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Andalusia and Murcia University also let it slip through the University of Seville

sure remember the story of astrologers who slipped a conference at the University of Alicante . Or that other, more poignant still, the spiritualist EMINAR s held at the University of Castilla-La Mancha , which not only swept away the prestige of the institution, but ended with a conviction the teacher who warned university officials that they were kidding . The problem in these and in many other cases, it is partly the lack of minimum controls to prevent the university facilities hosting acts contrary to the work of promoting culture, science and rigorous knowledge that characterizes the Universities ( or should characterize them, although, as we see in this list, not always the case). And in part, why not say it, the negligence of the university authorities, who are not even able to rectify when someone says they have stopped brewing a goal in the entire squad.

The University of Murcia has a nice Social Centre for the purpose of being, according to her web ,

common and open space initiatives in information, culture, leisure services and the university community and society in general, emphasizing the central role of users and developers of their activities, a necessary complement for an integrated education.

To this end, we are committed to continuous improvement of the Centre and facilitate, as far as we can, the means for the realization of their projects that are, ultimately, the University of Murcia.

Since its inception the Centre's presence in the University Social Murcia society must be present to constitute a "spearhead" to make clear the central role of the University of Murcia as a focus of thought and knowledge in the Region of Murcia, through its social and cultural activity, driven by open mind and multidisciplinary that characterizes our university.

That sounds nice. But we are confident that not one of those " projects that are, ultimately, the University of Murcia ", it has nothing to do with " the title role of the University of Murcia as a focus of thought and knowledge in the Region of Murcia "something like this :

A title that may seem insignificant. But read, read the program. And tell me what to paint things as

PHYSICAL OR MENTAL ILLNESS: emotional triggers, ENERGY LOCK THE PERSON DID NOT SOLVE?

ACTIVITIES AND THERAPIES OFFERED DURING THE SATURDAY MORNING:

• Angela Ruiz Canovas: Diagnosis With Quantum and Bach flower recipe. Group therapy SELEGNA regression-rebirth
• Rita Grieshche: Shiatsu massage. Maribel
• Painting: postural reeducation.

PRACTICAL EXERCISES FOR TRANSFORMING EMOTIONS EMOTIONS OF LOW FREQUENCY HIGH FREQUENCY.

soul, consciousness and spiritual elevation.

PRAYERS TO RAISE THE CONSCIOUSNESS

In a University that boasts (and do not believe that Murcia is a university that they despise ). Not to enter the curriculum some of the speakers, among which we have a " Biodynamic cranial sacral therapist, massage, lymphatic drainage "A" Polarity therapist, Biodynamic and Quantum therapy, reflexology, auricular "a" Specialist 'Power Stroke', Reiki Master, Master Instigator First Western Angelic Reiki, "a" Professional Coach, Gestalt Therapist, Master Trainer in NLP, Hypnotherapist, Reiki Master, Bach Flower Practitioner "... Well, the only thing that seems fairly normal is presented as" Lightworker " If it were not for the rest of his skills - " transpersonal and holistic therapist, radionics operator, trainer and facilitator of integration of Being, metaphysics (I am), regressions, rebirthing "- seem to indicate that the" light worker "does not refer to an employee of Iberdrola.

Finally, an event that the University Murcia (and, incidentally, AFAD associations, Association of Relatives of Alzheimer's and dementia Sewer; Canvi Cartagena, Murcia Association against Cystic Fibrosis, participating in the event probably without realizing where they have gone) should not be proud to host. Even taking into account that the poster of the event do not see the logo of the University of Murcia;

Because it was clearly set to be held in its facilities. With whom should have little more care, really. that is not the first time that the strain ...

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and homosexuality

No comment. You do not need, right?

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Donkeys of the University of Vigo University of Málaga

Before anyone is offended, read the news :

Come on, that despite title of this post, not to say much less than in the University of Vigo are donkeys. The most that there is a donkey loose. And not in Vigo, but Allariz, which is holding a course Asinomediación and Burros Assisted Therapy, by the ANDREA and co-organized association, yes, from the University of Vigo.

Finally, we must recognize that the burritos are very pleasant, and even poetic, as we showed Juan Ramón Jiménez. But then to recognize its therapeutic value is a good way the University of Vigo not skip so lightly. And not even an excuse that nothing less than IMSERSO recognized that of donkeys as a "good practice in gerontological intervention in rural areas" , the few studies conducted to date do not stop to prove that "animal assisted therapy" to be truly effective, there is still much doubt to giving it tacit recognition is a whole college course. It is certainly a field worth investigating, of course. But without doing the donkey.

