49 research outputs found
Recovery Strategy of Selected Filipino Restaurants in Tagaytay City
No full textAbstract: There have been a lot of people visiting Tagaytay City as one of the best tourist spots in Cavite. Due to the natural disaster – The Taal Volcano eruption, many establishments have been greatly affected especially Filipino Restaurants with alfresco dining and those near the Taal volcano. Because of the disaster, the researchers aimed to determine and analysed the gathered data concerning the significant difference of recovery strategy of selected Filipino restaurants with alfresco dining in Tagaytay City. The study's main concept is a recovery strategy. This concept has 5 factors examined by the researchers including Human Resources, Natural Resources, Capital Resources, Technology, Social and Political. Descriptive methods and online survey questionnaires via google forms were used to collect data and information. The respondents were the selected restaurant’s Managers and staff. The results show that the restaurants recovered by focusing on Human resource, Technology, Social and Political factors. The respondents perceived that giving proper training and seminars greatly benefited the recovery of the establishment. The results also show that the selected restaurants have no significant difference between demographic profile, and factors such as Human resources, Natural resources, Capital resources, technology, and Social and Political.
Keywords: Natural Disaster, Quantitative Research, Recovery Strategy, Tagaytay City.
Title: Recovery Strategy of Selected Filipino Restaurants in Tagaytay City
Author: Lorenzo Martin Becina, Margoe Dela Cruz, Darren Angelo Torres, Ailene Rolle
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 10, Issue 3, July 2022 - September 2022
Page No: 32-49
Research Publish Journals
Website: www.researchpublish.com
Published Date: 14-July-2022
DOI: https://doi.org/10.5281/zenodo.6831127
Paper Download Link (Source)
https://www.researchpublish.com/papers/recovery-strategy-of-selected-filipino-restaurants-in-tagaytay-cityInternational Journal of Social Science and Humanities Research, ISSN 2348-3156 (Print), ISSN 2348-3164 (online), Research Publish Journals (Publisher), Website: www.researchpublish.co
No limiar da tradução: paratextos e paratraduções de Le Gone du Chaâba de Azouz Begag
No full textDissertação(mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-graduação em Estudos da Tradução, Florianópolis, 2014O presente estudo se direciona aos paratextos e às paratraduções da literatura produzida em língua francesa pelas escritoras e escritores originários da imigração magrebina, em especial os escritos de Azouz Begag que, contendo informações sobre o autor e sobre a história desta literatura, são também responsáveis pela apresentação do tradutor. No primeiro capítulo, Analisando essa literatura ? denominada como literatura Beur, percebeu-se que a ideia de língua materna se torna mutável, pois ela é o que se entende por língua do colonizador: uma língua imposta. A literatura francófona dos autores Beurs busca transformar esta aparente hegemonia da língua francesa e, dessa forma, a utilização dos paratextos é frequente. No segundo capítulo, os paratextos foram classificados segundo Genette e sua obra Seuils, traduzida para o português por Álvaro Faleiros, Paratextos Editoriais (2009); e as paratraduções classificadas segundo o conceito de Yuste Frías e seu estudo Au seuil de la traduction: la paratraduction (2010) e segundo Marie-Hélène C Torres em seu livro Traduzir o Brasil Literário, paratexto e discurso de acompanhamento (2011). Então, no terceiro capítulo, foram analisados os paratextos de duas edições francesas do romance Le Gone du Chaâba de Azouz Begag e as paratraduções apresentadas pela tradução estadunidense, Shantytown Kid (2007), traduzido por Alec G Hargreaves e Naïma Wolf, e pela tradução espanhola, El niño de las chabolas (2011), traduzido por Elena García-Aranda. No final, o espaço destes ?epitextos? e ?peritextos? provou ser necessário para demonstrar que a paratradução é o lugar onde temos a visibilidade do tradutor e do processo da tradução, pois consiste no espaço a partir do qual o tradutor pode por sua voz em evidencia.Abstract: This study analyzes the paratexts and paratranslations of the literature produced in French by one of the writers from the Algerian immigration: Azouz Begag. These paratexts and paratranslations contain information about the author and the history of this sort of literature, and they are also responsible for the translator's presentation. In the first chapter, analyzing the literature - called Beur literature, it's possible to notice that the idea of mother language becomes mutable because it is the "colonizer's language": an imposed language. This francophone literature desires to change this visible hegemony of the French language, and the use of paratexts often takes place for that purpose. In the second chapter, the paratexts were classified according to Genette and his book Seuils, translated into Portuguese by