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LURIN

EXPERIMENTAL ARCHAEOLOGY WORKSHOPS CREATIVE LEARNING STRATEGIES AS

The Saturday September 12, 2009
was successfully initiated the activities of the Humanist Network Archaeologists, with workshops in winter 2009, our visit was to the Archaeological Sites River Valley Middle Lurin, was given by renowned archaeologist Dr. Alberto Bueno Mendoza, Professor at the Universidad Nacional Mayor de San Marcos, who conducted research in the area in the 70's.
Who started the visit at the archaeological site of Rio Seco, observe and learn about the construction technique and the spatial distribution of the settlement, compared to those that exist around them, then we went to the Inca Trail is located in Snow-snow where one can still see a stretch of road that can still be walked, to end at Aviyay archaeological site located in the gorge South of the town of San Jose, Snow-Snow, presents an architecture composed of agglutinated enclosures made with cut stone walls in mud mortar and plaster interior and exterior.
Dr. Alberto Bueno Mendoza, scholar and expert Lurin Valley because of its experience in the classroom and in their various research projects have taken him to know much of our country.
Review: Lurin River Valley - Alberto Well Mendoza (UNMSM
In: http://www.tribudelsol.org/node.php?nodo=11
can check also: http://cf.geocities.com/arqueologia_andina/el_formativo_andino.htm
http://munihuarochiri.gob.pe/portal/index2.php?option=com_content&do_pdf=1&id=35
http://sisbib.unmsm.edu.pe/BibVirtualdata/publicaciones/inv_sociales/N07_2001/a04 .
p df. http://www.comunidadandina.org/BDA/FichaObra.aspx?cm=1143

WORKSHOP 2: Saturday 19 September.

Hours: 9:00 to 1:00 pm .

Workshop Workshop Application Teaching of Pre-Hispanic Textile Technology: Development of the flat braid fabrics (Recreating the waist loom.)

Speaker: Conservative. Patricia Landa Cragg.

The list of the workshop is as follows:
- Pabilo of at least 2 colors.
- 1 Centimetro
- 1 Scissors
- ice cream sticks (4 per if broken)
- 1 small, thin
Rule - 1 large straight needle (such as those used for sewing sacks, but be careful to NOT BEND .) through whose eyes you can pass the wick.
- LOT OF PATIENCE

OUTPUT 4: Sunday 20 September.

Hours: 10:00 to 3:00 pm.
Theme: Paintings in Las Lomas. Ecoarcheology
the Lomas de Lúcumo and Paintings in the valley.
Speaker: Archaeologists Humanist Network.

WORKSHOP 3: Saturday 26 September.

Hours: 9:00 to 1:00 pm.

Workshop: Workshop on developing new teaching materials applied to Social deCiencias area.

Speaker: Mr. Angelo Valderrama Zavala. Rurincancho Institute.

WORKSHOP 4: Wednesday 3 October.
Hours: 9:00 to 1:00 pm.

Workshop: Workshop on Development of New Educational Resources. Archaeology applied to education.
Speaker: Lic Consuelo Gonzalez Maduro. Archaeologists
Humanist Network.

OUTPUT 5: 8, 9,10 and October.

Topic: Ecotourism as a Tool for Regional Development. Archaeological sites and Lomas, past cultural landscapes of the South Coast.
http://www.kusillaqtatour.com/ Ecotourism Camp in the hills of Atiquipa (Arequipa) and Archaeological Sites and Pueblo Viejo Puerto Inka.
Presenter: Vera Julieta De la Torre. Promotion of Ecotourism.

OUTPUT 6: Friday 16 October.

Hours: 3:00 to 5:00 pm.

Topic: Textiles Chancay. Visit
AMANO MUSEUM.

SALIDA 7: Saturday October 17

Hours: 9:00 to 3:00 pm.
Topic: Temples in U.
Visit the archaeological sites of the Lurin Valley: Cardal, Sugar Loaf Mountain and Mina Perdida.
Speaker: Mr. Jorge Carlos Alvino Loli. URP - UNMSM

ADDRESSED TO: Faculty of Social Sciences, History and Geography, Travel guides, university students and public general.AUSPICIAN: Archaeologists
Humanist Network of Perú.ARQUEOeduca.Instituto NEW TIEMPOSTALENTUS.

Investment: S /. 60

LOCATION: San Patricio Educational Institution. Avenida Salaverry 982 - Jesus Maria.

BE DELIVERED: Certificates equivalent to 250 academic hours. Folder
work and training package with CD - ROM with abstracts.
http://arqueoeduca.blogspot.com/ .

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FEEDBACK FORUM: 9.0

FORO.09
Forum Objectives Unit: Making
Cash Flow for Your Dissertation


forum Title: Your Cash Flow


TASK
look at the forum earlier revenue and expenses in preparing the assessment of the thesis. Make Cash Flow now with the data.
What results did you acquire?







Bibliography:
IEDE. Class book.
Course: Formulation and Evaluation of Education Projects


Project Links .
Course Link:
http://iedeproyectos09.blogspot.com


Task:
still looking data, you can not forget any history.

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Year 2010
has started a new semester, we all welcome.


class discussion
Estimates:
This space is to stop your doubts, questions, comments and contributions,
I hope this is our space.

Greetings, Professor



---...---

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FORUM: 7.0

FORO.07 Forum objectives of the Unit: Familiarize
the Economic Feasibility Study

forum Title: Economic Feasibility Study

Question:
What is an economic feasibility study?
She makes the mind map with detailed economic feasibility study


Back:
http://iedeproyectos09.blogspot.com/2009/09/clase10_10.html


Links:
http://www.youtube.com/watch?v=_rJ_j0YTqmk

http://www.youtube.com/watch?v=aQPEGw3OuAI


Bibliography:
IEDE. Class book.
Course: Design and Evaluation of Education Projects

Project Links
.
Course Link:
http://iedeproyectos09.blogspot.com/


Task:
continue to investigate, look for more data and add to the blog, we welcome your contributions ...

