Tuesday, November 27, 2007
Monday, November 26, 2007
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DYNAMIC ORGANIZATION LOOKING EDUCATION OF THE FUTURE ... DYNAMIC IMAGE
NASA PREFERENCES
1. Two 50 kg tanks of oxygen each.
2. Twenty liters of water.
3. A sky map of the lunar constellations.
4. Concentrates.
5. A transmitter-receiver that works with solar energy (average frequency).
6. Fifty feet of nylon rope.
7. A first aid kit and syringes.
8. A parachute silk.
9. An inflatable rescue boat.
10. Flares.
11. Two 45-caliber guns.
12. A can of milk powder.
13. A heater that works with solar energy.
14. A compass.
15. A box of matches.
3 º. Finally, we made a comparison between the various features and elements of education:
ANALOGIES (depending on what each element suggests to me)
1. STUDENTS ------ Because there is no education without students
2. CURRICULUM ----- Because the curriculum is a vital element of education
3. TEACHERS ----- is the thread, which transmits information between students
4. CONTENT / OBEJTIVOS ----- Is the substance of the curriculum
5. ROF / COUNCIL ----- SCHOOL Maintains healthy coexistence
6. CLASSROOMS ------ is the element where the communication is maintained
7. ----- AMPA are the ones who clothe and support the school.
8. GUIDING ----- Are you oriented when it is lost.
9. ETCP ---- For students who for various reasons are lost, but more special.
10. CONTENT CROSS ---- is a complement to food.
11. GUARDIAN ---- are those that help and shelter to their students.
12. MANAGEMENT TEAM ---- guidance to all if at any time there is someone who gets lost.
13. EVALUATION ---- It the element that keeps us walking or not (most archaic concept of evaluation.)
14. SCHOOL FAILURE ---- It is what leads to evil.
15. ANTISOCIAL BEHAVIOR ---- It is something that is there and lights up when you meet certain requirements. 
IN THE DYNAMICS OF TODAY WE HAVE TRIED TO MAKE A FEW BETWEEN SIMILAR OBJECTIVES FOR A TRIP TO THE MOON, WITH EDUCATION.
THE ACTIVITY IN QUESTION IS:
THE ACTIVITY IN QUESTION IS:
1 º Come fifteen to classify objects in order of necessity. Put the number 1 beside it considers most important, 2 beside the next and so on until 15 at the side that seems less useful.
- a matchbox
- concentrates
-fifty meters
nylon rope-a-
silk parachute apparatus heating solar-powered
-45-caliber pistols
-a can of milk powder
-two oxygen tanks 50Kg each
-a sky map of the lunar constellations
-one inflatable rescue boat
- a compass;-twenty-five liters of water
-a hypodermic kit and flares
-
-a transmitter-receiver that works with solar energy (average frequency)
PREFERENCES 1. 50Kg Two oxygen tanks each -------- Because humans need oxygen to live.
2. Twenty-five liters of water -------- Because water is a vital necessity.
3. Fifty meters of nylon rope -------- This is what keeps us attached to the mothership.
4. Concentrates ------- Poruqe eating is a vital necessity.
5. A transmitter-receiver that works with solar energy (average frequency) ------ To communicate with the mothership.
6. A hypodermic kit and possible cures for -------.
7. A heater solar-powered ------- To get temperature.
8. A sky map of the lunar constellations ------- To orient.
9. Flares ------- For if we lose to signal.
10. A pot of milk powder ------ As a nutritional supplement.
11. A parachute silk ------- To seal coat.
12. ------ A compass for orientation.
13. An inflatable rescue boat ------ As carrying objects.
14. Two 45-caliber pistols ------- To end his days.
15. A matchbox ------- There is no point because no oxygen is not turned on.
- a matchbox
- concentrates
-fifty meters
nylon rope-a-
silk parachute apparatus heating solar-powered
-45-caliber pistols
-a can of milk powder
-two oxygen tanks 50Kg each
-a sky map of the lunar constellations
-one inflatable rescue boat
- a compass;-twenty-five liters of water
-a hypodermic kit and flares
-
-a transmitter-receiver that works with solar energy (average frequency)
PREFERENCES 1. 50Kg Two oxygen tanks each -------- Because humans need oxygen to live.
2. Twenty-five liters of water -------- Because water is a vital necessity.
3. Fifty meters of nylon rope -------- This is what keeps us attached to the mothership.
4. Concentrates ------- Poruqe eating is a vital necessity.
5. A transmitter-receiver that works with solar energy (average frequency) ------ To communicate with the mothership.
6. A hypodermic kit and possible cures for -------.
7. A heater solar-powered ------- To get temperature.
8. A sky map of the lunar constellations ------- To orient.
9. Flares ------- For if we lose to signal.
10. A pot of milk powder ------ As a nutritional supplement.
11. A parachute silk ------- To seal coat.
12. ------ A compass for orientation.
13. An inflatable rescue boat ------ As carrying objects.
14. Two 45-caliber pistols ------- To end his days.
15. A matchbox ------- There is no point because no oxygen is not turned on.
2 º. We have seen the preferences that if NASA would.
1. Two 50 kg tanks of oxygen each.
2. Twenty liters of water.
3. A sky map of the lunar constellations.
4. Concentrates.
5. A transmitter-receiver that works with solar energy (average frequency).
6. Fifty feet of nylon rope.
7. A first aid kit and syringes.
8. A parachute silk.
9. An inflatable rescue boat.
10. Flares.
11. Two 45-caliber guns.
12. A can of milk powder.
13. A heater that works with solar energy.
14. A compass.
15. A box of matches.
3 º. Finally, we made a comparison between the various features and elements of education:
ANALOGIES (depending on what each element suggests to me)
1. STUDENTS ------ Because there is no education without students
2. CURRICULUM ----- Because the curriculum is a vital element of education
3. TEACHERS ----- is the thread, which transmits information between students
4. CONTENT / OBEJTIVOS ----- Is the substance of the curriculum
5. ROF / COUNCIL ----- SCHOOL Maintains healthy coexistence
6. CLASSROOMS ------ is the element where the communication is maintained
7. ----- AMPA are the ones who clothe and support the school.
