7 research outputs found
English in Translation Studies: Methodological perspectives.
No full textThis volume contains a selection of papers on the use and teaching of English in translation presented at the 9th ESSE (European Society for the Study of English) Conference, held in Aarhus, Denmark, on 22-26 August 2008. The volume builds on the notion of English language and translation competence to discuss methodological issues and teaching methods in the field
of translation training. The eight contributions raise issues concerned, among others, with the academic-vocational dichotomy in specialized language training, the issue of translator identity, the psychological implications of resorting to creativity in translation, the assessment in translation teaching and the effects of the spreading of English as a Lingua Franca. The volume also offers an integrated model of translation competence which gives prominence to the translation process on the background of interrelated competencies, and which can be used to assess the acquisition of translation competence from both the quantitative and the qualitative viewpoint. The book is directed to an audience of translation scholars and practitioners interested in the evolving field of English used as a language of translation
English in Translation Studies: Methodological perspectives
No full textThis volume contains a selection of papers on the use and teaching of English in translation presented at the 9th ESSE (European Society for the Study of English) Conference, held in Aarhus, Denmark, on 22-26 August 2008. The volume builds on the notion of English language and translation competence to discuss methodological issues and teaching methods in the field
of translation training. The eight contributions raise issues concerned, among others, with the academic-vocational dichotomy in specialized language training, the issue of translator identity, the psychological implications of resorting to creativity in translation, the assessment in translation teaching and the effects of the spreading of English as a Lingua Franca. The volume also offers an integrated model of translation competence which gives prominence to the translation process on the background of interrelated competencies, and which can be used to assess the acquisition of translation competence from both the quantitative and the qualitative viewpoint. The book is directed to an audience of translation scholars and practitioners interested in the evolving field of English used as a language of translation
CLIL, a competence-based coping strategy against foreign language anxiety in higher education
No full textReferencias bibliográficas:
• Barcelona European Council (15 and 16 March 2002). Presidency Conclusions. SN 100/1/02 REV 1.
• Commission E. Languages 2010 and beyond. Brussels: Council of Europe; 2012.
• Ministerio de Educación, Cultura y Deporte (MECD). Estrategia para la Internacionalización de las Universidades Españolas. Madrid: Ministerio de Educación, Cultura y Deporte (2014).
• Coleman J. English-medium teaching in European higher education. Lang Teach. 2006;39:1–14. https://doi.org/10.1017/S026144480600320X.
• Ramos AM. Higher education bilingual programmes in Spain. Porta Linguarum. 2013;19:101–1. https://doi.org/10.30827/Digibug.29632.
• Servicio Español para la Internacionalización de la Educación (SEPIE). English taught programs. Madrid: SEPIE; 2015.
• Greere A, Räsänen A. Report on the LANQUA subproject on Content and Language Integrated Learning: redefining CLIL. Towards Multilingual Competence; 2008.
• Dearden J. English as a medium of instruction: a growing global phenomenon. London: British Council; 2014.
• Coyle D, Hood P, Marsh D. CLIL: content and language integrated learning. Cambridge: Cambridge University Press; 2010.
• Smit U, Dafouz E. Integrating content and language in higher education: an introduction to English-medium policies, conceptual issues and research practices across Europe. AILA Rev. 2012;25:1–12. https://doi.org/10.1075/aila.25.01smi.
• Ramos-García AM, Pavón V. The linguistic internationalization of higher education: a study on the presence of language policies and bilingual studies in Spanish universities. Porta Linguarum. 2018; Monográfico III:31–46.
• Bazo P, González D, Centellas A, Dafouz E, Fernández AD, Pavón V. Documento marco de política lingüística para la internacionalización del sistema universitario español. Madrid: CRUE; 2017.
• Jover G, Fleta T, González R. La formación inicial de los maestros de educación primaria en el contexto de la enseñanza bilingüe en lengua extranjera. Bordón. Rev de Ped. 2016;68:121–35. https://doi.org/10.13042/Bordon.2016.68208.
• De la Maya G, Luengo R. Teacher training programs and development of plurilingual competence. In: Marsh D, Perez Cañado ML, Raez Padilla J, editors. CLIL in action: voices from the classroom. Cambridge: Cambridge Scholars Publishing; 2015. p. 114–29.
