"LA POLITICA no es solamente hacer bulla, sino HAY QUE TRABAJAR TAMBIEN".... JOSE AYBAR SANCHEZ (2014). ------------- UNCTAD, SE FUNDA EN EL ANO: 1964. Para favorecer el DESARROLLO INTEGRAL de los SERES HUMANOS. 1. EDUCACIONALMENTE. 2. AFECTIVAMENTE. 3. CORPORALMENTE. 4. CEREBRALMENTE COMO: CAPITAL HUMANO. A fin de que los 195 paies MIEMBROS, correspondientes al DESARROLLO: INDUSTRIAL TARDIO... AL DESARROLLO : COMERCIAL TARDIO.. AL DESARROLLO TARDIO EN : 1.CIENCIAS ADMINISTRATIVAS. 2. EN CIENCIAS LOGISTICAS. 3. EN CIENCIAS ESTRATEGICAS... ALCANCEN SUS METAS DE: 1MODERNIZACION. 2. INCLUSION AL CONSUMO. 3. INCLUSIION AL MERCADO 4. INCLUSION DE LAS FAMILIAS A LAS CONDICIONES HIGIENICAS & DE SALUD MINIMAS, en el campo y en la ciudad, EN LO QUE DENOMINADO UNESCO (1999) LOS CODIGOS DE LA MODERNIDAD... POR MEDIO DEL FOMENTO DEL COMERCIO GLOBAL DE IMPORTACION & EXPORTACIONES, COMO DE UN PROCESO: ESCALONADO DE INDUSTRIALIZACION, DANDOLES CONCESIONES EN PUERTOS & AEROPUERTOS DE LOS PAIES : INDUSTRIALES & POST INDUSTRIALES, PARA LA LIBRE CIRCULACION: RENTABLE, SOSTENIBLE, DE LOS FRUTOS DE SU: 1AGRICULTURA. 2, GANADERIA. 3. AGROINDUSTRIA. 4. BIOTECNOLOGIA. 5. AUTORIA. 6. INNOVACION 7. MANUFACTURA INDUSTRIAL. 8. MANUFACTURA DE SERVICIOS. INCLUYENDO SU PRODUCCION AUDIOVISUAL DE RADIO. TELEVISION. CINE. INTERNET... 1. SI ES DE CALIDAD: MUNDIAL O EXPORTABLE... ------ CENTRO DOMINICANO DE: PROMOCION DE LAS EXPORTACIONES DOMINICANAS (CEDOPEX), es una agencia cientifica en CIENCIAS TICs, desarrollada por el presidente de turno, Dr. Joaquin Amparo Balaguer Ricardo, PERO CON LA: ASESORIA DE SUS CIENTIFICOS & CIENTIFICAS, DOMINICANOS, de su confianza PERSONAL, entre los cuales, se encontraban: -EN AQUEL MOMENTO HISTORICO: 1966-1978- 1.EL INNOVADOR DE LA ECONOMIA NARANJA, AGROPECUARIA DOMINICANA, 2.EL FUNDADOR E INTRODUCTOR, DE LA ESPECIALIDAD - EN LAS AULAS, TALLERES & LABORATORIOS, DEL INSTITUTO SUPERIOR DE AGRICULTURA, ISA de la ciudad de Santiago de los Caballeros- COMO ASIGNATURA EN EL PRE-GRADO: 1.ECONOMIA AGRICOLA 2.O ECONOMIA AGROPECUARIA. Quien entre los 16 & los 25 anos de edad habia cursado: EL ENTRENAMIENTO AGROPECUARIO SISTEMATICO... PRIMERO: A NIVEL DE PRE-GRADO En la Universidad de Indiana, COMPLETANDOLO CON HONORES, con notas sobresalientes... SI NO HUBIERA DEMOSTRADO -en aulas, talleres,laboratorios- SU VOCACION JUVENIL PARAA EL TRABAJO: 1. INTELECTUAL. 2. CIENTIFICO 3.DE INVESTIGACION SISTEMATICA... NO SE GANA LA BECA DE ESPECIALIDAD: 1. Para poder conocer , cara a cara a: DR. MILTON FRIEDMAN, -Premio Nobel de Ciencias Economias & NEGOCIOS en el ano 1973, -Dos anos despues de la fundacion de CEDOPEX, en Republica Dominicana en 1973. FERNANDITO ALVAREZ BOGAERT, antes del ano 1965, se convirtio asi: 1. EN EL BACHILLER: HOSTOSIANO DOMINICANO, mas JOVEN, desde 1492, que alcanzo a pisar : 1. Las AULAS. 2. LOS TALLERES. 3.LOS LABORATORIOS, de una UNIVERSIDAD NORTEAMERICA, -EN ECONOMIA : AGRICOLA O AGROPECUARIA.- 1. EL PRIMER EGRESADO DOMINICANO -CON HONORES- DE DICHA ESPECIALIDAD: -EN LA UNIVERSIDAD DE INDIANA- EN EL NIVEL DE PRE-GRADO... 2. EL PRIMER EGRESADO DOMINICANO CON UN MASTER EN: CIENCIAS ECONOMICAS & NEGOCIOS, por la Universidad de Columbia, antes de 1965. 3. EL PRIMER ESPECIALISTA O EXPERTO DOMINICANO: MAGISTER -EN CIENCIAS ECONOMICAS GLOBALES- QUE PUDO DARSE EL LUJO DE SER: 1.ALUMNO & 2. DISCIPULO EN CIENCIAS TICs... 1. AULAS DE COLUMBIA UNIVERSITY. 2. EN LOS LABORATORIOS DE: COLUMBIA UNIVERSITY. 3. EN LOS TALLERES DE: COLUMBIA UNIVERSITY. Yoe F. Santos/CCIAV. CCIAV,CC4AVE Talents, Criticism, Freindship! Salut, Polis, Ecumene! (1959-2019) ---- LIFELONG LEARNING. ----- 1. UN DIA COMO HOY, -UNOS ARQUITECTOS & URBANISTAS- INAUGURAN LA CIUDAD DE QUITO. CAPITAL DEL ECUADOR. 2. UN DIA COMO HOY, HACE 250 ANOS. EN LA CIUDAD DE LONDRES... CIENTIFICOS DE TODAS LAS ARTES & AREAS DEL CONOCIMIENTO HUMANO: hacen a la humanidad, dar un salto cualitativo en la industria editorial, COMO EN LA COMPILACION PROPEDEUTICA, DE LOS QUE TODO CIUDADANO DEBIA SABER; PARA COMPRENDER EL MUNDO QUE: LE HABIA TOCADO VIVIR, 250 ANOS ATRAS... --- UN DIA COMO HOY... -EN LA REPUBLICA DOMINICANA-: CONCLUYE EL GOBIERNO DE: CESAREO GUILLERMO... -----. Lifelong learning From Wikipedia, the free encyclopedia Lifelong learning is the "ongoing, VOLUNTARY SELF-MOTIVATED voluntary, and self-motivated"[1] PURSUIT OF KNWOLEDGE pursuit of knowledge FOR: EITHER 1.PERSONAL. 2. PROFESSIONAL REASONS for either personal or professional reasons. Therefore, it not only ENHANCES: 1.SOCIAL INCLUSION. enhances social inclusion, 2,ACTIVE CITIZENSHIP active citizenship, and 3. PERSONAL DEVELOPMENT personal development, BUT ALSO: 1. SELF-SUSTAINABILTY but also self-sustainability, 2.AS COMPETITTIVENESS as well as competitiveness 3.AND EMPLOYABILITY and employability.[2] In some contexts, the term "lifelong learning" EVOLVED FROM THE TERM evolved from the term "life-long learners", CREATED BY LESLIE WATKINGS created by Leslie Watkins and USED BY PROFESSOR CLINT TAYLOR used by Professor Clint Taylor (CSULA) and Superintendent for the Temple City UNIFIED SCHOOL DISTRICT Unified School District's MISSION STATEMENT IN mission statement in 1993, the term recognizes that 1.LEARNING IS NOT CONFINED 1.1.TO CHILDHOOD learning is not confined to childhood 1.2.OR THE CLASSROOM or the classroom 1.3.bBUT TAKE PLACE 1.3.1.THROUGHT LIFE ut takes place throughout life 1.3.2. IN A RANGE OF SITUATIONS and in a range of situations. In other contexts, the term "lifelong learning" EVOLVED ORGANICALLY. evolved organically. 1.THE FIRST LIFELONG LEARNING INSTITUTTE The first lifelong learning institute 2. BEGAN AT THE NEW SCHOOL FOR SOCIAL RESEARCH began at The New School for Social Research (NOW NEW SCHOOL UNIVERSITY) now New School University) 1.IN 1962 in 1962 2. AS AN EXPERIMENT as an experiment 3.IN in "LEARNING IN RETIREMENT". Later, after similar groups FORMED ACROSS UNITED STATES formed across the United States, MANY CHOOSE THE NAME many chose the name "lifelong learning institute" 1.TO BE INCLUSIVE OF 1.1.NON-RETIRED PERSONS to be inclusive of nonretired persons 1.2. IN THE SAME AGE RANGE in the same age range. See Lifelong learning institutes, or outside the US, UNIVERSITY OF THIRD AGE. University of the Third Age. DURING THE LAST 50 YESARS... During the last fifty years, CONSTANT: 1. SCIENTIFIC. 2. TECHNOLOGICAL. constant scientific and technological 1.INNOVATION 2.AND CHANGE innovation and change 1.HAS A PROFOUND EFFECTS has had profound effects 2. ON HOW LEARNING 3. IS UNDERSTOOD. on how learning is understood. LEARNING CAN NO LONGER BE DIVIDED Learning can no longer be divided INTO: 1. PLACE. 2. TIME. into a place and time TO ACQUIRE KNOWLEDGE (SCHOOL) to acquire knowledge (school) AND A PLACE AND TIME 1. TO APPLY. 2.THE KNOWLEGDE ACQUIRED and a place and time to apply the knowledge (1.THE OFFICE, 2.THE INDUSTRY, 3.THE WORKPLACE, 4. THE STUDIO. 5. THE RADIO STATION. 6.THE CLASSROOM, 7.THE WORKSHOP, 8. THE COLLEGE. 9. THE UNIVERSITY 10.THE LABORATORY 11. THE FARM 12. THE NURSERY STATION 13. THE RESORT 14. THE ARCHITECTURE STUDIO) acquired (the workplace).[3] Instead,. 15. THE TELEVISION STUDIO 16. THE CINEMA PLATO LEARNING CA BE SEEN AS SOMETHING 1. THAT TAKES PLACE learning can be seen as something that takes place 1.1. ON AN ONGOING BASIS 1.2.FROM OUR DAILY INTERACTIONS on an ongoing basis from our daily interactions 1.3.WITH OTHERS. 1.4. AND THE WORLD AROUND US. with others and with the world around us. 1. IT CAN CREATE 2. AND SHAPESHIFT It can create and shapeshift 1. INTO THE FORM: 1.1.FORMA LEARNING. 1.2. INFORMAL LEARNING. into the form of formal learning or informal learning, 1.3. SELF -DIRECTED LEARNING. or self-directed learning. SINCE 1979.... ALLEN TOUGH CANADIAN EDUCATOR Allen Tough (1979), Canadian educator AND RESEARCHER... and researcher, ASSERTS THAT ALMOST asserts that almost OF LEARNING PROJECTS 1. 70% of learning projects 2. ARE SELF -PLANNED are self-planned.[4] Contents 1 Links to theory 2 Learning economy 3 Contexts 4 Emerging technologies 4.1 Assistive technology 4.2 Web 2.0 4.3 Workplace learning 5 Metacognition 6 Delors Report and the four pillars of learning 7 In practice 8 Impact on long-term economic growth 9 Implications for an aging society 10 See also 11 Sources 12 References 13 Further reading. LINKS TO THEORY. Links to theory TWO THEORIES -OF PARTICULAR RELEVANCE...- 1. CONITIVISM. 2. CONSTRUCTIVISM. Two theories of particular relevance when considering lifelong learning are cognitivism and constructivism. Cognitivism, MOST NOTABLY GESTALT THEORY: 1. SPEAKS OF LEARNING most notably Gestalt theory, speaks of learning 1.1. AS MAKING SENSE OF THE RELATIONSHIP as making sense of the relationship 1.2. BETWEEN WHAT IS NEW. 1.3. WHAT IS OLD. between what is old and what is new. Similarly, CONSTRUCTIVISM THEORY 1. STATES. 2.Constructivist theory states that "knowledge is 2.1.NOT PASSIVELY RECEIVED not passively received 2.2. FROM THE WORLD from the world 2.3. OR FROM AUTHORITAVIE: SOURCES. 3. BUT CONSTRUCTED or from authoritative sources but constructed 3.1 BY INDIVIDUALS. 3.2. BY GROUPS. by individuals or groups 4. MAKING SENSE 4.1. OF THEIR EXPERIENTIAL WORLDS. making sense of their experiential worlds".[5] . CONSTRUCTIVISM... LENDS ITSELF WELL Constructivism lends itself well to Lifelong learning 1. AS BRING TOGETHER -IN PRACTICE, INTO THE BRAIN : LABORATORY- THE SCHUMPETERIAN CREATIVE DESTRUCTION, POPULAR CONCEPT (1921-1950), -THE MELTING POT, THE MIX UP...- AS BRING TOGETHER LEARNING: 1. FROM MANY DIFFERENT SOURCES. 1.1. INCLUDING AUTOBIOGRAPHICAL -OR LIFE LESSONS LEARNED- 1.2.INCLUDING LIFE EXPERIENCIES. SINCE THE MINUTE, you had birth until today... as it brings together learning from many different sources including life experiences. LEARNING ECONOMY. Learning economy Lifelong learning 1.IS BEING RECOGNIZED 2.BY TRADITIONAL COLLEGES & UNIVERSITITIES is being recognized by traditional colleges and universities 2.1. AS VALID IN ADDITION 2.2. TO DEGREE ATTAINMENT. as valid in addition to degree attainment. SOME LEARNING IS ACOMPLISHED... 1. IN SEGMENTS. 2. AREAS OF INTERESTS. 3. CATHEGORIES OF INTERESTS AND CAN STILL BE VALUABLE: 1. TO THE INDIVIDUAL. 2. TO COMMMUNITY Some learning is accomplished in segments or interest categories and can still be valuable to the individual and community. 1.THE ECONOMICAL IMPACT The economic impact 2. OF EDUCATIONAL INSTITUTIONS. of educational institutions 3. AT ALL LEVELS 4.WILL REMAIN at all levels will remain 4.1. SIGNIFICANT significant 4.2. AS INDIVIDUALS CONTINUE: 4.2.1..FORMAL STUDIES. 4.2.2. AND PURSUE: INTEREST-BASED SUBJECTS. as individuals continue formal studies and pursue interest-based subjects. 1.INSTITUTIONS PRODUCE : educate CITIZENS... Institutions produce educated citizens 2. WHO BUY GOODS AND SERVICES: 3.IN THE COMMUNITY. who buy goods and services IN THE COMMUNITY. in the community 4.. AND THE EDUCATION FACILITIES 4.1. AND PERSONNEL GENERATE: ECONOMIC ACTIVITY. 4.2. DURING THE OPERATIONS. 4.3. DURING INSTITUTTIONAL: ACTIVITIES. and the education facilities and personnel generate economic activity during the operations and institutional activities. 1.SIMILAR TO : HEALTH FACILITIES Similar to health facilities, 2. EDUCATIONAL INSTITUTIONS: 2.1. ARE AMONG THE TOP. 2.2. EMPLOYERS. IN MANY CITIES AND TOWNS OF THE WORLD. educational institutions are among the top employers in many cities and towns of the world. Whether brick-and-mortar or 1.DISTANCE EDUCATION INSTITUTIONS distance education institutions, 1.1.THERE IS A GREAT IMPACT: ECONOMIC IMPACT. there is a great economic impact 1.2. WORLDWIDE IMPACT. 1.3. FROM LEARNNG. 1.4 INCLUDING LIFELONG LEARNING worldwide from learning, including lifelong learning, 1.5. FOR ALL AGE GROUPS. for all age groups. THE LIFELONG LEARNERS... The lifelong learners, 1.INCLUDING PERSONS 1.including persons with academic or professional credentials, tend to find higher-paying occupations, leaving monetary, cultural, and entrepreneurial impressions on communities, 2. ACCORDING TO EDUCATOR : CASSANDRA B. WHYTE according to educator Cassandra B. Whyte.[6][7] Contexts Although the term is widely used in a variety of contexts, its meaning is often unclear.[8] A learning approach that can be used to define lifelong learning is heutagogy.[9] There are several established contexts for lifelong learning beyond traditional "brick and mortar" schooling: Home schooling involves learning to learn or the development of informal learning patterns Adult education or the acquisition of formal qualifications or 1.WORK AND LEISURE SKILLS. work and leisure skills 2.LATER IN LIFE. later in life. CONTINUING EDCUATION. Continuing education which OFTEN DESCRIBES: EXTENSION often describes extension or not-for-credit courses offered by higher education institutions. Lifelong learning institutes, which ARE GROUPS OVER 50 YEAS OF AGE... are groups over 50 years of age which meet for noncredit college-level STUDY FOR: 1. INTELLECTUAL CHALLENGE study for intellectual challenge 2. AND SOCIAL ENJOYMENT. and social enjoyment 3.KNOWLEDGE WORK. Knowledge work, which 1. INCLUDES PROFESSIONAL : DEVELOPMENT 2.O N -THE -JOB-TRAINING. on - the - job.includes professional development and on-the-job training PERSONAL LEARNING ENVIRONMENTS. Personal learning environments 1. SELF -DIRECTED LEARNING or self-directed learning 2.USING A RANGE OF: 2.1. SOURCES. 2.2. TOOLS. using a range of sources and tools 3. INCLUDING: ONLINE APPS OR APPLICATIONS. including online applications E-learning is available at most colleges and universities or to individuals learning independently. There are even online courses being offered for free by many institutions. One new (2008 and beyond) expression 1.OF LIFELONG LEARNING 2.IS THE MASSIVE OPEN COURSE: -THE MASSIVE ONLINE OPEN COURSE.- of lifelong learning is the massive open online course (a MOOC), in which a teacher or team offers a syllabus and some direction for the participation of hundreds, sometimes thousands, of learners. Most MOOCs do not offer typical "credit" for courses taken, which is why THEY ARE INTERESTED ... 1. IN INTERESTING DIGITAL COURSES AND DIGITAL ORIGINAL: E-CONTENTS 2.. USEFUL EXAMPLES OF LIFELONG LEARNING. they are interesting and useful examples of lifelong learning. EMERGING TECHNOLOGIES. Emerging technologies Lifelong learning is defined as "all learning activity undertaken throughout life, WITH THE AIM: 1. IMPROVING KNOWLEGGE 2.IMPROVE SKILLS. 3. COMPETENCES... with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective".[10] IT IS OFTEN CONSIDERED: 1. LEARNING. 2. THAT OCCURS. It is often considered learning that occurs 3. AFTER 4. THE FORMAL EDUCATION YEARS. 5. OF CHILDHOOD. after the formal education years of childhood (where learning is instructor-driven—pedagogical) 6. AND INTO ADULTHOOD and into adulthood (where the learning IS INDIVIDUAL DRIVEN-ANDRAGOGICAL is individually-driven—andragogical). It is sought out naturally through life experiences as the learner seeks to gain knowledge for professional or personal reasons.'Knowledge results from the combination of grasping experience and transforming it' (KOLB:1984, 41Kolb 1984: 41 ). The concept of lifelong learning HAD BECOME VITAL has become of vital importance with the emergence of new technologies THAT CHANGE that change 1. HOW WE RECEIVE 2. HOW WE GATHER INFORMATION, how we receive and gather information, 3. HOW WE COLLABORATE WITH OTHERS. collaborate with others, 4. HOW WE COMMUNICATE WITH OURS: PARENTS, FAMILY MEMBERS.? .and communicate. ASSISTIVE TECHNOLOGY. As technology rapidly changes, individuals must adapt and learn to meet everyday demands. However, throughout life, an individual's functional capacities may also change. Assistive technologies are also important considerations under the umbrella of emerging technology and lifelong learning. Access to informal and formal learning opportunities for INDIVIDUALS WITH DISABILITIES individuals with disabilities may be dependent upon low and high tech assistive technology. WEB 2.0. The emergence of Web 2.0 technologies 1.HAS GREAT POTENTIAL. 2. TO SUPPORT. has great potential to support lifelong learning endeavors, ALLOWING INDIVIDUALS FOR : 1.ONLINE TQM, 2.ONLINE KAYZEN, 3.ONLINE OR VIRTUAL: KNOWLEDGE: -MANUFACTURING AND MENTE -FACTURA..-. allowing for informal, just-in-time, day-to-day learning.[11] Constant change is emerging as the new normal. To thrive, organizations and individuals 1. MOST BE ABLE TO ADJUST 2.AND ENHANCE THEIR: KNOWLEDGE. must be able to adjust, and enhance their knowledge and skills to meet evolving needs. This means the most important thing someone 1.CAN LEARN HOW TO LEARN? can learn is how to learn.[12] 2.AN UNDERSTANDING OF: 2.1. WEB 2,O TOOLS... 2.2.IS CRITICAL... An understanding of web 2.0 tools is critical to keeping up with a changing world and the information explosion. WORKPLACE LEARNING. Workplace learning Professions typically recognize the importance of 1.DEVELOPING PRACTITIONERS. 2. BECOMING LIFELONG LEARNERS. BECOMING LIFE Ldeveloping practitioners becoming lifelong learners. 3. NOWADAYS, 3.1.FORMAL TRAINING 3.2. IS ONLY THE BEGINING. Nowadays, formal training is only a beginning. Knowledge accumulates at such a fast rate that one must continue to learn to be effective (Williams, 2001). Many licensed PROFESSIONS... professions mandate that their members 1. CONTINUE LEARNING .continue learning 2. TO MAINTAIN A LICENSE. to maintain a license. (Merriam, Caffarella, & Baumgartner, 2007).[13] Having said this, WHAT ARE THE: 1. CHARACTERISTICS... ICTs SKILLS, - into or across a professional : use r of web 2.0 or social media- the MINIMUM PROFILE ONLINE PROFILE? what are the characteristics or skills that a lifelong learner must develop. 1. REFLECTIVE LEARNING 2.CRITICAL THINKING Reflective learning and critical thinking can help a learner to become more self-reliant through learning how to learn, thus 1.making them better able to 1.1.direct, 1.2.manage, 1.3.and control their own learning process (Candy, 1990).[14] Sipe (1995) 1.STUDIED EXPERIMENTALLY studied experimentally 2."open" teachers and 3. FOUND THEY VALUED found that they valued 3.1. SELF- self-directed learning, 3.2.collaboration, 3.3.RISK TAKING IN THEIR LEARNING .reflection, and challenge; risk taking in their LEARNING AS AN OPPORTUNITY, NOT A THREAT. learning was seen as an opportunity, not a threat. Dunlap and Grabinger (2003) say that for higher education students to be lifelong learners, THEY MUST DEVELOP A CAPACITY: 1. SELF DIRECTION. 2. META-COGNITION AWARENESS. 3. DISPOSITION TOWARD LEARNING. they must develop a capacity for self-direction, metacognition awareness, and a disposition toward learning (Merriam, Caffarella, & Baumgartner, 2007).[13] META-COGNITION. Metacognition While the study of metacognition originally gave educational psychologists insights into what DIFFERENTIATED SUCCESSFUL STUDENTS differentiated successful students from their less successful peers, it is increasingly being used to inform teaching that aims to make students more aware of their learning processes, and show them how to regulate those processes for more effective learning throughout their lives.[15] Educators can employ COGNITIVE STRATEGIC INSTRUCTION Cognitive Strategy Instruction (CSI)[16][17] as a means to help learners develop their metacognition. Again, learners who are BETTER EQUIPED TO CREATE: LEARNING STRATEGIES FOR THEMSELVES... better equipped to create learning strategies for themselves will have more success in achieving their cognitive goals.[15] As lifelong learning is "lifelong, lifewide, voluntary, and self-motivated"[1] learning to learn, that is, learning how to recognize learning strategies, and monitor and evaluate learning, is a pre-condition for lifelong learning. Metacognition is an essential first step in developing lifelong learning. Delors Report and the four pillars of learning Main article: Delors Report The Delors Report[18] proposed an integrated vision of education based on two key paradigms: lifelong learning and the four pillars of learning. The report proposed a holistic conceptual framework of learning, that of the 'four pillars of learning'. It argued that formal education tends to emphasize the acquisition of knowledge to the detriment of other types of learning essential to sustaining human development. It stressed the need to think of learning over the life course, and to address how everyone can develop relevant skills, knowledge and attitudes for work, citizenship and personal fulfillment.[19] The four pillars of learning are: Learning to know Learning to do Learning to be Learning to live together It is important to note that the four pillars of learning were envisaged against the backdrop of the notion of 'lifelong learning', itself an adaptation of the concept of 'lifelong education' as initially conceptualized in the 1972 Faure publication Learning to Be.[20][19] In practice Question book-new.svg This section relies too much on references to primary sources. Please improve this section by adding secondary or tertiary sources. (August 2017) (Learn how and when to remove this template message) In India and elsewhere, the "University of the Third Age" (U3A) provides an example of the almost spontaneous emergence of autonomous learning groups accessing the expertise of their own members in the pursuit of knowledge and shared experience. No prior qualifications and no subsequent certificates feature in this approach to learning for its own sake and, as participants testify, engagement in this type of learning in later life can indeed 'prolong active life'. In Sweden the successful concept of study circles, an idea launched almost a century ago, still represents a large portion of the adult education provision. The concept has since spread, and for instance, is a common practice in Finland as well. A study circle is one of the most democratic forms of a learning environment that has been created. There are no teachers and the group decides on what content will be covered, scope will be used, as well as a delivery method. Sometimes lifelong learning aims to provide educational opportunities outside standard educational systems—which can be cost-prohibitive, if available at all. On the other hand, formal administrative units devoted to this discipline exist in a number of universities. For example, the 'Academy of Lifelong Learning' is an administrative unit within the University-wide 'Professional and Continuing Studies' unit at the University of Delaware.[21] Another example is the Jagiellonian University Extension (Wszechnica Uniwersytetu Jagiellonskiego), which is one of the most comprehensive Polish centers for lifelong learning (open learning, organizational learning, community learning).[22] In recent years, 'lifelong learning' has been adopted in the UK as an umbrella term for post-compulsory education that falls outside of the UK higher education system – further education, community education, work-based learning and similar voluntary, public sector and commercial settings. Most colleges and universities in the United States encourage lifelong learning to non-traditional students. Professional licensure and certification courses are also offered at many universities, for instance for teachers, social services providers, and other professionals. Some colleges even enable adults to earn credit for the college-level learning gained through work, volunteer and other experiences.[23] Bangladesh Open University (BOU) has six schools and is offering 23 formal and 19 nonformal programs.[24] The number of enrolled students in formal programs for 2016 was 433,413.[24] Most of the courses of BOU are for professional development and most of the students are professional people who are getting scope to study in flexible hours.[24] BOU is the only public institution in the country that imparts education in distance mode.[24] In place of campus based teaching, this university uses technology including electronic devices to reach people in different corners of the country.[24] In Canada, the federal government's Lifelong Learning Plan[25] allows Canadian residents to withdraw funds from their Registered Retirement Savings Plan to help pay for lifelong learning, but the funds can only be used for formal learning programs at designated educational institutions. Priorities for lifelong and life-wide learning have different priorities in different countries, some placing more emphasis on economic development (towards a learning economy) and some on social development (towards a learning society). For example, the policies of China, Republic of Korea, Singapore and Malaysia promote lifelong learning in a human resource development (HRD) perspective. The governments of these countries have done much to foster HRD whilst encouraging entrepreneurship.[26] Impact on long-term economic growth Mainstream economic analysis has highlighted increased levels of primary and secondary education as a key driver of long-term economic growth. Data show that initial levels of educational attainment explain about half the difference in growth rates between East Asia and sub- Saharan Africa between 1965 and 2010. At the individual level, the knowledge and skills workers acquire through education and training make them more productive. Provision of good quality education can improve the knowledge and skills of a whole population beyond what traditional or informal systems can achieve. For business, educated and highly skilled workers foster productivity gains and technological change, through either innovation or imitation of processes developed elsewhere. At the societal level, education expansion helps build social and institutional capital, which has a strong impact on the investment climate and growth; it also helps in building social trust, developing participatory societies, strengthening the rule of law and supporting good governance.[27] Implications for an aging society According to the Alzheimer's Society, it is estimated that more than a million Canadians will suffer from Alzheimer's diseases by 2030. "Exercising the brain may preserve it, forestalling mental decline" (Grady, 2012). In North America—and presumably globally—to proactively curb potential economic issues as the baby boomers continue to age, we need to look at society through a lifelong learning lens. Consider community programs to engage retirees and foster their cognitive health. Taking a proactive approach to keep our elderly population engaged through learning and their brains exercised as Grady described, the strain on the health care system and not to mention the families of the elderly would be lessened. The US Department of Health and Human Service published a study that suggests that older people with a mild cognitive impairment receive 8.5 hours more of care each week from their family and those with a severe impairment received 41.5 more hours than those without a cognitive impairment (USDHHS, 2007). Who pays for this? As a society we are living longer—85 years for men and 90 years for women—making cognitive health vitally important. See also Brain fitness Community college Continuing education E-learning Experiential education Folk high school Folkbildning, an approach to community education in Scandinavia Gamification History of personal learning environments Knud Illeris, professor of lifelong learning and author of How We Learn and Contemporary Theories of Learning Learning Learning community Lifelong learning institutes Life-wide learning Osher Lifelong Learning Institutes Part-time learner in higher education Self-paced instruction TVET (Technical and Vocational Education and Training) UNESCO Institute for Lifelong Learning Vocational education Widening participation Workers' Educational Association Sources Definition of Free Cultural Works logo notext.svg This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement: Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century, 27–28, Keevey, James; Chakroun, Borhene, UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use. Definition of Free Cultural Works logo notext.svg This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement: Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary, 11–12, UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use. References Department of Education and Science (2000). Learning for Life: Paper on Adult Education. Dublin: Stationery Office. Commission of the European Communities: "Adult learning: It is never too late to learn". COM(2006) 614 final. Brussels, 23.10.2006. Fischer, Gerhard (2000). "Lifelong Learning - More than Training" in Journal of Interactive Learning Research, Volume 11 issue 3/4 pp 265–294. The Adult's Learning Projects, A Fresh Approach to Theory and Practice in Adult Learning p.1 Yilmaz, Kaya (2008). "Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction". Educational Horizons. 86 (3): 161–172. Whyte, Cassandra B/ (2002). "Great Expectations for Higher Education". Speech at Higher Education Round Table Event. Oxford, England. Whyte, Cassandra B. (1989) "Student Affairs-The Future". Journal of College Student Personnel. 30.(1) 86-89. Aspin, David N. & Chapman, Judith D. (2007) "Lifelong Learning Concepts and Conceptions" in: David N. Aspin, ed.: Philosophical Perspectives on Lifelong Learning, Springer. ISBN 1-4020-6192-7 Blaschke, Lisa Marie. "Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning". The International Review of Research in Open and Distance Learning. Athabasca University. Retrieved 24 November 2012. Commission of the European Communities. (2001, November 21). Making a European Area of Lifelong Learning a Reality. Retrieved from EUR-Lex: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0678:FIN:EN:PDF Dunlap, J. C., & Lowenthal, P. R. (in press). Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills. In G. D. Magoulas (Ed.), E-infrastructures and technologies for lifelong learning: Next generation environments. Hershey, PA: IGI Global. "Archived copy". Archived from the original on 2013-11-14. Retrieved 2014-10-17. Merriam, S. B. & Caffarella, R.S. (2007) Learning in adulthood: A comprehensive guide. San Francisco: Josseey-Bass (3rd. Edition) Mackeracher, D. (2004). Making Sense of Adult Learning, Second Edition. Toronto: University of Toronto Press. Livingston, Jennifer A. (1997) Metacognition: An Overview http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm "Archived copy". Archived from the original on 2012-03-21. Retrieved 2012-10-18. "Archived copy". Archived from the original on 2013-03-20. Retrieved 2012-10-18. UNESCO. 1996. Learning: The Treasure Within. Report of the International Commission on Education for the 21st Century. Paris, UNESCO. Keevy, James; Chakroun, Borhene (2015). Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century (PDF). Paris, UNESCO. pp. 27–28. ISBN 978-92-3-100138-3. Tawil, S. and Cougoureux, M. 2013. Revisiting learning: the treasure within. Assessing the in uence of the 1996 Delors report. Education Research and Foresight Occasional Paper no. 4, January. Paris, UNESCO. "Academy of Lifelong Learning". University of Delaware. 2006. Retrieved 2006-05-06. "Wszechnica Uniwersytetu Jagiellonskiego". The Jagiellonian University. 2007. Retrieved 2007-05-15. "Credit for Lifelong Learning (CLL)". 