8. GUIDING ----- Are you oriented when it is lost.
9. ETCP ---- For students who for various reasons are lost, but more special.
10. CONTENT CROSS ---- is a complement to food.
11. GUARDIAN ---- are those that help and shelter to their students.
12. MANAGEMENT TEAM ---- guidance to all if at any time there is someone who gets lost.
13. EVALUATION ---- It the element that keeps us walking or not (most archaic concept of evaluation.)
14. SCHOOL FAILURE ---- It is what leads to evil.
15. ANTISOCIAL BEHAVIOR ---- It is something that is there and lights up when you meet certain requirements.
Sunday, November 25, 2007
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ITEM 5: PLANNING TRAINING - SCHOOLS IN ORGANIZATIONAL
short-term and consists of:
* ANNUAL PLAN CENTER (PAC) is concrete action that has previously been referred to in the document for educational purposes, PCC and ROF.
* FINAL ANNUAL REPORT: to present the situational status of the organization accountable for how they have invested their resources, etc. The performance of the memory comprises:
• Preparation of instruments
· Collection
data • Analysis of data
• Approval and forwarding of memory
IMPORTANT IDEAS
1. The Center Project encompasses all documents the short and medium / long term.
2. Educational Aims of the medium to long term.
3. The PCC of medium / long term
4. The ROF of medium / long term
5. The Centre's Annual Plan document short plazo.La Final Annual Report as a document climax and short term. 
SUMMARY
for the proper functioning of the heart, a number of documents containing all the data make it possible.
Project Center is the all-encompassing. The PC is the governing and guiding the educational activities taking place in the center, which coordinates the director and approved by the school board. This document is a medium-long term consisting of:
* EDUCATIONAL PURPOSES: You must respond to the questions, where are we?, Who we are, what do we want? and how we organize ourselves?
* School Curriculum Project (CCP), articulates the actions of the teaching team. It is based on five areas: training plan, organizational plan, guide plan, plan and project evaluation stage curriculum.
* RULES OF ORGANIZATION AND OPERATION (ROF): includes the set of rules governing the coexistence in the school. It has themes that address aspects basic school life: involving parents, teaching materials and resources, governance and democratic management of the center, fellowship, information and communication channels and relationships in the environment.
for the proper functioning of the heart, a number of documents containing all the data make it possible.
Project Center is the all-encompassing. The PC is the governing and guiding the educational activities taking place in the center, which coordinates the director and approved by the school board. This document is a medium-long term consisting of:
* EDUCATIONAL PURPOSES: You must respond to the questions, where are we?, Who we are, what do we want? and how we organize ourselves?
* School Curriculum Project (CCP), articulates the actions of the teaching team. It is based on five areas: training plan, organizational plan, guide plan, plan and project evaluation stage curriculum.
* RULES OF ORGANIZATION AND OPERATION (ROF): includes the set of rules governing the coexistence in the school. It has themes that address aspects basic school life: involving parents, teaching materials and resources, governance and democratic management of the center, fellowship, information and communication channels and relationships in the environment.
short-term and consists of:
* ANNUAL PLAN CENTER (PAC) is concrete action that has previously been referred to in the document for educational purposes, PCC and ROF.
* FINAL ANNUAL REPORT: to present the situational status of the organization accountable for how they have invested their resources, etc. The performance of the memory comprises:
• Preparation of instruments
· Collection
data • Analysis of data
• Approval and forwarding of memory
IMPORTANT IDEAS
1. The Center Project encompasses all documents the short and medium / long term.
2. Educational Aims of the medium to long term.
3. The PCC of medium / long term
4. The ROF of medium / long term
5. The Centre's Annual Plan document short plazo.La Final Annual Report as a document climax and short term.
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TOPIC 4: THE WORK OF TEACHERS AND STUDENTS. COORDINATION OF STUDENT TEACHERS AND GROUPING
Students can be grouped in several ways: vertical organization
* : throughout their entire education. It is divided into grades, levels or cycles. Their basic criterion is age. *
horizontal Organization: distribution and clustering of each phase of education. Homogeneous groups are given (classification according to criteria of similarity) and heterogeneous (classified according to similarities) and flexible groups (groups variables according to the task at hand and for a limited time). From this last we can say that has three modes: multi-level system, organization curriculum and projects and places of activities and workshops. The possibilities of this grouping are:
- Large group: over 40 students and informational activities.
- Group means: 10 to 16 students and activities, dialogues, etc.
- Small group: 3 to 7 students and research activities. 
SUMMARY
Teachers can be arranged by the working groups: cooperative work, interdisciplinarity and the importance of institutional autonomy. The assignment of teachers to the classrooms can be: rotating, specialization levels, periodic changes of level, alternative or limited rotation of expertise and specialization areas.
teacher coordination is formed by: * Teams
cycle: the teachers of each cycle to prepare, plan and evaluate the plan for this cycle.
* Guardians teacher teaching in the group to ensure the group in learning processes.
* Technical Coordinating Team teaching: director, head teacher, coordinator of the cycle, coordinator Team guidance and support.
Teachers can be arranged by the working groups: cooperative work, interdisciplinarity and the importance of institutional autonomy. The assignment of teachers to the classrooms can be: rotating, specialization levels, periodic changes of level, alternative or limited rotation of expertise and specialization areas.
teacher coordination is formed by: * Teams
cycle: the teachers of each cycle to prepare, plan and evaluate the plan for this cycle.