• Pérez Cañado ML. Training teachers for plurilingual education: a Spanish case study. In: Marsh D, Perez Canado ML, Raez Padilla J, editors. CLIL in action: voices from the classroom. Cambridge: Cambridge Scholars Publishing; 2015. p. 165–87.
• Gil-Galván R, Martín-Espinosa I. ¿Cómo valoran los estudiantes universitarios de Educación su dominio de competencias lingüísticas en lengua extranjera? Rev Complutense de Ed. 2021;32:237–47. https://doi.org/10.5209/rced.68326.
• Král’ová Z. Foreign Language Anxiety. Nitra, Slovakia: Constantine the Philosopher University; 2016.
• Horwitz E, Horwitz M, Cope J. Foreign language classroom anxiety. The mod lang j. 1986;70:125–32. https://doi.org/10.2307/327317.
• Horwitz E. Even teachers get the blues: recognizing and alleviating teachers’ feelings of foreign language anxiety. Foreign Lang Ann. 1996;29:365–72. https://doi.org/10.1111/j.1944-9720.1996.tb01248.x.
• Pappamihiel N. English as a second language students and English language anxiety: issues in the mainstream classroom. Res Teach Engl. 2002;36:327–56.
• Spielberger C. Anxiety: current trends in theory and research. Oxford: Academic Press; 1972.
• Spielberger C. Manual for the state-trait anxiety inventory. Palo Alto: Consulting Psychologists Press; 1983.
• Krashen S. Principles and practice in second language acquisition. Oxford: Pergamon Press; 1982.
• Oteir I, Al-Otaibi A. Foreign language anxiety: a systematic review. Arab World Engl J. 2019;10:309–17. https://doi.org/10.24093/awej/vol10no3.21.
• Kim S, Kim J. When the learner becomes a teacher: foreign language anxiety as an occupational hazard. Eng Teach. 2004;59:165–85.
• Alrabai F. The influence of teachers’ anxiety-reducing strategies on learners’ foreign language anxiety. Innov Lang Teach. 2015; 9:163–190. https://doi.org/10.1080/17501229.2014.890203.
• Aida Y. Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: the case of students of Japanese. Mod Lang J. 1994;78:155–68. https://doi.org/10.2307/329005.
• Horwitz E. Beliefs about language learning inventory. Unpublished instrument. Austin: University of Texas at Austin; 1981.
• Young D. Creating a low-anxiety classroom environment: What does the anxiety research suggest? Mod Lang J. 1991;75:426–39. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x.
• Horwitz E. Language anxiety and achievement. Annu Rev Appl Ling. 2001;21:112–26. https://doi.org/10.1017/S0267190501000071.
• Horwitz E, Tallon M, Luo H. Foreign language anxiety. In: Cassady J, editor. Anxiety in schools: the causes, consequences, and solutions for academic anxieties. New York: Peter Lang; 2010. p. 95–115.
• Eysenck M. Anxiety, learning, and memory: a reconceptualization. J of res in pers. 1979;13:363–85. https://doi.org/10.1016/0092-6566(79)90001-1.
• MacIntyre P. How does anxiety affect second language learning? A reply to Sparks and Ganschow. Modern Lang J. 1995;79:90–9. https://doi.org/10.2307/329395.
• MacIntyre P, Gardner R. Anxiety and second-language learning: toward a theoretical clarification. Lang Learn. 1989;39:251–75. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x.
• Liu M, Huang W. An exploration of foreign language anxiety and English learning motivation. Ed Res Inter. 2011;2011:493167. https://doi.org/10.1155/2011/493167.
• Alpert R, Haber R. Anxiety in academic achievement situations. J Abnorm Soc Psychol. 1960;61:207–15. https://doi.org/10.1037/h0045464.
• Scovel T. The effect of affect on foreign language learning: a review of the anxiety research. In: Horwitz E, Young D, editors. Language anxiety: from theory and research to classroom implications. Englewood Cliffs: Prentice Hall; 1991. p. 15–24.
