América del sur/Uruguay/Agosto del 2017/Entrevista/http://www.espectador.com
El Licenciado en Educación Física, profesor y entrenador personal Mariano Francescoli fueentrevistado en La Tarde D10. Realizó algunas sugerencias y respondió a varias consultasacerca de lo que significa hacer deporte, cuáles deberían de ser los cuidados y hábitos ideales yqué pasos seguir para una vida sana.
El docente comentó que en Uruguay “Somos una población que nos cuesta hacer deporte”, y
que observa a mucha gente que lleva una vida sedentaria y que padece diversos problemas de
obesidad. “Considero que la actividad física va entrando en nosotros de a poco, y que para
eso cualquier excusa es buena para moverse”.
Para quienes nunca realizan actividad física, lo ideal para empezar es tener una entrevista
personal para saber situación actual de salud, sus necesidades y conocer así también posibles
enfermedades o temas médicos. “Hay que definir un perfil y los objetivos reales de acuerdo
al momento y situación de la persona. Se arma un plan de entrenamiento ajustado a las
personas. Depende de lo que la persona quiera hacer ya que cada caso es individual. A
quienes no hacen actividad de forma frecuente, cuando empiezan les va a costar bastante. El
entrenador personal define más tus necesidades que lo que hace un gimnasio”.
Francescoli comentó que le gusta mucho la comunicación, y que el deporte siempre fue una de
sus pasiones. Trabajó en colegios privados y durante 8 años estuvo desempeñando tareas en
las divisiones juveniles de Montevideo Wanderers. También estuvo dentro del básquetbol ya
que trabajó por un año en el club Hebraica y Macabbi. “Soy un entrenador personal, y me
dedico a eso, ya sea individual o en grupo”. Dentro de sus tareas está además el desarrollo de
eventos deportivos y disertaciones en charlas educativas. Dijo además que preparó a varios
jugadores de fútbol y básquetbol de forma particular.
Acerca de las carreras 5K, 7K y 10K, brindó su opinión: “Hay objetivos en más tiempo y otros
en menos tiempo. Está bueno concurrir y participar de las carreras de ese estilo. Lo otro es
que hay mucha gente que corre muy mal. Respira mal y corriendo se hace mal a sí misma.
Hay que tener en cuenta que todos pueden correr pero no todos saben correr bien”
Europa/Chipre/Agosto del 2017/Noticias/https://www.ei-ie.org
La Internacional de la Educación acoge con satisfacción la decisión de Chipre de aprobar la Declaración sobre Escuelas Seguras, un compromiso que tiene por objeto proteger a alumnos, docentes, escuelas y universidades en tiempos de guerra.
El 26 de julio, Chipre se convirtió en el 68º país en aprobar la Declaración sobre Escuelas Seguras, uniéndose así al compromiso político contraído por los Estados de proteger la educación durante los conflictos armados, afirmó la Coalición Mundial para la Protección de la Educación de Ataques (GCPEA, por sus siglas en inglés).
Con el respaldo de Chipre, 21 países de la Unión Europea —tres cuartos de sus miembros— se han sumado ya a la creciente comunidad de Estados comprometidos con la adopción de medidas concretas destinadas a proteger la educación durante los conflictos armados.
La Fuerza de las Naciones Unidas para el Mantenimiento de la Paz en Chipre, creada en 1964, sigue operando en la isla de Chipre. Su papel consiste en supervisar las líneas de cesación del fuego; mantener una zona de contención; llevar a cabo actividades humanitarias y apoyar la misión de buenos oficios realizada por el secretario general. De los 22 países que actualmente proporcionan personal uniformado a la misión, 12 también han ratificado la Declaración: Argentina, Austria, Brasil, Bulgaria, Canadá, Chile, Irlanda, Italia, Montenegro, Rumanía, Eslovaquia y Paraguay.
Los países se comprometen a fortalecer el seguimiento y la denuncia de los ataques a la educación; a mejorar la rendición de cuentas en caso de ataques y a prestar apoyo a las víctimas; a fomentar políticas «sensibles a los conflictos» que garanticen que el contenido y la oferta de la educación no se conviertan en factores instigadores de conflictos; así como a tomar medidas para respaldar el mantenimiento de la educación segura, por ejemplo, reconstruyendo escuelas.
