GALOPERISCOL ...EFL teacher in Colombia

Diesel's Dunks of the Week

2012-01-12T18:05:00.001-05:00

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PROYECTO CAPAZ EN EL BOLETIN DE NOTICIAS ENERO 2012 ASOUSA

2012-01-11T21:57:00.001-05:00

ASOUSA-Newsletter_NINTH-ISSUE.pdf Download this file

Agradecemos a la Asosiación de ex- alumnos ASOUSA, por la mención del proyecto CAPAZ en la página 12 del boletín de Enero, 2012. Lo tomamos como un buen augurio de éxito del proyecto en su segunda fase de ENTRENAMIENTO de 126 estudiantes y 18 acudientes de la jornada tarde de la I.E. Deogracias Cardona de Pereira.

Estaremos manteniendolos al tanto de los avances del proyecto.

Gracias ASOUSA

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JESUS EL HERALDO DE DIOS

2012-01-08T09:22:00.001-05:00

Mateo 4:12-17

Y Jesus comenzo a predicar.
La palabra PREDICAR ha bajado de categoria. Se conecta con aburrimiento en muchos casos.
PREDICAR viene del Griego K^ERYSSEIN , la cual se usaba para HERALDO que significa EL QUE TRAE UN MENSAJE DIRECTO DEL REY.
JESUS ES EL HERALDO DE DIOS.
Todo MENSAJE de un HERALDO debe tener 3 aspectos:

1 SEGURIDAD
2 AUTORIDAD
3

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Film English | Learning English Through Film

2012-01-05T19:11:00.001-05:00

I want to start the new year with this optimistic lesson based on a short film School Portrait by director Nick Scott which tells the story of a jaded, cynical school photographer who tries to give each child a harsh vision of what their future will really look like, but a little girl with an infectious smile teaches him an important life lesson. The lesson also includes images from a beautiful book Everything Is Going To Be OK which uses positive artwork from a variety of artists, graphic designers and illustrators. I discovered the book on Maria Popova‘s wonderful Brainpickings.

Step 1

Write School Portrait on the board and ask your students if they know what it means. If they don’t know explain that it is a photograph taken at school by a professional photographer. Ask your students if they had an individual school portrait taken at their school. Ask about their experience. If you have your own school portrait show it to your students.

Ask your students if they can remember what the photographer said to them and how he encouraged them to smile.

Step 2

Tell your students that hey are going to watch a short film called School Portrait. Ask them the following question:

How is the photographer different from a normal school photographer?

Step 3

Cut up the sentences which the photographers says in the document below. Put students into small groups and give each group one set of sentences. Tell them they are going to watch the film again and that they have to put the photographer sentences into the correct order.

school portrait

Check answers and get feedback.

Step 3

Put your students in small groups and ask them to discuss what the message of the film is.

Step 4

The message of the film is that smiling and being optimistic is extremely important in life. Show students the images below taken from a beautiful book Everything Is Going To Be OK . Ask them to discuss each image and its message.

You can also show the images using this PowerPoint presentation.

Follow up

Ask students if they know what an infectious smile is. Ask them if they know anyone with an infectious smile. Show them the photo below.

Ask your students the following questions:

Do you like this woman’s smile?

Does she smile a lot?

What kind of person do you think she is?

What kind of philosophy does she have about life?

What does she do?

Tell your students they are going to watch a short film about this woman. Ask them to watch the film and check their answers.

Homework

For homework give students the link to this TED video in which Ron Gutman talks about empirical research which shows how important smiling is in life.

Ask students to watch the video and make notes about research which shows that smiling has a positive effect on our lives.

Give students the transcript of the talk.

Ron Gutman transcript

Check answers in the following class.

I hope you enjoy the films and the lessons.

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Reality and Theory Brought Together: Part II An Interview with Principal Brian Yates

2011-12-30T11:55:00.001-05:00

Reality and Theory Brought Together: Part II

An Interview with Principal Brian Yates

Fellow principal Brian Yates and I discuss Instructional Leadership in our worlds over the last two years. While using Fullan’s, Leading in a Culture of Change, as a framework we look at the struggles and intentions of being an instructional leader while leading second order change. Hopefully you can hear the satisfaction that seeps out between the struggles Brian and I share.

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Reality and Theory Brought Together: Part II An Interview with Principal Brian Yates

2011-12-30T11:54:00.001-05:00

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Reality and Theory Brought Together: Part II An Interview with Principal Brian Yates

2011-12-30T11:53:00.001-05:00

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accurate

2011-12-11T23:55:00.001-05:00

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Educational Leadership:Teaching Screenagers:Screenagers: Making the Connections

2011-12-11T23:33:00.001-05:00

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Educational Leadership:The Resourceful School:Four Takes on Tough Times

2011-12-11T23:30:00.001-05:00

Four Takes on Tough Times

Michael A. Rebell, Allan Odden, Anthony Rolle and James W. Guthrie

In this theme issue of Educational Leadership on "The Resourceful School," we acknowledge the hardships that schools are experiencing both in the United States and in other nations across the world in the wake of a global financial crisis. To explore the effects of this economic crisis on schools, we decided to talk with four experts in the fields of education policy and finance. In phone conversations and through e-mail, we asked them to describe the fiscal situation and suggest ways that schools might not only survive these challenging times, but also, perhaps, find ways to thrive.

You may agree or disagree with our commentators' suggestions. Tough times force us to confront difficult issues that are bound to spark debate.

So here's what the experts had to say about where we're headed and what we must do.

—The Editors

The Recession—and Students' Rights by Michael A. Rebell

The vast majority of states are experiencing serious cutbacks, and in some places it's quite devastating. So the question is, What's the extent of the cutback, has it been distributed equitably, and what effect is it having?

The Center on Budget and Policy Priorities recently surveyed 24 states that had available data; 21 of them indicated that they're spending less on education in 2012 than they did in 2011; in inflation-adjusted terms, 17 of the 24 are spending less than they did in 2008, even though costs for education and other services have risen.

In California over the last three years, the average amount spent per pupil has dropped by about $1,500, causing many school districts, including Los Angeles, to cut 8 to 10 instructional days from the school year. Last year, average class sizes in Los Angeles bumped up to 30 and were more than 40 in some high schools, and Hawaii furloughed teachers and canceled classes for 17 Fridays in a row. For 2011–12, school districts in California and South Dakota cut back the number of school days to four per week; the Miami, Florida, schools eliminated after-school programs for 4,500 students; Illinois eliminated funding for advanced placement (AP) courses for school districts with large concentrations of low-income students; and Texas terminated preschool services for 100,000 mostly at-risk students.

So the ramifications are getting serious. The research doesn't say it's catastrophic to go from 23 to 24 students in an elementary school class. But going to 40 students makes a huge difference. And certainly, when you start cutting down to a four-day week and eliminating actual school time, that is major, that is catastrophic.

We're also seeing the effects of this crisis in small schools, where they've got few options. AP courses tend to go first, eliminating a significant option for bright kids who are college-bound. It's especially troublesome when you're talking about small rural areas and high-needs schools in minority areas that are striving to overcome achievement gaps.

You'll also find that when schools really get squeezed, they drop things like physics and other courses that tend to get low enrollments, even though they're part of the core curriculum and of crucial importance.

Moreover, there are more subtle effects that you don't see on the surface. For example, we have a number of community schools in New York; Chicago has even more. The community school approach tries to deal with the broad impact of poverty on children's readiness to learn. These schools provide wraparound services that kids need—health services; preschool programs; after-school, summer, and family support programs—and a lot of them have been really successful. But now, because of budget cuts, school districts are cutting back on the hours that they keep the doors to school buildings open. That means that even though a lot of their activities don't come out of the school budget—through various arrangements, they get a lot of services free—they now have to restrict their hours or, in some cases, pay school opening fees. These things begin to eat away at core activities.

It's ironic that the federal government and most state governments are still saying that our prime national education goal is to overcome the achievement gap—that we have to put extra effort into improving low-performing schools—but in the meantime, all the resources that might enable us to do these things are being taken away.

In many cases, these cuts affect high-needs schools disproportionately. For example, the heavy budget cuts that were put into effect last year in New York State fell disproportionately on the neediest districts. High-needs districts tend to depend more on state aid; a theoretically equalizing formula takes into account the fact that a district has low property wealth and can't raise much money through local property taxes.

So, for example, if the state cuts state aid by 10 percent overall, a poor district that gets 75 percent of its money from state aid loses 7.5 percent of its total budget. A wealthy district may get only 10 percent of its money from the state and 90 percent from property taxes, so if this district takes a 10 percent cut on state aid, that's only a 1 percent loss on its total budget. Caps on local property tax increases in states like New York do not allow the local districts to make up for these cuts, even if a majority of their voters might want to do so.

As you may know, we've had litigation around the United States about children's rights to an adequate education. In New York State, where the highest court said explicitly that all children in the state have the right to a sound basic education, litigation resulted in changes in the state formula and a legislative commitment to increase school funding by billions of dollars over a four-year period. The state started doing this, but then the recession came, and they put it on hold, and now they've started cutting the allocations. Clearly the state is now undermining the schools' ability to provide a sound basic education.

Of course, the amounts that the legislature came up with were before the recession hit. So the question is, Are those amounts sacred? Can we go into court and say we're entitled to the exact amount of money they promised us in 2007? Or has something changed?

I take the position that something has changed. Kids still are entitled to their constitutional rights—constitutional rights don't get put on hold because there's a recession—but because of the economic realities, we all have to roll up our sleeves and focus on cost-effectiveness and cost efficiency.

What I'm looking at now is this: What are the crucial services that are constitutionally mandated—and are the kids getting those? A state has an obligation, if it's cutting money, to show what the effect of that cut is going to be and guarantee that it's not going to cut essential services as defined by the state constitution.

With something like class size, that gets tricky. That's where districts can save the most money. In New York State, the court talked about how kids have the right to reasonable class size, but they never defined what "reasonable" is. That's the kind of thing we're wrestling with now. We have these vague phrases—like effective teachers and reasonable class size. It's important to pin these down, to say that this is what you absolutely have to fund, whether there's a recession or not.

Nationwide, whether a state has had litigation or not, you still have No Child Left Behind, which requires schools to make reasonable progress toward eliminating the achievement gap. Even with the waivers that he recently announced, President Obama has reasserted the importance of the ultimate outcomes—all kids being proficient in terms of challenging state standards. Although this requirement for 100-percent proficiency by 2014 will be changed, states are still going to have to come up with accountability systems and assurances that they're on the track to be doing this. I think the clear implication is that the states have to provide the resources to do so.

Some of those states never have provided those resources, but certainly in this time of budget crisis, they've got to show that they're providing sufficient money to keep on course toward achieving the ultimate outcomes that the federal law requires.

Schools Can Still Improve by Allan Odden

For the first time in a century, we face a decade when school funding will, at best, hold at current levels, if not fall.

Our current "Great Recession" is not a typical business cycle recession but rather a financial recession caused by the housing bust and by banks and individuals over-leveraging themselves. It will take several years for normal economic growth to resume.

This slow economic growth has diminished state and local tax revenues. The result for education is that education budgets have been cut in more than 30 states and that per-pupil education dollars are flat or declining in more than half the districts in the United States. These grim fiscal realities will not abate over the next few years and might even get worse as the extra dollars from the federal fiscal stimulus package of 2009 are spent down.

Despite these fiscal realities, pressures to improve student performance continue to bear down on schools. The big question is whether schools can respond positively to these performance pressures in such tight fiscal times. I say yes. Schools can improve by taking the following steps.

First, schools need to resist cost pressures that erode education budgets and do little to improve performance. These include preferences for small class sizes; demands for increased electives beyond the core subjects of math, language arts, science, history, and world language; and automatic pay hikes.

Although both teachers and parents desire smaller class sizes, research shows that small classes make a difference only in grades K–3, and then at great cost. Lowering class sizes in other grades has virtually no effect on student achievement.

Parents also push for more electives. No research shows that taking more electives improves performance in core subjects, but research does show that most high schools spend two to three times as much on electives as on core classes. Although all schools—elementary, middle, and high—should provide a full liberal arts curriculum that includes electives, expanding elective offerings and spending more on them at a time when the goal is to increase student performance in core subjects represent a misallocation of scarce dollars.

Finally, although teachers need to be paid more through performance pay structures, automatic annual pay hikes favor adults over kids because they require further cuts in education programming.

None of these three cost pressures boost student learning, although they certainly boost costs. And that's why funding has risen in the past while performance has remained flat or has just modestly risen.

Second, backed by education and political leaders, schools must set clear goals—particularly for higher levels of achievement in the core subjects of reading, writing, math, science, and history. Such goals should include students' ability to use content to think, solve problems, and address new issues in substantively analytic ways. Most schools that significantly boost performance set ambitious, numeric annual goals; most flat-performing schools have either no goals or unimpressive goals, such as "to improve student performance."

Third, schools must craft a powerful improvement strategy, a plan of action to turn around low-performing schools or boost performance to advanced levels in higher-performing schools. This includes having the effective teachers and principals needed to execute the plan.

Fourth, schools must engage in a strategic budgeting process that targets scarce resources known to boost performance. They must be flexible about class size; pare school schedules to eliminate excessive and expensive elective classes (but not all electives); freeze salaries for the short term; and ensure that the core elements for improving instruction and student performance are in place. Systematically deploying such core elements in all classrooms requires teachers to have access to formative assessment data, have schedules organized so they can work with these data in collaborative groups and hone instruction to student needs, and be supported by instructional coaches.

So collaborative time and instructional coaches have a higher priority than smaller classes. Further, even when core instruction is top-notch, some students will struggle to perform to high standards. The most effective intervention strategy is individual or small-group tutoring (not to exceed groups of five students). So tutoring staff also should be a budget priority. Some combination of extended day and summer academic help should also have priority if the budget dollars are there.