30 April 2014. Retrieved 9 May 2018. User, Super. "Bangladesh Open University - Home". www.bou.edu.bd. Retrieved 9 May 2018. Agency, Canada Revenue. "Lifelong Learning Plan (LLP) - Canada.ca". www.cra-arc.gc.ca. Retrieved 9 May 2018. Marope, P.T.M; Chakroun, B.; Holmes, K.P. (2015). Unleashing the Potential: Transforming Technical and Vocational Education and Training (PDF). UNESCO. pp. 119–120. ISBN 978-92-3-100091-1. UNESCO (2016). Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary (PDF). Paris, UNESCO. pp. 11–12. Grady, D., (2012, March 7). Exercising an aging brain. New York Times. Retrieved from https://www.nytimes.com/2012/03/08/business/retirementspecial/retirees-are-using-education-to-exercise-an-aging-brain.html . US Department of Health and Human Services. (2007) Growing older in America: the health and retirement study. Retrieved from http://hrsonline.isr.umich.edu/sitedocs/databook-2006/inc/pdf/HRS-Growing-Older-in-America.pdf Yilmaz, K. (2008). Constructivism: Its theoretical underpinnings, variations, and implications for classroom instruction. Educational HORIZONS, Spring. Further reading Library resources about Lifelong learning Resources in your library Resources in other libraries Peter Jarvis (2006). Towards a Comprehensive Theory of Human Learning. Psychology Press. ISBN 978-0-415-35541-4. Lifelong Learning and the New Educational Order by John Field (Trentham Books, 2006) ISBN 1-85856-346-1 The Rapture of Maturity: A Legacy of Lifelong Learning by Charles D. Hayes ISBN 0-9621979-4-7 Beyond the American Dream: Lifelong Learning and the Search for Meaning in a Postmodern World by Charles D. Hayes ISBN 0-9621979-2-0 Pastore G., Un'altra chance. Il futuro progettato tra formazione e flessibilità, in Mario Aldo Toscano, Homo instabilis. Sociologia della precarietà, Grandevetro/Jaca Book, Milano 2007 ISBN 978-88-16-40804-3 "Nine Shift: Work, life, and education in the 21st Century," by William A. Draves and Julie Coates ISBN 1-57722-030-7 Wikiquote has quotations related to: Lifelong learning Categories: Lifelong learningAlternative educationPhilosophy of educationEducational psychologyPersonal developmentEducational stagesEducation reform Navigation menu Not logged inTalkContributionsCreate accountLog inArticleTalkReadEditView historySearch Search Wikipedia Main page Contents Featured content Current events Random article Donate to Wikipedia Wikipedia store Interaction Help About Wikipedia Community portal Recent changes Contact page Tools What links here Related changes Upload file Special pages Permanent link Page information Wikidata item Cite this page In other projects Wikimedia Commons Wikiquote Print/export Create a book Download as PDF Printable version Languages العربية Deutsch Español 한국어 Bahasa Melayu 日本語 Português Русский 中文 17 more Edit links This page was last edited on 8 November 2019, at 20:51 (UTC). Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. Privacy policyAbout WikipediaDisclaimersContact WikipediaDevelopersStatisticsCookie statementMobile view --------------- --------------- QUE ES LA UNIVERSIDAD DOMINICANA: INTEC. INSTITUTO TECNOLOGICO DE SANTO DOMINGO, como vanguardia CIENTIFICA EN CIENCIAS ECONOMICAS EN CIENCIAS ECONOMICAS & COMERCIO EXPORTADOR DE LA INUDSTRIA AUDIOVISUAL DOMINICANO, 1. EN LA INDUSTRIA & LA ECONOMIA : NARANJA. .2. EN LA INDUSTRIA & LA ECONOMIA CREATIVA DE LA NACION & DE LA REPUBLICA DOMINICANA? 1. UNA ACTIVIDAD DE LA BUROCRACIA PROFESIONAL PRIVADA: DOMINICANA. 2. EL SUENO PERSONAL DE UNOS MAESTROS & MAESTRAS ANONIMOS DE UNIVERSIDAD, 3. SURGIDO DE UNAS CONVERSACIONES: 1. DOMINICANAS. 2. NACIONALISTAS. 3. JUANPABLODUARTIANAS... DE UNOS CIENTIFICOS & CIENTIFICAS DOMINICANOS: MAESTROS DE UNIVERSIDAD, para : DESARROLLAR, EN EL CORTO, MEDIANO & LARGO PLAZO: UNA UNIVERSIDAD DEL SIGLO XXI, EN SANTO DOMINGO DE GUZMAN... PARA LOS NINOS & LAS NINAS, DOMINICANOS, DEL FUTURO... PARA LOS JOVENES & LAS JOVENES, DOMINICANOS DEL FUTURO... DONDE SE DESARROLLAN ESTAS PRIMERAS CONVERSACIONES, SUENOS, VISIONARIOS DE LA INDUSTRIA DE LOS APRENDIZAJES PARA EDUCACION SUPERIOR PRIVADA, DOMINICANA, DOMINICANISTA, JUANPABLODUARTIANAS? 1. EN LA CIUDAD DE : SANTIAGO DE LOS CABALLEROS. 2. NO PODIA SER EN OTRO: MEJOR LUGAR DE LA GEOGRAFIA ESCOLAR & DE LA GEOGRAFIA UNIVERSITARIA DOMINICANA. 3.CUANDO? EN EL ANO : 1971... AHORA EN 2019, esa pequenisima UNIVERSIDAD DA FRUTOS A LA ECONOMIA DOMINICANA, DESDE LA: INVERSION PRIVADA DE CALIDAD MUNDIAL EN DESARROLLO DE LOS TALENTOS CIENTIFICOS, JUVENILES & ADULTOS DE LA NACION & DE LA REPUBLICA DOMINICANA... PARA TODO AQUEL NINO O NINA, PARA TODO AQUEL JOVEN, PARA TODO AQUEL: ADULTO-CONTEPORANEO, PARA TODO AQUE: ENVEJECIENTE... PARA TODO AQUEL: ANCIANO, DOMINICANO O EXTRANJERO QUE: QUIERA SALIR DE LA POBREZA, DE LA MISERIA, CON: 1. UN LAPIZ. 2. UN CUADERNO. 3. LAS CIENCIAS TICs, en las manos... EN EL MERCADO DE TRABAJO DOMINICANO.... Ahora INTEC, acada de firmar un CONVENIO O ACUERDO DE COLABORACION, con uno DE LOS MEJORES LABORATORIOS DE: 1. POST-PRODUCCION DE TELEVISION. 2. DE POST-PRODUCCION DE CINE, de la REPUBLICA DOMINICANA, en el siglo XXI, camino a la cuarta revolucion industrial o industria 4.0... POR QUE HACEN ESAS INVERSIONES ECONOMICAS & CIENCIAS TICs, de vanguardia? 1. PARA MANTENER SU: COMPETITIVIDAD INSTITUCIONAL. 2. POR EL BIENESTAR : LABORAL, PROFESIONAL DE SUS ALUMNOS & ALUMNAS... EL MAESTRO & LA MAESTRA, NO PIENSA, NO PRIORIZA NINGUNA OTRA COSA: A SUS ALUMNOS, A SUS ALUMNAS... SEA EN KINDER, SEA EN LA ESCUELA PRIMARIA, SEA EN EL BACHILLERATO... SEA EN LA UNIVERSIDAD... SU FUTURO: 1. ECONOMICO. 2. SU FUTURO. 3. LABORAL. 4. SU FUTURO: PROFESIONAL... SALVANDO SUS TALENTOS CIENTIFICOS! SALVANDO SUS CAPACIDADES, SALVANDO SUS COMPETENCIAS, EN CIENCIAS TICs... SALVANDO SU CAPACIDAD DE ENTREGA & ORIGINALIDAD PARA: 1. LA EMPLEABILIDAD. 2. LA MODERNIZACION. 3. LA EXPORTABILIDAD 4. LA FELICIDAD DE CADA EMPRENDEDOR O EMPRENDEDORA: DESDE SUS MYPIMES EXITOSAS, DOMINICANAS Yoe F. Santos/CCIAV. CCIAV, CC4AVE. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019). --------- LA LOGISTICA, es un fuerte DINAMIZADOR economico. Marcos Hernandez (INTEC). Desde el punto de vista EXCLUSIVAMENTE CIENTIFICO, la EVALUACION del CAMPUS UNIVERSITARIO, dominicano o internacional de donde vas A PUNTAR tu nino o nina o a tu joven hija o hijo a estudiar UNA CARRERA ECONOMICAMENTE RENTABLE para que pueda : 1. AMAR, 2. CRIAR, 3. MANTENER 4. EDUCAR a tus NIETOS & NIETAS, para que no conozcan ni un dia de sus vidas: EL HAMBRE NI EL FRIO, si va a ejercer su profesion EN REPUBLICA DOMINICANA, pais AGRO-PECUARIO, pais AGRO-INDUSTRIAL, PAIS EXPORTADOR... LLENO DE CAMARAS DE COMERCIO & DE PRODUCCION en todas sus provincias... ENTONCES COMO NIETO & BISNIETO DE CAMPESINO & CAMPESINAS DOMINICANOS, TE RECOMIENDO, LA UNIVERSIDAD : ISA, fundada en 1962. Para que aprenda a ser UN BUEN FINQUERO, un buen productor de comida... Para que aprenda de : AGRONEGOCIOS, EXITOSOS, SOSTENIBLES, EXPORTADORES, DOMINICANOS, DOMINICANISTAS,JUANPABLODUARTIANOS... 1. Alli hay LABORATORIOS, para EXPERIMENTOS EN : CIENCIAS AGRICOLAS. 2. Alli hay LUGARES PARA EL ESTUDIO GENETICO: 2.1. ANIMAL. 2.2. VEGETAL. 3. PARA EL CRUCE DE VARIEDADES, VEGETALES & ANIMALES, para la PRODUCCION DE COMIDA... 4. PARA LA RECONSTRCCION DE LA RED O NETWORK, de: DISTRIBUCION & COMERCIALIZACION CON LAS 7 Ps del MARKETING -LOCAL, NACIONAL, INTERNACIONAL & GLOBAL- para productos agropecuarios.... AMPLIAS BIBLIOTECAS & HEMEROTECAS, PARA QUE TE DEDIQUES A LA INVESTIGACION : DOCUMENTAL & A LA PRACTICA DEL METODO CIENTIFICO, EN ESA CIENCIA NUEVA: ECONOMIA AGRICOLA O AGROPECUARIA -Introducida a REPUBLICA DOMINICANA. por el cientifico ECONOMISTA AGRICOLA, DOMINICANO, -NACIDO EN MAO, VALVERDE en 1941, PROFESOR FERNANDITO ALVAREZ BOGAERT A SUS 25 ANOS DE EDAD, como maestro Universitrio del ISA. -EN SU CALIDAD DE EGRESADO UNIVERSITARIO: UNIVERSIDAD DE INDIANA. -BECARIO INTERNACIONAL UNIVERSIDAD DE: COLUMBIA, EEUU. -EX ALUMNO DE DR. MILTON FRIEDMAN EN CIENCIAS ECONOMICAS, COMO CIENCIAS TICs. Ahora si de lo que se trata es de elegir para tu nino o nina o para tu joven hijo o hija, UNA UNIVERSIDAD para carreras tradicionales... como: GINECO-OBSTETRICIA. PEDIATRIA PSICOLOGIA DEL APENDIZAJE.. PAIDOLOGIA O CIENCIAS DEL DESARROLLO & DEL APRENDIZAJE INFANTIL.. ANDRAGOGIA O CIENCIAS DEL APRENDIZAJE APARA PERSONAS ADULTAS. TELEMATICA. INGENIERIA ELECTRONICA ECONOMIA GENERAL. CHILD -GIRL DEVELOPMENTAL PSYCHOLOGY INDUSTRIAS CULTURALES O ELECTRONICAS DIGITALES -RADIO, TELEVISION, CINE, INTERNET- CIENCIAS DE LA HOSPITALIDAD & DEL TURISMO. CIENCIAS DEL CUIDADO -PATIENT CENTERED, MANAGEMENT- ENFERMERILES. DISENO, PLANEACION & CONSTRUCION DE SOLUCIONES: -ADMINISTRACION DE PROYECTOS, ECONOMICO-FINANCIEROS, DESDE MYPIMES- 1. CIENCIAS DE LA INDUSTRIA DE LA CONSTRUCICON? Diseno arquitectonico. Diseno urbanistico. Diseno de Interiores. Gestion o Administracion de la Industria Ferretera: EN CIENCIAS LOGISTICAS. Ingenieria Sanitaria. Ingenieria Electrica. Ingenieria Electronica. Ingenieria en Telecomunicaciones. Obras Publicas Civiles & Comunicaciones. Ingenieria en Infraestructura TICs. 2. CIENCIAS DEL OCIO. 3. CIENCIAS DEL DEPORTE. 4. CIENCIAS DE LA RECREACION INDIVIDUAL & FAMILIAR. 5. CIENCIAS DEL DEPORTE ADAPTADO O PARA PERSONAS CON ALGUNA DIVERSIDAD FUNCIONA L O ALGUN NIVEL DE EDISCAPACIDAD. ENTONCES EXISTEN UNIVERSIDADES DOMINICANAS... -CON ESTANDARES MUNDIALES EN MANUFACTURA DE ALUMNOS & ALUMNAS EXITOSAS, ECONOMICAMENTE- CERTIFICADAS, ACREDITADAS Y RANKEADAS POR SU EXCELENCIA MUNDIAL... 1. ESCUELA DE ALTOS DE CHAVON. 2. PUCMM. 3. INTEC. 3. UNIBE. 4. UCE. 5. UNIVERSIDAD AGROFORESTAL FERNANDO ARTURO DE MERINO... 6. UNPHU. 7.UCATECI. 8. UTESA, SANTIAGO DE LOS CABALLEROS. 9.UFHEC 10.UNICARIBE. (El orden de los factores: no altera el producto) Yoe F. Santos/CCIAV. CCIAV, CC4AVE Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) ------- LA EDUCACION es el otro nombre: DE LA LIBERTAD! Presidente Constitucional Danilo Medina Sanchez (2012). Ocupacion: CIENTIFICO DOMINICANO. CIENTIFICO TICs DOMINICANO. Formacion universitaria: 1.Ingeniero Quimico, POR LA UASD, 2. Egresado del Instituto TECNOLOGICO de Santo Domingo -FUNDADO POR: MAESTROS -INNOVADORES, CREATIVOS- 1.DE LA ECONOMIA NARANJA, 2.DE LA ECONOMIA CREATIVA & 3.DE LA GERENCIA dominicana -UNIVERSITARIA DE VANGUARDiA- DOMINICANISTA, JUANPABLODUARTIANA -A de fines del siglo XX- DE DISENO DE PROYECTO: UNIVERSIDAD, para siglo XXI FUNDADA EN SUS ASPECTOS: 1. METODOLOGICOS, 2. CONCEPTUALES, 3. PROSPECTIVOS 4. ECONOMICOS. 5. STUDENT -CENTERED COLLEGE & UNIVERSITY. 6. ICTs SCIENCES APPLIED IN HIGHER EDUCATION LEARNING PROCESSES. 7.AVANT GUARD CONCEPT IN SCIENTIFIC ECONOMIC & MANAGEMENTAL TALENT AVAILABLE FOR: 7.1.POOR PEOPLE SHOOLARSHIPS 7.2.MERITORIUS -HIGH SCHOOL DOMINICAN- PRE-GRADUATED STUDENTS IN BASIC SCIENCES & APPLIED SCIENCES, FOLLOWING -GLOBAL OR INTERNATIONAL- QUALITY AND PERSONALIZED STANDARDS: 1. HIGHER EDUCATION MANAGEMENT. 1.1.TQM, 1.2.KAYZEN, 1.3. ISO IN THEIR: 1. ACADEMICAL LIBRARY. 2. ACADEMICAL -HEMEMOGRAPHIC- SPACES. 3. SCIENTIFICAL: LABORATORIES. 4. Audiovisual LEARNING AREAS: Specialized in 4.1.ICTs SCIENCES... 4.2.INTO GLOBAL ANDRAGOGIC, 4.3.INTO GLOBAL PAIDOLOGICAL QUALITY STANDARDS. IN ACADEMIC -SELF-DIRECTED- MANUFACTURING OR LEARNING PROCESS..SEARCH 1.UNA UNIVERSIDAD MODERNISIMA, DEL SIGLO XXI 2.FUNDADA POR: 2.1.FERTILIZACION CRUZADA 2.2.EN CIENCIAS TICs. 2.3.DIALOGOS CIENTIFICOS 3.DE MAESTROS & MAESTRAS: 3.1. ANONOMIOS 3.2.DE UNIVERSIDAD, 3.3.EN LA: 3.3.1.CIUDAD 3.3.2.DE SANTIAGO DE LoS CABALEROS, 3.3.3.EN 1971.... ------ EL PRESIDENTE DE LA REPUBLICA DOMINICANA: LIC. DANILO MEDINA SANCHEZ, estudio en ESA UNIVERSIDAD: 1. PRIVADA. 2. LA CARRERA DE: NEGOCIOS & CIENCIAS ECONOMICAS. --- ANTECEDENTES HISTORICOS. La ciencia economica autonoma denominada CIENCIA AGRICOLA,, se remonta a los tiempos medievales, a los anos 1600s en la vieja Europa Occidental, con los trabajos de Quesnay ylos FILOSOFOS llamados: FISIOCRATAS, interesados en el estudio cientifico de los: 1. USOS AGRICOLAS. 2. USOS PECUARIOS. de la tierra, para la obtencion de: RENTAS, constituyendo a la AGRICULTURA, como a todo el sector PRIMARIO DE LA ECONOMIA (Caza, Pesca, Ganaderia, Agricultura, Silvicultura) EN MOTOR PRIMARIO -DE LA ECONOMIA PRODUCTIVA DE RIQUEZA, EMPLEOS & EXPORTACIONES, en un paraje, en una seccion, en un municipio, region, pais, continente). FUENTE DE DESARROLLO: 1. HUMANO. 2. ECONOMICO RURAL. IMPULSO DEL : 1. COMERCIO MUNDIAL. DE IMPORTACION & EXPORTACON. 2. DE LA AGRO-INDUSTRIA. 3. DE LA SEGURIDAD ALIMENTARIA. 4. DE LA INDUSTRIA. 5. DE LAS CAMARAS -DE COMERCIO & PRODUCCION- EXPORTADORAS. POSTERIORMENTE, el abordaje sistematico DE LABORATORIO, -de esas hipotesis medievales- correspondieron a varias : UNIVERSIDADES DE EEUU, COSECHANDO -DESDE FINES DEL SIGLO XIX- VARIOS PREMIOS NOBEL: DE CIENCIAS ECONOMICAS, como parte DE LA ECONOMIA CREATIVA O ECONOMIA NARANJA, a partir del ano 1909, en los CAMPUSES NORTEAMERICANOS. 1.CUAL ES EL OBJETO DE: ESTUDIO, INVESTIGACION & INVERSION , INVESTIGACION APLICADA: 1.DE CAMPO -O FIELD RESEARCH- 2. Como de LABORATORIO, de esta nueva ciencia o ESPECIALIDAD -EN CIENCIAS TICs- nacida a fines del siglo XXI, EN: 1. LAS UNIVERSIDADES 2.DE LOS ESTADOS UNIDOS? 1. ESTUDIAR EL FINQUERO. 2.ESTUDIAR EL HACENDADO. 3. ESTUDIAR AL: DUENO DE TIERRA AGRICOLA. 4. ESTUDIAR AL FARMER, NORTEAMERICANO. 5. ESTUDIAR AL FINQUERO DE LA GANADERIA... Que hacen, EL, SU MUJER Y SUS NINOS, en UNA MICRO- EMPRESA, FAMILIAR, para: 1. Mejorar la productividad, de su PREDIO RURAL o fundus rusticus? 2. Mejorar sus negocios? 3. Ampliar su mercado: nacional o internacional? 4. Que papel juega la: TECNIFICACION O MECANIZACION de la: AGROPECUARIA, desde la: 4.1. MANUFACTURA de maquinara AGRICOLA. 4.2. MECANIZACION & MANUFACTURA de maquinaria para la GANADERIA O SECTOR PECUARIO, 4.1.En la produccion de riqueza -Personal & familiar- para este tipo nuevo de: 4.1.1.INDUSTRIALES, 4.1.2.Que solo PUEDEN: VIVIR EN EL CAMPO, -CON SU MUJER Y SUS NINOS Y NINAS- 4.1.3.Para hacer sostenibles, -SUS MYPIMES: Agropecuarias- es decir: CONTABLE & FINANCIERAMENTE: EXITOSAS, BANCARIZABLES, sus AGRONEGOCIOS? AUNQUE DICHA CIENCIA, AUTONOMA, tiene su propia evolucioin historica de VANGUARDIA -En las universidades & laboratorios, DE CIENCIAS : ECONOMICAS- 1. En Austrialia, 2. Europa Occidental, 3. Estados Unidos de America 4. Asia (1909-2019)... es decir por: MUCHO MAS DE 100 ANOS... TRABAJANDO: 1. EXPERIMENTANDO,. 2.TRABAJANDO EN: GENETICA AGRO-PECUARIA 3.FORMULANDO HIPOTESIS EN ESE SOLO TIPO DE : PROBLEMAS : 1.LAS 24 HORAS DEL DIA... 2.LOS 365 DIAS DEL ANO... PARA LA PRODUCCION DE: 1. COMIDA, EN EL MUNDO, 2.EN LOS 5 CONTINENTES... 1.TIENE SU PROPIA: HISTORIA MUNDIAL 2. HISTORIA MUNDIAL QUE : EL OBRERO O LA OBRERA DE TALES MATERIAS: 2.1.DE AGRICULTURA, 2.2.DE GANADERIA, DE TALES LABORATORIOS, SOLO CONOCE... 1.COMO LO QUE SOMOS ES : DOMINICANOS & DOMINICANAS... 2. LO QUE TENEMOS QUE APLAUDIR, VENERAR, COMO UN HEROE NACIONAL porque nos ha PUESTO A: 1.COMER MEJOR... 2.A NEGOCIAR MEJOR... 3.A EXPORTAR MEJOR... 4. A AGROINDUSTRIALIZAR MEJOR... 5. A INDUSTRIALIZAR MEJOR (1965-2019) ES YA UN VIEJO DOMINICANO... PERO NO NACIO VIEJO , sino nino EN MAO, VALVERDE, 1941 EMIGRADO CON FINES DE: ESTUDIO CIENTIFICOS, -ESCOLARES & UNIVERSITARIOS- 1. A UNIVERSIDAD DE: INDIANA, EEUU. 2. DONDE SE GRADUO CON HONORES. 3.MERECIENDO UNA: BECA DE ESPECIALIZACION en post grado en la universidad DE COLUMBIA, siendo alumno - Y DISCUPLULO- alli de MILTON FRIEDMAN, el ECONOMISTA MAS IMPORTANTE DEL SIGLO XX. PREMIO NOBEL -DE ECONOMIA EN 1973- 1. ESE JOVEN, QUE YA SE NOS PUSO VIEJO... 2. RESPONDE AL NOMBRE DE: ECONOMISTA AGRICOLA DOMINICANO FERNANDITO ALVAREZ BOGAERT... 1 DE INICIOS MODESTOS REVOLUCIONARIOS & COMBATIVOS -EN SU CIENCIA- 2.INTRODUCE A LAS AULAS, DEL : 2.1.INSTITUTO SUPERIOR DE AGRICULTURA (ISA), 2.2.en 1965, -A sus 25 anos de edad...- 2.3.DE LA CIUDAD DE SANTIAGO -DE LOS CABALLEROS- A SUS 25 ANOS DE EDAD: 1. TODA LA HISTORIA DE LA: CIENCIA ECONOMICA AGRICOLA MUNDIAL... 2. TODO LO APRENDIDO EN: EL PROCESO DE 2.1.EXPERIMENTACON & 2.2.FORMULACION : DE HIPOTESIS 1.EN LAS UALAS, 2.TALLERES, 3.LABORATORIOS DE LA UNIVERSIDAD: 1. DE INDIANA - COMO CIENTIFICO TICs.- 2. TODO LO APRENDIDO -COMO ALUMNO & DISCIPULO- 2.1.DE MILTON FREIDMAN 2.1.EN LA UNIVERSIDAD DE COLUMBIA, 2.2.De CIENCIAS ECONOMICAS: MUNIDALES & ACTUALES.... 1.NO PODIA hablarlo por radio. 2. NO podia hablarlo por television. POR QUE? 1. PORQUE LOS CIENTIIFICOS Y LAS CIENTIFICAS, necesitan HERRAMIENTAS: 2.PARA DEMOSTRAR SU : 2.1.PENSAMIENTO. 2.2.SUS HIPOTESIS 3. NECESITAN : 1.EL AULA DE: UNA UNIVERSIDAD. 2. EL LABORATORIO DE UNA: UNIVERSIDAD. 3. UN EMPLEO : PUBLICO. Yoe F. Santos/CCIAV. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) ------- EDUCATION IN THE 20 TH CENTURY: Social & Historical Background. Source: Britannica Encyclopledia 250 Anniversary. https://www.britannica.com/topic/education/Progressive-education --------- Education In The 20th Century Social and historical background. INTERNATIONAL WARS International wars, together with an intensification of internal stresses and conflicts among social, racial, and ideological groups, characterized the 20th century and HAD PROFOUND EFFECTS ON EDUCATION had profound effects on education. Some of the changes that had far-reaching effects were the rapidly spreading prosperity but widening gaps between rich and poor, an immense increase in world population BUT DECLINING BIRTH RATE but a declining birth rate in Western countries, the growth of large-scale industry and ITS DEPENDENCE ON SCIENCE & TECNOLOGICAL ADVANCEMENT its dependence on science and technological advancement, the increasing power of both organized labour and international business, and the enormous influence of both 1.TECHNICAL AND 2.SOCIOPSYCHOLOGICAL ADVANCES IN COMMUNICATION ESPACIALL AS UTILIZED: 1. MASS MEDIAS technical and sociopsychological advances in communication, especially as utilized in mass media. Other pivotal changes included challenges to accepted values, such as those supported by religion; changes in social relations, especially toward versions of group and individual equality; and an explosion of knowledge affecting paradigms as well as particular information. These and other changes marked a century of social and political swings toward a more dynamic and less categorical resolution. The institutional means of handling this uncertain world were to accept more diversity while maintaining basic forms and to rely 1.ON MANAGEMENT EFFICIENCY on management efficiency 2. TO ENSURE PRACTICAL OUTCOMES. to ensure practical outcomes. The two World Wars weakened the military and political might of the larger European powers. Their replacement by “superpowers” whose influence did not depend directly on territorial acquisition and whose ideologies were essentially equalitarian helped to liquidate colonialism. As new independent countries emerged in Africa and Asia and the needs and powers of a “third world” caused a shift IN INTERNATIONAL THINKING in international thinking, EDUCATION WAS SEEN TO BE BOTH education was seen to be both 1. AN INSTRUMENT OF : NATIONAL DEVELOPMENT. an instrument of national development 2. AND A MEANS OF CROSSING 2.1.NATIONAL 2.2.AND CULTURAL BARRIERS. and a means of crossing national and cultural barriers. One consequence of this was a great increase in the quantity of education provided. ATTEMPTS WERE MADE TO 1.ERRADICATE ILLITERACY Attempts were made to eradicate illiteracy, 2 AND COLLEGES AND SCHOOLS 3.WERE BUILD IN EVERYWHERE. and colleges and schools were built everywhere. The growing affluence of masses of the population in high-income areas in North America and Europe brought about, particularly after World War II, A TREMENDOUS DEMAND FOR: 1. SECONDARY. 2. AND HIGHER EDUCATION. a tremendous demand for secondary and higher education. 1.MOST CHILDREN STAYED AT SCHOOL Most children stayed at school until 16, 17, or even 18 years of age, 2. AND A SUBSTANTIAL FRACTION SPENT AT LEAST TWO (2) YEARS AT COLLEGE. and a substantial fraction spent at least two years at college. THE NUMBER OF UNIVERSITIES The number of universities 1. IN MANY COUNTRIES: 1.1.DOUBLED OR TREBLE in many countries doubled or trebled 1.2. BETWEEN: 1950-1970. between 1950 and 1970, 2. AND THE ELABORATION OF: 2.1.TERTIARY LEVEL. 2.2.CONTINUED THEREAFTER. and the elaboration of the tertiary level continued thereafter. This growth was sustained PARTLY BY THE: 1. INDUSTRIAL REQUERIMENTS. 1.1. MODERN SCIENTIFIC TECHNOLOGY... 1.1.1.NEW METHODS. 1.1.2. NEW PROCESSES. 1.1.3. NEW MACHINES. partly by the industrial requirements of modern scientific technology. New methods, processes, and machines were continually introduced. OLD SKILLS BECAME IRRELEVANT... Old skills became irrelevant; new industries sprang up. In addition, the amount of scientific—as distinct from merely technical—knowledge grew continually. 1. RESEARCHERS. 2. SKILLED WORKERS. 3.. HIGH-LEVEL: PROFESSIONALS. Researchers, skilled workers, and high-level professionals 1.WERE INCREASINGLY IN DEMAND. increasingly in demand. 2.THE PROCESSING OF INFORMATION The processing of information underwent revolutionary change. The educational response was mainly to develop technical colleges, TO PROMOTE ADULT 1.EDUCATION to promote adult education 2. AT ALL LEVELS. at all levels, to turn attention 1. TO PART TIME 2. EVENING COURSES to part-time and evening courses, AND PROVIDE: 1. MORE TRAINING 2. MORE EDUCATION. A. WITHIN B. THE INDUSTRIAL : C.ENTERPRISES: THEMSELVES and to provide more training and education within the industrial enterprises themselves. THE ADOPTION OF: 1.MODERN METHODS The adoption of modern methods 2. OF FOOD PRODUCTION. of food production A.DIMINISHED THE NEED FOR: AGRICULTURAL WORKERS. diminished the need for agricultural workers, B.WHO HEADED... 1. FOR THE CITIES. 2. URBANIZATION. who headed for the cities. Urbanization, however, brought problems: city centres decayed, AND THERE WAS A TREND: TOWARD VIOLENCE. and there was a trend toward violence. THE POOREST REMAINED The poorest remained in those centres, 1.AND IT BECAME DIFFICULT and it became difficult 2. TO PROVIDE: ADEQUATE EDUCATION. to provide adequate education. The radical change to large numbers of disrupted families, where THE NORM AS : 1. SINGLE. 2. WORKING PARENT. the norm was a single working parent, affected the urban poor extensively but in all cases raised an expectation of additional school services. Differences in family background, together with the cultural mix partly occasioned by change of immigration patterns, required teaching behaviour and content appropriate to A MORE HETEROGENEOUS SCHOOL POPULATION. a more heterogeneous school population. Major intellectual MOVEMENTS INFLUENCE OF 1.PSYCHOLOGY movements Influence of psychology 2. AND OTHER FIELDS OF : EDUCATION. and other fields on education The attempt to apply scientific method to the study of education dates back to the German philosopher Johann Friedrich HERBART Herbart, who called for the application of psychology TO THE ART OF TEACHING. to the art of teaching. BUT NO UNTIL THE END OF THE 19 CENTURY But not until the end of the 19th century, when the German psychologist Wilhelm Max WUNDT STABLISHED THE FIRST: 1. LABORATORY. 2. UNIVERSITY OF : LEIPZIG (1879) Wundt established the first psychological laboratory at the University of Leipzig in 1879, WERE SERIOUS EFFORTS MADE TO SEPARATE: 1.PSYCHOLOGY. 2. FROM PHILOSOPHY. were serious efforts made to separate psychology from philosophy. WUNDT'S MONUMENTAL Wundt’s monumental PRINCIPLES OF : 1.PHYSIOLOGICAL 2.PSYCHOLOGY Principles of Physiological Psychology (1874) HAD SIGNIFICANT: 1. EFFECTS. 2. ON EDUCATION. IN THE 20TH CENTURY. had significant effects on education in the 20th century. WILLIAM JAMES... 1.OFTEN CONSIDERED 2. THE FATHER OF : AMERICAN PSYCHOLOGY OF EDUCATION William James, often considered the father of American psychology of education, A. BEGAN ABOUT: 1874 began about 1874 B. TO LAY THE : GROUNDWORK to lay the groundwork C. FOR HIS : 1.PSYCHO-PHYSIOLOGICAL 2.LABORATORY. for his psychophysiological laboratory, C. WHICH WAS OFFICIALLY: 1. FOUNDED 2.AT HARVARD UNIVERSITY 3.IN 1891. which was officially founded at Harvard University in 1891. WILLIAM JAMES... 1.IN 1878 2.ESTABLISHED In 1878 he established 3. THE FIRST 4. COURSE. 5. IN PSYCHOLOGY the first course in psychology 6. IN THE UNITED STATES. in the United States, 7.and in 1890 he PUBLISCHED HIS FAMOUS THE PRINCIPLES OF PSYCHOLOGY published his famous The Principles of Psychology, IN WHICH HE ARGUED: 1. THE PURPOSE . 2. OF EDUCATION. 3. IS TO ORGANIZE. 4. THE CHILD'S POWERS OF: CONDUCT... 4.1. SO AS TO FIT HIM: 4.1.1. TO HIS SOCIAL. 4.1.2. PHYSICAL 1. ENVIRONEMENT. 2. INTERESTS: MUST BE 2.1. AWAKENED 2.2. BROADENED AS THE NATURAL : 1.STARTING POINT OF 2.INSTRUCTION. in which he argued that the purpose of education is to organize the child’s powers of conduct so as to fit him to his social and physical environment. Interests must be awakened and broadened as the natural starting points of instruction. James’s Principles and Talks to Teachers on Psychology cast aside the older notions of psychology in favour of an essentially behaviourist outlook. THEY ASKED THE TEACHERS: 1. TO HELP. 2.. EDUCATED 3. HEROIC INDIVIDUALS :They asked the teacher to help educate heroic individuals 3.1. WHO WOULD PROTECT: 3.2. DARING VISIONS 3.3. OF THE FUTURE. 3.4. AND WORK. 3.5. COURAGEOUSLY. 3.6. TO REALIZE THEM. who would project daring visions of the future and work courageously to realize them. James’s student Edward L. 1.THORNDIKE IS CREDITED Thorndike is credited 2. WITH THE INTRODUCTION 3. MODERN EDUCATIONAL: PSYCHOLOGY. 4. WITH THE PUBLICATION OF: EDUCATIONAL PSYCHOLOGY (1903) with the introduction of modern educational psychology, with the publication of Educational Psychology in 1903. THORNDIKE ATTEMPTED 1. TO APPLY. 2.THE METHODS . 3. OF EXACT SCIENCE. 4. TO THE PRACTICE: OF PSYCHOLOGY. Thorndike attempted to apply the methods of exact science to the practice of psychology. James and Thorndike, together WITH THE AMERICAN PHILOSOPER JOHN DEWEY... with the American philosopher John Dewey, 1. HELPED TO CLEAR WAY. helped to clear away 2. MANY OF THE: FANTASTIC NOTIONS. 3. ONCE HELD ABOUT: 3.1. SUCCESSIVE STEPS 3.2. INVOLVED IN THE : DEVELOPMENT OF: 3.2.1. MENTAL FUNCTIONS: 3.2.2. FROM BIRTH TO MATURITY. many of the fantastic notions once held about the successive steps involved in the development of mental functions from birth to maturity. Advertisement Interest in the work of Sigmund Freud and the 1.SPSYCHO-ANALYTIC IMAGE OF THE CHILD 2.IN THE 1920Spsychoanalytic image of the child in the 1920s, 3.AS WELL ATTEMPTS. 4. TO APPLY PSYCHOLOGY as well as attempts to apply psychology 5. TO NATIONAL TRAINING 6. NATIONAL EDUCATION 7. TASKS IN THE 1940's & 1950s: 7.1.STIMULATED 7.2. THE DEVELOPMENT. 7.3 EDUCATIONAL PSYCHOLOGY. to national training and education tasks in the 1940s and ’50s, stimulated the development of educational psychology, 1. AND THE FIELD. 2. BECAME RECOGNIZED. and the field became recognized 2.1. AS A MAJOR SOURCE: 2.1.1. FOR EDUCATIONAL : THEORY. as a major source for educational theory. EMINENT RESEARCHERS: 1. IN THE FIELD... 2. ADVANCE KNOWLEDGE OF: 2.1. BEHAVIOUR MODIFICATION. 2.2. CHILD DEVELOPMENT. 2.3 . CHILD MOTIVATION. Eminent researchers in the field advanced knowledge of behaviour modification, child development, and motivation. THEY STUDIED... 1. LEARNING THEORIES 2. RANGING FROM: A. CLASSICAL B. INSTRUMENTAL CONDITIONING C. TECHNICAL MODELS: 1. TO SOCIAL THEORIES. 2.OPEN HUMANISTIC: VARIETIES. They studied learning theories ranging from classical and instrumental conditioning and technical models to social theories and open humanistic varieties. BESIDES THE SPECIFIC: APPLICATION OF: 1. MEASUREMENTS. 2. COUNSELING 3. CLINICAL PSYCHOLOGY. PSYCHOLOGY CONTRIBUTED ... TO EDUCATION: 1.THROUGHT STUDIES OF: COGNITION. 2. THROUGHT STUDIES OF: INFORMATION PROCCESING. 3. THROUGHT STUDIES OF: TECHNOLOGY OF INSTRUCTION 4. THROUGH STUDIES OF: LEARNING STYLES. ... Besides the specific applications of measurement, counseling, and clinical psychology, psychology contributed to education through studies of cognition, information processing, the technology of instruction, and learning styles. After much controversy about nature versus nurture and about qualitative versus quantitative methods, JUNGIAN : 1.PHENOMENOLOGICAL. 2. ETHOGRAPHICAL METHODS... Jungian, phenomenological, and ethnographic methods TOOK THEIR PLACE: 1. ALONGSIDE: PSYCHOBIOLOGICAL EXPLANATIONS took their place alongside psychobiological explanations 2. TO HELP EDUCATIONISTS. UNDERSTAND: 2.1. THE PLACE OF HEREDITY 2.2. GENERAL ENVIRONMENT 2.3. AND SHCHOOL, into, across, by VERY COMPLEXES HUMAN BEING PROCESSES: 1. INTEGRAL : HUMAN BEING DEVELOPMENT (from birth to coffin). 2.LEARNING PROCESSES, from pregnacy at death...in nasciturus cases. to help educationists understand the place of heredity, general environment, and school in development and learning. THE INTER DISCIPLINARY & TRANSDISCIPLINARY FIELD & SCIENTIFIC LINKS AS GLOBAL -SYSTEMATIC PRACTICE- MAJOR: EDUCATIONAL PSYCHOLOGY (2019): 1. LAB EXPERIMENTS & FIELD RESERCH. 2. BUILD BRIDGES: EDUCATIONAL PSYCHOLOGY and other disciplines. 3. BUILD BRIDGES BETWEEN: EDUCATIONAL THEORY and other disciplnes. The relationship between educational theory and other fields of study became increasingly close. SOCIAL SCIENCES 1. HELP TO STUDY: 1.1. INTERACTIONS. 1.2. SPEECH WHAT WAS: A. ACTUALLY B. HAPPENING. C. IN THE CLASSROOM. OBSERVABLE BEHAVIOUR: 1.INDIVIDUALLY. 2. ALL THE CLASS... 3. IN EACH CLASSROOM.. Social science was used to study interactions and speech to discover what was actually happening in a classroom. PHILOSOPHY OF SCIENCE. Philosophy of science 1.led educational theorists 2. to attempt to understand 3.paradigmatic shifts 4. in knowledge. The critical literature of the 1960s and ’70s attacked all institutions as conveyors of the motives and economic interests of the dominant class. Both social philosophy and critical sociology continued to elaborate the themes of social control and oppression as embedded in educational institutions. IN A WORLD OF 1. SOCIAL AND 2. INTELLECTUAL CHANGE... In a world of social as well as intellectual change, there were necessarily new ethical questions—such as those dealing with abortion, biological experimentation, and child rights—which placed new demands on education and required new methods of teaching. TRADITIONAL MOVEMENTS.. Traditional movements Against the various “progressive” lines of 20th-century education, there 1.WERE STRONG VOICES were strong voices 2. ADVOCATING : OLDER TRADITIONS. advocating older traditions. Those voices were particularly strong in the 1930s, in the 1950s, and again in the 1980s and ’90s. Essentialists stressed those human experiences that they believed were indispensable to people of all time periods. They favoured the “mental disciplines” and, in the matter of method and content, put effort above interest, subjects above activities, collective experience above that of the individual, logical organization above the psychological, and the THE TEACHERE'S INITIATIVE ABOVE : THAT OF THE LEARNER. teacher’s initiative above that of the learner. Advertisement Closely related to essentialism was what was called humanistic, or liberal, education in its traditional form. Although many intellectuals argued the case, Robert M. HUTCHINS... Hutchins, president and then chancellor of the University of Chicago from 1929 to 1951, and Mortimer J. ADLER Adler, professor of the philosophy of law at the same institution, were its most recognized proponents. Adler argued for the 1.RESTORATION: ARISTOTELIAN VEIW POINT restoration of an Aristotelian viewpoint in education. Maintaining that there are unchanging verities, he sought a return to education fixed in content and aim. Hutchins denounced 2.AMERICAN HIGHER EDUCATION 2.1.FOR ITS VOCATIONALISM... American higher education for its vocationalism and 2.2.