Un factor clave de la Declaración sobre Escuelas Seguras es el compromiso de incorporar las Directrices para prevenir el uso militar de escuelas y universidades durante conflictos armados a los marcos normativos y operacionales nacionales pertinentes, así como a las misiones de mantenimiento de la paz.
Las escuelas y las universidades situadas en zonas de conflicto suelen ser utilizadas por las fuerzas armadas y los grupos armados para fines militares. Las repercusiones de emplear estas instituciones educativas para usos militares pueden ser devastadoras para los alumnos, los docentes y sus comunidades, pues las escuelas se convierten en el blanco de los ataques, privando a los niños del acceso a la educación y poniendo en peligro su seguridad y la de sus profesores.
Antecedentes
Dichas Directrices se elaboraron en un proceso liderado por la GCPEA y se concluyeron en un proceso impulsado por el Estado y encabezado por Noruega y Argentina en diciembre de 2014. El 29 de mayo de 2015, la Declaración sobre Escuelas Seguras se abrió para su ratificación en la Primera Conferencia Internacional sobre Escuelas Seguras en Oslo. Asimismo, la Segunda Conferencia Internacional sobre Escuelas Seguras se celebró en Buenos Aires en marzo de 2017.
El respaldo a la Declaración ha generado un impulso considerable en los últimos dos años. Así pues, en el informe de mayo de 2017 sobre la protección de los civiles en los conflictos armados presentado ante el Consejo de Seguridad, el secretario general de la ONU instó a todos los Estados miembros a ratificar la Declaración sobre Escuelas Seguras.
La GCPEA constituye una coalición única de organizaciones internacionales, que comprende Human Rights Watch, el Fondo Para Académicos en Riesgo del Instituto Internacional de Educación, Protect Education in Insecurity and Conflict, Save the Children, la red Scholars at Risk, el ACNUR, el UNICEF y la UNESCO.
América del Sur/ Colombia/Agosto del 2017/Noticias/https://www.lmcipolletti.com/
Se realizará en el Aula Magna de la Facultad de Ciencias de la Educación el sábado 12 a partir de las 10 de la mañana. El expositor es un psicoanalista francés y principal referente en autismo.
La ciudad de Cipolletti será una de las 37 ciudades priviligiadas a nivel nacional que podrán presenciar una video conferencia en la que se hablará y debatirá sobre todos los espectros delautismo. Se llevara a cabo en Colombia -durante la semana del autismo en dicho país- y se retransmitirá para diferentes países de América para que puedan ser parte de este gran evento.
La invitación fue realizada por la Antena Río Negro del Observatorio sobre Políticas del Autismo y tomará lugar en la Facultad de Ciencias de la Educación el sábado 12 a partir de las 10 de la mañana.
El expositor estrella en la jornada, a la cual denominaron «De la estructura autística», será el psicoanalista francés y especialista en la patología, Jean Claude Maleval, quien actualmente es docente en la Universidad de Rennes, en Francia. La video conferencia se retransmitirá en vivo de manera simultánea en numerosos puntos de Latinoamérica.
La actividad está dirigida a trabajadores de la educación, salud, familiares y todos aquellos interesados en el tema. La entrada es libre y gratuita y sus organizadores aseguran que «será una oportunidad excepcional para escuchar a quien es un referente internacional en el autismo».
Río Negro y el autismo
Según explicó Gabriela Arca, integrante de la FAPOL, «el año pasado se proclamó la Ley Provincial N° 5124 que impulsaron asociaciones de padres, legisladores y otras autoridades» que contempla los derechos de personas con autismo y los de sus familiares que realizan el acompañamiento.
Sin embargo, aún no cuentan con la reglamentación para que pueda comenzar a aplicarse -una problemática que preocupa tanto en la ciudad como en la provincia- y ya han solicitado al Ministerio de Salud para la construcción de la reglamentación.
«La conferencia está destinada a profesionales de la educación y la salud, acompañantes terapéuticos y familiares de personas con autismo. Va avanzar sobre cómo se trata el autismo, si es una enfermedad o no, sobre el acompañamiento que se debe realizar, como así también es la epidemia de diagnósticos que provoca que el niño se inserte en la sociedad con un etiqueta que lo puede afectar», explicó Arca.