Fifth, schools should tap the power of technology. Florida's virtual schools, like other virtual schools across the United States, cost one-half the price of education in a traditional brick-and-mortar school and are as effective for many students. All advanced placement (AP) classes are now available online, so no student should be denied access to them (and AP classes do not need to be sized at 15 students but can rise to 25 or more students). And many schools across the United States are implementing blended instruction, which combines computer-based instruction with face-to-face instruction and moves more teachers into facilitator roles. When budgets are declining, these student-centered learning approaches should be on the table as new education strategies.

I'm not arguing that declining budgets, salary freezes, large classes, and fewer electives are necessarily good things. But I am arguing that budgets are declining and will continue to decline because of macro-economic conditions, that succumbing to traditional cost-increase pressures on schools will further erode budgets while also eroding achievement, and that options are available for boosting learning even when the budget is tight.

The decisions that must be made, however, require strong school leadership and political support beyond the education community. Political leaders—legislators, mayors, the U.S. Congress—need to help school leaders set clear student achievement goals and support strategic budgeting of resources to attain those goals, especially when those budget decisions may be at odds with the preferences of the general public.

Efficiency and Equity by Anthony Rolle

I'm not sure how "a fiscal crisis" is defined. But given the multitude of state accountability requirements and standards, most education organizations are stretched thin fiscally while attempting to serve their students to the best of their ability.

Apparently there's not much of a limit on what stakeholders are asking or will continue to ask of schools—and therein lies the genesis of any fiscal crisis.

Even though people will continue to disagree on what a fiscal crisis actually is, two primary concerns will emerge: How can we equitably distribute the resources we have? and How efficiently can we use them? These are the two prevailing ideas that face any district or school in financial crisis.

Unfortunately, the vast majority of people interested in the distribution of education resources don't agree on the meaning of the term equity. Equity to some people means we're going to count the number of kids and divide that number into the amount of resources we have. On the other end of the spectrum, someone might say that we need to acknowledge that students are individuals and that learning plans have to be differentiated; therefore, students need differentiated amounts of resources.

A good example is a child with special needs. Imagine the neediest of these children. He or she may receive $150,000–$200,000 worth of education services a year, whereas your regular education student may receive only $10,000 a year. Many will say that the child with special needs requires those services, and that's fair. However, others may say it's unfair because one child is receiving $200,000 whereas another is receiving only $10,000. With schools under accountability requirements to raise student achievement, these individuals may ask whether giving that $200,000 to 20 general education kids instead would give schools more bang for their buck.

Now, that's both an equity and an efficiency argument. Should schools improve the situation of those least advantageously situated and risk not reaching accountability standards? Or should schools focus on generating high test scores, high graduation rates, and high college attendance rates? Or, ultimately, should schools support individuals with high earning potential who can be taxed and whose tax dollars will be reinvested into society?

These types of difficult issues emerge more prominently as budgets get tighter. That's why the concept of fiscal crisis in public schooling gets complex, confusing, and hotly debated in a hurry because all the players—from the governors, to state legislators, to education personnel, to parents, to special interest groups—have different perceptions of the two primary personal values of equity and efficiency.

You can see the reality of these two counternarratives in discussions surrounding the expansion of charter schools. Imagine suburban, white parents who support alternative public schooling options taking this point of view: "If our child is not being served in a particular public school, for us to make a more efficient use of our resources and our child's time, we're going to enroll him or her in an academic charter school because the school's primary focus is on instruction. We know that these education efforts will lead to high test scores, college attendance, and high future earnings."

On the other hand, you also hear these very same arguments in urban areas where greater proportions of low-income families and people of color reside. Some parents here might say, "We really do believe in public education—and we have for a long time. But because of the continued low performance of our neighborhood school, lack of quality teachers, and lack of equitable educational opportunities, we're going to enroll our child in an academic charter school because we know the school's primary focus is on instruction. And we know these educational efforts will lead to opportunities to attain high test scores, college attendance, and high future earnings." These parents support charter schools not because of any efficiency argument, but from an equity perspective—from a desire for increased educational opportunities.

Keeping these types of individual values in the back of your mind, it's also important to look at the structure of the state funding system. You don't have to be a school finance expert to just ask the question, What pieces of this formula are important to the state, and are these same pieces of the formula important to districts, schools, and children?

For example, your district may need to expand the school day because you have lots of single-parent families and there's no component in the state funding (or local revenue) that addresses that issue. By the same token, you may have a program that's been funded for 20 years that's now obsolete and needs to be eliminated. Talk with your state legislators, school board members, and principals and ask why certain things are in—or not in—the formula. Get educated on the issues of interest to you and then ask lots of questions.

Despite the current financial climate, I'm still quite optimistic about public schools. I'm still a strong believer that public schools can provide positive outcomes for the vast majority of children. I believe that most legislators, district personnel, teachers, and community leaders still believe in the primacy of successful public schools even though they may value different approaches.

People begin to walk down political paths to education policy success by having honest and open discussions on issues of equity and efficiency. Discuss how schools can craft equitable opportunities into efficient learning practices for students, teachers, and administrators, ensuring productive education systems.

Fine-Tuning the Cuts by James W. Guthrie

Educators down the road may look into history's rearview mirror and see the present as the "good ol' days" of school finance.

Assumptions and practices that have long been treated as sacred will fall victim to cost cutting. Here's where we're likely headed.

America's public schools have enjoyed annual revenue gains for more than a century. Throughout the industrialized world, only Switzerland spends more per pupil, and no other nation spends as much on schooling in the aggregate as does the United States.

These facts are contrary to conventional educator wisdom, yet confirmed by National Center for Education Statistics data. Only twice in the last 100 years has the nation's average year-over-year inflation-adjusted per-pupil spending stagnated—once in the Great Depression and once in World War II.

These good revenue times are about to come to a painful close. A stuttering economy, reduced tax receipts, sustained housing sector turmoil, senior citizens' competition for government services, daunting public debt, unfunded pension liabilities, and shrinking numbers of households with school-age children all portend less money for schools in the future.

Operational belt-tightening can be a partial fix. However, education's "big money" is in personnel. Over the past quarter-century, labor ratios for U.S. public schools have dropped from 28 students per professional educator to today's 15 students per professional educator. Overall school employee ratios have become more favorable too, from 15 students per school employee to today's 7.5 students per school employee.

Every other economic sector—for example, finance, communication, transportation, agriculture, and manufacturing—has become more productive through deployment of modern technologies. Schools have moved in the opposite direction, with growth of personnel far outstripping enrollment increases. Given such labor intensity, the only way of coping with slowing revenue growth will be reconfiguring how people are paid and augmenting labor with technology.

Practices Under Scrutiny

Below is a list of practices vulnerable to budget cutting that school districts and states will likely debate in the near future:

Paying teachers for out-of-field master's degrees. Economists can find little to link added academic degrees with elevated student achievement. Marguerite Roza of the Gates Foundation has calculated that school districts now pay hundreds of millions of dollars annually for such college credits.

Salary increases for experience. Eighty-six percent of U.S. teachers receive a salary increase each year as a consequence of having an added year of classroom experience. This is regardless of their having more college credits or performing added out-of-the-classroom duties. This practice has come under intense scrutiny from econometric scholars.

Reimbursing districts 100 percent for special education costs. This state practice provides a disincentive to act efficiently. Regardless of the levels of service offered—needed or not, efficient or not—the school district is reimbursed. Full reimbursement is an invitation to buy more or offer more than is needed because, in effect, it's "free."

Last in, first out (LIFO) personnel provisions. The conventional practice of honoring seniority in layoff situations is coming into increasing disfavor. Protecting senior teachers at the expense of recently employed instructors is under attack for being dismissive of effectiveness and discriminating against youthful and often minority teachers.

Instructional aides. It's difficult through empirical research to determine what contribution aides make to elevated student achievement.

Class size. Research regarding the benefits of smaller classes is controversial and, at best, supports smaller classes only for the primary grades.

Requiring that spending "supplement not supplant." The federal government and selected states require that financial subventions always be added on top of other general fund spending levels. This practice, although once justified to mitigate fraud and deceit, is now increasingly seen as an incentive for wasteful spending.

End-of-budget-year surplus carryover. Where schools and districts are prohibited from carrying over unspent revenues, they are motivated to spend that which they are allocated, regardless of the wisdom of such an action. Inability to carry over unspent revenue encourages waste.

Small schools. Small schools frequently are diseconomic to operate and limit students' course options. (The latter need not be true if the district employs distance learning and other digital supplements for instruction.) Added school closures in rural areas will assuredly be on the cost-cutting agenda.

Practices That Can Help

There are also more positive actions that can protect students and increase learning. Four in particular illustrate directions that states and school boards will likely explore.

Augment labor with capital (technology). Because 80 cents out of every school district dollar is spent on personnel, significant cost saving can only occur if schools identify productive means for augmenting the labor of a classroom teacher, maintenance worker, or clerk with digital technology. Computer software, such as Read 180; distance learning through Kahn Academy; or better use of maintenance worker time through such solutions as SchoolDude, which offers online tools for facility management, are real-world examples of hitching technology to school district instructional and operational practices.

Centralize school employees' health insurance at the state level. Most school districts presently arrange for employee health insurance through local vendors. Except in unusually large districts, this practice diminishes the opportunity to gain economies of scale. Purchasing insurance through statewide contracts can reduce per-employee cost.

Outsource local services. Few school districts can operate their bus fleet, food service, or reprographics as efficiently as a private-sector vendor. It's highly likely that the practice of outsourcing will spread to various instructional and managerial services as well. Hospitals often outsource patient care components, such as their emergency room operations, to a medical provider company. It's not much of a stretch to imagine a state or large school district contracting with an education management company to take over the operation of its lowest-performing schools. Indeed, Nashville has just entered into such a contract with a firm from the United Kingdom.

Adopt activity-based cost (ABC) accounting. To a layperson, this sounds somewhat silly. How can simply adopting a different accounting method save money? It will not save money quickly, but it might in the long run. Currently, school districts seldom know what any course offering or activity truly costs. What does it cost per pupil to teach mathematics in the 3rd grade? How much per pupil does it cost to offer physical education or teach ceramics? In the absence of greater accounting granularity, school districts use meat cleavers instead of budgetary scalpels when they have to reduce costs. They lay off teachers willy-nilly, instead of fine-tuning decisions far more accurately to determine what cost reductions would harm students least. Knowing that a class on ceramics costs twice per pupil than an algebra class might influence decisions about what to keep—and what to drop.

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9 Tools Students Can Use to Create Music Online and more

2011-11-09T06:29:00.001-05:00

9 herramientas que pueden usar los estudiantes para crear musica en línea

Guillermo

Begin forwarded message:

From: "Free Technology for Teachers" <richardbyrne@freetech4teachers.com>
Date: 9 de noviembre de 2011 04:44:31 GMT-05:00
To: galoperiscol <galoperiscol@gmail.com>
Subject: 9 Tools Students Can Use to Create Music Online and more
Reply-To: "Free Technology for Teachers" <richardbyrne@freetech4teachers.com>

9 Tools Students Can Use to Create Music Online and more

In This Issue...

9 Tools Students Can Use to Create Music Online
Veengle - Create Your Own YouTube Video Compilations
Historic Map Works - Browse Hundreds of Historic Maps
More Recent Articles
Search Free Technology for Teachers

9 Tools Students Can Use to Create Music Online

Here are nine free tools that students can use to create their own music online.
Loop Labs is a free service from Club Create for creating your own music mixes using existing music loops and your own recordings. To get started using Loop Labs select from one of nine sound loop libraries. Within each library is a selection of base instrumental sounds. Browse through your chosen library until you find a sound you like. When you've found a sound you like click the "+" icon to add it to your mix. You can continue to add sounds until you have enough for your project. To have a sound played in your track just click on its timeline to hear it. Wherever you click on its timeline that sound will be played. You can also add a voice recording to your track or import sounds from your computer by clicking on the "record" button. Your finished project can be saved to your online Loop Labs account or downloaded as an MP3 file. In order to download your projects as MP3s you do have to Tweet or Facebook to your friends that you're using Loop Labs.

Music Shake provides a free online tool for students to experiment with and create music from scratch. Like most of the other services in this list, Music Shake provides the instrumental sounds and students select the beats. Music Shake also has some vocal sounds that can be incorporated into a soundtrack. It is free to experiment with the service and play your music online, but you have to be a paying member in order to download your musical masterpiece.
Using Aviary's Roc service you can create your own music loops or samples. After you've created your music samples you can download them, reuse them in Myna, or embed them into your blog. Below you will find a brief tutorial on how to create sound loops using Aviary Roc.

Beat Lab is a free service through which you can experiment with thousands of sound and rhythm combinations. Using Beat Lab is easy. Beat Lab provides a grid on which you select the sounds you want to have played. You can specify how often you want each sound played and how quickly you want the sounds played. There are twelve default sounds provided in the Beat Lab grid. You can add more sounds by selecting "add more sounds" and choosing from the huge catalog of sounds. If the sound you want isn't available in the Beat Lab catalog you can upload your own sounds.
Incredibox is a neat website that allows you to create unique rhythms and sounds from drag-and-drop menu. The sounds in the menus are recordings of a Bobby McFerrin-like artist making "human beat box" sounds. You can experiment with different sound loops, choruses, and instrumental sounds to create your own unique sound loops. To use Incredibox just head over to the website, select the English or French version, then start mixing sounds by dragging from the menu to the "people field." Every time you add a new sound a new person appears in the screen. Click a person to delete the sound he represents.

UJAM is a service that aims to make everyone a singing sensation. Okay, so it might not make you a singing sensation, but it could help you create music tracks that you can share with friends and use in multimedia productions. Here's how UJAM works; you sing or play an instrument while recording to UJAM. When you're done recording, use UJAM to alter the sound quality of your voice, turn your voice into other sounds, adjust the tempo of your song, and or remix a song to include your recording. UJAM is essentially an online, light weight version, of Garage Band. Watch the video below to learn more and see UJAM in action.

Soundation is a free service that allows anyone to create and remix sound tracks online. If you have used Apple's Garage Band or Aviary's Myna, Soundation will look familiar to you. Soundation provides five tracks on which you can place music clips and sound effects to mix together. To create your original work you can select from Soundation's gallery of 400 free sounds, upload your own sounds, or record new sounds using the instruments and keyboard built into Soundation. When you've created a product you like, you can download it or share it in Soundation's gallery.

