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Neill and Summerhill School
Here we focus on another school's pioneering anti-authoritarian pedagogy, teaching or non-directive libertarian pedagogy, but in this case more democratic, including its creator describes, situated a little to start where you are and where is this school.
Summerhill is an English school founded in 1921 by Alexander Sutherland Neill. It is a pioneer in the movement of democratic schools. Cares for children from primary and secondary education. Currently the director is the daughter of AS Neill, Zoë Neill Readhead.



Summerhill School is very important to know that a democratic school is characterized by two basic principles: the ability of students to choose whether they want to attend class and dynamics of assemblies, where everyone participates, to decide the rules of the school.
This in particular stands out to argue that children learn best free instruments of coercion and repression used by most schools. All classrooms are optional, students can choose which they wish to attend and do not want.
In "Summerhill" develop an education based on the following pedagogical principles Neill defended in his works:
• Strong belief in natural goodness of humans.
• Happiness as the highest aspiration of education
• Love and respect as the basis of coexistence
• The importance of corporeality and sexuality.

From these principles relate to the thought of Rousseau and Wilhelm Reich, the school functions with special characteristics that differentiate it from conventional schools. These include:
• No exams and grades.
• Attendance is not compulsory classes.
• The assembly as its management.
• No reprimands and sermons.
• Equal treatment between children and adults. This pedagogy
mark is not strictly a road or concrete model to children. It is necessary to ensure that determines itself without coercion or fear and to choose the lifestyle that makes them happier. The adult must avoid projecting in small their hopes and frustrations to achieve this goal. Although
offer classes and workshops of all kinds, Summerhill is primarily a community rather than a school. The real learning occurs in the mixing of boys and girls, self-governance and the exercise of responsibility. Through respectful interaction with others, children learn to live in society.
also highlighted the importance given to the game and the artistic and creative activities such as theater or dance. Against this book takes second place in education, and there are matters which would disappear completely, like religion.
implies a government that is the assembly, adults and children it involved and vote in full equality to resolve disputes or decide laws. Operation is also regulated and there are several positions and rotary unable to write minutes of meetings and moderate discussions.
Once again we see how other forms of organization of a school and how there are different educational models, and not just have to stick to which we have always taught, is as simple as putting a bit of interest in which has been used above.
Finally, in the words of Neil, "a child should live their own life - not a life that their parents want to live, not a life determined by a teacher that comes from knowing what is best for the child. "

Alexander Sutherland Neil.

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Summerhill School Education dietary-nutritional programs in public health

Whenever we speak of educational models, the head comes to classroom lectures, but there are other educational models such as the teaching of tics and values , and let's talk about today is so important how are you, is the education of food-nutritional programs in public health.
This education is of such theorizing, verbal, and from the perspective of educators, without contacting the students with the reality of health institutions to interact critically with patients and staff implementing the programs.
One of the problems that arise in learning food and nutrition in public health is the lack of trained teachers for the implementation of participatory programs with students. Professor authoritarian, and lacking in humility, leads to mastery of knowledge environment in which there is no room for participation and innovative skills of students and community with whom we work. Incorporating students
programs of primary health care with the concept of "Integrating teaching service" dates from the seventies, when interest begins to carry out practical training of health professionals in institutions.
In 1979, WHO brings together 20 of the powers innovative, forming a network of collaborating institutions, setting objectives:
• Strengthen educational activities aimed at community based on specific problems.
• Improve the ability of teachers to teach the community-oriented practice.
• Promote and coordinate the introduction of the concept of population health in the systems of health services and education programs.
• Work with innovative institutions to improve health care
According to this program, training of health human resources, must respond to the needs of society, so that the student be incorporated to the practical processes of teaching, research and care in health services.
The study is based on critical-interpretative epistemology, in which not only plays a critical educational reality, but are generated proposals for change with the participation of the subjects of teaching and learning process. The methodology is participatory action research, where social actors involved in the analysis of quantitative and qualitative data to everyday educational practice experienced by students, academics and health workers, using the techniques of ethnographic participant observation, survey and workshops of self-reflection to define the actions of transformation.

is a case study of the learning units "Nutrition Applied to the Community" and "Professional Practices Seminar and Research in Community Nutrition."
To conduct the study and analysis of the case, using various methodological procedures organized into three-dimensional analysis described below
- Educational Dimension: Referring to the analysis of educational content and methodology used for learning and assessment skills in the area of \u200b\u200bfood and nutrition in public health
- Dimension technique for diagnosis: Regarding the methodology used to conduct the situational analysis of anthropometric nutritional status, food consumption and the determinants and constraints of a population to develop and implement dietary-nutritional programs.
- Evaluation of perceptions of learning skills for students facilitators: Analysis of the perceived level of student learning to play the role of facilitator in the development of situational analysis, planning and implementation of health and nutrition programs .

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BARBIANO SCHOOL (EDUCATION DIFFERENT) SOMATERAPIA

SCHOOL
BARBIANO
Barbiana was a city of Italy, already, was a priest (Don Milani), who had established a night school and here was the need to create another school here, and convinced the parents of the children.

