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Am I going to continue to accompany David Ugarte? Emilio Calatayud

Come to think differently, in educational organizations can be given these circumstances:

1 º Driven by technological change, the shape of the network in transmitting information is changing. Is this changing the way we relate in educational organizations?

2 º If the structure of the information, and therefore can-taken until now is "decentralized," with powers "hierarchical" and institutions and persons with "power filter, and Internet technologies to empower her to take ever more a "distributed" in which anyone can potentially find, recognize and communicate with anyone. Will they be able to establish relationships with other schools, teachers, innovation projects, etc. Who knows ?...¿ is distributive leadership?

3 º distributed This world is giving birth to a media image and likeness: the blogosphere, the online toolkit for publication and personal communication. Are the educational community blogosphere?

4 º Overall, this media can, in growing parts of the globe and not just more dramatically in most developed countries, change the public agenda, raising the topic of social debate issues that traditional media do not address or filter. A blog is not half, but the set of blogs is. Does this mean I can change the teaching-learning processes in educational organizations, thanks to technology?

5 º The cyber is a strategy to form temporary coalitions of people, using tools that network, generate sufficient critical mass of information and debate for this debate transcends the blogosphere and out into the street or a noticeable change the behavior of large numbers of people. Is this idea that society has been like, for example, protests over the war in Iraq, are transposed to the educational organizations?

6 º In such a world, all-business, social activists and, in general, anyone who wants to spread an idea as widely as possible, are doomed to cyber, ie to report thinking about the way in which other relay your idea to others who, in turn, will do the same with others in a chain as large as possible.

All this and more is on the book by David Ugarte. "The power of networks." And continued ...

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: "WHY NOT LOOK FACHE, PARENTS NOT PURSUING"

"I have 51 years.'m Manchego Albaicín: I was born in Ciudad Real and 23 years who live in Granada.'m juvenile judge. I am married and I have two sons, Emilio (21) and Alba (15). Politics? Maverick! I believe in God, am a practicing Catholic bit. "Hobby?" Do nothing, and rest. "

Recommendations of Mr Justice Juvenile Granada to form a criminal:

1: Start from children giving your child everything he wants. Thus a growing conviction that the world belongs to him.

2: not worry about ethics or spiritual education. Wait come of age so you can decide freely.

3: When I say bad words, ríaselas. This will encourage him to make things funny.

4: not scold him or tell him something is wrong he does. Could create guilt complexes.

5: Pick up everything he leaves lying books, shoes, clothes, toys. So get used to bear the responsibility on others.

6: Let read everything that falls into their hands. Make sure that your dishes, cutlery and glasses are sterile, but your mind is full of garbage.

7: Tiff often with your spouse in the presence of the child and he did not hurt too much the day the family, perhaps for their own behavior, is shattered forever.

8: Give all the money you want to spend. Do not go to suspect that it is necessary to have the same work.

9: Satisfy all your wishes, desires, comforts and pleasures. The sacrifice and austerity could lead to frustration.

10: Put your hand in any dispute you have with your teachers and neighbors. Think they all have prejudices against his son and I really want to annoy.

Lectures (I)




Lectures (II)





"I sentence you to draw a comic book
error Henry was driving his motorcycle without insurance required by streets of Granada. Occurred in August 2002. Just one year later, the young accept the ruling of Judge Emilio Calatayud: spend 50 hours telling vignettes, his passion, the history of the facts and make a couple of visits to the hospital's trauma facility in Granada. The judge not only the teen tried to demonstrate their creative abilities. Also, that "reflect on the outrage that is driving without insurance." The result was satisfactory to all, was a comic of 15 pages. And Andrew, and insurance.

