viernes, 3 de octubre de 2014

 Task 7:

visitamos el blog: mozomerlo.blogspot.com

Task 1: Sugerencia completar la tercera columna del cuadro y agregarle color.

task 2: Sugerencia utilizar el mismo tipo de letra


task 3: Sugerencia publicar el texto completo y marcar del mismo las respuestas.

task 4: Sugerencia cambiar la apariencia del texto, lineal, el mismo tipo de letra y más grande para facilitar la lectura. 

task 5: Visita de blog

task 6: Sugerimos que el material sea de fácil visualización. Observar la fuente de la letra.

Task 6:

Criterio de evaluación:

Criterios
Regular
Bueno
Muy bueno
Creatividad.

Escasa creatividad en el diseño del blog.

Aceptable nivel en el diseño del blog. 
Excelente y apropiado diseño.
Puntualidad.

No cumple con la entrega de trabajo, ni siquiera las prorrogas.
Cumple a tiempo y en forma la entrega de las tareas.
Cumple con excelencia en tiempo y forma las entrega de las actividades.
Elección de tema

Inapropiada elección del tema. Carece de argumento.

Correcta elección del tema.
Muy buena elección del tema y de interés general.
Fuente bibliográfica

 Desconocida o inapropiada.

Confiable y segura.
Apropiada y académica.




miércoles, 1 de octubre de 2014

Task: 5

Visitamos el blog de: sipodemos.blogspot.com

Task 1: Excelente información muy vinculada a la vivencia de la escuela.
Sugerimos compartir este tema con el grupo.
Puntos 2

Task 2: Muy buena comparación con el texto original.
Sugerimos diferenciar e identificar cada texto.
Puntos 2

Task 3:Tema muy interesante y relacionado a la vida cotidiana.
Sugerimos un texto no lingüístico para complementar.
Puntos 2

Task 4: Buena elección de texto, buena diseño de la misma 
Sugerimos síntesis de la información para la comprensión de la misma.
Puntos 2

TOTAL DE PUNTOS 8

miércoles, 17 de septiembre de 2014

Task 4:


Tema interés: Bulimia and Anorexia:

Introduction

We all have different eating habits. There are a large number of “eating styles” which can allow us to stay healthy. However, there are some which are driven by an intense fear of becoming fat and which actually damage our health. These are called “eating disorders” and involve:
  • eating too much
  • eating too little
  • using harmful ways to get rid of calories.
In fact, the 'eating disorders' usually involve a lot more than eating behaviour, so that people affected by them are constantly worrying about how to avoid taking in calories or how to 'burn off' or how to get rid of them. They also find themselves checking their weight and appearance all the time, avoid seeing themselves in mirrors or being in photographs to reassure themselves that their weight has not increased.
This leaflet deals with two eating disorders - Anorexia Nervosa and Bulimia Nervosa. It describes the two disorders separately, however
  • the symptoms of anorexia and bulimia are often mixed
  • people may also move from bulimia to anorexic, or you may start with anorexic symptoms, but later develop the symptoms of bulimia.

Who gets eating disorders?

Girls and women are 10 times more likely than boys and men to suffer from anorexia or bulimia. However, eating disorders do seem to be getting more common in boys and men - they are more likely to develop their disorder in association with over-exercise and to want to be of a muscular build rather than a very skinny one.

Anorexia Nervosa

What are the signs?
You find that you:
  • worry more and more about your weight
  • eat less and less - calerie counting
  • exercise more and more, to burn off calories
  • can't stop yourself from wanting to lose weight, even when you are well below a safe weight for your age and height
  • smoke more or chew gum to keep your weight down
  • obsessively check your weight, shape or reflection in mirrors
  • withdraw from social situations which may involve eating
  • wearing baggy clothes to hide one's body
  • water loading before being weighed
  • excluding certain food groups and making foods "good" and "bad"
  • avoiding mealtimes, especially at school
  • lose interest in sex
    • In girls or women - monthly menstrual periods become irregular or stop.
    • In men or boys - erections and wet dreams stop, testicles shrink.
Some people notice that they have developed other obsessive difficulties, such as having to stick to rigid routines and times, or perhaps fears of 'contamination', a need to study or work all the time, or difficulty in spending money appropriately.
When does it start?
We now know that people of any age can have anorexia, but it commonly starts in the teenage years. It affects around:
  • 1 fifteen-year-old girl in every 150
  • 1 fifteen-year-old boy in every 1000.
What happens?
  • You take in very few calories every day. You eat "healthily" - fruit, vegetables and salads - but they don't give your body enough energy.
  • You may also exercise, use slimming pills, or smoke more to keep your weight down.
  • You don't want to allow yourself to eat, but you buy food and cook for other people.
  • You still get as hungry as ever, in fact you find you can't stop thinking about food.
  • You become more afraid of putting on weight, and more determined to keep your weight well below what is normal.
  • Your family may be the first to notice your thinness and weight loss.
  • You may find yourself not able to tell other people the true amount you are eating and how much weight you are losing.
  • You may also make your self sick if you eat anything you did not plan to allow yourself, particularly if you lose control of your eating and find yourself bingeing. However, this is known as 'anorexia, binge-purge subtype' rather than bulimia nervosa. Bulimia nervosa sufferers are by definition in the normal weight range.