Classes were outdoors, no blackboards, no books, no suspense and all were able to study.
began to go the next village children that drew poor grades, liked the experience so much that they changed school.
There were two options, or were leaving the school after 1st or going to Barbiana, was the only school which could be reached on foot and many people had no money to use transit, walking had 2 or 3 hours to the school door.

The only duties that were placed, were to study well and long, 7 days a week, it was necessary to recover the centuries of backwardness.
No class was equal to another, had lectured on astronomy and more.
When one is mistaken for others served to learn, there was neither first nor last in class and Don Milani did not stop until all learn the lesson of the day, even the most backward part in class with the help of the most developed everyone learned from everyone.

The only matter which is taught strictly was Italian because I wanted learn to speak well because in the future serve as a weapon against the ruling class. Daily

Don Milani took the paper and made them read in class to discuss major items, there were two or three hours a day reading the newspaper and who was not aware the information asked of the articles.

geography is taught indirectly, to read between the lines, the hidden message of an article ...
are working with enthusiasm because education was a war to win, the teacher was very strict and did not want his students to talk about football, I wanted recover all the lost time earlier, and children had just really tired.

also be taught to swim and build a pool, they were taught to drive, and helped friends and parents in the education of children.

Barbiana Many visitors were going to get to know Don Milani because I was curious about this good teacher she had heard.

In conclusion, this school taught ensure that children knew when they were adults to fend for themselves and be self-sufficient, it was a good learning method which all teach at all because that no child is left behind so everyone learned.

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THE MODEL OF ROBERTO FREIRE

To begin we will start telling a little who is Roberto Freire and what the somaterapia.
Roberto Freire (Sao Paulo, January 18, 1927 - May 23, 2008) is the creator of Soma, a Libertarian Education. Born in Sao Paulo, Brazil, more than 80 years ago, after serving as a doctor, psychiatrist, journalist, writer and screenwriter, Somaterapia proposed that integrates the best and most advanced in the field of social psychology.
In the area of \u200b\u200bEducation, was an adviser to Professor Paulo Freire in the National Adult Literacy, educational research involving a national movement of popular culture. This work was interrupted after 1964.

In calling Soma Pedagogy, practice the ideology of pleasure (health) rather than the ideology of sacrifice (neurosis). It tries to undo the knot authoritarian installed in our bodies and minds through education bourgeois capitalism, which demands the sacrifice of our desires and wishes, our unique originality of our own self, in exchange for the submission and social acceptance. The struggles that lead to achieve to be what we truly are and give us the certainty of being alive. Dealing with risk and enjoy the freedom to live. Survival is just the opposite, to comply with the limits of safety. The Somaterapia is inspired by the work of W. Reich, their findings of characterological armor and socio-political origins of neurosis.

In all activities which are engaged - psychoanalysis, theater, television, journalism and literature - Roberto Freire left its mark. However, according to Freire himself, the Somaterapia was his main contribution as a theorist and libertarian.
Again we can see how you can give other applications to pedagogy and the benefits it has.
We thought it interesting to talk about Roberto Freire in order to explain and, again, let see how other parts of the world also arise educational movements that have borne fruit even in ours. Today, it continues to implement this model of therapy in Barcelona in which you can attend if desired.
Another important aspect is that we have discovered that reading was an adviser Roberto Freire Paulo Freire, who is regarded as the greatest educator of time.
To conclude in the words of Roberto Freire soma therapy is trying to be free and for it to be revolutionary and cheerful. Is the basic ingredient for achieving both a physical health as a social health.

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EDUCATION AND EDUCATIONAL CENTER IN THE INFORMATION SOCIETY AND KNOWLEDGE

The intention is to show some characterizations typical of today's social demands and lived, though, according to the sociologist Manuel Castell, shared the category called "information society.
A lo que actualmente ha recibido variados nombres (tercera ola, tecnetrónica, del vacío, súper industria, nueva era) para caracterizar el acelerado y rabioso suceso de la sociedad actual. Los siguientes aspectos, sin embargo, sin ser nuevos, intentan plantear y recoger varias condiciones necesarias en la sobrevivencia de dicha sociedad de la información y el conocimiento. No se puede aislar ciertos aportes antiguos y hasta milenarios del acumulado cultural de la historia humana y los innumerables ámbitos de la sabiduría universal; por lo que será un modelo abierto al pulimento y consolidación permanente de cualquier conocimiento (existente, actual o por producirse) que contribuya a mejorar las condiciones humanas para a decent life, happy and full. Is important and interesting to emphasize that it is not making a quilt or eclecticism (of ideologies, knowledge and life), but to choose, manage and use the finest threads together to make a tissue will significantly and functional blanket
called "Model."
Nor is it to make a treaty of course conceptual model, but can start weaving, embroidery rehearsing and trying to sketch possible ways of thinking, feeling and acting where feasible the idea is simply to record or write what we do and do what you write.
is a work of conceptual content to fill practice teaching is a practice or reflection on action, on which gives us the opportunity to review the presence or existence of currents of thought, teaching school and / or models that underlie inside the classroom, is a difficult task, more Moreover, when one teacher moves from one model to another without being often aware of the processes that are making their students live. Also, it is difficult to establish the exact domains of the various sciences, disciplines or areas of knowledge which they participate, or the principles of explicit teaching field. But it is possible to verify that with the educational movement in recent decades, raids are different pedagogical approaches. Recalling that any classification is inevitably arbitrary, dangerously close, the idea and the schematic form to represent an idea, or field model is quite restrictive, it is worth taking the risk. Still, the venture is an incentive and a stimulus to be continually watching and observing in order to consolidate the unity of theory and practice and / or experience-theory. It is necessary to denote here that caulking is not on the usual features of previous models and traditional also not meant to throw more fuel on the fire of negativity, the trial (that will each according to his conscience or his intentions), guilt and accusation, all know that when the ship has sunk all of us are smart to have resolved the problems. Now we have to think, feel and act with the conditions in which we live and we can see it coming. Really intended to start the setup process that takes into account the path we want to be and do.

