I hope you like it ... n_n
This came from the heart of Yui-chan 
Friday, December 31, 2010
Mini Sand Rail Blueprints
New Year ....
I hope you like it ... n_n
The truth did not want to miss this day without another entry for this time of year ... Like, I have no mood to write anything very encouraging ...
I hope you like it ... n_n
Monday, December 27, 2010
Symptoms Twisted Bowel
Bolaño
ROMANCE DOGS
At that time I was twenty
and was mad.
country had lost but had won a dream.
And if I had that dream
rest did not matter.
not work or study or pray in the morning with dogs
romantic.
And the dream lived on the space of my mind.
A wooden room, darkened
,
in one lung of the tropics.
And sometimes I turn into me
and visited the dream thoughts statue immortalized
in liquid, a white worm wriggling
in love.
A runaway love.
A dream within a dream.
And the nightmare I said, grow.
will leave behind the images of pain and labyrinth
and forget.
grow But at that time had been a crime.
I'm here, I said, dogs romantic
And here I'll stay. 
ROMANCE DOGS
At that time I was twenty
and was mad.
country had lost but had won a dream.
And if I had that dream
rest did not matter.
not work or study or pray in the morning with dogs
romantic.
And the dream lived on the space of my mind.
A wooden room, darkened
,
in one lung of the tropics.
And sometimes I turn into me
and visited the dream thoughts statue immortalized
in liquid, a white worm wriggling
in love.
A runaway love.
A dream within a dream.
And the nightmare I said, grow.
will leave behind the images of pain and labyrinth
and forget.
grow But at that time had been a crime.
I'm here, I said, dogs romantic
And here I'll stay.
Sunday, December 12, 2010
Gay Cruising Locations In Nj
Image and word in the classroom Think
Teachers of subjects such as drama, visual arts or music use creation, imagination and inventiveness when they instruct their students, encourage them to leave the traditional routine to invent new forms of expression.
Anchoring in the routine of what is known and not rebel against the principles laid down seems to be the practice of those who develop other less challenging curricula.
A different approach to teaching requires creativity , inventiveness, and especially away from what is already known. For releasing and creativity and imagination of our students are also taught how.
first release should be rules and regulations. When we play, we abide by restrictive laws and principles, data and deductions are not unlimited but to imagine and to create invent new principles, new laws and new rules.
activities such as: "Imagine that ..." or "What would have asked if you had three wishes ..." encourages them to discover new rules and new ways to trying to build an ideal world. What would we do without language? I often ask my new alumn @ s? And they try to set design, gesturing, clapping and even whistling. I try to show that if there would not be invented because language is communication and even a lack of communication also produced language. Activities pose to imagine adapting curricula should be a good practice in our classrooms, and until there is change we all desire, imagine, guess, invent, change, change the start or end of a narrative, establish similarities or find analogies to illustrate a mathematical concept, linguistic or any other area.
What is the fundamental role of the school? "Transmit culture?, Then what exactly culture among all the diversity, must be transmitted? Even social change is constant and that the school is "interested in change" is asking a lot.
An ideal school would be one that will help students to be able to see even what can be. For teachers, exposing only what is involved should also help students to develop their imagination and to be prepared for any changes.
The school should be a place for reflection, meditation and constant experimentation rather than place to find out what others thought. Montaigne said: "Knowing is not knowing memory." A school understood as a place not only to teach a curriculum but also to develop it.
How should we teach the conjugation of verbs or compound sentence, a simple equation or volcanoes? Know how we can even respond with a list of contents, objectives, methodology, hundreds of print and interactive exercises reflected in perfect schedules with or without her editorial assistance.
But if we ask how we might teach how to think or develop a critical and reflective attitude in our students may not know what to answer or said that as we learn indirectly that there is no time because we have to devote to curriculum competencies and simply can not do.
The thought is to decode, classify, observe, synthesize, interpret, criticize and solve ... even imagine. 'Thinking' is a broad term which can describe many things, including ways of thinking or syllogisms. Should therefore distinguish between teaching what to think, think and teach how to think. Teaching sounds like indoctrination to think about and rejection is automatic. Teach how to think and be about what we should worry as innovative teaching. Often what we are accused of telling students what they think about when what they want is to learn how. That 'how' covers the logical-deductive, critical, reflective and sometimes even scientific, artistic, creative, imaginative, intuitive, but all forms of thought which no doubt provide maturity and skill. What we do or try to get our daily teaching practice? Thought and speech are developed processes that seem effortless, but we have to describe the mechanisms involved in speech development or neuronal function that produces "Actually thinking if we had to stop to reflect on these processes, we happen as Mr. Jourdain, a character created by Molière in" The Bourgeois Gentleman "which states when he discovers the difference between verse and prose:" In faith, I have been speaking prose for forty years without knowing it. " We
primarily interested in developing the manifestations of thought and the exercise of mental processes. Ask what you can not think why not ask for example, "What is electricity?" The experts categorized the mental processes in the lower divisions-sensory experiences and remember, recognize and recall-and above. to distinguish ourselves from animals, such as comparing, classifying, interpreting and evaluating. In addition processes are strengthened to be lower in the higher concentration. There is a shortage of teaching materials aimed at the higher processes and many teaching practices appear to focus only on the lower processes like memory or knowledge. Even ask how far the freedom of thought in our classroom or to what extent are impulsive our students would perform an important task for us all @ s.