• Grant S, Huang H, Pasfield-Neofitou S. The authenticity-anxiety paradox: the quest for authentic second language communication and reduced foreign language anxiety in virtual environments. Procedia Technol. 2014;13:23–32. https://doi.org/10.1016/j.protcy.2014.02.005.
• Hashemi M, Abbasi M. The role of the teacher in alleviating anxiety in language classes. Int J Appl Basic Sci. 2013;4:640–6.
• Young D. An investigation of students’ perspectives on anxiety and speaking. Foreign Lang Ann. 1990;23:539–53. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x.
• Hauck M, Hurd S. Exploring the link between language anxiety and learner self-management in open language learning contexts. Eur J Open Dist E-Learn. 2005;8:2.
• Kondo D, Ying-Ling Y. Strategies for coping with language anxiety: the case of students of English in Japan. ELT J. 2004;58:258–65. https://doi.org/10.1093/elt/58.3.258.
• Harmer J. The practice of English language teaching. Harlow, UK: Pearson Longman; 2007.
• Council of Europe. Council recommendation of 22 May 2018 on key competences for lifelong learning. Brussels: Council of Europe; 2018.
• Delors J. Learning: the treasure within. Paris: United Nations Educational; 1996.
• Organisation for Economic Co-operation and Development (OECD). The definition and selection of key competencies. Executive summary. OECD; 2005.
• Gilis A, Clement M, Laga L, Pauwels P. Establishing a competence profile for the role of student-centred teachers in higher education in Belgium. Res High Ed. 2008;49:531–54. https://doi.org/10.1007/s11162-008-9086-7.
• Biemans H, Nieuwenhuis L, Poell R, Mulder M, Wesselink R. Competence-based VET in the Netherlands: background and pitfalls. J Vocat Ed Train. 2004;56:523–38. https://doi.org/10.1080/13636820400200268.
• Struyven K, De Meyst M. Competence-based teacher education: illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view. Teach Teach Ed. 2010;26:1495–510. https://doi.org/10.1016/j.tate.2010.05.006.
• Koenen AK, Dochy F, Berghmans I. A phenomenographic analysis of the implementation of competence-based education in higher education. Teach Teach Ed. 2015;50:1–12. https://doi.org/10.1016/j.tate.2015.04.001.
• Assembly G. Transforming our world: the 2030 Agenda for Sustainable Development A/RES/70/1. New York: UN; 2015.
• Wesselink R, Biemans H, Gulikers J, Mulder M. Models and principles for designing competence-based curricula, teaching, learning and assessment. In: Mulder M, editor, Competence-based vocational and professional education. Bridging the worlds of work and education. Cham: Springer; 2017. p. 533–54.
• Mulder M. Competence-based education and training. J Agric Ed Ext. 2012;18:305–14. https://doi.org/10.1080/1389224X.2012.670048.
• Hatton N, Smith D. Reflection in teacher education: towards definition and implementation. Teach Teach Ed. 1995;11:33–49. https://doi.org/10.1016/0742-051X(94)00012-U.
• Korthagen F, Vasalos A. Levels in reflection: core reflection as a means to enhance professional growth. Teach Teach Theory Pract. 2005;11:47–71. https://doi.org/10.1080/1354060042000337093.
• Birenbaum M, Breuer K, Cascallar E, Dochy F, Dori Y, Ridgway J, et al. A learning integrated assessment system. Ed Res Rev. 2006;1:61–7. https://doi.org/10.1016/j.edurev.2006.01.001.
• Sambell K, McDowell L, Montgomery C. Assessment for learning in higher education. London: Routledge; 2013.
• Bornstein MH, Jager J, Putnick DL. Sampling in developmental science: situations, shortcomings, solutions, and standards. Dev Rev. 2013;33:357–70. https://doi.org/10.1016/j.dr.2013.08.003.
• Amengual-Pizarro M, García-Laborda J. Choosing English teaching as a profession in primary education contexts. Ensayos. Rev de la Fac de Ed de Albacete. 2017;32:121–33.
