SEGUNDA ENTRADA

AHORA ESTOY CRENADO LA SEGUNDA ENTRADA

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ESTO QUE ESTOY HACIENDO ES UNA PRUEBA.......

Reflexión

  A pesar de los contratiempos, el curso en términos generales cumplió con las expectativas esperadas, se logró materializar los objetivos planificados para la unidad curricular; con respecto al salón  y clases de laboratorio se recomienda planificar y tomar en consideración los elementos fortuitos que se puedan presentar para el buen desenvolvimiento del curso y llegar a felices términos.

Las guías representan un excelente material y la forma dar las clases utilizando las TIC'S y con el blog como cuaderno digital, fue una herramienta versátil y me sentí a gusto aprendiendo algo nuevo y útil, el uso del diccionario digital y seleccionar el mas apropiado; los compañeros fueron excelentes y colaboradores.

Esta nueva herramienta será utilizada para enfrentar un texto en ingles, para dar mis clases, para compartir con mis hijas y pare de contar............

En cuanto a las sugerencias, note que la mayoría nos costaba reconocer el verbo principal y el núcleo de la frase nominal, por lo cual se recomienda reforzar esos conocimientos.

Gracias........ Profe.

taller 2. Unidad III y IV

Técnicas de lectura: predicción, scanning
Seleccionar un texto del área de interés

New fundamental insights into perforation-induced formation damage
Juliane Heiland, Brenden Grove, Jeremy Harvey, Ian Walton and Andrew Martin, Schlumberger

Fuente: SPE 122845, 2009.

Observe la imagen y conteste las siguientes preguntas.

De acuerdo al título y la imagen, ¿cuál cree usted que es el tópico que está a punto de leer?

La costrucción del equipo y experimentos de cañoneo en el laboratorio, cuya construcción debe realizarse bajo las normas AIP-RP-19B, especificamente la sección 4, donde el ojgetivo esta sometido a esfuerzos compresionales.

¿Cuál es la idea general del texto?

shaped charge perforating subject the rock extensive pressure and impact stresses wich fracture sand grains in the vicinity of the perforation tunnel and thus create zone of reduced permeability around the perforation.

Perforaciòn de cargas huecas en rocas con altas presiones y ato impacto de esfuerzo con fractura en los granos de la arena, dode se reduce la permeabilidad alrededor del tunel de  perforación.

¿Que palabras se repiten?
shaped-sharge, perforating,permeability, target, experiments,stresses,damage
¿Que palabras se parecen al español?
perforation, tunnel, zone, reduced, permeability, laboratory, penetration, experiment, analisys
¿Cuales son las palabras en negrita, el titulo, subtitulo o gráficos que te ayudan a entender el texto?
Del titulo:
fundamental
insights
perforating
formation
damage

Del dibujo o diagrama:
todos los componentes del equipo ó figura como lo son. (solo se la traducción de algunas):

Wellbore Fluid: fluido del pozo
charge in Gun Modulo: Carga en el modulo del cañón
target rock: roca objetivo
confining fluid: fluido confinado
pore pressure: presión de poro
Axial confining: confinamiento axial

¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo.

La perforación con cargashuecas en el objetivo de roca para presiones extensas e impactos de esfuerzos, las cuales fracturan los grano de la rocas en la vecindad del tunel de perforación,creando una zona de baja permeabilidad al rededor e la perforación. Estos tipos de experimentos fueron estandarizados bajo la norma API- RP-19B (sección 4) sometiendo el equipo  a esfuerzos de presiones.

Para el programa de prueba de laboratorio se utilizan dos recipientes a presión el primero, el cual se refiere a la figura 1, en el objetivo tiene una dimensión de 4 de diámetro por 36 pulg de longitud, donde es confinado el esfuerzo de presión del poro, es decir habla sobre datos específicos de construcción y condiciones de prueba.