Asia /Tailandia/Agosto del 2017/Noticias/http://www.abc.es/
La tailandesa Kimlan Jinakul, de 91 años, ha recogido esta semana su título universitario en Ecología Humana, ciencia que estudia las relaciones entre el ser humano y el medioambiente
«Si no estudias o lees, no vas a aprender nada», declaró al canal de televisión TPBS esta mujer que reside en Phayao, la capital de la norteña provincia del mismo nombre.
Kimlan, la mayor de su clase en la universidad a distancia Sukhothai Thamathirat, eligió desarrollo humano y familiar como asignatura principal.
La anciana dice que siempre quiso ir a la universidad y que siempre animó y apoyó a sus hijos para que estudiasen y consiguiesen un título universitario.
Ella no tuvo esa oportunidad cuando crecía, luego vino la familia, así que con 72 años se inscribió en la universidad a distancia de Sukhothai Thammathirat, que exime del pago de la matrícula a los mayores de 60 años.
No obstante, problemas familiares desbarataron el primer intento, pero no se desanimó y volvió a intentarlo en 2011, cuando tenía 85 años, y esta vez completó la carrera.
La universidad a distancia Sukhothai Thammathirat, que cuenta en la actualidad con 199 estudiantes que tienen más de 60 años, favorece la educación de los mayores.
«Lo único que tienen que hacer las personas mayores que quieren estudiar con nosotros es matricularse por correo, y les serán remitidos posteriormente todo el material de clase y otros documentos», explicó la jefa del Departamento de Ecología Humana de la citada universidad, Rutchaneekorn Chotchaisathit.
America del Norte /EEUU/Agosto del 2017/Noticias/http://www.startribune.com
Minnesota has a nation-leading education achievement gap. We’ve known this since the implementation of No Child Left Behind some 15 years ago and have been talking about it, like the weather and the Vikings, ever since.
But just as with the weather and the Vikings, no one seems able to do much about it.
With the recent release of Minnesota Department of Education statewide reports showing little or no growth in student reading and math test scores, Education Commissioner Brenda Cassellius opined, «It’s frustrating to see test scores slowly increasing …»
The commissioner is certainly not alone in her frustration. Nearly everybody, and particularly the parents of students from Minnesota’s lowest-performing ethnic groups, is frustrated — for good reason.
During the last four years, the percentage of 11th-grade students proficient in math fell by 3 percentage points, from 51 percent to 48 percent. Years earlier, during a similar window of time, Commissioner Cassellius’ predecessor, Alice Seagren, oversaw a 12-percentage-point rise in the percent of 11th-grade students proficient in math.
With statewide results like these, it is little wonder that the powers that be would like to quickly change topics. We are told «test scores are just one part of the picture» — and so they are. Discerning parents and taxpayers might have their concerns allayed if the commissioner had other significant growth to report.
Perhaps that is why the Education Department used the occasion of releasing statewide test results to note that the data are now being reported with seven federally required ethnicity and race categories, up from five in previous years.
While the growth in the number of administrative boxes by which we can categorize students is interesting, it means that there are now even more categories of students who are not proficient. This is certainly not the kind of growth we seek.
A good education is vitally important to a well-lived life and a hope-filled future — the things parents want for their children. Minnesota employers want a well-educated populace, too, but they say such workers are increasingly difficult to find. Real, value-added change is hard and, the larger the organization, the more difficult it becomes. Still, significant statewide growth in reading and math is possible. It has been done before and can be done again.
The modest scale of improvements in Minnesota’s achievement gap calls for a healthy degree of humility among all involved in education leadership. The Education Department is not able to fix this problem for us. Instead, we must do more to ensure that the voices and educational choices of parents are respected and that transparency is maintained.
We need more parent-directed choices in early-childhood education; a broader field of dual-enrollment options; and expanded career and technical education opportunities — initiatives that have been proven to yield long-term results.
Let’s focus on doing what it takes to make sure our children — all children — have access to a great education that prepares them to be tomorrow’s leaders.
Unlike the weather or the Vikings, this is something we can change.
Carla Nelson, of Rochester, is a Republican member of the Minnesota Senate.