• Madrid D, Julius S. Profiles of students in bilingual university degree programs using English as a medium of instruction in Spain. Profile: Issues in Teachers’ Prof Dev 2020;22:79–94. https://doi.org/10.15446/profile.v22n2.80735.This article presents a study carried out in the subject of Didactics of English for Very Young Learners, taught in English to Spanish-speaking students at the School of Education of the Complutense University of Madrid, Spain. Three comparable classes were exposed to different teaching and assessment conditions. Two of them were the research groups, learning under a competence-based CLIL (Content and Language Integrated Learning) paradigm, while the control group did so under a content-based EMI (English-Medium Instruction) model. The participants (n = 76) were asked to answer two questionnaires, which collected their expectations (pre-questionnaire) and final perceptions (post-questionnaire) in regard to their levels of anxiety towards studying in English. The qualitative and quantitative comparison of their answers facilitated results that allowed to discuss and conclude the beneficial effect of CLIL as a competence-based coping strategy to diminish foreign language anxiety among student teachers who face the challenge of learning in a bilingual classroom setting.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu
Methods for microeconometric risk and vulnerability assessments
No full textThis"toolkit"provides quantitative tools to practitioners who want to undertake risk and vulnerability assessments using household data. While one could use price, exchange rate, and balance of payments data to examine macroeconomic shocks, and rainfall data to assess the severity of droughts and floods, we are ultimately interested in their impacts on households - thus the emphasis on household data.Environmental Economics&Policies,Economic Theory&Research,Health Economics&Finance,Poverty Assessment,Financial Intermediation
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For Palo Alto: Rain toaifht
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j "PALO ALTO %
VOL. 33.
PALO ALTO, CALIFORNIA,
1. "
MOND
AY, JANUARY a&0 wortb of groceries for
CASH and a talking machine Is fr*e.
You are obliged to buy lan «0 coat
records whoa tha machine la
Dated, aad twenty more la tt*
moDths Ume. Thla la the aame rata,
however, that you woald pay any-
whora.
FAMOUS DIVINE
MAKES ADDRESS
POUMlKll OP EMMANI'Kl. MOVE-
at—tT DKUVBSS lilM.lf
I AT AfsSEMBLY HALL
ANNOUNCE SUMMER
SCBOOUN MUSIC
AMKRIt AH (.RF.ATKNT Ml* 01 CAL
RPt'CATOR Will. C.VB NORMAL COURtSS IN JIM*:.
Calrita Hrai-erd Cody of Columbia
rnitcn.itjr T<*a4-.icra' Cotlrac
Favor* Palo Alto.
Williams' Jubilee
Singers Tonight
this oompaut haa THI RWTV-
TATION <* BEING TBS BB_*T
NOW ON THB ROAD.
Rfev. Klwood Worcester 6*11 verbis first public address In Call-
: aaaambly Hall yesterday
before a large audience.
the course of hla Introductory
he took occasion to recom-
the study of psychology to
men. He aaid be bad been
1th collegee and unlv-r-
for fourteen -years, not all ol
time, he was glad to aay In the
of aa undergraduate. Psy-
he aald. la the coming
whether yo uwlsb to write
aa>erttaementi or catch big fish.
>t'**A man's working powers and
•adaranee are greater than we
realise 1 have Increased my own
working capacity fifty per cent In
two yeara. Phy.-holt.gy shows ua
draw oa reserve powers,
haa boon a notable change
la the attitude of men towards re-
Hgtoa during the laat tan years
Teas of thousands bave manlfeated
a.#**ire to find a simple, workable
llUfilon that will aostaln them and
da thorn good In actual practice.
1**e prlnclplea of a true religion
JMft be aa applicable to the wall
at to the sick and to tne young aa
lo the old.
"Tbe Brat beneficial reault of a
heeling faith la Ood ahould be to
iove anger and fear. Since there
OLD LANDMARK
CLEARED AWAY
LIVE OAK STABLES, OWNED 1*
PETER MtLLEN. TORN DOWN
LAJsT WBBX.