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FORUM: 8.0


FORO.08
Forum objectives of the Unit: Building Assessment Thesis Project

forum Title: DATA
my thesis project
Question:
What are the data for your thesis project? Now we shape our thesis project, no matter what the idea, everyone should submit the project evaluation
Support:
http://iedeproyectos09.blogspot .com/2009/09/clase11.html

Bibliography: IEDE. Clase.Curso Book: Design and Evaluation of Education Projects
Project Links . Link
Course: http://iedeproyectos09.blogspot.com
Task: Generate Thesis idea and start with the project evaluation:
What data need ?

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FORUM: 6.0

Course: Project Evaluation

FORO.06

Forum objectives of the Unit:
know and use the SWOT

forum Title: SWOT
Question:
She makes SWOT analysis of your establishment


Back:
http://iedeproyectos09.blogspot.com/2009/09/clase80.html

Links:
http: / / www.youtube.com/watch?v=FUr8uAYrmgg&NR=1



Bibliography:
IEDE. Class book.
Course: Design and Evaluation of Education Projects

Project Links
.
Course Link:
http://iedeproyectos09.blogspot.com/



Task:
continue to investigate, look for more data and add to the blog, we welcome your contributions ...

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FORUM: 5.0

======================================= ==
Course: Project Evaluation
FORO.05
The student should understand what is the income tax, why does it pay, and what are the existing tax benefits, to apply to the lowest business taxes, according to law.

forum Title: TAX
Question:
When the Company has to pay income taxes.


2. What is the percentage of tax payable by any company?


3. Why many large companies that "earn lots of money", do not pay taxes?

For example:
- Some international mining




Back:
http://iedeproyectos09.blogspot.com/2009/09/clase80.html

Links:
http://www.sii.cl/portales/inversionistas/imp_chile/impuesto_renta.htm

http://www.economiaynegocios.cl/mis_finanzas/ details / detalle_emp.asp? id = 359


Bibliography:
IEDE. Class book.
Course: Design and Evaluation of Education Projects



Project Links :
Course Link
http://iedeproyectos09.blogspot.com/



Task:
continue to investigate, look for more data and add to the blog, we welcome your contributions ...




Other :
http://www.chileclic.gob.cl/1542/article-189201.html

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FORUM: 4.0

================ =======================

FORO.04:

Forum objectives of the Unit:

DEPRECIATION Forum Title: DEPRECIATION

Question:
Find the depreciation of the furniture of the school.


The value of the furniture is in = $ 2,500,000 .-


And we know that 10 years depreciated.


Find the annual depreciation using the straight-line depreciation.


What is the new value depreciated considering 5 years?


justify.

=======================================
Back:


http://iedeproyectos09.blogspot.com/2009/09/clase50.html


Tutorials:


Although the audio is not good, pls check it


http://www.youtube.com/watch?v=S4l8g1qWaCg


Other:


http://www.youtube.com/watch?v=4t-IY4_2daY



there are others who can review, related to the
issue



Bibliography:
IEDE. Class book.
Course: Design and Evaluation of Education Projects
Project Links
.


Course Link
http://iedeproyectos09.blogspot.com/


Task:
continue to investigate, look for more data and add to blog ...



=======================================

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FORUM: 3.0

======================================== ==
THURSDAY 15 OCTOBER 09
Course: Project Evaluation
Tutor: CTB.

FORO.03
Objectives Unity Forum: Achieving
analyze the results of the evaluation: VAN.


forum Title: Financial INDICES


Question:
How I can determine if the project is profitable or not, if the NPV = 0?
WARRANT.


Back:
http://iedeproyectos09.blogspot.com/2009/09/clase50.html



Tutorials:
Although audio is not good, pls check it
http://www.youtube.com/watch?v=S4l8g1qWaCg



Other:
http://www.youtube .com / watch? v = sRPi8klUkRY

http://www.youtube.com/watch?v=2NDLMHsdBok

there are others who can review, related to the subject

Bibliography:
IEDE. Class book.
Course: Design and Evaluation of Education Projects


Course Link
http://iedeproyectos09.blogspot.com/



continue to investigate, search More details and submit ...

======================================== ==

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FORUM: 2.0

==========================================
IEDE - MGE
Branch: Project Evaluation

FORUM 02: Project Match
Forum objectives of the Unit I: Sort the types of projects


Question:
According to the 3 different classifications of projects, delivery to qualify for the following projects. (P. 30, 31, 32)


a. Construction of a private school in an authorized area


b.Compra class materials for your school theater


c. Avocado orchard in a field.

======================================== ==
Bibliography:
IEDE. Class book.
Course: Design and Evaluation of Education Projects


Course Link
http://iedeproyectos09.blogspot.com/


Other Links (review)
Links1
http : / / www.youtube.com/watch?v=0yh1eFeSJGY&feature=fvw


Link2
http://www.youtube.com/watch?v=XiYV_oX6ppQ&NR = 1
Note: near the end where it says "other general expenses" should say
"Other general expenses."


Link3
http://www.youtube.com/watch?v=JruKiNjOukw&feature=related


Link4
http://www. youtube.com / watch? v = t9FS_y2bQN0 & feature = related


continue to investigate, look for more information ...

================= =========================
Remember we have 3 classifications:


Match 1 - Private
- Social


Match 2 - Dependent
- Independent
- Exculpation


Match 3 - Starting
- Expansion
- Replacement
- Acquisition

Studies to conduct
- From Market
- Economic
- Financial
- Environmental
- Technical
- Legal


================================= ===

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FORUM: 1.0

======================================== ==
IEDE - MGE

Branch: Project Evaluation
Forum 01: Project

Forum objectives of the Unit I: Understanding the concept of the project.
Forum Title: Project Evaluation


Question: What do you understand Project?
has evaluated many projects throughout his life? Delivery
examples.