“ANTI-INTELLECTUALISM,” 2.3. AS WELL AS FOR: IST DELIGHT IN MUUTE. AND : 2.4.ISOLATATED SPECIALIZATION. as well as for its delight in minute and isolated specialization. He and his colleagues 2.5.URGED A RETURNO TO THE: 2.5.1.CULTIVATION. 2.5.2. INTELLECT. urged a return to the cultivation of the intellect. Opposed to the fundamental tenets of pragmatism 1.WAS THE PHILOSOPHY was the philosophy 2. THAT UNDERLAY 3. ALL CATHOLIC EDUCATION. that underlay all Roman Catholic education. Theocentric in its viewpoint, Catholic Scholasticism had God as its unchanging basis of action. It insisted that without such a basis there can be no real aim to any type of living, and hence there can be no real purpose in any system of education. The church’s whole educational aim is to restore the sons of Adam to their high position as children of God. [It insists that] education must prepare man for what he should do here below in order to attain the sublime end for which he was created. (From Pius XI, encyclical on the “Christian Education of Youth,” Dec. 31, 1929.) Everything in education—content, method, discipline—must lead in the direction of humanity’s supernatural destiny. New foundations The three concerns that guided the development of 20th-century education were the child, science, and society. The foundations for this trilogy were laid by so-called progressive education movements supporting child-centred education, scientific-realist education, and social reconstruction. SpaceNext50 Progressive education The progressive education movement was part and parcel of a broader social and political reform called the Progressive movement, which dated to the last decades of the 19th century and the early decades of the 20th. Elementary education had spread throughout the Western world, largely doing away with illiteracy and raising the level of social understanding. Yet, despite this progress, the schools had failed to keep pace with the tremendous social changes that had been going on. Dissatisfaction with existing schools led several educational reformers who wished to put their ideas into practice to establish experimental schools during the last decade of the 19th century and in the early 20th century. The principal experimental schools in America until 1914 were the University of Chicago Laboratory School, founded in 1896 and directed by John Dewey; the Francis W. Parker School, founded in 1901 in Chicago; the School of Organic Education at Fairhope, Ala., founded by Marietta Johnson in 1907; and the experimental elementary school at the University of Missouri (Columbia), founded in 1904 by Junius L. Meriam. The common goal of all was to eliminate the school’s traditional stiffness and to break down hard and fast subject-matter lines. Three main traits characterized these schools: each school adopted an activity program; each school operated on the assumption that education was something that should not be imposed upon the child from the outside but should instead draw forth the latent possibilities from within the child; and each school believed in the democratic concept of individual worth. Dewey, whose writings and lectures influenced educators throughout the world, laid the foundations of a new philosophy that affected the whole structure of education, particularly at the elementary level. His theories were expounded in School and Society (1899), The Child and the Curriculum (1902), and Democracy and Education (1916). For Dewey, philosophy and education render service to each other. Education becomes the laboratory of philosophy. Society should be interpreted to the child through daily living in the classroom, which acts as a miniature society. Education leads to no final end; it is something continuous, “a reconstruction of accumulated experience,” which must be directed toward social efficiency. Education is life, not merely a preparation for life. The influence of progressive education advanced slowly during the first decades of the 20th century. Nevertheless, a number of progressive schools were established, including the Play School and the Walden School in New York City; the Shady Hill School in Cambridge, Mass.; the Elementary School of the University of Iowa; and the Oak Lane Day School in Philadelphia. Helen Parkhurst’s Dalton Plan, introduced in 1920 at Dalton, Mass., pioneered individually paced learning of broad topics. Carleton Washburne’s Winnetka Plan, instituted in 1919 at Winnetka, Ill., viewed learning as a continuous process guided by the child’s own goals and capabilities. The Gary Plan, developed in 1908 at Gary, Ind., by William Wirt, established a “complete school,” embracing work, study, and play for all grades on a full-year basis. The spread of progressive education became more rapid from the 1920s on and was not confined to any particular country. In the United States the Progressive Education Association (PEA) was formed in 1919. The PEA did much to further the cause of progressive education until it ended, as an organization, in 1955. In 1921 Europe’s leading progressives formed the New Education Fellowship, later renamed the World Education Fellowship. The notions expressed by progressive education influenced public school systems everywhere. Some of the movement’s lasting effects were seen in activity programs, imaginative writing and reading classes, projects linked to the community, flexible classroom space, dramatics and informal activities, discovery methods of learning, self-assessment systems, and programs for the development of citizenship and responsibility. CHILD -CENTERED EDUCATION. Child-centred education Proponents of the child-centred approach to education typically argued that the school 1.SHOULD BE FITTED. 2. TO THE NEEDS OF THE CHILD. should be fitted to the needs of the child and not the child to the school. THESE IDEAS FIRST: 1. EXPLORE IN EUROPE. These ideas, first explored in Europe, 1.1. NOTABLY... notably in Jean-Jacques EL EMILIO DE ROUSSEAU Rousseau’s Émile (1762) MUCHO ANTES DEL ANO :1800. and in Johann Heinrich 1.2.PESTALOZZI (1801)... Pestalozzi’s COMO ENSENA GERTRUDE: A SUS NINOS & NINAS? How Gertrude Teaches Her Children (1801), AMBOS INTRODUCIDOS: 1. AL SISTEMA EDUCATIVO -NORTEAMERICANO- 2. POR SUS PIONEROS 2.1. EN INNOVACION EDUCATIVA. 2.2.ECONOMIA NARANJA O ECONOMA CREATIVA, -en aquel pais...- were implemented in American systems by pioneering educators such as Francis W. PARKER (1875)... 1. COMO LO LOGRO PARKER EN 1875? 1.1. PORQUE ERA : empleado publico. 1.2. PORQUE TENIA: 1.2.1. UN CONTRATO DE TRABAJO: COMO FUNCIONARIO PUBLICO, EN EL ESTADO NORTEAMERICANO. 1.2.2.PERO N O EN EL MINISTERIO DE ENERGIA Y MINAS, NI EN E MINISTERIO DE ECONOMIA, EN EL MINISTERIO DE INDUSTRIA & COMERCIO, NI EN LA JUNTA MONETARIA DEL BANCO CENTRAL 1.2.3. SINO EN EL : MINISTERIO -ESPECIALIZADO EN: PERSONAS, INFANTES, ESCOLARES, EN SERES VIVOS, SERES HUMANOS: EN APRENDICES INFANTILES-- DONDE LOS CIENTIFICOS & LAS CIENTIFICAS SE ESPECIALIZAN EN : 1.BIOGRAFIAS INFANTILES, 2.TRAYECTORIAS: ESCOLARES INFANTILES... DONDE SE CONVERSA -24 horas del dia, los 365 dias de ano- SOBRE: 1. KINDER, 2.PRIMARA, 3.BACHILLERATO, para ninos y ninas, en todas partes del mundo.... PARKER FUE CONTRATADO O NOMBRADO EN 1875: 1.NO PRESIDENTE DE LA REPUBLICA. 2. NO SENADOR. 3. NO DIPUTADO... SINO: 1. EMPLEADO PUBLICO, en la burocracia profesional de EEUU... 2. UN PUESTO PUBLICO : HUMILDE 3. EN UN PEDACITO DE EL 3.1.GIGANTESCO MAPA NORTEAMERICANO, 3.2.DE LA GIGANTESCA GEOGRAFIA NORTEAMERICANA: 3.3.SUPERINTENDENTE: ESCOLAR... 3.4. CONDADO DE QUINCY, MASS. Parker. Parker became superintendent of schools in Quincy, Mass., in 1875. He assailed the mechanical, assembly-line methods of traditional schools and stressed “QUALITY TEACHING” by which he meant STRATEGIES SUCH AS ACTIVITY strategies such as activity, 1. EXPRESION : -AUTO-CREATIVA, INNOVADORA- DEL TALENTO INFANTIL 2. LAS EXCURSIONES -ESCOLARES- INFANTILES creative self-expression, excursions, PROCURANDO EN ESOS NUEVOS ESPACIOS - DE LIBERTAD INFANTIL DEL NINO & DE LA NINA- UNA APROXIMACION SISTEMATICA 1. A LA COMPRENSION DE LA VISION DEL DESARROLLO INTEGRAL U HOLISTICO DEL NINO Y D E LA NINA desde: los quehaceres 1. corruciculares. 2. extra-curriculares. understanding the individual, and the development of personality. Francis Parker Francis Parker Courtesy of Chicago History Museum. A different approach to child-centred education arose as a result of the 1.STUDY 2.AND CARE 3.OF THE PHYSICALLY 4.AND MENTALLY HANDICAPED study and care of the physically and mentally handicapped. Teachers 1.HAD TO INVENT 2. THEIR OWN METHODS. had to invent their own methods 3. TO MMET THE NEEDS 4.OF SUCH CHILDREN to meet the needs of such children, because the ordinary schools did not supply them. 1.WHEN THESE METHODS 1.1. PROVED SUCCSSFUL When these methods proved successful with handicapped children, there arose the question of whether they might not yield even 2. BETTER RESULTS 2.1.WITH NON HANDICAPED 2.2.CHILDREN better results with nonhandicapped children. During the first decade of the 20th century, 1. THE EDUCATIONIST 1.1. MARIA MONTESSORI 1.2. OF ROME the educationists Maria Montessori of Rome and 1.OVIDE DECROLY 2.OF BRUSSELS. .Ovide Decroly of Brussels both SUCCESSFULLY : 1. APPLIED 2. THEIR EDUCATIONAL INVENTIONS. successfully applied their educational inventions in schools for ordinary boys and girls. The Montessori method’s underlying assumption was the child’s NEED TO ESCAPE FROM: 1. THE DOMINATION OF PARENT. 2. DOMINATION OF TEACHER .need to escape from the domination of parent and teacher. According to Montessori, children, who are the unhappy victims of adult suppression, have been compelled to adopt defensive measures foreign to their real nature in the struggle to hold their own. The first move toward the reform of education, therefore, should be directed toward educators: to enlighten their consciences, to remove their perceptions of superiority, and to make them humble and passive in their attitudes toward the young. The next move should be to provide a new environment in which the child has a chance to live a life of his own. In the Montessori method, the senses are separately trained by means of apparatuses calculated to enlist spontaneous interest at the successive stages of mental growth. By similar self-educative devices, the child is led to individual mastery of the basic skills of everyday life and then to schoolwork in arithmetic and grammar. The Decroly method was essentially a program of work based on centres of interest and educative games. 1.CENTER OF INTERESTS 2.EDUCATIONAL GAMES. Its basic feature was the workshop-classroom, in which children freely went about their own occupations. Behind the complex of individual activities was a carefully organized scheme of work based on an analysis of the fundamental needs of the child. The principle of giving priority to wholes rather than to parts was emphasized in teaching children to read, write, and count, and care was taken to reach a comprehensive view of the experiences of life. The Montessori and the Decroly methods spread throughout the world and widely influenced attitudes and practices of educating young children. Pestalozzian principles also 1.ENCOURAGED 1.1.INTRODUCTION: 1.2.MUSIC EDUCATIN 1.3.INTO EARLY CHILDHOOD encouraged the introduction of music education into early childhood programs. Research showed that music has an undeniable effect on the development of the young child, especially in such areas as movement, temper, and speech and listening patterns. The four most common methods of early childhood music education were those developed by Émile Jaques-Dalcroze, Carl Orff, and Zoltán Kodály, as well as the Comprehensive Musicianship approach. The Dalcroze method emphasized movement; Orff, dramatization; Kodály, singing games; and Comprehensive Musicianship, exploration and discovery. Another popular method, developed by the Japanese violinist Shinichi Suzuki, was based on the theory that young children learn music in the same way that they learn their first language. Scientific-realist education THE SCIENTIFIC : REALISTIC EDUCATION. -UNIV.LAB, GENEVA:1900- The scientific-realist education movement began in 1900 when Édouard Claparède, then a doctor at the Psychological Laboratory of the University of Geneva, responded to an appeal from the women in charge of special schools for “backward” and “abnormal” children in Geneva. The experience allowed him to realize some of the defects of ordinary schools. Not as much thought was given, he argued, to the minds of children as was given to their feet. Their shoes were of different sizes and shapes, made to fit their feet. When would there be schools to measure? The psychological principles needed to adapt education to individual children were expounded in his Psychologie de l’enfant et pédagogie experimentale (1905; Experimental Pedagogy and the Psychology of the Child). Later Claparède took a leading part in the creation of the J.-J. Rousseau Institute in Geneva, a school of educational sciences to which came students from all over the world. Theorists such as Claparède hoped to provide a scientific basis for education, an aim that was furthered by the Swiss psychologist Jean Piaget, who studied in a philosophical and psychological manner the intellectual development of children. Piaget argued, on the basis of his observations, that development of intelligence exhibits four chief stages and that the sequence is everywhere the same, although the ages in the stages of development may vary from culture to culture. The first stage takes place during infancy, when children, even before they learn to speak, put objects together (addition) and then separate them (subtraction), perceiving them as collections, rings, networks, and groups. By the age of two or three, a basis has been laid. The children have developed kinetic muscular intelligence to some degree—they can think with their fingers, their hands, and their bodies. Aided by language, the capacity for symbolic thinking slowly develops, constituting the second stage. Up to the age of seven or eight, some of the fundamental categories of adult thinking are still absent; there is seldom any notion, for instance, of cause-and-effect relationships. The third stage is that of concrete operation. The child has begun to know how to deal with mental symbols and acquires abstract notions, such as “responsibility.” But the child operates only when in the presence of concrete objects that can be manipulated. Pure abstract thinking is still too difficult. Teaching at this stage must be exceedingly concrete and active; purely verbal teaching is out of place. Only after about 12 years of age, with the onset of adolescence, do children develop the power to deal with formal mental operations not immediately attached to objects. Only then do theories begin to acquire real significance, and only then can purely verbal teaching be used. The child’s total development, particularly emotional and social growth, also concerned educational reformers. They pointed out the error in assuming that incentives to mental effort are the same for adults and children. The English philosopher Alfred North Whitehead, in his doctrine of the “Cycle of Interests,” put forward a theory in line with the ideas of the reformers. Romance, precision, and generalization, said Whitehead, are the stages through which, rhythmically, mental growth proceeds. Education should consist in a continual repetition of such cycles. Each lesson in a minor way should form an eddy cycle issuing in its own subordinate process. Whitehead believed that any scheme of education must be judged by the extent to which it stimulates a child to think. From the beginning of education, children should 1.EXPERIENCE... 2.THE JOY OF DISCOVERY experience the joy of discovery Yoe F. Santos/CCIAV. CC ----------- ME ESTUVE ...recordando con mucha risa.... ---- DE LA DIVISA O IDENTIDAD CORPORATIVA.... ---- DE NUESTRA QUERIDA REVISTA -ESPECIALIZADA,INTERNACIONAL & DOMINICANA- De Dr. Diogenes Cespedes. -SEMIOLOGO & Periodista Dominicano- CUADERNOS DE POETICA, En los anos 80s, de fines.... NI ELOGIO. NI CONDENA. NI SILENCIO. .... del siglo XX.... ENTONCES CUAL ES EL OFICIO: 1. DEL CRITICO O DE LA CRITICA , PROFESIONALES & DEL FILOSOFO O LA FILOSOFA, 1. DE LA MASSMEDIALIDAD, MULTIMEDIA... 2. DE LA TRANSMEDIA. 3. DE LA SOCIAL MEDIA O WEB 2.0, a la hora de pensar en los talentos, en el capital humano que esta detras de: la creacion de toda esta NUEVA FORMA: DE RIQUEZA.... INNOVADORA, ORIGINAL, UNICA, HISTORICA, IRREPETIBLE.... 1. PORTADA POR CADA PERSONA HUMNA... 2. EN SU BIOGRAFIA. 2.1.EN SU TRAYECTORIA ESCOLAR... 2.2.EN SU TRAYECTORIA UNIVERSITARIA 2.3. EN SUS FRUTOS -Sostenibles, bancarizables, EXPORTABLES- en el corto, mediano, largo plazo: 1.INDUSTRIALES, 2.MANUFACTUREROS... 3.DE SERVICIOS & DE CONTENIDOS -originales, innovadores, competitivos- DE CLASE MUNDIAL.... 1. Preproducidos en, por para, desde: - ISO, TQM, kayzen, New Management-. 2. Producidos.... en, por para, desde: - ISO, TQM, kayzen, New Management-. 3.POST-PRODUCIDOS... en, por para, desde: - ISO, TQM, kayzen, New Management-. EN LA ECONOMIA NARANJA -O ECONOMIA CREATIVA-, DESDE MYPIMES? 1. Situar en sus efectos sociales y politicos: LA SUCESION DE IMAGENES EN MOVIMIENTO... 2. DESCONSTRUIDAS EN SU ELEMENTALIDAD: 2.1. CUERPOS HUMANOS QUE SE MUEVEN (ACTUACION: STANISLAVSKIANA). 2.3. VOCES HUMANAS QUE; MANIFIESTAN: SENTIMIENTOS, ESTADOS DE ANIMO, 2.3.1.DEL ACTOR O DE LA ACTRIZ 2.3.2. DEL LOCUTOR O DE LA LOCUTORA ---- 1. EN LA VIDA HUMORISTICA. 2. EN LA ANIMACION COMO DJ. 3. EN LA VOZ COMERCIAL O PUBLICITARIA. 4. EN LA NARRACION DEPORTIVA. 5. EN EL CANTO. Yoe F. Santos/CCIAV. CCIAV, CC4AVE Talents, Criticism, Friendhship! Salut, Polis, Ecumene! (1959-2019) ----- El 97 % de los lanzamientos de nuevos productos o servicios a escala mundial: FRACASA... Esa es la razon por la cual mucha gene : SE TOMA SU TIEMPO... VA LA ESCUELA... AL KINDER... A LA ESCUELA PRIMARIA... AL BACHILLERATO... A LA UNIVERSIDAD, antes de dar el SALTO de un LOCUTOR O LOCUTORA ANONIMOS... de una ACTRIZ O ACTOR STANISLAVSKIANO, anonimo de : RADIO. TELEVISION. CINE. INTERNET, antes de MONTARSE UNA MYPIME dentro de la CULTURA DIGITAL. EN LA INDUSTRIA AUDIOVISUAL. Mucha gente SE QUEDA SONANDO, con la PRODUCCION DE : 1. CINE DE ARTE. 2. DE CINE DE AUTOR... Toda la vida, viviendo DE UN SUELDO COMO: EMPLEADO O EMPLEADA de una PRODUCTORA O INDUSTRIA ... AJENA.... 1. Ese NO FUE EL CASO del Maestro Feliz del Rosario & sus expermientos del JAZZ, cobijado con la seguridad de TENER UN CHEQUE, todos los dias 25, como: MUSICO MILITAR, musico de la Marina de Guerra Dominicana... LLEGADO EL ANO: 1964... SE DECIDIO A MONTAR SU PROPIA: MYPIME La llamo: FELIX DEL ROSARIO & SUS MAGOS DEL RITMO... De esa IDEA, convertida en PLAN DE NEGOCIOS, VIVIO TODA SU VIDA y mantuvo responsablemente a SU FAMILIA DOMINICANA... IGUAL SE PUEDE DECIR DE MAESTRO TEO VERAS LOPEZ (1950-2018), se aprovisono DE SU CARNET DE CIENTIFICO TICs, 1. EN LA MATERIA DE ALTA ESPECIALIDAD: RADIOFONIA. 2. INGENIERIA ELECTRONICA... Presentandose por ANTE LA COMISION NACIONAL DE ESPECTACULOS PUBLICOS & RADIOFONIA, en el ano 1968, junto al entonces joven maestro ANTHONY RIOS... quien inicia su carrera, de abajo, abajo... COMO LIMPIABOTAS... 1. PASARON, aprobaron el EXAMEN DE: LOCUCION, de CNEPR... 2. ASI SE HICIERON: EXPERTOS EN RADIOFONIA, lo menos que se DEBE EXIGIR a una PERSONA, para poner la mano a : UN MICROFONO, EN RADIO... EN TELEVISION, EN CINE, EN INTERNET.... POR EL BIEN DE LA : DOMINICANIDAD Y SU PROYECCION EN EL MUNDO, EN LOS 5 CONTINENTES, en la economia naranja, en la economia digital, en la economia creativa dominicana... COMO LABORATORIO STANISLAVSKIANO DE: EXPERIMENTACION... STUDIO... 1. FUENTE DE RIQUEZA. 2. FUENTE DE EMPLEOS. 3. FUENTES DE EXPORTABILIDAD. 4. FUENTE DE IDENTIDAD NACIONAL. 5. FUENTE DE GOODWILL. 5. FUENTE DE PERSONAL BRANDING 6. FUENTE DE : GLOCALIZE... 7. FUENTE DE REPUTACIONALIDAD E IDENTIDAD NACIONAL. COMERCIAL. INDUSTRIAL COMERCIAL PUBLICITARIA PARA DOMINICANIDAD, en la segunda decada del siglo XX, camino a la cuarta revolucion industrial o industria 4.0 EN LA NUEVA ECONOMIA... ------- EN ESOS MUCHOS PAISES DEL MUNDO... UNA PERSONA, SIN SABERES ESPECIFICOS, SIN ESPECIALIZACION: 12 ANOS PARA HACERSE BACHILLER... 4 ANOS PARA OBTENER UNA LICENCIATURA EN MEDIOS ELECTRONICOS: produccion, pre-produccion, post-produccion, diseno, -Maquetacion, marketing de productos & servicios- para la industria de la ... 1.RADIO. 2.TELEVISION. 3.CINE. 4.INTERNET. MERCADOS MUNDIALES PROFESIONALES 1.ALTAMENTE COMPETITIVOS 2.EN RENOVACION CONSTANTE 3.EN EXPERIMENTACION CONSTANTE, 4.EN LABORATORIOS CONSTANTES, -EN ESTUDIOS DE GRABACION: CONSTANTES- 4.1.LAS 24 HORAS DEL DIA, 4.2.LOS 365 DIAS DEL ANO... UNA ESPECIALIDAD O MAESTRIA EN : PRODUCCCION DE CONTENIDOS EN: E-MEDIAS O MEDIOS ELECTRONICOS, -DE LA SOCIAL MEDIA O MAS MEDIAS- 1. DE EXITO :COMERCIAL, 2. DE EXITO: INDUSTRIAL 3. DE MANUFACTURA DE CALIDAD MUNDIAL EN : ISO, TQM, KAYZEN DE CALIDAD EXPORTABLE 1. PARA RADIO. 2. PARA TELEVISION. 3. PARA CINE. 4 PARA INTERNET & CIBERESPACIO... 4.1.NO HABLA POR LOS : MEDIOS ELECTRONICOS DE COMUNICACION... 4.2. QUIEN NO SE HA DEDICADO A LA : PROFESION DE ARTISTA, ACTOR O ACTRIZ... 1. HUMORISTA. 2. DJ MUSICAL... 1. EN SU VIDA ENTERA... 2.POR 20 O MAS ANOS DE: ESTUDIOS PREVIOS... -TRABAJO, EXPERIMENTACION, STUDIOS- 1. 12 PARA : BACHILLERATO. 2. 4 DE UNIVERSIDAD. 3. 3 o 4 de MAESTRIA, para ingresar: LIBRE, FELIZ, INFORMADO, 1. RESPONSABLE DE SUS OPINIONES: 1.1.CIENTIFICAS... 1.2.UN AUTENTICO : EDUCADOR O EDUCADORA, 2.CON UN MICROFONO EN LA MANO.. --------- UN PRODUCTOR O PRODUCTORA: 1. PROFESIONAL. 2. DE CONTENIDOS. 2.1. ORIGINALES. 2.2. UN CREADOR O CREADORA DE: VALOR DENTRO DE LA ECONOMIA DE SU PAIS... 2.3. UN EXPERTO O EXPERTA EN : ARTES ESCENICAS ELECTRONICAS O E-MEDIAS... RADIO. TELEVISION. CINE. INTERNET INDUSTRIAL, COMERCIAL, BANCARIZABLE, DESDE SU PROPIA MYPIME: 1. EL MISMO O ELLA MISMA. CON CUAL CAPITAL? 1. SU VOZ... CON CUAL CAPITAL? LA INVERSION PREVIA DE 20 O MAS ANOS DE ESCOLARIDAD, ESTUDIANDO SOLAMENTE: 1.EL NEGOCIO DE LOS MEDIOS ELECTRONICOS. 2.EL NEGOCIO DEL ACTOR O DE LA ACTRIZ, PROFESIONALES. 2.1.COMO SE CREA UNA COMPANIA DE TEATRO? 2.2.COMO SE CREA UNA COMPANIA DE RADIO? 2.3.COMO SE CREA UNA COMPANIA : DE TELEVISION? 2.4.COMO SE CREA UNA COMPANIA DE: CINE? 2.5.COMO SE CREA UNA COMPANIA DE: INTERNET? PARA TENER : 1.EXITO ECONOMICO, COMO: 2.MYPIME EXPORTADORA DE CONTENIDOS: ORIGINALES 3. CREANDO PROPIEDAD : INDUSTRIAL. 4. CREANDO PROPIEDAD: INTELECTUAL. 5. CREANDO CAPITAL HUMANO: DESARROLLANDO EL TALENTO HUMANO, solo PARA ESA ESPECIALIDAD... de : 1. INNOVACION. 2. COMPETITIVIDAD MUNDIAL. POR ESO... -Y NO POR NINGUNA RAZON SENTIMENTAL- ES QUE EL: METODO DE KONSTANTIN STANISLAVSKI, 2.Se ha convertido en un STANDARD DE EXCELENCIA MUNDIAL 1. PORQUE STANISLAVSKI, NO ERA UN TEORICO DEL TEATRO... 1. SINO UN AUTO-DIDACTA, -UN EXPERIMENTADOR, UN INNOVADOR- ADEMAS DE : PEGAGOGO TEATRAL. 2. UN PEGAGOGO DE LAS CIENCIAS & LAS ARTES DE LA : ACTUACION...MULTIMEDIA... 3. PERO SABIA QUE ERA EL DINERO? 3.1.ERA ADMINISTRADOR DE UN TEATRO... 3.2.UN GERENTE DE CLASE MUNDIAL.. 3.3.DESDE EL ANO : 1909, cuando nacia EN RIO VERDE, LA VEGA, NUESTRO CIENTIFICO TICs & GERENTE DE CLASE MUNDIAL: JUAN EMILIO BOSCH GAVINO... Yoe F. Santos/CCIAV. CCIAV, CC4AVE Talents, Criticism, Friendship! Salut, Polist, Ecumene! (1959-2019). ---------- EN MUCHOS OTROS PAISES, PARA UD. DECLARARSE: 1. CIENTIFICO en CIENCIAS TICs. 2. Para DEDICARSE PROFESIOALMENTE: A LA INDUSTRIA DE HABLAR POR UN MICROFONO, COMERCIALMENTE, por : 1. La industria de la RADIO. 2. La industria de la TELEVISION. 3. La industria del CINEMATOGRAFO. 4. La industria de la INTERNET & EL CIBERESPACIO... UD. DEBE BRADUARSE DE: LOCUTOR, LOCUTORA, CON UN MAJOR de 4 anos de: FORMACION UNIVERSITARIA.. 1. EN CIENCIAS TICS: DE LA RADIOFONIA. 2. EN CIENCIAS TICs DE LA: TELEVISION. 3. EN CIENCIAS TICs: DEL CINEMATOGRAFO. 4.EN CIENCIAS TICs DE LA: INTERNET & CIBERESPACIO... EN LA LABOR HUMILDE DE ESTAARSE: 1. FORMANDO. 2. EDUCANDO... COMO ACTOR O ACTRIZ DE MEDIOS ELECTRONICOS, antes de conseguir LA LICENCIA O EXEQUATUR, para la PROFESION DE : ACTOR O ARTISTA DE RADIO. ACTOR O ARTISTA DE TELEVISION. ACTOR O ARTISTA DE CINE. ACTOR O ARTISTA DE LA INTERNET & EL CIBERESPACIO. CON UNA ESPECIALIDAD, MAESTRIA O CONCENTRADION EN PRODUCCION DE CONTENIDOS: 1. PARA RADIO. 2. PARA TELEVISION. 3. PARA CINE. 4. PARA INTERNET. Es decir, quien no INVIERTE, desde la : MICRO-ECONOMIA, personal & familiar: 1. 12 anos para HCERSE BACHILLER... 2. MAS 4 ANOS DE UNIVERSIDAD: EN SU ESPECIALIZACION COMO : INDUSTRIAL DE MEDIOS ELECTRONICOS... 3. MAS TRES ANOS EN UNA MAESTRIA EN PRODUCCION DE CONTENIDOS, PARA LA INDUSTRIA: 3.1. RADIOFONICA. 3.2. TELEASTICA. 3.3. VIDEASTICA. 3.4. CINEMATOGRAFICA. 3.5. DE LA INTERNET & CIBERESPACIO EN LA ECONOMIA DE SU PAIS: 1. NO SALE POR TELEVISION. 2. NO SALE POR RADIO. 3. NO SALE POR LA INTERNET... COMO: ACTOR, ACTRIZ DE MEDIOS ELECTRONICOS O COMUNICACION NO ESCRITA... 1. COMO IMPROVISADOR. 2. COMO HUMORISTA. 3. COMO REPENTISTA... COMO TEO VERAS LOPEZ (1950-2018) EL QUE NO INVIERTE EN SU : ESPECIALIZACION, NO SABE NUNCA DE LO QUE ESTA HABLANDO.... 1. DENTRO DE CUALQUIER INDUSTRIA. 2 DENTRO DE CUALQUIER SECTOR: EXPORTADOR DE CONTENIDOS... ----------------------- POR QUE: 1. EL LOCUTOR O LOCUTORA: MUSICAL. 2. LOCUTOR O LOCUTORA: HUMORISTICO... SON CIENTIFICOS TICs, si estan provistos de SU CARNET, expedido por la AUTORIDAD COMPETENTE DEL ESTADO DOMINICANO, DEL GOBIERNO DOMINICANO, DE LA ADMINISTRACION PUBLICA PROFESIONAL O DE LA BUROCRACIA PROFESIONAL DE LA NACION Y DE LA REPUBLICA DOMINICANA, PARA EL EJERCICIO COMO: ACTORES & ACTRICES, DE SU NOBLE PROFESION (1920-2019) EN LA GEOGRAFIA AUDIOVISUAL E INDUSTRIAL DE LA NACION & DE LA REPUBLICA DOMINICANA, al ano: 2019? 1. NADIE EN LA TIERRA TE PUEDE HACER: LOCUTOR O LOCUTORA, DOMINICANOS, mas que: LA COMISION DE ESPECTACULLOS PUBLICOS & RADIOFONIA (CNEPR) 1. UN ORGANISMO CIENTIFICO DOMINICANO. 2. UNA INSTITUCION ESPECIALIZADA EN LAS CIENCIAS: 2.1. CIENCIAS RADIOFONICAS. 2.2. CIENCIAS DE LA INGENIERIA: ELECTRONICA. UN LOCUTOR O LOCUTORA MUSICAL O DJ, no es CUALQUIER ARTISTA DE LOS ESCENARIOS, DE LAS ARTES ESCENICAS, COMO ACTOR O ACTRIZ... QUE SABE COMO ESPECIALISTA, COMO: CIENTIFICO EN CIENCIAS TICs... 1. UN LOCUTOR O LOCUTORA? 2. COMO INDUSTRIAL DE LOS CONTENIDOS ORIGINALES, en la comunicacion HUMANA, NO ESCRITA O DE LA SEMIOLOGIA O SEMIOTICA DE LOS MEDIOS DE COMUNICACION O MASS MEDIAS, ELECTRONICOS O E-MEDIAS DOMINICANOS O DE CUALQUIER LUGAR DEL MUNDO, EN EL ANO : 2019, camino a la cuarta revolucion industrial o industria 4.0, 1.EN LA ECONOMIA NARANJA DOMINICANA, 2.EN LA ECONOMIA CREATIVA DOMINICANA, 3.EN LA ECONOMIA DE LA SOCIEDAD DE LA INFORMACION & DEL CONOCIMIENTO, DE: LA NACION & DE LA REPUBLICA DOMINICANA, EN EL SIGLO XXI? 1. UN locutor, es examinado en su : CULTURA GENERAL DOMINICANA. 2. UN LOCUTOR MUSICAL, es examinado por CNEPR, en sus CONOCIMIENTOS, en: 1. CIENCIAS FISICAS, para comprender: EL FENONEMO & LA INDUSTRIA DE LA : RADIO. 2. CIENCIAS FISICAS & FISIOLOGIA HUMANA, para comprender: COMO SE PRODUCE LA VOZ AL AIRE? 3. COMO se debe RESPIRAR, cuando se tiene un MICROFONO ABIERTO? 4. COMO se estructura, COMO PRODUCTO DE MANUFACTURA O DE CALIDAD : EXPORTABLE -ISO, TQM, KAYZEN- Una pre-produccion de un PROGRAMA DE RADIO. Una produccion de un : PROGRAMA DE RADIO. Una POST-PRODUCCION de un : PROGRAMA DE RADIO. COMO SE VENDE EN EL MERCADO DOMINICANO DE LA VOZ, 1. PUBLICITARIA. 2. COMERCIAL. 3. EDUCATIVA. 4. CIENTIFICA. 5. DE ANIMACION SOCIO-CULTURAL (ASC). 6. DESDE EL ROL ESPECIALIZADO del : WEB COMMUNITY MANAGER-EDUCATION, WEB COMMUNITY MANAGER-MANAGEMENT, WEB COMMUNITY MANAGER-MARKETING WEB COMMUNITY MANAGER-ACTING WEB COMMUNITY MANAGER-B2B WEB COMMUNITY MANAGER-DIGITAL-CULTURE, WEB COMMUNITY MANAGER- CULTURAL-INDUSTRY WEB COMMUNITY MANAGER-ICTs-SCIENCES. WEB COMMUNITY MANAGER-TALENT-SEARCH WEB COMMUNITY MANAGER-CREATIVE-PROCESS WEB COMMUNITY MANAGER-INNOVATION WEB COMMUNITY MANAGER-CHILD-EDUCATION WEB COMMUNITY MANAGER-PAIDOLOGY WEB COMMUNITY MANAGER-ANDRAGOGY WEB COMMUNITY MANAGER-DIGITAL-CONTENTS WEB COMMUNITY MANAGER-CONSULTIING WEB COMMUNITY MANAGER-E-COMMERCE WEB COMMUNITY MANAGER-TELEVISION WEB COMMUNITY MANAGER- RADIO WEB COMMUNITY MANAGER- INTERNET WEB COMMUNITY MANAGER-AUTHORING WEB COMMUNITY MANAGER-TOURISM WEB COMMUNITY MANAGER-CREATIVE-PROCESS WEB COMMUNITY MANAGER-COMPETITIVENESS WEB COMMUNITY MANAGER-HUMAN-CAPITAL WEB COMMUNITY MANAGER -CREATIVE-INDUSTRY WEB COMMUNITY MANAGER-ORIGINAL-CONTENT WEB COMMUNITY MANAGER-WEB-2.0 WEB COMMUNITY MANAGER-ENTERTAINMENT WEB COMMUNITY MANAGER-EDUTAINMENT WEB COMMUNITY MANAGER-INFOTAINMENT WEB COMMUNITY MANAGER-MUSIC WEB COMMUNITY MANAGER-VIDEO-CLIPS WEB COMMUNITY MANAGER-NETWORKS WEB COMMUNITY MANAGER-PSYCHOGRAPHY WEB COMMUNITY MANAGER-MARKETS WEB COMMUNITY MANAGER-ECONOMICS WEB COMMUNITY MANAGER-HEALTH WEB COMMUNITY MANAGER-HIGHER-EDUCATION WEB COMMUNITY MANAGER-VACATIONAL-CALLS WEB COMMUNITY MANAGER-DISCOGRAPHY WEB COMMUNITY MANAGER-AGRO-BUSINESS WEB COMMUNITY MANAGER-INDUSTRY WEB COMMUNITY MANAGER-FAMILY WEB COMMUNITY MANAGER- GINECO-OBSTETRICS WEB COMMUNITY MANAGER-SURGERY WEB COMMUNITY MANAGER-NURSING WEB COMMUNITI MANAGER-B2C WEB COMMUNITY MANAGER-BUSINESS WEB COMMUNITY MANAGER-BRAIN-DRAIN WEB COMMUNITY MANAGER-WORLD-TRENDS. WEB COMMUNITY MANAGER-INTANGIBLES WEB COMMUNITY MANAGER-SHORT-TALES. WEB COMMUNITY MANAGER-DISABILITY WEB COMMUNITY MANAGER-PHYSIATRY WEB COMMUNITY MANAGER-FINANCIAL WEB COMMUNITY MANAGER-MICRO-CREDITS WEB COMMUNITY MANAGER-SINGLE-MOMS WEB COMMUNITY MANAGER-AGRO-TOURISM WEB COMMUNITY MANAGER-SUSTAINABILITY WEB COMMUNITY MANAGER -HUMAN-DEVELOPMENT WEB COMMUNITY MANAGER -LOCAL-DEVELOPMENT WEB COMMUNITY MANAGER -TOURISM-DESTINATIONS WEB COMMUNITY MANAGER-EMPLOYS. WEB COMMUNITY MANAGER-GERONTOLOGY WEB COMMUNITY MANAGER-SENIORSHIP WEB COMMUNITY MANAGER-ICTs-SCIENCES. WEB COMMUNITY MANAGER-SAFE-ROADS WEB COMMUNITY MANAGER-PREVENTION WEB COMMUNITY MANAGER-PEDIATRICS WEB COMMUNITY MANAGER-LEISURE-SCIENCES. WEB COMMUNITY MANAGER-SPORT-SCIENCES WEB COMMUNITY MANAGER-PERSONALIZATION WEB COMMUNITY MANAGER-FIDELIZATIION WEB COMMUNITY MANAGER-STATISTICS WEB COMMUNITY MANAGER-DOMINICANESS WEB COMMUNITY MANAGER-HISTORY-SCIENCES. WEB COMMUNITY MANAGER-ANTHROPOLOGY WEB COMMUNITY MANAGER-ICTs-EARLY- ADOPTERS. WEB COMMUNITY MANAGER-SCHOOLS WEB COMMUNITY MANAGER-BILINGUAL-SCHOOL WEB COMMUNITY MANAGER-KAYZEN WEB COMMUNITY MANAGER-BI-PERSONAL CAREER WEB COMMUNITY MANAGER-RECRUITING WEB COMMUNITY MANAGER-TRAVELERS WEB COMMUNITY MANAGER-FUTURISM WEB COMMUNITY MANAGER-MILLENNIALS WEB COMMUNITY MANAGER-Z -GENERATION. WEB COMMUNITY MANAGER-X-GENERATION WEB COMMUNITY MANAGER-BABY-BOOMERS WEB COMMUNITY MANAGER-Y-GENERATION WEB COMMUNITY MANAGER-MENTORING WEB COMMUNITY MANAGER-TUTORING WEB COMMUNITY MANAGER-COUNSELING WEB COMMUNITY MANAGER-E-LEARNING WEB COMMUNITY MANAGER-COACHING WEB COMMUNITY MANAGER-CINEPHILIA WEB COMMUNITY MANAGER-RADIOPHILIA WEB COMMUNITY MANAGER-TV-PHILIA WEB COMMUNITY MANAGER-CYBERSPACE WEB COMMUNITY MANAGER-BIOGRAPHIES WEB COMMUNITY MANAGER -SCHOOL-TRAYECTORIES WEB COMMUNITY MANAGER-EARLY-YEARS WEB COMMUNITY MANAGER-NEW-ECONOMICS WEB COMMUNITY MANAGER-AGRO-INDUSTRY WEB COMMUNITY MANAGER-INDUSTRY WEB COMMUNITY MANAGER-E-BUSINESS WEB COMMUNITY MANAGER-KINDER WEB COMMUNITY MANAGER-ELEMENTARY- SCHOOL WEB COMMUNITY MANAGER-HGH-SCHOOL WEB COMMUNITY MANAGER-CHILD-TALENTS WEB COMMUNITY MANAGER-ACADEMICAL- EXCELLENCE WEB COMMUNITY MANAGER-SCIENTIFIC- METHOD. WEB COMMUNITY MANAGER-MUSICAL-TASTES WEB COMMUNITY MANAGER-TV-TASTES. WEB COMMUNITY MANAGERS-CINE-TASTES. WEB COMMUNITY MANAGER-CONSUMPTION WEB COMMUNITY MANAGER-LEISURE-TIME WEB COMMUNITY MANAGER-TIME-MANAGEMENT WEB COMMUNITY MANAGER-SELF-DIRECTED- LEARNING. WEB COMMUNITY MANAGER-PROBLEM-BASED- LEARNING. WEB COMMUNITY MANAGER-WCGTC. WEB COMMUNITY MANAGER-AMEI WEB COMMUNITY MANAGER-WEEKENDS WEB COMMUNITY MANAGER-SCHOOL-VACATIONS WEB COMMUNITY MANAGER-CHRISTMAS WEB COMMUNITY MANAGER-SUMMER-VACATION WEB COMMUNITY MANAGER-GEOGRAPHY WEB COMMUNITY MANAGER-LOGISTICS- SCIENCES WEB COMMUNITY MANAGER-STRATEGICAL- SCIENCES WEB COMMUNITY SCIENCES-DEVELOPMENT WEB COMMUNITY SCIENCES-ICAO WEB COMMUNITY SCIENCES-SEA-TRANSPORT WEB COMMUNITY MANAGER-AIR- TRANSPORTATION-INDUSTRY WEB COMMUNITY MANAGER-ROADS-LAND- TRANSPORTATION- INDUSTRY WEB COMMUNITY MANAGER-PROJECTIONS WEB COMMUNITY MANAGER-ELECTRONICS- MASS MEDIAS (Radio, TV, Internet, Cinema). WEB COMMUNITY MANAGER-PERSONAL- BRANDING WEB COMMUNITY MANAGER-CARNIVAL- INDUSTRY. WEB COMMUNITY MANAGER-HUMOR WEB COMMUNITY MANAGER-VIRTUAL- COMMUNITES WEB COMMUNITY MANAGER-GLOCALIZE WEB COMMUNITY MANAGER-BUSINESS-PLAN WEB COMMUNITY MANAGER-ARCHITECTURE. WEB COMMUNITY MANAGER-BUILDING-INDUSTRY WEB COMMUNITY MANAGER-NEW-IDEAS WEB COMMUNITY MANAGER-SMALL-BIZ WEB COMMUNITY MANAGER-TRADE. WEB COMMUNITY MANAGER-MYPIMES WEB COMMUNITY MANAGER-VOLUNTEERING WEB COMMUNITY MANAGER-IMPORT WEB COMMUNITY MANAGER-EXPORT WEB COMMUNITY MANAGER-LEARNING WEB COMMUNITY MANAGER-ORTHOPEDICS WEB COMMUNITY MANAGER-MEDICAL -EMERGENCIES. WEB COMMUNITY MANAGER-MEDICAL- EDUCATION. WEB COMMUNITY MANAGER- ELECTRONIC-ENGINEER-EDUCATION WEB COMMUNITY MANAGER- LIFE-LONG-LEARNERS WEB COMMUNITY MANAGER-RADIO-ACTING WEB COMMUNITY MANAGER -TV-ACTING WEB COMMUNTY MANAGER-CINE-ACTING WEB COMMUNITY MANAGER- INTERNET-ACTING WEB COMMUNITY MANAGER-FARANDULA WEB COMMUNITY MANAGER-STAGE WEB COMMUNITY MANAGER-REHEARSEAL WEB COMMUNITY MANAGER-PRE-PRODUCTION WEB COMMUNITY MANAGER-PRODUCTION WEB COMMUNITY MANAGER-POST-PRODUCTION WEB COMMUNITY MANAGER-STUDIOS Yoe F. Santos/CCIAV. CCIAV, CC4AVE Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019). ---------- UN ACTOR debe TRABAJAR TODA SU VIDA 1. CULTIVAR su mente. 