Bulimia Nervosa

What are the signs?
You find that you:
  • worry more and more about your weight
  • binge eat (see below)
  • make yourself vomit and/or use laxatives or other ways to get rid of calories
  • have irregular menstrual periods
  • feel tired
  • feel guilty
  • stay a normal weight, in spite of your efforts to diet.
When does it start?
Bulimia Nervosa often starts in the mid-teens. However, people can be unwell for several years before they feel able to ask for help. People most often seek help when their life changes - the start of a new relationship or having to live with other people for the first time.
About 4 out of every 100 women suffers from bulimia at some time in their lives, rather fewer men.
Bingeing
  • You raid the fridge or go out and buy lots of fattening foods that you would normally avoid.
  • You then eat it all, quickly, usually in secret.
  • You might get through packets of biscuits, several boxes of chocolates and a number of cakes in just a couple of hours.
  • You may even take someone else’s food, or shoplift, to satisfy the urge to binge.
  • Binges may begin as a planned meal, but because you have been restricting what you eat, you find that a normal meal doesn't satisfy you so that you can't stop eating.
  • Afterwards you feel stuffed and bloated – and probably guilty and depressed. You try to get rid of the food you have eaten by making yourself sick, or by purging with laxatives. It is very uncomfortable and tiring, but you find yourself trapped in a routine of binge eating, and vomiting and/or purging.
Binge Eating Disorder
This is a pattern of behaviour that has recently been recognised. It involves dieting and binge eating, but not vomiting. It is very distressing, but is usually more responsive to therapy. Sufferers are more likely to become overweight.

How can anorexia and bulimia affect you?

If you aren't getting enough calories, you may:
Psychological symptoms
  • Sleep badly.
  • Find it difficult to concentrate or think clearly about anything other than food or calories.
  • Feel depressed.
  • Lose interest in other people.
  • Become obsessive about food and eating (and sometimes other things such as washing, cleaning or tidiness).
Physical symptoms
  • Find it harder to eat because your stomach has shrunk.
  • Feel tired, weak and cold as your body's metabolism slows down.
  • Become constipated.
  • Notice changes in your hair and skin. Some people's head hair falls out, but they grow downy hair on other parts of the body. Skin becomes dry and you can have pressure sores.
  • Not grow to your full height, or lose height with a 'bowed over' appearance.
  • Get brittle bones which break easily.
  • Be unable to get pregnant.
  • Damage your liver, particularly if you drink alcohol.
  • In extreme cases, you may die. Anorexia Nervosa has the highest death rate of any psychological disorder.
If you vomit, you may:
  • lose the enamel on your teeth (it is dissolved by the stomach acid in your vomit)
  • get a puffy face (the salivary glands in your cheeks swell up)
  • notice your heart beating irregularly - palpitations (vomiting disturbs the balance of salts in your blood)
  • feel weak
  • feel tired all the time
  • experience huge weight swings (see below)
  • damage your kidneys
  • have epileptic fits
  • be unable to get pregnant.
If you use a lot of laxatives, you may:
  • have persistent stomach pain
  • get swollen fingers
  • find that you can't go to the toilet any more without using laxatives (using laxatives all the time can damage the muscles in your bowel)
  • have huge weight swings. You lose lots of fluid when you purge, but take it all in again when you drink water afterwards (no calories are lost using laxatives).

What causes eating disorders?