From the same people that brought us the great computational search engine Wolfram Alpha comes Wolfram Tones. Wolfram Tones uses algorithms, music theory, and sound samples to generate new collections of sounds. Visitors to Wolfram Tones can experiment with sounds and rhythms to make their own sounds. Wolfram Tones allows visitors to choose samples from fifteen different genres of music on which to build their own sounds. Once a genre is selected visitors can then alter the rhythms, instrumentation, and pitch mapping of their sounds. When satisfied with their creations, users can download their sounds or have them sent directly to their cell phones.
Having students experiment with rhythms on a drum set is usually a very loud experience for the students and for anyone within earshot of those students. That probably explains why my elementary school music class was held in a room behind the cafeteria kitchen and hundreds of yards away from any other classroom. Fortunately, developments in technology have made it possible for students to experiment with drum rhythms on a quieter scale than was previously possible. One such tool that makes this possible is Monkey Machine. Monkey Machine is a free web-based program that allows students to experiment with drum set sounds and rhythms. Using Monkey Machine students can customize the selection of drums and cymbals in their virtual drum set. Monkey Machine also allows students to customize the tempo in their drum tracks and the frequency with which each drum or cymbal is played. All tracks created using Monkey Machine can be downloaded as MIDI files.

Untitled

2011-11-03T20:11:00.001-05:00

REUNION_1_C3_PROYECTO_CAPAZ...NOV_03_2011.mp4 Watch on Posterous

REUNION 1 C3 PROYECTO CAPAZ NOV 3/2011
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ENGLISH RECHARGED

2011-10-31T17:55:00.001-05:00

http://sn1-pptbroadcast.officeapps.live.com/p/PowerPointBroadcast.aspx?pptbid=a55eda23-6303-4a75-91ac-ab47c99f6b11

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BRONCE COLOMBIANO JUEGOS PANAMERICANOS MEXICO 2011

2011-10-27T14:59:00.001-05:00

Disciplina Nombre Fecha Evento Medalla

Atletismo GARCIA Rosibel martes, 25 octubre 800m Femenil Bronce

FLORES Lina Marcela miércoles, 26 octubre 100m Vallas Femenil Bronce

IBARGUEN Catherine miércoles, 26 octubre Salto de Longitud Femenil Bronce

LOPEZ Luis Fernando domingo, 23 octubre Marcha 20km Varonil Bronce

HERNANDEZ Ingrid Johana domingo, 23 octubre Marcha 20km Femenil Bronce

CABALLERO Yolanda Beatriz lunes, 24 octubre 10000m Femenil Bronce

Boliche Colombia martes, 25 octubre Dobles Varonil Bronce

Colombia martes, 25 octubre Dobles Femenil Bronce

Boxeo MENA Isaia miércoles, 26 octubre Varonil +91kg-Pesado Bronce

Ciclismo BMX JIMENEZ Andres Eduardo viernes, 21 octubre BMX Varonil Bronce

Ciclismo de Pista GARCIA Diana Maria martes, 18 octubre Velocidad Femenil Bronce

Colombia lunes, 17 octubre Velocidad por Equipos Varonil Bronce

Colombia martes, 18 octubre Persecución por Equipos Femenil Bronce

Ecuestre Colombia domingo, 16 octubre Adiestramiento Equipos Bronce

Gimnasia Artística ESCOBAR Catalina jueves, 27 octubre Caballo de Salto Femenino Bronce

PEÑA Jorge Yesid jueves, 27 octubre Caballo con Arzones Masculino Bronce

Levantamiento de Pesas MERCADO Katherine domingo, 23 octubre Femenil 48 kg Bronce

RIVAS Lina Marcela lunes, 24 octubre Femenil 58 kg Bronce

SALAZAR Diego Fernando domingo, 23 octubre Varonil 62 kg Bronce

SANCHEZ Doyler Eustoquio lunes, 24 octubre Varonil 69 kg Bronce

Lucha LOPEZ Juan Carlos jueves, 20 octubre Varonil Grecorromana 55 kg Bronce

ASPRILLA Victor Alfonso jueves, 20 octubre Varonil Grecorromana 120 kg Bronce

CASTILLO Carolina sábado, 22 octubre Femenil Libre 48kg Bronce

ROA Sandra Viviana sábado, 22 octubre Femenil Libre 63 kg Bronce

MARTINEZ Juan Esteban lunes, 24 octubre Varonil Libre 96 kg Bronce

Patinaje Artístico PARRADO Leonardo lunes, 24 octubre Programa Libre Varonil Bronce

Racquetbol Colombia lunes, 24 octubre Equipos Varonil Bronce

Tenis CASTAÑO/DUQUE viernes, 21 octubre Dobles Femenil Bronce

Tenis de Mesa Colombia domingo, 16 octubre Equipos Femenil Bronce

Tiro con Arco PINEDA Daniel sábado, 22 octubre Individual Varonil Bronce

via info.guadalajara2011.org.mx

Juventud Colombiana ganadora

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PLATA COLOMBIANA JUEGOS PANAMERICANOS MEXICO 2011

2011-10-27T14:57:00.001-05:00

Disciplina Nombre Fecha Evento Medalla

Atletismo RENDON James Aurelio domingo, 23 octubre Marcha 20km Varonil Plata

Ciclismo de Pista PUERTA Fabian Hernando miércoles, 19 octubre Velocidad Varonil Plata

Colombia lunes, 17 octubre Velocidad por Equipos Femenil Plata

Esquí Acuático LINARES Maria Camila domingo, 23 octubre Figuras Femenil Plata

Gimnasia Artística GIRALDO Jorge Hugo miércoles, 26 octubre Concurso Individual Masculino Plata

GIRALDO Jorge Hugo jueves, 27 octubre Caballo con Arzones Masculino Plata

Levantamiento de Pesas RADA Sergio Armando domingo, 23 octubre Varonil 56 kg Plata

HEREDIA Jackelina lunes, 24 octubre Femenil 58 kg Plata

PALOMEQUE Nisida Esther martes, 25 octubre Femenil 63 kg Plata

ANDICA Carlos Hernan martes, 25 octubre Varonil 85 kg Plata

Lucha MOSQUERA Cristian Ferney jueves, 20 octubre Varonil Grecorromana 84 kg Plata

ANGULO Raul Andres viernes, 21 octubre Varonil Grecorromana 96 kg Plata

Natación PINZON Omar Andres viernes, 21 octubre 200m Dorso Varonil Plata

Squash COLOMBIA lunes, 17 octubre Dobles Femenil Plata

Colombia viernes, 21 octubre Equipos Femenil Plata

Taekwondo PATIÑO Doris Esmid domingo, 16 octubre Femenil menos 57kg Plata

Tiro CARO Danilo miércoles, 19 octubre Varonil Fosa Olimpica Plata

via info.guadalajara2011.org.mx

Juventud Colombiana ganadora

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OROS COLOMBIANOS JUEGOS PANAMERICANOS MEXICO 2011

2011-10-27T14:54:00.001-05:00

Disciplina Nombre Fecha Evento Medalla

Atletismo PADILLA Yenifer miércoles, 26 octubre 400m Femenil Oro

OLIVEROS Maria Princesa miércoles, 26 octubre 400m Vallas Femenil Oro

Ciclismo BMX PAJON Mariana viernes, 21 octubre BMX Femenil Oro

Ciclismo de Montaña PAEZ Hector Leonardo sábado, 15 octubre Cross Country Varonil Oro

Ciclismo de Pista PUERTA Fabian Hernando jueves, 20 octubre Keirin Varonil Oro

Colombia lunes, 17 octubre Persecución por Equipos Varonil Oro

ARANGO Juan Esteban miércoles, 19 octubre Omnium Varonil Oro

Ciclismo de Ruta PEREZ Marlon Alirio domingo, 16 octubre Contra Reloj individual Varonil Oro

CALLE Maria Luisa domingo, 16 octubre Contra Reloj Individual Femenil Oro

Gimnasia Artística CALVO Jossimar Orlando miércoles, 26 octubre Concurso Individual Masculino Oro

Levantamiento de Pesas FIGUEROA Oscar Albeiro domingo, 23 octubre Varonil 62 kg Oro

PEREZ Mercedes Isabel miércoles, 26 octubre Femenil 69 kg Oro

VALOYES Ubaldina miércoles, 26 octubre Femenil 75 kg Oro

Patinaje CAUSIL Pedro jueves, 27 octubre 1,000m Varonil Oro

PUELLO Yersy jueves, 27 octubre 1,000m Femenil Oro

CAUSIL Pedro miércoles, 26 octubre 300m Cronómetro Varonil Oro

PUELLO Yersy miércoles, 26 octubre 300m Cronómetro Femenil Oro

Squash RODRIGUEZ Miguel lunes, 17 octubre Individual Varonil Oro

Tenis FARAH Robert sábado, 22 octubre Individual Varonil Oro

CABAL/FARAH sábado, 22 octubre Dobles Varonil Oro

via info.guadalajara2011.org.mx

Juventud Colombiana ganadora

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Panamericanos Guadalajara Colombia Vs Canada.mpg - YouTube

2011-10-24T21:50:00.001-05:00

via youtube.com

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Colombia vs Canada Baloncesto Femenino EpicFinal - YouTube

2011-10-24T21:40:00.001-05:00

via youtube.com

INCREIBLE VICTORIA DE COLOMBIA SOBRE CANADA EN PANAMERICANOS

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Infrared Cameras Debut in Baseball Telecast for World Series [Video] | Observations, Scientific American Blog Network

2011-10-23T19:50:00.001-05:00

Infrared Cameras Debut in Baseball Telecast for World Series [Video]

By John Matson | October 20, 2011 | 2

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John Matson is an online news reporter for Scientific American focusing on space, physics and mathematics. Follow on Twitter @jmtsn.
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Beltre earlier this season. Credit: Keith Allison/Flickr via Creative Commons license

With one out in the top of the ninth inning of last night’s World Series game 1, Texas Rangers third baseman Adrian Beltre stepped to the plate. Down by one run with an elite power hitter at bat, Texas looked for a moment to have a chance of getting back into the game.

That chance was squandered when Beltre swung at the first pitch from St. Louis Cardinals closer Jason Motte, a 96-mile-per-hour fastball, pounding the ball down into the ground. As the ball bounced toward third base, Beltre hopped around the plate, as if the ball had hit his foot and was therefore foul. Fox Sports announcer Joe Buck thought it was foul, too. The umpire thought otherwise, and as Beltre stood waiting for a foul call that never came, Cardinals third baseman Daniel Descalso threw him out at first base. Motte then induced right fielder Nelson Cruz to fly out, sealing the victory for St. Louis.

Thanks to infrared cameras Fox debuted out for the game, television viewers—but not the umpires—soon learned that Beltre was no faker. The ball really did graze his left foot [see video of the play below], as evidenced by a fleeting thermal signature from friction between the ball and the toe of his cleats.

The high-speed infrared camera system, known as Hot Spot, is new to baseball telecasts but not to sports. “Hot Spot is a camera that’s been used around the world for cricket, both for television and for officiating,” says Michael Davies, vice president of field operations for Fox Sports. “What we’re doing for the World Series is investigating what kinds of thermal stories we can tell for baseball.”

Fox has three infrared cameras working during the World Series: one in center field filming home plate, and two cameras on the side of the field trained on first and second base. The idea of using thermal imagery on the bases is to try to pick up something in a bang-bang play that ordinary color cameras cannot see. “Maybe we would see a tag ahead of a runner sliding,” Davies says. “Last night there wasn’t a lot of that. You could certainly see the hot spot off of the bat, we’ve seen the ball when it gets fouled off of a player’s body, and you could see the heat signature from a slide.”

Much of the imaging technology for Hot Spot was developed for military applications, says Warren Brennan, managing director of BBG Sports, the Australian firm that developed Hot Spot. The demand from military organizations, Brennan says, has brought to the market infrared video cameras with frame rates high enough for television replay applications. Hot Spot operates at about 100 frames per second, which is faster than an ordinary on-field camera but slower than a super-slow-motion replay camera, Davies says.

Thermal imaging brings its own technological challenges, and Davies suspects that technology such as Hot Spot will probably only find use a few times per game. As an illustration, Brennan tells the story of a cricket match in which a spectator’s actions inadvertently spoiled the infrared shot. “All of a sudden, in the background, a person walked past and it looked like a flashbulb went off,” he says. “In the end we figured out that it was a guy smoking, and that changed the dynamics of the whole frame, because that was the hottest thing in the frame.”

As imaging technology has progressed from what Brennan calls a “dark art,” those kinds of flare-ups have become less of a pitfall. “Predominantly what we try to do is keep as much out of the shot as possible,” Brennan says. “There are a couple companies now that make zoom lenses for infrared, so we’ve got more flexibility in framing that picture.”

It remains to be seen if baseball’s foray into the infrared will flame out or whether Hot Spot will join strike-zone monitors and football first-down markers as a regular part of the sports fan’s viewing experience. “A lot of trying out new technology is seeing how it performs out in the wild,” Davies says. “I think that every game we’re learning what we’re going to be able to see and what we won’t.”

Last night’s disputed foul ball certainly showed that thermal imaging has some applications in baseball. “We might not get as good a shot as that for the rest of the matches,” Brennan says. But, as with strike-zone monitors, what the television viewer sees does not always match up with the umpire’s call, and it is the umpire’s call that counts. Having lost game 1, vindication by Hot Spot will probably be cold comfort to Beltre and the Rangers.