•a
It Waa the OMeat BUauaie oa thw
Tiiwn.ltt*. DtUlMg Prow Um Days
of Kpsntsh Oi i aaalla*
Palo Alto baa been promised a Thoae who have had occasion ta
rare musical opportunity lo tha' pass along High street lately bare
summer acbool of music which will noticed tbe work of tearing doe/a
be held In tbla city from June Itt tha old livery stable In tha raar at
to July 3d hy Calvin Bralnerd Cady. tbe Eagle drag store. It
America'*- greatest educator In mu- marked for destruction to make
T*.r* I
THE FINAL
CLEAN-UP
All the odd pairs left of Woman's Sale Shoes now 1.95
These figures apply without
regard to former prices.
We want to sell every pair
The Williams' Jubilee Singers tap-
pear lonlght at Mullen's Hall. fM
male quartet sang at the high achool tf no Indication tbat outward distills fore-oon aad waa received with Jtjirhancee ar* likely to decreaee In
the utmoat enthusiasm Ar complei civilisation, Itjs nec-
The company waa In San Jota rW*n* *° ***** ***** Influence tbat
Friday aad Saturday nights and *K> -fill bring Inward calm and paclfl-
hlghty waa tbelr singing esteemed cation.
there that the aaual ae vices at_f "This la apparently a vigorous
the Congregational Church laat audience, but I hare no doubt that
night were foregone and the com-' many here are oppressed by a dead*
pany waa secured to give a sacred Iy fear"
concert. Thla la not an unusual Doctor Worceate. told then of a
compliment, aa theee singers appear student whose spirit he prepared
ln many towns under the auspices for examinations for the degree of
of the churches aod T. M C. A. Aa- Ph. D. Me told alao of three wo-
soriattons men who were to be operated on
The troupe haa been brought for the aame dls*aac< Two of the
her* by University Parlor, Native women ahowed i such dangerous
Sons. Tbe concert given here laat symptoms of rising pulse and tern-
year by this company was ao well perature In the operating room even
appreciated th.it the pr*eeeat visit before the administration of either,
will meet with general• favor. Tbe that the surgeon did not think
Native Bona hope that despite the safe to operate Both women were
rain a targe audience will greet the takes back to their rooms and died
singers, and all who attend can feel within an lour. The bouse pby-
asaured ot an evening of genuine slclan aald their death waa tbe result of' stage fright. Tbe third
woman paaaed through the operation without a rise of temperature
becauae her mind waa rerernlly
prepared for the ordeal ta advance
In cloelog. Dr. Worcester made
a special plea for guarding tha nervous systems of children agalnat
fright, severe punishment
He told of a
little 'girl of eight years, now a patient of bla. s-.io was singing at
breakfaat when ber father burst
oot auddealy. Be .till* Don't
apeak another word" Tfae cbll**
did not speak another word for
three yeara. Dr. Worceater aald
pleasure.
SIMM-OKI. ORADCATR M
MARRIED IN WASHINGTON
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VKBY I.KST MATERIAL
I s.:il IX CPWrOLwTBR-
IMi. OO—UM[TBI— GO-
CARTS WITH HOOD,
PROM ST.SBl TO tlaVSO.
Come in and see them before buying
McKIBBEN BEALCO.
MMMM
PHONE 12
mmmmmm
09090*9*
The marriage of Mlaa Minnie V.
Compton of Waahlngton, D. C and
Mr. Charles H. Squire, son of Mr
and Mra. W p. Squire, of Sao Joae,.
took place oo tbe 12th laat. at ** t*^, "I"?*
home of the bride'* father. Mr
Oeorge Compton. at 1154 Park
road, Waahlngton. Mr Squire is a
graduate of Stanford Cniversity.
claw or *ti, Por a time he was In
the land office la Washington, and
be waa sent by that office to Man-. .
lie. where he remained two years. *• ****** *********** «° *******
He then returned to Waahlngtao.1 ****** ****** ******* ****>' *******
and at present I. In tha agricultu- *Ddl*n*mrl ******* * eu—-
ral department in the Dtvtaloo *r.~** *******
rore-try. under Plnchot. Tt* '^npreheDslble aebleve-
■ menta of Jesus during his brief
a*****.************.***..* \ mini.try were the reault of little
' j apparent effort. We ahould arrive
] aa nearly as poaalble at a similar
■ state of nilnd calm and free from
agitation, and yet ao ■ympatbetlc
tbat we ahall be disposed to place
ourselves at the dlapoaal of thoae
to whom we can be of service,
Dr. Worceater wll) apead a few
weeks on the coast. He came weat
In answer to an appeal by Bishop
Nichols or Ban Francisco and tb<
people of the Pacific coast who desire to learn from Ita rounder wbat
the Emmanuel movement Is and
how to apply the principle.