Back:
http://iedeproyectos09.blogspot.com/2009/09/clase10.html


Review: (from comedy will enter the market):
http://www.youtube.com/watch?v=qYnY8DdXQcY&feature=PlayList&p=5200C86284B989A7&playnext=1&playnext_from=PL&index=4


Task: Study the Excel tutorials.
Video Tutorial 1 Excel 2003 (1, 2, 3 and 4)

http://www.youtube.com/watch?v=bRTc_9TBo74


http: / / www.youtube.com/watch?v=_WN02G1RCzM&feature=related

http://www.youtube.com/watch?v=ufH0nceRRSo&feature=related

http: / / www.youtube.com/watch?v=g7fduH26bFg&feature=related

there are others who can review, related to the topic.

Bibliography:
IEDE. Class book.
Course: Design and Evaluation of Education Projects


Project Links :
Course Link
http://iedeproyectos09.blogspot.com/


Other Links (review)
Links1
http://www.youtube.com/watch?v=0yh1eFeSJGY&feature=fvw

Link2
http://www.youtube.com/watch?v=XiYV_oX6ppQ&NR=1
Note: near the end where it says "other general expenses";
should say "other general expenses."


Link3
http://www.youtube.com/watch?v=JruKiNjOukw&feature=related

Link4
http:// www.youtube.com/watch?v=t9FS_y2bQN0&feature=related


Investigate, inquire, seek more information and then tell us what they found ...


======================== ==================

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VALLEY TOUR THROUGH SATURDAY 22 AUGUST ABOUT COMAS PREHISPANIC

Dermatologist Gential Wart

EXPERIMENTAL ARCHAEOLOGY WORKSHOPS CREATIVE LEARNING STRATEGIES AS

the 08th of August to October 17, 2009
Heritage, in the diversity and local identity and regional workshop that will
Interesting Participants to meet in an educational manner Archaeology and promote it as a teaching resource also discover our Heritage.
Exploring the Past: A fun way to learn Archaeology and Ecotourism.

The Saturday August 22, 2009
was successfully initiated the activities of the Humanist Network Archaeologists, with workshops in winter 2009, our visit was to Archaeological Sites Comas District, was in charge of B. Jeffry Jonatthan Roca Vera, an archaeologist at the Universidad Nacional Federico Villarreal. Who started
Visit the Fortress of Collique "main administrative center of Collis, continue to the Private Tungasuca, where we observe the" wall "built of adobe, which is about to disappear by neglect and affected by the construction of a park. We ended the visit at the Huaca Chasqui, is still no archaeological studies.
Through archaeological hikes in the participants seek to develop meaningful learning from the knowledge of archaeological monuments, encouraging critical reflection on the state of conservation, use and function, which leads to a commitment to protect and defend the archaeological heritage. Jeffry
Roca Vera, just participated in the Second Congress of Archaeology in Bolivia carried out from 28 to 31 July 2009, with the theme: Archaeology
Pasco, new archaeological approaches.
And in Ethnology XXIII Annual Meeting, held from 18 to 21 August in La Paz, with the theme:
Scope of Archaeology Tibillo District, Palpa Province Ica Region.

may revise some of its publications in the following pages:

Comments Occupations in Pasco.
archaeological Comments on prehispanic occupation in the basins and Quiparacra dePaucartambo - Huachón and Pasco Region
http://www.deperu.com/arqueologia/paucartambo.html

importance of preserving our cultural heritage
http://www.carabayllo.net/index.php?option=com_content&view=article&id = 1796: importance-of-the-preservation-of-our-heritage-cultural & catid = 83: defense-of-cultural-heritage

CONTENTS OF ARCHAEOLOGY WORKSHOPS :

WORKSHOP 1 :

Saturday 29 August.

Hours: 9:00 to 1:00 pm.

workshops teaching strategies and methodologies for the promotion of heritage in Educational Institutions.
Speaker: Ms. Consuelo Gonzalez Maduro. ARQUEOeduca.
Location: San Patricio.Av Private Educational Institution. Salaverry 982 - crossing Salaverry with Cuba - Jesus Maria.

WORKSHOP 2:

Saturday 5 September.

Hours: 9:00 to 1:00 pm.

Workshop: Workshop on developing new teaching materials applied to the area deCiencias Sociales.Expositor: Mr. Angelo Valderrama Zavala. Rurincancho Institute.

OUTPUT 3:

Saturday 12 September.

Hours: 9:00 to 3:00 pm.
Topic: The Architecture and Conservation of Archaeological Site. Visit
Archaeological Sites through Lurin Valley.
Exhibitors: Archaeologists Humanist Network.

WORKSHOP 3: Saturday 19 Setiembre.Horario: 9:00 to 1:00 pm.Taller: Workshop on Implementation of Textile Technology Teaching Pre-Hispanic: Preparation of flat braid fabrics (Recreating the waist loom.) Speaker: Conservative. Patricia Landa Cragg.

OUTPUT 4: Sunday 20 Setiembre.Horario: 10:00 to 3:00 pm.
Theme: Paintings in Las Lomas. Ecoarcheology
the Lomas de Lúcumo and Paintings in the valley.
Speaker: Archaeologists Humanist Network.




WORKSHOP 4: Saturday 26 Setiembre.Horario : 9:00 to 1:00 pm.Taller: Workshop on Development of New Educational Resources. Archaeology applied to education.
Speaker: Ms. Consuelo Gonzalez Maduro. Archaeologists
Humanist Network.