About the Author: John Matson is an online news reporter for Scientific American focusing on space, physics and mathematics. Follow on Twitter @jmtsn.

via blogs.scientificamerican.com

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ΚΑΤΑ ΙΩΑΝΝΗΝ 1:12 SBLG - YouVersion.com

2011-10-23T18:38:00.001-05:00

ὅσοι δὲ ἔλαβον αὐτόν, ἔδωκεν αὐτοῖς ἐξουσίαν τέκνα θεοῦ γενέσθαι, τοῖς πιστεύουσιν εἰς τὸ ὄνομα αὐτοῦ,
13 οἳ οὐκ ἐξ αἱμάτων οὐδὲ ἐκ θελήματος σαρκὸς οὐδὲ ἐκ θελήματος ἀνδρὸς ἀλλ’ ἐκ θεοῦ ἐγεννήθησαν.
via es.youversion.com
Pero a todos los que Lo recibieron, les dio el derecho (el poder) de llegar a ser hijos de Dios, es decir, a los que creen en Su nombre, 13 que no nacieron de sangre, ni de la voluntad de la carne, ni de la voluntad del hombre, sino de Dios.

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Salmo 27

2011-10-22T12:44:00.001-05:00

El Señor es mi luz y mi salvación;
¿a quién temeré? *
El Señor es la fortaleza de mi vida;
¿de quién he de atemorizarme?

via missionstclare.com

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Lingofeeds - English at Work - English for Information Technology

2011-10-18T10:54:00.001-05:00

Happening Right Now

Present Continuous

To express what is happening at the present moment in time use the present continuous. The present continuous is also sometimes referred to as the present progressive.

She's upgrading the sniffer program with the IT department representative.

We're deleting the stack at nine o'clock on Tuesday.

Alice isn't using social networking for her marketing campaign.

Another use of the present continuous is to express what is happening around the current period of time. This is often used in work settings when discussing a project that is currently in progress.

He is working on a spam filter this week.

Positive Form:

Subject + to be + verb + ing + (object(s))

She's discussing how to compress the files with the IT guy at the moment.

Negative Form:

Subject + to be + not + verb + ing + (object(s))

Alice isn't using social networking for her marketing campaign.

Question Form:

(Wh-) + to be + verb + ing?

What is this software doing on your system?

NOTE: Common time expressions used with the present continuous include:

at the moment
currently
this week
today
now

Example:

I am developing a new spyware program this quarter.

Harold is updating the spreadsheet this week.

Shelly is hoping to crash the system today.

Stative Verbs

Stative verbs express a state. Action verbs express an action, or task that someone performs.

Stative are never used in continuous forms. Here is a list of common stative verbs:

believe
understand
think (opinion)
want
hope
smell
taste
feel
sound
look
seem
appear

Example:

The font looks illegible.

He loves his blog today.

He dislikes bloatware today.

via lingofeeds.com

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MUERE PROFESORA EN FRANCIA DESPUES DE PRENDERSE FUEGO

2011-10-14T14:05:00.003-05:00

MUERE PROFESORA EN FRANCIA AL PRENDERSE FUEGO.docx Download this file

Muchos maestros sufriendo fatiga no nos atrevemos a quemar nuestros cuerpos como tristemente lo hizo la profesora en Francia, pero si quemamos nuestra alma en estos tiempos dificiles en los colegios de Colombia, y de otros paises. Cuales son las causas de la fatiga del docente en nuestros colegios?
Esta profesora con ese acto desesperado nos manda un mensaje claro: LA FATIGA DEL MAESTRO TIENE CONSECUENCIAS GRAVES Y TRISTES

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MUERE PROFESORA EN FRANCIA DESPUES DE PRENDERSE FUEGO

2011-10-14T14:05:00.001-05:00

MUERE PROFESORA EN FRANCIA AL PRENDERSE FUEGO.docx Download this file

Muchos maestros sufriendo fatiga no nos atrevemos a quemar nuestros cuerpos como tristemente lo hizo la profesora en Francia, pero si quemamos nuestra alma en estos tiempos dificiles en los colegios de Colombia, y de otros paises. Cuales son las causas de la fatiga del docente en nuestros colegios?
Esta profesora con ese acto desesperado nos manda un mensaje claro: LA FATIGA DEL MAESTRO TIENE CONSECUENCIAS GRAVES Y TRISTES

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BBC News - Teacher dies in France after setting herself on fire

2011-10-14T13:12:00.001-05:00

Teacher dies in France after setting herself on fire

Pupils and parents at the school described having a difficult relationship with the 44-year-old teacher

Continue reading the main story
Related Stories

French boy 'sets himself alight'

An apparently depressed maths teacher in southern France has died after setting herself on fire in the playground of her secondary school.

Students and teachers rushed to help the woman, 44, after she doused herself with petrol during morning break and set herself alight.

She was airlifted to hospital in Montpellier but died of her burns.

Traumatised pupils at the school in Beziers were being assisted by psychologists after the incident.

The previous day, she had attended a stormy meeting with children in her class who found her teaching methods too strict, according to witnesses.

Education Minister Luc Chatel said after a visit to the hospital where she was taken that he was shocked by the "desperate act".

Local prosecutors said an initial investigation had found "no criminal act" connected with the incident.
'Human torch'
Parents and pupils said they had had a difficult relationship with the teacher.

She had been hostile at a recent parents' evening and had not got on with several students in her maths class, they told AFP news agency.

Continue reading the main story
“Start Quote

I saw her body on fire, walking forward with her hands on her head”
End Quote Karim Eyewitness

The meeting to clear the air with some of her students on Wednesday had become rowdy, they added.

The unnamed woman went to the Jean Moulin school on Thursday morning with a jerrycan, gave a class at 09:00 (07:00 GMT) and then, when the morning break came, walked to the centre of the playground, poured petrol on herself and set herself alight.

"I saw her body on fire, walking forward with her hands on her head," said one student witness, Karim.

"Several people tried to put her out. She said 'No, leave me alone. I don't need help. God told me to do this.'"

Dolores Roques, a fellow teacher at the school, told France-Info radio: "I saw a person who was running and on fire.

"It was a human torch. I didn't believe my eyes. It seemed unreal. The students were screaming everywhere."

Teachers threw blankets over her, Karim said, before the helicopter arrived.
'Teacher fatigue'
The school - which houses 3,000 students and 280 teachers - sent all of its pupils home after the incident, and a psychological support unit was set up to cope with the aftermath.

In a joint statement, unions representing secondary school teachers said the incident underscored the difficulties facing teachers and called for a public debate on working conditions.

Noting the "significance of the choice of the workplace to commit this desperate act", the unions called on Mr Chatel to organise public consultations on "the realities of [teachers'] work".

"We must be aware of what is being called teacher fatigue, of professional problems, of the suffering at work that, while we see it in other professions, is more and more present within the education system," the unions said.

via bbc.co.uk

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HOW TO BUILD TRUST IN THE CLASSROOM?

2011-10-11T19:30:00.001-05:00

Can learning improve in a trusting classroom? why? how?

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COMMUNITY SOLUTIONS- INFORMATION FOR APPLICANTS

2011-10-11T19:25:00.001-05:00

Community Solutions - Information for Applicants

Civil Society Strengthening, Conflict Resolution, Education, International Education, Gender, Africa, Americas, Asia, Eurasia, Europe, Middle East and North Africa, Community Solutions

Due - November 7, 2011

Community Solutions

Applications now being accepted.

The Community Solutions Program is a professional development program for the best and brightest global community leaders working in Transparency & Accountability, Tolerance/Conflict Resolution, Environmental Issues, and Women’s Issues. Selected candidates will participate in: a four month US fellowship with a local nonprofit organization or government agency; structured virtual learning and networking via the Online Community Leadership Institute; and, the design and implementation of follow-on projects in their home countries.

FINANCIAL PROVISIONS OF THE GRANT
• J-1 visa support
• Round-trip travel from participant’s home city to the US
• Accident and sickness insurance
• Living Allowance to cover housing, meals and incidentals

Eligibility

TECHNICAL ELIGIBILITY REQUIREMENTS
Candidates will be considered without respect to race, color, religion, national origin, or gender. Persons with disabilities are strongly encouraged to apply. Competition for the Community Solutions Program is merit-based and open to community leaders, ages 25-38 at the time of application, who meet the following criteria:

• from a participating country (U.S. citizens, permanent residents of the U.S., and individuals who have applied for U.S. permanent residency in the past three years are not eligible for this program)

• currently living and working in his/her home country (Individuals participating in academic, training or research programs in the United States at the time of application and individuals residing or working outside their home countries at the time of application are not eligible for this program)

• currently working on a community project or initiative in his/her home country; and, has at least 2 years of professional experience in this capacity at the time of application

• able to begin the program in the United States in 2012, and is committed to returning to his/her home country after completion of the program

• able to receive a U.S. J-1 visa (Individuals who have participated in an exchange visitor program sponsored or funded by the U.S. Government who have not fulfilled their two-year home residency requirement by the time of application are not eligible for this program)

• proficient in spoken and written English at the time of application

ELIGIBLE COUNTRIES

Africa: Democratic Republic of Congo, Liberia, Malawi, Rwanda, Sierra Leone, Tanzania, Uganda, Zambia, and Zimbabwe
East Asia and the Pacific: Cambodia, Laos, Malaysia, Mongolia, Papua New Guinea, Philippines, Singapore, Thailand, Vietnam
Europe: Albania, Bulgaria, Czech Republic, Hungary, Macedonia, Romania, Slovakia
South and Central Asia: Bangladesh, Kazakhstan, Kyrgyzstan, Maldives, Nepal, Sri Lanka, Tajikistan, Turkmenistan, Uzbekistan
Near East & North Africa: Egypt, Israel, Jordan, Lebanon, Syria, and West Bank/Gaza
Western Hemisphere: Bolivia, Brazil, Colombia, Costa Rica, Dominican Republic, El Salvador, Haiti, Paraguay, Peru, Trinidad and Tobago

Please note that not all countries are eligible for all four thematic areas; please download application instructions for specific eligibility requirements and all other important details.

Additional Information

2012 Community Solutions Program Flyer

via irex.org

INTERESANTISIMA OPORTUNIDAD CON ESTE PROGRAMA QUE OFRECE IREX PARA LIDERES COMUNITARIOS

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COLOMBIA 2 BOLIVIA 1

2011-10-11T18:27:00.001-05:00

<script src="http://player.ooyala.com/player.js?embedCode=JhMjJ3Mjp9tlyPYimJH5ZaOjbBc4pQjw&height=381&deepLinkEmbedCode=JhMjJ3Mjp9tlyPYimJH5ZaOjbBc4pQjw&video_pcode=g1c2k69pZRLjZXKDFUyhKBkhlXW3&width=600"></script>

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66 RASGOS DEL CARACTER QUE MOLDEAN NUESTRA FORMA DE SER (post@galoperiscol.posterous.com)

2011-09-05T12:03:00.001-05:00

66RASGOSDELCARACTERQUEMOLDEANNUESTRAFORMADESER Download this file

Attached: 66 RASGOS DEL CARACTER QUE MOLDEAN NUESTRA FORMA DE SER

Google Docs makes it easy to create, store and share online documents, spreadsheets and presentations.

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BODY SOUL SPIRIT....CUERPO ALMA Y ESPÍRITU

2011-08-31T12:39:00.001-05:00

Aquí pueden colocar sus tareas en la parte que dice COMMENTS. No olviden nombre y grado.
Guillermo
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SHORT STORIES

2011-08-29T11:06:00.001-05:00

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VUELVE A CASA HOY

2011-08-15T11:40:00.001-05:00

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VUELVE A CASA HOY

2011-08-15T11:37:00.001-05:00

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VUELVE A CASA HOY

2011-08-15T11:36:00.001-05:00

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ESTUDIO EVANGELIO JUAN

2011-08-08T12:04:00.001-05:00

p, li { white-space: pre-wrap; }
ESTUDIO EVANGELIO DE JUAN

POR PASTOR WILLIAM BARCLAY

EL QUE VE EL CORAZON

Jn 2:23-25

El NT usa 3 pal dif para las Obras maravillosas de Dios y Jesus. C/u dice una parte de lo que realmente es un milagro.

1. Teras= algo maravilloso. inexplicable. Nos deja con la boca abierta.

2. Dynamis= poder. Produce resultados y cualquiera lo puede reconocer.

3. semeion= semantica, señal, significado. Decia y significaba algo del Caracter y Naturaleza de Dios.

Todo milagro tiene 3 cosas: una maravilla, un poder y una señal.

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IREX Remembers Medarka Muarip of the Philippines

2011-08-08T11:28:00.001-05:00

IREX Remembers Medarka Muarip of the Philippines

A dear friend of IREX and distinguished alumna of the International Leaders in Education Program (ILEP), Ms. Medarka “Med” Muarip passed away on August 2, 2011. One of the many outstanding Filipino teachers to participate in the ILEP program, Medarka traveled to the United States in January 2010 for a five-month professional development program for international teachers. She studied at the University of Alabama in Huntsville and worked with U.S. students and teachers at Buckhorn High School in New Market, Alabama.
A teacher of English as a Foreign Language since 2000, Medarka lived and taught in the island province of Tawi-Tawi, a religiously and ethnically diverse region of the Philippines near the border of eastern Malaysia and the Kalimantan province of Indonesia. Although only 30 years old, Medarka was recognized as a leader among her colleagues who constantly strove to bring international perspectives to her students at the Science High School of Mindanao State University. While working full time as an English teacher, she also served as a member of the Parent-Teachers Action Guild and a coordinator of a reproductive health initiative in Tawi-Tawi. In her application to the ILEP program, she wrote of her desire to be “a teacher mentor who can make a difference and who can ensure a catalytic role for my home institution and my country as a whole.”

Upon completing the ILEP program, Medarka was particularly interested in addressing the lack of professional development opportunities for teachers in rural island municipalities in the Philippines. She reported, “Because of the distance of the different islands and also the lack of opportunities for available trainings, some teachers remain traditional and close-minded on the innovative strategies of teaching. My participation in ILEP is a greater opportunity for me to be able to share what I learned… This is an avenue to promote peace and unity among us who are separated by seas and live in different ethnicities.”

IREX staff, ILEP alumni, and her many friends and colleagues at the University of Alabama in Huntsville and Buckhorn High School mourn the fact that Medarka’s ability to carry out these visionary projects was cut short. Her professional dedication and warm personality will continue to be an inspiration to the entire ILEP community.