2. DESARROLLAR SU TALENTO sistematicamente, 3. AMPLIAR SU PERSONALIDAD. 4. NUNCA debe desesperar, ni OLVIDAR este proposito FUNDAMENTAL: AMAR SU ARTE, con todas sus fuerzas Y AMARLO SIN EGOISMO. By Konstantin Stanislavski. Source: EDUCANDO EL PORTAL DE LA EDUCACION DOMINICANA (Noviembre, 2019). ----------- MURIO... LITO CRUZ... INTRODUCTOR DEL METODO STANISLAVSKI... Confiesa en su AUTObiografia: ROBERT DE NIRO me recibio, como jamas, lo habria imaginado.... ---------- UN DIA COMO HOY... -28 DE NOVIEMBRE, 1985- HACE 34 ANOS, EL ARTISTA, -LOCUTOR O EXPERTO EN CIENCIAS TICs- DE LA RADIOFONIA... -Ingenieria Electronica & Radiofonia- TEO VERAS LOPEZ (1950-2018) FUNDA SU PROPIA: 1. MYPIME. 2. INDUSTRIA RADIOFONICA, 2.1.COMERCIAL, -DENTRO DE LA FRECUENCIA MODULADA- 2.2.MUSICAL -Especializada en programacion & animacion: de MUSICA ANGLOSAJONA- 2.3.CON EL PROVERBIAL SENTIDO DEL HUMOR -Del actor & locutor DIVERTIDISIMO: TEO VERAS LOPEZ (1950-2018)- 2.4.COMO INSUMO PRINCIPAL & 2.4.1.ELEMENTO DIFERENCIADOR, 2.4.2.De la industria radiofonica dominicana: -DE LA RADIOFONIA DOMINICANA de fines del siglo XX: 1985-2019- 2.4.3.DEL PERSONAL BRANDING, -INDIVIDUAL,PERSONAL, UNICO: BIOGRAFICO: IRREPETIBLE- LA 91 FM... 1. LA CUAL SE CONVIRTIO: EN LA EMISORA MUSICAL No. 1 1.-Del arte del actor & de la actriz,MASSMEDIATICO- 2.-EN LOS MEDIOS ELECTRONICOS O E-MEDIAS...- 3.DE LA NACION & DE REPUBLICA DOMINICANA (1985-2019). -------------- POR QUE LA ACTUACION:1968. 1.ESTABAN VIGENTES LAS LEYES CONTRA: ACTIVIDADES COMUNISTAS, en la Republica Dominicana, 65, 66, 67... 2. ERAN LOS TIEMPOS DE LA : GUERRA FRIA. 3. DEL ENFRENTAMIENTO ENTRE LA: CIVILIZACION OCCIDENTAL & LA BARBARIE... 4. YO, estaba en KINDERGARTEN, acababa de: APRENDER A LEER & ESCRIBIR, con mi libro COQUITO & LA MANTILLA, ingrese al: kinder de la ESCUELA, PUBLICA & PRIVADA, DOMINICANA. 5. En ese ano, el PRESIDENTE DE LA REPUBLICA DE TURNO, ECONOMISTA & ESTADISTA DOMINICANO - CIENTIFICO TICs DOMINICANO- Dr. Joaquin Amparo Balaguer Ricardo, PREMIABA con la CONDECORACION DOMINICANA: CRISTOBAL COLON, en la ORDEN DE: CABALLERO, INGENIERO ELECTRONICO -Formado en los EEUU- DON FRANK HATTON GUERRERO, pero no por andar voceando detras de ningun politico, SINO POR LA LABOR HUMILDE Y CALLADA DEL INVENTOR DOMINICANO; 1. POR HABER INVENTADO LA PRIMERA EMISORA COMERCIAL DOMINICANA: HIZ, en los anos 20s. 2. POR HABER INVENTADO UNA ORGANIZACION -DE LA SOCIEDAD CIVIL DOMINICANA (OSCs)- llamada desde 1926: RADIO CLUB DOMINICANO, INC. 3. POR HABER SIDO EL PRIMER DIRECTOR DE DEPORTES DE LA NACION & DE LA REPUBLICA DOMINICANA, en 1988, que es lo mismo que decir: 1. UN PRACTICANTE DEL GOLF. 2. UN PRACTICANTE DEL FUTBOL. 3. UN PRACTICANTE DEL BASKETBALL. 4. POR HABER SIDO UN HOMBRE SIN: VICIOS, DE DROGAS NARCOTICAS... 5. POR HABERSE PUESTO EL UNIFORME DEL LICEY, JUGANDO EN EL PLAY, como: SHORT-STOP. 6. POR HABER ENSENADO A HACER RADIO: COMO MAESTRO DE: 6.1. CIENCIAS TICs llamadas: 6.1.INGENIERIA ELECTRONICA. 6.2.INGENIERIA DE LA RADIOFONIA. A docenas de JOVENES SONADORES DOMINICANOS... COMO VOLUNTARIO: 1.A LA QUINTA ROMA VICTORIA, 2.Permanentemente a la QRV... 3.POR UNA VIDA ENTERA DE: SACRIFICIOS, MICRO-ECONOMICOS, -PERSONALES, FAMILIARES, INDIVIDUALES- 3.1.COMO TODO INNOVADOR 3.2.O INVENTOR EN LA TIERRA... 3.3. EN LA ECONOMIA DOMINICANA. 3.3.1. EN LA ECONOMIA NARANJA DOMINICANA. 3.3.2. EN LA ECONOMIA CREATIVA DOMINICANA. 3.3.3. EN LA ECONOMIA HOSTOSIANA: DOMINICANA... 3.3.4. PARA PRODUCIR RIQUEZA, BIENESTAR, -MODERNIZACION, INCLUSION, INDUSTRIA- PARA TODOS LOS DOMINICANOS Y PARA TODAS LAS DOMINICANAS, SIN EXCEPCION, que es lo que hacen los cientificos y las cientificas -En todo el mundo desde que el mundo es mundo- ... MIENTRAS ESE VIEJO INVENTOR DOMINICANO ERA PREMIADO, POR EL PODER EJECUTIVO DE LA EPOCA, POR SU LABOR: 1. NACIONALISTA (1920-1968) 2. PATRIOTICA (1920-1968) 3. JUANPABLODUARTIANA (1920-1968)... POSTERIORMENTE ELEVADO AL SALON DE LA FAMA DEL DEPORTE DOMINICANO (1970) POR HABER : DISENADO. SONADO. INVENTADO. 1.LA PRIMERA ESCUELA DOMINICANA DE: ATLETISMO. Es decir de las CIENCIAS DOMINICANAS DEL DEPORTE. 2. LA PRIMERA ESCUELA DOMINICANA DE LAS CIENCIAS DEL OCIO... SU MUERTE, COMO TODO VIEJO, ESTABA CERCA: MURIO EN 1981. PERO EL CULTIVO DE LAS CIENCIAS TICs DOMINICANAS, NO MORIRIA, porque habia sembrado en RADIO CLUB DOMINICANO, Inc. SUS CONOCIMIENTOS & EXPERIENCIAS de: PRE-PRODUCCION. PRODUCCION. POST-PRODUCCION AUDIOVISUAL, EN ESTUDIOS, en CABINAS... 1. DE RADIO. 2. DE TELEVISION. 3. DE CINE, DOMINICANO. EN 1968... JOVENES ANONIMOS DOMINICANOS, motivados POR LA RADIO, COMO SERVICIO PUBLICO, inaugurada COMO industria y como ciencia EXACTA: LA RADIOFONIA, POR EL AUGUSTO PRESIDENTE CAMPESINO DOMINICANO, DON HORACIO VASQUEZ, -CAMPESINO DE ESTANCIA NUEVA, MOCA- Y SU DISTINGUIDA ESPOSA: DONA TRINA DE MOYA, COMPOSITORA -DEL HIMNO A LAS MADRES DOMINICANAS- en la ciudad de SANTO DOMINGO DE GUZMAN, como: 1. EMISORA PUBLICA. 2. GRATUITA. 3. EDUCATIVA. 4. MUSICAL. 5. DIVERTIDA 6. INFORMATIVA. 7. NO COMERCIAL: PAGADA, FINANCIADA, DISENADA, POR EL ESTADO DOMINICANO, POR EL GOBIERNO DOMINICANO, POR LOS CIENTIFICOS & CIENTIFICAS DOMINICANAS: 1.-DE LAS CIENCIAS RADIOFONICAS. 2.- DE LA INGENIERIA ELECTRONICA -DE LA NACION & DE LA REPUBLICA DOMINICANA- EN EL ANO: 1926.... DOS JOVENES DOMINICANOS, SE ACERCABAN TIMIDAMENTE A TALES CIENCIAS EMERGENTES... 1. ANTHONY RIOS. 2. TEO VERAS LOPEZ (1950-2018)... AL IGUAL QUE HABIA HECHO DE JOVEN.. INGENIERO ELECTRONICO, DON FRANK HATTON GUERRERO UN HOMBRE DOMINICANO, NACIDO A FINES -DEL SIGLO XIX: EN LA CAPITAL DOMINICANA- EN 1897. 1. QUIEN siendo ya una celebridad MUNDIAL, como INVENTOR DE LA RADIO DOMINICANA, en los anos 20s, DEL PASADO SIGLO XX. 2. QUIEN TENIENDO UN TITULO UNIVERSITARIO DE : INGENIERO ELECTRONICO, formado en el exterior. HUMILDEMENTE, SE SOMETIO A LOS EXAMENES PARA SER; 1. ARTISTA O PERFORMER DE LA RADIO. 2. RADIO PERSONALITY DOMINICANA. 3. MIEMBRO DE LA FARANDULA : DOMINICANA. 4. MIEMBRO DEL SHOW BUSINESS: DOMINICANO. 5. MIEMBRO DE LOS MEDIOS DE COMUNICACION: -ELECTRONICA O NO ESCRITA EN REPUBLICA- DOMINICANA. 6. LOCUTOR DOMINICANO, EL PRIMER: LOCUTOR DOMINICANO. 7. EL PRIMER LOCUTOR DOMINICANO: DEPORTIVO, EL PRIMER NARRADOR RADIOFONICO, DEPORTIVO, -DE LA :NACION & DE LA REPUBLICA DOMINICANA- desde el ano 1938., hasta su muerte, en 1981. 8. EL PRIMER LOCUTOR POLIGLOTA DOMINICANO, DEDICADO A LA PRODUCCION & DIVULGACION DE NOTICIAS, desde los PERIODICOS DOMINICANOS (1920s-1981), COMO DE FUENTES INTERNACIONALES. QUE ES UN LOCUTOR O LOCUTORA, COMO: ARTISTAS O PERFORMERS? UN ACTOR... UN IMPROVISADOR... UN TIPO LLENO DE VIDA & SENTIDO: DEL HUMOR... UN REPENTISTA, COMO: TEO VERAS LOPEZ (1950-2018)... POR ESO, TODOS LOS PROFESIONALES DE LA ACTUACION POR MEDIOS ELECTRONICOS CELEBRAN : 1. SU VIDA. 2. SU BIOGRAFIA. 3. SUS LOGROS, desde la EXPEDICION DE: SU CARNET DE LOCUTOR DOMINICANO, en el ano 1968. UN MUCHACHO ANONIMO DOMINICANO, quien estudiando, trabajando, llego lejos, VENDIENDO EN EL MERCADO DOMINICANO E INTERNACIONAL, EN LA INDUSTRIA DE LAS CIENCIAS TICs DOMINICANAS: 1. SOLO SU VOZ, 2.NO SUS PRINCIPIOS ETICOS. 3. SU CHISPA DIVERTIDA... 4. SUS ACTUACIONES, AL AIRE, EN VIVO, DESDE LA RADIO DOMINICANA 4.1. COMO PROGRAMADOR DE EMISORAS DOMINICANAS DE RADIO... -Merengue, Salsa, con exito en todas partes: ECONOMICO, COMERCIAL- 4.2. COMO INVENTOR DE EMISORAS: -DE RADIO...COMERCIALES, RENTABLES- SOSTENIBLES, dentro de las CIENCIAS: TICs. 4.3. COMO SOCIO FUNDADOR DE LA ASOCIACION DOMINICANA DE RADIODIFUSORES (ADORA), INC. 5. COMO PRESIDENTE DE ADORA, INC. 6. COMO CONSULTOR O ASESOR DE ADORA, INC. 7. COMO CIENTIFICO DOMINICANO, ANONIMO: 7.1. DE LAS CIENCIAS RADIOFONICAS DOMINICANAS. 7.2. DE LAS CIENCIAS DE LA INGENIERIA ELECTRONICA DOMINICANA. TRABAJADOR CIENTIFICO QUE HA DEJADO UN LEGADO PARA LOS PADRES & MADRES DE FAMILIA DOMINICANOS, del siglo XXI, en los caminos de la cuarta revolucion industrial o industria 4.0, a proposito del ano DOMINICANO, dedicado a: 1. LA INNOVACION, AL TALENTO CIENTIFICO DOMINICANO. 2. A LA COMPETITIVIDAD DOMINICANA... QUE NOS DEJO PARA EDUCARNOS, DON TEO VERAS LOPEZ, COMO AUTODIDACTA? 2.1. MANUAL DE ESCUCHA DE LA RADIO DE ONDA CORTA (DIEXISMO). 2.2. LAS TELECOMUNICACIONES EN LAS AMERICAS & REPUBLICA DOMINICANA (2009): DE DONDE VINO TODO? Internet. Redes Sociales... Disponible en AMAZON KINDLE...para todas las personas INTERESADAS EN ESTOS TEMAS: -DE ESPECIALIDAD CIENTIFICA- EN LAS: CIENCIAS TICs, en el siglo XXI. UN SIMPLE ACTOR, AUTODIDACTA: DOMINICANO... -------- Para el ano 1968... YO no sonaba, ser ACTOR, NI DIRECTOR DE TEATRO... Yo no sonaba, ser: CIENTIFICO TICs... Yo no sonaba dedicarme a la : SEMIOTICA O A LA SEMIOLOGIA de la : PRE-PRODUCCION, PRODUCCION, POST-PRODUCCION de CONTENIDOS EXPORTABLES, de calidad mundial en MANUFACTURA -En TQM, KAYZEN y temas AFINES- EN KINDER... 1.YO SOLAMENTE QUERIA SER UN NINO: FELIZ, DOMINICANO... 2.IR A LA ESCUELA... 3. SACAR BUENAS NOTAS... PORQUE LA ESCUELA, era MI FELICIDAD... MI UNICO LUGAR, DONDE HE SIDO: INMENSAMENTE FELIZ! EN LA : NACION & EN LA REPUBLICA DOMINICANA... Pero es porque tuve EL EJEMPLO de mi: PAPA & MI MAMA, que solo USARON LA ESCUELA, para SALIR DE LA POBREZA, COMO: 1.OBREROS DEL MINISTERIO DE SALUD PUBLICA DE LA NACION & DE LA REPUBLICA DOMINICANA (1940s-1996) CREADO POR: LA DICTADURA DE DERECHAS DE: RAFAEL LEONIDAS TRUJILLO MOLINA, en el ano 1956... 1. NUNCA SE EXILIARON. 2. NUNCA FUERON TORTURADOS... 3. NUNCA FUERON ALLANADOS... 4. NUNCA FUERON GOLPEADOS... 5. NUNCA FUERON DESCONSIDERADOS. 6. NUNCA FUERON VICTIMAS DEL FORO PUBLICO. 7. NUNCA FUERON INSULTADOS POR RADIO CARIBE... Yoe F. Santos/CCIAV. CCIAV, CC4AVE. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019). ------------- REPUBLICA DOMINICANA -EN 7 ANOS- HA CONSTRUIDO: 1046 NUEVAS ESCUELAS PARA: EDUCACION INFANTIL O PAIDOLOGICA (2012-2019). ------- 1046 Nuevas ESCUELAS, DISENADAS, -ARQUITECTURADAS- Y CONSTRUIDAS EN 7 ANOS (2012-2019) MAS DE 20,000 NUEVAS AULAS DOMINICANAS, PARA 1.LA PRACTICA, 2.LA INVESTIGACION 3.Y LA DIVULGACION de: 1. los ultimos descubrimientos mundiales 2.EN CIENCIAS PAIDOLOGICAS O CIENCIAS PARA LA; EDUCACIOIN INFANTIL... 1. DE PERSONAS POBRES. 2. DE PERSONAS -DE LAS ESCUELAS PUBLICAS- DOMINICANAS.... 3. DE PERSONAS -POBRES: DOMINICANAS- DEL CAMPO Y DE LA CIUDAD.... SE LLAMA: REVOLUCION EDUCATIVA, profetizada por MAESTRO EUGENIO MARIA DE HOSTOS, EN SUS CONFERENCIAS EN LA CIUDAD DE SANTIAGO DE CHILE, en su primera PERMANENCIA EN CHILE, durante su ANO DE PERMANENCIA, COMO: 1. REDIDENTE LEGAL DE CHILE. 2. EL MAS GRANDE MILAGRO : ECONOMICO -DE AMERICA LATINA Y CARIBE- QUE DEMANDABA EN CHILE, EUGENIO MARIA DE HOSTOS, PARA LAS NINAS Y PARA LAS MUJERES -DE TODO EL MUNDO- DE LOS 5 CONTINENTES, EN CHILE (1873)? 1. EDUCACION CIENTIFICA, -EN CIENCIAS TICs- PARA LA NINA DE TODO EL MUNDO... 2. EDUCACION: TECNOLOGICA, para la NINA, de todo el mundo... SE ADELANTO, MUCHO MAS QUE UN SIGLO: AL NACIMIENTO DE -LA NINA PAKISTANI- MALALA, CON TAL DEMANDA: 1. CIENTIFICA. 2. HUMANA. 3. RACIONAL DE: TODAS LAS DEMOCRACIAS, -CAPITALISTAS Y OCCIDENTALES- DEL MUNDO... EL PRESIDENTE DANILO MEDINA, COMO BUEN HOSTOSIANO Y COMO BUEN BOSCHISTA, LE HA HECHO REALIDAD CON SU ESPOSA, LA CIENTIFICA DOMINICANA, -PSICOLOGA CLINICA- CANDIDA MONTILLA DE MEDINA ... TAL SUENO .... 1 A CADA NINA -DOMINICANA, pobre- en EDAD ESCOLAR. 2. EN LA POBLACION VULNERABLE DE: 18 ANOS DE EDAD Y MENOS.... 20,000 NUEVAS aulas -ESCUELAS Y POLITECNICOS...- EN UN TIEMPO RECORD: 2012-2019... EL PROGRESO? EL PROGRESO -SOLO- se construye... TRABAJANDO PRODUCTIVAMENTE -DENTRO DE UNA: ECONOMIA CONCRETA...- 1. CREANDO RIQUEZA, CON LAS MANOS... 2.CREANDO RIQUEZA, CON LOS PIES... 3. CREANDO RIQUEZA, CON: LOS CEREBROS... 3.1.DESDE LA CREATIVIDAD PATENTABLE... 3.2.DESDE EL DESARROLLO DE: COMPETENCIAS, 1.DEL CAPITAL HUMANO... 2.DE LA BIOTECNOLOGIA, 3.DE LA INNOVACION, 4.DE LA PATENTABILIDAD, DESDE LOS DERECHOS DE AUTOR O AUTORA... INSPIRANDO AL TRABAJO Y AL ESTUDIO.... 1. EN LAS ESCUELAS PUBLICAS Y PRIVADAS DE EXCELENCIA: ACADEMICA O DE CLASE MUNDIAL... 1.A TODAS LAS INFANCIAS, RICAS Y POBRES, 2.DE LAS CIUDADES -Y DE LOS CAMPOS...- 3.FACILITANDO QUE: CADA NINO O NINA, DOMINICANOS, 3.1PUEDA IR A LA UNIVERSIDAD 3.2.A ESTUDIAR UNA: CIENCIA EXACTA: 1.COMO LAS CIENCIAS TICs... 2.Como la: GINECO-OBSTETRICIA.... 3.Como la PEDIATRIA Y SUS MAS DE 20 SUB-ESPECIALIDADES... 4.Como las NEURO-CIENCIAS y sus especialidades, 5.Como la IMAGINOLOGIA O LA SEMIOTICA, MEDICAS... 6.Como la ARQUITECTURA Y EL URBANISMO... 7.Como las CIENCIAS ADMINISTRATIVAS en sus diversas especialidades y sub-especialidades... 8.Como LAS CIENCIAS CONTABLES, en sus diversas especialidades y sub-especialidades.... 9. COMO LA PSICOGRAFIA O ESTUDIO -CIENTIFICO Y SISTEMATICO- OBJETIVO, DESPREJUICIADO, 9.1.DE LOS COMPORTAMIENTOS 9.1.1. OBSERVABLES, 9.1.2.AL MOMENTO DE LA COMPRA, 9.1.3.EN EL SUPERMERCADO, por : la mujer, la madre, la nina, 9.2CONSUMIDORA, 9.1. En sus encuentros, con los MOMENTOS DE L A VERDAD, para usar una CATEGORIA -DE ANALISIS CIENTIFICO- de la DRA. VALAREI ZEITHALM y su equipo de INVESTIGACION EN: PSICOLOGIA -DEL COMPRADOR Y DE LA COMPRADORA- desde los anos 70s, del pasado siglo XX, junto a BO BINET, PARASURAMAN Y EL MAESTRO NORTEAMERICANO, EL CIENTIFICO -Y PROFESOR UNIVERSITARIO- LEONARD BERRY (1970-2019). ---------- REPUBLICA DOMINICANA EN 7 ANOS (2012-2019) HA CONSTRUIDO: 1046 NUEVAS ESCUELAS 1. -escuelas publicas y gratuitas, 2. para ninos y ninas pobres, 3.del campo y de la ciudad: 4. hijos de madres millennials dominicanas, 5. HIJOS E HIJAS -DE JOVENES: MILLENNIALS MOMS- DOMINICANAS, PARA: EDUCACION INFANTIL O PAIDOLOGICA, DOMINICANA (2012-2019). ------- PARA QUE SIRVE: LA VOZ HUMANA a profesionales de LAS CIENCIAS RADIOFONICAS, DOMINICANAS, -COMO CIENCIAS TICs- 1. En los Studios & EL HUMOR... como laboratorios de 1.1.EXPERIMENTACION 1.2.E IMPROVISACION, -DE LA MISE EN ESCENE- 2.Como en la manufactura INDUSTRIAL -En KAYZEN & TQM- AUDIOVISUAL, -DESDE EL HUMOR- 2.1. EN PRE-PRODUCCION: AUDIOVISUAL, 2.2. EN PRODUCCION: AUDIOVISUAL. 2.3. EN POST-PRODUCCION: 1.AUDIOVISUAL. 2.ARTISTICO-PERFORMATIVA O ESCENICA 3.EN VIVO -RADIOFONIA, TELEVISION, CINE, INTERNET- para la actuacion -O PERFORMATIVIDAD: -RENTABLE, COMERCIAL- DESDE MYPIMES -DOMINICANAS (1920-2019)- EXPORTADORAS DE: CONTENIDOS,ORIGINALES.. SOBRE BASES: stanislavskianas las CIENCIAS TICs? 1.PARA HACER DINERO, 2.EN LA ECONOMIA DOMINICANA 3.CON SUS TALENTOS, 3.1.CON SU SENTIDO: DEL HUMOR, 3.2.CON SUS ACTUACIONES 3.3.COMO DISC JOCKEY.... Para eso le sirvio la VOZ HUMANA, entrenada y educada AL CIENTIFICO DOMINICANO de la comunicacion RADIAL, VERBAL,NO ESCRITA EN LENGUA ESPANOLA O CASTELLANA : 1. DOMINICANO. 2. DOMINICANISIMO. 3. DOMINICANISTA... TEO VERAS LOPEZ (1950-2018) CIENTIFICO TIC DOMINICANO, PADRE DE LA RADIO MUSICAL DOMINICANA DE FRECUENCIA MODULADA (1968-2018): TEO VERAS LOPEZ, shool dropout de la FACULTAD DE MEDICINA DE LA UNIVERSIDAD DOMINICANA PEDRO HENRIQUEZ URENA (UNPHU)... EL MAS GRANDE CIENTIFICO TICs, DOMINICANO, desde el ano 1492, hasta el dia de hoy... SOLO USANDO SU VOZ DOMINICANA... SOLO USANDO SU CEREBRO EXPORTADOR DE CONTENIDOS : RADIOFONICOS Y PUBLICITARIOS ORIGINALES: DOMINICANOS E INTERNACIONALES ------ FELICITAR A TODOS LOS TRABAJADORES Y TRABAJADORAS, PRODUCTIVOS, DOMINICANOS, -PUBLICOS Y PRIVADOS- DEL SERVICIO DE : 1. CORREOS, DOMINICANOS. 2. CURRIERS. EN EL DIA DOMINICANO -DEL TRABAJADOR Y LA TRABAJADORA- DE LA INDUSTRIA : POSTAL O DE CORREOS, DE LA NACION Y DE LA REPUBLICA DOMINICANA. Yoe F. Santos/CCIAV CCIAV, CC4AVE. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019) ------- OUR PERSONAL (1962-2019), FAMILIAR(1880-2019), WITHIN SANTOS-CASTILLO FAMILY, INSTITUTIONAL (CCIAV,CC4AVE:1959-2019): GLOBAL CONTRIBUTION FOR PROMOTE: DOMINICANESS, GLOBALLY, WORLDWIDE.... ALL POSITIVE: PRACTICES, DONE FOR ONE DOMINICAN, CHILD, CHILD-GIRL, YOUNG DOMINICAN, ADULT-CONTEMPORARY DOMINICAN, ELDERY DOMINICAN... (1844-2019) AROUND 5 CONTINENTS as: 1. Dominican AUTOR OF INNOVATION... (ELECTRONIC ENGINEER: FRANK HATTON GUERRERO: SANTO DOMINGO, DOMINICAN REPUBLIC: 1897-SANTO DOMINGO, DOMINICAN REPUBLIC, 1981) 2. Dominican: BRANCH developer. 3. Dominican: BIOGRAPHY... 4. DOMINICAN: PERFORMING ARTIST. 5. Dominican: Designer. 6. Dominican: Exporter. 7. Domincan : Sport Player. 9. Dominican: Business Man. 10. Dominican: Busines Woman. 11. Dominican: Scientifc on ICTs Sciences. 12. Dominican: Paidologist or Children KEY NOTE: PRACTITIONER... 12.1 IN laboratory -or Basic Sciences- RADIO STUDIOS. TV STUDIOS. CINEMA STUDIOS. INTERNET STUDIOS. 12.2. Workshops in: BASIC SCIENCES... 12. 3. CLASSROOM: in Basic Sciences. (1844-until today: Nov. 2019)... OUR OFFICIAL, FAMILIAR & INSTITUTIONAL BLOG, as CCIAV, CC4AVE https://www.blogger.com/blogger.g?blogID=3487376623676808164#allposts Yoe F. Santos/CCIAV CCIAV, CC4AVE Talents, Criticism, Friendship! Salut, Polis & Ecumene! (1959-2019) ------ UN ACTOR debe TRABAJAR TODA SU VIDA 1. CULTIVAR su mente. 2. DESARROLLAR SU TALENTO sistematicamente, 3. AMPLIAR SU PERSONALIDAD. 4. NUNCA debe desesperar, ni OLVIDAR este proposito FUNDAMENTAL: AMAR SU ARTE, con todas sus fuerzas Y AMARLO SIN EGOISMO. By Konstantin Stanislavski. Source: EDUCANDO EL PORTAL DE LA EDUCACION DOMINICANA (Noviembre, 2019). ----------- MURIO... LITO CRUZ... INTRODUCTOR DEL METODO STANISLAVSKI... Confiesa en su AUTObiografia: ROBERT DE NIRO me recibio, como jamas, lo habria imaginado.... ---------- UN DIA COMO HOY... -28 DE NOVIEMBRE, 1985- HACE 34 ANOS, EL ARTISTA, -LOCUTOR O EXPERTO EN CIENCIAS TICs- DE LA RADIOFONIA... -Ingenieria Electronica & Radiofonia- TEO VERAS LOPEZ (1950-2018) FUNDA SU PROPIA: 1. MYPIME. 2. INDUSTRIA RADIOFONICA, 2.1.COMERCIAL, -DENTRO DE LA FRECUENCIA MODULADA- 2.2.MUSICAL -Especializada en programacion & animacion: de MUSICA ANGLOSAJONA- 2.3.CON EL PROVERBIAL SENTIDO DEL HUMOR -Del actor & locutor DIVERTIDISIMO: TEO VERAS LOPEZ (1950-2018)- 2.4.COMO INSUMO PRINCIPAL & 2.4.1.ELEMENTO DIFERENCIADOR, 2.4.2.De la industria radiofonica dominicana: -DE LA RADIOFONIA DOMINICANA de fines del siglo XX: 1985-2019- 2.4.3.DEL PERSONAL BRANDING, -INDIVIDUAL,PERSONAL, UNICO: BIOGRAFICO: IRREPETIBLE- LA 91 FM... 1. LA CUAL SE CONVIRTIO: EN LA EMISORA MUSICAL No. 1 1.-Del arte del actor & de la actriz,MASSMEDIATICO- 2.-EN LOS MEDIOS ELECTRONICOS O E-MEDIAS...- 3.DE LA NACION & DE REPUBLICA DOMINICANA (1985-2019). -------------- POR QUE LA ACTUACION: CINEMATOGRAFICA ha asimilado a nivel mundial el legado: 1. CIENTIFICO. 2. METODOLOGICO. 3. GERENCIAL O ADMINISTRATIVO 4. ARTISTICO. 5. PSICOLOGICO 6. ANTROPOLOGICO 7. MEDICO O FISIOLOGICO de Konstantin Stanislavski, -Desde el ano 1909:hasta el dia de hoy- 1.PARA LA COMUNICACION HUMANA NO ESCRITA... 2.O PARA LA SEMIOLOGIA O LAS SEMIOTICAS, de la creacion y los modos de contar HISTORIAS, frente a: 1. UNA CAMARA. 2. UN MICROFONO. 3. CON EL APOYO DE LA: INGENIERIA ELECTRONICA, a nivel mundial? 1. LA ELECTRICIDAD, redujo en las industrias culturales, 2. LA ELECTRICIDAD, redujo en las industrias creativas... 3. LA ELECTRICIDAD, redujo en las industrias de CONTENIDOS ORIGINALES, sujetos a las normativas o metricas de CALIDAD INDUSTRIAL O MANUFACTURERA del audiovisual como: 1. PRODUCTO DE LA IMAGINACION HUMANA. 2. COORDINACION DEL TRABAJO EN EQUIPO. 3. UNIFICACION MULTIDISCIPLINAR, INTRADISCIPLINAR, TRANSDISCIPLINAR de procesos de CREACION DE VALOR, -en las nuevas cadenas de valor- a partir de la INDIVIDUALIDAD, de la unicidad, -de la HISTORICIDAD, BIOGRAFICA, IRREPETIBLE- del ser HUMANO, en su integralidad... 1.PSICO-FISICA... 2.DEL ACTOR & DE LA ACTRIZ.... LOS SISTEMAS DE REGISTRO: 1. ELECTRONICOS. 2. ELECTRICOS. 1.De la VOZ HUMANA... 2.Del MOVIMIENTO DEL CUERPO HUMANO... EN SU PERFORMATIVIDAD -MANUFACTURA: 1.Pre-produccion, 2. Produccion, 3.Post-produccion de -Contenidos ORIGINALES, EXPORTABLES- en TQM, KAYZEN, ISO- APUNTAN AL NATURALISMO, a la busqueda de modos DE RECUPERACION DE FORMAS DE ACTUACION ARTISTICA, distintas o diferenciales de la : sobre-ACTUACION. UN DIA COMO HOY, HACE MUCHOS ANOS: HACE 34 ANOS, NACE LA 91 FM... 1. Un producto de las CIENCIAS TICs de la nacion & de la REPUBLICA DOMINICANA. 2. UN PRODUCTO DE LA : RADIOFONIA DOMINICANA. 3. UN PRODUCTO DE LA : EXPERIMENTACION & LA INVESTIGACION: 3.1. EN CIENCIAS FISICAS DOMINICANAS. 3.2. EN TELECOMUNICACIONES DOMINICANAS. 3.3. DE LA INGENIERIA ELECTRONICA DOMINICANA. 3.4. DE LA DOMINICANIDAD : INDUSTRIAL & EXPORTADORA DE LA NACION & DE LA REPUBLICA DOMINICANA, de los anos 80s, del PASADO SIGLO XX. 3.5. EL FRUTO DE LA INNOVACION & DE LA ECONOMIA NARANJA DE LA NACION & DE LA REPUBLICA DOMINICANA. 3.6. EL PRODUCTO DE MADUREZ DEL : CIENTIFICO TICs DOMINICANO: TEO VERAS LOPEZ (1950-2018) 3.7. EL PIONERO DE LA INDUSTRIA RADIOFONICA DOMINICANA & PADRE INDISCUTIBLE DE LA INTRODUCCION DE LA FRECUENCIA MODULADA (FM) COMO ACTIVIDAD: 1. COMERCIAL. 2. MUSICAL. 3. PUBLICITARIA. 4. INDUSTRIAL. 5. EXPORTADORA TEO VERAS LOPEZ (1950-2018) quien inicia su vida como: NINO ANONIMO, DOMINICANO -HIJO DE DOS PADRES DOMINICANOS- 1.En un hogar o familia HETEROSEXUAL, DOMINICANA, compuesto por un : 1.1. PADRE MILITAR. 1.2. UNA MAMA, COMUN Y CORRIENTE, DOMINICANA: 1.2.1.UNA AMA DE CASA...DOMINICANA... Es en esa familia dominicana JOVEN -DE 40 ANOS DE EDAD Y MENOS- de los anos 50s del pasado siglo XX, cuando el nino TEO... 1. EN SU HOGAR, 1.1.EN SU CASA, 1.2.EN LA PRIVACIDAD & LA INTIMIDIDAD -DE SU FAMILIA DOMINICANA- Asiste a sus lecciones de : 1.HOMESHOOLING 2.DE EDUCACION DEL Y DESDE EL HOGAR... NUTRIDO EN SU : 2.1.DOMINICANIDAD, 2.2.EN SUS PRIMEROS 7 ANOS DE VIDA 2.3.O BIOGRAFIA INFANTIL, ANONIMA... 2.3.1. ANTES DE INGRESAR SU TRAYECTORIA: ESCOLAR, en KINDER... 2.3.2. ANTES DE INGRESAR A LA ESCUELA PRIMARIA DOMINICANA 2.3.2.1.DE LA EPOCA (1950-1960s). 2.3.2.2. ANTES DE COMPLETAR SU: BACHILLERATO... 4. ANTES DE MATRICULARSE COMO: ALUMNO DOMINICANO, en la CARRERA DE MEDICINA,en la recien inaugurada UNIVERSIDAD DOMINICANA, PEDRO HENRIQUEZ URENA (UNPHU) A SU ESCASA EDAD, DE: MENOS DE 25 ANOS DE EDAD... Pero a su escasa EDAD, el joven: TEO VERAS LOPEZ, decide cambiar de CARRERA O PROFESION... 1. Para acudir a la COMISION NACIONAL DE ESPECTACULOS PUBLICOS & RADIOFONIA (CNEPR), para tomar: SUS EXAMENES, a fin de convertirse en ESPECIALISTA EN: 1. RADIOFONIA & RADIODIFUSION 2. QUE ES LA DEFINICION CIENTIFICA DE LA PROFESION DE: LOCUTOR O LOCUTORA.... COMO : CIENTIFICO TICs.... --------- Y QUE TIENE QUE VER: KONSTANTIN STANISLAVSKI & SU METODO, CON LA BIOGRAFIA INFANTIL, JUVENIL, DOMINICANISTA, JUANPABLODUARTIANA, del nino ANONIMO DOMINICANO: TEO VERAS LOPEZ...? 1. EL LOCUTOR O LA LOCUTORA no es alguien que SABE DE FISICA, DE HARDWARE, DE SOFTWARE... PROCESOS QUE EXISTEN EN TODA: 1. CABINA DE RADIO. 2. EN TODO CANAL DE TELEVISION, 3. EN TODO ESTUDIO DE CINE. 4. EN TODA ESTACION DE PRODUCCION DE CONTENIDOS ORIGINALES, POR LA INTERNET & EL CIBERESPACIO, COMO: INDUSTRIAS DE LA ECONOMIA NARANJA, DE LA ECONOMIA CREATIVA DOMINICANA... TODOS ESOS LUGARES SON DISTINTOS, A LOS ESCENARIOS Y A LA INDUSTRIA DEL: TEATRO... Desde los tiempo de la INVENCION DE LOS EQUIPOS DE SONIDO, del tipo microfonos y sistemas NAGRA.... 1. NO hay que alzar la voz... 2. No hay que entrenarse en los resonadores VOCALES, de Maestro Jerzy Grotowsky... 3. LOS MICROFONOS REGISTRAN, hasta el mas leve SUSURRO, de la ; VOZ HUMANA... 4. LOS MICROFONOS & LAS CAMARAS, solo funcionan por: LA INVENCION INDUSTRIAL PATENTADA llamada: ELECTRICIDAD... EL CONOCIMIENTO DEL METODO DE : ACTUACION -DE KONSTANTIN STANISLAVSKI- 1. SU INNOVACION del STUDIO: COMO LABORATORIO, para EXPERIMENTACION. 2. SU INNOVACION: del SI MAGICO... como estimulante de la imaginacion humana, EN EL ARTE & EN LA CIENCIA DE : 1. CONTAR HISTORIAS. 2. MEDIANTE LA IMPROVISACION... 3. EN EL ARTE : DEL ACTOR & DE LA ACTRIZ a donde cae enmarcado este CIENTIFICO O CIENTIFICA TICs, llamado: LOCUTOR... LOCUTORA... Vease para una aproximacion cientifica DOMINICANA, sobre este particular, el trabajo de JOVENES CIENTIFICAS DOMINICANAS dentro de las CIENCIAS JURIDICAS, ENTRENADAS EN LA PRACTICA DE TAL ESPECIALIDAD DEL DERECHO, en la Pontificia Universidad Pontificia Universidad Católica Madre y Maestra, de Santiago de los Caballeros, en el periodo historico -de fines del siglo XX o periodo finisecular- 1984-1996, CABRERA, ESTHER (PUCMM, 1984): ACTRIZ & ABOGADA... EL ARTISTA PERFORMATICO -O DE LAS ARTES ESCENICAS- DE LA NACION & DE LA REPUBLICA DOMINICANA: SU STATUS SOCIO-JURIDICO (1844-1984). Y FINALMENTE: COLON TATIS, Lissette Maria (PUCMM, Santiago de os Caballeros, Ciencias Juridicas: 1996): EL ARTISTA O LA ARTISTA ESCENICOS: El artista escenico dominicano y su relacion con las industrias culturales y con la economia: -NARANJA o la economia creativa dominicana- A FINES DEL SIGO XX. UNA APROXIMACION: -SOCIO-JURIDICA & LABORAL- DE LA PROFESION. TODAS LAS PROFESIONES, EN CIENCIAS TICs, que se han creado y se ejercen -en la nacion & en la REPUBLICA DOMINICANA- DEPENDEN DE LA INNOVACION: -INDUSTRIAL & COMERCIAL- de un solo cientiico TICs, -y de la ELECTRICIDAD- INGENIERO ELECTRONICO, FRANK HATTON GUERRERO (NACIDO DOMINICANO: CAPITALENO (1897-1981), LICEISTA, GOLFISTA, BASKETBOLISTA, FUTBOLISTA, INMORTAL DEL DEPORTE, DESDE 1970, INVENTOR, GERENTE & FUNDADOR DE RADIO HIZ, CONDECORADO POR EL ESTADO DOMINICANO EN 1968, POR SUS SERVICIOS A LA PATRIA DOMINICANA (1920-1968) Yoe F. Santos/CCIAV. CCIAV, CC4AVE. Talents, Criticism, Friendship! Salut, Polis , Ecumene! (1959-2019) CELEBRANDO EL ANO DOMINICANO, DEDICADO, ESPECIALIZADO EN : 1. INNOVACION DOMINICANA. 2. ECONOMIA NARANJA DOMINICANA. 3. INNOVACION DE LAS INDUSTRIAS: -CREATIVAS DOMINICANAS, EXPORTADORAS...- 4.MYPIMES EXPORTADORAS DOMINICANAS. 5. COMPETITIVIDAD GLOBAL O MUNDIAL DOMINICANA...DESDE LA : 5.1.INDUSTRIA DOMINICANA DE CONTENIDOS EXPORTABLES.. 5.1.1.-MANUFACTURADOS EN KAYZEN & TQM- 5.1.2. -EN AUDIOVISUALES : RADIO TV, CINE, INTERNET- POR VIA DE CIENCIAS EXACTAS: 1. CIENCIAS TICs, DOMINICANAS. 2. INGENIERIA ELECTRONICA, DOMINICANA. 3. BIOTECNOLOGIA DOMINICANA e INDUSTRIA (IIBI, desde el ano : 2007: MENTE-FACTURA DOMINICANA). 4. ONAPI (Desde 1911 hasta hoy)... 5. LAS ESCUELAS PUBLICAS & PRIVADAS: DOMINICANAS (1844-2020), ESPECIALIZADAS EN: 5.1 CIENCIAS DEL APRENDIZAJE INFANTIL 5.2. CIENCIAS DEL OCIO INFANTIL DOMINICANO. 5.3. CIENCIAS DEL DEPORTE INFANTIL, DOMINICANAS. 5.4. CIENCIAS DE LA NEURO-COGNICION DOMINICANA. -O CIENCIAS PAIDOLOGICAS DOMINICANAS- 6. EL SISTEMA DE 50 UNIVERSIDADES DOMINICANAS, QUE ENSENAN: 6.1.EL METODO CIENTIFICO. 6.2. En ciencias andragogicas 6.3. EDUCACION DE PERSONAS : ADULTAS. 7. LA OPORTUNIDAD EDUCATIVA, senalada por : EUGENIO MARIA DE HOSTOS, desde sus conferencias, -En la ciudad de Santiago de Chile...- EN 1873-1901, COMO POR PROFESOR, ECONOMISTA, -CIENTIFICO TICs AUTOTIDACTA, DOMINICANO- JUAN EMILIO BOSCH GAVINO (Rio Verde, LA VEGA, 1909- SANTO DOMINGO, 2001) Yoe F. Santos/CCIAV. CCIAV, CC4AVE. Talents, Criticism, Friendship! Salut, Polis, Ecumene! (1959-2019). ----- HAY PROFESIONES QUE DE: NINOS SONAMOS... ------- Hay profesiones que de niños soñamos con ellas, por ejemplo, ser profesores, o médicos, o actores… ¿pasó así con usted? Bueno, siempre me gustó el arte, o sea, pensaba que iba a cantar, que iba a bailar, YO CRECI EN EL TIEMPO DE: yo crecí en el tiempo de Ginger Rogers, Fred Astaire, y siempre me vi como ellos. Al principio pensé que sería cantante, o bailarina, pero pronto descubrimos que la que heredó el talento musical fue mi hermana Enriqueta, RECUERDO QUE YO ESTUDIABA EL PIANO TODOS LOS DIAS... recuerdo que yo estudiaba el piano todos los días Y PRACTICABA Y PRACTICABA y practicaba y practicaba y cuando llegaba a la escuela, la maestra me decía que por qué no estudiaba como mi hermana y ahí fue cuando dije, este no es mi camino. Sin embargo, CUANDO DECIDI SER ACTRIZ... cuando decidí ser actriz, fue como algo innato, yo entraba y salía de la situación con una facilidad tremenda, o sea, podía emocionarme y cambiar de ánimo y transformarme como con un toquecito mágico y eso ya me convenció de que por ahí andaba mi camino. YO FUI UNA ACTRIZ QUE NUNCA PRECISE... Yo fui una actriz que nunca precisé de Konstantín Stanislavski ni nada de eso, aunque yo defiendo el método Stanislavskiano* y digo que soy Stanislavskiana, pero honestamente yo no lo necesité, porque entraba y salía de situación sin problemas. Una vez Andrés Castro, que fue uno de los mejores directores que tuv