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The didactic technology: A road that has begun to explore space

By Gustavo Gennuso

Note:
This set of notes we will try to tell with greater simplicity possible, but without losing depth considerations on the didactic technology. We begin with the general presentation and move forward into the EGB3 examples that allow us to see how our proposal works

What has changed?
Proposal educational technology has evolved as the area was becoming a reality in classrooms. It is a logical way to have gone learning, changing views, debating to start building teaching models that facilitate the appropriation of content that can operate meanings in reality. An example of this evolution is the path in many places has been called "Technology Project."

From start over as a method of content in this time we finding its place among the contents. What they teach as working groups in technological development make for solve problems or challenges they face. These changes are related to the restatement teaching, but also with a better definition of the object of study that requires the need to adapt courtly practice.
If for example my subject out "how to make or develop technology may technological project should be the central method of teaching in the area. However, some suggest that Technology Education is an area of \u200b\u200bgeneral education is not intended for the education of technologists but to analyze and reflect the technical and cultural product, to know reality and to intervene in this situation, taking man as point of departure and arrival . That is, art as a collective in the context of the that influences and is influenced. For the latter, the teaching strategy must go beyond that the proposed technology project. You must enable reflection on the complex relationships underpinning technology to society, culture knowledge.

Something similar can be said about another set of content has also been taken method: the analysis of products. As presented in many proposals curriculum refers to the teaching method used industrial designers to approach an object designed or designed, which is important but makes only a part. To consider them as a cultural product technological objects are subject to different viewpoints, forms of analysis and ways of approaching.

Where do we walk?
know the importance of students to propose a cognitive conflict take them to reorganize their existing knowledge and build new knowledge significant. There is also consensus that education should include technology "learning by doing." It seems, then that technology is important problematize teaching content through containing situations. The work or operate in the resolution of this problematization can promote concern for learning and also includes in many cases the use of media and technical processes. The proposed methodology has several times between those who want to rescue two relevant: the time to "solve by doing and the moment of reflection. Obviously

be present moments like inquiry and expression of prior knowledge, information, evaluation, etc. If technology was only teaching techniques or processes understanding and knowledge of products the moment of reflection would not exist. Sin embargo consider it essential to our proposal that should be made explicit here the art contextual relationships (society, culture, knowledge ). Now say we can refer to temporary spaces rigid however this is not necessarily the case because there may be a permanent interaction between learning by doing and reflection. This means that the presentation of problem situations is to our understanding of the importance strategies in teaching technology.
Consider first that features should have these problematic situations :

· be understood: This requires the teacher technology capacity formulate problems that are understood by students. It is common think the solution first and then from there we make a proposal problematization. This road needs at the discretion of several looks in the formulation of the problem as being thought from the solution given for obvious things that are not for those who do not know.

In almost opposite, also tend to think the problem without taking into account the solution . While we do not propose unique solutions to the effort to imagine what ours would be to help in cases of immobilisation the process by finding no alternative.

· admit more than one solution : Related to the previous point can say here that is extremely interesting that the problematic situation is open allowing creativity, the search for alternatives.

· allow the design and development of a solution that resolves the situation : In general the power to resolve the situation in question helps students position with a positive attitude to further analysis. On the other hand it not a proposed solution to a solution can indicate that the situation could not promote new learning. This is different to
work with the error as a source of learning, that we can speak of error must have a proposal, but this is wrong.

· be motivating to promote learning, represent a challenge : is important that the student takes ownership of the situation, take ownership.

· promote individual and group reflection : This is one of the intentions of the didactic approach, that the situation presented go beyond the situation itself and allow work concepts and procedures global.

· Interrelate contents: The contents are not isolated, but are deeply related. Working with the problematic situation should allow highlight this relationship

· contextualize the content to work : This is one of the basic requirements technological education in technical production this inserted in context and therefore it is important that those contents have we address this in mind. Overall problematic situations that we propose will have to do with a simulation of reality in a school context, which in itself imposes conditions. Contextualizing not mean, in our view, only take for solving real problems but also put in a context of simulated problems so that students can view them as real.