OUTPUT 5: Friday 2 Octubre.Horario: 3:00 to 5:00 pm.Tema: The Chancay textiles. Visit
AMANO MUSEUM.


WORKSHOP 5: Saturday 3 octubre.Horario: 9:00 to 1:00 pm.Taller: Recreation Workshop pre-Hispanic art for the area CC.SS. Speaker: Prof. Mercedes Valderrama Atauje. Plastic Artist

OUTPUT 6: 8, 9.10 and Octubre.Tema: Ecotourism as a Tool for Regional Development. Archaeological sites and Lomas, past cultural landscapes of the South Coast.
http://www.kusillaqtatour.com/ Ecotourism Camp in the hills of Atiquipa (Arequipa) and Archaeological Sites and Pueblo Viejo Puerto Inka.
Presenter: Vera Julieta De la Torre. Promotion of Ecotourism.

OUTPUT: Saturday 17 OctubreHorario: 9:00 to 3:00 pm.
Topic: Temples in U.
Visit the archaeological sites of the Lurin Valley: Cardal, Sugar Loaf Mountain and Mina Perdida.
Speaker: Mr. Jorge Carlos Alvino Loli. URP - UNMSM

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With the closure of radio stations

School of Communication at the Universidad Central de Venezuela

Press


told the National Public Opinion our strong opposition to the way it has done in the case of the air out of various radio stations. We recognize that law enforcement should be a basic principle of operation of a democratic society. We understand that public decisions should not generate excessive damage on those affected and their rights, even if it is to compensate a lack or resolve a situation incorrectly. In the present case have not opened the administrative procedures law that will allow the right to defense of persons or the performance of periods to allow the proper exercise of that right. The administrative procedures have resulted in the cessation of broadcasts over 35 radio stations have severely affected the principle of separation of public powers and challenge the proper functioning of the law, leaving helpless citizens to the discretionary action State.

express our democratic convictions and our willingness to unconditionally defend the rule of law. The closing of a channel of communication implies a serious limitation of access to information and the chance to comment publicly. Freedom of expression requires the presence of a speech large and diverse audience. The expression of values, beliefs and ideas can not be subject to undue pressure or cause damage to people.

call to reflection of Venezuelan society to assume this juncture as the defense of particular private interests, but as the defense of those civil rights that guarantee democratic coexistence. Publicly express our solidarity with the people and institutions affected by this unfortunate situation and we hope that state institutions review this situation in restitution of the rights and guarantees that are inherent in a constitutional democratic society.

Miguel Angel Latouche
Director

Academic Coordinator Carlos Gutierrez



ordinator Abraham Rivero

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ARCHAEOLOGY WORKSHOP AUGUST 2009 WORKSHOPS

XII Workshop Course

EXPERIMENTAL ARCHAEOLOGY WORKSHOPS CREATIVE LEARNING STRATEGIES AS

From August 08 to October 10, 2009
Heritage, an element of diversity and local and regional identity

San Patricio.Av Private Educational Institution. Salaverry 982 - crossing Salaverry with Cuba - Jesus María.Informes: 2830429 - 4240053-980412095

http://arqueoeduca.blogspot.com/

E-mail: nuevostiempos4 @ hotmail . com

Interesting

Workshop will allow participants to learn in an educational manner Archaeology and promote it as a teaching resource also discover our Heritage.
Exploring the Past: A fun way to learn Archaeology and ecotourism.

CONTENTS OF ARCHAEOLOGY WORKSHOPS :

OUTPUT 1: Saturday 8 August.

Hours: 9:00 to 1:00 pm. Visit
ANDREW CASTLE MUSEUM - Casa Belen.

Speaker: Arqla. Ana Mujica Baquerizo. Museum Director
Andrés del Castillo - Bethlehem House.
Meeting Point: Jr. De La Union 1030. Cost
Lima museum admission: S/.5.00

OUTPUT 2: Saturday 22 August.

Hours: 9:00 to 3:00 pm.
Topic: Proposal: The archaeological walks as a learning resource. Visit to the Lordship of Collique: Huaca Chasqui, Alborada, Wall Tungasuca, Chacra hill, among others.
Speaker: Arql. Jeffry Jonatthan Roca Vera.
University Federico Villarreal.

WORKSHOP 1: Saturday 29 August.

Hours: 9:00 to 1:00 pm.

workshops teaching strategies and methodologies to promote equity in educational institutions.
Speaker: Ms. Consuelo Gonzalez Maduro. ARQUEOeduca.

WORKSHOP 2: Saturday 5 September.

Hours: 9:00 to 1:00 pm.

Workshop: Workshop on developing new teaching materials applied to the area deCiencias Sociales.Expositor: Mr. Angelo Valderrama Zavala. Rurincancho Institute.


OUTPUT 3: Saturday 12 Setiembre.Horario: 9:00 to 3:00 pm.
Topic: The Architecture and Conservation of Archaeological Site.
Visit to archaeological sites through Lurin Valley.
Exhibitors: Archaeologists Humanist Network.

OUTPUT 4: Sunday 13 September.

Hours: 9:00 to 3:00 pm.
Topic: Temples in U.
Visit the archaeological sites of the Lurin Valley: Cardal, Sugar Loaf Mountain and Mina Perdida.
Speaker: Mr. Jorge Carlos Alvino Loli. URP - UNMSM

WORKSHOP 3: Saturday 19 September.

Hours: 9:00 to 1:00 pm.

Workshop: Workshop on Implementation of Textile Technology Teaching Pre-Hispanic: Preparation of flat braid fabrics (Recreating the waist loom.)

Speaker: Conservative. Patricia Landa Cragg.

OUTPUT 5: Sunday 20 September .