* Guardians teacher teaching in the group to ensure the group in learning processes.
* Technical Coordinating Team teaching: director, head teacher, coordinator of the cycle, coordinator Team guidance and support.
Students can be grouped in several ways: vertical organization
* : throughout their entire education. It is divided into grades, levels or cycles. Their basic criterion is age. *
horizontal Organization: distribution and clustering of each phase of education. Homogeneous groups are given (classification according to criteria of similarity) and heterogeneous (classified according to similarities) and flexible groups (groups variables according to the task at hand and for a limited time). From this last we can say that has three modes: multi-level system, organization curriculum and projects and places of activities and workshops. The possibilities of this grouping are:
- Large group: over 40 students and informational activities.
- Group means: 10 to 16 students and activities, dialogues, etc.
- Small group: 3 to 7 students and research activities.
- Single Subject: solo student reading activities, writing, etc.
IMPORTANT IDEAS
1. The faculty is organized according to the working groups.
2. The attachment of the classroom teacher can be for several reasons.
3. Teaching this coordination formed by the cycle team, tutors and technical coordination team teaching.
4. Students can be arranged vertically or horizontally.
5. Divides the vertical grouping in grades, levels or cycles, depending on age.
6. Horizontal clustering can be homogeneous or heterogeneous and flexible.
7. In the flexible group (horizontal) students can be organized according to the number involved.
IMPORTANT IDEAS
1. The faculty is organized according to the working groups.
2. The attachment of the classroom teacher can be for several reasons.
3. Teaching this coordination formed by the cycle team, tutors and technical coordination team teaching.
4. Students can be arranged vertically or horizontally.
5. Divides the vertical grouping in grades, levels or cycles, depending on age.
6. Horizontal clustering can be homogeneous or heterogeneous and flexible.
7. In the flexible group (horizontal) students can be organized according to the number involved.
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TOPIC 3: THE GOVERNMENT OF THE SCHOOLS AND SCHOOL PARTICIPATION PLANNING
IMPORTANT IDEAS 1. Center organizational structure derived from each of the laws. 
SUMMARY
The school's organizational structure is: Ø
GOVERNING BODIES: where are present management team, director (decision maker, solution conflict, etc), the Director of Studies (academic performance, coordinating teachers) and secretary (economic management, law, etc.) and the collegiate governing bodies, school council (the highest organ of participation in schools) and faculty (comprised of all teachers in the center). Ø
representative bodies are the associations of parents of students (AMPA) where they can participate actively and constitutional law. They also receive support from the administration. Ø
teaching coordination bodies: (I will discuss the following topic)
organizational areas that occur in a school with the following:
- coordination and management (unite wills
,...) - teaching and learning (to facilitate the process of acquiring knowledge
,...) - wing logistics support learning (improving and organizing tasks which was translated into the PC)
- administrative support to teaching (have current administration sector)
- school services (all services that may be offered to the student)
- the socio-familiar ( initiatives, has the center)
The basic structures of the school organizations are three:
* structures for the central government (the management team, school board and faculty). They act under the principles of collaboration and cooperation.
The school's organizational structure is: Ø
GOVERNING BODIES: where are present management team, director (decision maker, solution conflict, etc), the Director of Studies (academic performance, coordinating teachers) and secretary (economic management, law, etc.) and the collegiate governing bodies, school council (the highest organ of participation in schools) and faculty (comprised of all teachers in the center). Ø
representative bodies are the associations of parents of students (AMPA) where they can participate actively and constitutional law. They also receive support from the administration. Ø
teaching coordination bodies: (I will discuss the following topic)
organizational areas that occur in a school with the following:
- coordination and management (unite wills
,...) - teaching and learning (to facilitate the process of acquiring knowledge
,...) - wing logistics support learning (improving and organizing tasks which was translated into the PC)
- administrative support to teaching (have current administration sector)
- school services (all services that may be offered to the student)
- the socio-familiar ( initiatives, has the center)
The basic structures of the school organizations are three:
* structures for the central government (the management team, school board and faculty). They act under the principles of collaboration and cooperation.
* structures for the work of teachers (teaching coordination bodies).
* structures for student work (space, time and grouping). Determine the learning and training of students.
act in a school three types of arrangements: the pedagogical, organizational and economic.
* structures for student work (space, time and grouping). Determine the learning and training of students.
act in a school three types of arrangements: the pedagogical, organizational and economic.
IMPORTANT IDEAS 1. Center organizational structure derived from each of the laws.
2. Government bodies including the center director, head teacher, secretary, faculty and school board.
3. There associations of mothers and mothers (AMPA) to participate in the center.
4. In a school there are areas for organizational functioning.
5. There is a government that essentially guides and directs and management (pedagogical, organizational and economic) to achieve specific goals.
6. Centers managers as leaders promote mechanisms to open spaces for participation in the educational community, etc.
3. There associations of mothers and mothers (AMPA) to participate in the center.
4. In a school there are areas for organizational functioning.
5. There is a government that essentially guides and directs and management (pedagogical, organizational and economic) to achieve specific goals.
6. Centers managers as leaders promote mechanisms to open spaces for participation in the educational community, etc.
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The process of taking the proposition plan thematic units, projects and places of interest for meaningful learning.
Here is a summary of the theoretical part of the book of same title published by the teacher Maria del Carmen Curti (Aula, Montevideo, 1999).
for updates on the planning field is first necessary to agree on the concept of planning that we will manage.
Teachers say "I do not plan." But in reality always planned. Surely what these teachers do not do is write what they will do in the classroom.
¨: think and write the product of our mental development.
The questions it answers the schedule:
1) what to teach,
2) how to teach
3) when to teach and
4) what, when and how to evaluate.
1) What to teach.
teach to define what we will consider 2 aspects: the objectives and content.
