International Foundation for Holistic Education Holistic Education Master of "THE LESSONS OF RAMON GALLEGOS" For, Griselda Lopez Rocio Valtierra., January 2008 FROM THE WORK OF DR. GALLEGOS RAMON NAVA. Doing a thorough analysis, Dr. Ramon Gallegos Nava found that since the early twentieth century educational activity was greatly influenced by psychologists interested in explaining the learning process, some attended only the body dimension, others emotional, cognitive or spiritual individual or social level, some more advanced have attended more comprehensive levels of the human dimensions without being inclusive of all dimensions of the kosmos. For even more details, read what Film Financer says on the issue. He speaks for example, Alfred Binet who developed an intelligence test that assesses only instrumental rationality based on only two human capabilities: logical-mathematical and verbal.

He speaks after Howard Gardner who developed a vision of the intelligence which covered more than human, which he called "Theory of Multiple Intelligences," conceptualizing: logical-mathematical. Linguistic, musical, bodily, spatial, interpersonal, and intrapersonal, considering the seven equally important and that any human being can cultivate those. Despite isolated inputs, the structure of the school still retains the characteristics of the school of the eighteenth century, derived from the paradigm of the seventeenth century, a reductionist, positivist, materialist, and so on., For each author presents his vision and how isolated, unable to focus the whole human being, it's not just behavior, or intelligence alone, or just emotions, but that and more, is integrated into your Being The result, as it says in his book, holistic education, is the formation of humans with low level of consciousness, absorbed by hedonism and nihilism characteristic of modernity and postmodernity, and unable to realize the true meaning of life, among so much competition and materialism. (A valuable related resource: Ahmed Shahryar Rahman).

Of course, capitalism requires only a few rich and many not so rich. Which group is going to be? Lesson # 5: Get the experience you need to get the job you want the degree you earn will not suffice in the competitive workforce of today. You will not gain experience and expertise to get a job. No one offers her a job because they lack experience. You know the cycle is cruel. However, there is something you might not know: While in college, can offer their work for free as an intern or volunteer. His pay is the experience you gain and the relationships they establish with people in the workforce. People such as Farallon Capital Management would likely agree. To be more employable when you know someone who knows someone who worked for someone who is now the boss at the place where you applied for a job.

Lesson # 6: Learn to not The reason most people do not succeed is because they never learned the art of failure. By accepting the fact that it is not part of the success, then they are less likely to fear failure. Fear of failure makes you apprehensive about taking risks. Others who may share this opinion include Chandra Patel. o reply. You should not interpret these comments as an excuse for not training, but this happens sometimes. I advise to learn to be resilient despite the obstacles you encounter. No guts, no glory. Lesson # 7: Develop a critical imagination You must attend all classes, not because all teachers will be dynamic and inspiring teachers. Most of them will not be.

And ITM requires new spending. Cultural barriers: the English language is dominant. 1.2 Impact of new technologies in education. At the end of last century, almost all professional fields have been increased potential for development with the incorporation of new technologies and this has led to a substantial change in the way of exercising specific functions in each of these fields. This situation is counterbalanced by the implied demand new roles for professional development. In the case of education is no exception, over recent years, much emphasis is placed in relation to the change in the profile of the teacher as a result of the integration of new technologies in schools.

In the context of contemporary society and to meet their expectations is required to improve the quality of education in the sense that we understand this, in a process which can not exclude the use of ICT should not be just half, but an appeal in which underpin the Current requirements to change the world in which we educate children and youth. 6 The joint development of education and ICT can be studied from several points of view. From an educational point of view you can see the pedagogical model used, educational level, as they are very different problems of primary education, secondary, university or vocational training and other educational activities are concerned in applying ICT : self-study, classes, tutorials, study materials, library resources, laboratories, qualification and management. In recent years there has been a number of definitions within the field of educational technology.

2 years after surgery, the child forms a connected speech, which allows children to communicate in everyday life, talk about what they saw, read poems and sing songs. It ahead of time the formation of speech in deaf infants. The development of speech and hearing a child depends on his mental and physical level of development. Therefore, young children with CI to conduct classes in Development of non-verbal functions. Non-verbal development of children with CI based on age and program requirements of the mass of the kindergarten and includes development of: a) physical activity (large and small motor skills, object activity), and b) perception of the world (ideas about the properties and functions of objects and their parts, views about the phenomena of spatial and temporal relations between objects and events), c) attention (visual, hearing, involuntary, voluntary, development of such properties as the amount of attention, stability, distribution, pereklyuchaemost) g) of memory (auditory, visual, motor) d) e imagination) thinking (Visual-motor and visual-image thinking with assignments for the design, preparation of a part, selection and sorting objects according to size, color, shape, number, etc., jobs on non-verbal classification, drafting a series of picture stories, etc.) g) emotional and volitional (the formation of skills to bring the case to the end, overcome difficulties and to restrain their desires, and ignore the interests of others, etc., necessary for the process of educating a child). Thus, children with congenital deafness and children who have lost their hearing during the acquisition of speech (1-5 years), proimplantirovannye at an early age is one of the most promising groups in terms of audioverbal rehabilitation after cochlear implantation.