Hours: 10:00 to 3:00 pm.
Theme: Paintings in Las Lomas. Ecoarcheology
the Lomas de Lúcumo and Paintings in the valley.
Speaker: Archaeologists Humanist Network.

WORKSHOP 4: Saturday 26 September .

Hours: 9:00 to 1:00 pm.

Workshop: Workshop on Development of New Educational Resources. Archaeology applied to education.
Speaker: Ms. Consuelo Gonzalez Maduro. Archaeologists
Network Humanists.

OUTPUT 6: Friday October 2 .

Hours: 3:00 to 5:00 pm.

Topic: Textiles Chancay. Visit
AMANO MUSEUM.


WORKSHOP 5: Friday 3 October.

Hours: 9:00 to 1:00 pm.

Workshop: Workshop on Pre-Hispanic Art Recreation for the area CC.SS.

Speaker: Prof. Mercedes Valderrama Atauje. Plastic Artist

SALIDA 7, 8, 9,10 and October.

Topic: Ecotourism as a Tool Regional Development. Archaeological sites and Lomas, past cultural landscapes of the South Coast.
http://www.kusillaqtatour.com/ Ecotourism Camp in the hills of Atiquipa (Arequipa) and Archaeological Sites and Pueblo Viejo Puerto Inka.
Presenter: Vera Julieta De la Torre. Promotion of Ecotourism.

AIMED AT:

Teachers of Social Sciences, History and Geography, Travel guides, university students and the general public.

SPONSORS:
Humanist Network Archaeologists in Peru.

ARQUEOeduca. NEW TIEMPOSTALENTUS

Institute.

Investment: S /. 60

PLACE: Educational Institution

San Patricio. Avenida Salaverry 982 - Jesus Maria.

BE DELIVERED: Certificates equivalent to 250 academic hours. Folder
work and training package with CD - ROM with abstracts.
http://arqueoeduca.blogspot.com/ .
METHOD OF PAYMENT AND REGISTRATION: RSVP
depositing your Registration Savings Account Issue 194 - 15303111-0 -87 Credit Bank.
After making the deposit, send a mail, stating the date, time and phone name to the following E-mail: http://es.mc260.mail.yahoo.com/mc/compose?to=nuevostiempos4 @ hotmail . com or http://es.mc260.mail.yahoo.com/mc/compose?to=rarqueoh @ yahoo.es
If you receive this mail in another direction, or to reach friends or family, let us know at e-mail
http://es.mc260.mail.yahoo.com/mc/compose?to=nuevostiempos4 @ hotmail.com We apologize if the information sent is not of interest. Internet advertising is legal in Peru, according to Law No. 28493. This mail can not be considered SPAM, as it includes a method of elimination. If you want more information, please send an e-mail to: rarqueoh @yahoo.es with the subject REMOVE and will be removed from this list.
Thank you very much

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XII Workshop Course
EXPERIMENTAL ARCHAEOLOGY WORKSHOPS CREATIVE LEARNING STRATEGIES AS

From 04 July to 26 September 2009

Heritage, an element of diversity and local and regional identity

San Patricio Private Educational Institution.

982 Avenida Salaverry - Salaverry junction with Cuba - Jesus Maria.

Reports

: 2830429 - 4240053-980412095

E-mail: nuevostiempos4@hotmail.com
Interesting
Workshop will allow participants to learn in an educational manner Archaeology and promote it as a teaching resource also discover our Heritage.
Exploring the Past: A fun way to learn Archaeology and ecotourism.

CONTENTS OF ARCHAEOLOGY WORKSHOPS :

Agenda:

WORKSHOP 1: Saturday 04 July.
Hours: 9:00 to 1:00 pm.
Workshop: Tocapu Quipu and as educational resources.
Speaker: Arql. Alejo Rojas Leiva. UNFV.Investigador of MNAAHP.

OUTPUT 1: Saturday 11 July.
Hours: 9:00 to 2:30 pm.
Topic: do not know Lima: Colonial Architecture and Cultural Heritage The convent of La Merced, The Retreat House of the Third Order, the House and the House Aspillada Osambela.
Speaker: Eduardo Vásquez Relyz. Art Historian. UNMSM.

WORKSHOP 2: Saturday, July 18 .
Hours: 9:00 to 1:00 pm.
Workshop: Development of educational materials for pre-Hispanic storytelling. Experience
Storytelling in the 096 IEI Emilia Barcia Boniffatti.
Speaker: Ms. Carmen Pacheco Piélago. OWIT - Peru

OUTPUT 2: 25, 26 and 27 July.
Topic: Ecotourism as a Tool for Regional Development. Archaeological sites and Lomas, past cultural landscapes of the South Coast. Http://www.kusillaqtatour.com/

Ecotourism Camp in the hills of Atiquipa (Arequipa) and Archaeological Sites Waca Gulch, Puerto Inka and Tambo Viejo.
Presenter: Vera Julieta De la Torre. Promotion of Ecotourism.

WORKSHOP 3: Saturday 1st August.
Hours: 9:00 to 1:00 pm.
Workshop: Workshop Recreation pre-Hispanic art.
Speaker: Prof. Mercedes Valderrama Atauje. Plastic Artist.

OUTPUT 3: Friday 8 August.
Hours: 9:00 to 1:00 pm. Visit the Museum
Andrés del Castillo.
Speaker: Arqla. Ana Mujica Baquerizo. Museum Director
Andrés del Castillo - Bethlehem House


OUTPUT 4: Saturday 22 August.
Hours: 9:00 to 3:00 pm.
Topic: Proposal: The archaeological walks as a learning resource. Visit
Collique Manor: Huaca Chasqui, Alborada, Wall Tungasuca Hill farm, among others.
Speaker: Arql. Jeffry Jonatthan Roca Vera.
University Federico Villarreal.