The objectives underpinning our idea of \u200b\u200bhow learning children, the role of the teacher and the content features that we want the child to learn.
In traditional schools, they prefer the content, and the child was seen as a passive recipient.
The teacher's role was the transmitter, should translate the knowledge he had and make sure the children will remember. Model (normative).
In the early twentieth century movement emerged "new school", which focused on motivating the child to perform activities and interested in school work. Model (incentive).
Today we que el conocimiento no se trasmite, sino que cada individuo lo construye por sí mismo a través de sucesivas aproximaciones en las cuales el error constituye una etapa positiva del aprendizaje. (Modelo aproximativo).
En los contenidos, tengamos en cuenta que la misión de la escuela es trasmitir saberes sociales (conocimientos que son válidos para una sociedad determinada en un momento determinado). Aunque es imposible que los niños puedan adquirir la totalidad del conocimiento social, por lo que la escuela a través del currículo oficial selecciona aquellos contenidos que considera pertinentes, y luego los maestros realizamos nuevos cortes y adaptaciones para adaptar ese currículo a la realidad de nuestra escuela y nuestro grupo particular. Además, cuando el conocimiento llega al niño sufrió una serie de transformaciones, en las cuales también intervienen los libros de texto como mediadores, que lo convirtieron de conocimiento científico en conocimiento enseñable. (Transposición didáctica).
Los contenidos pueden ser de 3 tipos:
Conceptuales (se trasmite información)
Procedimentales (desarrollo de capacidades y destrezas que queremos que el niño adquiera
Actitudinales (discusión, confrontación y transformación de actitudes y valores).
2) cómo y cuándo teaching.
The learning process of concepts developed through the need to resolve problems or answer questions. The teacher must pay constant attention to the answers, to constantly evaluate and reformulate their own proposals. In proposing a conflict or problem should be noted that the child has the tools to address it, although they are not the most appropriate, but the problem should be an insurmountable challenge in comparison with other children or with the help of the teacher. As Vygotsky says, what a child learns to do with others eventually learn to do it alone, if you take the time and opportunity to achieve it.
The previous knowledge of the child should be taken as a starting point to expand and deepen knowledge: proposals should not be so simple that only reaffirm.
Content must be related to other disciplinary content, so as to bring the child to the complexity of reality.
The learning process is more related procedures repetition of activities to develop certain skills.
The learning process of attitudes is based on confrontation and group discussion.
* The emerging.
topics are displayed in the classroom without that we have planned, by events, breaking news, etc.. Deserve the same attention as any curriculum content, by the interest aroused in the child. Before its inception, the teacher should consider what conceptual, procedural and attitudinal can address some of them.
* Lines cross.
are the issues of such a size are present in each grade in each school of interest, in each teaching unit. They are so called precisely because they travel throughout the curriculum and not be exhausted when treated in a module.
Examples: the preservation of the environment, health, critical consumption, human rights. Organize
units or projects on these issues is good, but not enough to exhaust them, will be present in the full range of content addressed in the classroom.
3) What, when and how to evaluate.
most important thing is not to be confused with other aspects of assessment that are derived from assessments such as grades or promotion. We have 3 time points: initial, formative and summative.
Initial assessment will be credited at the beginning of a new phase of learning, consulting and interpreting the history student's school or group, recording and interpreting answers and compoertamientos to questions and new situations. It allows us to find out what are the children's previous knowledge, attitudes, skills and potential. Formative evaluation
It takes place during the teaching process, to identify successes and challenges we are encountering. It is self-correcting, its function is to reformulate the proposals of the same teacher from the results. We consider the most valuable from the point of view of constructivist. Summative
is the most points of contact is with the traditional evaluation, as far as proposing a cut in the learning process. Serving the degree of fulfillment of objectives. It refers to the significance and functionality (usability) of the learning achieved, not only to verify that accrue.
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ORGANIZATION
The chart is a simplified graphical representation, in whole or in part, the structure of an organization, in terms of units, departments, sectors or jobs and relationships between them. Show the departmentalization of company, ie homogeneous tasks are grouped under logical criteria and in order to achieve better results overall.
Unlike operational wheel, which is the same for any type and size of company, organization charts grow as does the organization. However, adding or reducing squares in the chart are not effective ways to restructure a company if the employer does not have a clear idea of \u200b\u200bthe requirements to be met by the structure of your organization or not successfully transmitted subordinates.
Unlike operational wheel, which is the same for any type and size of company, organization charts grow as does the organization. However, adding or reducing squares in the chart are not effective ways to restructure a company if the employer does not have a clear idea of \u200b\u200bthe requirements to be met by the structure of your organization or not successfully transmitted subordinates.
grouping criteria
Departmentalization : clustering of activities of the organization units, areas or departments under logical criteria in order to obtain better results as a whole (developed from the base of the pyramid on top).
Delegation: The process by which a person gives one or more tasks to another person or unit giving all means for the accomplishment of this task, however, be delegated the task is still responsible for her face superiors. Decentralization
: delegation and diffusion of power to make decisions on different parts of the organization, therefore, not only gave the task but delegating the power to make decisions and responsibility on them.
Decentralized Organization
Faster decision making
Training employees accustomed to making decisions
Best internal climate derived from a high level of participation
Organization Centralized
Increased focus on organizational goal
Increased solving tasks problems
more structured system of management intermediate facility coordination
The departmentalization by function, one of the most widely used, has the advantage of specialization but tends to be compartmentalized as the various sectors interested in the work of others. Therefore currently using a purpose or object separation and thereafter implementing departmentalization by function.
For the development and implementation of an organization is essential that superior authority to delegate tasks to the lower. This delegation of tasks and authority to execute may be accompanied by the power to make decisions which are achieved greater decentralization of the organization. Despite this, the responsibility for the delegated task is left to the person delegated.