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COEXISTENCE AND COUNCIL COMMITTEE ON SCHOOL BULLYING

School Board Powers

The School Council has the following functions:

• make proposals to the management team on the Center's annual programming and approve the educational project without prejudice to the powers of the faculty. in relation to planning and educational organization.
• reporting. at the request of the competent authority on the operation of the center and on those aspects related to the activity itself.
• participate in the process of admitting students and ensuring that is made subject to the provisions of this Act and regulations that develop it.
• approve the internal regulations of the center.
• know the resolution of disciplinary conflicts and the imposition of sanctions and ensure that they comply with current regulations.
• approve the draft de presupuesto del centro y su liquidación.
• Promover la conservación y renovación de las instalaciones y equipo escolar.
• Proponer las directrices para la colaboración, con fines educativos y culturales, con otros centros, entidades y organismos.
• Analizar y valorar el funcionamiento general del centro, la evolución del rendimiento escolar y los resultados de la evaluación que del centro realice la Administración educativa.
  Ser informado de la propuesta a la Administración educativa del nombramiento y cese de los miembros del equipo directivo.
• Propose measures and initiatives to promote coexistence in the center.
• Any other powers conferred by the Education Authority.

The Committee on School Council coexistence

1. The School Board shall ensure the proper enforcement of rights and duties of students. To facilitate this task, it shall set up a Commission of living, consisting of the Director, who shall be chairman, the Director of Studies, a teacher, a student and a parent, elected by and from among the representatives of each sector on the School Council.
2. The Director may require the intervention of the Commission of coexistence of the School Board to issue its opinion on the prevention and conflict resolution.
3. The Commission may resort to other members or professionals who specialize in educational services, such as, among others, the departments of counseling and educational psychology teams, where the nature of the action taken so requires.
4. action patterns coexistence of the Committee shall be established in the Rules of Procedure.

Functions of the Commission of coexistence
The functions of the Commission for coexistence are:
a) channel the efforts of all the educational community sectors represented on the School Council to improve coexistence, mutual respect and tolerance in schools.
b) coordinate the Plan of school life and develop initiatives that promote the integration of all students.
c) Propose School Board to consider appropriate measures to improve relationships at the center.
d) To report to the full School Board at least twice during the course of the action taken and results achieved.
e) Any other functions as may be conferred by the School Board, concerning knowledge of conflict resolution.

operating regime and meetings .
1. Ordinarily the Coexistence Committee will meet at the beginning and end of the year and extraordinary meetings when necessary or when requested by the Senate or the School Board.
2. Meetings of the commission Minutes for the youngest member of the same bearing the approval of the Chairman of the Board of Education.

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DEFINITION:

The word "bullying" is used to describe various types of unwanted behaviors in children and adolescents, ranging from such practical jokes, ignoring or stop deliberately ignoring someone, personal attacks, and even serious abuses. Sometimes it is an individual who makes the "bullying", or a group (gang). The most important thing is not action itself but the effects it produces among its victims.

bullyng FIGURES.

Almost 6% of English students have lived in their own flesh the phenomenon known as "bullying" school which turns some victims of their own colleagues.

• 90%
  witness such behavior in your environment,
• 30% have participated at some time either as victim or perpetrator
• Between 25 and 30% of undergraduate students of ESO claims to have once been the victim of aggression
• 5.6%
  actor or patient is a systematic intimidation
• The 34.6% of students recognized that it would not seek advice from your teacher if you are in a situation of violence
• Only 1 in 3 of those who suffer are able to report it (33%)
• 37% believed that not strike back makes them cowards.
• 40% of psychiatric patients was the victim of a "bully" in school

Now to see what are the characteristics of bullying and Bullying:

must exist a helpless victim attacked by a bully or group of thugs,
presence of unequal power (power imbalance), among the strongest and weakest. It is an unequal situation of helplessness of the victim,
Existence of repeated aggressive action over a long period of time and recurring basis.
The attack on the victim creates the expectation of being targeted again.
Bullying refers to specific subjects, never group.
Bullying can be practiced alone or in groups.

Types of Bullying

we talk about different types of bullying, they often appear several types simultaneously.

• Physical: pushing, kicking, assault with objects, etc. ... It occurs more frequently in primary than in secondary.
• Verbal is the most common. Mainly insults and nicknames, too slurs in public, highlighting physical defects, ...
• Psychological: undermine the individual's self-esteem and foster their sense of fear.
• Social : attempts to isolate the young of other group members and classmates.