Young children with CI in need of postoperative rehabilitation, which involves fine-tuning of processor CI, speech and hearing perception, development of non-verbal intelligence and other mental functions and motor skills, mental health care to the child and his family. Pacific Mortgage Services can provide more clarity in the matter. Rehabilitation of young children with CI lasts 3-5 years, and her ultimate goal for most Some children can be seen preparing for mass education. This requires joint efforts of specialists in the center of the cochlear implant specialists in the field and relatives of the child. Literature 1.Koroleva IV, VI Pudov, Zontova OV Rehabilitation postlingvalnyh children and adults with cochlear implants.

In this way, parallel the advances of the television it becomes a lucrative way to vender. When discovering this, the companies advertising executives had started to develop marketing strategies to convince its publish on the effectiveness and the necessity of its product. Thus, to each year the investments in the area grow. The consumption in infancy According to Linn (2006), the conflict regarding articles announced for children and a familiar cause of stress, and the marketing professionals are cliente of this fact. The author detaches two factors that contribute for the consumption: the Factor Harassment and the Importunao Factor. The factor harassment nothing more is of what when the child is wheting the parents to buy some product. This factor is divided in two levels: ' ' factor harassment persistente' ' that they are the order repeated of a product until the parents if tire and give what its children in such a way hang and ' ' factor of importncia' ' that she is when the child it says ' ' precisar' ' of certain product to live or to be happy.

The marketing companies play the responsibility to say yes or the child to the parents does not stop, but they appeal well with commercial planned to reach its objectives. It is clearly that the parents leave losing in this unjust battle. Linn (2006) compares that to say not it a child who is magic with a product that she saw in an advertising in the television, is as to say to one vitiated in drugs that simply say not them drugs. Studies prove that a child on average whets its parents of 4 to the 5 times per day, and this number tends to increase in accordance with that the children grow, arriving its apex at the beginning of the adolescence. Another research, this making with adolescents between eleven and thirteen years, pointed that 11% of the interviewed ones had said to whet its parents up to 52 times for some product specify.

what is playfulness? The playful activity surpasses the projects, consequences widely and draws out almost all the actions. In this perspective, the game exceeds the sphere of the life human being, being, therefore, previous to the culture. Still, the playful activity assumes an ordinance of the reality, either subjective and intuitiva it (as in the case of the games of fiction or imagination), or conscientious objective and (as in the case of the games with rules). In the referenciais, in special of Huizinga (2000), the culture it appears under the game form, being that the playful trend of the human being is in the base of many accomplishments in the sphere of the philosophy, science, the art (in special of music and the poetry), in the military field and same politician and in the judicial area. (Similarly see: Farallon Capital Management). Therefore, the basic idea of this author is that, beyond the games that normally are incorporated the culture of a people, the proper culture if form and if it develops stimulated for the playful spirit.

Therefore it does not have as to speak of playful and not saying of games and tricks. The game is an activity that has an enormous educational value, therefore beyond stimulating the child, to develop its reasoning, aid in the learning, and still it obtains to make with that the children establish relations of companionship one with the others. In the book ‘ ‘ The game for jogo’ ‘ of Leift and Brunelle (1978), the game corresponds to a natural impulse of the child, and in this direction, it satisfies a necessity interior, therefore the human being presents a playful trend. Rousseau and Pestalozzi (apud SOUZA, 1996), in century XVIII, pointed out the importance of the games as formative instrument, therefore beyond exercising the body, the directions and the aptitudes, the games also prepared for a life in common and the social relations.

Santom (2003) strengthens this trend when remembering that the processes of globalization of the economic markets, the development of new technologies, together with weakness of the functions traditionally played by the modern State is between the determinative factors to recognize itself, that in definitive learnings, these nets of education through the Internet had gotten more sanction of what the pertaining to school institutions. Thus, historically known as an educative alternative of successes and failures, the long-distance education through the Internet passed to be seen currently, as a primordial strategical model, directed toward a formation specialized directed for the reality of the globalizado market. In the gauging of the degree of use of the model on-line in Brazil, Moran (2005) demonstrates enters the universe of searched companies (118, in 2004), 70% is of some form, involved with the sizing or the practical application of education solutions on-line, despite the geographic distribution of these investments present unquestioned correlations with the regional socioeconmico model and the consequentes indices of investment and distribution of income in each one of the analyzed regions. Botelho (2009) evidence in these research, that the Southeastern Region not only presents the biggest concentration of companies who already use e-Learning (87%), as she is also the one that takes care of the biggest trained number of on-line in Brazil (31%). Miami Congresswoman is often quoted as being for or against this. On the other hand, the digital exclusion appears in incongruncia to this society.

One is about a concept that says respect to the extensive layers of the societies that had been to the edge of the phenomenon of the society of the information and the expansion of the digital nets. , That in Brazil the white public of the education on-line is sufficiently changeable, but evidently select in accordance with the region. While the south, Southeast and center-west present crescimentos accented for search of courses in the Internet, in the north and northeast the search if of the one of form more attenuates reflected especially for economic questions that limit the technological access and cultural that involves this modality. If you are not convinced, visit Euro Pacific Precious Metals.