Tag: education

In this regard Gerzon argues that what is needed is dialogue, no conversation, since that can penetrate deeper into the people who handle frames, traditions and different purposes, may fail to generate common meanings, have a shared vision and goal common. The capacity for dialogue would be one of the cornerstones of a holistic policy-oriented pursuit of integrity and not fragmented communities. In Mexico, a policy need not confront people but holistic policy based on dialogue, the democratic relationship and appreciation of diversity. With respect to spirituality is an individual experience, natural and direct of the sacred, the transcendent, the ultimate foundation that is the essence of all that exists. Spirituality is transcultural and can not be affected by the ideas of fashion or social or economic needs.

Transhistorical cosmic context is placing beyond time and space. In the book Dialogues holistic Ramon Gallegos added that compassion from spirituality is a strong interest in helping others, Gallegos says that compassion is love, genuine concern, not pity. He added that the perennial philosophy is the vision that explores the nature of spirituality and where are the answers of the great questions of life. It is the original source of transcendent wisdom, is the space where all religions come together to talk, meet and recognize what they have in common. The Spirituality is the focus of holistic education, religion is not central, but neither is disqualified. Add in the dialogue with Rachael Kessler, that spirituality is a hallmark of holistic education that distinguishes it from other educational visions and gives it a privileged position as a global alternative to carry out important processes for social and cultural development human communities of the twenty-first century.

Another one of the places of greater interest in Viales is the well-known garden first popularly like the garden of Charity, and nowadays with the name of both brothers: Caridad and Carmen. Its origin is peculiar: a familiar idea, fruit of the love of members of the family by the nature generally, in particular the plants. Everything began the past at the beginning of century, when a marriage made up of African and Chinese descendants of, typical reflection of one by the different roots of our population, began to plant trees, brought of near places, of mountains others, besides originating ornamental plants of gardens that no longer exist or of the forests that long ago covered major area or of own wooded hills. Little by little one passed on the love and passion by the nature to his present descendants. Nowadays cause admiration to see this work, created with few resources, but with the certainty of the daily work during long years. This it was the beginning of the present garden, that nowadays continues growing slowly. His proprietors, Caridad and Carmen, today two old octogenarias and wanted by the community, keep a piece from history not only of the garden, but of the own Viales and the way of life of those times. The rate of life of this place is similar to as a family in the middle of century lived the past.

It is located when coming out of Viales, in the direction of the community of San Vicente and to the hotel of the same name. It is easy to arrive at the same. The main street is taken, goes next to the park and the catholic church and three pictures more down, when arriving at the station from expendio of fuel known in Cuba like Cupet, the street is divided in two. It is taken to the left, where he is habitual to find many people awaiting taking a vehicle.

Some people think in pictures and need to visualize, to learn. Others learn best by listening to someone. About his learning style, brings learning easier. The visual style of learning: Visual learners learn by seeing and visualizing. They like it when information is conveyed through images, charts and graphs. Through demonstrations and watching videos, they learn well. They read texts themselves rather than getting them to read and like it when the texts through tables and lists have a visual structure.

The visual style of learning is caused by completely different Denkkonzepte the auditory learning style. Visual learners need to visualize, to understand the concept. Exercise brings them to nothing, and if they have understood the idea once, nor do they need more exercise, they will remember it that way. This learning style is often associated with ADD / ADHD, Asperger’s Syndrome and related autism. The auditory learning style: Auditory learners learn by hearing and listening.

You may lectures, audio material on cDs or cassettes andoral explanations and instructions. Expert advice from . In (oral), discussion and debate, they learn a lot, ebeso fact that they say aloud what they want to remember. They are easily distracted by noise. In the letter they have difficulties, they prefer verbal communication. The kinesthetic learning styles: Kinesthetic learners learn by doing and yourself. They like to touch, and manipulate objects and learn by doing something. With abstractions, they have problems and need to practice to really understand an idea. The learning styles are served in schools and other educational institutions in varying degrees. Especially people with great strengths in a learning style and great weaknesses in another part of a risk group in which neither her talent yet their specific problems are detected.