· be embedded within a thematic sequence and have an intention Teaching : On one hand we must be able to make a selection of themes to work and sequenced so as to propose a temporary proposed to be developing. For other situations should be raised of an intention to take to address the proposed contents. often think the situation first and then the contents work, which does not seem to respond to a planned activity of the technology education.

· propose a construction from the prior knowledge in a new situation.

The area of \u200b\u200binquiry that should be mentioned further on one side and meanings to the content addressed, lead to information and argument. Furthermore it is important that contains spaces metacognitive where you can recreate or conceptualizing the road that ran.

problematic situations can be as varied as the basis of the predetermine content to be working. Do not use it as an exercise an algorithm or technique, but to problematize the content. The evolution of a technique , the conceptualization of content, the impact analysis and processes, etc. can be worked out from these situations. Le
propose in the next note address some examples to "put in the classroom" so we have expressed.

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y. .. the complete catalog of pseudoterapias

few months ago went through our list at the University of Malaga with its Course acupuncture health sciences, and certainly would have deserved another mention, as a comment warned for his summer course entitled "Living from full consciousness. A scientific vision."

But all that pales to the information you recently sent a reader of the blog. This is the optional subject "complementary therapies", which provides among other races in the Diploma in Physiotherapy:

And what is it? Where they can hang on, here are the program (taken from this pdf by the simple copy, paste, and try not to lie to mourn below):


THEMATIC

: Lifestyle therapies:

Item 1: Item 2

Naturopathy: Relaxation

Item 3: Display

Item 4: Meditation

THEMATIC: Therapies for Physical Fitness:

Item 5: Tai-Chi

Item 6: Rei- Ki

Item 7: Yoga

Item 8: Aromatherapy

THEMATIC: Natural Therapies:

Item 9: Homeopathy

Item 10: Bach Flower

Item 11: Phytotherapy

Item 12: Homeospagyria

THEMATIC: Therapy Contact:

Item 13

Reflexology Item 14 Item 15

Aromatherapy Massage Energy

Item 16: Acupressure THEMATIC

: Oriental Therapies:

Item 17: Acupuncture

Item 18 Item 19

Shiatsu: Yoga

Anyway, as you can see on the list only need the majiterapia . Laughter therapy is also because, although not mentioned. Read, read what appears on the list of "generic skills / generic" program that includes:

not be denied that, as a subject, the thing of shame, but as joke is great, right?

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Fernando Cuartero, spiritualists and the University of Castilla-La Mancha Universidad de Sevilla

Since we The list of shame have followed the custom of referring only to current or future courses (with one exception , but the case was so outrageous that it was worth to tell). So we will not spend any tickets to things like neo-fascist content, apparently, were held last year at the Universidad Complutense, or the many masters and degree of pseudoscientific topic that have appeared in other courses many universities but, fortunately, have not come to offer.

But today we will have another exception, because the case so deserves.

A year ago, and had Luis Alfonso Gámez in Magonia , University of Castilla-La Mancha Albacete transferred its auditorium to hold a seminar on Life After Death , clearly pseudoscientific content. As occurred not long ago at the University of Alicante , event organizers took advantage of the university, apparently, did not bother to check minimum to rent their facilities, so they took chest UCLM assuming that working with the assembly. The protest by a group of teachers prevented vendors continue using illegally mysteries the logo of the University, but failed to prevent the act should be held, leaving the name associated UCLM spiritualism.

The news today is that Fernando Cuartero, one of those teachers who, in defending the prestige of the university, protested against the act, has been sentenced ~ ed as the author of a lack of wrongs committed against one of the organizers of the event . The Judgement (pdf ) is based on that in his open letter to Vice Chancellor, Fernando Cuartero used the term "vulgar scammers" to refer to some organizers (who did not name) that, as he continued,

for the modest payment of fees, obtained through a bad practice, an academic who is sought under completely false.

The Judge has completely ignored this part of the sentence, of course, explains very clearly what was the deception that the organizers submitted to the University and has accepted in part the arguments of the complainant, a man named Rafael Campillo, who claims to be the real organizer of the event ( while officially recorded as such an association ).

The penalty imposed is, of course, ridiculous , the reasoning of the Judgement is probably debatable, and there is always the possibility that the Court revoked after the relevant resource. But In any event, we invite all readers of this blog to disseminate what had happened and join the advocacy group Professor Fernando Cuartero that has been created on Facebook.