Àlvaro Faleiros, Paratextos Editoriais (2009); and the paratranslations classified according to Yuste Frías and his study Au seuil de la traduction: la paratraduction (2010) and to Marie-Hélène C Torres in her book Traduzir o Brasil Literário, paratexto e discurso de acompanhamento (2011). Afterwards, the paratexts of two French editions of Azouz Begag's Le Gone du Chaâba were analyzed. In the third chapter, Alec G Hargreaves and Naïma Wolf's American translation, Shantytown Kid (2007), and Elena Garcia-Aranda's Spanish translation, El niño de las Chabolas (2011) were analyzed. At the end, my findings demonstrate how these "epitexts" and "peritexts" are the necessary places to show the translator and the translation process' visibility, because it consists in the locale where the translator is allowed to speak
Teknik Permainan Dan Penyajian Lagu When A Man Loves Woman Karya Percy Sledge Pada Instrumen Alto Saxophone
No full textThis study discusses the technique of playing the alto saxophone on the song When a Man Loves a Woman by Percy Sledge. This song has been played by many saxophone players including: Galaxsea Band Cancun, Angelo Torres, Paulo Franco, Richard Elliot. Presentation of the song When a Man Loves a Woman the author uses a band format with breathing techniques, staccato techniques, growl techniques, and altissimo techniques. The author discusses the level of difficulty experienced by the author, especially in breathing techniques and growl techniques. At the end, the author explains the presentation of the song When a Man Loves a Woman during the recital
"In and against the state" : Gramsci, war of position, and adult education
No full textThis paper focuses on the way a state-funded university, as an important institution of civil society, consolidates existing hegemonic arrangements and, at the same time, offers spaces wherein these arrangements can be contested. Using ethnographic data culled from structured and semi-structured interviews as well as other appropriate documentation, the author highlights some of the challenges and contradictions of a
university-based workers' education institute advocating for social change "in and against the state." The key concept from Gramsci that reverberates throughout the essay is that of "war of position."peer-reviewe
Ruskin traduzido: Sesame and Lilies por Proust e Catalán
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 2009.Este trabalho parte da análise das traduções da obra Sesame and Lilies, de John Ruskin, para o francês e para o castelhano para fazer um exame de questões ligadas ao gênero ensaístico, à tradução de ensaios e à autoria. Para isso, analisarei a tradução de Marcel Proust para o francês e seu paratexto e a tradução para o castelhano feita por Miguel Catalán e o respectivo paratexto.This study analises the translations of Sesame and Lilies, by John Ruskin, into French and Spanish in order to examine issues related to the essay as a literary genre, to the translation of essays and to authorship. This exam will be carried out by analising the translation into French by Marcel Proust and its paratext and the translation into Spanish by Miguel Catalán, accompanied by its paratext
Sex-Differences in Alpha-1 Antitrypsin Deficiency: Data From the EARCO Registry
No full textAlpha1-antitrypsin deficiency; Chronic obstructive pulmonary disease; GenderDeficiència d'alfa1-antitripsina; Malaltia pulmonar obstructiva crònica; GènereDeficiencia de alfa1-antitripsina; Enfermedad pulmonar obstructiva crónica; GéneroBackground
Sex and gender influence many aspects of chronic obstructive pulmonary disease (COPD). Limited data are available on this topic in alpha-1 antitrypsin deficiency (AATD). We therefore aimed to investigate sex issues in the EARCO registry, a prospective, international, observational cohort study.
Methods
Baseline data from PiZZ individuals, enrolled in the registry with complete data on sex and smoking history were analysed by group comparisons and binary logistic regression analyses.
Results
1283 patients with AATD, 49.3% women were analysed. Females reported less tobacco consumption (16.8 ± 12.2 vs. 19.6 ± 14.5 PY, p = 0.006), occupational exposures towards gases, dusts or asbestos (p < 0.005 each) and consumed less alcohol (5.5 ± 7.6 vs. 8.4 ± 10.3 u/week, p < 0.001). Females reported COPD (41% vs. 57%, p < 0.001) and liver disease (11% vs. 20%, p < 0.001) less often. However, they had a higher prevalence of bronchiectasis (24% vs. 13%, p < 0.001). Despite better lung function (FEV1%pred. 73.6 ± 29.9 vs. 62.7 ± 29.5, p < 0.001) females reported a similar symptom burden (CAT 13.4 ± 9.5 vs. 12.5 ± 8.9, p = ns) and exacerbation frequency (at least one in the previous year 30% vs. 26%, p = ns) compared to males. In multivariate analyses, female sex was an independent risk factor for exacerbations in the previous year OR 1.6 p = 0.001 in addition to smoking history, COPD, asthma and bronchiectasis and was also identified as risk factors for symptom burden (CAT ≥ 10) OR 1.4 p = 0.014 besides age, BMI, COPD and smoking history.