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JOE ARROYO...GRANDE

2011-07-26T08:29:00.001-05:00

Papa Dios te tenga eternamente... gracias por legado culturalmusical a Colombia y el mundo... te lloramos Joe
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JOE ARROYO

2011-07-26T08:28:00.001-05:00

Vives en los corazones que disfrutamos tu musica
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JOE ARROYO

2011-07-26T08:20:00.001-05:00

Grande Joe.... Papa Dios te tenga eternamente... gracias por tu legado cultural y musical para Colombia y el mundo... te lloramos

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CALENDARIO PARTIDOS MUNDIAL SUB-20 COLOMBIA 2011

2011-07-24T19:19:00.001-05:00

http://m.eltiempo.com/mundial-sub-20-2011/resultados

Guillermo
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ESTUDIO BIBLICO SOBRE LA INTEGRIDAD

2011-07-18T10:20:00.001-05:00

Bible Study on Integrity

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Bible Study on Integrity

2011-07-18T10:16:00.001-05:00

via docstoc.com

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Leadership Promises

2011-07-13T07:42:00.001-05:00

Check out this website I found at mail.google.com
Where does a leader's vision come from? To find your vision, you must listen to: The Inner Voice : Vision starts within. Do you know what your life's mission is? If what you're pursuing in life doesn't come from the depths of who you are and what you believe, you will not be able to accomplish it. The Unhappy Voice : Where does inspiration for great ideas come from? From noticing what doesn't work. Discontent with the status quo is a great catalyst for vision. No great leader in history has fought to prevent change. The Successful Voice : Nobody can accomplish great things alone. If you want to lead others to greatness, find a good mentor, an advisor who can help you sharpen your vision. The Higher Voice : Don't let your vision be confined by your own limited capabilities. A truly valuable vision must have God in it. Only He knows what you're really capable of. Have you looked beyond yourself, even beyond your own lifetime as you've sought your vision? If not, you may be missing the true potential of your life.

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Are You Looking to the Media or the Master-JMM

2011-07-12T11:33:00.001-05:00

Are You Looking to the Media or the Master

Are You Looking to the Media or the Master
Are You Looking to the Media or the Master?

Bible Reading: Psalm 139:15-18

How precious are your thoughts about me, 0 God! They are innumerable! Psalm 139:17

ONE DAY Adam walks in from a hard day of tilling the soil. When he sees Eve, he drops his hoe in surprise. "What's with the tiger fur? You always wear goat skins. I like you in goat skins."

"Adam, darling," Eve says with a little laugh, "goat skins are so out this year. Everyone's wearing tiger fur. Haven't you noticed on TV? Haven't you seen the fashion magazines? And by the way, I'd get rid of that cowhide outfit of yours if I were you. Sheepskin is all the rage with the guys these days."

Okay—so maybe Adam and Eve figured out what to wear without the help of TV, magazines, movies, and commercials. But nowadays it seems we can't get dressed without someone telling us what's hot and what's not.

The media screams that you have to look a certain way to be acceptable. Guys have to be tall, dark, and handsome. Women beat themselves up if they don't have measurements in perfect proportion. If you want people to consider you good-looking, you'd better not have a bad complexion or wear the wrong clothes.

So the media has made up its own standard for what it considers to be a good-looking person. Maybe you have bought that standard as the ultimate standard. And if you don't look like that, then you probably don't like the way you look.

Does that make it wrong to try to look the way the media says you should? Not usually-at least when it comes to clothes and other easy-to-swap styles. But if you're physically trying to match the media's ideal of a perfect body, look out. You are in for some frustration. Why? Two reasons. First, the media's standard is constantly changing. Don't whittle yourself down to ninety-five pounds if the media says skinny is in, because next year skinny will probably be out.

Second, you are constantly changing. Sure, you might look like a movie star today, but in a few years you will probably look more like how your father or mother looks today. That's just how it works. If you base your self-worth on the way you look, you are going to be frustrated.

You need to base your self-worth on a value system better than the media's-God's. He was the master designer, chief architect, and construction supervisor when you were put together in your mother's womb. He watched it all happen to make sure you came out just right. And he still thinks you're just right. Your basic design and appearance is his masterpiece.

REFLECT: How much do you try to keep up with trends? When does that get in the way of appreciating the way God made you?

PRAY: Thank God for making you uniquely you

via josh.org

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Sitio Oficial de El Camino a la Felicidad, Video, Anuncio, Ama y Ayuda a los Niños

2011-07-07T21:36:00.001-05:00

via elcaminoalafelicidad.mx

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Sitio Oficial de El Camino a la Felicidad, Video, Anuncio, No Seas Promiscuo.

2011-07-07T21:33:00.001-05:00

via elcaminoalafelicidad.mx

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Sitio Oficial de El Camino a la Felicidad, Video, Anuncio, Sé Moderado

2011-07-07T21:31:00.001-05:00

via elcaminoalafelicidad.mx

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I fly

2011-07-07T20:07:00.001-05:00

via docs.google.com

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GOOGLE+

2011-07-01T22:57:00.001-05:00

http://www.pcworld.com/article/234825/9_reasons_to_switch_from_facebook_to_go...

Guillermo
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Activities | The Classroom | Learning English

2011-06-30T22:12:00.001-05:00

via voanews.com

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From China, Today’s Word: COMMUNITY

2011-06-29T14:11:00.001-05:00

via johnmaxwellteam.com

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The Power of Words

2011-06-29T13:34:00.001-05:00

via godtube.com

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Food Patterns of our Body Proof for Intelligent Design - Today's Christian Videos - GodTube

2011-06-29T13:11:00.001-05:00

via godtube.com

Amazing

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LA VUELTA AL MUNDO EN 80 DIAS AUDIOLIBRO

2011-06-28T16:04:00.001-05:00

Check out this website I found at ivooxeu.s3.amazonaws.com

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A WORD FROM JOHN MAXWELL

2011-06-28T13:21:00.001-05:00

A Word From John Maxwell

“All of us have benefited from the industrial age, the technology age, and most recently, the age of information. And without question, we have entered into the most influential age … the age of association. Never before has it been more crucial to be connected to, or associated with, people of influence. This is especially true for people who are in my industry…. those who are authors, speakers, trainers and coaches. There is no doubt that the biggest impact to your personal and professional life will be determined by “who” you are associated with, and your “connection” to them.” … John C. Maxwell

via johnmaxwellteam.com

UNA PALABRA DE JOHN MAXWELL
"Todos nos hemos beneficiado de la era industrial, de la era tecnològica, y mas recientemente, de la era de la informaciòn. Y sin duda alguna, hemos entrado a la era de mas influencia..... la era de la asosiaciòn. Nunca antes ha sido mas crucial estar conectados a, o asociados con gente de influencia. Esto es especialmente verdad para gente que esta en mi industria.... aquellos quienes son autores, conferencistas, entrenadores y directores tecnicos. No hay duda que el impacto mas grande a su vida personal o profesional estarà determinado por "a con quien" estarà usted asociado y su "conecciòn" a ellos. " ..... John Maxwell

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SUCCESS PATH

2011-06-24T21:19:00.001-05:00

The thing that lies at the foundation of positive change, the way
I see it, is service to a fellow human being. – Lee Iacocca

Hello Guillermo,
I want to share a story with you about a man I look up to, and that man is my father.
He has taught me so much and continues to teach me everyday still. His character
has set the example by which I choose to live my life.
Just recently we moved my father into a retirement community. It was being remodeled
in order for a larger group of people to move in.
Months before the building was even finished, my father would go down to the site
and get to know the builders and workers. “When will the doors be open? Are we
on schedule?” He would ask.
Finally the day came for all the new tenants to move in. GUESS WHO wanted to be
at the front door greeting all the new members? My father. When I asked him WHY, he
said,
“Those old people, when they come they are going to be lonely. They are leaving
their families. They have never done this before.”
And so at the front door on the first day, you found my father there shaking
hands and saying, “Hi, I’m Melvin Maxwell. I’m glad you’re here. We’re just going to
have the best time!”
Success is not measured by outcomes but by the manner in which you live your life,
and my father knows this. You have got to live your life fully every single day on
your path of success.
Learn more by watching my video where I explain what success means and how to
effectively navigate your path towards higher success. I think you will get a lot out of it!

http://johnmaxwellteam.com/success-path
This story is just one of the many stories about my father and his leadership abilities.
Wait until you hear what he did next! It will blow your socks off...... It certainly took
my wife Margaret and me by surprise! I will tell you all about that and see you in my
next video about how you can turn difficult times into opportunities
Until then, be sure to watch today’s video on success:

http://johnmaxwellteam.com/success-path
Please let me know what you think by leaving your comments under
each video. Feel free to share the link below with others
so that they too can be part of our community.
Together … WE can add value to each other.
Your Friend,
John C. Maxwell
If You Forward To A Friend, Share This Link:
http://johnmaxwellteam.com/success-path

2300 N Dixie Highway, West Palm Beach, FL, 33407, United States
You may unsubscribe or change your contact details at any time.

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MOON ECLIPSE

2011-06-22T11:07:00.001-05:00

Content on this page requires a newer version of Adobe Flash Player.

-->
via kidsastronomy.com

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A Bible verse has been shared with you using And Bible

2011-06-15T15:20:00.001-05:00

Isaías 9:6
Porque un niño nos es nacido, hijo nos es dado; y el principado será sobre su hombro; y se llamará su nombre Admirable, Consejero, Dios Fuerte, Padre Eterno, Príncipe de Paz.
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Campaign Success: 4 million lives will be saved!

2011-06-15T07:19:00.001-05:00

Guillermo

Inicio del mensaje reenviado:
De: "Stuart McWilliam, ONE.org" <one-help@list.one.org>
Fecha: 15 de junio de 2011 06:52:34 GMT-05:00
Para: "Guillermo LopezOssa" <galoperiscol@gmail.com>
Asunto: Campaign Success: 4 million lives will be saved!
Responder a: one@list.one.org

Dear ONE Member,

I have an amazing campaign success to share. You and other ONE members have helped to ensure the lives of 4 million children will be saved, and the lives of 250 million more will be transformed.

Congratulations!

I was at an historic conference in London on Monday where world leaders and private institutions promised a remarkable $4.3 billion to fund vaccines over the next 5 years. This is well over the target of $3.7 billion. It means vaccines for many deadly and debilitating diseases can now be made available in the poorest countries, including new vaccines for diarrhoea and pneumonia—which account for a third of all child deaths around the world.

I’m really proud to say that your voice along with over 300,000 other ONE members was carried to governments around the world, and it made an incredible difference!

Pressure from ONE members helped to ensure that the UK, USA, France, Germany, Australia, the EU and others all significantly increased their pledges, and persuaded countries like Brazil to pledge for the first time.

This is a giant step forward for mothers and children around the world in the fight against extreme poverty and preventable disease. Thank you. We will continue to work hard to ensure that the promises made on Monday are kept and the vaccines are delivered.

Please read our blog with a “thank you” message from ONE's Executive Director Jamie Drummond and leave a comment on what this means to you.

http://one.org/international/blog/youre-amazing-thank-you/?id=2383-4947099-3.V8XLx&t=2

With astonishing campaign successes like this, I’m proud to be part of ONE, proud of you and the growing community of ONE members around the world.

Thank you.
Stuart McWilliam, ONE.org

P.S. If you would like to spread the word about the success you’ve be part of, you could tell a friend and ask them to join ONE at http://www.one.org/join?id=2383-4947099-3.V8XLx&t=4

ONE.ORG | PRIVACY | SUBSCRIBE | UNSUBSCRIBE | CONTACT US | ABOUT

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AMBITION... AMBICION

2011-06-10T09:35:00.001-05:00

RESUMEN EN ESPAÑOL DE LA INTERPRETACION Y APLICACION DE LO DICHO POR MR. MAXWELL ACERCA DE LA PALABRA AMBICION...
Ambiciòn es una palabra, dice Mr. Maxwell, que como joven, estuvo lleno de ella. El sabìa lo que querìa, sabìa donde querìa llegar,y tenìa la pasiòn para lograrlo y llegar. Dice Mr. Maxwell que era conciente de sus metas. Ahora que han pasado los años, a pesar que la pasiòn por lo que hace està ahì, algo ha cambiado en el. De esos años de juventud en los cuales era conciente de sus metas, a medida que ha estado madurando,se diò cuenta que deberìa ser mas conciente de su crecimiento que de sus metas. Cuando estaba solo enfocado en las metas veìa como cada vez que alcanzaba una, caìa como en un estado de ànimo plano como vacìo. Pero enfocado en crecimiento nunca alcanzas la meta, esta se expande, crece tambièn. Ahora cree que esa es una buena definiciòn de lo que la palabra AMBICION se trata.

AMBICION: Metas + crecimiento

Guillermo,
It is so nice to begin the day together. Today’s … A Minute with Maxwell video
message is ready for you!
Click the image below … expand your world, then pass it along to others and
expand their world. Enjoy!

Please leave me your comment regarding this video after you view it.
Direct Link: http://johnmaxwellteam.com/ambition
Your Friend,
John C. Maxwell

Are You Connected With Me?
Let's connect on Social Media!
FACEBOOK
LINKEDIN
TWITTER
Inspire Someone...
Please forward this to a friend!
Direct Link: http://johnmaxwellteam.com/ambition

---

About John Maxwell ….
John C. Maxwell is an internationally respected expert speaker, author, trainer
and coach committed to developing people of excellence and integrity, by
providing the finest resources and training for personal and professional
growth. Each year Dr. Maxwell speaks to such diverse organizations as Fortune
500 companies, foreign governments, the National Football League, the United
States Military Academy at West Point, and the United Nations.
John Maxwell has authored more than 52 books, which have sold more than 19 million copies.
In fact, he holds the honor of the #6 all-time time top seller of books, on
Amazon.com. His passion has quickly caught on, and countless individuals and
businesses have benefited from his teachings. In fact, Dr. Maxwell has trained
more than 5 million people, in over 126 countries to date, to help them reach
their highest potential!

