quizzes, papers and evaluations. But they also deploy something tantamount to artistry. They are superb at sensing the mood of a room. They have a sort of pedagogical sixth sense. They feel it when the class is engaged and when it slips off. And they do something about it. Their every joke is a sounding. It’s a way of discerning who is out there on a given day.
A large lecture class can also create genuine intellectual community. Students will always be running across others who are also enrolled, and they’ll break the ice with a chat about it and maybe they’ll go on from there. When a teacher hears a student say, “My friends and I are always arguing about your class,” he knows he’s doing something right. From there he folds what he has learned into his teaching, adjusting his course in a fluid and immediate way that the Internet professor cannot easily match.
Online education is a one-size-fits-all endeavor. It tends to be a monologue and not a real dialogue. The Internet teacher, even one who responds to students via e-mail, can never have the immediacy of contact that the teacher on the scene can, with his sensitivity to unspoken moods and enthusiasms. This is particularly true of online courses for which the lectures are already filmed and in the can. It doesn’t matter who is sitting out there on the Internet watching; the course is what it is.
Not long ago I watched a pre-filmed online course from Yale about the New Testament. It was a very good course. The instructor was hyper-intelligent, learned and splendidly articulate. But the course wasn’t great and could never have been. There were Yale students on hand for the filming, but the class seemed addressed to no one in particular. It had an anonymous quality. In fact there was nothing you could get from that course that you couldn’t get from a good book on the subject.
A truly memorable college class, even a large one, is a collaboration between teacher and students. It’s a one-time-only event. Learning at its best is a collective enterprise, something we’ve known since Socrates. You can get knowledge from an Internet course if you’re highly motivated to learn. But in real courses the students and teachers come together and create an immediate and vital community of learning. A real course creates intellectual joy, at least in some. I don’t think an Internet course ever will. Internet learning promises to make intellectual life more sterile and abstract than it already is — and also, for teachers and for students alike, far more lonely.
Mark Edmundson, a professor of English at the University of Virginia, is the author of “Why Read?”
A version of this op-ed appeared in print on July 20, 2012, on page A23 of the New York edition with the headline: The Trouble With Online Education.
CERTIFICADO DEFUNCIÓN / NACIMIENTO
MANUAL LLENADO CERTIFICADO DEFUNCIÓN (PERU - 2009)
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MANUAL LLENADO CERTIFICADO DEFUNCIÓN (MEXICO - 2007)
http://www.isea.gob.mx/formatos/Guia_Llenado_Cert_Defuncion_y_Muerte_Fetal.pdf
Guía para el llenado del Certificado de Defunción y Muerte Fetal (MEXICO - 2004)
aspectos médico-legales prácticos (URUGUAY)
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Médico Legista que práctica la necropsia y extiende el Certificado de Defunción (PERU)
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MANUAL DE IMPLEMENTACION Y LLENADO DEL CERTIFICADO UNICO DE NACIMENTO (MEXICO - 2008)
http://salud.edomexico.gob.mx/html/transparencia/informacion/manualprocedimientos/mprocedimientos/MP_SINAC.pdf
http://www.saludarequipa.gob.pe/aqpcaylloma/2011/down/manuales/MANUAL%20LLENADO%20CERTIFICADO%20DEFUNCI%D3N.pdf
MANUAL LLENADO CERTIFICADO DEFUNCIÓN (MEXICO - 2007)
http://www.isea.gob.mx/formatos/Guia_Llenado_Cert_Defuncion_y_Muerte_Fetal.pdf
Guía para el llenado del Certificado de Defunción y Muerte Fetal (MEXICO - 2004)
aspectos médico-legales prácticos (URUGUAY)
http://www.mednet.org.uy/cq3/emc/certificadosdef.pdf
Médico Legista que práctica la necropsia y extiende el Certificado de Defunción (PERU)
http://www.cmp.org.pe/doc_norm/Norma_de_certificado_de_defuncion.pdf
MANUAL DE IMPLEMENTACION Y LLENADO DEL CERTIFICADO UNICO DE NACIMENTO (MEXICO - 2008)
http://salud.edomexico.gob.mx/html/transparencia/informacion/manualprocedimientos/mprocedimientos/MP_SINAC.pdf
Defunciones - Tramites en RENIEC (PERU)
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Atte.
Dr.Máximo Cuadros Chávez
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