Scanning

•Seleccione un texto y escribe 4 preguntas puntuales sobre fechas, sitios, etc) (utiliza una biografía referente a algún autor de tu área de experticia))

René Descartes (1596 - 1650)

From  A Short Account of the History of Mathematics' (4th edition, 1908) by W. W. Rouse Ball. We may consider Descartes as the first of the modern school of mathematics. René Descartes was born near Tours on March 31, 1596, and died at Stockholm on February 11, 1650; thus he was a contemporary of Galileo and Desargues. His father, who, as the name implies, was of good family, was accustomed to spend half the year at Rennes when the local parliament, in which he held a commission as councillor, was in session, and the rest of the time on his family estate of Les Cartes at La Haye. René, the second of a family of two sons and one daughter, was sent at the age of eight years to the Jesuit School at La Flêche, and of the admirable discipline and education there given he speaks most highly. On account of his delicate health he was permitted to lie in bed till late in the mornings; this was a custom which he always followed, and when he visited Pascal in 1647 he told him that the only way to do good work in mathematics and to preserve his health was never to allow anyone to make him get up in the morning before he felt inclined to do so; an opinion which I chronicle for the

benefit of any schoolboy into whose hands this work may fall.

http://www.maths.tcd.ie/pub/HistMath/People/Descartes/RouseBall/RB_Descartes.html

1.- ¿Cuando nació Descartes?

René Descartes nació el 31 de marzo de 1596

2.- ¿Cuando murió?

El 11 de febrero 1650

3.- ¿Donde murio?

En Stockholm

4.- ¿Como puede ser considerado René Descartes?

Como el primero de la escuela moderna de las matemáticas

Patrones de Organización de un Párrafo

A. Seleccione un texto relacionado con su área de experticia. Lea el texto y extraiga:

• Las definiciones

• Los marcadores de definición.

OilFrom Wikipedia, the free encyclopedia

An oil is any substance that is liquid at ambient temperatures and is hydrophobic but soluble in organic solvents. Oils have a high carbon and hydrogen content and are nonpolar substances. The general definition above includes compound classes with, and uses, including vegetable oils, petrochemical oils, andvolatile essential oils. All oils can be traced back to organic sources.

Mineral oils, found in porous rocks underground, originated from organic material, such as dead plankton, accumulated on the seafloor in geologically ancient times. Through various geochemical processes this material was converted to mineral oil, or petroleum, and such. These are classified as mineral oils because they do not have an organic origin on human timescales, and are instead derived from underground geologic locations such as in rocks, underground traps, or sands.

1er definición

An oil is any substance that is liquid at ambient temperatures and is hydrophobic but soluble in organic solvents. Oils have a high carbon and hydrogen content and are nonpolar substances. The general definition above includes compound classes with, and uses, including vegetable oils, petrochemical oils, and volatile essential oils. All oils can be traced back to organic sources.

2da definición.

Mineral oils, found in porous rocks underground, originated from organic material, such as dead plankton, accumulated on the seafloor in geologically ancient times. Through various geochemical processes this material was converted to mineral oil, or petroleum, and such. These are classified as mineral oils because they do not have an organic origin on human timescales, and are instead derived from underground geologic locations such as in rocks, underground traps, or sands.

Los marcadores de definición.

is

originated from

These are classified
origin 

definition

. Seleccione otro texto relacionado con su área de experticia y extraiga las palabras de secuencia u ordenamiento del tiempo.

• Marcadores de Tiempo

• Idea general del párrafo

Postmodernity

From Wikipedia, the free encyclopedia

Postmodernity (also spelled post-modernity or termed the postmodern condition) is generally used to describe the economic and/or cultural state or condition of society which is said to exist after modernity. Some schools of thought hold that modernity ended in the late 20th century, in the 1980s or early 1990s[1] replaced by postmodernity, while others would extend modernity to cover the developments denoted by postmodernity. Postmodernity can mean a personal response to a postmodern society, the conditions in a society which make it postmodern or the state of being that is associated with a postmodern society. In most contexts it should be distinguished from postmodernism, the conscious adoption of postmodern philosophies ortraits in art, literature and society.