's psychosocial
Through various studies and investigations, it has been possible to identify psychological profiles of those involved in bullying:
1. Aggressor: Abusers come in all all shapes and sizes. Some are bigger or higher than the others. Some get into trouble often. Some are young folk who seem to "have it all", with lots of friends and good grades. But look inside your mind and find something we all have in common: something or someone makes you feel insecure, so they brag and pleasing, to feel better themselves.

2. Now to describe the profile of the victim :
How is the victim?
Generally, when an attacker has chosen someone, others will know who that person is a victim and begin to make attacks as well.
has very little confidence in itself and can not seem to defend itself.

3. We also talk about "kinds of public or spectators" contemplating the phenomenon and its behavior and awareness is vital to prevent and tackle the problem.

• Why allow them to happen? Here are some reasons:
• These people want to "take sides" of the perpetrator because that makes them feel strong.
• the other side. siding with the victim would make them feel weak.
• is fun with the attacks.
• not believe that protesting can help.
• fear that if they say something. the aggressor would go against them.
• feel they are taking their frustrations to self-harm someone. though they themselves are not hurting the victim, but watching how the hurt.

Finally I would like to recall three words of Mahatma Gandhi, Indian activist nonviolence can be applied to each of the three protagonists of this important problem:

• To the audience:
  "The most atrocious of bad things about bad people is the silence of good people"

• For the abuser:
  "Humanity can not get rid of more violence that through non-violence "

• For the victim
  

" Do not let the sun dies without having killed your grudges "

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"our land": CEIP VIRGEN DE LA PEÑA

SCHOOL LECTURE GIVEN BY THE PARENTS OF "THE LAGOON" organized by the AMPAS Lagunera.

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EDUCATION FOR CITIZENSHIP EDUCATION FOR CITIZENSHIP IN THE ESO

CONTENTS OF EDUCATION FOR CITIZENSHIP AND HUMAN RIGHTS "

CONTENT IS ORGANIZED IN SECONDARY EDUCATION IN 5 BLOCKS:

In secondary education develop and expand, in response to the increasing age of the students, all course contents In primary education, adding some others, such as:

Block 1:

FRIENDLY APPROACH TO DIVERSITY

• Training dialogue, debate and respectful approach to the personal and cultural diversity.

Block 2:

RELATIONSHIPS AND PARTICIPATION

• in the aspects of human relationships based on respect for personal dignity and equality of individual rights, recognition of differences, rejection of discrimination and promoting solidarity.
• deals with the participation and representation in the school.

Block 3:

CITIZENS RIGHTS AND

• Knowledge of the principles contained in international instruments.
• Identification of situations of violation of human rights.
• Action corresponding to the ordinary courts and international tribunals, when there are situations of violation of human rights.

Block 4:

DEMOCRATIC SOCIETIES OF THE CENTURY

• operation of democratic states, particularly focusing on the English political model. We analyze the role of various public services

Block 5

CITIZENSHIP IN A GLOBAL WORLD

• addresses some of the characteristics of modern society: the inequality in its various forms, the process of globalization and interdependence, the main conflicts in the world today, and the role of international organizations in their prevention and resolution.

(more on the Royal Decree 1631/2006 of 29 December)

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MICROPOLITICS, SOCIAL NETWORKING, CYBER ....

unfamiliar words:

* NETWORKS: A network is a social structure that can be represented in the form of one or more graphs in which nodes represent individuals (sometimes referred to as actors) and edges relationships between them. Relationships can be of different types, such as financial exchanges, friendship, sex, or air routes. It is also the means of interaction of different people such as the online chat games Forums spaces, etc.

* CYBER : The cyber refers to a set of techniques and communication technologies, based mainly on internet and mobile telephony, associated with collective action or civil disobedience, either in space virtual or in the real plane.

* SCANNING: Scanning is the process by which, from an analog signal, such as any of the images that surround us in the real world, we get a representation of it in digital format ( digital signal).