WORKSHOP 4: Saturday August 29 .
Hours: 9:00 to 1:00 pm.
Workshop: Workshop on developing new teaching materials applied to Social deCiencias area.
Speaker: Mr. Angelo Valderrama Zavala. Rurincancho Institute.

OUTPUT 5: Sunday 30 August.
Hours: 9:00 to 3:00 pm.
Topic: Temples in U.
Visit the archaeological sites of the Lurin Valley.
Speaker: Mr. Jorge Carlos Alvino Loli. URP - UNMSM


WORKSHOP 5: Saturday, September 5.
Hours: 9:00 to 1:00 pm. Workshops
didactic and methodological strategies to promote equity in educational institutions.
Speaker: Ms. Consuelo Gonzalez Maduro. ARQUEOeduca.

OUTPUT 6: Saturday 12 September.
Hours: 9:00 to 1:00 pm.
Topic: Conservation and Restoration of Archaeological Site.
Visit the archaeological site of Cieneguilla Huaycan.
Speakers: Gregorio Astovilca. Archaeologists
Humanist Network.

WORKSHOP 6: Saturday September 19.
Hours: 9:00 to 1:00 pm.
Workshop: Workshop on Implementation of Textile Technology Teaching Pre-Hispanic: Preparation of flat braid fabrics (Recreating the waist loom.)
Speaker: Conservative. Patricia Landa Cragg.

SALIDA 7: Sunday 20 September.
Hours: 10:00 to 3:00 pm.
Theme: Paintings in Las Lomas. Ecoarcheology
the Lomas de Lúcumo and Paintings in the valley.
Speaker: Archaeologists Humanist Network.

WORKSHOP 7: Saturday 26 September .
Hours: 9:00 to 1:00 pm. Workshop
: Workshop on Development of New Educational Resources. Archaeology applied to education.
Speaker: Ms. Consuelo Gonzalez Maduro. Archaeologists
Humanist Network.

AIMED AT:

Teachers of Social Sciences, History and Geography, Travel guides, university students and the general public.

SPONSORS:
Humanist Network Archaeologists in Peru.
ARQUEOeduca. NEW TIMES

TALENTUS Institute.

Investment: S /. 80

LOCATION: San Patricio Educational Institution. Avenida Salaverry 982 - Jesus Maria.

BE DELIVERED:
Certificates equivalent to 250 academic hours. Folder
work and training package with CD - ROM with abstracts. Http://arqueoeduca.blogspot.com


METHOD OF PAYMENT AND REGISTRATION: RSVP
depositing your Registration Savings Account Issue 194 - 15303111-0 -87 Credit Bank.
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Pensum

Over several years and in several instances has been raised on the need to review ECS our curriculum of studies and academic administrative structure of the school. Referring to what must first be noted that, as is well known for our community, the curriculum of studies in 1987 and is structured from an understanding of social communication problems entrenched in the paradigms and concepts that were in force at the time it was conceived. There is no logic in the university the possibility of going to align all curricula to changes that may be occurring in the various disciplines. By contrast the academic logic compels us to accumulate cash them until they need to adapt to 'new age' forces us to assume the task of adjusting the way our training programs are designed.
certainly have begun the process of reviewing and updating the programs of different departments. That task is crucial and we must end it promptly to the effect that this body approves new programs and adequate updated bibliography and greater clarity about the objectives in each of them. This activity is urgent, however, insufficient. In my opinion we should move towards a full and extensive review of the curriculum of the school. That seems to be as an activity that we can not postpone. There are specific issues worth noting: On the one hand there seems to be consistency in the arrangement of their contents. You understand, for example, that the materials of the Department of Methods should be located in the first half of the race, this is particularly true of computers. The same true for subjects like geography and international politics, social problems, which despite the efforts of the teachers seem isolated or insufficient connection with the rest of the subjects that constitute the entire curriculum.
I think we need a stronger link between the departments. The subjects of each of them must cross disciplinary manner so that the training of future professionals is much more consistent. Instead of having separate departments as islands, we must define a mechanism that allows us to interconnect, so that the work occurring in each one of them is relevant to others. We review the issue of skills, I think you will find that they do not respond adequately to the needs of the labor market or the academic needs of communication logic. In some ways we are working at the wrong from a conception of communication and its problems lies in the late eighties of last century. We can not assume the challenges of our times from a conception of the ECS and their problems, their way of organizing that goes back 22 years. We can not do without a comprehensive review of the profile of our graduates. We can not do without rethinking school logos from the field and from the practice field with the intention of incorporating knowledge of these areas of knowledge and channel in the formation of a truly integrated communicator.
is imperative that we organize and participate in a series of activities that lead us to establish a forum for discussion on the issues raised. The Management and from the Academic Coordinator of the ECS call on this effort to review, update and adapt and request the support and commitment of the School Council. In this sense it is an appropriate occasion to request the establishment of an immediate way to Ad-Hoc Committee for the revision of the curriculum. A first activity of this commission should be to review the material on this matter rest on Gustavo Leal Library and are the result of work in this direction was enhanced by the school community a few years ago. A second activity should be to convene and organize the first meeting as soon as work expanded with the participation of the Heads of Department and Chair and teachers concerned. A third task must be to organize the course of Competency Curriculum dictates SADPRO, for which it is awaiting the financial offer to be provided by the ECS and is intended to provide the tools that were necessary to consistently take the process of change in our curriculum. These tasks are urgent in view of the same answer, In my opinion, a number of needs and aspirations felt by the academic community of the school.
On the second issue mentioned, it is necessary to review the way it is organized into academic and administrative school. We have eight departments and too many chairs. This is a school that was conceived in a stellar moment in which we had a sufficient number of full-time faculty and dedication, which have been retiring, which had not been possible to guarantee a replacement of equivalent positions. On the contrary, many of these faculty positions have been replaced by part-time teachers, conventional and / or hours dais. This has into question our ability to conduct research and extension, to call for participation in various committees, even to fill the vacancies in the various chairs and departments.
We need to think in a departmental structure more agile and flexible, allowing a more rational use of teaching resources available at the school. But more importantly, it is necessary to move into a department of interdisciplinary design, which is producing a convergence between knowledge of diverse disciplines and producing a "conceptual construct" more consistent, more coherent face Change Research Program has been raised. On this matter there is much to discuss. After all it is necessary to ensure that each 'academic space' differentiable has a recognition that translates into the existence of a department, but, equally, it is necessary to perform a more consistent distribution of subjects and associated knowledge.
An initial proposal is to unify the departments of Political and Social Cs and Cs. Communication in what would be a Department of Cs. Communication and Society. It noted that both departments relate their activities to training in theoretical and conceptual categories in the field Social Communication. In my opinion there is no valid academic reason which justifies the subjects of these departments are not located under the same nomenclature. The integration of these departments shall promote theoretical metaconstrucción a conception of social communication that is capable of efficiently contribute to the redefinition of our curriculum. The complementary nature of the materials of these departments and their theoretical and conceptual vocation we suggest an integrated department to ensure that theoretical and conceptual consistency of our graduates.
understand that the Department of Cs of Communication and Society should become at a point of convergence between the different elements that add to the vocational school graduates in regard to theoretical and conceptual aspects of interdisciplinary to help ensure a consistent understanding on the Social Communication conceived as a process and the problems associated with it. We understand that since that understanding the courses of the department serve as support for different professional and life skills that come together in determining the curriculum of school, becoming a space for the convergence of the scientific, philosophical, sociological , political with proper communication. The department must meet the following objectives:
- Promote the conceptual discussion and the construction of theoretical and methodological categories in the field of social communication.
- Provide information and training in various areas of study and about the various approaches that constitute the scope of discussion of the Theory of Communication and Cs. Society, from a broad perspective that incorporates various categories and transdisciplinary theoretical concepts.
- Support the study of theoretical, conceptual, epistemological and ontological join the study of social communication from an interdisciplinary perspective.
- encourage critical thinking and the integration of theoretical and conceptual categories.
- Contribute to building an integrated view of the theory and practice of social communication that is based on a proper understanding and consistent communication about the context of the country from a historical perspective and current. This
according to the following structure:
- Chair of Communication Theory, Communication Psychology, Communication Theory, Socio-Political Communication, Theory Public Opinion, Philosophical, Philosophy of Communication, Seminars and / or electives.
- Chair of Cs. Social Policy: International Politics, Contemporary Social Issues, Geography, American History, History of Venezuela, History of Communication, Ethics and Law, seminars and / or electives.