There is no simple answer, but these ideas have all been suggested as explanations:
  • Genetics: There is a lot of evidence that eating disorders run in families even where the sufferers don't necessarily live together, and that certain genes make people more vulnerable, not only to eating disorders, but to related conditions.
  • Lack of an “off” switch: Most of us can only diet so much before our body tells us that it is time to start eating again. Some people with anorexia may not have this same body "switch" and can keep their body weight dangerously low for a long time.
  • Control: It can be very satisfying to diet. Most of us know the feeling of achievement when the scales tell us that we have lost a couple of pounds. It is good to feel that we can control ourselves in a clear, visible way. It may be that your weight is the only part of your life over which you feel you do have any control.
  • Puberty: Anorexia can reverse some of the physical changes of becoming an adult – pubic and facial hair in men, breasts and menstrual periods in women. This may help to put off the demands of getting older, particularly sexual ones.
  • Social pressure: Our social surroundings powerfully influence our behaviour. Societies which don’t value thinness have fewer eating disorders. Places where thinness is valued, such as ballet schools, have more eating disorders. ‘Thin is beautiful’ in Western culture. Television, newspapers and magazines show pictures of idealised, artificially slim people. For someone with a negative body image, gyms and health clubs can also reinforce this perception. So, at some time or other, most of us try to diet. Some of us can diet too much, but for a person who may be at risk of developing an eating disorder, this can make dieting dangerous and the person may develop anorexia.
  • Family: Eating is an important part of our lives with other people. Accepting food gives pleasure and refusing it will often upset someone. This is particularly true within families.  Saying “no” to food may be the only way you feel you can express your feelings, or have any say in family affairs.  Open and honest communication between the carer and the sufferer is essential. It is also important not to be too judgemental. On the other hand, loving families often try to protect you from the consequences of an eating disorder, and this can mean that the eating disorder can go on longer.
  • Depression: Most of us have eaten for comfort when we have been upset, or even just bored. People with bulimia are often depressed, and it may be that binges start off as a way of coping with feelings of unhappiness. Unfortunately, vomiting and using laxatives can leave you feeling just as bad.
  • Low self-esteem: People with anorexia and bulimia often don’t think much of themselves, and compare themselves unfavourably to other people. Losing weight can be a way of trying to get a sense of respect and self-worth.
  • Emotional distress: We all react differently when bad things happen, or when our lives change. Anorexia and bulimia have been related to:
    • life difficulties
    • sexual abuse
    • physical illness
    • upsetting events - a death or the break-up of a relationship
    • important events - marriage or leaving home.
  • The vicious circle : An eating disorder can continue even when the original stress or reason for it has passed. Once your stomach has shrunk, it can feel uncomfortable and frightening to eat.
  • Physical causes: Some doctors think that there may be a physical cause that we don't yet understand.
  • Certain illnesses and treatments: There is a relatively high incidence of anorexia in people who suffer from diabetes, Cystic Fibrosis or other illness where diet has to be monitored and without adequate treatment, weight is lost. It can be tempting to neglect your health in order to lose some weight, and this is particularly dangerous.


Produced by the Royal College of Psychiatrists' Public Education Editorial Sub-Committee.

  • Series Editor: Dr Philip Timms
  • Expert review: Susan Ringwood from B-eat and Dr Jane Morris
  • Service User and Carer input: Veronica Kamerling, Vanessa Harris and Henrietta Wood
© Illustration by Lo Cole: www.locole.co.uk
This leaflet reflects the best available evidence available at the time of writing.
RCPsych logo

© August 2014. Due for review: August 2016Royal College of Psychiatrists. This Leaflet may be downloaded, printed out, photocopied and distributed free of charge as long as the Royal College of Psychiatrists is properly credited and no profit is gained from its use. Permission to reproduce it in any other way must be obtained frompermissions@rcpsych.ac.uk. The College does not allow reposting of its Leaflets on other sites, but allows them to be linked to directly.



fuente: http://www.rcpsych.ac.uk/healthadvice/problemsdisorders/anorexiaandbulimia.aspx.


Referencia: 
  • Fecha de escrito y autor:1
  • Fecha del texto: es la misma fecha del punto anterior, (está válido hasta el 2016).
  • Autores que aparecen en el texto: 3



Síntesis no lingüística:

Eating disorders

Anorexia and Bulimia

Readable and well-researched information for the public
For anyone who is worried about themselves, a friend or a relative.
Eating disorders

miércoles, 27 de agosto de 2014

TASK 3:


TEMA DE INTERÉS PERSONAL: "LA DROGA EN LOS ADOLESCENTES"

Drugs - teenagers:  ( BETTER HEALTH CHANNEL)


Adolescence is typically a period of experimentation, irrespective of parenting skills and influence. Cannabis is the most common illegal drug used by teenagers, with around one in five having tried it at least once. Parents typically worry about their child becoming dependent on drugs such as methamphetamines (speed and ice), ecstasy, heroin and cocaine. However, the more likely threat to any teenager’s health is the use of drugs such as alcohol and tobacco.

There is no way to guarantee your child will never take drugs, but you can reduce the possibility of your teenager experiencing drug problems in a number of ways.