The departmentalization and decentralization
horizontal differentiation: there is much difference between the units of the same level, structures are usually born fragmented and each sector has a distinctly different culture and lose sight of the general idea of \u200b\u200bthe organization.
vertical differentiation: there are many hierarchical levels, currently being used as flatter structures otherwise communication is difficult, generates bureaucracy and make it difficult decisions faster.
The ideal of an organization is to have a low level of vertical and horizontal differentiation, which can only be achieved through structural integration that allows ...
- establishment of an integrated pattern of behavior unified action to guide the entire organization
- interareas controls contribute to coordination
- similar patterns with clear lines of formal authority
- management information system that does not require too many levels
- formation of committees, working group for a specific purpose, with employees from different areas.
organizational analysis
front of a chart can make three processes of analysis ... Structural Diagnosis
: analysis by area specifying the shortcomings of each, the departments that do not correspond to other areas with the reasons and indicating the approach of departmentalization. SWOT
: analysis of the strengths and weaknesses Company and the opportunities and threats from the environment
Recommendations: Suggestions for better performance.
EXAMPLE SCHOOL ORGANISATION:
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ORGANIZATION IN SCHOOL IN SCHOOL ORGANIZATION
The School a Organization for Education
Sometimes there is disagreement among members of a social organization around their goals and performance standards of its members, resulting in wide variability in the conduct of members and the organization's objectives. However, ensuring the effective functioning of the organization is relative stability in their objectives and conduct of its members.
A social perspective of education includes a look at social organizations serving the role (role) of its members, the rules prescribing such behaviors and values \u200b\u200bon which those standards are based (Katz and Kahn, 1966).
The school as an organization is characterized by: • Purpose and mission
• Hierarchical structure: roles system
• Subsystems
• Communication • Conflict
• Motivational Patterns
• Organisational culture: values, norms and roles
The role structure is made up of teachers, students, administrators and staff and service. These roles are assigned tasks that are considered to contribute to achieving the mission of the organization of schools: educating students and remain functional organization.
norms and values \u200b\u200bof the school integrate the various roles that the philosophy underlying the organization in relation to their tasks.
Despite the common features of any other social organization, the College has another distinguishing it as:
* The complex nature of the objectives are not sufficiently precise and measurable.
* When School aims to prepare for life, or the development of students and this is reflected in the goals levels and degrees of education, not clearly described the teacher's everyday behavior, its contribution to achieving that objective. Also you can not measure the success of the teacher in fulfilling its role as not only depend on their performance but represents a collective effort involving many people, other teachers, support staff to teaching and administrative service with different educational qualifications.
variability learning motivation of students to enter school.
is expressed in students with low motivation of this disruptive behavior inside and outside the classroom, in compliance unsystematic teaching assignments in the execution or extracurricular activities, participation in formal school life in contrast with the more motivated students to the study expressed satisfaction with the performance of tasks and school activities and the process itself learn. Parents and teachers call for children and young people to strive in the present for the future that still is not satisfied in their subjectivity and is expected to self-regulate their behavior, but they succeed or with external regulators (demands of adults) show little interest and become source of conflict.
performance relative invisibility of the role of teacher. It is noted that although achieving the objectives of the contest required the efforts of many, not enough interdependence among teachers, the quality of performance of a teacher does not affect (apparently) directly with the proper performance of other professional teachers. Some speak of "each teacher has his little book", others refer to it in the classroom what happens is solely up to the teacher and students and even some teachers who expressed his students, "that does not speak ". Fortunately, this is the exception not the rule. However, we draw attention to the school organization does not encourage anything that might that interdependence but, at present in our country are being created what conditions. From the above, it could explain a routine behavior, little creative teacher in the classroom alone monotonously repeated year after year the same classes with professional impoverishment and the negative effect on students.
The compulsory schooling.
not entering school or continuing in it for a personal decision of students. Parents prepare their children for this moment, in some cases not enough due to lack of guidance for action in this direction, and over the years of schooling, not always the activity of study is located at the top of the hierarchy motivation, however, the student attends class, studies and travels through various levels of education.
activities, events, events that occur in the School are evaluated by teachers, principals, students, parents and society.
activity study is one of the activities of school leadership development, adolescent and youth. The assessment of others and of himself dependent on individual progress. The success or failure rates of children's assessment of an authority figure like the teacher about the success or failure affects the child's school relations with parents; in position in the peer group and their self-worth.
The activity of the teacher also is evaluated by management and in recent years has incorporated the views of students in the formal evaluation.
Meanwhile, parents and society as a whole make judgments of value the quality of the management of the institution and teachers.
The school makes an assessment institution and evaluated by the company by the experts and the general population in terms of fulfillment of expectations around performance have all.
What is the importance of the domain of the distinctiveness of the school as an institution to the work of psychologist?
Consider these features allow a more comprehensive approach of the school reality, understanding their problems and make choices work for school intervention.
Lets not pass the threshold of the school in the dark but familiar with the specific characteristics that might facilitate the understanding of the successes, conflicts, problems that occur in it. Also note these characteristics influence in deciding which areas to make the diagnosis. By adopting the intervention strategy in solving problems. In short, places the specialist in the institutional context to understand their impacts on individual subjectivity and group of school protagonists of the plot.
Moreover, understanding the school as a labor organization and institution promotes the understanding of school events, aware of the organizational factors of social context, organizational climate, roles and expectations, personal characteristics, motivation and needs of both faculty and students.
The answer to the questions listed below to guide psychologists in their actions at school: What are the characteristics of the community in which the school is located? Culture population of which comes from both staff and students? Does the school size and its effect on student participation in school activities and extracurricular activities? inter lay eyes on the school organization. 