Conclusion
Men had higher rates of COPD and liver disease, women were more likely to have bronchiectasis. Women's higher symptom burden and exacerbation frequency suggest they may need tailored treatment approaches.The International EARCO Registry is funded by unrestricted grants from Grifols, CSL Behring, Kamada, pH Pharma and Takeda to the European Respiratory Society (ERS). AMT is funded by the NIHR Midlands Patient Safety Research Collaboration (PSRC) and Applied Research Collaborative West Midlands. She has also received grant funding from NIHR HTA and EME. The views expressed are those of the author(s) and not necessarily those of the NIHR or the Department of Health and Social Care
Fontamara reescrito no Brasil em 1935
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Estudos da Tradução, Florianópolis, 2014.O romance Fontamara, do escritor italiano Ignazio Silone (1900-1978), é publicado pela primeira vez em 1933, pela editora Verlag Oprecht und Helbling de Zurique, com a tradução em língua alemã de Nettie Sutro. Por razões políticas e ideológicas, o texto é impedido de circular oficialmente no sistema literário italiano nos anos do fascismo. O próprio autor vive um período de exílio e não pode voltar à Itália, pois seria preso pela polícia fascista, por ser considerado um subversivo. No Brasil, o texto é traduzido por Aristides Lobo e publicado pela editora Cultura Política, em 1935, dois anos após a primeira edição. Pensando nas tensões políticas e nas mudanças sociais e econômicas que ocorrem no Brasil da década de 30, e na posição que assume a literatura traduzida dentro de uma cultura, o presente estudo investiga quais são as principais motivações que levam à publicação do texto Fontamara em 1935, no Brasil. As reflexões partem da perspectiva de tradução como reescritura, proposta entre outros teóricos por André Lefevere (2007), que trata do papel das reescrituras dentro de um sistema literário. Deste complexo processo que é o ato tradutório, participam tanto a figura do tradutor (reescritor), como mediador, quanto outros agentes, que determinam que tipo de texto pode ou não circular entre o público leitor, segundo aquele que Lefevere chama de sistema de mecenato.Abstract : The Fontamara novel, by Italian writer Ignazio Silone (1900-1978), is first published in 1933, by Verlag Oprecht und Helbling from Zurich, with a translation into German by Nettie Sutro. For political and ideological reasons, the text is prevented from circulating officially inside the Italian literary system, during the years of fascism. The author himself experiences a period of exile and cannot return to Italy, where he would be arrested by the fascist police, under the accusation of being a subversive element. In Brazil, the novel is translated by Aristides Lobo and published by Cultura Política in 1935, two years after its first edition. While considering the political tensions and social and economic changes taking place in Brazil in the 30s, and the role of translated literature within a culture, this study investigates the main motivations that lead to the publication of Fontamara in 1935, in Brazil. These reflections are made from the perspective of translation as rewriting, a conjecture proposed among other theorists by André Lefevere (2007), who deals with the role of rewriting within a literary system. The complex process of translation involves both the figure of the translator (rewriter ), as a mediator, as well as that of other agents who determine what kind of text may or may not circulate among the reading public, according to a scheme that Lefevere calls the patronage system
Fortalecimiento del Proyecto de Vida de Estudiantes de educación media del Colegio Agropecuario Araucano
No full textUn proyecto de vida es la dirección que una persona marca para su propia existencia con base a sus valores, planea acciones con el objetivo de cumplir con sus metas en diversas situaciones y en distintos escenarios de su vida personal, profesional, familiar u ocupación. Una persona puede decidir estudiar una carrera para trabajar en determinada profesión, o elegir una pareja, incluso decidir sus ejercicios para el día siguiente, sintiéndose conforme o por el contrario en desacuerdo con una situación en particular, y es allí, donde se reflexiona sobre alternativas de la vida futura como un plan o proyecto.