2300 N Dixie Highway, West Palm Beach, FL, 33407, United States
You may unsubscribe or change your contact details at any time.

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Susan Smith's Blog in Alaska 2011

2011-06-10T09:02:00.001-05:00

Traveling to Denali May 31, 2011

After sleeping in the Anchorage airport last night and early this morning I was ready to get on my way. Our shuttle van arrived at 7:35, we loaded up, and talked about where we were going. Most everyone traveling was going to the same resort site. Most are either in college or have recently finished their degrees. These guys want to see the world before settling down to long term jobs. People have come from Tennessee, Arizona, Louisiana, and I'm not sure where else.

We had to stop in many places because the road from Anchorage to Fairbanks is being repaved, probably widened somewhat also. The speed limit was 45 so it is easy to see why it takes almost 6 hours to get to Denali from Anchorage. The van was also pulling a wheeled luggage carrier so it could not go as fast as the driver otherwise might have been able to.

I had to smile when we passed the entrance to Vern Halter's "Dream a Dream Dog Farm", as I spent four wonderful days there last summer. The muddy training run which goes parallel to the highway was in fine form, ready for dogs to run through it. Last summer we were in an ATV being pulled by 16 dogs and the rope holding us all together broke as we came out of the mud. That sight will never leave my mind. I didn't get to see them because it was after nine so he had most likely already taken his daily run with the dogs. It's too hot even after eight or so for the dogs so they take very early runs.

Denali, or Mt. McKinley, was able to be seen very clearly. No smoke from fires or cloud cover hid the top from us. The driver pulled over so we could all get photos of its majesty. What a view on my first day in Alaska.

About two hours from our resort we stopped at a grocery store to buy things we couldn't carry on the plane. Laundry detergent was a big seller, as was chocolate. We will be making trips into Fairbanks every few weeks for resupplying our necessities and to get a day out for fun. We can also take the Alaska Railroad for a nicely reduced price.

Upon our arrival at the McKinley Village resort we got our room keys, unloaded the van, and were shown where we would be staying for the duration of our employment. We had a paperwork meeting at 3:00 PM (Tax documents, contract, basically signing our lives away type paperwork). Tomorrow we have a long orientation that will let us know everything we need to know to work here. It shouldn't be boring if today's meeting is an indication. Our director made sure we were entertained as we proceeded through the boring, yet necessary, paperwork.

Dinner is from 4:00-6:00 and breakfast starts at 5:00 AM since people have to be to work by 6:00 AM. It will indeed be interesting to see how many of those breakfasts I actually get up for. The taste will most likely dictate this.

It's quiet out, as there are very few guests at this point. Birds are singing, planes are flying overhead, the river is flowing by, and cars can be heard on the road. I am going to love this place.

THURSDAY, JUNE 2, 2011

Day 2 Working in AK

After attending a 3 1/2 hour orientation for new staff we had lunch. THe staff dining facility is not yet open so we're eating in the main dining room. The lodge is now officially closed for five days for remodeling and the people they did have were moved to the larger area up the road a few miles. So we, the staff, have it to ourselves. Having nothing else to do I went to my work area to find out what I might need to know for the next few days. Two days off, before I even really start!

Because I am free for this long I decided to take a walk down a trail or two. Once I arrived at the trail I decided the highway was a safer way to go, at least for my first walk by myself. The sky was so clear of thunder clouds and no smoke from fires. We were told to always make noise to let animals know we were near. After going about 4 1/2 miles I found a stick to carry and was using it for playing music on a guardrail. I was having a wonderful time, singing, watching for wild animals, and oops...over my ankle went, twisted and very painful. I had one more mile to walk and it was a very long mile. Luckily no one was coming to see me fall. That would have been embarrassing to say the least.

Returning to my lodge I got a big bag of ice, went to the room to put my foot up, and chill a little from the walk. It is quite swollen, but at least it doesn't hurt until I get up to walk.

Went to dinner, icebag in hand. ate a little, but not really feeling it. So I went back to my room and left it on my ankle until the ice melted. It's going to be a long two days! The upside is I'm going to bed earlier.

I have red two books I've been wanting to read, watched youtube videos of my favorite European sled dog race, and basically chilled out today. The ankle is less swollen than on Wednesday, but man is my foot purple!

JUNE 4, 2011

Since my last post I finally got to work today, as it was my first official eight hour day. We had a great sale on last year's products for three days and today was the last day. The work was not difficult, but what I learned on the register for the sale is practically useless for a regular day's business transactions. I did enjoy seeing people come in and scarf up deals, as I did likewise several days ago. Now I work for five days, then have two off.

Our dining room has reopened and the food is better than I have had the entire time since I got here. The guy in charge of it is bound and determined to provide quality meals and try to make everyone happy with their selections. We always have soup for lunch and dinner (yes it is cold enough to enjoy a good bowl of soup!), fresh salad and fruit, and vegetarian main courses, along with non-vegggie food. Cookies have now started appearing also! Apparently they haven't been available for about a week. Breakfast is always bacon and sausage, eggs, plenty of different breads, yogurt, fruit of some kind, either grits or oatmeal, and cereal.

The meal hours are long enough that a person does not have to get up in the dark to get fed (oh wait, there is no dark right now!). We generally have a two-two and a half hours time frame for all meals. This way all employees have plenty of time to eat during their shifts and generally are able to sit and converse with friends until time to clock back in. Because often different departments work at different times this gives people a chance to catch up on what's going on with their friends or acquaintances who are working different hours.

Friday night I went to the kennel that started my obsession with sled dog racing. It was raining but I didn't care- I wanted to see the older dogs I was introduced to four years ago and of course meet the new puppies. Our bus driver and outdoor presenter is a teacher during the school year and wife of a guy who runs the Iditarod among other races. She gave a great overview of how dogs are trained, what a musher looks for when selecting who will breed with whom, what makes a husky a husky, and she kept everyone awake with her excitement and knowledge. While she did this the musher took the dogs on a short run which makes for one loud dog yard until the ones selected to go out have left the yard.

Next we went to the indoor classroom (for lack of a better term) and listened as Jeff explained why he raced for as long as he did, what he had to do to prepare himself as well as the dogs for the Iditarod, the summer training he does, and what a musher actually does before and during the race. I had heard most of this before, but actually got a little new information to add to my lessons. He talked about the dangers on the trail and took us on a slight detour to explain how caribou lose their ANTLERS, complete with a re-inactment of how a caribou prances about with huge antlers before they fall off. This whole routine of his was quite hilarious, but the message was clear about how dangerous animals can be to sled dogs if the musher is not paying attention.

I was quite glad I was able to take photos of his trophies because my students do not have many resources to use when researching awards and now I have up close photos to show them. There were only a few I did not get, mainly because he has not won them. Red Lantern, the last place finisher's award, is a red camper's lantern so those are not hard to find in a catalogue or store advertisement. I did forget to ask about the Spirit of Alaska First to McGrath mask. Guess I'll have to go back out there!

;

Now that my twisted ankle is well on the way to recovery I'm able to get out more, but for the past three days I've been icing it for most of the day. I missing walking everyday and I have a goal of walking at lest 100 miles before I leave in July. There's a T-shirt with my name on it (not literally) that I want to get for finishing this goal. I'll just have to be more careful while I'm walking the highway, playing music on the guardrail with a stick!

JUNE 8 Alaska…no better place to be

I have now officially worked for one week, but it does not seem that long. It is not difficult work, but it is certainly more tiring than my nine month one. I have nowhere to sit, even when there is no traffic in the store. When there are no shoppers we have endless stocking, dusting, rearranging, and putting back of items people have put down wherever. I have met such fun people from many states and countries. Most of them come up here after a train ride from either Anchorage or Fairbanks, spend two or three days, then get on another train or a bus, take it to Anchorage and Seward, and board their cruise ships for a seven day trip down through the Inner Passage. The stories they tell about their wilderness adventures in Denali National Park have made me excited to see it also. There is plenty of time for that before I leave.

Our gift shops have many of the same things you'll see in any gift shop at any tourist area. However, we do have a few unique items. You can buy necklaces made from caribou and moose antlers (they do fall off you know- no animals are killed for this jewelry), bandanas that say "Bark Ranger" and "My family only bought me this bandana" for the dog, Beer soap, thimbles made from the soft fur of several animals (it sheds-it's not harvested by killing the animals), park ranger uniforms for babies, and everything has a carabiner attached to it- key chains, bottle openers, compasses, whistles, etc. One of my favorites is a bear bell- used to let the bears know you are in their area- the bell is attached to a piece of leather or strong cloth and hangs on a carabiner. There is a downside to working in a gift shop- people find way too much stuff to buy! Maybe by the middle of July I will not want all of what's on my list.

I am back on my walking schedule. Because I am so unfamiliar with the trails here and cannot find anyone to walk with at this point I am only walking up and down the Parks Highway. I do have a whistle just in case I do see a bear, but none so far. Wednesday night I decided to go toward the main part of the tourist area which is where Denali National Park's main entrance is. I had no intention of going all the way, just about three miles and would turn around to make the return trip. I thought the distance from my hotel to our sister hotel was only six miles so I decided what the heck, I'll go the distance. Once I had gone over the three mile distance it would only make sense to keep going. What I did not realize was the distance was not six miles, rather eight! This trip was quite uneventful, as I hoped it would be, but it took 2 1/2 hours (remember I'm still a little gimpy on one ankle and didn't want to push it!). Several shuttle buses passed me going each direction and at several points I really wanted to flag one down. I knew they wouldn't stop though so I kept pushing on. I did get some beautiful photos at 9:00 PM of areas I had not previously photographed.

I love walking at this time because it is fairly quiet, the sun is not burning down on me, yet it is very much still daytime at 9 PM, and the clouds tend to be pretty cool looking. On Wednesday when I was almost finished my walk I walked by a bridge with a surprise under it.

Apparently it has not been warm enough to melt everything, especially things shaded by a bridge.

The stillness is very peaceful, the plant colors are vibrant, (due to the amount of time the sun does shine in the summer) and the whole experience is so calming. I hear birds in the distance, I see chipmunks and squirrels cross the road, and am attacked by many, many mosquitos. Even at this time of day/night there are flightseeing trips still going on. The sound of airplanes echoes in the mountains and small prop planes can be seen circling the mountain peaks and preparing for their descents.

This is Alaska and I am so thankful to be here.

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BIBLIOTECA DEOGRACIAS CARDONA

2011-06-09T16:23:00.001-05:00

El tiempo vive en la biblioteca del Deogracias Cardona

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BIBLIOTECA DEOGRACIAS CARDONA

2011-06-09T16:00:00.001-05:00

https://www.evernote.com/shard/s9/sh/f0abd27e-432e-4067-a248-8b41878baa93/aa8...
El tiempo vive en la biblioteca. Mas de 40 promociones de estudiantes Deogracianos han pasado por la biblioteca, y hacen que el tiempo pasado habite el presente y el futuro.
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Apple's iCloud .. in education

2011-06-09T15:51:00.001-05:00

http://mindshift.kqed.org/2011/06/does-apples-new-icloud-offer-anything-new-f...
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Project Based Learning at HTH

2011-06-09T07:24:00.001-05:00

via docs.google.com

Wise and intelligent ways to learn and teach

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The Blessings of Poverty | Blogs

2011-06-08T11:08:00.001-05:00

In the immortal words of Tevye in Fiddler on the Roof, “It’s no great shame to be poor. But it’s no great honor, either!”

It can, however, come in handy.

Before I go any further, here’s the obligatory disclaimer: I know some will quibble with any American calling himself poor. Our family never goes hungry, and we have a roof over our heads and shoes on our feet, plus all sorts of luxuries (two vehicles, internet, Netflix, and the occasional emotional health-related trip to the liquor store). So, no: compared to a huge percentage of the world’s population, we Fishers are not poor. At all.

However, we have to think about money constantly, and probably always will. Sometimes we have a little extra, and then we have to think think think: should we use it to pay down debt? Take the kids to the zoo (and maybe even bring them home again, heh heh heh)? Sock it away in case the tailpipe falls off again? Send it to India? Replace the couch with one that doesn’t make guests cringe when we say, “Have a seat?” These would all be valid expenditures—but, just like the Highlander says, there can be only one.

On the plastic surgery post, someone remarked that she’s spared the moral dilemma of whether or not to get a tummy tuck, because she simply can’t afford it. This is one of the blessings of (relative) poverty: So many difficult decisions are simply lifted away from you, poof! When something’s impossible, it’s no longer a problem.

Poverty saves you from foolish expenditures (unless you’re foolish enough to go into debt over things you don’t need): never once have we tasted the bitterness of buyer’s remorse as we survey the bill for the wrong kind of premium cell phone, useless time share condo, regrettable L-shaped leather couch in sea foam green, or one of those luxury alligators. Thanks, poverty!

Oh, how we enjoy it when we do have a little cash to spend. I saved my birthday money and my other money and did some strategic store returns, and then I did serious research for at least a month before spending the astronomical sum of $60 on a really snappy red leather purse. If I regularly had sixty discretionary dollars, this luscious little item would probably be invisible to me by now. But as it is, it’s six months later and I still get a little thrill of pleasure every time I sling it over my shoulder. Thanks, poverty!

The same is true for larger purchases: our house is not exactly luxurious— it’s of a size that realtors refer to as “adorable,” which means if we need a new door, we shop at the mobile home supply lot—but we never expected to own a home in the first place. And so WE LOVE IT. And the same is true for smaller purchases, too: when you go a couple weeks with no room for beer in the budget, that first cold one tastes pretty, pretty good. Thanks, poverty!

And poverty is so environmentally friendly. If we buy it, it’s probably used. If someone has an extra one, they give it to us instead of throwing it away. If it breaks, we fix it or find another one on the side of the road. Gas is so expensive, I drive like an old lady with narcolepsy. We don’t fly, we don’t have an air conditioner, we can’t afford much disposable stuff, and we just pretty much stay home and watch our bank account get smaller. Our carbon footprint is tiny, because we can’t afford to buy the next size up. You’re welcome, Al Gore! Another thousand families like ours, and we’d just make up for the spotlights on the trees on your front lawn. Thanks, poverty!