"LA POLITICA no es solamente hacer bulla,

 sino HAY QUE TRABAJAR TAMBIEN"....

JOSE AYBAR SANCHEZ (2014).

-------------

UNCTAD, SE FUNDA EN EL ANO:

1964.

Para favorecer el DESARROLLO INTEGRAL

de los SERES HUMANOS.

1. EDUCACIONALMENTE.

2. AFECTIVAMENTE.

3. CORPORALMENTE.

4. CEREBRALMENTE COMO: CAPITAL HUMANO.

A fin de que los 195 paies MIEMBROS,

correspondientes al DESARROLLO:

INDUSTRIAL TARDIO...

AL DESARROLLO :

COMERCIAL TARDIO..

AL DESARROLLO TARDIO EN :

1.CIENCIAS ADMINISTRATIVAS.

2. EN CIENCIAS LOGISTICAS.

3. EN CIENCIAS ESTRATEGICAS...

ALCANCEN SUS METAS DE:

1MODERNIZACION.

2. INCLUSION AL CONSUMO.

3. INCLUSIION AL MERCADO

4. INCLUSION DE LAS FAMILIAS A LAS

CONDICIONES HIGIENICAS & DE SALUD

MINIMAS, en el campo y en la ciudad, EN LO

QUE DENOMINADO UNESCO (1999) LOS

CODIGOS DE LA MODERNIDAD...

POR MEDIO DEL FOMENTO DEL COMERCIO

GLOBAL DE IMPORTACION & EXPORTACIONES,

COMO DE UN PROCESO:

ESCALONADO DE INDUSTRIALIZACION,

DANDOLES CONCESIONES EN PUERTOS

& AEROPUERTOS DE LOS PAIES :

INDUSTRIALES & POST INDUSTRIALES,

PARA LA LIBRE CIRCULACION:

RENTABLE,

SOSTENIBLE,

DE LOS FRUTOS DE SU:

1AGRICULTURA.

2, GANADERIA.

3. AGROINDUSTRIA.

4. BIOTECNOLOGIA.

5. AUTORIA.

6. INNOVACION

7. MANUFACTURA INDUSTRIAL.

8. MANUFACTURA DE SERVICIOS.

INCLUYENDO SU PRODUCCION AUDIOVISUAL

DE RADIO.

TELEVISION.

CINE.

INTERNET...

1. SI ES DE CALIDAD:

 MUNDIAL O EXPORTABLE...

------
CENTRO DOMINICANO DE:

PROMOCION DE LAS EXPORTACIONES

DOMINICANAS (CEDOPEX), es una agencia

cientifica en CIENCIAS TICs, desarrollada por

el presidente de turno, Dr. Joaquin Amparo

Balaguer Ricardo, PERO CON LA:

 ASESORIA DE SUS CIENTIFICOS &

CIENTIFICAS, DOMINICANOS, de su

confianza PERSONAL, entre los cuales,

se encontraban:

-EN AQUEL MOMENTO HISTORICO:

1966-1978-

1.EL INNOVADOR DE LA ECONOMIA NARANJA,

AGROPECUARIA DOMINICANA,

2.EL FUNDADOR E INTRODUCTOR,

 DE LA ESPECIALIDAD

- EN LAS AULAS, TALLERES & LABORATORIOS,

DEL INSTITUTO  SUPERIOR DE AGRICULTURA,

ISA de la ciudad de Santiago de los Caballeros-

COMO ASIGNATURA EN EL PRE-GRADO:

1.ECONOMIA AGRICOLA

2.O ECONOMIA AGROPECUARIA.

Quien entre los 16 & los 25 anos de edad

habia cursado:

 EL ENTRENAMIENTO AGROPECUARIO

SISTEMATICO...

PRIMERO: A NIVEL DE PRE-GRADO

En la Universidad de Indiana, COMPLETANDOLO

CON HONORES, con notas sobresalientes...

SI NO HUBIERA DEMOSTRADO

-en aulas, talleres,laboratorios-

SU VOCACION JUVENIL PARAA EL TRABAJO:

1. INTELECTUAL.

2. CIENTIFICO

3.DE INVESTIGACION SISTEMATICA...

NO SE GANA LA BECA DE ESPECIALIDAD:

1. Para poder conocer , cara a cara a:

DR. MILTON FRIEDMAN,

-Premio Nobel de Ciencias

Economias & NEGOCIOS

en el ano 1973,

-Dos anos despues de la

fundacion de CEDOPEX, en Republica

Dominicana en 1973.

FERNANDITO ALVAREZ BOGAERT,

antes del ano 1965, se convirtio asi:

1. EN EL BACHILLER: HOSTOSIANO

DOMINICANO, mas JOVEN, desde 1492,

que alcanzo a pisar :

1. Las AULAS.

2. LOS TALLERES.

3.LOS LABORATORIOS,

de una  UNIVERSIDAD NORTEAMERICA,

-EN ECONOMIA : AGRICOLA O AGROPECUARIA.-

1. EL PRIMER EGRESADO DOMINICANO

-CON HONORES-

 DE DICHA ESPECIALIDAD:

-EN LA UNIVERSIDAD DE INDIANA-

EN EL NIVEL DE PRE-GRADO...

2. EL PRIMER EGRESADO DOMINICANO

CON UN MASTER EN:

 CIENCIAS ECONOMICAS & NEGOCIOS,

por la Universidad de Columbia, antes de 1965.

3. EL PRIMER ESPECIALISTA O

EXPERTO DOMINICANO:

MAGISTER

-EN CIENCIAS ECONOMICAS GLOBALES-

QUE PUDO DARSE EL LUJO DE SER:

1.ALUMNO &

2. DISCIPULO

EN CIENCIAS TICs...

1. AULAS DE COLUMBIA UNIVERSITY.

2. EN LOS LABORATORIOS DE:

 COLUMBIA UNIVERSITY.

3. EN LOS TALLERES DE:

COLUMBIA UNIVERSITY.

Yoe F. Santos/CCIAV.

CCIAV,CC4AVE

Talents, Criticism, Freindship!

Salut, Polis, Ecumene!

(1959-2019)

----
LIFELONG LEARNING.

-----

1. UN DIA COMO HOY,

-UNOS ARQUITECTOS & URBANISTAS-

INAUGURAN LA CIUDAD DE QUITO.

CAPITAL DEL ECUADOR.

2. UN DIA COMO HOY, HACE 250 ANOS.

EN LA CIUDAD DE LONDRES...

CIENTIFICOS DE TODAS LAS ARTES

 & AREAS DEL CONOCIMIENTO HUMANO:

hacen a la humanidad, dar un salto cualitativo

 en la industria  editorial,

COMO EN LA COMPILACION PROPEDEUTICA,

DE LOS QUE TODO CIUDADANO DEBIA SABER;

PARA COMPRENDER EL MUNDO QUE:

 LE HABIA TOCADO VIVIR,

250 ANOS ATRAS...


---

UN DIA COMO HOY...

-EN LA REPUBLICA DOMINICANA-:

CONCLUYE EL GOBIERNO DE:

 CESAREO GUILLERMO...

-----.

Lifelong learning
From Wikipedia, the free encyclopedia


Lifelong learning is the "ongoing,

VOLUNTARY

SELF-MOTIVATED

voluntary, and self-motivated"[1]

PURSUIT OF KNWOLEDGE

pursuit of knowledge

FOR:

EITHER

1.PERSONAL.

2. PROFESSIONAL


REASONS

 for either personal or professional reasons.

Therefore, it not only

ENHANCES:

1.SOCIAL INCLUSION.

enhances social inclusion,

2,ACTIVE CITIZENSHIP

active citizenship, and

3. PERSONAL DEVELOPMENT

personal development,

BUT ALSO:

1. SELF-SUSTAINABILTY

but also self-sustainability,

2.AS COMPETITTIVENESS

as well as competitiveness

3.AND EMPLOYABILITY

and employability.[2]

In some contexts, the term "lifelong learning"

EVOLVED FROM THE TERM

 evolved from the term "life-long learners",

CREATED BY LESLIE WATKINGS

created by Leslie Watkins and

USED BY PROFESSOR

CLINT TAYLOR

used by Professor Clint Taylor (CSULA)

and Superintendent for the Temple City

UNIFIED SCHOOL DISTRICT

Unified School District's

MISSION STATEMENT IN

mission statement in 1993,

the term recognizes that

1.LEARNING IS NOT CONFINED

1.1.TO CHILDHOOD

learning is not confined to childhood

1.2.OR THE CLASSROOM
or the classroom

1.3.bBUT TAKE PLACE

1.3.1.THROUGHT LIFE

ut takes place throughout life

1.3.2. IN A RANGE OF SITUATIONS

 and in a range of situations.

In other contexts, the term "lifelong learning"

EVOLVED ORGANICALLY.

evolved organically.

1.THE FIRST LIFELONG LEARNING INSTITUTTE

The first lifelong learning institute

2. BEGAN AT THE NEW SCHOOL FOR

SOCIAL RESEARCH

 began at The New School for Social Research

(NOW NEW SCHOOL UNIVERSITY)

now New School University)

1.IN 1962 in 1962

2. AS AN EXPERIMENT

as an experiment

3.IN in "LEARNING IN RETIREMENT".


 Later, after similar groups

FORMED ACROSS UNITED

STATES

formed across the United States,

MANY CHOOSE THE NAME

many chose the name "lifelong learning institute"

1.TO BE INCLUSIVE OF

1.1.NON-RETIRED PERSONS

 to be inclusive of nonretired persons

1.2. IN THE SAME AGE RANGE

 in the same age range. See Lifelong learning institutes, or outside the US,

UNIVERSITY OF THIRD AGE.

University of the Third Age.

DURING THE LAST 50 YESARS...

During the last fifty years,

CONSTANT:

1. SCIENTIFIC.

2. TECHNOLOGICAL.

constant scientific and technological


1.INNOVATION

2.AND CHANGE

 innovation and change


1.HAS A PROFOUND EFFECTS

has had profound effects

2. ON HOW LEARNING

3. IS UNDERSTOOD.

 on how learning is understood.

LEARNING CAN NO LONGER BE DIVIDED

Learning can no longer be divided

INTO:

1. PLACE.

2. TIME.

into a place and time

TO ACQUIRE KNOWLEDGE

(SCHOOL)

 to acquire knowledge (school)

AND A PLACE AND TIME

1. TO APPLY.

2.THE KNOWLEGDE ACQUIRED

and a place and time to apply the knowledge

(1.THE OFFICE,

2.THE INDUSTRY,

3.THE WORKPLACE,

4. THE STUDIO.

5. THE RADIO STATION.

6.THE CLASSROOM,

7.THE WORKSHOP,

8. THE COLLEGE.

9. THE UNIVERSITY

10.THE LABORATORY

11. THE FARM

12. THE NURSERY STATION

13. THE RESORT

14. THE ARCHITECTURE STUDIO)

acquired (the workplace).[3] Instead,.

15. THE TELEVISION STUDIO

16. THE CINEMA PLATO

LEARNING CA BE SEEN AS SOMETHING


1. THAT TAKES PLACE

 learning can be seen as something that takes place

1.1. ON AN ONGOING BASIS

1.2.FROM  OUR DAILY INTERACTIONS

 on an ongoing basis from our daily interactions

1.3.WITH OTHERS.

1.4. AND THE WORLD AROUND US.

 with others and with the world around us.

1. IT CAN CREATE

2. AND SHAPESHIFT

It can create and shapeshift

1. INTO THE FORM:

1.1.FORMA LEARNING.

1.2. INFORMAL LEARNING.

into the form of formal learning or informal learning,

1.3. SELF -DIRECTED LEARNING.

 or self-directed learning.

SINCE 1979....


ALLEN TOUGH



CANADIAN EDUCATOR

Allen Tough (1979),

Canadian educator

AND RESEARCHER...

and researcher,

ASSERTS THAT ALMOST

asserts that almost

OF LEARNING PROJECTS

1. 70% of learning projects

2. ARE SELF -PLANNED

are self-planned.[4]


Contents
1 Links to theory
2 Learning economy
3 Contexts
4 Emerging technologies
4.1 Assistive technology
4.2 Web 2.0
4.3 Workplace learning
5 Metacognition
6 Delors Report and the four pillars of learning
7 In practice
8 Impact on long-term economic growth
9 Implications for an aging society
10 See also
11 Sources
12 References
13 Further reading.


LINKS TO THEORY.


Links to theory

TWO THEORIES

-OF PARTICULAR RELEVANCE...-

1. CONITIVISM.

2. CONSTRUCTIVISM.
Two theories of particular relevance when considering lifelong learning are cognitivism and constructivism. Cognitivism,

MOST NOTABLY GESTALT THEORY:

1. SPEAKS OF LEARNING
most notably Gestalt theory, speaks of learning

1.1. AS MAKING SENSE OF THE RELATIONSHIP

as making sense of the relationship

1.2. BETWEEN WHAT IS  NEW.

1.3. WHAT IS OLD.


between what is old and what is new.

Similarly,

CONSTRUCTIVISM THEORY

1. STATES.

2.Constructivist theory states that

"knowledge is

2.1.NOT PASSIVELY RECEIVED

not passively received

2.2. FROM THE WORLD

 from the world

2.3. OR FROM AUTHORITAVIE:

SOURCES.



3. BUT CONSTRUCTED

or from authoritative sources but constructed

3.1 BY INDIVIDUALS.

3.2. BY GROUPS.

by individuals or groups

4. MAKING SENSE

4.1. OF THEIR EXPERIENTIAL WORLDS.



making sense of their experiential worlds".[5] .


CONSTRUCTIVISM...

LENDS ITSELF WELL

Constructivism lends itself well

to Lifelong learning

1. AS BRING TOGETHER

-IN PRACTICE, INTO THE BRAIN : LABORATORY-

THE SCHUMPETERIAN

 CREATIVE DESTRUCTION, POPULAR

CONCEPT (1921-1950),

-THE MELTING POT, THE MIX UP...-

AS BRING TOGETHER LEARNING:

1. FROM MANY DIFFERENT SOURCES.

1.1. INCLUDING AUTOBIOGRAPHICAL

-OR LIFE LESSONS LEARNED-

1.2.INCLUDING LIFE EXPERIENCIES.

SINCE THE MINUTE, you had birth until today...

as it brings together learning from many different sources including life experiences.

LEARNING ECONOMY.

Learning economy
Lifelong learning

1.IS BEING RECOGNIZED

2.BY TRADITIONAL COLLEGES & UNIVERSITITIES

 is being recognized by traditional colleges and universities

2.1. AS VALID IN ADDITION

2.2. TO DEGREE ATTAINMENT.

as valid in addition to degree attainment.

SOME LEARNING IS ACOMPLISHED...

1. IN SEGMENTS.

2. AREAS OF INTERESTS.

3. CATHEGORIES OF INTERESTS

AND CAN STILL BE VALUABLE:

1. TO THE INDIVIDUAL.

2. TO COMMMUNITY

Some learning is accomplished in segments or interest categories and can still be valuable to the individual and community.

1.THE ECONOMICAL IMPACT

The economic impact

2. OF EDUCATIONAL INSTITUTIONS.

of educational institutions

3. AT ALL LEVELS

4.WILL REMAIN

at all levels will remain

4.1. SIGNIFICANT

significant

4.2. AS INDIVIDUALS CONTINUE:

4.2.1..FORMAL STUDIES.

4.2.2. AND PURSUE:

 INTEREST-BASED SUBJECTS.

as individuals continue formal studies

and pursue interest-based subjects.

1.INSTITUTIONS PRODUCE :

educate CITIZENS...

Institutions produce educated citizens

2. WHO BUY GOODS AND SERVICES:

3.IN THE COMMUNITY.

who buy goods and services

IN THE COMMUNITY.

 in the community


4.. AND THE EDUCATION FACILITIES

4.1. AND PERSONNEL GENERATE:

ECONOMIC ACTIVITY.

4.2. DURING THE OPERATIONS.

4.3. DURING INSTITUTTIONAL:

ACTIVITIES.

and the education facilities and personnel generate economic activity during the operations and institutional activities.


1.SIMILAR TO :

HEALTH FACILITIES


Similar to health facilities,

2. EDUCATIONAL INSTITUTIONS:

2.1. ARE AMONG THE TOP.

2.2. EMPLOYERS.

IN MANY CITIES AND TOWNS OF THE WORLD.
educational institutions are among the top employers in many cities and towns of the world.

Whether brick-and-mortar or

1.DISTANCE EDUCATION INSTITUTIONS

distance education institutions,

1.1.THERE IS A GREAT IMPACT:

ECONOMIC IMPACT.

 there is a great economic impact

1.2. WORLDWIDE IMPACT.

1.3. FROM LEARNNG.

1.4 INCLUDING LIFELONG LEARNING

worldwide from learning, including lifelong learning,

1.5. FOR ALL  AGE GROUPS.


for all age groups.

THE LIFELONG LEARNERS...

The lifelong learners,

1.INCLUDING PERSONS

1.including persons with academic or professional credentials, tend to find higher-paying occupations, leaving monetary, cultural, and entrepreneurial impressions on communities,

2. ACCORDING TO EDUCATOR :

CASSANDRA B. WHYTE

according to educator Cassandra B. Whyte.[6][7]

Contexts
Although the term is widely used in a variety of contexts, its meaning is often unclear.[8] A learning approach that can be used to define lifelong learning is heutagogy.[9]

There are several established contexts for lifelong learning beyond traditional "brick and mortar" schooling:

Home schooling involves learning to learn or the development of informal learning patterns
Adult education or the acquisition of formal qualifications or

1.WORK AND LEISURE SKILLS.

work and leisure skills


2.LATER IN  LIFE.

later in life.

CONTINUING EDCUATION.
Continuing education which

OFTEN DESCRIBES:

EXTENSION

often describes extension or not-for-credit courses offered by higher education institutions.


Lifelong learning institutes, which

ARE GROUPS OVER 50 YEAS OF AGE...

are groups over 50 years of age which meet for noncredit college-level

STUDY FOR:

1. INTELLECTUAL CHALLENGE

study for intellectual challenge

2. AND SOCIAL ENJOYMENT.

and social enjoyment

3.KNOWLEDGE WORK.


Knowledge work, which

1. INCLUDES PROFESSIONAL :

DEVELOPMENT

2.O N -THE -JOB-TRAINING.

on - the - job.includes professional development and on-the-job training


PERSONAL LEARNING ENVIRONMENTS.


Personal learning environments

1. SELF -DIRECTED LEARNING

or self-directed learning

2.USING A RANGE OF:

2.1. SOURCES.

2.2. TOOLS.

using a range of sources and tools

3. INCLUDING:

ONLINE APPS OR APPLICATIONS.

 including online applications
E-learning is available at most colleges and universities or to individuals learning independently. There are even online courses being offered for free by many institutions.

One new (2008 and beyond) expression

1.OF LIFELONG LEARNING

2.IS THE MASSIVE OPEN COURSE:

-THE MASSIVE ONLINE OPEN COURSE.-

 of lifelong learning is the massive open online course (a MOOC), in which a teacher or team offers a syllabus and some direction for the participation of hundreds, sometimes thousands, of learners. Most MOOCs do not offer typical "credit" for courses taken, which is why

THEY ARE INTERESTED ...

1. IN INTERESTING DIGITAL COURSES

AND DIGITAL ORIGINAL:

E-CONTENTS

2.. USEFUL EXAMPLES

OF LIFELONG LEARNING.

they are interesting and useful examples of lifelong learning.


EMERGING TECHNOLOGIES.


Emerging technologies
Lifelong learning is defined as "all learning activity undertaken throughout life,


WITH THE AIM:

1. IMPROVING KNOWLEGGE

2.IMPROVE SKILLS.

3. COMPETENCES...

with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective".[10]

IT  IS OFTEN CONSIDERED:

1. LEARNING.

2. THAT OCCURS.

It is often considered learning that occurs

3. AFTER

4. THE FORMAL EDUCATION YEARS.

5. OF CHILDHOOD.

after the formal education years of childhood

(where learning is instructor-driven—pedagogical)

6. AND INTO ADULTHOOD

and into adulthood

(where the learning

IS INDIVIDUAL DRIVEN-ANDRAGOGICAL

is individually-driven—andragogical). It is sought out naturally through life experiences as the learner seeks to gain knowledge for professional or personal reasons.'Knowledge results from the combination of grasping experience and transforming it'

(KOLB:1984, 41Kolb 1984: 41


). The concept of lifelong learning


HAD BECOME VITAL

has become of vital importance

 with the emergence of new technologies

THAT CHANGE that change

1. HOW WE RECEIVE

2. HOW WE GATHER INFORMATION,

how we receive and gather information,

3. HOW WE COLLABORATE WITH OTHERS.

collaborate with others,

4. HOW WE COMMUNICATE WITH OURS:

PARENTS, FAMILY MEMBERS.?

.and communicate.

ASSISTIVE TECHNOLOGY.


As technology rapidly changes, individuals must adapt and learn to meet everyday demands. However, throughout life, an individual's functional capacities may also change.

Assistive technologies are also important considerations under the umbrella of emerging technology and lifelong learning.

Access to informal and formal learning opportunities for

INDIVIDUALS  WITH DISABILITIES

individuals with disabilities may be dependent upon low and high tech assistive technology.
WEB 2.0.


The emergence of Web 2.0 technologies

1.HAS GREAT POTENTIAL.

2. TO SUPPORT.



 has great potential to support lifelong learning endeavors,


ALLOWING INDIVIDUALS

 FOR :

1.ONLINE TQM,

2.ONLINE  KAYZEN,

3.ONLINE OR VIRTUAL: KNOWLEDGE:

 -MANUFACTURING AND MENTE -FACTURA..-.

allowing for informal, just-in-time, day-to-day learning.[11] Constant change is emerging as the new normal. To thrive, organizations and individuals


1. MOST BE ABLE TO ADJUST

2.AND ENHANCE THEIR:

KNOWLEDGE.

must be able to adjust, and enhance their knowledge and skills to meet evolving needs. This means the most important thing someone


1.CAN LEARN HOW TO LEARN?

can learn is how to learn.[12]


2.AN UNDERSTANDING OF:

2.1. WEB 2,O TOOLS...

2.2.IS CRITICAL...

An understanding of web 2.0 tools is critical to keeping up with a changing world and the information explosion.


WORKPLACE LEARNING.


Workplace learning
Professions typically recognize the importance of


1.DEVELOPING PRACTITIONERS.

2. BECOMING LIFELONG LEARNERS.

BECOMING LIFE Ldeveloping practitioners becoming lifelong learners.

