Archive for the 'Universidad' Category

How to deal with difficult students, by Rick Reis

How to Deal with Difficult Students

 

–       Never attack the student. Model how to deal respectfully with those who act disrespectfully. After all, just because this one student questioned a new activity, or said something homophobic, doesn’t mean that other students didn’t have the same thoughts. By addressing this person courteously you show that the class is (still) a safe place for everyone to learn. It also demonstrates your confidence.

–       Listen and validate. Listen to the student with your whole body. Don’t roll your eyes or cross your arms. Let the person say his or her piece (within reason) and, if possible, validate the concern: “It sounds like you’re frustrated with the pace of class. I’m definitely feeling tired after ninety minutes of class tonight. Is anyone else feeling tired?”

Other

“a University seems to be in its essence…”

“a University seems to be in its essence, a place for the communication and circulation of thought, by means of personal intercourse, through a wide extent of country”, J. H. Newman, The Rise and Progress of Universities (Chapter 2).

http://www.newmanreader.org/works/historical/volume3/universities/index.html

11 consejos sensatos para afrontar los exámenes (Dr. Ortuño) @ClinicaNavarra

  1. Utilización de técnicas de relajación y pensar en cosas positivas.
  2. Tener en cuenta la alimentación, que sea sana y equilibrada.
  3. Dormir entre siete y ocho horas diarias para conseguir darle al cuerpo un descanso reparador.
  4. Realizar una planificación del tiempo. Elaborar un calendario con los días de examen de cada materia y las horas que se va a dedicar a cada una, teniendo en cuenta la preparación y revisión del material de estudio, esquemas, repasos, etc. Ser posibilistas y tener un margen de días u horas de más por si surgen imprevistos.
  5. Realizar ejercicio físico. Si el cuerpo está bien, la mente estará bien. El ejercicio físico ayuda a la memoria y a la concentración, favorece dormir mejor.
  6. Estudiar en un lugar con ambiente idóneo para ello. Una zona silenciosa y bien ventilada, silla cómoda y mesa ordenada, buena iluminación y temperatura adecuada.
  7. Tener cuidado con sustancias como los depresores del sistema nervioso central, analgésicos, estimulantes, inhalantes, drogas…
  8. Dejar tiempo para repasar antes del examen y refrescar lo estudiado.
  9. Leer bien las instrucciones del examen y organizarse para empezar por las preguntas más fáciles, para afrontar después las más difíciles y más largas. Si no recuerda una pregunta, siga con las que sabe para no perder tiempo.
  10. Llegar con tiempo al examen y no apresurarse en acabarlo.
  11. Y estudiar con el teléfono móvil en silencio, aunque lo mejor es dejarlo lejos de tu alcance.

Los consejos 1-10 provienen de la CUN.

“alma mater” es de género femenino…

Al revisar unos textos de estudiantes, hemos observado que la tendencia general es a escribir en masculino la expresión “alma mater” (madre nutricia, madre que alimenta).

La Fundéu nos saca de dudas. Se escribe en femenino y explica por qué:

La alma mater —en femenino, sin tilde y en cursiva—, no el alma mater, es la forma adecuada de escribir esta locución latina.

La norma de cambiar la por el ante palabras femeninas que comienzan con a tónica solo afecta a sustantivos (el alma contentael aula espaciosa), pero en esta locución latina alma es un adjetivo que significa ‘que alimenta’, tal como indican los diccionarios de latín.

Sin embargo, en los medios de comunicación es frecuente encontrar oraciones en las que la locución se emplea con el artículo masculino: «Héctor Voglino fue durante muchos años el alma máter de ese cine» o «Con la perspectiva que dan tres décadas en la industria, Custo Dalmau, el alma máter de la firma Custo Barcelona, tiene muy claro que…».

En estos ejemplos, lo apropiado habría sido utilizar el artículo la en redonda y la locución latina alma matersin tilde y en cursiva, de acuerdo con las normas al respecto de la Ortografía de la lengua española: «… la alma mater de ese cine» y «… la alma mater de la firma Custo Barcelona…».

Cabe además señalar que, aunque el Diccionario panhispánico de dudas circunscribe el significado de esta locución a su sentido etimológico de ‘madre nutricia’ —metáfora de la universidad— y desaconseja explícitamente emplear alma mater para referirse a la ‘persona que da vida o impulso a algo’, acepción más habitual en periodismo, este sentido sí se recoge en los principales diccionarios de uso.