Tight money saves your children from the modern scourge of overscheduling. My kids often invite their friends over, only to find that every non-school minute is already spoken for with horseback riding, Taekwondo, violin, Russian, and Circus Arts lessons. Half the time my heart aches that my kids can’t enjoy these things—and the other half, I just feel good because my kids spend their Saturdays sitting around reading under a shady tree while the little ones splash happily in a bowl of water. Thanks, poverty!

And one more, not so much fun: poverty gives you the unforgettable experience of being in someone else’s debt. I believe that this sensation is utterly indispensable for the development of one’s soul. Thank, poverty. I guess.

Well, that’s about it for now. I have to go sew some patches on the meatloaf before my husband gets home from his triple shift at the bottle-washing factory. And my foot is getting pretty tired from working the modem treadle, anyway.

via awurl.com

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WHAT A DANGEROUS WORLD

2011-06-08T10:29:00.001-05:00

Acquitted 'FARC ambassador' to resume teaching

Wednesday, 08 June 2011 09:23 Marguerite Cawley

The Colombian professor who was arrested in Mexico in 2009 and acquitted on Friday of accusations of being a member of the FARC, announced Wednesday he will resume teaching.

Upon leaving Bogota's La Picota prison, Miguel Angel Beltran announced that he planned to reclaim his position as a sociology professor at the capital's National University. The professor was absolved of charges on Friday, based on a ruling that the evidence used against him was inadmissable.

Beltran expressed joy over his release, saying that his innocence had finally been recognized after two long years, and that the investigation was the "result of a judicial farce and motivated by the false democratic security politics of Uribe." He said that he has not yet decided whether or not he will file claims against the state.

"I feel at peace, because all of my life I have dedicated to research and teaching," added Beltran, reported La FM Radio.

A communique from the Human Sciences department at the university celebrated the professor's freedom, stating: "This council welcomes with goodwill the decisions taken by the justice system and hopes that the Professor Beltran Villegas (...) will be able to resume his work of teaching and investigation in our Alma Mater," reported newspaper El Espectador.

A city judge decided Friday that Beltran would be allowed to go free, "given the inconsistencies (of the evidence)," referring to an earlier ruling that the "Raul Reyes" files were inadmissable as evidence and that it could not be proved without doubt that Beltran was the alias "Jaime Cienfuegos" mentioned in the FARC files.

The professor was arrested in May 2009 in Mexico and subsequently extradited to Colombia, where he was accused by the administration of former President Alvaro Uribe of being part of the FARC's International Committee and a close ally of the slain FARC commander "Raul Reyes," before being held for two years without trial or conviction.

via colombiareports.com

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CANCIONES FAVORITAS

2011-05-31T08:05:00.001-05:00

Recent favorited songs by galoperiscol on Grooveshark http://grooveshark.com/user/Galoperiscol/9468353 Last 100 favorited songs by galoperiscol on Grooveshark Tue, 31 May 2011 09:02:25 -0400 Tue, 31 May 2011 09:02:25 -0400 Buscando refugio - Jesus Adrian Romero Buscando refugio by Jesus Adrian Romero on Grooveshark http://grooveshark.com/s/Buscando+Refugio/2EI4Br Sun, 17 Apr 2011 18:40:57 -0400 A sus pies - Jesus Adrian Romero A sus pies by Jesus Adrian Romero on Grooveshark http://grooveshark.com/s/A+Sus+Pies/2EJaDO Sun, 17 Apr 2011 18:31:54 -0400 I Have A Dream - ABBA I Have A Dream by ABBA on Grooveshark http://grooveshark.com/s/I+Have+A+Dream/1PbyBG Sun, 17 Apr 2011 16:43:19 -0400 Razones Pa' Vivir - Jesús Adrián Romero Razones Pa' Vivir by Jesús Adrián Romero on Grooveshark http://grooveshark.com/s/Razones+Pa+Vivir/Mp74J Sat, 16 Apr 2011 14:23:24 -0400 Abre los cielos - Jesus Adrian Romero Abre los cielos by Jesus Adrian Romero on Grooveshark http://grooveshark.com/s/Abre+Los+Cielos/Mp2CV Sat, 16 Apr 2011 13:45:59 -0400 No es como yo - Jesus Adrian Romero No es como yo by Jesus Adrian Romero on Grooveshark http://grooveshark.com/s/No+Es+Como+Yo/2gGZsc Sat, 16 Apr 2011 13:35:48 -0400 Tus Labios De Rubi - Sandro Tus Labios De Rubi by Sandro on Grooveshark http://grooveshark.com/s/Tus+Labios+De+Rubi/3mIC9h Sat, 16 Apr 2011 13:29:10 -0400 Este dia especial - Jesus Adrian Romero Este dia especial by Jesus Adrian Romero on Grooveshark http://grooveshark.com/s/Este+Dia+Especial/1OOgn5 Sat, 16 Apr 2011 13:27:10 -0400 Tú estas aquí - Jesus Adrian Romero Tú estas aquí by Jesus Adrian Romero on Grooveshark http://grooveshark.com/s/T+Estas+Aqu+/Mp2Bj Sat, 16 Apr 2011 13:25:02 -0400 Dame Este Monte - Jesús Adrian Romero Dame Este Monte by Jesús Adrian Romero on Grooveshark http://grooveshark.com/s/Dame+Este+Monte/2X5vKB Sat, 16 Apr 2011 12:57:50 -0400 NO SON PALABRITAS - Leonardo Favio NO SON PALABRITAS by Leonardo Favio on Grooveshark http://grooveshark.com/s/NO+SON+PALABRITAS/32Ihzm Sat, 16 Apr 2011 12:44:26 -0400 Cuenta Conmigo - Jesús Adrián Romero Cuenta Conmigo by Jesús Adrián Romero on Grooveshark http://grooveshark.com/s/Cuenta+Conmigo/Mp6V3 Sat, 16 Apr 2011 12:43:18 -0400 Ella, Ella Ya Me Olvido - Leonardo Favio Ella, Ella Ya Me Olvido by Leonardo Favio on Grooveshark http://grooveshark.com/s/Ella+Ella+Ya+Me+Olvido/zP1ua Sat, 16 Apr 2011 12:39:08 -0400 Tu Estas Aqui - Jesús Adrián Romero Tu Estas Aqui by Jesús Adrián Romero on Grooveshark http://grooveshark.com/s/Tu+Estas+Aqui/14TaJs Sat, 16 Apr 2011 12:17:00 -0400 Dame Este Monte - Jesús adrian romero Dame Este Monte by Jesús adrian romero on Grooveshark http://grooveshark.com/s/Dame+Este+Monte/3pFeA8 Sat, 16 Apr 2011 09:55:36 -0400

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A CULTURE OF PEACE IN THE CLASSROOM

2011-05-27T17:51:00.001-05:00

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APRENDAMOS PRONTO A TRATAR BIEN A LOS DEMAS

2011-05-18T09:42:00.001-05:00

--

.

Es bueno tener humildad y justicia con las personas, porque.....

las cosas pueden cambiar a la larga !!!

"NO menospreciemos a nadie...

DESARROLLANDO UNA CULTURA DE PAZ EN LOS SALONES DE CLASE DEL DEOGRACIAS CARDONA

--
Guillermo LópezOssa
EFL teacher in Colombia
http://galoperiscol.posterous.com/

APRENDES Y SIRVES
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PRESENTACION DE EDUCACION PARA LA PAZ ...DESARROLLANDO UNA CULTURA DE PAZ EN EL SALON DE CLASE

2011-05-14T22:22:00.001-05:00

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PENSANDO JUNTO A JOHN DEWEY

2011-05-13T18:33:00.001-05:00

El hombre no vive, como las bestias salvajes, en un mundo de cosas meramente físicas, sino en un mundo de signos y símbolos.

via grandespedagogosdelmundo.blogspot.com

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Leadership

2011-05-12T06:23:00.000-05:00

Guillermo
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TALLER PARA CUALQUIER NIVEL VERBOS CLAVES EN INGLES (post@galoperiscol.posterous.com)

2011-05-11T11:44:00.001-05:00

I've shared TALLER PARA CUALQUIER NIVEL VERBOS CLAVES EN INGLES

Click to open:
TALLER PARA CUALQUIER NIVEL VERBOS CLAVES EN INGLES

Google Docs makes it easy to create, store and share online documents, spreadsheets and presentations.

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CONCURSO DE CREATIVIDAD Y BELLEZA

2011-05-09T22:08:00.001-05:00

Deogracias Cardona... 104 años educando en Pereira

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Amo al Deogracias por

2011-05-08T21:36:00.001-05:00

via youtube.com

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Untitled

2011-05-06T09:15:00.001-05:00

COPYRIGHT: Busyteacher.org

FOR EFL TEACHERS:

How You Can Cut Down on Stress

1

Being in the spotlight

A lot of ESL teachers, particularly beginners, make the mistake of believing they must put on a great show - every time. This means they try to take students from one activity to another seamlessly and with one sole purpose in mind: they must not get bored. This poses several problems. First of all, it’s exhausting! Secondly, everybody needs some quiet time to work, even students, and this includes little ones who may need you to switch activities every ten minutes. If you only propose activities that demand high-energy and a great deal of participation from you, you’ll wear yourself out, and this can’t be good for you or your students.

How to cut down on stress: Remember you’re not a performer who has to put on a show and keep your students entertained for the duration of the class. Set realistic expectations from the start, and make sure students know you won’t be standing in front of the class doing a juggling act. Plan some quiet activities in between more active ones (even young learners who can’t write can draw or complete easy worksheets) and give yourself a breather. Just walk around the classroom checking your students’ progress. Plan as many quiet activities as you can to make your classes and your day more relaxed and enjoyable. Remember: you’re not a one-man/woman show!

2

Preparing and gathering materials

A lot of ESL teachers are overwhelmed at first by the sheer amount of materials they must prepare for a single group of students, things that include flashcards, worksheets, photocopies, props, games, etc… If you find yourself spending every evening after work simply preparing for the following day's class, you probably feel you have no time for other things, right?

How to cut down on stress: Here at BusyTeacher.org, we've recently published some articles in an effort to help you become more productive. In Top 5 Productivity Tips for ESL Teachers, we recommend that you take at least a couple of hours a week to plan an entire week's worth of lessons AND gather the materials you will need for them. By concentrating all of you efforts into this special planning session, you’ll free up the rest of your week!

Another great way to handle the preparation of materials is to share the burden with other teachers. If you're all preparing for the same holiday celebration, divide the tasks: have one buy the decorations, another teacher make photocopies, or another cut out the flashcards.

3

Managing your class

If you’re stressed out because you have an unruly group of ill-behaved students, you need to implement some heavy-duty classroom management strategies. Students may not know what’s expected of them in an ESL classroom, so it is your job to set limits, help them come up with rules they agree to foolow, and provide the adequate rewards.

How to cut down on stress: Check out these 9 Cool Classroom Management Tricks and see which ones work best with your students. At BusyTeacher.org we have an entire section devoted to Classroom Management, so be sure to check it out!

Some other useful tips to fight ‘ESL Stress’:

Don’t rush to finish everything at the last minute. Plan in advance. Leave 15 minutes earlier and get to school with plenty of time to relax and have a cup of coffee or chat with your colleagues before it’s time for class.

Schedule activities every week for pure enjoyment. Are you a movie buff? Go to the movies once a week either on your own or with a friend. Have an artistic side? Enroll in a pottery or ceramics class. Feel you need to exercise to unwind? Get yourself a membership to the local fitness center.

Sometimes, it’s better if you just say no. Does the school need volunteers to decorate the cafeteria for a party? Is someone organizing a fundraiser? The drama teacher needs a few extra pair of hands to sew costumes? If you honestly feel you've already got too much on your plate, why add more to it?

If you really want to relieve some of the stress in your life, you will need to commit to some serious reflection on your part. Which are exactly your main stressors? If you're having a hard time coping, try to find a support group or start one with the other teachers at your school. On the other hand, what gives you the greatest pleasure? Try to bring more happiness into your life and the best way to accomplish this is by doing what makes you the happiest: teaching your students with all of the fun and none of the stress!

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USA president Obama on death of Bin Laden

2011-05-04T20:51:00.001-05:00

via busyteacher.org

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Leadership Promises... promesas bìblicas de liderazgo

2011-05-03T09:41:00.001-05:00

---------- Forwarded message ----------
From: EQUIP <info@iequip.org>
Date: Tue, May 3, 2011 at 2:13 AM
Subject: Leadership Promises
To: Guillermo Lopez <galoperiscol@gmail.com>

May 3

Trade Your Fears for Faith in God

When the Lord saw that he turned aside to look,God called to him from the midst of the bush.Exodus 3:4

Brokenness involves removing inappropriate pride and self-reliance and building healthy God-reliance. God tamed Moses’ self-reliance and pride in the desert, but to create trust He had to break the man’s fears. Moses dealt with different kinds of fear in his encounter with God:

1. Fears concerning himself. God responded by assuring Moses of his purpose.

2. Fears concerning God. God responded by overwhelming Moses with His presence.

3. Fears concerning others. God responded by demonstrating His power and commitment.

4. Fears concerning his ability. God responded by providing him with a partner, his brother, Aaron.

With his willfulness broken, his fears overcome, and his purpose affirmed, Moses finally placed himself in the hands of God.

Life is filled with trade-offs. Moses sacrificed his status and material possessions to prepare for his life purpose. And then to fulfill it, he had to sacrifice again, relinquishing the security and safety of obscurity in the desert. If you desire to lead, then you must be ready to make sacrifices.

The Maxwell Leadership Bible

To subscribe to this Daily Devotional click here

If you are interested in purchasing a hard copy of this devotional, click on the picture below:

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DEOGRACIAS CARDONA ENGLISH AND SPANISH CLUB

2011-04-28T21:23:00.001-05:00

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ONE | Give children a healthy start in life

2011-04-28T12:14:00.001-05:00

EMAIL YOUR FRIENDS:

Copy the text below into an email to your friends, and ask them to join you in urging world leaders to give all children a healthy start in life.