Ht will apeak la the colonial
room of the St. Prancts hotel tbla
aftarnoon to the physicians and
clergy or Ban Franclaeo. The San
Praneleco public wtll be given an
opportunity to bear blm oa Tuesday evening at Dreamland rink
BENWELL'S
Novelty Theatre
Prl*——.
■
A
Dandy
Show
Tonight
xDon't Miss It
Ma-l-tr* 2:1*.. Ev*--ing 7:13
Tfae first big dance of tbe sear-ester waa held Saturday nlgbt when
ISO cooplee attended the Initial
etna at borne.
ale. Tbla normal courae will be
given In the Playhouse and associated with Mr. Cady will ba Mlaa
Josephine Large of Chicago, teacher of piano forte and harmony, and
Mlas Villa Whitney White, teacher
of voice culture and song Interpretation Mrs. Minna Steele Harper
of CaatUIeJa School haa been Instrumental In persuading Mr. Cady to
come to Palo Alto and has charge
of tha arrangements for the class sa.
Calvin Bralnerd Cady, wbo la beat
known aa the author of "Music
Education" and from the succeaa of
hla own music acbool In Boston, la
lecturer tbla year ln tha Teachers'
College at Columbia Unlvarafty and
apaclal Instructor at the Demrosch
Institute of Musical Art, Mr. Catty
la essentially a college man. having
been connected for el-fat yeara with
the Cniversity of Michigan aad for
four yeara with Oborlln College.
He maintains that he la not so much
Intereat ed In music aa he Is In education upon that aubject, and bis
room for a new brick building which
la to contain storea. or possibly tha"
poatoDce.
Probably only a few Palo Alta
people know that this waa the real
pioneer building ot the town. R
dates way back before the time
Stanford University was erea
thought of. Teara and yuan ago tt
belonged to tbe Spanish family
named Soto, the lorerunnere of tha
Greere. who "till own much land
oaar town. Tha Soto family owned
the laatf along the. Embarcadera
road aad they had tha homestead
or hacienda near whore tha Waverley streetcar Una now atopa.
Whan Timothy Hopkins bought
all thla tract twenty years ago an*
surveyed off the streets tha old har*
waa moved from tea' Bmbarcadera
to Ita late poaitlon on High street
hy one of tha early dealers In lota
named P. 3. Martin af Ban Francisco. Martin nought the land
from General Hart, who had purchased tha whole block from Tlra-
greatest success haa been In giving'; othy Hopkins. Aa soon aa tha opaa>
Ing of tha university .had created a
demand for a livery bualneaa, Jasper Paulsen leased tha bam and
started up tbe pioneer atablee.
In lltt thla bam waa tha only
building tn Palo Alto within sight
Of (ha point where University avenue crosses the railroad. It wan
soon followed by tha building now
occupied by Stuart's : printing of-
ftre, a email real estate ofl.ee later
owner by J. J. Morris, and the building lorn down a few montbe aga *a
which H, W. Simklns started a
bookstore; In those day* a twaaty-
11 ve-foot lot lit that district could
be bought for UQ. and
aalea ware not very active at that
Some of tbe old pioneers who are
still sticking around, now explain
their failure to buy hy saying that
they did not bave tha $100 or if
they did it then looked batter e»
them than the lot.
tbe true value of music to the child.