3. NOWADAYS,

3.1.FORMAL TRAINING

3.2. IS ONLY THE BEGINING.

Nowadays, formal training is only a beginning. Knowledge accumulates at such a fast rate that one must continue to learn to be effective (Williams, 2001). Many licensed

PROFESSIONS...

professions mandate that their members

1. CONTINUE LEARNING

.continue learning

2. TO MAINTAIN A LICENSE.

 to maintain a license.

 (Merriam, Caffarella, &

Baumgartner, 2007).[13]

Having said this,

WHAT ARE THE:

1. CHARACTERISTICS...

ICTs SKILLS,

- into or across a professional : use

r of web 2.0 or social media-

the MINIMUM PROFILE

ONLINE PROFILE?

what are the characteristics or skills that a lifelong learner must develop.

1. REFLECTIVE LEARNING

2.CRITICAL THINKING


Reflective learning and critical thinking can help a learner to become more self-reliant through learning how to learn, thus

1.making them better able to

1.1.direct,

1.2.manage,

1.3.and control their own learning process

(Candy, 1990).[14]

Sipe (1995)

1.STUDIED EXPERIMENTALLY

studied experimentally

2."open" teachers and

3. FOUND THEY VALUED

found that they valued

3.1. SELF- self-directed learning,

3.2.collaboration,

3.3.RISK TAKING IN THEIR LEARNING

.reflection, and challenge;

risk taking in their

LEARNING AS AN OPPORTUNITY,

NOT A THREAT.


learning was seen as an opportunity, not a threat. Dunlap and Grabinger (2003) say that for higher education students to be lifelong learners,


THEY MUST DEVELOP A CAPACITY:

1. SELF DIRECTION.

2. META-COGNITION AWARENESS.

3. DISPOSITION TOWARD

LEARNING.



they must develop a capacity for self-direction, metacognition awareness, and a disposition toward learning (Merriam, Caffarella, & Baumgartner, 2007).[13]
META-COGNITION.


Metacognition
While the study of metacognition originally gave educational psychologists insights into what

DIFFERENTIATED SUCCESSFUL  STUDENTS

differentiated successful students from their less successful peers, it is increasingly being used to inform teaching that aims to make students more aware of their learning processes, and show them how to regulate those processes for more effective learning throughout their lives.[15]

Educators can employ

COGNITIVE STRATEGIC INSTRUCTION

Cognitive Strategy Instruction (CSI)[16][17] as a means to help learners develop their metacognition. Again, learners who are


BETTER EQUIPED TO CREATE:

 LEARNING STRATEGIES FOR THEMSELVES... better equipped to create learning strategies for themselves will have more success in achieving their cognitive goals.[15]

As lifelong learning is "lifelong, lifewide, voluntary, and self-motivated"[1] learning to learn, that is, learning how to recognize learning strategies, and monitor and evaluate learning, is a pre-condition for lifelong learning. Metacognition is an essential first step in developing lifelong learning.

Delors Report and the four pillars of learning
Main article: Delors Report
The Delors Report[18] proposed an integrated vision of education based on two key paradigms: lifelong learning and the four pillars of learning. The report proposed a holistic conceptual framework of learning, that of the 'four pillars of learning'. It argued that formal education tends to emphasize the acquisition of knowledge to the detriment of other types of learning essential to sustaining human development. It stressed the need to think of learning over the life course, and to address how everyone can develop relevant skills, knowledge and attitudes for work, citizenship and personal fulfillment.[19] The four pillars of learning are:

Learning to know
Learning to do
Learning to be
Learning to live together
It is important to note that the four pillars of learning were envisaged against the backdrop of the notion of 'lifelong learning', itself an adaptation of the concept of 'lifelong education' as initially conceptualized in the 1972 Faure publication Learning to Be.[20][19]

In practice
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In India and elsewhere, the "University of the Third Age" (U3A) provides an example of the almost spontaneous emergence of autonomous learning groups accessing the expertise of their own members in the pursuit of knowledge and shared experience. No prior qualifications and no subsequent certificates feature in this approach to learning for its own sake and, as participants testify, engagement in this type of learning in later life can indeed 'prolong active life'.

In Sweden the successful concept of study circles, an idea launched almost a century ago, still represents a large portion of the adult education provision. The concept has since spread, and for instance, is a common practice in Finland as well. A study circle is one of the most democratic forms of a learning environment that has been created. There are no teachers and the group decides on what content will be covered, scope will be used, as well as a delivery method.

Sometimes lifelong learning aims to provide educational opportunities outside standard educational systems—which can be cost-prohibitive, if available at all. On the other hand, formal administrative units devoted to this discipline exist in a number of universities. For example, the 'Academy of Lifelong Learning' is an administrative unit within the University-wide 'Professional and Continuing Studies' unit at the University of Delaware.[21] Another example is the Jagiellonian University Extension (Wszechnica Uniwersytetu Jagiellonskiego), which is one of the most comprehensive Polish centers for lifelong learning (open learning, organizational learning, community learning).[22]

In recent years, 'lifelong learning' has been adopted in the UK as an umbrella term for post-compulsory education that falls outside of the UK higher education system – further education, community education, work-based learning and similar voluntary, public sector and commercial settings.

Most colleges and universities in the United States encourage lifelong learning to non-traditional students. Professional licensure and certification courses are also offered at many universities, for instance for teachers, social services providers, and other professionals. Some colleges even enable adults to earn credit for the college-level learning gained through work, volunteer and other experiences.[23]

Bangladesh Open University (BOU) has six schools and is offering 23 formal and 19 nonformal programs.[24] The number of enrolled students in formal programs for 2016 was 433,413.[24] Most of the courses of BOU are for professional development and most of the students are professional people who are getting scope to study in flexible hours.[24] BOU is the only public institution in the country that imparts education in distance mode.[24] In place of campus based teaching, this university uses technology including electronic devices to reach people in different corners of the country.[24]

In Canada, the federal government's Lifelong Learning Plan[25] allows Canadian residents to withdraw funds from their Registered Retirement Savings Plan to help pay for lifelong learning, but the funds can only be used for formal learning programs at designated educational institutions.

Priorities for lifelong and life-wide learning have different priorities in different countries, some placing more emphasis on economic development (towards a learning economy) and some on social development (towards a learning society). For example, the policies of China, Republic of Korea, Singapore and Malaysia promote lifelong learning in a human resource development (HRD) perspective. The governments of these countries have done much to foster HRD whilst encouraging entrepreneurship.[26]

Impact on long-term economic growth
Mainstream economic analysis has highlighted increased levels of primary and secondary education as a key driver of long-term economic growth. Data show that initial levels of educational attainment explain about half the difference in growth rates between East Asia and sub- Saharan Africa between 1965 and 2010. At the individual level, the knowledge and skills workers acquire through education and training make them more productive. Provision of good quality education can improve the knowledge and skills of a whole population beyond what traditional or informal systems can achieve. For business, educated and highly skilled workers foster productivity gains and technological change, through either innovation or imitation of processes developed elsewhere. At the societal level, education expansion helps build social and institutional capital, which has a strong impact on the investment climate and growth; it also helps in building social trust, developing participatory societies, strengthening the rule of law and supporting good governance.[27]

Implications for an aging society
According to the Alzheimer's Society, it is estimated that more than a million Canadians will suffer from Alzheimer's diseases by 2030. "Exercising the brain may preserve it, forestalling mental decline" (Grady, 2012). In North America—and presumably globally—to proactively curb potential economic issues as the baby boomers continue to age, we need to look at society through a lifelong learning lens. Consider community programs to engage retirees and foster their cognitive health. Taking a proactive approach to keep our elderly population engaged through learning and their brains exercised as Grady described, the strain on the health care system and not to mention the families of the elderly would be lessened. The US Department of Health and Human Service published a study that suggests that older people with a mild cognitive impairment receive 8.5 hours more of care each week from their family and those with a severe impairment received 41.5 more hours than those without a cognitive impairment (USDHHS, 2007). Who pays for this? As a society we are living longer—85 years for men and 90 years for women—making cognitive health vitally important.

See also
Brain fitness
Community college
Continuing education
E-learning
Experiential education
Folk high school
Folkbildning, an approach to community education in Scandinavia
Gamification
History of personal learning environments
Knud Illeris, professor of lifelong learning and author of How We Learn and Contemporary Theories of Learning
Learning
Learning community
Lifelong learning institutes
Life-wide learning
Osher Lifelong Learning Institutes
Part-time learner in higher education
Self-paced instruction
TVET (Technical and Vocational Education and Training)
UNESCO Institute for Lifelong Learning
Vocational education
Widening participation
Workers' Educational Association
Sources
Definition of Free Cultural Works logo notext.svg This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement: Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century, 27–28, Keevey, James; Chakroun, Borhene, UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use. Definition of Free Cultural Works logo notext.svg This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement: Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary, 11–12, UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use.

References
 Department of Education and Science (2000). Learning for Life: Paper on Adult Education. Dublin: Stationery Office.
 Commission of the European Communities: "Adult learning: It is never too late to learn". COM(2006) 614 final. Brussels, 23.10.2006.
 Fischer, Gerhard (2000). "Lifelong Learning - More than Training" in Journal of Interactive Learning Research, Volume 11 issue 3/4 pp 265–294.
 The Adult's Learning Projects, A Fresh Approach to Theory and Practice in Adult Learning p.1
 Yilmaz, Kaya (2008). "Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction". Educational Horizons. 86 (3): 161–172.
 Whyte, Cassandra B/ (2002). "Great Expectations for Higher Education". Speech at Higher Education Round Table Event. Oxford, England.
 Whyte, Cassandra B. (1989) "Student Affairs-The Future". Journal of College Student Personnel. 30.(1) 86-89.
 Aspin, David N. & Chapman, Judith D. (2007) "Lifelong Learning Concepts and Conceptions" in: David N. Aspin, ed.: Philosophical Perspectives on Lifelong Learning, Springer. ISBN 1-4020-6192-7
 Blaschke, Lisa Marie. "Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning". The International Review of Research in Open and Distance Learning. Athabasca University. Retrieved 24 November 2012.
 Commission of the European Communities. (2001, November 21). Making a European Area of Lifelong Learning a Reality. Retrieved from EUR-Lex: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0678:FIN:EN:PDF
 Dunlap, J. C., & Lowenthal, P. R. (in press). Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills. In G. D. Magoulas (Ed.), E-infrastructures and technologies for lifelong learning: Next generation environments. Hershey, PA: IGI Global.
 "Archived copy". Archived from the original on 2013-11-14. Retrieved 2014-10-17.
 Merriam, S. B. & Caffarella, R.S. (2007) Learning in adulthood: A comprehensive guide. San Francisco: Josseey-Bass (3rd. Edition)
 Mackeracher, D. (2004). Making Sense of Adult Learning, Second Edition. Toronto: University of Toronto Press.
 Livingston, Jennifer A. (1997) Metacognition: An Overview http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm
 "Archived copy". Archived from the original on 2012-03-21. Retrieved 2012-10-18.
 "Archived copy". Archived from the original on 2013-03-20. Retrieved 2012-10-18.
 UNESCO. 1996. Learning: The Treasure Within. Report of the International Commission on Education for the 21st Century. Paris, UNESCO.
 Keevy, James; Chakroun, Borhene (2015). Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century (PDF). Paris, UNESCO. pp. 27–28. ISBN 978-92-3-100138-3.
 Tawil, S. and Cougoureux, M. 2013. Revisiting learning: the treasure within. Assessing the in uence of the 1996 Delors report. Education Research and Foresight Occasional Paper no. 4, January. Paris, UNESCO.
 "Academy of Lifelong Learning". University of Delaware. 2006. Retrieved 2006-05-06.
 "Wszechnica Uniwersytetu Jagiellonskiego". The Jagiellonian University. 2007. Retrieved 2007-05-15.
 "Credit for Lifelong Learning (CLL)". 30 April 2014. Retrieved 9 May 2018.
 User, Super. "Bangladesh Open University - Home". www.bou.edu.bd. Retrieved 9 May 2018.
 Agency, Canada Revenue. "Lifelong Learning Plan (LLP) - Canada.ca". www.cra-arc.gc.ca. Retrieved 9 May 2018.
 Marope, P.T.M; Chakroun, B.; Holmes, K.P. (2015). Unleashing the Potential: Transforming Technical and Vocational Education and Training (PDF). UNESCO. pp. 119–120. ISBN 978-92-3-100091-1.
 UNESCO (2016). Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary (PDF). Paris, UNESCO. pp. 11–12.
Grady, D., (2012, March 7). Exercising an aging brain. New York Times. Retrieved from https://www.nytimes.com/2012/03/08/business/retirementspecial/retirees-are-using-education-to-exercise-an-aging-brain.html .
US Department of Health and Human Services. (2007) Growing older in America: the health and retirement study. Retrieved from http://hrsonline.isr.umich.edu/sitedocs/databook-2006/inc/pdf/HRS-Growing-Older-in-America.pdf
Yilmaz, K. (2008). Constructivism: Its theoretical underpinnings, variations, and implications for classroom instruction. Educational HORIZONS, Spring.
Further reading
Library resources about
Lifelong learning
Resources in your library
Resources in other libraries
Peter Jarvis (2006). Towards a Comprehensive Theory of Human Learning. Psychology Press. ISBN 978-0-415-35541-4.
Lifelong Learning and the New Educational Order by John Field (Trentham Books, 2006) ISBN 1-85856-346-1
The Rapture of Maturity: A Legacy of Lifelong Learning by Charles D. Hayes ISBN 0-9621979-4-7
Beyond the American Dream: Lifelong Learning and the Search for Meaning in a Postmodern World by Charles D. Hayes ISBN 0-9621979-2-0
Pastore G., Un'altra chance. Il futuro progettato tra formazione e flessibilità, in Mario Aldo Toscano, Homo instabilis. Sociologia della precarietà, Grandevetro/Jaca Book, Milano 2007 ISBN 978-88-16-40804-3
"Nine Shift: Work, life, and education in the 21st Century," by William A. Draves and Julie Coates ISBN 1-57722-030-7
Wikiquote has quotations related to: Lifelong learning
Categories: Lifelong learningAlternative educationPhilosophy of educationEducational psychologyPersonal developmentEducational stagesEducation reform
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---------------

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QUE ES LA UNIVERSIDAD DOMINICANA:

INTEC.

INSTITUTO TECNOLOGICO DE SANTO DOMINGO,

como vanguardia CIENTIFICA EN CIENCIAS

ECONOMICAS EN CIENCIAS ECONOMICAS

& COMERCIO EXPORTADOR DE LA INUDSTRIA

AUDIOVISUAL DOMINICANO,

1. EN LA INDUSTRIA & LA ECONOMIA :

NARANJA.

.2. EN LA INDUSTRIA & LA ECONOMIA

CREATIVA DE LA NACION & DE LA REPUBLICA

DOMINICANA?

1. UNA ACTIVIDAD DE LA BUROCRACIA

PROFESIONAL PRIVADA:

DOMINICANA.

2. EL SUENO PERSONAL DE UNOS MAESTROS

& MAESTRAS ANONIMOS DE UNIVERSIDAD,

3. SURGIDO DE UNAS CONVERSACIONES:

1. DOMINICANAS.

2. NACIONALISTAS.

3. JUANPABLODUARTIANAS...

DE UNOS CIENTIFICOS & CIENTIFICAS

DOMINICANOS:

MAESTROS DE UNIVERSIDAD, para :

DESARROLLAR, EN EL CORTO, MEDIANO

& LARGO PLAZO:

UNA UNIVERSIDAD DEL SIGLO XXI,

EN SANTO DOMINGO DE GUZMAN...

PARA LOS NINOS & LAS NINAS, DOMINICANOS,

DEL FUTURO...

PARA LOS JOVENES & LAS JOVENES,

DOMINICANOS DEL FUTURO...

DONDE SE DESARROLLAN ESTAS

PRIMERAS CONVERSACIONES, SUENOS,

VISIONARIOS DE LA INDUSTRIA DE LOS

APRENDIZAJES PARA EDUCACION SUPERIOR

PRIVADA, DOMINICANA, DOMINICANISTA,

JUANPABLODUARTIANAS?

1. EN LA CIUDAD DE :

SANTIAGO DE LOS CABALLEROS.

2. NO PODIA SER EN OTRO:

MEJOR LUGAR DE LA GEOGRAFIA

ESCOLAR & DE LA GEOGRAFIA

UNIVERSITARIA DOMINICANA.

3.CUANDO?

EN EL ANO :

1971...

AHORA EN 2019, esa pequenisima

UNIVERSIDAD DA FRUTOS A LA

ECONOMIA DOMINICANA, DESDE LA:

INVERSION PRIVADA DE CALIDAD MUNDIAL

EN DESARROLLO DE LOS TALENTOS

CIENTIFICOS, JUVENILES & ADULTOS

DE LA NACION & DE LA REPUBLICA

DOMINICANA...

PARA TODO AQUEL NINO O NINA,

PARA TODO AQUEL JOVEN,

PARA TODO AQUEL: ADULTO-CONTEPORANEO,

PARA TODO AQUE: ENVEJECIENTE...

PARA TODO AQUEL: ANCIANO,

DOMINICANO O EXTRANJERO QUE:

QUIERA SALIR DE LA POBREZA, DE LA

MISERIA, CON:

1. UN LAPIZ.

2. UN CUADERNO.

3. LAS CIENCIAS TICs, en las manos...

EN EL MERCADO DE TRABAJO DOMINICANO....

Ahora INTEC, acada de firmar un CONVENIO

O ACUERDO DE COLABORACION, con uno

DE LOS MEJORES LABORATORIOS DE:

1. POST-PRODUCCION DE TELEVISION.

2. DE POST-PRODUCCION DE CINE, de la

REPUBLICA DOMINICANA, en el siglo XXI,

camino a la cuarta revolucion industrial o

industria 4.0...

POR QUE HACEN ESAS INVERSIONES

ECONOMICAS & CIENCIAS TICs, de

vanguardia?

1. PARA MANTENER SU:

COMPETITIVIDAD INSTITUCIONAL.

2. POR EL BIENESTAR : LABORAL,

PROFESIONAL DE SUS ALUMNOS &

ALUMNAS...

EL MAESTRO & LA MAESTRA, NO PIENSA,

NO PRIORIZA NINGUNA OTRA COSA:

A SUS ALUMNOS, A SUS ALUMNAS...

SEA EN KINDER,

SEA EN LA ESCUELA PRIMARIA,

SEA EN EL BACHILLERATO...

SEA EN LA UNIVERSIDAD...

SU FUTURO:

1. ECONOMICO.

2. SU FUTURO.

3. LABORAL.

4. SU FUTURO: PROFESIONAL...

SALVANDO SUS TALENTOS CIENTIFICOS!

SALVANDO SUS CAPACIDADES,

SALVANDO SUS COMPETENCIAS,

EN CIENCIAS TICs...

SALVANDO SU CAPACIDAD DE ENTREGA

& ORIGINALIDAD PARA:

1. LA EMPLEABILIDAD.

2. LA MODERNIZACION.

3. LA EXPORTABILIDAD

4. LA FELICIDAD DE CADA EMPRENDEDOR

O EMPRENDEDORA:

DESDE SUS MYPIMES EXITOSAS, DOMINICANAS

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE.

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019).

---------
LA LOGISTICA, es un fuerte DINAMIZADOR economico.

Marcos Hernandez (INTEC).

Desde el punto de vista EXCLUSIVAMENTE CIENTIFICO, la

EVALUACION del CAMPUS UNIVERSITARIO, dominicano o internacional

de donde vas A PUNTAR  tu nino o nina o a tu joven hija o hijo a estudiar

UNA CARRERA ECONOMICAMENTE RENTABLE para que pueda :

1. AMAR,

2. CRIAR,

3. MANTENER

4. EDUCAR a tus NIETOS & NIETAS, para que no conozcan ni un dia de sus vidas:

EL HAMBRE NI EL FRIO, si va a ejercer su profesion EN REPUBLICA DOMINICANA,

pais AGRO-PECUARIO,

pais AGRO-INDUSTRIAL,

PAIS EXPORTADOR...

LLENO DE CAMARAS DE COMERCIO & DE PRODUCCION en todas sus provincias...

ENTONCES COMO NIETO & BISNIETO DE CAMPESINO & CAMPESINAS DOMINICANOS,

TE RECOMIENDO, LA UNIVERSIDAD : ISA, fundada en 1962.

Para que aprenda a ser UN BUEN FINQUERO, un buen productor de comida...

Para que aprenda de :

AGRONEGOCIOS, EXITOSOS, SOSTENIBLES, EXPORTADORES, DOMINICANOS,

DOMINICANISTAS,JUANPABLODUARTIANOS...

1. Alli hay LABORATORIOS, para EXPERIMENTOS EN : CIENCIAS AGRICOLAS.

2. Alli hay LUGARES PARA EL ESTUDIO GENETICO:

2.1. ANIMAL.

2.2. VEGETAL.

3. PARA EL CRUCE DE VARIEDADES, VEGETALES & ANIMALES, para la PRODUCCION DE

COMIDA...

4. PARA LA RECONSTRCCION DE LA RED O NETWORK,  de: DISTRIBUCION & COMERCIALIZACION

CON LAS 7 Ps del MARKETING

-LOCAL, NACIONAL, INTERNACIONAL & GLOBAL-

 para productos agropecuarios....

AMPLIAS BIBLIOTECAS & HEMEROTECAS, PARA QUE TE DEDIQUES A LA INVESTIGACION :

DOCUMENTAL & A LA PRACTICA DEL METODO CIENTIFICO, EN ESA CIENCIA NUEVA:

ECONOMIA AGRICOLA O AGROPECUARIA

-Introducida a REPUBLICA DOMINICANA. por el cientifico ECONOMISTA AGRICOLA, DOMINICANO,

-NACIDO EN MAO, VALVERDE en 1941, PROFESOR FERNANDITO ALVAREZ BOGAERT A SUS 25 ANOS DE EDAD, como maestro Universitrio del ISA.

-EN SU CALIDAD DE EGRESADO UNIVERSITARIO:

UNIVERSIDAD DE INDIANA.

-BECARIO INTERNACIONAL UNIVERSIDAD DE:  COLUMBIA, EEUU.

-EX ALUMNO DE DR. MILTON FRIEDMAN EN CIENCIAS ECONOMICAS, COMO CIENCIAS TICs.

Ahora si de lo que se trata es de elegir para tu nino o nina o para tu joven hijo o hija, UNA UNIVERSIDAD para carreras tradicionales...

como:

GINECO-OBSTETRICIA.

PEDIATRIA

PSICOLOGIA DEL APENDIZAJE..

PAIDOLOGIA O CIENCIAS DEL DESARROLLO & DEL APRENDIZAJE INFANTIL..

ANDRAGOGIA O CIENCIAS DEL APRENDIZAJE APARA PERSONAS ADULTAS.

TELEMATICA.

INGENIERIA ELECTRONICA

ECONOMIA GENERAL.

CHILD -GIRL DEVELOPMENTAL PSYCHOLOGY

INDUSTRIAS CULTURALES O ELECTRONICAS DIGITALES

-RADIO, TELEVISION, CINE, INTERNET-

CIENCIAS DE LA HOSPITALIDAD & DEL TURISMO.

CIENCIAS DEL CUIDADO -PATIENT CENTERED, MANAGEMENT- ENFERMERILES.

DISENO, PLANEACION & CONSTRUCION DE SOLUCIONES:

-ADMINISTRACION DE PROYECTOS, ECONOMICO-FINANCIEROS, DESDE MYPIMES-

1. CIENCIAS DE LA INDUSTRIA DE LA CONSTRUCICON?

Diseno arquitectonico.

Diseno urbanistico.

Diseno de Interiores.

Gestion o Administracion de la Industria Ferretera: EN CIENCIAS LOGISTICAS.

Ingenieria Sanitaria.

Ingenieria Electrica.

Ingenieria Electronica.

Ingenieria en Telecomunicaciones.

Obras Publicas Civiles & Comunicaciones.

Ingenieria en Infraestructura TICs.

2. CIENCIAS DEL OCIO.

3. CIENCIAS DEL DEPORTE.

4. CIENCIAS DE LA RECREACION INDIVIDUAL & FAMILIAR.

5. CIENCIAS DEL DEPORTE ADAPTADO O PARA PERSONAS CON ALGUNA DIVERSIDAD FUNCIONA L O ALGUN NIVEL DE EDISCAPACIDAD.

ENTONCES EXISTEN UNIVERSIDADES DOMINICANAS...

-CON ESTANDARES MUNDIALES EN MANUFACTURA DE ALUMNOS & ALUMNAS EXITOSAS, ECONOMICAMENTE-

CERTIFICADAS, ACREDITADAS Y RANKEADAS POR SU EXCELENCIA MUNDIAL...

1. ESCUELA DE ALTOS DE CHAVON.

2. PUCMM.

3. INTEC.

3. UNIBE.

4. UCE.

5. UNIVERSIDAD AGROFORESTAL FERNANDO ARTURO DE MERINO...

6. UNPHU.

7.UCATECI.

8. UTESA, SANTIAGO DE LOS CABALLEROS.

9.UFHEC

10.UNICARIBE.

(El orden de los factores: no altera el producto)

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019)

-------

LA EDUCACION

es el otro nombre:

DE LA LIBERTAD!

Presidente Constitucional

Danilo Medina Sanchez (2012).

Ocupacion:

CIENTIFICO DOMINICANO.

CIENTIFICO TICs DOMINICANO.

Formacion universitaria:

1.Ingeniero Quimico,

POR LA UASD,

2. Egresado del Instituto

TECNOLOGICO de Santo Domingo

-FUNDADO POR:

MAESTROS

-INNOVADORES, CREATIVOS-

1.DE LA ECONOMIA NARANJA,

2.DE LA ECONOMIA CREATIVA

&

3.DE LA GERENCIA dominicana

-UNIVERSITARIA

DE VANGUARDiA-

DOMINICANISTA,

JUANPABLODUARTIANA

-A de fines del siglo XX-

DE DISENO DE PROYECTO:

UNIVERSIDAD, para siglo XXI

FUNDADA EN SUS ASPECTOS:

1. METODOLOGICOS,

2. CONCEPTUALES,

3. PROSPECTIVOS

4. ECONOMICOS.

5. STUDENT -CENTERED

COLLEGE & UNIVERSITY.

6. ICTs SCIENCES APPLIED

IN HIGHER EDUCATION

LEARNING PROCESSES.

7.AVANT GUARD CONCEPT

IN SCIENTIFIC ECONOMIC &

MANAGEMENTAL TALENT

AVAILABLE FOR:

7.1.POOR PEOPLE

SHOOLARSHIPS

7.2.MERITORIUS

-HIGH SCHOOL DOMINICAN-

PRE-GRADUATED

STUDENTS

IN BASIC SCIENCES &

APPLIED SCIENCES,

FOLLOWING

-GLOBAL OR INTERNATIONAL-

QUALITY AND

PERSONALIZED STANDARDS:

1. HIGHER EDUCATION

MANAGEMENT.

1.1.TQM,

1.2.KAYZEN,

1.3. ISO

IN THEIR:

1. ACADEMICAL LIBRARY.

2. ACADEMICAL

-HEMEMOGRAPHIC-

SPACES.

3. SCIENTIFICAL:

LABORATORIES.

4. Audiovisual LEARNING

AREAS: Specialized in

4.1.ICTs SCIENCES...

4.2.INTO GLOBAL ANDRAGOGIC,

4.3.INTO GLOBAL PAIDOLOGICAL

QUALITY STANDARDS.

IN ACADEMIC

-SELF-DIRECTED-

MANUFACTURING

OR LEARNING

PROCESS..SEARCH

1.UNA UNIVERSIDAD

MODERNISIMA,

DEL SIGLO XXI

2.FUNDADA POR:

2.1.FERTILIZACION CRUZADA

2.2.EN CIENCIAS TICs.

2.3.DIALOGOS CIENTIFICOS

3.DE MAESTROS & MAESTRAS:

3.1. ANONOMIOS

3.2.DE UNIVERSIDAD,

3.3.EN LA:

3.3.1.CIUDAD

3.3.2.DE SANTIAGO

DE LoS CABALEROS,

3.3.3.EN 1971....

------

EL PRESIDENTE

DE LA REPUBLICA

DOMINICANA:

LIC.

DANILO MEDINA SANCHEZ,

estudio en

ESA UNIVERSIDAD:

1. PRIVADA.

2. LA CARRERA DE:

NEGOCIOS &

CIENCIAS ECONOMICAS.

---

ANTECEDENTES HISTORICOS.

La ciencia economica autonoma

denominada CIENCIA AGRICOLA,,

se remonta a los tiempos

medievales, a los anos 1600s

en la vieja Europa Occidental,

con los trabajos de Quesnay ylos

FILOSOFOS llamados:

FISIOCRATAS, interesados en

el estudio cientifico de los:

1. USOS AGRICOLAS.

2. USOS PECUARIOS.

de la tierra, para la obtencion de:

RENTAS, constituyendo a la

AGRICULTURA, como a todo

el sector PRIMARIO DE LA

ECONOMIA

(Caza, Pesca, Ganaderia,

Agricultura, Silvicultura) EN

MOTOR PRIMARIO

-DE LA ECONOMIA PRODUCTIVA

DE RIQUEZA, EMPLEOS &

EXPORTACIONES, en un paraje,

en una seccion, en un municipio,

region, pais, continente).

FUENTE DE DESARROLLO:

1. HUMANO.

2. ECONOMICO

RURAL.

IMPULSO DEL :

1. COMERCIO MUNDIAL.

DE IMPORTACION

& EXPORTACON.

2. DE LA AGRO-INDUSTRIA.

3. DE LA SEGURIDAD

ALIMENTARIA.

4. DE LA INDUSTRIA.

5. DE LAS CAMARAS

-DE COMERCIO & PRODUCCION-

EXPORTADORAS.

POSTERIORMENTE, el abordaje

sistematico DE LABORATORIO,

-de esas hipotesis medievales-

correspondieron a varias :

UNIVERSIDADES DE EEUU,

COSECHANDO

-DESDE FINES DEL SIGLO XIX-

VARIOS PREMIOS NOBEL:

DE CIENCIAS

ECONOMICAS, como parte

DE LA ECONOMIA CREATIVA

O ECONOMIA NARANJA, a

partir del ano 1909, en los

CAMPUSES

NORTEAMERICANOS.

1.CUAL ES EL OBJETO DE:

ESTUDIO, INVESTIGACION &

INVERSION , INVESTIGACION

APLICADA:

1.DE CAMPO

-O FIELD RESEARCH-

2. Como de LABORATORIO, de

esta nueva ciencia o

ESPECIALIDAD

-EN CIENCIAS TICs-

nacida

a fines del siglo XXI, EN:

1. LAS

UNIVERSIDADES

2.DE LOS ESTADOS UNIDOS?

1. ESTUDIAR EL FINQUERO.

2.ESTUDIAR EL HACENDADO.

3. ESTUDIAR AL:

DUENO DE TIERRA

AGRICOLA.

4. ESTUDIAR AL FARMER,

NORTEAMERICANO.

5. ESTUDIAR AL FINQUERO

DE LA GANADERIA...

Que hacen, EL, SU MUJER

Y SUS NINOS, en UNA MICRO-

EMPRESA, FAMILIAR, para:

1. Mejorar la productividad,

de su PREDIO RURAL

o fundus rusticus?

2. Mejorar sus negocios?

3. Ampliar su mercado:

nacional o internacional?

4. Que papel juega la:

TECNIFICACION

O MECANIZACION de la:

AGROPECUARIA, desde la:

4.1. MANUFACTURA de

maquinara AGRICOLA.

4.2. MECANIZACION &

MANUFACTURA de maquinaria

para la GANADERIA O SECTOR

PECUARIO,

4.1.En la produccion de riqueza

-Personal & familiar-

para este tipo nuevo de:

4.1.1.INDUSTRIALES,

4.1.2.Que solo PUEDEN:

VIVIR EN EL CAMPO,

-CON SU MUJER

Y SUS NINOS Y NINAS-

4.1.3.Para hacer sostenibles,

-SUS MYPIMES: Agropecuarias-

es decir:

CONTABLE &

FINANCIERAMENTE: EXITOSAS,

BANCARIZABLES,

sus AGRONEGOCIOS?

AUNQUE DICHA CIENCIA,

AUTONOMA, tiene su propia

evolucioin historica

de VANGUARDIA

-En las universidades

& laboratorios, DE CIENCIAS :

ECONOMICAS-

1. En Austrialia,

2. Europa Occidental,

3. Estados Unidos de America

4. Asia (1909-2019)...

es decir por: MUCHO MAS DE

100 ANOS...

TRABAJANDO:

1. EXPERIMENTANDO,.

2.TRABAJANDO EN:

GENETICA AGRO-PECUARIA

3.FORMULANDO HIPOTESIS

EN ESE SOLO TIPO DE :

PROBLEMAS :

1.LAS 24 HORAS DEL DIA...

2.LOS 365 DIAS DEL ANO...

PARA LA PRODUCCION

DE:

1. COMIDA, EN EL MUNDO,

2.EN LOS 5 CONTINENTES...

1.TIENE SU PROPIA:

HISTORIA MUNDIAL

2. HISTORIA MUNDIAL QUE :

EL OBRERO O LA OBRERA

DE TALES MATERIAS:

2.1.DE AGRICULTURA,

2.2.DE GANADERIA,

DE TALES LABORATORIOS,

SOLO CONOCE...

1.COMO LO QUE SOMOS ES :

DOMINICANOS &

DOMINICANAS...

2. LO QUE TENEMOS

QUE APLAUDIR, VENERAR,

COMO UN HEROE NACIONAL

porque nos ha PUESTO A:

1.COMER MEJOR...

2.A NEGOCIAR MEJOR...

3.A EXPORTAR MEJOR...

4. A AGROINDUSTRIALIZAR

MEJOR...

5. A INDUSTRIALIZAR MEJOR

(1965-2019)

ES YA UN VIEJO DOMINICANO...

PERO NO NACIO VIEJO , sino nino

EN MAO, VALVERDE, 1941

EMIGRADO CON FINES DE:

ESTUDIO CIENTIFICOS,

-ESCOLARES &

UNIVERSITARIOS-

1. A UNIVERSIDAD DE:

INDIANA, EEUU.

2. DONDE SE GRADUO CON

HONORES.

3.MERECIENDO UNA:

BECA DE ESPECIALIZACION

en post grado en la universidad

DE COLUMBIA, siendo alumno

- Y DISCUPLULO-

alli de MILTON FRIEDMAN, el

ECONOMISTA MAS

IMPORTANTE DEL SIGLO XX.

PREMIO NOBEL

-DE ECONOMIA EN 1973-

1. ESE JOVEN,

QUE YA SE NOS PUSO

VIEJO...

2. RESPONDE AL NOMBRE

DE:

ECONOMISTA AGRICOLA

DOMINICANO

FERNANDITO

ALVAREZ BOGAERT...

1 DE INICIOS MODESTOS

REVOLUCIONARIOS

& COMBATIVOS

-EN SU CIENCIA-

2.INTRODUCE A LAS AULAS,

DEL :

2.1.INSTITUTO SUPERIOR DE

AGRICULTURA (ISA),

2.2.en 1965,

-A sus 25 anos de edad...-

2.3.DE LA CIUDAD

DE SANTIAGO

-DE LOS CABALLEROS-

A SUS 25 ANOS DE EDAD:

1. TODA LA HISTORIA

DE LA:

CIENCIA ECONOMICA

AGRICOLA MUNDIAL...

2. TODO LO APRENDIDO EN:

EL PROCESO DE

2.1.EXPERIMENTACON &

2.2.FORMULACION :

DE HIPOTESIS

1.EN LAS UALAS,

2.TALLERES,

3.LABORATORIOS

DE LA UNIVERSIDAD:

1. DE INDIANA

- COMO CIENTIFICO TICs.-

2. TODO LO APRENDIDO

-COMO ALUMNO & DISCIPULO-

2.1.DE MILTON FREIDMAN

2.1.EN LA UNIVERSIDAD

DE COLUMBIA,

2.2.De CIENCIAS ECONOMICAS:

MUNIDALES & ACTUALES....

1.NO PODIA hablarlo por radio.

2. NO podia hablarlo por television.

POR QUE?

1. PORQUE LOS CIENTIIFICOS

Y LAS CIENTIFICAS, necesitan

HERRAMIENTAS:

2.PARA DEMOSTRAR SU :

2.1.PENSAMIENTO.

2.2.SUS HIPOTESIS

3. NECESITAN :

1.EL AULA DE:

UNA UNIVERSIDAD.

2. EL LABORATORIO DE UNA:

UNIVERSIDAD.

3. UN EMPLEO :

PUBLICO.

Yoe F. Santos/CCIAV.

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019)

-------

EDUCATION IN THE

20 TH CENTURY:

Social & Historical Background.

Source:

Britannica Encyclopledia

250 Anniversary.

https://www.britannica.com/topic/education/Progressive-education

---------

Education In The 20th Century

Social and historical background.