Ampliando lo descrito anteriormente, la Revista Iberoamericana de las Ciencias Sociales y Humanistas, publica el artículo denominado “Los enfoques de Aprendizaje y el Proyecto de Vida en los Jóvenes en los Colegios de Bachilleres de SLP”, comentando lo siguiente: Martínez (2012) “algunos autores se inclinan por asociar el proyecto de vida con diversos términos, propios de su experticia profesional o vivencial. Rogers (1980), lo asocia con el proceso de la auto orientación; Nutin (1963) con la motivación y autodesarrollo; Pelletuer en Carbonero (1997), lo plantea como un desarrollo en la construcción del proyecto vocacional y Rodríguez-Moreno (2003) lo describe como la orientación profesional y la acción tutorial en el marco del proyecto profesional. Esta última autora, comenta que el proyecto profesional es una cuestión existencial y que podría tenerse como categoría principal al proyecto de vida, el cual puede derivar en proyectos profesionales, familiares y/o académicos. Por consiguiente, es importante destacar que la configuración del proyecto de vida es un reto de todo ser humano. Los factores que condicionan la construcción del mismo son diversos. Dentro de ellos se pueden mencionar la escasa madurez, falta de identidad, personalidad conflictiva, entorno sociofamiliar problemático o fracaso escolar.
Complementando lo anterior es oportuno mencionar que D´Angelo (1999), analiza y comenta, que el paso de la adolescencia a la edad juvenil fomenta cambios significativos y diversos ampliando la experiencia social y personal, es decir, se acerca el adolescente al mundo del adulto, su identidad, sus valores, normas que cambian y que se asumen desde un punto de vista más personal.
Por lo tanto, la construcción y realización de un proyecto de vida (PV), implica un estudio de los factores sociofamiliares, psicosociales y la interacción con el medio ambiente de cada individuo; se considera importante que las y los estudiantes de educación media, es decir, de décimo y once de secundaria, cuenten con una visión clara, para fortalecer su proyecto de vida, incluso antes de concluir su nivel educativo en secundaria.
Es allí donde surge la inquietud de identificar ¿qué variables inciden para su planeación?, incluso ¿los adolescentes están preparados para iniciar este proceso que marcara su futuro?
¿cómo las instituciones educativas pueden implementar en sus currículos ejes transversales enfocado a la enseñanza sobre proyecto de vida, como una educación integral para su futuro?
Según D´Angelo (1999), este ejercicio es una “elección de su vida futura, se transforma en un proceso de autodeterminación”. Para ello, se promueve una orientación académica sobre su posible proyecto de vida, donde se permita al estudiante plasmar sus ideas e intenciones futuras, pero, sobre todo, donde se puedan identificar sus capacidades, condiciones y oportunidades.
Es de resaltar que las instituciones educativas tienen una labor importante en la formación integral de los discentes en el desarrollo personal, profesional y grupal, para ello, se busca abordar a los estudiantes de educación media del Colegio agropecuario Municipal Araucano, desarrollando la implementación de estrategias pedagógicas que fomenten el fortalecimiento de la concepción de un proyecto de vida. La percepción de los adolescentes que cursan décimo y once grados en la institución mencionada, permitirán que, desde sus conocimientos, su entorno y contexto, puedan dar a conocer su apreciación sobre un futuro a corto, mediano y largo plazo. Vásquez (2008).
Sumado a esto y contextualizando lo mencionado por Edgar Morín en su libro, “Los Siete Saberes Necesarios Para la Educación del Futuro” y publicado por UNESCO en el año 1999, donde expresa que la ceguera de la educación muchas veces no permitía que los sujetos aprendieran a pensar de manera crítica, lo cual podría generar una actitud de no apertura ante el conocimiento. Mencionaba la importancia de “enseñar los métodos que permiten aprehender las relaciones mutuas y las influencias recíprocas entre las partes y el todo en un mundo complejo (p2)”.
Ahora bien, Vásquez (2008) alude que Zygmunt Bauman (2008) menciona el término de “modernidad líquida”, tomando esta terminología de forma disruptiva, pero acorde a la realidad moderna, donde la sociedad y sus relaciones humanas, pasan a ser ambiguas, eventuales, inestables y efímeras. En su análisis, describe los ámbitos del ser humano, el cual hoy se caracteriza, entre otras esferas, por cambiar de trabajo u oficio constantemente, el consumo está enmarcado en la lógica de comprar no por necesidad si no por gusto y en cuanto a la identidad el individuo se sale de lo tradicional para buscar sus ideales y su personalidad, concluyendo que las relaciones de pareja no buscan un compromiso o formalizar una familia.A life project is the direction that a person sets for their own existence based on their values, plans actions with the aim of meeting their goals in various situations and in different scenarios of their personal, professional, family or occupation life. A person can decide to study a career to work in a certain profession, or choose a partner, even decide their exercises for the next day, feeling satisfied or, on the contrary, disagreeing with a particular situation, and it is there, where they reflect on alternatives. of the future life as a plan or project.