Fuente: http://en.wikipedia.org/wiki/Postmodernity

palabras de secuencia u ordenamiento del tiempo:

post-modernity, postmodern, 1980s, early 1990s, in te late 20th century, modernity

El texto se refiere al comienzo ydivición en tiempo  de la modernidad.

Tarea de la Unidad IV

Patrones de Organización de un Párrafo
A. Seleccione un texto relacionado con su área de experticia. Lea el texto y extraiga:
• Las definiciones
• Los marcadores de definición.

Educational technology From Wikipedia, the free encyclopedia Jump to: navigation, search  Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes  and resources."[1] The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of  processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,[2] educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. But there is still debate on what these terms mean.[3].

Fuente: http://en.wikipedia.org/wiki/Educational_technology

1era definición:
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
2da definición:
The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is "the theory and practice of  design, development, utilization, management, and evaluation of processes and resources for  learning," according to the Association for Educational Communications and Technology (AECT), Definitions and Terminology Committee.
3era definición:  educational technology includes other systems used in the process of developing human  capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. But there is still debate on what these terms mean.[3].

Marcadores de definición:

Is, designn, includes, used, mean.

B. Seleccione otro texto relacionado con su área de experticia y extraiga las palabras de secuencia u ordenamiento del tiempo.
• Marcadores de Tiempo
• Idea general del párrafo

Modernity From Wikipedia,


Modernity typically refers to a post-traditional, post-medieval historical period, one marked by the move from feudalism (or agrarianism) toward capitalism, industrialization, secularization, rationalization, the nation-state and its constituent institutions and forms of surveillance (Barker 2005, 444). Conceptually, modernity relates to the modern era and to modernism, but forms a distinct concept. Whereas the Enlightenment invokes a specific movement in Western philosophy, modernity tends to refer only to the social relations associated with the rise of capitalism. Modernity may also refer to tendencies in intellectual culture, particularly the movements intertwined with secularisation and post-industrial life, such as Marxism, existentialism, and the formal establishment of  social science. In context, modernity has been associated with cultural and intellectual movements of 1436—1789 and extending to the 1970s or later (Toulmin 1992, 3–5).

Fuente: http://en.wikipedia.org/wiki/Modernity

Palabras de secuencia u ordenamiento del tiempo:
post-medieval, historical period, the modern era, modernism, post-industrial, 1436—1789, the 1970s, later

Esta  definición se refiere a una edad moderna en en tiempo que ocurrió después de la post-industria.

tarea de la unidad III

Técnicas de lectura: predicción, scanning y skimming

Digital Learners in Higher Education

Implications for Teaching, Learning & Technology
Understanding How Postsecondary Learners Use Digital Technologies and the Implications for
Higher Education

New and emerging technologies are having a profound impact on how we communicate, interact, access and use information. They are affecting business, entertainment and social activity. Commentators and futurists suggest there are profound implications for education as well. They argue that because this “Net Generation” of learners is so immersed in a networked world of digital technology, they behave differently, have different social characteristics, different ways of using and making sense of information, different ways of learning, and different expectations about life and learning. But is this an accurate portrayal of our students? The answer to this question has potentially significant and costly implications for how we teach and how we use learning technologies.
This international research project is investigating how postsecondary learners in different  institutional contexts and cultures think about technology and how they use it in their social and educational lives. We will examine the issue in depth to gain an understanding of  what the growing use of the new digital technologies means for teaching and learning in higher education.

Observe la imagen y conteste las siguientes preguntas.

De acuerdo al título y la imagen, ¿cuál cree usted que es el tópico que está a punto de

leer?

Influencia de la Tecnología educativa a nivel superior en la actualidad.

¿Cuál es la idea general del texto?