INTERNATIONAL WARS

International wars, together with an intensification of internal stresses and conflicts among social, racial, and ideological groups,

characterized the 20th century and

HAD PROFOUND EFFECTS

ON EDUCATION

had profound effects on education.

Some of the changes that had far-reaching effects were the rapidly spreading prosperity but widening gaps between rich and poor, an immense increase in world population

BUT DECLINING BIRTH RATE

but a declining birth rate in Western countries, the growth of large-scale industry and

ITS DEPENDENCE ON SCIENCE

& TECNOLOGICAL

ADVANCEMENT

its dependence on science and technological advancement, the increasing power of both organized labour and international business, and the enormous influence of both

1.TECHNICAL AND

2.SOCIOPSYCHOLOGICAL

ADVANCES IN COMMUNICATION

ESPACIALL AS UTILIZED:

1. MASS MEDIAS

technical and sociopsychological advances in communication, especially as utilized in mass media. Other pivotal changes included challenges to accepted values, such as those supported by religion; changes in social relations, especially toward versions of group and individual equality; and an explosion of knowledge affecting paradigms as well as particular information.

These and other changes marked a century of social and political swings toward a more dynamic and less categorical resolution.

The institutional means of handling this uncertain world were to accept more diversity while maintaining basic forms and to rely

1.ON MANAGEMENT EFFICIENCY

on management efficiency

2. TO ENSURE PRACTICAL

OUTCOMES.

to ensure practical outcomes.

The two World Wars weakened the military and political might of the larger European powers. Their replacement by “superpowers” whose influence did not depend directly on territorial acquisition and whose ideologies were essentially equalitarian helped to liquidate colonialism.

As new independent countries emerged in Africa and Asia and the needs and powers of a “third world” caused a shift

IN INTERNATIONAL THINKING

in international thinking,

EDUCATION WAS SEEN

TO BE BOTH

education was seen to be both

1. AN INSTRUMENT OF :

NATIONAL DEVELOPMENT.

an instrument of national development

2. AND A MEANS OF CROSSING

2.1.NATIONAL

2.2.AND CULTURAL BARRIERS.

and a means of crossing national and cultural barriers. One consequence of this was a great increase in the quantity of education provided.

ATTEMPTS WERE MADE TO

1.ERRADICATE ILLITERACY

Attempts were made to eradicate illiteracy,

2 AND COLLEGES AND

SCHOOLS

3.WERE BUILD

IN EVERYWHERE.

and colleges and schools were built everywhere.

The growing affluence of masses of the population in high-income areas in North America and Europe brought about, particularly after World War II,

A TREMENDOUS DEMAND

FOR:

1. SECONDARY.

2. AND HIGHER EDUCATION.

a tremendous demand for secondary and higher education.

1.MOST CHILDREN

STAYED AT SCHOOL

Most children stayed at school until 16, 17, or even 18 years of age,

2. AND A SUBSTANTIAL

FRACTION SPENT

AT LEAST

TWO (2) YEARS AT COLLEGE.

and a substantial fraction spent at least two years at college.

THE NUMBER OF UNIVERSITIES

The number of universities

1. IN MANY COUNTRIES:

1.1.DOUBLED OR TREBLE

in many countries doubled or trebled

1.2. BETWEEN:

1950-1970.

between 1950 and 1970,

2. AND THE ELABORATION OF:

2.1.TERTIARY LEVEL.

2.2.CONTINUED

THEREAFTER.

and the elaboration of the tertiary level continued thereafter.

This growth was sustained

PARTLY BY THE:

1. INDUSTRIAL

REQUERIMENTS.

1.1. MODERN SCIENTIFIC

TECHNOLOGY...

1.1.1.NEW METHODS.

1.1.2. NEW PROCESSES.

1.1.3. NEW MACHINES.

partly by the industrial requirements of modern scientific technology. New methods, processes, and machines were continually introduced.

OLD SKILLS BECAME

IRRELEVANT...

Old skills became irrelevant; new industries sprang up. In addition, the amount of scientific—as distinct from merely technical—knowledge grew continually.

1. RESEARCHERS.

2. SKILLED WORKERS.

3.. HIGH-LEVEL:

PROFESSIONALS.

Researchers, skilled workers, and high-level professionals

1.WERE INCREASINGLY IN

DEMAND.

increasingly in demand.

2.THE PROCESSING

OF INFORMATION

The processing of information underwent revolutionary change.

The educational response was mainly to develop technical colleges,

TO PROMOTE ADULT

1.EDUCATION

to promote adult education

2. AT ALL LEVELS.

at all levels, to turn attention

1. TO PART TIME

2. EVENING COURSES

to part-time and evening courses,

AND PROVIDE:

1. MORE TRAINING

2. MORE EDUCATION.

A. WITHIN

B. THE INDUSTRIAL :

C.ENTERPRISES:

THEMSELVES

and to provide more training and education within the industrial enterprises themselves.

THE ADOPTION OF:

1.MODERN METHODS

The adoption of modern methods

2. OF FOOD PRODUCTION.

of food production

A.DIMINISHED THE NEED FOR:

AGRICULTURAL WORKERS.

diminished the need for agricultural workers,

B.WHO HEADED...

1. FOR THE CITIES.

2. URBANIZATION.

who headed for the cities. Urbanization, however, brought problems: city centres decayed,

AND THERE WAS A TREND:

TOWARD VIOLENCE.

and there was a trend toward violence.

THE POOREST REMAINED

The poorest remained in those centres,

1.AND IT BECAME DIFFICULT

and it became difficult

2. TO PROVIDE:

ADEQUATE EDUCATION.

to provide adequate education.

The radical change to large numbers of disrupted families, where

THE NORM AS :

1. SINGLE.

2. WORKING PARENT.

the norm was a single working parent, affected the urban poor extensively but in all cases raised an expectation of additional school services. Differences in family background, together with the cultural mix partly occasioned by change of immigration patterns, required teaching behaviour and content appropriate to

A MORE HETEROGENEOUS

SCHOOL POPULATION.

a more heterogeneous school population.

Major intellectual

MOVEMENTS INFLUENCE OF

1.PSYCHOLOGY

movements

Influence of psychology

2. AND OTHER FIELDS OF :

EDUCATION.

and other fields on education

The attempt to apply scientific method to the study of education dates back to the German philosopher

Johann Friedrich HERBART

Herbart, who called for the application of psychology

TO THE ART OF TEACHING.

to the art of teaching.

BUT NO UNTIL THE END

OF THE 19 CENTURY

But not until the end of the 19th century, when the German psychologist Wilhelm Max

WUNDT

STABLISHED THE FIRST:

1. LABORATORY.

2. UNIVERSITY OF :

LEIPZIG (1879)

Wundt established the first psychological laboratory at the University of Leipzig in 1879,

WERE SERIOUS EFFORTS

MADE TO SEPARATE:

1.PSYCHOLOGY.

2. FROM PHILOSOPHY.

were serious efforts made to separate psychology from philosophy.

WUNDT'S MONUMENTAL

Wundt’s monumental

PRINCIPLES OF :

1.PHYSIOLOGICAL

2.PSYCHOLOGY

Principles of Physiological Psychology (1874)

HAD SIGNIFICANT:

1. EFFECTS.

2. ON EDUCATION.

IN THE 20TH CENTURY.

had significant effects on education in the 20th century.

WILLIAM JAMES...

1.OFTEN CONSIDERED

2. THE FATHER OF :

AMERICAN PSYCHOLOGY

OF EDUCATION

William James, often considered the father of American psychology of education,

A. BEGAN ABOUT:

1874

began about 1874

B. TO LAY THE :

GROUNDWORK

to lay the groundwork

C. FOR HIS :

1.PSYCHO-PHYSIOLOGICAL

2.LABORATORY.

for his psychophysiological laboratory,

C. WHICH WAS OFFICIALLY:

1. FOUNDED

2.AT HARVARD UNIVERSITY

3.IN 1891.

which was officially founded at Harvard University in 1891.

WILLIAM JAMES...

1.IN 1878

2.ESTABLISHED

In 1878 he established

3. THE FIRST

4. COURSE.

5. IN PSYCHOLOGY

the first course in psychology

6. IN THE UNITED STATES.

in the United States,

7.and in 1890 he

PUBLISCHED HIS FAMOUS

THE PRINCIPLES

OF PSYCHOLOGY

published his famous The Principles of Psychology,

IN WHICH HE ARGUED:

1. THE PURPOSE .

2. OF EDUCATION.

3. IS TO ORGANIZE.

4. THE CHILD'S POWERS OF:

CONDUCT...

4.1. SO AS TO FIT HIM:

4.1.1. TO HIS SOCIAL.

4.1.2. PHYSICAL

1. ENVIRONEMENT.

2. INTERESTS: MUST BE

2.1. AWAKENED

2.2. BROADENED

AS THE NATURAL :

1.STARTING POINT OF

2.INSTRUCTION.

in which he argued that the purpose of education is to organize the child’s powers of conduct so as to fit him to his social and physical environment. Interests must be awakened and broadened as the natural starting points of instruction. James’s Principles and Talks to Teachers on Psychology cast aside the older notions of psychology in favour of an essentially behaviourist outlook.

THEY ASKED THE TEACHERS:

1. TO HELP.

2.. EDUCATED

3. HEROIC INDIVIDUALS

:They asked the teacher to help educate heroic individuals

3.1. WHO WOULD PROTECT:

3.2. DARING VISIONS

3.3. OF THE FUTURE.

3.4. AND WORK.

3.5. COURAGEOUSLY.

3.6. TO REALIZE THEM.

who would project daring visions of the future and work courageously to realize them.

James’s student Edward L.

1.THORNDIKE IS CREDITED

Thorndike is credited

2. WITH THE INTRODUCTION

3. MODERN EDUCATIONAL:

PSYCHOLOGY.

4. WITH THE PUBLICATION OF:

EDUCATIONAL PSYCHOLOGY

(1903)

with the introduction of modern educational psychology, with the publication of Educational Psychology in 1903.

THORNDIKE ATTEMPTED

1. TO APPLY.

2.THE METHODS .

3. OF EXACT SCIENCE.

4. TO THE PRACTICE:

OF PSYCHOLOGY.

Thorndike attempted to apply the methods of exact science to the practice of psychology. James and Thorndike, together

WITH THE AMERICAN

PHILOSOPER

JOHN DEWEY...

with the American philosopher John Dewey,

1. HELPED TO CLEAR WAY.

helped to clear away

2. MANY OF THE:

FANTASTIC NOTIONS.

3. ONCE HELD ABOUT:

3.1. SUCCESSIVE STEPS

3.2. INVOLVED IN THE :

DEVELOPMENT OF:

3.2.1. MENTAL FUNCTIONS:

3.2.2. FROM BIRTH TO

MATURITY.

many of the fantastic notions once held about the successive steps involved in the development of mental functions from birth to maturity.

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Interest in the work of Sigmund Freud and the

1.SPSYCHO-ANALYTIC

IMAGE OF THE CHILD

2.IN THE 1920Spsychoanalytic image of the child in the 1920s,

3.AS WELL ATTEMPTS.

4. TO APPLY PSYCHOLOGY

as well as attempts to apply psychology

5. TO NATIONAL TRAINING

6. NATIONAL EDUCATION

7. TASKS IN THE 1940's

& 1950s:

7.1.STIMULATED

7.2. THE DEVELOPMENT.

7.3 EDUCATIONAL PSYCHOLOGY.

to national training and education tasks in the 1940s and ’50s, stimulated the development of educational psychology,

1. AND THE FIELD.

2. BECAME RECOGNIZED.

and the field became recognized

2.1. AS A MAJOR SOURCE:

2.1.1. FOR EDUCATIONAL :

THEORY.

as a major source for educational theory.

EMINENT RESEARCHERS:

1. IN THE FIELD...

2. ADVANCE KNOWLEDGE OF:

2.1. BEHAVIOUR MODIFICATION.

2.2. CHILD DEVELOPMENT.

2.3 . CHILD MOTIVATION.

Eminent researchers in the field advanced knowledge of behaviour modification, child development, and motivation.

THEY STUDIED...

1. LEARNING THEORIES

2. RANGING FROM:

A. CLASSICAL

B. INSTRUMENTAL

CONDITIONING

C. TECHNICAL MODELS:

1. TO SOCIAL THEORIES.

2.OPEN HUMANISTIC:

VARIETIES.

They studied learning theories ranging from classical and instrumental conditioning and technical models to social theories and open humanistic varieties.

BESIDES THE SPECIFIC:

APPLICATION OF:

1. MEASUREMENTS.

2. COUNSELING

3. CLINICAL PSYCHOLOGY.

PSYCHOLOGY CONTRIBUTED ...

TO EDUCATION:

1.THROUGHT STUDIES OF:

COGNITION.

2. THROUGHT STUDIES OF:

INFORMATION PROCCESING.

3. THROUGHT STUDIES OF:

TECHNOLOGY OF INSTRUCTION

4. THROUGH STUDIES OF:

LEARNING STYLES.

... Besides the specific applications of measurement, counseling, and clinical psychology, psychology contributed to education through studies of cognition, information processing, the technology of instruction, and learning styles. After much controversy about nature versus nurture and about qualitative versus quantitative methods,

JUNGIAN :

1.PHENOMENOLOGICAL.

2. ETHOGRAPHICAL METHODS...

Jungian, phenomenological, and ethnographic methods

TOOK THEIR PLACE:

1. ALONGSIDE:

PSYCHOBIOLOGICAL

EXPLANATIONS

took their place alongside psychobiological explanations

2. TO HELP EDUCATIONISTS.

UNDERSTAND:

2.1. THE PLACE OF HEREDITY

2.2. GENERAL ENVIRONMENT

2.3. AND SHCHOOL, into, across,

by VERY COMPLEXES

HUMAN BEING PROCESSES:

1. INTEGRAL :

HUMAN BEING DEVELOPMENT

(from birth to coffin).

2.LEARNING PROCESSES,

from pregnacy at death...in

nasciturus cases.

to help educationists understand the place of heredity, general environment, and school in development and learning.

THE INTER DISCIPLINARY

& TRANSDISCIPLINARY

FIELD & SCIENTIFIC LINKS

AS GLOBAL

-SYSTEMATIC PRACTICE-

MAJOR:

EDUCATIONAL

PSYCHOLOGY (2019):

1. LAB EXPERIMENTS

& FIELD RESERCH.

2. BUILD BRIDGES:

EDUCATIONAL PSYCHOLOGY

and other disciplines.

3. BUILD BRIDGES BETWEEN:

EDUCATIONAL THEORY

and other disciplnes.

The relationship between educational theory and other fields of study became increasingly close.

SOCIAL SCIENCES

1. HELP TO STUDY:

1.1. INTERACTIONS.

1.2. SPEECH WHAT WAS:

A. ACTUALLY

B. HAPPENING.

C. IN THE CLASSROOM.

OBSERVABLE BEHAVIOUR:

1.INDIVIDUALLY.

2. ALL THE CLASS...

3. IN EACH CLASSROOM..

Social science was used to study interactions and speech to discover what was actually happening in a classroom.

PHILOSOPHY OF SCIENCE.

Philosophy of science

1.led educational theorists

2. to attempt to understand

3.paradigmatic shifts

4. in knowledge.

The critical literature of the 1960s and ’70s attacked all institutions as conveyors of the motives and economic interests of the dominant class. Both social philosophy and critical sociology continued to elaborate the themes of social control and oppression as embedded in educational institutions.

IN A WORLD OF

1. SOCIAL AND

2. INTELLECTUAL CHANGE... In a world of social as well as intellectual change, there were necessarily new ethical questions—such as those dealing with abortion, biological experimentation, and child rights—which placed new demands on education and required new methods of teaching.

TRADITIONAL MOVEMENTS..

Traditional movements

Against the various “progressive” lines of 20th-century education, there

1.WERE STRONG VOICES

were strong voices

2. ADVOCATING :

OLDER TRADITIONS.

advocating older traditions.

Those voices were particularly strong in the 1930s, in the 1950s, and again in the 1980s and ’90s.

Essentialists stressed those human experiences that they believed were indispensable to people of all time periods.

They favoured the “mental disciplines” and, in the matter of method and content, put effort above interest, subjects above activities, collective experience above that of the individual, logical organization above the psychological, and the

THE TEACHERE'S INITIATIVE

ABOVE :

THAT OF THE LEARNER.

teacher’s initiative above that of the learner.

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Closely related to essentialism was what was called humanistic, or liberal, education in its traditional form. Although many intellectuals argued the case,

Robert M. HUTCHINS...

Hutchins, president and then chancellor of the University of Chicago from 1929 to 1951,

and Mortimer J. ADLER

Adler, professor of the philosophy of law at the same institution, were its most recognized proponents.

Adler argued for the

1.RESTORATION:

ARISTOTELIAN VEIW POINT

restoration of an Aristotelian viewpoint in education. Maintaining that there are unchanging verities, he sought a return to education fixed in content and aim.

Hutchins denounced

2.AMERICAN HIGHER

EDUCATION

2.1.FOR ITS VOCATIONALISM...

American higher education for its vocationalism and

2.2.“ANTI-INTELLECTUALISM,”

2.3. AS WELL AS FOR:

IST DELIGHT IN MUUTE.

AND :

2.4.ISOLATATED

SPECIALIZATION.

as well as for its delight in minute and isolated specialization. He and his colleagues

2.5.URGED

A RETURNO TO THE:

2.5.1.CULTIVATION.

2.5.2. INTELLECT.

urged a return to the cultivation of the intellect.

Opposed to the fundamental tenets of pragmatism

1.WAS THE PHILOSOPHY

was the philosophy

2. THAT UNDERLAY

3. ALL CATHOLIC EDUCATION.

that underlay all Roman Catholic education. Theocentric in its viewpoint, Catholic Scholasticism had God as its unchanging basis of action. It insisted that without such a basis there can be no real aim to any type of living, and hence there can be no real purpose in any system of education. The church’s

whole educational aim is to restore the sons of Adam to their high position as children of God. [It insists that] education must prepare man for what he should do here below in order to attain the sublime end for which he was created. (From Pius XI, encyclical on the “Christian Education of Youth,” Dec. 31, 1929.)

Everything in education—content, method, discipline—must lead in the direction of humanity’s supernatural destiny.

New foundations

The three concerns that guided the development of 20th-century education were the child, science, and society. The foundations for this trilogy were laid by so-called progressive education movements supporting child-centred education, scientific-realist education, and social reconstruction.

SpaceNext50

Progressive education

The progressive education movement was part and parcel of a broader social and political reform called the Progressive movement, which dated to the last decades of the 19th century and the early decades of the 20th. Elementary education had spread throughout the Western world, largely doing away with illiteracy and raising the level of social understanding. Yet, despite this progress, the schools had failed to keep pace with the tremendous social changes that had been going on.

Dissatisfaction with existing schools led several educational reformers who wished to put their ideas into practice to establish experimental schools during the last decade of the 19th century and in the early 20th century. The principal experimental schools in America until 1914 were the University of Chicago Laboratory School, founded in 1896 and directed by John Dewey; the Francis W. Parker School, founded in 1901 in Chicago; the School of Organic Education at Fairhope, Ala., founded by Marietta Johnson in 1907; and the experimental elementary school at the University of Missouri (Columbia), founded in 1904 by Junius L. Meriam. The common goal of all was to eliminate the school’s traditional stiffness and to break down hard and fast subject-matter lines. Three main traits characterized these schools: each school adopted an activity program; each school operated on the assumption that education was something that should not be imposed upon the child from the outside but should instead draw forth the latent possibilities from within the child; and each school believed in the democratic concept of individual worth.

Dewey, whose writings and lectures influenced educators throughout the world, laid the foundations of a new philosophy that affected the whole structure of education, particularly at the elementary level. His theories were expounded in School and Society (1899), The Child and the Curriculum (1902), and Democracy and Education (1916). For Dewey, philosophy and education render service to each other. Education becomes the laboratory of philosophy. Society should be interpreted to the child through daily living in the classroom, which acts as a miniature society. Education leads to no final end; it is something continuous, “a reconstruction of accumulated experience,” which must be directed toward social efficiency. Education is life, not merely a preparation for life.

The influence of progressive education advanced slowly during the first decades of the 20th century. Nevertheless, a number of progressive schools were established, including the Play School and the Walden School in New York City; the Shady Hill School in Cambridge, Mass.; the Elementary School of the University of Iowa; and the Oak Lane Day School in Philadelphia. Helen Parkhurst’s Dalton Plan, introduced in 1920 at Dalton, Mass., pioneered individually paced learning of broad topics. Carleton Washburne’s Winnetka Plan, instituted in 1919 at Winnetka, Ill., viewed learning as a continuous process guided by the child’s own goals and capabilities. The Gary Plan, developed in 1908 at Gary, Ind., by William Wirt, established a “complete school,” embracing work, study, and play for all grades on a full-year basis.

The spread of progressive education became more rapid from the 1920s on and was not confined to any particular country. In the United States the Progressive Education Association (PEA) was formed in 1919. The PEA did much to further the cause of progressive education until it ended, as an organization, in 1955. In 1921 Europe’s leading progressives formed the New Education Fellowship, later renamed the World Education Fellowship.

The notions expressed by progressive education influenced public school systems everywhere. Some of the movement’s lasting effects were seen in activity programs, imaginative writing and reading classes, projects linked to the community, flexible classroom space, dramatics and informal activities, discovery methods of learning, self-assessment systems, and programs for the development of citizenship and responsibility.

CHILD -CENTERED EDUCATION.

Child-centred education

Proponents of the child-centred approach to education typically argued that the school

1.SHOULD BE FITTED.

2. TO THE NEEDS OF

THE CHILD.

should be fitted to the needs of the child and not the child to the school.

THESE IDEAS FIRST:

1. EXPLORE IN EUROPE.

These ideas, first explored in Europe,

1.1. NOTABLY...

notably in Jean-Jacques

EL EMILIO DE ROUSSEAU

Rousseau’s Émile (1762)

MUCHO ANTES DEL ANO :1800.

and in Johann Heinrich

1.2.PESTALOZZI (1801)...

Pestalozzi’s

COMO ENSENA GERTRUDE:

A SUS NINOS & NINAS?

How Gertrude Teaches

Her Children (1801),

AMBOS INTRODUCIDOS:

1. AL SISTEMA EDUCATIVO

-NORTEAMERICANO-

2. POR SUS PIONEROS

2.1. EN INNOVACION EDUCATIVA.

2.2.ECONOMIA NARANJA

O ECONOMA CREATIVA,

-en aquel pais...-

were implemented in American systems by pioneering educators such as Francis W.

PARKER (1875)...

1. COMO LO LOGRO

PARKER EN 1875?

1.1. PORQUE ERA :

empleado publico.

1.2. PORQUE TENIA:

1.2.1. UN CONTRATO

DE TRABAJO:

COMO FUNCIONARIO

PUBLICO, EN EL ESTADO

NORTEAMERICANO.

1.2.2.PERO N O EN EL

MINISTERIO DE ENERGIA

Y MINAS,

NI EN E MINISTERIO DE ECONOMIA,

EN EL MINISTERIO DE INDUSTRIA & COMERCIO,

NI EN LA JUNTA MONETARIA DEL BANCO CENTRAL

1.2.3. SINO EN EL :

MINISTERIO

-ESPECIALIZADO EN:

PERSONAS, INFANTES,

ESCOLARES,

EN SERES VIVOS,

SERES HUMANOS:

EN APRENDICES INFANTILES--

DONDE LOS CIENTIFICOS

& LAS CIENTIFICAS

SE ESPECIALIZAN EN :

1.BIOGRAFIAS INFANTILES,

2.TRAYECTORIAS:

ESCOLARES INFANTILES...

DONDE SE CONVERSA

-24 horas del dia,

los 365 dias de ano-

SOBRE:

1. KINDER,

2.PRIMARA,

3.BACHILLERATO,

para ninos y ninas,

en todas partes del mundo....

PARKER FUE CONTRATADO

O NOMBRADO EN 1875:

1.NO PRESIDENTE

DE LA REPUBLICA.

2. NO SENADOR.

3. NO DIPUTADO...

SINO:

1. EMPLEADO PUBLICO,

en la burocracia profesional

de EEUU...

2. UN PUESTO PUBLICO :

HUMILDE

3. EN UN PEDACITO

DE EL

3.1.GIGANTESCO MAPA

NORTEAMERICANO,

3.2.DE LA GIGANTESCA

GEOGRAFIA NORTEAMERICANA:

3.3.SUPERINTENDENTE:

ESCOLAR...

3.4. CONDADO DE QUINCY,

MASS.

Parker. Parker became superintendent of schools in Quincy, Mass., in 1875.

He assailed the mechanical, assembly-line methods of traditional schools and stressed

“QUALITY TEACHING” by which he meant

STRATEGIES SUCH AS ACTIVITY

strategies such as activity,

1. EXPRESION :

-AUTO-CREATIVA, INNOVADORA-

DEL TALENTO INFANTIL

2. LAS EXCURSIONES

-ESCOLARES-

INFANTILES

creative self-expression, excursions,

PROCURANDO

EN ESOS NUEVOS ESPACIOS

- DE LIBERTAD INFANTIL

DEL NINO & DE LA NINA-

UNA APROXIMACION

SISTEMATICA

1. A LA COMPRENSION

DE LA VISION

DEL DESARROLLO INTEGRAL

U HOLISTICO DEL NINO

Y D E LA NINA desde:

los quehaceres

1. corruciculares.

2. extra-curriculares.

understanding the individual, and the development of personality.

Francis Parker

Francis Parker

Courtesy of Chicago History Museum.

A different approach to child-centred education arose as a result of the

1.STUDY

2.AND CARE

3.OF THE PHYSICALLY

4.AND MENTALLY HANDICAPED

study and care of the physically and mentally handicapped.

Teachers

1.HAD TO INVENT

2. THEIR OWN METHODS.

had to invent their own methods

3. TO MMET THE NEEDS

4.OF SUCH CHILDREN

to meet the needs of such children, because the ordinary schools did not supply them.

1.WHEN THESE METHODS

1.1. PROVED SUCCSSFUL

When these methods proved successful with handicapped children, there arose the question of whether they might not yield even

2. BETTER RESULTS

2.1.WITH NON HANDICAPED

2.2.CHILDREN

better results with nonhandicapped children.

During the first decade of the 20th century,

1. THE EDUCATIONIST

1.1. MARIA MONTESSORI

1.2. OF ROME

the educationists Maria Montessori of Rome and

1.OVIDE DECROLY

2.OF BRUSSELS.

.Ovide Decroly of Brussels both

SUCCESSFULLY :

1. APPLIED

2. THEIR EDUCATIONAL

INVENTIONS.

successfully applied their educational inventions in schools for ordinary boys and girls.

The Montessori method’s underlying assumption was the child’s

NEED TO ESCAPE FROM:

1. THE DOMINATION OF PARENT.

2. DOMINATION OF TEACHER

.need to escape from the domination of parent and teacher.

According to Montessori, children, who are the unhappy victims of adult suppression, have been compelled to adopt defensive measures foreign to their real nature in the struggle to hold their own.

The first move toward the reform of education, therefore, should be directed toward educators: to enlighten their consciences, to remove their perceptions of superiority, and to make them humble and passive in their attitudes toward the young.

The next move should be to provide a new environment in which the child has a chance to live a life of his own.

In the Montessori method, the senses are separately trained by means of apparatuses calculated to enlist spontaneous interest at the successive stages of mental growth. By similar self-educative devices, the child is led to individual mastery of the basic skills of everyday life and then to schoolwork in arithmetic and grammar.

The Decroly method was essentially a program of work based on centres of interest and educative games.

1.CENTER OF INTERESTS

2.EDUCATIONAL GAMES.

Its basic feature was the workshop-classroom, in which children freely went about their own occupations. Behind the complex of individual activities was a carefully organized scheme of work based on an analysis of the fundamental needs of the child.

The principle of giving priority to wholes rather than to parts was emphasized in teaching children to read, write, and count, and care was taken to reach a comprehensive view of the experiences of life.

The Montessori and the Decroly methods spread throughout the world and widely influenced attitudes and practices of educating young children.

Pestalozzian principles also

1.ENCOURAGED

1.1.INTRODUCTION:

1.2.MUSIC EDUCATIN

1.3.INTO EARLY CHILDHOOD

encouraged the introduction of music education into early childhood programs. Research showed that music has an undeniable effect on the development of the young child, especially in such areas as movement, temper, and speech and listening patterns.

The four most common methods of early childhood music education were those developed by Émile Jaques-Dalcroze,

Carl Orff, and

Zoltán Kodály, as well as the Comprehensive Musicianship approach.

The Dalcroze method emphasized movement; Orff, dramatization; Kodály, singing games; and Comprehensive Musicianship, exploration and discovery. Another popular method, developed by the Japanese violinist Shinichi Suzuki, was based on the theory that young children learn music in the same way that they learn their first language.

Scientific-realist education

THE SCIENTIFIC :

REALISTIC

EDUCATION.

-UNIV.LAB, GENEVA:1900-

The scientific-realist education movement began in 1900 when Édouard Claparède, then a doctor at the Psychological Laboratory of the University of Geneva,

responded to an appeal from the women in charge of special schools for “backward” and “abnormal” children in Geneva.

The experience allowed him to realize some of the defects of ordinary schools. Not as much thought was given, he argued, to the minds of children as was given to their feet.

Their shoes were of different sizes and shapes, made to fit their feet. When would there be schools to measure?

The psychological principles needed to adapt education to individual children were expounded in his Psychologie de l’enfant et pédagogie experimentale (1905; Experimental Pedagogy and the Psychology of the Child).

Later Claparède took a leading part in the creation of the J.-J. Rousseau Institute in Geneva, a school of educational sciences to which came students from all over the world.

Theorists such as Claparède hoped to provide a scientific basis for education, an aim that was furthered by the Swiss psychologist Jean Piaget, who studied in a philosophical and psychological manner the intellectual development of children.

Piaget argued, on the basis of his observations, that development of intelligence exhibits four chief stages and that the sequence is everywhere the same, although the ages in the stages of development may vary from culture to culture.

The first stage takes place during infancy, when children, even before they learn to speak, put objects together (addition) and then separate them (subtraction), perceiving them as collections, rings, networks, and groups. By the age of two or three, a basis has been laid.

The children have developed kinetic muscular intelligence to some degree—they can think with their fingers, their hands, and their bodies. Aided by language, the capacity for symbolic thinking slowly develops, constituting the second stage. Up to the age of seven or eight, some of the fundamental categories of adult thinking are still absent; there is seldom any notion, for instance, of cause-and-effect relationships.

The third stage is that of concrete operation. The child has begun to know how to deal with mental symbols and acquires abstract notions, such as “responsibility.” But the child operates only when in the presence of concrete objects that can be manipulated. Pure abstract thinking is still too difficult. Teaching at this stage must be exceedingly concrete and active; purely verbal teaching is out of place. Only after about 12 years of age, with the onset of adolescence, do children develop the power to deal with formal mental operations not immediately attached to objects. Only then do theories begin to acquire real significance, and only then can purely verbal teaching be used.

The child’s total development, particularly emotional and social growth, also concerned educational reformers. They pointed out the error in assuming that incentives to mental effort are the same for adults and children. The English philosopher Alfred North Whitehead, in his doctrine of the “Cycle of Interests,” put forward a theory in line with the ideas of the reformers. Romance, precision, and generalization, said Whitehead, are the stages through which, rhythmically, mental growth proceeds.

Education should consist in a continual repetition of such cycles. Each lesson in a minor way should form an eddy cycle issuing in its own subordinate process.

Whitehead believed that any scheme of education must be judged by the extent to which it stimulates a child to think. From the beginning of education, children should

1.EXPERIENCE...

2.THE JOY OF DISCOVERY

experience the joy of discovery

Yoe F. Santos/CCIAV.

CC

-----------

ME ESTUVE ...recordando con mucha risa....

----

DE LA DIVISA O IDENTIDAD CORPORATIVA....

----

DE NUESTRA QUERIDA REVISTA

-ESPECIALIZADA,INTERNACIONAL & DOMINICANA-

De Dr. Diogenes Cespedes.

-SEMIOLOGO & Periodista Dominicano-

CUADERNOS DE POETICA,

En los anos 80s, de fines....

NI ELOGIO.

NI CONDENA.

NI SILENCIO.

.... del siglo XX....

ENTONCES CUAL ES EL OFICIO:

1. DEL CRITICO O DE LA CRITICA

, PROFESIONALES

& DEL FILOSOFO O LA FILOSOFA,

1. DE LA MASSMEDIALIDAD, MULTIMEDIA...

2. DE LA TRANSMEDIA.

3. DE LA SOCIAL MEDIA O WEB 2.0,

a la hora de pensar en los talentos,

en el capital humano que esta detras de:

 la creacion de toda esta NUEVA FORMA:

 DE RIQUEZA....

INNOVADORA,

ORIGINAL,

UNICA,

HISTORICA,

IRREPETIBLE....

1. PORTADA POR CADA PERSONA HUMNA...

2. EN SU BIOGRAFIA.

2.1.EN SU TRAYECTORIA ESCOLAR...

2.2.EN SU TRAYECTORIA UNIVERSITARIA

2.3. EN SUS FRUTOS

-Sostenibles, bancarizables, EXPORTABLES-

en el corto, mediano, largo plazo:

1.INDUSTRIALES,

2.MANUFACTUREROS...

3.DE SERVICIOS & DE CONTENIDOS

-originales, innovadores, competitivos-

DE CLASE MUNDIAL....

 1. Preproducidos

en, por para, desde:

- ISO, TQM, kayzen, New Management-.

2. Producidos....

en, por para, desde:

- ISO, TQM, kayzen, New Management-.

3.POST-PRODUCIDOS...

en, por para, desde:

- ISO, TQM, kayzen, New Management-.

EN LA ECONOMIA NARANJA

-O ECONOMIA CREATIVA-,

DESDE MYPIMES?

1. Situar en sus efectos sociales y politicos:

LA SUCESION DE IMAGENES EN MOVIMIENTO...

2. DESCONSTRUIDAS EN SU ELEMENTALIDAD:

2.1. CUERPOS HUMANOS QUE SE MUEVEN

 (ACTUACION: STANISLAVSKIANA).

2.3. VOCES HUMANAS QUE;

 MANIFIESTAN: SENTIMIENTOS,

ESTADOS DE ANIMO,

 2.3.1.DEL ACTOR O DE LA ACTRIZ

2.3.2. DEL LOCUTOR O DE LA LOCUTORA

----

1. EN LA VIDA HUMORISTICA.

2. EN LA ANIMACION COMO DJ.

3. EN LA VOZ COMERCIAL  O PUBLICITARIA.

4. EN LA NARRACION DEPORTIVA.

5. EN EL CANTO.

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE

Talents, Criticism, Friendhship!

Salut, Polis, Ecumene!

(1959-2019)

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El 97 % de los lanzamientos de nuevos productos

o servicios a escala mundial:

FRACASA...

Esa es la razon por la cual mucha gene :

SE TOMA SU TIEMPO...

VA LA ESCUELA...

AL KINDER...

A LA ESCUELA PRIMARIA...

AL BACHILLERATO...

A LA UNIVERSIDAD, antes de dar el SALTO

de un LOCUTOR O LOCUTORA ANONIMOS...

de una ACTRIZ O ACTOR STANISLAVSKIANO,

anonimo de :

RADIO.

TELEVISION.

CINE.

INTERNET,

antes de MONTARSE UNA MYPIME dentro de la

CULTURA DIGITAL.

EN LA INDUSTRIA AUDIOVISUAL.

Mucha gente SE QUEDA SONANDO, con la

PRODUCCION DE :

1. CINE DE ARTE.

2. DE CINE DE AUTOR...

Toda la vida, viviendo DE UN SUELDO COMO:

EMPLEADO O EMPLEADA de una PRODUCTORA

O INDUSTRIA ...

AJENA....

1. Ese NO FUE EL CASO del Maestro Feliz

del Rosario & sus expermientos del JAZZ,

cobijado con la seguridad de TENER UN

CHEQUE, todos los dias 25, como:

MUSICO MILITAR, musico de la Marina de

Guerra Dominicana...

LLEGADO EL ANO: 1964...

SE DECIDIO A MONTAR SU PROPIA: MYPIME

La llamo:

FELIX DEL ROSARIO

& SUS MAGOS DEL RITMO...

De esa IDEA, convertida en PLAN DE NEGOCIOS,

VIVIO TODA SU VIDA y mantuvo responsablemente

a SU FAMILIA DOMINICANA...

IGUAL SE PUEDE DECIR DE MAESTRO

TEO VERAS LOPEZ (1950-2018), se aprovisono

DE SU CARNET DE CIENTIFICO TICs,

1. EN LA MATERIA DE ALTA ESPECIALIDAD:

RADIOFONIA.

2. INGENIERIA ELECTRONICA...

Presentandose por ANTE LA COMISION NACIONAL

DE ESPECTACULOS PUBLICOS & RADIOFONIA,

en el ano 1968, junto al entonces joven maestro

ANTHONY RIOS...

quien inicia su carrera, de abajo, abajo...