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THE IMPORTANCE OF TEACHER TRAINING IN ICT

THE IMPORTANCE OF TEACHER TRAINING IN ICT

Because we find some time in a society in which new technologies have become an important paper, we consider it important to talk about them and use that must be given within the classroom to be effective for the students and faculty. We talk
so from our own experience in ICT center, which only made use of computers with a view to profit. This is due to the lack of experience and training of teachers, we believe it would be important to support to those in which they could teach the great possibilities for the teaching that is, both for the years as examples of everyday life and information at the same instant.
The teacher should be able to externalize the process is generally understood to explain what is assumed to teach how to find, retain, understand and operate on knowledge in the process resolution of a problem, and thus, in this way, students can get the skills that allow alternative possibilities and broader understanding and solving problems.

The basic aim then would be: to train teachers to use ICT in the teaching / learning as well as to inform teachers and support different tools in different areas.

For all this time, the concept of teacher ICT has suffered a profound change as it moves from being a mere transmitter of knowledge to guide. The student also changes, and changes from a taxpayer to take an active role. Also

the center itself happens to be closed to be opened. This forces the teacher to a constant preparation, because it necessarily is "forced" to accept new educational skills. This constant effort of the teacher is possible if we manage to overcome the fears and apprehensions to get the professional growth of teachers.

An analysis of the training received by teachers in ICT, there is normally given by experts familiar with various tools to convey their knowledge, from introductory levels to advanced, but instead the teacher, not teaches its applicability to teaching duties.

Therefore, teachers and future teachers should receive good advice and trained for enriching what are these "devices" for the work that plays or will play in the future.

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PHILOSOPHICAL FOUNDATIONS IN GREEK MYTHOLOGY

There is a wide variety of philosophical positions and multiplicity of ideologies that coexist in the world, an important factor for academic debate for the creation of a definition of education adapted to modern life, in danger at the time that the it universities to formulate a particular approach, generating such diverse attitudes and reactions, which in some cases there is a risk of spending long years of endless discussions, without achieving the desired consensus on the design an education that will allow the individual his full self and a better quality of life.
From a global view, one must go back to the principle of knowledge to investigate and discover the nature of knowledge and reality, using reason and rational argument. This activity will allow to know act as a subject of objects, in order to explain what happens in reality and in turn pass from man to man with a view establishing a process of reflective thinking and scientific course. It is thought to correspond with the action and it is possible to achieve, through vocational training where the intellectual goes beyond the simple expectations, ideas of knowledge, understand, adapt and take advantage of all those ideas that are the backbone of a good way to educate. According
Tueros (1998) "We need the philosophical choice in education, as there is no alternative education philosophy, understood in its broadest sense of affirmation of values."
The academic activities need to be linked with the purpose of education, in line with the product to be achieved by establishing a model that may lead to the desired profile of the teacher, reflecting the best of human beings and according to the needs of society . The couple have a philosophical base, comprehensive and well structured that allows the teacher to shape his own ideology. The acquisition of these philosophical underpinnings will be based on relevant academic training; Fourez (1994) differs from spontaneous knowledge, and states that: "... it is impossible to work without acquiring a certain philosophy and a suitable technical vocabulary ...

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sex.py

full of files. txt, a Maildir in fact, full header rebounds and explanations of the majordomo and mailer-daemons. That is, visit this scrum of files, and dump mail addresses contained therein.

And I found this tremendous program, sex.py

http://dandies.org/files/d4674f917898c54c537378d5fb7cad6e-46.html

Updated:
Before running, provide a library necessary: \u200b\u200bsudo aptitude install
python-dnspython
Example: python

sex.py-sr Maildir / rebotados.txt

is practically a vacuum mailing address, and can be pointed at anything, a url, file, folder, compared with dns servers email valid, sorting, removing duplicates, dumping results to another file, tremendous.
And certainly, once extracted email addresses bounced, I wanted to compare them to my mailing list, and create a new valid address:


for i in `cat list.txt` mailing; do echo $ i done > limpitos.new

Ojo que este for puede demorarse bastante. Chequear en otra terminal mediante un

tail -f limpitos.new

Listo, ahora me aseguro de no sobreexigir el smtp con rebotes innecesarios (que siempre son la mayoría). Además, es de unos amigos, y no quiero abusarme.