The School a Organization for Education The school represents a particular type of social system organization
All attempts to achieve two main social goals: achieve their goals and stay on time. It is based on the attitudes, perceptions, beliefs, motivations and expectations of people. Later we will see how it works in schools are characterized by attitudes and beliefs of teachers, principals, students and support staff.
All attempts to achieve two main social goals: achieve their goals and stay on time. It is based on the attitudes, perceptions, beliefs, motivations and expectations of people. Later we will see how it works in schools are characterized by attitudes and beliefs of teachers, principals, students and support staff.
Sometimes there is disagreement among members of a social organization around their goals and performance standards of its members, resulting in wide variability in the conduct of members and the organization's objectives. However, ensuring the effective functioning of the organization is relative stability in their objectives and conduct of its members.
A social perspective of education includes a look at social organizations serving the role (role) of its members, the rules prescribing such behaviors and values \u200b\u200bon which those standards are based (Katz and Kahn, 1966).
The school as an organization is characterized by: • Purpose and mission
• Hierarchical structure: roles system
• Subsystems
• Communication • Conflict
• Motivational Patterns
• Organisational culture: values, norms and roles
The role structure is made up of teachers, students, administrators and staff and service. These roles are assigned tasks that are considered to contribute to achieving the mission of the organization of schools: educating students and remain functional organization.
norms and values \u200b\u200bof the school integrate the various roles that the philosophy underlying the organization in relation to their tasks.
Despite the common features of any other social organization, the College has another distinguishing it as:
* The complex nature of the objectives are not sufficiently precise and measurable.
* When School aims to prepare for life, or the development of students and this is reflected in the goals levels and degrees of education, not clearly described the teacher's everyday behavior, its contribution to achieving that objective. Also you can not measure the success of the teacher in fulfilling its role as not only depend on their performance but represents a collective effort involving many people, other teachers, support staff to teaching and administrative service with different educational qualifications.
variability learning motivation of students to enter school.
is expressed in students with low motivation of this disruptive behavior inside and outside the classroom, in compliance unsystematic teaching assignments in the execution or extracurricular activities, participation in formal school life in contrast with the more motivated students to the study expressed satisfaction with the performance of tasks and school activities and the process itself learn. Parents and teachers call for children and young people to strive in the present for the future that still is not satisfied in their subjectivity and is expected to self-regulate their behavior, but they succeed or with external regulators (demands of adults) show little interest and become source of conflict.
performance relative invisibility of the role of teacher. It is noted that although achieving the objectives of the contest required the efforts of many, not enough interdependence among teachers, the quality of performance of a teacher does not affect (apparently) directly with the proper performance of other professional teachers. Some speak of "each teacher has his little book", others refer to it in the classroom what happens is solely up to the teacher and students and even some teachers who expressed his students, "that does not speak ". Fortunately, this is the exception not the rule. However, we draw attention to the school organization does not encourage anything that might that interdependence but, at present in our country are being created what conditions. From the above, it could explain a routine behavior, little creative teacher in the classroom alone monotonously repeated year after year the same classes with professional impoverishment and the negative effect on students.
The compulsory schooling.
not entering school or continuing in it for a personal decision of students. Parents prepare their children for this moment, in some cases not enough due to lack of guidance for action in this direction, and over the years of schooling, not always the activity of study is located at the top of the hierarchy motivation, however, the student attends class, studies and travels through various levels of education.
activities, events, events that occur in the School are evaluated by teachers, principals, students, parents and society.
activity study is one of the activities of school leadership development, adolescent and youth. The assessment of others and of himself dependent on individual progress. The success or failure rates of children's assessment of an authority figure like the teacher about the success or failure affects the child's school relations with parents; in position in the peer group and their self-worth.
The activity of the teacher also is evaluated by management and in recent years has incorporated the views of students in the formal evaluation.
Meanwhile, parents and society as a whole make judgments of value the quality of the management of the institution and teachers.
The school makes an assessment institution and evaluated by the company by the experts and the general population in terms of fulfillment of expectations around performance have all.
What is the importance of the domain of the distinctiveness of the school as an institution to the work of psychologist?
Consider these features allow a more comprehensive approach of the school reality, understanding their problems and make choices work for school intervention.
Lets not pass the threshold of the school in the dark but familiar with the specific characteristics that might facilitate the understanding of the successes, conflicts, problems that occur in it. Also note these characteristics influence in deciding which areas to make the diagnosis. By adopting the intervention strategy in solving problems. In short, places the specialist in the institutional context to understand their impacts on individual subjectivity and group of school protagonists of the plot.
Moreover, understanding the school as a labor organization and institution promotes the understanding of school events, aware of the organizational factors of social context, organizational climate, roles and expectations, personal characteristics, motivation and needs of both faculty and students.
The answer to the questions listed below to guide psychologists in their actions at school: What are the characteristics of the community in which the school is located? Culture population of which comes from both staff and students? Does the school size and its effect on student participation in school activities and extracurricular activities? inter lay eyes on the school organization.