New and emerging technologies are having a profound impact on how we communicate, interact, access and use information. They are affecting business, entertainment and social activity.

Se refiere, a que Las Tecnologías nuevas y emergentes están teniendo un impacto profundo en la forma de comunicarnos, interactuar, acceder y utilizar información. Que están afectando a la actividad empresarial, el entretenimiento y social. (desde el punto de vista educacional)

¿Que palabras se repiten?
Digital, learners, technologies, Implications, technology

¿Que palabras se parecen al español?

Education, digital, technologies, international, cultures, different, information, social, educational, students, digital, implications.

¿Cuales son las palabras en negrita, el titulo, subtitulo o gráficos que te ayudan a entender el texto?

De los títulos: Digital, learners, higher education, implication, teachin, technology.
Del dibujo o diagrama: los sircuitos digitales.

¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo.

Las Tecnologías nuevas y emergentes están teniendo un impacto profundo en la forma de comunicarnos, interactuar, acceder y utilizar información. Que están afectando a la actividad empresarial, el entretenimiento y social. por otro lado, se realizara un estudio del tema en profundidad para obtener una comprensión del aumento del uso de las nuevas tecnologías de medios digitales para la enseñanza y el aprendizaje en la educación superior.

Scanning

• Seleccione un texto y escribe 4 preguntas puntuales sobre fechas, sitios, etc. (utiliza una biografía referente a algún autor de tu área de experticia).

Badrul Huda KHAN Biography,Bibliography,Books Review,Publications,Career,Email AddressAmerican born Bangladesh, b. 1958. Genres: Education, Business/Trade/Industry, Economics.

Career: Indiana University, School of Medicine, instructional developer and evaluation specialist, 1993-94; University of Texas, assistant professor of educational technology & founding coordinator of graduate  program in educational technology, 1994-97; George Washington University, associate professor of educational technology & program director of educational technolgy leadership cohort program, 1997-2006; Jones International University, subject matter expert, 2001; The World Bank, independent consultant, 2002; e-TQM College, chief e-learning advisor, 2003-; Granato Group, chief learning consultant, 2004-; Independent Consultant, 2006-; Elsevier Inc, branded learning portal expert, 2006-; Educational Technology, editor; International Review of Research, consulting editor; Asian Virtual University, McWeadon Education, Books ToRead.com and WebCourseReview.com, founder; George Mason University, adjunct professor, 2008-.
Publications: Web-Based Instruction, 1997; Instructional Multimedia Presentation with PowerPoint: A Practical Guide, 1997; Web-Based Training, 2001; E-Learning Strategies, 2002; E-Learning Checklist, 2002; Web-Based Learning, 2003; E-learning QUICK Checklist, 2005; E-learning: Design, Delivery and Evaluation, 2005; Managing e-learning: Design, Delivery, Implementation, and Evaluations, 2005; ed. Flexible Learning in an Information Society, 2006. Contributor to periodicals.
Address: George Mason University, 4400 University Dr., Fairfax, VA 22030, U.S.A.

Online Address: khanb@bookstoread.com

Fuente: http://abroadlanguagestudies.com/2011/05/badrul-huda-khan-biographybibliographybooks-reviewpublicationscareeremail-address/

1.- ¿Que cargo ejerció en 1993-1994?
Desarrollador de enseñanza y especialista en evaluación en la Universidad de Indiana,  Facultad de Medicina.

2.- ¿Que cargo ejerció en la universidad de texas?
Profesor asistente de la tecnología educativa y coordinador fundador del programa de postgrado en tecnología educativa en el período 1994-1997.

3.- Nombre 2 de sus públicaciones
E-learning QUICK Checklist, 2005 y  E-learning: Design, Delivery and Evaluation, 2005

4.- ¿Cual es su dirección?
George Mason University, 4400 University Dr., Fairfax, VA 22030, U.S.A.