He baa been a potent rorce tn placing mualc upon the same baata aa
any otber academic atudy and Is
recognised throughout the world as
tbe greatest modern musical edu
catof-
Tbe objvet of Mr. Cady'e method
Is ptfven in his own preface
"The pianoforte, organ, violin
and vocal organs are Instruments
for the expreselon of mualc. Before
music can be expressed It must be
thought—conceived mentally. Just
at geometry must first be a conception In mind before It can be repre-
sen(*-d by geometric figures drawn
on paper. Ability to draw geometric figures Is no proof of capacity
to conceive and demonstrate geometry. Like wis-*, playing a piano Is
no proof of capacity to conceive music. All musical Instruments fall to
serve aa means for music education
when tbelr manipulation Is mad*
to precede' and hence supersede mo
sic conception and feeling.
"It la the object of tbla summer
course to outline a complete system
of music (duration as a basis ror
Intelligent and espreaslve Interpretation of mualc. By complete system ta meant one tbat Includes wnat
to think (perception), bow to think
fcoaceptlon), expression of thought
through action (technique), and
tbe principles underlying education
and teaching
Water Wafer
Everywhere
aad all yoa want to drink. Sew
f-noleums, new Msttlng.. new Deaha
■ad everything aern-d-haad for
reat* -HI or trade, whew you ae*
CURRY
of Palo Alto
Hl.lliK W1IX DK1.AY
COAST TRAINS A MONTH
Tbe Southern Pacific officials at
the scene of the gigantic landcllde
at Punta Gorda, sixteen alias south
of Saau Barbara, report It will ha
a month before tha dirt can ha
cleared away. It may ha a weak before the bodlea of tho four Greek la
borera killed by the elide can ba recovered.
Not a shovelful of th* rack aad
earth blockade wilt be touched -anti! a steam shovel arrives on th*
north aid* of the elide aad a hydraulic gun on tbe south aide, which
will b* late tomorrow.
In the meantime officials In charge
are fearing that the adjacent cllffff*
may allp down upon th* track. Laat
nlght'a rain haa accentuate*- ibah-
feare.
Mr. and Mrs K. A. Vtning hav*
returned home from a two-montha"
atay acroas tba bay- They Till ra-
maln bar* a month and then 90 ta
Southern California for aa extended
j eojourn.
A FEW
SPECIALS
10 lbs Sodas SOe
I lbs. loose MSB. SSr
I do., solid [lacked Cora *1.10
I caa* solid packed Tom*.. .
I'si -r AlBsOad* as*
Or .,'. * good, do. 10c
Ap. ssd PbbcSm, can
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Cuadernos pedagógicos (2): pedagogía, didáctica, evaluación y TIC
No full textEl Diplomado en Pedagogía, Didáctica, Evaluación y TIC promueve una cultura de formación permanente de los docentes de la Universidad Católica de Colombia, fortaleciendo sus saberes, promoviendo su desarrollo profesional
e impulsando el trabajo institucional, colaborativo e internacional. Precisamente, se destaca la inclusión en el Diplomado del componente “Aprendizaje Colaborativo Internacional en Línea” (Collaborative Online International Learning, COIL) en el módulo de TIC, con miras a fortalecer la internacionalización del currículo. Para ello ha sido de especial importancia la coordinación con la Vicerrectoría Académica y el apoyo brindado por la Oficina de Relaciones Institucionales e Internacionales (ORII) de la Universidad. Esta es una oportunidad de oro para trascender a otros escenarios de alianzas interinstitucionales, compartir conocimientos, cultura y crear redes de enseñanza-aprendizaje cada vez más globales en esta sociedad del conocimiento. Es por todo esto que la Vicerrectoría
Académica de la Universidad Católica de Colombia prioriza y está comprometida con la formación de formadores a través de este Diplomado. En ese contexto, tenemos el gusto de presentar nuestro segundo Cuaderno Pedagógico, en el que se exponen cuatro trabajos de aplicación, elaborados por nuestros docentes comprometidos con la calidad de la educación, el progreso y realización de nuestros estudiantes.Prólogo. Calidad en Instituciones de Educación Superior: Retos y perspectivas
Introducción. La formación de formadores: Clave ante los retos educativos de la Covid-
1 Construyendo puentes en tiempo de muros
2 Propuesta pedagógica para el diseño de la asignatura Herramientas artísticas para el trabajo con comunidades a través del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE)
3 Enhancing Motivation Through a CLIL Course Tailored to Psychology Students
4 Del juego al sabe