América del Norte/Canada/Agosto del 2017/Noticias/https://theconversation.com/
Every child in the world is a master of play. Play is part of the basic developmental experiences of human lives. Children learn about culture, social norms and language through play. Precisely because of its sociocultural nature, children in different cultures engage in play differently due to differences in language, context and social norms.
Parents in different cultures also perceive play differently. Some see children’s play as part of their natural learning process — “learning through play.” In other cultures, children’s play may be seen as just a pastime and separate from learning.
When children move to another culture and context, their experiences of play can be more complex than commonly thought. Play can be an effective and natural way for immigrant children learn to socialize with children in their new country. On the other hand, differences in context, language, social norms and parental perceptions of play may create social conflicts among children in cross-cultural contexts.
The living arrangements of families influence how children play in their new land. This week, Statistics Canada released new census data on multi-generational and multi-family dwellings. From 2001 to 2016, multi-generational households rose 38 per cent. The data also points to increasing settlement patterns of multi-family dwellings in several immigrant-rich cities such as Brampton, Markham and Vaughan on the northern edges of Toronto, and other suburban communities such as Surrey, near Vancouver. These trends, even though they’re likely due to financial reasons, may help immigrant families preserve and reconstruct play environments for their children in the new land.
Children-led play versus adult-supervised spaces
One of the major differences many immigrant children and their parents experience in Canada and the U.S. is the different contexts and social expectations of play. One example is the adult-controlled nature of play versus the child-initiated peer play in many other cultures. This can make common concepts such as the “play date” foreign to many immigrant parents and children.
The Sudanese and Vietnamese refugee families in my studies, for example, were accustomed to children playing freely with each other in their villages without adult organization or supervision. When they immigrated to an inner city in the U.S., they found this kind of play, without adult supervision, was no longer possible. Instead, they had to closely watch whom their children were playing with and where they played. Often, due to the unsafe environments of their neighborhoods, the children were confined indoors in crowded spaces.
Too many toys and too much screen time
Contextual differences can also be reflected in the materials available in the environment. A North American child’s upbringing is filled with toys and games (both electronic and non-electronic). It is reported that an average 10-year-old in a Western society can have as many as 238 toys. In pre-school in North America, 90 per cent of children’s play is toy-dominated.
Children in the U.S. and Canada are increasingly getting more screen time.(Shutterstock)
In addition to toys, children in Canada and the U.S. are increasingly getting more screen time, a concern for many mainstream and immigrant parents. These differences in the medium of play available in the environment can have a significant impact on how children play cross-culturally.
Language and social norm differences
Another challenge is language and social norms that mediate children’s play. Children bring social language use into play. For example, in role-playing, children often imitate adult use of language and interpret social relations they observe in their culture.
Since language use and social relations are different in diverse cultures, children must engage in negotiating these differences in cross-cultural play. One researcher documented a newly arrived Korean boy who bowed repeatedly while pretending to be a postman, as this is how it was in his culture. His peers laughed at his behaviour and caused great distress for the boy who did not know what went wrong.
While language may be an apparent barrier for immigrant and mainstream children’s play activities, the more important layer is the socio-cognition, that is, the ways of thinking and behaving associated with language use.
One example is the well-cited story, “How to be happy,” about an anthropologist who asked the children in a remote African tribe to race for the prize of a gift basket of fruit under a tree. Instead of racing against each other, to the anthropologist’s surprise, the children took each other’s hands and ran together to the tree and enjoyed their prize as a group. These differences in socio-cognition or ways of thinking and behaving can affect how children from different cultures interact with each other in play.
Parental perceptions of play
Parental perception of play is also an important factor that affects how children play in cross-cultural contexts. Chinese immigrant parents from my studies, for example, often came with the perception that play is just for fun and for relaxing, and is not a learning activity.
Many Chinese parents believed that too much play is a waste of time for learning and therefore will not encourage play, and sometimes limit their children’s play time in order to maximize their academic learning time. Some parents even considered the mainstream ways of teaching — for example, “experiential learning” in school — as just play and not learning. To compensate, they tried to structure more organized learning periods at home or through community tutoring services.
One child in one of my studies said that his mom created a second “home school” immediately after his day school, with repeated learning sessions alternated by some playtime — often TV watching or game playing.