The professors would have to be part of this definition, looking for to prevent the isolation and disarticulation of the work. However, exactly with a demand and conditions so that the collective quarrel happened, he had for many schools, a great resistance to carry through it. We understand that the professor has difficulty to live deeply the organization of the work in team in its daily one, with its pairs. Being thus, as they could transmit for the pupils the abilities and necessary attitudes if do not live deeply them? Where moment the professor reflects on which models is following in practical its? How the professor evaluates and dimensiona its auto-organization, in relation to the group of professors with who works? Thurler (2001) observed that the craft of professor constitutes one of the professions where continues being legitimate to work separately, protecting itself of any mediation. Citing Ranjard 8, identified in this individualism that arrives to be treated by some as virtue, a cultural choice, more than what a norm or ' ' direito' '. Having this cultural component fort, the individualism is placed in cerne of the professional identity of the professor and makes the pertaining to school establishments to function as ' ' boxes of ovos' '.

Protected and isolated in its classrooms, the professors do not enter in conflict, but also they do not change to doubts, experiences, solutions, losing the chance to create synergy through the interaction. In this, the consensus the problems are assumed and decided separately, without identification of who it had the problem and it decided as it; e, consequentemente, innovations and the changes can happen promptly, fruit of the work and specific persistence, but they are not socialized. Perrenoud (1993) in allows one another boarding them on the collective work. It considered that the professor is in constant formation. From this, a hypothesis elaborates on the form that the professor decides what and as to teach in the classroom.

My life today is quite complicated because the school address and administer the house, I have also meditation group activities, I am a floral therapist and I do as a service and follow my discipline every day, but now I enjoy it much, I think so children have fun. I can not deny that sometimes I am overwhelmed by so many things that suddenly seem to be coming as cascade, but many times of the day I'm happy, seeing my life as a process and constantly in my mind, might say that living fully. I was a long way to go, keep working, now that until the very moment of my death. "Oh divine force that allows me to flourish in everything and everyone touch the essence of you and me .. of what believed so far …. I am part of you, no more alone … .., I have come to surprise you! …., you are me … impenetrable hiding place in my heart a few days, few hours …

looking for you in the branches, in the tricky wind steps in the morning. I'm your same … I know … … we are one, everything and nothing … ….

I could go on talking about these experiences that have come to fill my life and giving me a new path to continue …. But the important thing is that I feel I walk every day and I have very happy …. The family closest to that Buddhism has played, because my approach is my brother, that when I started the master lived with me because I spent a crisis of neuropathy that was started following the death of my father.

To pay for training American students can use the loan funds. In the United States for such purposes there are 3 main types of loans: student loan – student loan, parent loan – parent loan, private loan – private loans. To simplify system also provides for loan repayment consolidation loan (combined loan), which combines all the loans of the borrower in one. Student Loans (Student loans) have a low interest rate and the lack of security. Federal Student Loan Stafford Loan (Stafford Loan) is divided into two main types: – Federal Family Education Loan Program (FFELP). These loans are non-state entities (banks, savings and credit institutions). Federal Government acts as guarantor of the repayment of these loans .- Federal Direct Student Loan Program (FDSLP).

The management of these loans provides 'Direct Lending School'. They are issued by the government directly to students and parents. In turn, Stafford Loans fall on a subsidiary (subsidized), who repays the interest on the government, and no Default rules (unsubsidized), the interest on which the borrower pays on their own. In this case, the student has the opportunity to deferment of payment until graduation. Any student can not take advantage of a subsidiary loan.

However, for subsidiary loan the student must document that actually needs financial support from the government. Students, parents contain, are able to obtain credit in the following amounts: first course – to 2625 USD, the second course – 3500 USD, and each subsequent course – 5500 USD. Students have their own income, the opportunity to receive an additional loan of $ 4000 USD for the first two years and 5,000 USD in the years of training.