Expanding on what was described above, the Ibero-American Journal of Social and Humanist Sciences publishes the article called "Learning Approaches and the Life Project in Young People in SLP High Schools", commenting on the following: Martínez (2012) " Some authors are inclined to associate the life project with various terms, typical of their professional or experiential expertise. Rogers (1980), associates it with the process of self-orientation; Nutin (1963) with motivation and self-development; Pelletuer in Carbonero (1997), poses it as a development in the construction of the vocational project and Rodríguez-Moreno (2003) describes it as professional guidance and tutorial action within the framework of the professional project. This last author comments that the professional project is an existential question and that the main category could be the life project, which can lead to professional, family and/or academic projects. Therefore, it is important to highlight that the configuration of the life project is a challenge for every human being. The factors that determine its construction are diverse. Among them, poor maturity, lack of identity, conflictive personality, problematic socio-family environment or school failure can be mentioned.
Complementing the above, it is appropriate to mention that D'Angelo (1999), analyzes and comments, that the transition from adolescence to youth fosters significant and diverse changes, expanding the social and personal experience, that is, the adolescent approaches the world of adult, their identity, their values, norms that change and that are assumed from a more personal point of view.
Therefore, the construction and realization of a life project (LP), implies a study of socio-family, psychosocial factors and the interaction with the environment of each individual; It is considered important that middle school students, that is, tenth and eleventh graders in secondary school, have a clear vision to strengthen their life project, even before completing their secondary education level.
It is there where the concern arises to identify what variables affect their planning? Are adolescents even prepared to start this process that will mark their future?
How can educational institutions implement in their curricula transversal axes focused on teaching about life projects, as a comprehensive education for their future?
According to D'Angelo (1999), this exercise is a "choice of his future life, it becomes a process of self-determination". For this, an academic orientation is promoted on their possible life project, where the student is allowed to express their ideas and future intentions, but, above all, where their capacities, conditions and opportunities can be identified.
It is noteworthy that educational institutions have an important role in the comprehensive training of students in personal, professional and group development, for this, it seeks to address the secondary education students of the Araucano Municipal Agricultural College, developing the implementation of strategies pedagogical that promote the strengthening of the conception of a life project. The perception of adolescents who attend tenth and eleventh grades in the mentioned institution, will allow that, from their knowledge, their environment and context, they can make known their appreciation of a future in the short, medium and long term. Vasquez (2008).
Added to this and contextualizing what was mentioned by Edgar Morín in his book, "The Seven Necessary Knowledges for the Education of the Future" and published by UNESCO in 1999, where he expresses that the blindness of education often did not allow subjects to learn to think critically, which could generate an attitude of not being open to knowledge. He mentioned the importance of "teaching the methods that allow us to grasp the mutual relations and the reciprocal influences between the parts and the whole in a complex world (p2)".
Now, Vásquez (2008) alludes that Zygmunt Bauman (2008) mentions the term "liquid modernity", taking this terminology in a disruptive way, but according to modern reality, where society and its human relations become ambiguous, eventual, unstable and ephemeral. In his analysis, he describes the spheres of the human being, which today is characterized, among other spheres, by constantly changing jobs or professions, consumption is framed in the logic of buying not out of necessity but rather out of pleasure, and in terms of identity the individual leaves the traditional to seek his ideals and his personality, concluding that couple relationships do not seek a commitment or formalize a family.1. Justificación. -- 2. Descripción de la Propuesta. -- 3. Marco Teórico. -- 4. Marco Normativo -- 5. Metodología de marco lógico. -- 5.1 Análisis de involucrados. -- 5.2 Análisis de Problemas. -- 5.3. Análisis de Objetivos. -- 5.4. Análisis de Estrategias. -- 5.5. Matriz de Marco Lógico del Proyecto. -- 5.6. Cronograma y presupuesto. -- 5.7. [email protected]@[email protected]
Fortalecimiento del Proyecto de Vida de Estudiantes de educación media del Colegio Agropecuario Araucano
No full textUn proyecto de vida es la dirección que una persona marca para su propia existencia con base a sus valores, planea acciones con el objetivo de cumplir con sus metas en diversas situaciones y en distintos escenarios de su vida personal, profesional, familiar u ocupación. Una persona puede decidir estudiar una carrera para trabajar en determinada profesión, o elegir una pareja, incluso decidir sus ejercicios para el día siguiente, sintiéndose conforme o por el contrario en desacuerdo con una situación en particular, y es allí, donde se reflexiona sobre alternativas de la vida futura como un plan o proyecto.