The purpose of the list of shame is neither more nor less, defending the prestige of the universities against the infiltration of pseudoscience. That is exactly what I did in his day Fernando Cuartero. And we're confident that will continue, to which will have all our sympathy and our support.

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y. .. yes, again

Cambalache He tells :

The call (PDF ) for Social Action the University of Seville again to include the fourth consecutive year this amazing paragraph in economic aid it provides to its employees:

1.1.7. Homeopathy or acupuncture treatments must be prescribed by a physician and / or known to the primary care physician of the person concerned shall certify its recommendation or supervision to therapy. In cases where treatment is dispensed by a different center practitioner prescribed, shall be attached to the bill: report diagnostic Optional, to be expressly identified: Full name, not school, etc. ....

And then we were shocked that no matter what happens ...

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Task 2.0 Task 2.0: Towards a database of digital natives and immigrants

In a recent article in the magazine Marcoele says Simons (2010:3) that the implementation of ICT in the language classroom, where the English, it is essential to have a scientific approach based on the teaching of language, a vision to clarify "what goals should be achieved within a specified period of time, what relationship must exist between the knowledge and skills, which is the receptive and productive use of language , what relationship must exist between the adapted and authentic content. "

not think that we should take ICT as a parallel entity that operates autonomously, independent. That is why, once we have all this into account (what, what ...) is when we know where we can use ICT and where it will be more efficient to use. Since ICTs, like many other media that have emerged and incorporated into language classrooms, are a useful tool for teaching and also serve to develop the classes. While it is true that there is a difference between other media such as cassette, CD player, TV, video, computer, whiteboard and ICT, the latter have a different character. Internet and its tools can help maintain the continuity of the conversation of the classroom. It may be that through ICTs can extend the dialogue and allow no break after the class. It's a way to be able to use but should help us not to stop this discussion. I think it's vital to constantly maintain this dialogue of the classroom, to enable him to continue, ad eternum . When we say "tomorrow" or "until the next class there is no personal workspace-individual, but if students or teachers decide to bring something there is the possibility of communication, answers, questions. These are the advantages of asynchronous work. For all that is essential synchronized and coordinated approach of classroom sessions and task 2.0 (working online).

is true that there is an enormous amount of material on the web: Todoele , Didactired and many blogs as Aulablog or Education Planet, to name a few platforms. But it is impossible to cover all this material, chaotic and unorganized, and the time that we may require that search, selection and possible adaptation of the material how do we make these tasks 2.0 are coordinated with the daily or weekly classroom? My answer but time is short: a database of tasks 2.0. With other teachers and I have introduced the idea of \u200b\u200bcreating another database of materials in English ( database element). It is a young project, nearly newborn, which is beginning to set up and will need more meetings to organize and elaborate profesionlidad. and effectiveness. Its implementation is very simple: to organize by subject, levels, skills, ... ELE material. All this will take time.

To give an example, for a few months I managed the blog of a academy of Sevilla, four months to correct. It addressed various theme week activities, recreation and culture information and activities online, here 's a simple example, a simple initial activity: class activity. The idea to develop is that, an extensive and comprehensive collection of 2.0 t organize tasks by various categories. So that is one of the projects to be carried out: the database Task 2.0. Time to the task, a task at a time.

Bibliography:

- Simons, Matthew, "Perspetiva teaching on the use of ICT in class ELE", journal Marcoele, n.11, http://marcoele.com/ , 2010.

- Todoele

- Didactired

- Aulablog

- Education Planet

- classroom blog Mester Sevilla

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homeopathy What is homeopathy?

A glance at the entries in this list demonstrates that the queen of pseudo-science in our universities is the homeopathy. The system of "faith healing" that Hahnemann invented two hundred years ago has been slowly infiltrating our educational system, and although in many cases probably economic interests are behind (from the universities to attract more students even at the expense of compromising the quality of education they offer, or even large laboratories can afford to buy a chair ), sometimes gives the impression that what happens is simply ignoring what is homeopathy .

Well, now they have no excuse. Neither they nor those commentators who appear on this blog and we throw them into labeled as pseudo-face of homeopathy without explanation of why it is. Just born What is homeopathy , a website dedicated to providing the simplest way possible rigorous information on this practice, away from the propaganda of devout believers and, above all, its vendors. If you have any questions or simply if you want to really know what you mean, homeopathy, this is the place you should go.

And that should go too many bodies, right?