Tuesday, November 6, 2007
Duck Billed Platypus Dealers
Role 707: inapplicable on the grounds not alleged, consisting of arbitrariness resulting from the possible application of DL 2695. Action
role in ruling in 707, the Constitutional Court rules on an inapplicable requirement referred to it by the Supreme Court on the occasion of the orders on appeal al rol N° 54.187-96 del Primer Juzgado Civil de Coronel, Forestal Mininco con Luis Méndez Faúndez, acción reivindicatoria. En dichos autos incide la aplicación del D.L. Nº 2695 de 1979, respecto del cual la Corte expresa, según la parte expositiva de la sentencia del TC “que en la causa ...(en la cual) ...se impugnan, entre otros, los artículos 15 y 16 del Decreto Ley N° 2695 (...) se debatió respecto de la eventual incompatibilidad de las normas citadas del Decreto Ley aludido con el artículo 19 N° 24 de la Constitución Política, entendiendo que su aplicación puede resultar decisiva en la resolución del recurso de casación que esa Corte conoce.” El origen de la duda the Court continued, "is based on the jurisprudence of this Court's opinion that articles 15 and 16 of Decree Law in question, (...) could affect the constitutional guarantee of property rights." According to the court, nobody could be deprived of his possessions except in the manner established in the Constitution itself, so that in the instant case "may appear meager and diverse normal deadlines set by the legislator, for what could be in the presence of a contradiction with Article 19 N ° 24 of the Constitution. " In short: the Supreme Court requires the Constitutional Court to rule on the applicability to the case you know, the arts. 15 and 16 of DL 2695, finding that the terms set out therein, for short, could constitute a deprivation of property contrary to the regulations of the Constitution. The Court welcomes the requirement on the grounds that the challenged provisions would be unconstitutional as applied to the case for going against the prohibition of arbitrary discrimination, noting, in the only paragraph of its statement that underlying this statement (13 º) the following: "That even in the abstract, as has been said, the process of cleaning up the domain of small rural and urban property regulated by Articles 15 and 16 of Decree Law No. 2695, 1979, appears as a special mode of acquiring ownership legally established and has a reasonable cause which makes specialty versus general rules for possession and ownership of real estate of the Civil Code, which might be involving unconstitutional deprivation of property, in its specific application to the case before it today the First Chamber of the Supreme Court is contrary to the Constitution, it would resolve a dispute over possession and ownership of rural real estate in accordance with legal requirements, the Articles 15 and 16 of Decree Law No. 2695, 1979 - Miscellaneous general provisions contained in the Civil Code, without, in the opinion of the Court, concur in the kind of reasons justifying the application of those special rules, which, should be used, would constitute an arbitrary difference and could lead to an unconstitutional deprivation of property . '(Emphasis mine)
dissenting vote, the minister Correa Sutil, contains an extensive argument to rule against the injunction and declare the provisions consulted. Its grounds, which are spread over a third of the preamble to the sentence, can be summarized as follows:
a) the order of CS and of the parties, only has referred to the possible unconstitutionality of the contested provisions under an injury to Article 19 No. 24 (and not the art. 19 No. 2 which is behind the failure of the TC) and may not qualify the requirement for a service not invoked in respect of which, if considered, should have listened to the parties
b) that the challenged provisions of Decree 2695 does not violate either in abstract or applied to this case, the right to property enshrined in Article 19 paragraph 24 of the Constitution, as are a manifestation of the prerogative of the legislature to regulate the field and contain at least one procedure that allows the concerned to defend their rights. "Within a year to avoid the registered holder to acquire new prescription, which is shorter than the general term of the Civil Code can not be estimated so short that prevents the former registered holder to enforce their rights. The legislature, empowered by the settlor to establish the means of acquiring the property, justified such a difference and as soon as the statute of limitations, on grounds of equity and social development that give it justification and reasonableness, such as transcribed in the tenth recital of the ruling. "
c) that the challenged provisions are not contrary to the Constitution in solving conflicts between ownership and property, thus providing a way to provide certainty to the domain: "What the mechanism does not lead to contested property disputes, but resolve them in favor of the holder who has benefited from the mechanism established by Decree Law"
d) in the absence of allegations of the parties on the vice of arbitrary distinction not reach a conviction that "in this particular case and the benefit of one of them, involving social goals away from pursuing this regulatory body, which considers constitutionally legitimate, and cause thereby against the other party dispute rule, a discrimination that has an arbitrary character, as required by a declaration of unenforceability.
This ruling raises questions interest. What procedural treatment should receive high requirement inapplicable by the parties or the court in the cases of art. I. 93 I No. 6 CPR? Is not this a procedural claim that annotates or delimit the jurisdiction of the court pursuant to the constitutional expression "matter" is subject to their knowledge (art. 93 i. XI "the question may be raised"?) How to implement the provisions of art. 3 of the Constitutional Organic Law of the Constitutional Court, which refers to exercise its jurisdiction at the request of national (constitutional) interested? One way of understanding this is that the court did not clearly understand linked the requirement inapplicable to the cause of action (the alleged defect.) How do you deal, then the prohibition of ex officio action if the Court means enabled for search-and-find no constitutional defects raised by the parties, or doubtful in the concept of requesting court? Or better how the court retains his impartiality when he himself is responsible for raising a complaint of unconstitutionality to the implementation of a law, criticism that has not even affected part in the respective instance?
Another interesting issue is the structure of the argument on the basis of an arbitrary application, used by the Court, noting that the application of DL 2695 would resolve a conflict: " without, in the opinion of the Court, concur in the kind of reasons justifying the application of those special rules, which, if it is used, would constitute an arbitrary difference and could lead to an unconstitutional deprivation of property . "(Emphasis continues to be mine) According to the doctrine of deference to the legislature recommended by the Court itself seems more likely that is required to justify or identify how, in this case, the application of the provision could be arbitrary, rather than requiring the reasons to show that its application is not arbitrary, especially when, as is apparent from its decision, the Court did not give the bodies concerned and the parties an opportunity to rule on this point, which otherwise could not have foreseen prior to the issuance of the ruling.