Ampliando lo descrito anteriormente, la Revista Iberoamericana de las Ciencias Sociales y Humanistas, publica el artículo denominado “Los enfoques de Aprendizaje y el Proyecto de Vida en los Jóvenes en los Colegios de Bachilleres de SLP”, comentando lo siguiente: Martínez (2012) “algunos autores se inclinan por asociar el proyecto de vida con diversos términos, propios de su experticia profesional o vivencial. Rogers (1980), lo asocia con el proceso de la auto orientación; Nutin (1963) con la motivación y autodesarrollo; Pelletuer en Carbonero (1997), lo plantea como un desarrollo en la construcción del proyecto vocacional y Rodríguez-Moreno (2003) lo describe como la orientación profesional y la acción tutorial en el marco del proyecto profesional. Esta última autora, comenta que el proyecto profesional es una cuestión existencial y que podría tenerse como categoría principal al proyecto de vida, el cual puede derivar en proyectos profesionales, familiares y/o académicos. Por consiguiente, es importante destacar que la configuración del proyecto de vida es un reto de todo ser humano. Los factores que condicionan la construcción del mismo son diversos. Dentro de ellos se pueden mencionar la escasa madurez, falta de identidad, personalidad conflictiva, entorno sociofamiliar problemático o fracaso escolar.
Complementando lo anterior es oportuno mencionar que D´Angelo (1999), analiza y comenta, que el paso de la adolescencia a la edad juvenil fomenta cambios significativos y diversos ampliando la experiencia social y personal, es decir, se acerca el adolescente al mundo del adulto, su identidad, sus valores, normas que cambian y que se asumen desde un punto de vista más personal.
Por lo tanto, la construcción y realización de un proyecto de vida (PV), implica un estudio de los factores sociofamiliares, psicosociales y la interacción con el medio ambiente de cada individuo; se considera importante que las y los estudiantes de educación media, es decir, de décimo y once de secundaria, cuenten con una visión clara, para fortalecer su proyecto de vida, incluso antes de concluir su nivel educativo en secundaria.
Es allí donde surge la inquietud de identificar ¿qué variables inciden para su planeación?, incluso ¿los adolescentes están preparados para iniciar este proceso que marcara su futuro?
¿cómo las instituciones educativas pueden implementar en sus currículos ejes transversales enfocado a la enseñanza sobre proyecto de vida, como una educación integral para su futuro?
Según D´Angelo (1999), este ejercicio es una “elección de su vida futura, se transforma en un proceso de autodeterminación”. Para ello, se promueve una orientación académica sobre su posible proyecto de vida, donde se permita al estudiante plasmar sus ideas e intenciones futuras, pero, sobre todo, donde se puedan identificar sus capacidades, condiciones y oportunidades.
Es de resaltar que las instituciones educativas tienen una labor importante en la formación integral de los discentes en el desarrollo personal, profesional y grupal, para ello, se busca abordar a los estudiantes de educación media del Colegio agropecuario Municipal Araucano, desarrollando la implementación de estrategias pedagógicas que fomenten el fortalecimiento de la concepción de un proyecto de vida. La percepción de los adolescentes que cursan décimo y once grados en la institución mencionada, permitirán que, desde sus conocimientos, su entorno y contexto, puedan dar a conocer su apreciación sobre un futuro a corto, mediano y largo plazo. Vásquez (2008).
Sumado a esto y contextualizando lo mencionado por Edgar Morín en su libro, “Los Siete Saberes Necesarios Para la Educación del Futuro” y publicado por UNESCO en el año 1999, donde expresa que la ceguera de la educación muchas veces no permitía que los sujetos aprendieran a pensar de manera crítica, lo cual podría generar una actitud de no apertura ante el conocimiento. Mencionaba la importancia de “enseñar los métodos que permiten aprehender las relaciones mutuas y las influencias recíprocas entre las partes y el todo en un mundo complejo (p2)”.