worth noting that in addition to the above, the integration of the Department of Cs. Social Policy and the Department of Communication Cs in a Cs Department. Communication and Society, guarantees the existence of a department with a functional structure in which it would have a significant number of full-time professors and part-time, some of which participate in the PPI and advance research and extension activities.

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Change Control in Venezuela content

Some of the following idea: to live in a democracy a citizen must be well informed. This implies, first developing a set of capabilities for the analysis of reality, the production of categories and the ability to process information and transmit it to others. On the other hand, involves broad access to information of interest. The latter is crucial, particularly in regard to public information or one that is likely to affect us personally, to define our values \u200b\u200band perceptions. The issue is irrelevant since in the Venezuelan public discussion has raised the possibility that the National Assembly to discuss a bill to regulate the coverage of the private media.
The argument has a classic tone, it is said that the media handling of the information is made public "misrepresents" the national reality and undermines the work of government. Say that the argument is a classic because by now the Venezuelans and are used to ten years of explanations and accusations by means of which the government tries to blame others for their inefficiency, or, in any case, try to make us believe that we live in an idyllic country where things work normally. Thus, the facts of corruption, attacks on the media, general crime, murder weekend, are the result of "media manipulation." Are the media interested doing a reading of reality that seeks to negatively affect the management of government.
Here we find several issues. Certainly each of us has in certain circumstances "positions concerned." Overall goals are not our reading about certain matters, even more, our subjectivity and interests 'Play' in determining the valuation we do about things. In this sense, one might well accept that the media can make a concerned look of reality and that, therefore, convey information about some issues from a particular point that may at one time favor some interests and disadvantage some other .
The Chairman of the Committee on Science, Technology and Media National Assembly, MP Manuel Villalba, said that means "not adequately inform the public, but instead have been spent to distort reality and create chaos and confusion for the reader and the viewer. " We should ask the deputy who rate the quality of information transmitted through the media, if in the end, the company only to validate the information being transmitted by the official media, or whether the government must maintain absolute control on news coverage and programming of the media, or whether to limit criticism.
Democracy implies the possibility that the most diverse points of view can be considered by those who participate in public discussion. The opinion of citizens and their judgments about government actions must be the result of the evaluation made about them and how they affect their lives. So in an open society the various points of view must have the real voice, for that the media must have a number of guarantees: first there must be real access to public information, particularly that which emanates from government agencies, on the other there should be no restrictions on the editorial line to follow in fulfilling the role of responsible reporting.
In a democracy the state must be permanently subjected to public scrutiny. The action of the officers has a representative character, therefore the control of their actions must be understood as a natural fact. Clearly, an important part of this monitoring function is performed by journalists and is presented to the public through the media. While the performance of the media must be responsible and must be tied to attitudes and ethical valuations, they do not have to have an accommodating nature of the government. When the State seeks to control in excess, as in my opinion what happens with the proposed above-mentioned Act, creates suspicion, is there something to hide?

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Textual production strategies in elementary school

Presentation
Writing is an essential tool for communication. As educators should be concerned to develop in students the knowledge, skills and attitudes they need to be competent users of written communication.