In closing, one last question: for whom and in what sense, can be considered arbitrary application of the provision to the case sublite, host to a possible deprivation of property? The ruling does not say: but Shall have said it, because the answer to this question is anything but obvious. 
role in ruling in 707, the Constitutional Court rules on an inapplicable requirement referred to it by the Supreme Court on the occasion of the orders on appeal al rol N° 54.187-96 del Primer Juzgado Civil de Coronel, Forestal Mininco con Luis Méndez Faúndez, acción reivindicatoria. En dichos autos incide la aplicación del D.L. Nº 2695 de 1979, respecto del cual la Corte expresa, según la parte expositiva de la sentencia del TC “que en la causa ...(en la cual) ...se impugnan, entre otros, los artículos 15 y 16 del Decreto Ley N° 2695 (...) se debatió respecto de la eventual incompatibilidad de las normas citadas del Decreto Ley aludido con el artículo 19 N° 24 de la Constitución Política, entendiendo que su aplicación puede resultar decisiva en la resolución del recurso de casación que esa Corte conoce.” El origen de la duda the Court continued, "is based on the jurisprudence of this Court's opinion that articles 15 and 16 of Decree Law in question, (...) could affect the constitutional guarantee of property rights." According to the court, nobody could be deprived of his possessions except in the manner established in the Constitution itself, so that in the instant case "may appear meager and diverse normal deadlines set by the legislator, for what could be in the presence of a contradiction with Article 19 N ° 24 of the Constitution. " In short: the Supreme Court requires the Constitutional Court to rule on the applicability to the case you know, the arts. 15 and 16 of DL 2695, finding that the terms set out therein, for short, could constitute a deprivation of property contrary to the regulations of the Constitution. The Court welcomes the requirement on the grounds that the challenged provisions would be unconstitutional as applied to the case for going against the prohibition of arbitrary discrimination, noting, in the only paragraph of its statement that underlying this statement (13 º) the following: "That even in the abstract, as has been said, the process of cleaning up the domain of small rural and urban property regulated by Articles 15 and 16 of Decree Law No. 2695, 1979, appears as a special mode of acquiring ownership legally established and has a reasonable cause which makes specialty versus general rules for possession and ownership of real estate of the Civil Code, which might be involving unconstitutional deprivation of property, in its specific application to the case before it today the First Chamber of the Supreme Court is contrary to the Constitution, it would resolve a dispute over possession and ownership of rural real estate in accordance with legal requirements, the Articles 15 and 16 of Decree Law No. 2695, 1979 - Miscellaneous general provisions contained in the Civil Code, without, in the opinion of the Court, concur in the kind of reasons justifying the application of those special rules, which, should be used, would constitute an arbitrary difference and could lead to an unconstitutional deprivation of property . '(Emphasis mine)
dissenting vote, the minister Correa Sutil, contains an extensive argument to rule against the injunction and declare the provisions consulted. Its grounds, which are spread over a third of the preamble to the sentence, can be summarized as follows:
a) the order of CS and of the parties, only has referred to the possible unconstitutionality of the contested provisions under an injury to Article 19 No. 24 (and not the art. 19 No. 2 which is behind the failure of the TC) and may not qualify the requirement for a service not invoked in respect of which, if considered, should have listened to the parties
b) that the challenged provisions of Decree 2695 does not violate either in abstract or applied to this case, the right to property enshrined in Article 19 paragraph 24 of the Constitution, as are a manifestation of the prerogative of the legislature to regulate the field and contain at least one procedure that allows the concerned to defend their rights. "Within a year to avoid the registered holder to acquire new prescription, which is shorter than the general term of the Civil Code can not be estimated so short that prevents the former registered holder to enforce their rights. The legislature, empowered by the settlor to establish the means of acquiring the property, justified such a difference and as soon as the statute of limitations, on grounds of equity and social development that give it justification and reasonableness, such as transcribed in the tenth recital of the ruling. "
c) that the challenged provisions are not contrary to the Constitution in solving conflicts between ownership and property, thus providing a way to provide certainty to the domain: "What the mechanism does not lead to contested property disputes, but resolve them in favor of the holder who has benefited from the mechanism established by Decree Law"
d) in the absence of allegations of the parties on the vice of arbitrary distinction not reach a conviction that "in this particular case and the benefit of one of them, involving social goals away from pursuing this regulatory body, which considers constitutionally legitimate, and cause thereby against the other party dispute rule, a discrimination that has an arbitrary character, as required by a declaration of unenforceability.
This ruling raises questions interest. What procedural treatment should receive high requirement inapplicable by the parties or the court in the cases of art. I. 93 I No. 6 CPR? Is not this a procedural claim that annotates or delimit the jurisdiction of the court pursuant to the constitutional expression "matter" is subject to their knowledge (art. 93 i. XI "the question may be raised"?) How to implement the provisions of art. 3 of the Constitutional Organic Law of the Constitutional Court, which refers to exercise its jurisdiction at the request of national (constitutional) interested? One way of understanding this is that the court did not clearly understand linked the requirement inapplicable to the cause of action (the alleged defect.) How do you deal, then the prohibition of ex officio action if the Court means enabled for search-and-find no constitutional defects raised by the parties, or doubtful in the concept of requesting court? Or better how the court retains his impartiality when he himself is responsible for raising a complaint of unconstitutionality to the implementation of a law, criticism that has not even affected part in the respective instance?
Another interesting issue is the structure of the argument on the basis of an arbitrary application, used by the Court, noting that the application of DL 2695 would resolve a conflict: " without, in the opinion of the Court, concur in the kind of reasons justifying the application of those special rules, which, if it is used, would constitute an arbitrary difference and could lead to an unconstitutional deprivation of property . "(Emphasis continues to be mine) According to the doctrine of deference to the legislature recommended by the Court itself seems more likely that is required to justify or identify how, in this case, the application of the provision could be arbitrary, rather than requiring the reasons to show that its application is not arbitrary, especially when, as is apparent from its decision, the Court did not give the bodies concerned and the parties an opportunity to rule on this point, which otherwise could not have foreseen prior to the issuance of the ruling.
In closing, one last question: for whom and in what sense, can be considered arbitrary application of the provision to the case sublite, host to a possible deprivation of property? The ruling does not say: but Shall have said it, because the answer to this question is anything but obvious.
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