When exercises ask any format would be appropriate to mention mental acrobatics that do not support the transfer, but linking them to situations that are in our reality aula.Se clearly teach things that are not clear and present knowledge accumulated throughout history.
When a teacher provides opportunities to think his enthusiasm and students can not resist the challenge when it becomes be creating learning. "What do you think?" Is the best way to start and "Listen to what other people think" personalized learning. My ideal school would be a place of learning and experimentation consistent with freedom of thought in every desk.
Images: ajedrezescolar.es and myadriapolis.net and miguelferrarotger. blogspot.com
Bibliography 
Anchoring in the routine of what is known and not rebel against the principles laid down seems to be the practice of those who develop other less challenging curricula.
A different approach to teaching requires creativity , inventiveness, and especially away from what is already known. For releasing and creativity and imagination of our students are also taught how.
first release should be rules and regulations. When we play, we abide by restrictive laws and principles, data and deductions are not unlimited but to imagine and to create invent new principles, new laws and new rules.
activities such as: "Imagine that ..." or "What would have asked if you had three wishes ..." encourages them to discover new rules and new ways to trying to build an ideal world. What would we do without language? I often ask my new alumn @ s? And they try to set design, gesturing, clapping and even whistling. I try to show that if there would not be invented because language is communication and even a lack of communication also produced language. Activities pose to imagine adapting curricula should be a good practice in our classrooms, and until there is change we all desire, imagine, guess, invent, change, change the start or end of a narrative, establish similarities or find analogies to illustrate a mathematical concept, linguistic or any other area.
What is the fundamental role of the school? "Transmit culture?, Then what exactly culture among all the diversity, must be transmitted? Even social change is constant and that the school is "interested in change" is asking a lot.
An ideal school would be one that will help students to be able to see even what can be. For teachers, exposing only what is involved should also help students to develop their imagination and to be prepared for any changes.
The school should be a place for reflection, meditation and constant experimentation rather than place to find out what others thought. Montaigne said: "Knowing is not knowing memory." A school understood as a place not only to teach a curriculum but also to develop it.
How should we teach the conjugation of verbs or compound sentence, a simple equation or volcanoes? Know how we can even respond with a list of contents, objectives, methodology, hundreds of print and interactive exercises reflected in perfect schedules with or without her editorial assistance.
But if we ask how we might teach how to think or develop a critical and reflective attitude in our students may not know what to answer or said that as we learn indirectly that there is no time because we have to devote to curriculum competencies and simply can not do.
The thought is to decode, classify, observe, synthesize, interpret, criticize and solve ... even imagine. 'Thinking' is a broad term which can describe many things, including ways of thinking or syllogisms. Should therefore distinguish between teaching what to think, think and teach how to think. Teaching sounds like indoctrination to think about and rejection is automatic. Teach how to think and be about what we should worry as innovative teaching. Often what we are accused of telling students what they think about when what they want is to learn how. That 'how' covers the logical-deductive, critical, reflective and sometimes even scientific, artistic, creative, imaginative, intuitive, but all forms of thought which no doubt provide maturity and skill. What we do or try to get our daily teaching practice? Thought and speech are developed processes that seem effortless, but we have to describe the mechanisms involved in speech development or neuronal function that produces "Actually thinking if we had to stop to reflect on these processes, we happen as Mr. Jourdain, a character created by Molière in" The Bourgeois Gentleman "which states when he discovers the difference between verse and prose:" In faith, I have been speaking prose for forty years without knowing it. " We
primarily interested in developing the manifestations of thought and the exercise of mental processes. Ask what you can not think why not ask for example, "What is electricity?" The experts categorized the mental processes in the lower divisions-sensory experiences and remember, recognize and recall-and above. to distinguish ourselves from animals, such as comparing, classifying, interpreting and evaluating. In addition processes are strengthened to be lower in the higher concentration. There is a shortage of teaching materials aimed at the higher processes and many teaching practices appear to focus only on the lower processes like memory or knowledge. Even ask how far the freedom of thought in our classroom or to what extent are impulsive our students would perform an important task for us all @ s.
 |
| http://www.edwarddebono.com/es/ |
When a teacher provides opportunities to think his enthusiasm and students can not resist the challenge when it becomes be creating learning. "What do you think?" Is the best way to start and "Listen to what other people think" personalized learning. My ideal school would be a place of learning and experimentation consistent with freedom of thought in every desk.
Bibliography
Subscribe to:
Comments (Atom)