Ahora bien, Vásquez (2008) alude que Zygmunt Bauman (2008) menciona el término de “modernidad líquida”, tomando esta terminología de forma disruptiva, pero acorde a la realidad moderna, donde la sociedad y sus relaciones humanas, pasan a ser ambiguas, eventuales, inestables y efímeras. En su análisis, describe los ámbitos del ser humano, el cual hoy se caracteriza, entre otras esferas, por cambiar de trabajo u oficio constantemente, el consumo está enmarcado en la lógica de comprar no por necesidad si no por gusto y en cuanto a la identidad el individuo se sale de lo tradicional para buscar sus ideales y su personalidad, concluyendo que las relaciones de pareja no buscan un compromiso o formalizar una familia.A life project is the direction that a person sets for their own existence based on their values, plans actions with the aim of meeting their goals in various situations and in different scenarios of their personal, professional, family or occupation life. A person can decide to study a career to work in a certain profession, or choose a partner, even decide their exercises for the next day, feeling satisfied or, on the contrary, disagreeing with a particular situation, and it is there, where they reflect on alternatives. of the future life as a plan or project.
Expanding on what was described above, the Ibero-American Journal of Social and Humanist Sciences publishes the article called "Learning Approaches and the Life Project in Young People in SLP High Schools", commenting on the following: Martínez (2012) " Some authors are inclined to associate the life project with various terms, typical of their professional or experiential expertise. Rogers (1980), associates it with the process of self-orientation; Nutin (1963) with motivation and self-development; Pelletuer in Carbonero (1997), poses it as a development in the construction of the vocational project and Rodríguez-Moreno (2003) describes it as professional guidance and tutorial action within the framework of the professional project. This last author comments that the professional project is an existential question and that the main category could be the life project, which can lead to professional, family and/or academic projects. Therefore, it is important to highlight that the configuration of the life project is a challenge for every human being. The factors that determine its construction are diverse. Among them, poor maturity, lack of identity, conflictive personality, problematic socio-family environment or school failure can be mentioned.
Complementing the above, it is appropriate to mention that D'Angelo (1999), analyzes and comments, that the transition from adolescence to youth fosters significant and diverse changes, expanding the social and personal experience, that is, the adolescent approaches the world of adult, their identity, their values, norms that change and that are assumed from a more personal point of view.
Therefore, the construction and realization of a life project (LP), implies a study of socio-family, psychosocial factors and the interaction with the environment of each individual; It is considered important that middle school students, that is, tenth and eleventh graders in secondary school, have a clear vision to strengthen their life project, even before completing their secondary education level.
It is there where the concern arises to identify what variables affect their planning? Are adolescents even prepared to start this process that will mark their future?
How can educational institutions implement in their curricula transversal axes focused on teaching about life projects, as a comprehensive education for their future?
According to D'Angelo (1999), this exercise is a "choice of his future life, it becomes a process of self-determination". For this, an academic orientation is promoted on their possible life project, where the student is allowed to express their ideas and future intentions, but, above all, where their capacities, conditions and opportunities can be identified.
It is noteworthy that educational institutions have an important role in the comprehensive training of students in personal, professional and group development, for this, it seeks to address the secondary education students of the Araucano Municipal Agricultural College, developing the implementation of strategies pedagogical that promote the strengthening of the conception of a life project. The perception of adolescents who attend tenth and eleventh grades in the mentioned institution, will allow that, from their knowledge, their environment and context, they can make known their appreciation of a future in the short, medium and long term. Vasquez (2008).
Added to this and contextualizing what was mentioned by Edgar Morín in his book, "The Seven Necessary Knowledges for the Education of the Future" and published by UNESCO in 1999, where he expresses that the blindness of education often did not allow subjects to learn to think critically, which could generate an attitude of not being open to knowledge. He mentioned the importance of "teaching the methods that allow us to grasp the mutual relations and the reciprocal influences between the parts and the whole in a complex world (p2)".