Subject: Help give children a healthy start in life
Hi,
Did you know that one out of three child deaths - a total of nearly 3 million each year - is caused by diarrhoea or pneumonia? But did you also know that we now have two new vaccines that will help stop these two killers? I just signed a petition asking the leaders of our government to make sure these two vaccines get to the children who need them most. Will you please sign the petition, too?
http://one.org/international/actnow/vaccines/index.html?rc=vaccinesintpaste
Together as ONE we can make a difference!
Thanks!

via one.org

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IREX webinar DEVELOPING A CULTURE OF PEACE IN THE CLASSROOM

2011-04-25T11:25:00.001-05:00

Share with all TEAchers
Developing a culture of peace in the classroom
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IREX webinar USING RUBRICS

2011-04-25T10:16:00.001-05:00

via wiziq.com

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Untitled

2011-04-25T08:13:00.001-05:00

http://img.labnol.org/files/Most-Useful-Websites.pdf

Guillermo
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Don Francisco in South Africa '08 - "He's Alive"

2011-04-23T21:54:00.001-05:00

via youtube.com

El esta vivo
The gates and doors were barred
And all the windows fastened down
I spent the night in sleeplessness
And rose at every sound
Half in hopeless sorrow
And half in fear the day
Would find the soldiers breakin' through
To drag us all away
And just before the sunrise
I heard something at the wall
The gate began to rattle
And a voice began to call
I hurried to the window
Looked down into the street
Expecting swords and torches
And the sound of soldiers' feet
But there was no one there but Mary
So I went down to let her in
John stood there beside me
As she told me where she'd been
She said they might have moved Him in the night
And none of us knows where
The stone's been rolled away
And now His body isn't there
We both ran toward the garden
Then John ran on ahead
We found the stone and empty tomb
Just the way that Mary said
But the winding sheet they wrapped Him in
Was just an empty shell
And how or where they'd taken Him
Was more than I could tell
Oh something strange had happened there
Just what I did not know
John believed a miracle
But I just turned to go
Circumstance and speculation
Couldn't lift me very high
'Cause I'd seen them crucify him
Then I saw him die
Back inside the house again
The guilt and anguish came
Everything I'd promised Him
Just added to my shame
When at last it came to choices
I denied I knew His name
And even if He was alive
It wouldn't be the same
But suddenly the air was filled
With a strange and sweet perfume
Light that came from everywhere
Drove the shadows from the room
And Jesus stood before me
With his arms held open wide
And I fell down on my knees
And I just clung to Him and cried
Then He raised me to my feet
And as I looked into His eyes
The love was shining out from Him
Like sunlight from the skies
Guilt in my confusion
Disappeared in sweet release
And every fear I'd ever had
Just melted into peace
He's alive yes He's alive
Yes He's alive and I'm forgiven
Heaven's gates are open wide
He's alive yes He's alive
Oh He's alive and I'm forgiven
Heaven's gates are open wide
He's alive yes He's alive
Hallelujah He's alive
He's alive and I'm forgiven
Heaven's gates are open wide
He's alive He's alive He's alive
I believe it He's alive
Sweet Jesus

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LAS RECOMPENSAS PARA EL CRISTIANO

2011-04-23T21:41:00.001-05:00

Hay 3 recompensas para el cristiano.
1 La propia satisfaccion
2. Mas trabajo por hacer
3. La vision de Dios
No hay recompensa material, solo recompensa espiritual.
La satisfaccion se conecta al Amor de Dios
El trabajo por hacer a la Paz de Dios
La Vision de Dios al Gozo de Dios
El Amor, la Paz y el Gozo son Poder de Dios para todos.
Es bueno estar satisfechos con lo que somos, tenemos y hacemos. Es bueno estar tranquilos con el trabajo que tenemos por hacer. Es bueno estar animados con la vision de Dios.

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EL AMOR DEL CRISTIANO

2011-04-23T21:05:00.001-05:00

En Griego hay 4 palabras diferentes para significar el concepto amor.
1. Storgue. Se refiere al amor entre padres y madres hacia sus hijas e hijos, y viceversa.
2. Eros. Se refiere al amor entre hombre y mujer, y conlleva siempre la relacion sexual.
3. Filia. Se refiere al amor y al afecto verdadero. El que se siente con el corazon enamorado hacia otra persona, y no implica necesariamente sexo. Se puede dar entre familiares o amigos.
4. Agape. Significa BENEVOLENCIA INCONQUISTABLE O VOLUNTAD INVENCIBLE.
Este Agape es el Amor del cristiano. No importa lo que nos hagan, siempre permanecemos benevolentes y fuertes en la voluntad de siempre desear el bien en vez del mal.
Ese amor agape es el que hace que nos parezcamos a Dios en su BENEVOLENCIA INCONQUISTABLE Y SU VOLUNTAD INVENCIBLE. Esto solo es posible porque asi cumplimos el proposito por el cual fuimos creados. Para parecernos a Dios. Realizamos nuestra humanidad solamente pareciendonos a Dios a traves del amor benevolente y de voluntad AGAPE. Amor de corazon y voluntad. Amor decidido hacia todos. Alcanzaremos una perfeccion en el Amor cristiano cuando aprendemos a perdonar como Dios perdona, y a amar como Dios ama.

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Gustavo comparte

2011-04-23T18:04:00.001-05:00

Jesus ensena con autoridad , con propositos muy especificos y muy claramente.
Su autoridad es incomparable. Nadie ha hablado como El. No solo era culpable el asesinar, sino el pensarlo. El pensamiento es tan culpable como la accion. Alguno de nosotros nunca ha pensado mal de alguien? Nadie. Vivimos en un mundo mental entre el bien y el mal. Solo Dios juzga hasta el pensamiento. Esto significa que cada uno de nosotros es culpable ante Dios. Solo cuando muere el yo, y vive Jesucristo en mi, puede haber perdon y salvacion.
Por ejemplo,de un lado, la ira debe ser desterrada de nuestra vida. La ira del momento y la de largo tiempo. La que lleva al asesinato o a la venganza. La ira de palabra y la ira de corazon.
De otro lado, el desprecio por los demas, debe tambien ser desterrado de nuestrea vida. El desprecio que surge del orgullo. El que surge de la posicion social o el poder economico o las pertenencias materiales. El que surge del conocimiento. De todo lo cursil que es el desprecio, es el desprecio intelectual el mas cursi. Los sabios basan su sabiduria en su ignorancia. El que destruye el nombre y la reputacion de otro es juzgado con severidad. La calumnia, el chisme hacen mal a quien lo recibe como a quien lo hace.
Para estar en paz con Dios, debemos estar en paz con los demas y con nosotros mismos. Por esto, es bueno hacer las paces pronto. Vivamos en paz la vida. Cuando tengamos problemas con los demas,busquemos la solucion pronto, o no dejemos pasar oportunidades de solucion.
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ENSENANZAS DE JESUS

2011-04-23T15:30:00.001-05:00

Jesus ensena con autoridad , con propositos muy especificos y muy claramente.
Su autoridad es incomparable. Nadie ha hablado como El. No solo era culpable el asesinar, sino el pensarlo. El pensamiento es tan culpable como la accion. Alguno de nosotros nunca ha pensado mal de alguien? Nadie. Vivimos en un mundo mental entre el bien y el mal. Solo Dios juzga hasta el pensamiento. Esto significa que cada uno de nosotros es culpable ante Dios. Solo cuando muere el yo, y vive Jesucristo en mi, puede haber perdon y salvacion.
Por ejemplo,de un lado, la ira debe ser desterrada de nuestra vida. La ira del momento y la de largo tiempo. La que lleva al asesinato o a la venganza. La ira de palabra y la ira de corazon.
De otro lado, el desprecio por los demas, debe tambien ser desterrado de nuestrea vida. El desprecio que surge del orgullo. El que surge de la posicion social o el poder economico o las pertenencias materiales. El que surge del conocimiento. De todo lo cursil que es el desprecio, es el desprecio intelectual el mas cursi. Los sabios basan su sabiduria en su ignorancia. El que destruye el nombre y la reputacion de otro es juzgado con severidad. La calumnia, el chisme hacen mal a quien lo recibe como a quien lo hace.
Para estar en paz con Dios, debemos estar en paz con los demas y con nosotros mismos. Por esto, es bueno hacer las paces pronto. Vivamos en paz la vida. Cuando tengamos problemas con los demas,busquemos la solucion pronto, o no dejemos pasar oportunidades de solucion.
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Untitled

2011-04-23T14:36:00.001-05:00

Podemos cumplir a satisfaccion plena la ley en cuanto a reverenciar a Dios y respetar a los demas y a uno mismo, pero no la satisfaccion plena del Amor de Dios. Siempre el Amor de Dios sera mayor a nuestra satisfaccion. El Amor de Dios alimenta nuestras satisfacciones. Lo que nos motiva en la vida es el Amor de Dios. El Poder verdadero se sustenta en El Amor de Dios.
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LEY Y AMOR...LAW AND LOVE

2011-04-23T12:07:00.001-05:00

Podemos cumplir a satisfaccion plena la ley en cuanto a reverenciar a Dios y respetar a los demas y a uno mismo, pero no la satisfaccion plena del Amor de Dios. Siempre el Amor de Dios sera mayor a nuestra satisfaccion. El Amor de Dios alimenta nuestras satisfacciones. Lo que nos motiva en la vida es el Amor de Dios. El Poder verdadero se sustenta en El Amor de Dios.
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Superbug in India

2011-04-23T10:42:00.003-05:00

It scares
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REVERENCIA A DIOS Y RESPETO A LOS DEMAS Y A UNO MISMO

2011-04-23T10:42:00.001-05:00

BRILLANDO PARA DIOS
Mat 5:16
Bueno= kalos en Griego. Las buenas obras son no solo buenas, sino tambien atractivas y hermosas.
LA LEY ETERNA
Mat 5:17-20
Para los Judios Ortodoxos en los tiempos de Jesus el concepto de Ley era usado de 4 maneras diferentes.
1. Con referencia a los 10 mandamientos
2. Con referencia a los 5 primeros libros, a los cuales llamaban Pentateuco.
3. Con referencia a toda La Escritura.
4. Con referencia a la ley oral de los Escribas.
Era esta ultima la que Jesus condeno por hipocrita.
LA ESENCIA DE LA LEY
Mat 5:17-20
El unico principio supremo de la ley es que en todo debemos buscar La Voluntad de Dios, y al conocerla, obedecerla.
La esencia de la Ley es el respeto o reverencia a los 10 Mandamientos
Reverencia a Dios y respeto a los demas y a nosotros mismos.
Esa reverencia y respeto son los que vino a cumplir Jesus. En Amor y no en legalismos.
Esos dos son la sustancia permanente de la relacion con Dios y con los demas y uno mismo.

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EL LLAMADO DE LA CRUZ

2011-04-23T08:42:00.001-05:00

Viernes Santo,,,, Pastor Horacio
Para nosotros el llamado es de cuatro aspectos
1 un llamado a la reconciliacion y la comunion con Dios.
Ver la parabola del hijo prodigo
Ver la parabola del fariseo y el publicano
Un cambio autentico
2. Un llamado a la entrega plena.
Aceptar el Senorio de Cristo en mi vida.
1Cor 6:19-20
3. Un llamado a identificarnos con Cristo.
Luc 16:1
4. Un llamado a evangelizar
Mat 28: la gran comision
La Cruz de Cristo llama a vivir los 4 llamados. Nuestros pies son hermosos. Cristo vencio. Nos lleva.Nos carga.

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WITHOUT WORDS

2011-04-20T17:51:00.001-05:00

SIN_PALABRAS.wmv Watch on Posterous

Behind these beautiful kids, there`s always a caring adult. God gives the talents, man cultivates them.
---------- Forwarded message ----------
From: beatriz giraldo <beatriz.galobea2@googlemail.com>
Date: Wed, Apr 20, 2011 at 5:32 PM
Subject:
To: gustavo antonio giraldo hurtado <giraldohurtado@gmail.com>, Guillermo Lopez <galoperiscol@gmail.com>

Que bonito

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PART 1 of 6 - Unit 1: History, Definitions, Key Thinkers, Core Concepts

2011-04-20T12:53:00.001-05:00

Check out this website I found at es.scribd.com

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MUSICA COLOMBIANA

2011-04-18T21:20:00.001-05:00

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COLECCION MUSICAL

2011-04-18T18:38:00.001-05:00

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BUSCANDO REFUGIO... Jesus Adrian Romero

2011-04-17T17:43:00.001-05:00

Buscando salida de la tempestad Buscando refugio me vine a encontrar Con un paraíso con una ciudad Inimaginable te voy a contar Llegué muy cansado y sin fuerzas en mí Pensaba que ya no podía resistir Quería tan solo una tregua tomar Por sólo un momento quería descansar Y me recibió un hombre incomparable Te he estado esperando Me dijo y me sonrió Y me llevó a un río cristalino Y en el lavó las heridas Que el pecado me causó Y me alimentó del árbol de la vida Y puso en mis espaldas Un manto de perdón Te puedes quedar me dijo si deseas Es para ti, lo que miras con mi sangre lo compré Entoncés pude ver Las heridas de sus manos y sus pies Que por mí sufrió

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A SUS PIES

2011-04-17T17:34:00.001-05:00

Cuando el mundo te inunda de fatalidad Y te agobia la vida con su mucho afán Y se llena tu alma de preocupación Y se seca la fuente de tu corazón Cuando quieres huir porque no puedes más Porque solo te sientes entre los demás Y no hay más en tus ojos brillo y emoción Y se cierra tu boca porque no hay canción. Puedes sentarte a sus pies y de sus manos beber La plenitud que tu alma necesita. Puedes sentarte a sus pies y cada día tener Una nueva canción y nueva vida. A sus pies hay paz, gracia y bendición. A sus pies tendrás luz y dirección. La plenitud en Él nunca se agotará. Puedes descansar en su presencia.

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