Justification
Writing is a communication tool that allows us to express opinions, communicate messages, display ideas, and transferring knowledge. According

Cassany (1997), writing is to communicate coherently in writing, producing texts of considerable length on a topic of general culture.

Communicative competence is essential in the development whole student. From birth the child develops the language as a way to get in touch with the world. Later school education promotes the more formal aspects of language and more complex forms of expression.
develop the capacity for speaking, listening, reading, writing allows children and young people to express, learn, learn, learn, briefly joining the world, be part of it.

According to the exit profile established for basic education that the student is expected to complete their secondary education: Use oral and written language clearly, fluently and appropriately, to interact in different social contexts.

Modernity has placed within reach of most extraordinary tools of communication such as the Internet allows us to establish contact almost immediately with people who are on the other side of the world. This type of communication is primarily written. Paradoxically

now far-reaching possibilities, our children show many deficiencies in their writing. The test

LINK (National Assessment of Academic Achievement in Schools) applied to all students in third through sixth grade is noted that in 2006, 82.20% of students reached sixth grade level or elementary insufficient in the subject English, slightly improved situation in 2007 when the index fell nearly four percentage points, with even very high number of children not reached a level good or excellent in this area that is oriented toward mastery of communication tools .

being more specific in what has developed writer is concerned, the National Institute of Educational Evaluation (INEE) has developed a national study called "Learning from writing in basic education in Mexico," published in 2006.

This evaluation found that in sixth grade nationally 17.6 percent of students in the lowest level of achievement at Level II 45.4, 30.2 at Level III, 5.6 in Level IV and only 1.3 percent in the highest level. The first two levels represent the writing skills that are below the minimum expected, note that in them lies 63 percent of students in the country.

objective:

• apply strategies of textual production to contribute to the development of written communication skills of students in sixth grade the Esc ... Theoretical framework



The concept of writing.
According to the cognitive conception, writing is a process that requires the active participation of the writer who must apply complex mental operations: planning, drafting and revising. Each of these operations requires that the writer takes into account various textual levels that involve several aspects: purpose of writing, potential readers, plan of action for the task of writing, content, text type characteristics, appropriate vocabulary, morphosyntax rules , cohesion, spelling, etc..

Thus, writing is understood as the production of texts of various kinds and various purposes, a complex high cognitive impairment, who need to spend enough time in the classroom to meet the different phases through which passes the development of a text. Investigations into the operations used by those who dominate the writing-speaking countries (Cassany, 1993; Teberosky, 1995; Jolibert, 1997) indicate that the task of writing a coherent text and suitable for their purpose is not done directly but in several and recurrent stages in which the writer must coordinate a set of specific procedures: 1) Planning (purpose of the letter, predictable player, content), 2) Drafting or contextualization (text type characteristics, appropriate vocabulary, morphosyntax legislation, cohesion, spelling punctuation marks), and 3) Review (The return on what has been written, re-reading and evaluating it.)

What is communicative competence?
says Daniel Cassany microskills list that must be mastered to get the written communication skills, covering many issues, from motor mechanics and stroke of the letters, calligraphy or submission of writing up aspects more thoughtful selection and management of information, or even of cognitive strategies to generate ideas, review and reformulation. It should also include knowledge of linguistic units (alphabet, words, paragraphs, texts) and their properties (spelling, punctuation, coaherencia, etc.).
items needed to know how to write can be classified into three categories:
Concepts:
- Knowledge of the linguistic code that must have a writer and allow you to use language effectively (basic knowledge of spelling, grammar, consistency, types of text.)
Skills:
psychomotor
- Knowledge trace the letters
-
Cognitive calligraphy
- Generate and organize ideas
- Check or rephrase a text

Attitudes - The values \u200b\u200band opinions that the individual has on language and writing.
- Motivation, interest and even pleasure or boredom you can feel the student to the fact of writing.

A writer should have sufficient knowledge of the written code, and there should be able to apply writing strategies.

written code is the set of abstract knowledge on a written language that we stored in the brain. In general we are not too aware of their presence. You learn through different ways: reading, memorization of written texts, the study of grammar rules, a copy of excerpts from texts that we like. We use this knowledge to process texts, either encoding or decoding, reading or writing.

contrast, the composition process consists of the set of strategies we use to produce a written text. These strategies are the sum of actions taken since we decided to write something until we give the nod to the latest version of the text. Much of these actions or strategies can be observed externally and, therefore, the writer is more aware of their existence.
The new conception of literacy.

The profile of a good writer
Studies (Cassany Camps 1987 and 1990) were able to characterize those elements that distinguish students who are good writers:
Reading: competent writers are good readers or have been at some period of his life. Reading is the primary means of code written.
Awareness of the audience (readers): The competent writers, they write, spend time thinking about what they mean, how you say, what the receiver already knows, and so on. Planning
text: the writers have a mental outline of the text they write, is made an image of what they want to write, and also how they will work. Re-read the pieces written
: As the writer writes reread the fragments have already written to see if really fits what it means and also to link them with what to write next.
Review Text: While writing and reread the text, the author reviews and makes changes and improvements.
recursive writing process: The writing process is cyclical and flexible. The author rarely conforms to the first scheme or plan of the text, it is modified during the drafting of the letter as new ideas occur to him and incorporated in the text.
Support Strategies: During composition, the author also uses support strategies. Generally consulted dictionaries grammar books or to remove any information that does not have and need. Hypothesis



The use of textual production strategies helps to improve written communication skills of sixth graders at the School .... Type

research
The research conducted is of the action research because the researcher himself is part of the teaching-learning studies. Application


It will be held the application of some strategies of textual production, with a group of sixth grade. Results will be published later.

Katies Playgrond Singel

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