Reasons teenagers take drugs


Young people use drugs for similar reasons that adults do – to change how they feel because they want to feel better or different. Reasons may include:
  • Socialising with friends, peer pressure or the need to feel part of a group
  • Relaxation or fun
  • Boredom
  • Curiosity, experimentation or wanting to take risks
  • To escape from psychological or physiological pain.

Drugs commonly used by teenagers


Alcohol, cannabis and tobacco are the three most commonly used drugs among young people. According to the National Drug Strategy Household Survey of Australians aged 14–19 years, in 2010:
  • 67 per cent had tried alcohol and just over one in five (21.1 per cent) were drinking alcohol on a weekly basis.
  • One in five (21.5 per cent) had tried cannabis.
  • Just under 12 per cent had tried tobacco and just under seven per cent smoked on a daily basis.
  • Just over two per cent had tried amphetamines for non-medical reasons.
  • 4.7 per cent had tried ecstasy.
  • 2.1 per cent had tried inhalants – such as petrol, glue and solvents.
  • 2.1 per cent had tried cocaine.
The National Drug Strategy Household Survey of Australians also found that just 0.3 per cent of 14–19 year olds had tried heroin in 2007 (statistics for this age group are not available for 2010).

Cannabis as a ‘gateway’ drug for teenagers


Many parents are concerned that if their child tries cannabis, it will only be a matter of time before they progress to other drugs, such as amphetamines and heroin. However, there is no evidence to support the theory that cannabis is a ‘gateway’ drug that automatically leads to the use of other drugs.

Preventing drug use in teenagers


There are no parenting skills or behaviours that guarantee a young person will never touch drugs. However, parents and guardians can reduce the possibility of a young person experiencing drug problems in a number of ways.

Suggestions include:
  • Foster a close and trusting relationship with your child from an early age and support and encourage positive behaviour.
  • Model appropriate behaviour such as drinking moderately, not smoking and not using illicit drugs.
  • Establish agreements and guidelines about what is acceptable behaviour around alcohol and drugs.
  • Encourage a healthy approach to life including good foods, regular exercise and sports.
  • Encourage your child to have more than one group of friends.
  • Allow your child to practise responsibility and develop good decision-making skills from an early age.
  • Keep yourself informed about drugs and educate your child on the dangers of drug use. Do not exaggerate or make information up.
  • Have open and honest discussions about drugs.

If you suspect your child is taking drugs


There are no specific signs or behaviours that can tell you a young person is definitely using drugs. Uncharacteristic behaviours such as mood swings, a drop in schooling performance, different friends and a changed appearance may indicate drug use – but they could also indicate other issues that are not drug related.

If you suspect your child is using drugs:
  • If possible, don’t react on your first impulse – give yourself time to think.
  • Resist the urge to snoop or search your child’s room or belongings for evidence.
  • Research drugs so that you have the facts.
  • Raise your concerns calmly with your child when you both feel relaxed.
  • If your child is taking drugs, don’t issue ultimatums.
  • Try to educate your child on the health and lifestyle risks.
  • You may have to accept that an older teenager will not stop taking their drug, no matter what you say.
  • If your child gets into trouble with the police or has to go to court, support them but let them cope with the consequences such as paying their own fines.


COSAS QUE SÉ
Que cada vez es más frecuente.
Que afecta el cerebro del que las consume.
Que el alcohol y la marihuana son las drogas más consumidas por los jóvenes.
PREGUNTAS
¿Plantee al menos dos motivos, del consumo de drogas por los jóvenes?
¿Cuál es la droga con la que generalmente los  jóvenes comienzan el consumo?
¿cuáles son los signos de dicho consumo?

 

SÍNTESIS:

La adolescencia es un periodo de experimentación para los jóvenes, y por tal motivo es que en esta etapa de la vida es cuando se consume por primera vez las drogas (es la etapa de la vida denominada puerta para la drogas, ya que es en esta etapa que empieza a consumir). la droga más consumida por estos es la marihuana, el alcohol y el tabaco.
Las razones por la cual dichos jóvenes consumen drogas, la mayoría de las veces es por las misma causas que los adultos. Estas son: para saber qué se siente, por curiosidad, por la presión del grupo, aburrimiento, etc.
Según encuentas australianas, de 14 a 19 años de edad: el 67% de estos asume haber consumido alcohol, uno de cada cinco ha consumido marihuana, el 12% consume tabaco y en porcentajes menores otro tipo de drogas.