These differences suggest that play in cross-cultural contexts is complex and dependent on many sociocultural and sociolinguistic factors that stimulate or regulate children’s play activities. It’s important to note that there is no “normal,” “ordinary” or “right” way of play. These differences must be interpreted within the socio-cultural contexts and backgrounds that they come from.
Oceanía/Australia/Agosto del 2017/Noticias/https://theconversation.com
One of the more frustrating assumptions in the mix of modern parenting advice is the “tabula rasa” idea that all kids are born as identical clean slates.
I suspect the increase in this attitude is partly due to the loss of large families. With the total fertility rate in Australia down to 1.88 children per woman, the acceptance that some people are lucky enough to get a “beginner’s baby”, compared with one who takes them straight to advanced level, has very much diminished.
Somewhere along the line we have lost the appreciation of intrinsic personality differences, which has led to a frustratingly common belief that a one-size-fits-all approach to shaping behaviour and discipline will always work.
Someone frequently will preach intervention X, which you try, and it doesn’t work. What’s the typical response? “Oh you mustn’t have done it properly” rather than “oh, your kid mustn’t share the same motivations as my kid, let’s figure out what drives them and work with that”.
Here’s a pair of babies I prepared earlier, in the same womb, at the same time. What does this picture below tell you about their temperament and subsequent personality as they’ve aged?
The Sharman twins have very different personalities.Rachael Sharman, Author provided (No reuse)
If you guessed the boy on the right is now an extroverted, adventurous, sociable young man – you guessed right. And if you guessed the girl on the left is a highly cautious introvert (despite 21 years of relentless CBT from her mother) – spot on.
So how could these two children possibly be expected to respond favourably to the same discipline techniques? Can you imagine Anxious Baby Girl knowingly breaking a rule; can you imagine Novelty-Seeking Boy being able to stick to one?
This is where modern-day parenting advice regarding “appropriate” disciplinary techniques typically falls apart. The assumption is that all children are alike, but what happens if you don’t have angel-baby who is interested in pleasing others or responds positively to praise?
What if your child gets excited by pushing boundaries and breaking rules, is aggressive and angry, morose and difficult, even downright anti-social? All of these are possible personality styles – so how can you best manage problematic behaviour in the context of such different temperaments?
Tailoring the response to each child
The answer lies in understanding your child and what makes them tick.
An easy mistake to make is trying to apply a punishment (a response designed to reduce or extinguish a behaviour) but in doing so, inadvertently supplying a reward (which reinforces and increases the behaviour).
If your child loves attention for example, any form of attention (including yelling or a smack) may well act as reward. For example, my attention-seeking adult boy now invests a substantial amount of energy winding up his grandmother to earn himself a “smack” – which he finds hysterically funny.
Time-out, on the other hand, especially if it removed his audience, was a very effective punishment for him.
Conversely, imagine what happened when I put my scaredy-cat daughter in time-out. She loved it. Her quiet nature craves alone time, so what was intended as a form of punishment in her case would act as a reward.
In fact, allowing someone with a naturally anxious disposition to “withdraw” or “avoid” (for example, not going to a party, getting extensions on a deadline) may actually reinforce or enable poor coping strategies. It’s a tricky balance.
Children differ cognitively, too. A child with a poor attention span and limited working memory will need an immediate reward or punishmentrather than delayed for it to work.
This is where a short sharp smack can become a very seductive technique for some parents; in contrast to other children who have highly developed verbal skills and memory, where parents can wax lyrical to negotiate future expected behaviours.
Children with serious behaviour problems
When we delve into the really complicated cases, University of Sydney professor Mark Dadds has been working with a fascinating group of an estimated 0.5% of children who, despite loving parents and a good upbringing, don’t respond to disciplinary approaches at all.
While these children are few and far between, they highlight an unpalatable possibility – that no standard disciplinary technique will work for these difficult little characters. These children and their parents require highly specialised neuro-psychological training to edge them towards more effective approaches.
In debating the pros and cons of all the available disciplinary approaches out there, don’t fall into the trap of believing that just because an intervention worked for your child, it will automatically work for everyone else’s.
In fact, the same technique applied to a different child might even exacerbate the problem. When it comes to effective discipline, what works well or even what works at all will depend on the child.
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