No obstante, con este significado se recomienda sustituir la alma mater simplemente por el sustantivo alma (y entonces sí irá precedido del artículo el): «Héctor Voglino fue durante muchos años el alma de ese cine» y «Con la perspectiva que dan tres décadas en la industria, Custo Dalmau, el alma de la firma Custo Barcelona, tiene muy claro que…».

 

Ideas about #writing @TomorrowsProf

Useful ideas from Rick Reis

(…)

The expert writer:

* Focuses the writing appropriately for the demands of the assignment, situation, and audience, whether that means constructing an argument, recommending solutions to a problem, or reporting scientific research. Uses the modes of reasoning and inquiry, as well as the conventions of correctness that are considered appropriate to the discipline, but also understands the rhetorical situatedness of those modes and their intellectual, political, and social consequences.

* Organizes the writing in an effective way for its audiences and purposes.

* Locates, evaluates, integrates, and cites information from various sources.

* Follows ethical principles for research and writing, including collaboration with peers, use of sources (avoiding plagiarism), and ethics of the disciplines such as protecting privacy, presenting accurate data, and respecting alternative viewpoints.

* Integrates quantitative material, charts and graphs, images, and other multimedia material as appropriate; understands, critically evaluates, and appropriately employs new technologies and new digital and multimedia forms.

* Produces clear, coherent sentences and paragraphs shaped for their audiences and purposes.

* Uses the grammar and punctuation of Edited Standard Written English (ESWE) in appropriate circumstances, such as formal academic, business, civic, and professional writing.

* Follows productive writing processes.

* Collaborates effectively with others to both give and receive feedback on a writer’s emerging work.

Cómo preparar un póster para un congreso (muy recomendable) @esteveorg

Acabo de leer un artículo que explica qué es un póster científico y cómo prepararlo. Os lo recomiendo. Es excelente.

Aquí lo encontraréis.

Algunos consejos sobre #redacción académica (en inglés) / @tomorrowsprof

Three Phases of Writing for Publication
Academic writing can helpfully be thought of as involving three different approaches or phases.  A key to successful and positive writing is undertaking them all.  The role of each phase is clear, simple and straightforward to grasp and practice.

1. Write for yourself to find out what you know, think, feel and want to say. 
2. Redraft to communicate with your reader. 
3. Edit for posterity to offer clarity, clear language, structure, grammar, correct references.

Each of these phases involves the writer in critical thinking and research (albeit different kinds of research).  Each phase and stage develops the argument, the theory, as well as the exposition of the facts; none of the phases merely reports.

I give these phases in order 1-3: working through them in this order is valuable.  Writers, however, move through these phases in very different ways.  Some work straight through and complete, as if the phases were steps.  Most revisit earlier phases to revitalize their writing as they go through: it is often a dynamically reiterative process.  Many writers return to Phase 1 again with new material to insert into the text; they then work on this new writing through Phases 2 and 3.  Some, moreover, do some of the initial phase in their heads, only writing when they are fairly clear what they want to say.  Leaving out a phase, though, can make a publication dull, muddled, incomplete, and prevent it speaking to the appropriate audience.

Phase 1: Write for myself to find out what I know, think, feel, and want to say

Phase 1 is explorative, tentative and uncertain: Claire’s “scribbled mess”.  The only thing that matters now is the content of what we jam down on the page: grammar, proper construction, intellectual ways of expressing stuff ‘properly’ are dealt with in Phases 2 and 3.  What matters is that we now capture valuable content.  We search for our theory by reflecting freely, as well as reflecting upon the data, and by sifting in an unfocused way through the literature (journal papers, books, internet sites, etc.) for material which informs the development of ideas and offers examples.  This experimental and explorative stage enables me to grasp what I think, and what my data and research are telling me; it enables me to draw upon the wealth of my experience with a width and depth no other process can offer.

This phase is essentially relatively unfocused; a vital attitude enabling the capturing of insight, as well as marshalling thoughts and theories.  One of the reasons academic writers miss out on this inspirational phase is perhaps because it goes against our training and all our perception of what being an academic is.  I was forcibly taught to think in a logical and structured way, and to stop dreaming and reflecting.  Yet critical thinking, as used by scientists, social scientists and all the arts disciplines, involves exploration and experimentation.  Attempting to stay within the box and only use a small part of our thinking capacity (the logical), cramps and constrains our thinking to the boring.  Here is what one writer found liberating: (see more)


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