Muchos padres tienen temor que sus hijos comiencen con marihuana y terminen con drogas mucho más fuertes y dañinas. No hay prevención para dicho consumo por parte de los padres pero si reducir las posibilidades teniendo en cuenta determinados factores como: mantener una relación cercana, manifestar enfoques de vida saludable, predicar con el ejemplo, etc.
.


miércoles, 30 de julio de 2014

    
TASK 2:


KNOW
WANT TO KNOW
LEARNED
TEORÍA DEL APRENDIZAJE
-¿Qué es el colectivismo?


-¿Qué intención tiene la teoría?










-¿Quién fue el creador de la teoría?
El conectivismo es una teoría del aprendizaje para la era digital.

 El Conectivismo intenta proporcionar una comprensión de cómo los alumnos y las organizaciones aprenden.
Moneda (precisa, conocimiento actualizado) es la intención de todo el aprendizaje conectivista.

 La inventó George Siemens



Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena. Some principles of connectivism:

The integration of cognition and emotions in meaning-making is important. Thinking and emotions influence each other. A theory of learning that only considers one dimension excludes a large part of how learning happens.
Learning has an end goal - namely the increased ability to "do something". This increased competence might be in a practical sense (i.e. developing the ability to use a new software tool or learning how to skate) or in the ability to function more effectively in a knowledge era (self-awareness, personal information management, etc.). The "whole of learning" is not only gaining skill and understanding - actuation is a needed element. Principles of motivation and rapid decision making often determine whether or not a learner will actuate known principles.
Learning is a process of connecting specialized nodes or information sources. A learner can exponentially improve their own learning by plugging into an existing network.
Learning may reside in non-human appliances. Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database.
The capacity to know more is more critical that what is currently known. Knowing where to find information is more important than knowing information.
Nurturing and maintaining connections is needed to facilitate learning. Connection making provides far greater returns on effort than simply seeking to understand a single concept.
Learning and knowledge rest in diversity of opinions.
Learning happens in many different ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. Courses are not the primary conduit for learning.
Different approaches and personal skills are needed to learn effectively in today's society. For example, the ability to see connections between fields, ideas, and concepts is a core skill.
Organizational and personal learning are integrated tasks. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network and continue to provide learning for the individual. Connectivism attempts to provide an understanding of how both learners and organizations learn.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning.
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate impacting the decision.

Learning is a knowledge creation process...not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning.

 http://www.connectivism.ca/about.html



COMPARACIÓN CON EL TEXTO ORIGINAL DE CONECTIVISMO:

A.      What is connectivism?
B.      How is it different from other learning theories?
C.      What is it based on?

No se puede comparar porque se trabajó con el mismo texto.
TASK 1:

TEMA: IMPORTANCIA DEL JUEGO EN LOS NIÑOS.



KNOW
WANT TO KNOW
LEARNED
¿QUÉ SABEMOS DEL TEMA?

SABEMOS QUE EL JUEGO DURANTE LA INFANCIA ES IMPORTANTE PARA EL DESARROLLO SOCIAL Y COGNITIVO, INTEGRACIÓN, MOTRICIDAD, PLACER, ENTRE OTRAS.

¿QUÉ QUEREMOS SABER DEL TEMA?

-OTROS MOTIVOS POR LO QUE ES IMPORTANTE.
- CAUSAS Y CONSECUENCIAS DE NO QUERER JUGAR EN  ETAPA INFANTIL.
-¿CÓMO AFECTA AL DESARROLLO EL NO JUGAR?.
-¿CUÁLES SON LOS BENEFICIOS DEL JUEGO?.






fhttp://faculty.spokanefalls.edu/InetShare/AutoWebs/kimt/The%20Importance%20of%20Play.pdf

The Importance of Play: Why Children Need to Play
Bodrova, Elena; Leong, Deborah J.
Early Childhood Today, v20 n1 p6-7 Sep 2005
In this article, the authors discuss the important role of dramatic ("pretend") play in early childhood with increasing emphasis at school on developing academic skills in children at younger and younger ages. Play is especially beneficial to children's learning when it reaches a certain degree of sophistication. In other words, "unproductive" play happens not only when children fight and argue when "mommy" keeps performing the same routines with her "baby" day after day with no change. By contrast, play that has a potential for fostering many areas of young children's social and cognitive development has the following characteristics: Children create a pretend scenario by negotiating and talking with peers, and they use props in a symbolic way. Children create specific roles--and rules--for pretend behavior and they adopt multiple themes and multiple roles. Early childhood classrooms provide a unique setting to foster the kind of dramatic play that will lead to cognitive and social maturity. There are other children to play with, a setting that can be organized to encourage imaginative play, and adults who can encourage the play, guiding children to play effectively with each other. Indeed, this is the cornerstone for all learning.