Taller de la unidad I y II

The future of higher education:
How technology will shape learning

Introduction

No generation is more at ease with online, collaborative technologies than today’s young people—“digital natives”, who have grown up in an immersive computing environment. Where a notebook and pen may have formed the tool kit of prior generations, today’s students come to class armed with smart phones, laptops and iPods.
This era of pervasive technology has significant implications for higher education. Nearly two-thirds (63%) of survey respondents from the public and private sectors say that technological innovation will have a major impact on teaching methodologies over the next five years. “Technology allows students to become much more engaged in constructing their own knowledge, and cognitive studies show that ability is key to learning success,” says New York City-based Queens College vice-president of institutional advancement, Susan Henderson.
Online degree programmes and distance learning have gained a firm foothold in universities around the world. What was once considered a niche channel for the delivery of educational content has rapidly become mainstream, creating wider access to education, new markets for content and expanded revenue opportunities for academic institutions. Sixty percent of those polled say that the technological change occurring in our midst will alter the perception of the college campus from a one-dimensional (physical) concept to a multi-dimensional (physical and online) one. “Law school students enrolled in hybrid programmes that integrate distance and in-class education outperform those who study exclusively in one environment,” says Tom Delaney, associate dean and CIO of the New York University (NYU) School of Law, of the results of a recent limited trial at his school.

Referencia: http://www.nmc.org/pdf/Future-of-Higher-Ed-(NMC).pdf

A  1. Categorias lexicales y uso del diccionario.

Identifica 3 palabras que no conoces. Agrega las abreviaciones. Indicar que tipo de palabra es (contenido- funcion).

interwoven: interweave. v. significado: imbricado, entrelasada. Palabra de contenido.
foothold: n. ignificado: arraigo, puesto establecido, punto de apoyo. Palabra de contenido.
knowledge: n. conocimiento, saber sabiduría. Palabra de contenido

2. Idea principal del texto (en español). Explique que dice el texto en sus propias palabras.

Actualmente se cree que la tecnología cada vez estas mas entrelazada con la vida academica, esta permite a los estudiantes a ser mucho más comprometidos en la construcción de su propio conocimiento, y los estudios muestran que la capacidad cognitiva es clave para el éxito en el aprendizaje.

3. Categorias lexicales: (2 ejemplos por categoria)

Sustantivos: technology,students
Palabras de contenido: technology: tecnología, pervasive: penetrante
Palabras de Función: that, the
Verbos: is,say
Adverbio: rapidly: rapidamente, Nearly: casi
Adjetivo: higher: superior, smart: finos, sofisticados
Artículo: the, a
Preposiciones: over,up
Conjunción: and, that
Cognados verdaderos: associate: vincular, technology: tecnología
Cognados Falsos: campus: Ciudad Universitaria
Sufijo: formed: formado , exclusively: exclusivamente
Prefijos: implication

B. Estructura de la oracion:

1. Seleccione dos oraciones de un texto relacionado con su experticia. (Incluya referencia)

Oración 1: This era of pervasive technology has significant implications for higher education.

Frase nominal: This era of pervasive technology
Nucleo de la frase nominal: technology
Pre modificadores: This era of pervasive
Post modificadores: no tiene
Frase verbal: has significant implications for higher education
Nucleo de la frase verbal: has
Tiempo verbal: presente simple, tercera persona.

Oración 2: Most respondents believe that technology will become ever more interwoven into the fabric of academic life.

Nucleo de la frase nominal: respondents
Pre modificadores: Most
Post modificadores: no tiene
Frase verbal: believe that technology will become ever more interwoven into the fabric of academic life.
Nucleo de la frase verbal: believe
Tiempo verbal: presente simple

2. señales algunos referenctes presentes en su texto:

No generation is more at ease with online, collaborative technologies than today’s young people—“digital natives”, who have grown up in an immersive computing environment. Where a notebook and pen may have formed the tool kit of prior generations, today’s students come to class armed with smart phones, laptops and iPods. This era of pervasive technology has significant implications for higher education.