Now, Vásquez (2008) alludes that Zygmunt Bauman (2008) mentions the term "liquid modernity", taking this terminology in a disruptive way, but according to modern reality, where society and its human relations become ambiguous, eventual, unstable and ephemeral. In his analysis, he describes the spheres of the human being, which today is characterized, among other spheres, by constantly changing jobs or professions, consumption is framed in the logic of buying not out of necessity but rather out of pleasure, and in terms of identity the individual leaves the traditional to seek his ideals and his personality, concluding that couple relationships do not seek a commitment or formalize a family.1. Justificación. -- 2. Descripción de la Propuesta. -- 3. Marco Teórico. -- 4. Marco Normativo -- 5. Metodología de marco lógico. -- 5.1 Análisis de involucrados. -- 5.2 Análisis de Problemas. -- 5.3. Análisis de Objetivos. -- 5.4. Análisis de Estrategias. -- 5.5. Matriz de Marco Lógico del Proyecto. -- 5.6. Cronograma y presupuesto. -- 5.7. [email protected]@[email protected]
Conflito civil e liberdade no pensamento republicano de maquiavel
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Filosofia, Florianópolis, 2015Nosso propósito é refletir as condições da liberdade partindo da teoria do conflito civil em Maquiavel. Para cumprir essa finalidade, analisamos dois segmentos sociais que se confrontam em toda cidade, os grandes e o povo (grandi e plebe), aos quais correspondem dois humores (umori) de característica heterogênea: os grandes que desejam dominar o povo e o do povo que deseja unicamente viver em liberdade. Desse natural e ineliminável conflito, Maquiavel concebe as relações sociais em dissenso, ligeiramente distanciadas da concordia ordinum. Há, com esse pressuposto, uma relativa igualdade política na dinâmica do próprio enfrentamento desses humores que, ao serem acolhidos e recriados pelas instituições republicanas, se traduzem em leis e liberdade que beneficiam o conjunto da cidade. A teoria do conflito civil, ao esboçar certa autonomia em relação ao modelo polibiano da anacyclosis, ainda muito reproduzida pela tradição do pensamento político, acaba positivando o desejo do povo - ao lado do humor dos grandes - gerando reações aristocráticas diante de um presumível republicanismo popular do autor - Francesco Guicciardini confirma essa perspectiva. O desafio está em compreender que aspectos efetivamente concorrem nesse processo que vai, desde a anulação do bom e positivo conflito civil, para um convívio determinado por relações de subordinação e servidão (vivere servo). Mobilizando alguns capítulos centrais dos Discursos sobre a primeira década de Tito Lívio e de História de Florença - mas não sem remissões pontuais a outras obras do autor que subsidiem a discussão -, mostramos que a demanda por ações extraordinárias (straordinari) em situações de repúblicas corrompidíssimas, se deve à ingerência de relações desiguais e facciosas entre os distintos segmentos. À desigualdade nessas relações, atribui-se relativa inflexão do conteúdo político dos humores em direção a aspectos e fenômenos de natureza econômica. Trata-se de mostrar, em Maquiavel, que o próprio núcleo da teoria do conflito civil é permeado por uma clivagem social e econômica que sugere uma medida mais flexível de leitura de sua própria teoria do conflito civil e da liberdade.Abstract: Our purpose is to reflect the conditions of liberty based on the theory of civil conflict in Machiavelli. To accomplish this purpose, we analyzed two social sectors which are faced in every city, the big ones and the people (grandi and plebs), that correspond to two moods (umori) of heterogeneous feature: the big ones that wish to master the people and the people who only want to live in liberty. From this natural and non-eliminable conflict, Machiavelli conceives social relations in dissent, slightly away from concordia ordinum. There is, with this assumption, a relative political equality in the dynamics of the own confrontation of these moods that, when received and recreated by republican institutions, are translated into laws and liberty that benefit the entire city. The civil conflict theory, when showing certain autonomy from the Polybian model of anacyclosis, still very reproduced by the tradition of political thought, ended up achieving the will of the people - next to the big ones mood - generating aristocratic reactions to a presumable republicanism popular of the author - Francesco Guicciardini confirms this perspective. The challenge is to understand what aspects effectively compete in this process which is, since the abolishment of good and positive civil conflict, to a coexistence determined by relations of subordination and servitude (vivere servo). Mobilizing some central chapters of Discourses on Titus Livy's first ten books [Discorsi sopra la prima deca di Tito Livio] and Florentine Histories [Istorie Fiorentine] - but not without occasional references to other works of the author who subsidize the discussion - we showed that the demand for extraordinary actions (straordinari) in situations of corrupted republics, is due to the interference of unequal and unfair relations between different segments. To the inequality in these relations is attributed inflection of the political content of moods toward aspects and phenomena of an economic nature. This is to show, in Machiavelli, that the core of the civil conflict theory is permeated by a social and economic cleavage suggesting a more flexible measure of reading his own theory of civil conflict and liberty