COMO LIMPIABOTAS...

1. PASARON, aprobaron el EXAMEN DE:

LOCUCION, de CNEPR...

2. ASI SE HICIERON: EXPERTOS EN

RADIOFONIA, lo menos que se DEBE EXIGIR

a una PERSONA, para poner la mano a :

UN MICROFONO, EN RADIO...

EN TELEVISION,

EN CINE,

EN INTERNET....

POR EL BIEN DE LA : DOMINICANIDAD Y SU

PROYECCION EN EL MUNDO, EN LOS 5

CONTINENTES, en la economia naranja, en la

economia digital, en la economia creativa

dominicana...

COMO LABORATORIO STANISLAVSKIANO DE:

EXPERIMENTACION...

STUDIO...

1. FUENTE DE RIQUEZA.

2. FUENTE DE EMPLEOS.

3. FUENTES DE EXPORTABILIDAD.

4. FUENTE DE IDENTIDAD NACIONAL.

5. FUENTE DE GOODWILL.

5. FUENTE DE PERSONAL BRANDING

6. FUENTE DE : GLOCALIZE...

7. FUENTE DE REPUTACIONALIDAD E

IDENTIDAD NACIONAL.

COMERCIAL.

INDUSTRIAL

COMERCIAL

PUBLICITARIA

PARA DOMINICANIDAD, en la segunda decada

del siglo XX, camino a la cuarta revolucion industrial

o industria 4.0

EN LA NUEVA ECONOMIA...

-------
EN ESOS MUCHOS PAISES DEL MUNDO...

UNA PERSONA, SIN SABERES ESPECIFICOS,

SIN ESPECIALIZACION:

12 ANOS PARA HACERSE BACHILLER...

4 ANOS PARA OBTENER UNA LICENCIATURA

EN MEDIOS ELECTRONICOS: produccion,

pre-produccion, post-produccion, diseno,

-Maquetacion, marketing de productos & servicios-

para la industria de la ...

1.RADIO.

2.TELEVISION.

3.CINE.

4.INTERNET.

MERCADOS MUNDIALES PROFESIONALES

1.ALTAMENTE COMPETITIVOS

2.EN RENOVACION CONSTANTE

3.EN EXPERIMENTACION CONSTANTE,

4.EN LABORATORIOS CONSTANTES,

-EN ESTUDIOS DE GRABACION: CONSTANTES-

4.1.LAS 24 HORAS DEL DIA,

4.2.LOS 365 DIAS DEL ANO...

UNA ESPECIALIDAD O MAESTRIA EN :

PRODUCCCION DE CONTENIDOS EN:

E-MEDIAS O MEDIOS ELECTRONICOS,

-DE LA SOCIAL MEDIA O MAS MEDIAS-

1. DE EXITO :COMERCIAL,

2. DE EXITO: INDUSTRIAL

3. DE MANUFACTURA DE CALIDAD

MUNDIAL EN :

ISO,

TQM,

KAYZEN

DE CALIDAD EXPORTABLE

1. PARA RADIO.

2. PARA TELEVISION.

3. PARA CINE.

4 PARA INTERNET & CIBERESPACIO...

4.1.NO HABLA POR LOS :

MEDIOS ELECTRONICOS DE COMUNICACION...

4.2. QUIEN NO SE HA DEDICADO A LA :

PROFESION DE ARTISTA,

ACTOR O ACTRIZ...

1. HUMORISTA.

2. DJ MUSICAL...

1. EN SU VIDA ENTERA...

2.POR 20 O MAS ANOS DE:

ESTUDIOS PREVIOS...

-TRABAJO, EXPERIMENTACION, STUDIOS-

1. 12 PARA : BACHILLERATO.

2. 4 DE UNIVERSIDAD.

3. 3 o 4 de MAESTRIA, para ingresar:

LIBRE,

FELIZ,

INFORMADO,

1. RESPONSABLE DE SUS OPINIONES:

1.1.CIENTIFICAS...

1.2.UN AUTENTICO :

EDUCADOR O EDUCADORA,

2.CON UN MICROFONO EN LA MANO..

---------

UN PRODUCTOR O PRODUCTORA:

1. PROFESIONAL.

2. DE CONTENIDOS.

2.1. ORIGINALES.

2.2. UN CREADOR O CREADORA DE: VALOR

DENTRO DE LA ECONOMIA DE SU PAIS...

2.3. UN EXPERTO O EXPERTA EN :

ARTES ESCENICAS ELECTRONICAS

O E-MEDIAS...

RADIO.

TELEVISION.

CINE.

INTERNET

INDUSTRIAL,

COMERCIAL,

BANCARIZABLE,

DESDE SU PROPIA MYPIME:

1. EL MISMO O ELLA MISMA.

CON CUAL CAPITAL?

1. SU VOZ...

CON CUAL CAPITAL?

LA INVERSION PREVIA DE 20 O MAS

ANOS DE ESCOLARIDAD, ESTUDIANDO

SOLAMENTE:

1.EL NEGOCIO DE LOS MEDIOS ELECTRONICOS.

2.EL NEGOCIO DEL ACTOR O DE LA ACTRIZ,

PROFESIONALES.

2.1.COMO SE CREA UNA COMPANIA DE TEATRO?

2.2.COMO SE CREA UNA COMPANIA DE RADIO?

2.3.COMO SE CREA UNA COMPANIA :

DE TELEVISION?

2.4.COMO SE CREA UNA COMPANIA DE:

 CINE?

2.5.COMO SE CREA UNA COMPANIA DE:

 INTERNET?

PARA TENER :

1.EXITO ECONOMICO, COMO:

2.MYPIME EXPORTADORA DE CONTENIDOS:

ORIGINALES

3. CREANDO PROPIEDAD : INDUSTRIAL.

4. CREANDO PROPIEDAD: INTELECTUAL.

5. CREANDO CAPITAL HUMANO:

DESARROLLANDO EL TALENTO HUMANO,

solo PARA ESA ESPECIALIDAD...

de :

1. INNOVACION.

2. COMPETITIVIDAD MUNDIAL.

POR ESO...

-Y NO POR NINGUNA RAZON SENTIMENTAL-

ES QUE EL:

 METODO DE KONSTANTIN

STANISLAVSKI,

2.Se ha convertido en un

STANDARD DE EXCELENCIA MUNDIAL

1. PORQUE STANISLAVSKI, NO ERA UN

TEORICO DEL TEATRO...

1. SINO UN AUTO-DIDACTA,

-UN EXPERIMENTADOR, UN INNOVADOR-

ADEMAS DE :

PEGAGOGO TEATRAL.

2. UN PEGAGOGO DE LAS CIENCIAS &

LAS ARTES DE LA :

ACTUACION...MULTIMEDIA...

3. PERO SABIA QUE ERA EL DINERO?

3.1.ERA ADMINISTRADOR DE UN TEATRO...

3.2.UN GERENTE DE CLASE MUNDIAL..

3.3.DESDE EL ANO : 1909, cuando nacia

EN RIO VERDE, LA VEGA, NUESTRO

CIENTIFICO TICs & GERENTE DE CLASE

MUNDIAL:

JUAN EMILIO BOSCH GAVINO...

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE

Talents, Criticism, Friendship!

Salut, Polist, Ecumene!

(1959-2019).

----------

EN MUCHOS OTROS PAISES, PARA UD.

DECLARARSE:

1. CIENTIFICO en CIENCIAS TICs.

2. Para DEDICARSE PROFESIOALMENTE:

A LA INDUSTRIA DE HABLAR POR UN

MICROFONO, COMERCIALMENTE,

por :

1. La industria de la RADIO.

2. La industria de la TELEVISION.

3. La industria del CINEMATOGRAFO.

4. La industria de la INTERNET & EL

CIBERESPACIO...

UD. DEBE BRADUARSE DE:

LOCUTOR, LOCUTORA,

CON UN MAJOR de 4 anos de:

FORMACION UNIVERSITARIA..

1. EN CIENCIAS TICS: DE LA RADIOFONIA.

2. EN CIENCIAS TICs DE LA: TELEVISION.

3. EN CIENCIAS TICs: DEL CINEMATOGRAFO.

4.EN CIENCIAS TICs DE LA:

INTERNET & CIBERESPACIO...

EN LA LABOR HUMILDE DE ESTAARSE:

1. FORMANDO.

2. EDUCANDO...

COMO ACTOR O ACTRIZ DE MEDIOS

ELECTRONICOS, antes de conseguir

LA LICENCIA O EXEQUATUR, para la

PROFESION DE :

ACTOR O ARTISTA DE RADIO.

ACTOR O ARTISTA DE TELEVISION.

ACTOR O ARTISTA DE CINE.

ACTOR O ARTISTA DE LA INTERNET

& EL CIBERESPACIO.

CON UNA ESPECIALIDAD, MAESTRIA

O CONCENTRADION EN PRODUCCION

DE CONTENIDOS:

1. PARA RADIO.

2. PARA TELEVISION.

3. PARA CINE.

4. PARA INTERNET.

Es decir, quien no INVIERTE, desde la :

MICRO-ECONOMIA, personal & familiar:

1. 12 anos para HCERSE BACHILLER...

2. MAS 4 ANOS DE UNIVERSIDAD:

EN SU ESPECIALIZACION COMO :

INDUSTRIAL DE MEDIOS ELECTRONICOS...

3. MAS TRES ANOS EN UNA MAESTRIA

EN PRODUCCION DE CONTENIDOS, PARA

LA INDUSTRIA:

3.1. RADIOFONICA.

3.2. TELEASTICA.

3.3. VIDEASTICA.

3.4. CINEMATOGRAFICA.

3.5. DE LA INTERNET & CIBERESPACIO

EN LA ECONOMIA DE SU PAIS:

1. NO SALE POR TELEVISION.

2. NO SALE POR RADIO.

3. NO SALE POR LA INTERNET...

COMO:

ACTOR,

ACTRIZ

DE MEDIOS ELECTRONICOS O COMUNICACION

NO ESCRITA...

1. COMO IMPROVISADOR.

2. COMO HUMORISTA.

3. COMO REPENTISTA...

COMO TEO VERAS LOPEZ (1950-2018)

EL QUE NO INVIERTE EN SU :

ESPECIALIZACION, NO SABE

NUNCA DE LO QUE  ESTA HABLANDO....

1. DENTRO DE CUALQUIER INDUSTRIA.

2 DENTRO DE CUALQUIER SECTOR:

EXPORTADOR DE CONTENIDOS...

-----------------------

POR QUE:

1. EL LOCUTOR O LOCUTORA: MUSICAL.

2. LOCUTOR O LOCUTORA: HUMORISTICO...

SON CIENTIFICOS TICs, si estan provistos de

SU CARNET, expedido por la AUTORIDAD

COMPETENTE DEL ESTADO DOMINICANO,

DEL GOBIERNO DOMINICANO,

DE LA ADMINISTRACION PUBLICA PROFESIONAL

O DE LA BUROCRACIA PROFESIONAL DE LA

NACION Y DE LA REPUBLICA DOMINICANA,

PARA EL EJERCICIO COMO:

ACTORES & ACTRICES, DE SU NOBLE

PROFESION (1920-2019) EN LA GEOGRAFIA

AUDIOVISUAL E INDUSTRIAL DE LA NACION

& DE LA REPUBLICA DOMINICANA, al ano:

2019?

1. NADIE EN LA TIERRA TE PUEDE HACER:

LOCUTOR O LOCUTORA, DOMINICANOS,

mas que:

LA COMISION DE ESPECTACULLOS PUBLICOS

& RADIOFONIA (CNEPR)

1. UN ORGANISMO CIENTIFICO DOMINICANO.

2. UNA INSTITUCION ESPECIALIZADA EN LAS

CIENCIAS:

2.1. CIENCIAS RADIOFONICAS.

2.2. CIENCIAS DE LA INGENIERIA:

ELECTRONICA.

UN LOCUTOR O LOCUTORA MUSICAL

O DJ, no es CUALQUIER ARTISTA DE LOS

ESCENARIOS, DE LAS ARTES ESCENICAS,

COMO ACTOR O ACTRIZ...

QUE SABE COMO ESPECIALISTA, COMO:

CIENTIFICO EN CIENCIAS TICs...

1. UN LOCUTOR O LOCUTORA?

2. COMO INDUSTRIAL DE LOS CONTENIDOS

ORIGINALES, en la comunicacion HUMANA,

NO ESCRITA O DE LA SEMIOLOGIA O SEMIOTICA

DE LOS MEDIOS DE COMUNICACION O

MASS MEDIAS, ELECTRONICOS O E-MEDIAS

DOMINICANOS O DE CUALQUIER LUGAR DEL

MUNDO, EN EL ANO : 2019, camino a la

cuarta revolucion industrial o industria 4.0,

1.EN LA ECONOMIA NARANJA DOMINICANA,

2.EN LA ECONOMIA CREATIVA DOMINICANA,

3.EN LA ECONOMIA DE LA SOCIEDAD DE LA

INFORMACION & DEL CONOCIMIENTO, DE:

LA NACION & DE LA REPUBLICA DOMINICANA,

EN EL SIGLO XXI?

1. UN locutor, es examinado en su :

CULTURA GENERAL DOMINICANA.

2. UN LOCUTOR MUSICAL, es examinado

por CNEPR, en sus CONOCIMIENTOS, en:

1. CIENCIAS FISICAS, para comprender:

EL FENONEMO & LA INDUSTRIA DE LA :

RADIO.

2. CIENCIAS FISICAS & FISIOLOGIA

HUMANA, para comprender:

COMO SE PRODUCE LA VOZ AL AIRE?

3. COMO se debe RESPIRAR, cuando se

tiene un MICROFONO ABIERTO?

4. COMO se estructura, COMO PRODUCTO

DE MANUFACTURA O DE CALIDAD :

EXPORTABLE

-ISO, TQM, KAYZEN-

Una pre-produccion de un PROGRAMA DE

RADIO.

Una produccion de un : PROGRAMA DE RADIO.

Una POST-PRODUCCION de un :

PROGRAMA DE RADIO.

COMO SE VENDE EN EL MERCADO DOMINICANO

DE LA VOZ,

1. PUBLICITARIA.

2. COMERCIAL.

3. EDUCATIVA.

4. CIENTIFICA.

5. DE ANIMACION SOCIO-CULTURAL (ASC).

6. DESDE EL ROL ESPECIALIZADO del :

WEB COMMUNITY MANAGER-EDUCATION,

WEB COMMUNITY MANAGER-MANAGEMENT,

WEB COMMUNITY MANAGER-MARKETING

WEB COMMUNITY MANAGER-ACTING

WEB COMMUNITY MANAGER-B2B

WEB COMMUNITY MANAGER-DIGITAL-CULTURE,

WEB COMMUNITY MANAGER-

CULTURAL-INDUSTRY

WEB COMMUNITY MANAGER-ICTs-SCIENCES.

WEB COMMUNITY MANAGER-TALENT-SEARCH

WEB COMMUNITY MANAGER-CREATIVE-PROCESS

WEB COMMUNITY MANAGER-INNOVATION

WEB COMMUNITY MANAGER-CHILD-EDUCATION

WEB COMMUNITY MANAGER-PAIDOLOGY

WEB COMMUNITY MANAGER-ANDRAGOGY

WEB COMMUNITY MANAGER-DIGITAL-CONTENTS

WEB COMMUNITY MANAGER-CONSULTIING

WEB COMMUNITY MANAGER-E-COMMERCE

WEB COMMUNITY MANAGER-TELEVISION

WEB COMMUNITY MANAGER- RADIO

WEB COMMUNITY MANAGER- INTERNET

WEB COMMUNITY MANAGER-AUTHORING

WEB COMMUNITY MANAGER-TOURISM

WEB COMMUNITY MANAGER-CREATIVE-PROCESS

WEB COMMUNITY MANAGER-COMPETITIVENESS

WEB COMMUNITY MANAGER-HUMAN-CAPITAL

WEB COMMUNITY MANAGER

-CREATIVE-INDUSTRY

WEB COMMUNITY MANAGER-ORIGINAL-CONTENT

WEB COMMUNITY MANAGER-WEB-2.0

WEB COMMUNITY MANAGER-ENTERTAINMENT

WEB COMMUNITY MANAGER-EDUTAINMENT

WEB COMMUNITY MANAGER-INFOTAINMENT

WEB COMMUNITY MANAGER-MUSIC

WEB COMMUNITY MANAGER-VIDEO-CLIPS

WEB COMMUNITY MANAGER-NETWORKS

WEB COMMUNITY MANAGER-PSYCHOGRAPHY

WEB COMMUNITY MANAGER-MARKETS

WEB COMMUNITY MANAGER-ECONOMICS

WEB COMMUNITY MANAGER-HEALTH

WEB COMMUNITY MANAGER-HIGHER-EDUCATION

WEB COMMUNITY MANAGER-VACATIONAL-CALLS

WEB COMMUNITY MANAGER-DISCOGRAPHY

WEB COMMUNITY MANAGER-AGRO-BUSINESS

WEB COMMUNITY MANAGER-INDUSTRY

WEB COMMUNITY MANAGER-FAMILY

WEB COMMUNITY MANAGER-

GINECO-OBSTETRICS

WEB COMMUNITY MANAGER-SURGERY

WEB COMMUNITY MANAGER-NURSING

WEB COMMUNITI MANAGER-B2C

WEB COMMUNITY MANAGER-BUSINESS

WEB COMMUNITY MANAGER-BRAIN-DRAIN

WEB COMMUNITY MANAGER-WORLD-TRENDS.

WEB COMMUNITY MANAGER-INTANGIBLES

WEB COMMUNITY MANAGER-SHORT-TALES.

WEB COMMUNITY MANAGER-DISABILITY

WEB COMMUNITY MANAGER-PHYSIATRY

WEB COMMUNITY MANAGER-FINANCIAL

WEB COMMUNITY MANAGER-MICRO-CREDITS

WEB COMMUNITY MANAGER-SINGLE-MOMS

WEB COMMUNITY MANAGER-AGRO-TOURISM

WEB COMMUNITY MANAGER-SUSTAINABILITY

WEB COMMUNITY MANAGER

-HUMAN-DEVELOPMENT

WEB COMMUNITY MANAGER

-LOCAL-DEVELOPMENT

WEB COMMUNITY MANAGER

-TOURISM-DESTINATIONS

WEB COMMUNITY MANAGER-EMPLOYS.

WEB COMMUNITY MANAGER-GERONTOLOGY

WEB COMMUNITY MANAGER-SENIORSHIP

WEB COMMUNITY MANAGER-ICTs-SCIENCES.

WEB COMMUNITY MANAGER-SAFE-ROADS

WEB COMMUNITY MANAGER-PREVENTION

WEB COMMUNITY MANAGER-PEDIATRICS

WEB COMMUNITY MANAGER-LEISURE-SCIENCES.

WEB COMMUNITY MANAGER-SPORT-SCIENCES

WEB COMMUNITY MANAGER-PERSONALIZATION

WEB COMMUNITY MANAGER-FIDELIZATIION

WEB COMMUNITY MANAGER-STATISTICS

WEB COMMUNITY MANAGER-DOMINICANESS

WEB COMMUNITY MANAGER-HISTORY-SCIENCES.

WEB COMMUNITY MANAGER-ANTHROPOLOGY

WEB COMMUNITY MANAGER-ICTs-EARLY-

ADOPTERS.

WEB COMMUNITY MANAGER-SCHOOLS

WEB COMMUNITY MANAGER-BILINGUAL-SCHOOL

WEB COMMUNITY MANAGER-KAYZEN

WEB COMMUNITY MANAGER-BI-PERSONAL

CAREER

WEB COMMUNITY MANAGER-RECRUITING

WEB COMMUNITY MANAGER-TRAVELERS

WEB COMMUNITY MANAGER-FUTURISM

WEB COMMUNITY MANAGER-MILLENNIALS

WEB COMMUNITY MANAGER-Z -GENERATION.

WEB COMMUNITY MANAGER-X-GENERATION

WEB COMMUNITY MANAGER-BABY-BOOMERS

WEB COMMUNITY MANAGER-Y-GENERATION

WEB COMMUNITY MANAGER-MENTORING

WEB COMMUNITY MANAGER-TUTORING

WEB COMMUNITY MANAGER-COUNSELING

WEB COMMUNITY MANAGER-E-LEARNING

WEB COMMUNITY MANAGER-COACHING

WEB COMMUNITY MANAGER-CINEPHILIA

WEB COMMUNITY MANAGER-RADIOPHILIA

WEB COMMUNITY MANAGER-TV-PHILIA

WEB COMMUNITY MANAGER-CYBERSPACE

WEB COMMUNITY MANAGER-BIOGRAPHIES

WEB COMMUNITY MANAGER

-SCHOOL-TRAYECTORIES

WEB COMMUNITY MANAGER-EARLY-YEARS

WEB COMMUNITY MANAGER-NEW-ECONOMICS

WEB COMMUNITY MANAGER-AGRO-INDUSTRY

WEB COMMUNITY MANAGER-INDUSTRY

WEB COMMUNITY MANAGER-E-BUSINESS

WEB COMMUNITY MANAGER-KINDER

WEB COMMUNITY MANAGER-ELEMENTARY-

SCHOOL

WEB COMMUNITY MANAGER-HGH-SCHOOL

WEB COMMUNITY MANAGER-CHILD-TALENTS

WEB COMMUNITY MANAGER-ACADEMICAL-

EXCELLENCE

WEB COMMUNITY MANAGER-SCIENTIFIC-

METHOD.

WEB COMMUNITY MANAGER-MUSICAL-TASTES

WEB COMMUNITY MANAGER-TV-TASTES.

WEB COMMUNITY MANAGERS-CINE-TASTES.

WEB COMMUNITY MANAGER-CONSUMPTION

WEB COMMUNITY MANAGER-LEISURE-TIME

WEB COMMUNITY MANAGER-TIME-MANAGEMENT

WEB COMMUNITY MANAGER-SELF-DIRECTED-

LEARNING.

WEB COMMUNITY MANAGER-PROBLEM-BASED-

LEARNING.

WEB COMMUNITY MANAGER-WCGTC.

WEB COMMUNITY MANAGER-AMEI

WEB COMMUNITY MANAGER-WEEKENDS

WEB COMMUNITY MANAGER-SCHOOL-VACATIONS

WEB COMMUNITY MANAGER-CHRISTMAS

WEB COMMUNITY MANAGER-SUMMER-VACATION

WEB COMMUNITY MANAGER-GEOGRAPHY

WEB COMMUNITY MANAGER-LOGISTICS-

SCIENCES

WEB COMMUNITY MANAGER-STRATEGICAL-

SCIENCES

WEB COMMUNITY SCIENCES-DEVELOPMENT

WEB COMMUNITY SCIENCES-ICAO

WEB COMMUNITY SCIENCES-SEA-TRANSPORT

WEB COMMUNITY MANAGER-AIR-

TRANSPORTATION-INDUSTRY

WEB COMMUNITY MANAGER-ROADS-LAND-

TRANSPORTATION- INDUSTRY

WEB COMMUNITY MANAGER-PROJECTIONS

WEB COMMUNITY MANAGER-ELECTRONICS-

MASS MEDIAS (Radio, TV, Internet, Cinema).

WEB COMMUNITY MANAGER-PERSONAL-

BRANDING

WEB COMMUNITY MANAGER-CARNIVAL-

INDUSTRY.

WEB COMMUNITY MANAGER-HUMOR

WEB COMMUNITY MANAGER-VIRTUAL-

COMMUNITES

WEB COMMUNITY  MANAGER-GLOCALIZE

WEB COMMUNITY MANAGER-BUSINESS-PLAN

WEB COMMUNITY MANAGER-ARCHITECTURE.

WEB COMMUNITY MANAGER-BUILDING-INDUSTRY

WEB COMMUNITY MANAGER-NEW-IDEAS

WEB COMMUNITY MANAGER-SMALL-BIZ

WEB COMMUNITY MANAGER-TRADE.

WEB COMMUNITY MANAGER-MYPIMES

WEB COMMUNITY MANAGER-VOLUNTEERING

WEB COMMUNITY MANAGER-IMPORT

WEB COMMUNITY MANAGER-EXPORT

WEB COMMUNITY MANAGER-LEARNING

WEB COMMUNITY MANAGER-ORTHOPEDICS

WEB COMMUNITY MANAGER-MEDICAL

 -EMERGENCIES.

WEB COMMUNITY MANAGER-MEDICAL-

EDUCATION.

WEB COMMUNITY MANAGER-

ELECTRONIC-ENGINEER-EDUCATION

WEB COMMUNITY MANAGER-

LIFE-LONG-LEARNERS

WEB COMMUNITY MANAGER-RADIO-ACTING

WEB COMMUNITY MANAGER -TV-ACTING

WEB COMMUNTY MANAGER-CINE-ACTING

WEB COMMUNITY MANAGER- INTERNET-ACTING

WEB COMMUNITY MANAGER-FARANDULA

WEB COMMUNITY MANAGER-STAGE

WEB COMMUNITY MANAGER-REHEARSEAL

WEB COMMUNITY MANAGER-PRE-PRODUCTION

WEB COMMUNITY MANAGER-PRODUCTION

WEB COMMUNITY MANAGER-POST-PRODUCTION

WEB COMMUNITY MANAGER-STUDIOS

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019).

----------

UN ACTOR debe TRABAJAR TODA SU VIDA

1. CULTIVAR su mente.

2. DESARROLLAR SU TALENTO sistematicamente,

3. AMPLIAR SU PERSONALIDAD.

4. NUNCA debe desesperar, ni OLVIDAR

este proposito FUNDAMENTAL:

AMAR SU ARTE, con todas sus fuerzas

Y AMARLO SIN EGOISMO.

By Konstantin Stanislavski.

Source:

EDUCANDO

EL PORTAL DE LA EDUCACION

DOMINICANA (Noviembre, 2019).

-----------
MURIO... LITO CRUZ...

INTRODUCTOR DEL METODO STANISLAVSKI...

Confiesa en su AUTObiografia:

ROBERT DE NIRO me recibio, como jamas,

lo habria imaginado....

----------
UN DIA COMO HOY...

-28 DE NOVIEMBRE, 1985-

HACE 34 ANOS, EL ARTISTA,

-LOCUTOR O EXPERTO EN CIENCIAS TICs-

DE LA RADIOFONIA...

-Ingenieria Electronica & Radiofonia-

TEO VERAS LOPEZ (1950-2018)

FUNDA SU PROPIA:

1. MYPIME.

2. INDUSTRIA RADIOFONICA,

2.1.COMERCIAL,

-DENTRO DE LA FRECUENCIA MODULADA-

2.2.MUSICAL

-Especializada en programacion & animacion:

 de MUSICA ANGLOSAJONA-

2.3.CON EL PROVERBIAL SENTIDO DEL HUMOR

-Del actor & locutor DIVERTIDISIMO:

TEO VERAS LOPEZ (1950-2018)-

2.4.COMO INSUMO PRINCIPAL &

2.4.1.ELEMENTO DIFERENCIADOR,

2.4.2.De la industria radiofonica dominicana:

-DE LA RADIOFONIA DOMINICANA

de fines del siglo XX: 1985-2019-

2.4.3.DEL PERSONAL BRANDING,

-INDIVIDUAL,PERSONAL, UNICO:

 BIOGRAFICO: IRREPETIBLE-

LA 91 FM...

1. LA CUAL SE CONVIRTIO:

EN LA EMISORA

MUSICAL No. 1

1.-Del arte del actor & de la actriz,MASSMEDIATICO-

2.-EN LOS MEDIOS ELECTRONICOS O E-MEDIAS...-

3.DE LA NACION & DE REPUBLICA DOMINICANA

(1985-2019).

--------------

POR QUE LA ACTUACION:1968.

1.ESTABAN VIGENTES LAS LEYES CONTRA:

ACTIVIDADES COMUNISTAS, en la Republica

Dominicana, 65, 66, 67...

2. ERAN LOS TIEMPOS DE LA :

GUERRA FRIA.

3. DEL ENFRENTAMIENTO ENTRE LA:

CIVILIZACION OCCIDENTAL & LA BARBARIE...

4. YO, estaba en KINDERGARTEN, acababa de:

APRENDER A LEER & ESCRIBIR, con mi libro

COQUITO & LA MANTILLA, ingrese al: kinder

de la ESCUELA, PUBLICA & PRIVADA,

DOMINICANA.

5. En ese ano, el PRESIDENTE DE LA REPUBLICA

DE TURNO, ECONOMISTA & ESTADISTA

DOMINICANO - CIENTIFICO TICs DOMINICANO-

Dr. Joaquin Amparo Balaguer Ricardo,

PREMIABA con la CONDECORACION

DOMINICANA:

CRISTOBAL COLON, en la ORDEN DE:

CABALLERO, INGENIERO ELECTRONICO

-Formado en los EEUU-

DON FRANK HATTON GUERRERO, pero no

por andar voceando detras de ningun politico,

SINO POR LA LABOR HUMILDE Y CALLADA

DEL INVENTOR DOMINICANO;

1. POR HABER INVENTADO LA PRIMERA

EMISORA COMERCIAL DOMINICANA:

HIZ, en los anos 20s.

2. POR HABER INVENTADO UNA ORGANIZACION

-DE LA SOCIEDAD CIVIL DOMINICANA (OSCs)-

llamada desde 1926:

RADIO CLUB DOMINICANO, INC.

3. POR HABER SIDO EL PRIMER DIRECTOR

DE DEPORTES DE LA NACION & DE LA

REPUBLICA DOMINICANA, en 1988, que es

lo mismo que decir:

1. UN PRACTICANTE DEL GOLF.

2. UN PRACTICANTE DEL FUTBOL.

3. UN PRACTICANTE DEL BASKETBALL.

4. POR HABER SIDO UN HOMBRE SIN:

VICIOS, DE DROGAS NARCOTICAS...

5. POR HABERSE PUESTO EL UNIFORME

DEL LICEY, JUGANDO EN EL PLAY, como:

SHORT-STOP.

6. POR HABER ENSENADO A HACER RADIO:

COMO MAESTRO DE:

6.1. CIENCIAS TICs llamadas:

6.1.INGENIERIA ELECTRONICA.

6.2.INGENIERIA DE LA RADIOFONIA.

A docenas de JOVENES SONADORES

DOMINICANOS...

COMO VOLUNTARIO:

1.A LA QUINTA ROMA VICTORIA,

2.Permanentemente a la QRV...

3.POR UNA VIDA ENTERA DE:

SACRIFICIOS, MICRO-ECONOMICOS,

-PERSONALES, FAMILIARES, INDIVIDUALES-

3.1.COMO TODO INNOVADOR

3.2.O INVENTOR EN LA TIERRA...

3.3. EN LA ECONOMIA DOMINICANA.

3.3.1. EN LA ECONOMIA NARANJA DOMINICANA.

3.3.2. EN LA ECONOMIA CREATIVA DOMINICANA.

3.3.3. EN LA ECONOMIA HOSTOSIANA:

DOMINICANA...

3.3.4. PARA PRODUCIR RIQUEZA, BIENESTAR,

-MODERNIZACION, INCLUSION, INDUSTRIA-

PARA TODOS LOS DOMINICANOS Y PARA

TODAS LAS DOMINICANAS, SIN EXCEPCION,

que es lo que hacen los cientificos y las cientificas

-En todo el mundo desde que el mundo es mundo-

...

MIENTRAS ESE VIEJO INVENTOR DOMINICANO

ERA PREMIADO, POR EL PODER EJECUTIVO DE

LA EPOCA, POR SU LABOR:

1. NACIONALISTA (1920-1968)

2. PATRIOTICA (1920-1968)

3. JUANPABLODUARTIANA (1920-1968)...

POSTERIORMENTE ELEVADO AL SALON

DE LA FAMA DEL DEPORTE DOMINICANO

(1970) POR HABER :

DISENADO.

SONADO.

INVENTADO.

1.LA PRIMERA ESCUELA DOMINICANA DE:

ATLETISMO. Es decir de las CIENCIAS

DOMINICANAS DEL DEPORTE.

2. LA PRIMERA ESCUELA DOMINICANA

DE LAS CIENCIAS DEL OCIO...

SU MUERTE, COMO TODO VIEJO, ESTABA

CERCA:

MURIO EN 1981.

PERO EL CULTIVO DE LAS CIENCIAS TICs

DOMINICANAS, NO MORIRIA, porque habia

sembrado en RADIO CLUB DOMINICANO, Inc.

SUS CONOCIMIENTOS & EXPERIENCIAS

de:

PRE-PRODUCCION.

PRODUCCION.

POST-PRODUCCION AUDIOVISUAL,

EN ESTUDIOS, en CABINAS...

1. DE RADIO.

2. DE TELEVISION.

3. DE CINE,

DOMINICANO.

EN 1968...

JOVENES ANONIMOS DOMINICANOS, motivados

POR LA RADIO, COMO SERVICIO PUBLICO,

inaugurada COMO industria y como ciencia EXACTA:

LA RADIOFONIA,

POR EL AUGUSTO PRESIDENTE CAMPESINO

DOMINICANO, DON HORACIO VASQUEZ,

-CAMPESINO DE ESTANCIA NUEVA, MOCA-

Y SU DISTINGUIDA ESPOSA:

DONA TRINA DE MOYA,

COMPOSITORA

-DEL HIMNO A LAS MADRES DOMINICANAS-

en la ciudad de SANTO DOMINGO DE GUZMAN,

como:

1. EMISORA PUBLICA.

2. GRATUITA.

3. EDUCATIVA.

4. MUSICAL.

5. DIVERTIDA

6. INFORMATIVA.

7. NO COMERCIAL: PAGADA, FINANCIADA,

DISENADA, POR EL ESTADO DOMINICANO,

POR EL GOBIERNO DOMINICANO, POR LOS

CIENTIFICOS & CIENTIFICAS DOMINICANAS:

1.-DE LAS CIENCIAS RADIOFONICAS.

2.- DE LA INGENIERIA ELECTRONICA

-DE LA NACION & DE LA REPUBLICA DOMINICANA-

EN EL ANO:

1926....

DOS JOVENES DOMINICANOS, SE ACERCABAN

TIMIDAMENTE A TALES CIENCIAS EMERGENTES...

1. ANTHONY RIOS.

2. TEO VERAS LOPEZ (1950-2018)...

AL IGUAL QUE HABIA HECHO DE JOVEN..

INGENIERO ELECTRONICO,

DON FRANK HATTON GUERRERO

UN HOMBRE DOMINICANO, NACIDO A FINES

-DEL SIGLO XIX: EN LA CAPITAL DOMINICANA-

 EN 1897.

1. QUIEN siendo ya una celebridad MUNDIAL, como

INVENTOR DE LA RADIO DOMINICANA, en los

anos 20s, DEL PASADO SIGLO XX.

2. QUIEN TENIENDO UN TITULO UNIVERSITARIO

DE :

INGENIERO ELECTRONICO, formado en el exterior.

HUMILDEMENTE, SE SOMETIO A LOS EXAMENES

PARA SER;

1. ARTISTA O PERFORMER DE LA RADIO.

2. RADIO PERSONALITY DOMINICANA.

3. MIEMBRO DE LA FARANDULA : DOMINICANA.

4. MIEMBRO DEL SHOW BUSINESS:

DOMINICANO.

5. MIEMBRO DE LOS MEDIOS DE COMUNICACION:

-ELECTRONICA O NO ESCRITA EN REPUBLICA-

DOMINICANA.

6. LOCUTOR DOMINICANO, EL PRIMER:

LOCUTOR DOMINICANO.

7. EL PRIMER LOCUTOR DOMINICANO:

DEPORTIVO, EL PRIMER NARRADOR

RADIOFONICO, DEPORTIVO,

-DE LA :NACION & DE LA

REPUBLICA DOMINICANA-

desde el ano 1938., hasta su muerte, en 1981.

8. EL PRIMER LOCUTOR POLIGLOTA

DOMINICANO, DEDICADO A LA PRODUCCION

& DIVULGACION DE NOTICIAS, desde los

PERIODICOS DOMINICANOS (1920s-1981),

COMO DE FUENTES INTERNACIONALES.

QUE ES UN LOCUTOR O LOCUTORA, COMO:

ARTISTAS O PERFORMERS?

UN ACTOR...

UN IMPROVISADOR...

UN TIPO LLENO DE VIDA & SENTIDO:

DEL HUMOR...

UN REPENTISTA, COMO:

TEO VERAS LOPEZ (1950-2018)...

POR ESO, TODOS LOS PROFESIONALES

DE LA ACTUACION POR MEDIOS ELECTRONICOS

CELEBRAN :

1. SU VIDA.

2. SU BIOGRAFIA.

3. SUS LOGROS, desde la EXPEDICION DE:

SU CARNET DE LOCUTOR DOMINICANO,

en el ano 1968.

UN MUCHACHO ANONIMO DOMINICANO,

quien estudiando, trabajando, llego lejos,

VENDIENDO EN EL MERCADO DOMINICANO

E INTERNACIONAL, EN LA INDUSTRIA DE LAS

CIENCIAS TICs DOMINICANAS:

1. SOLO SU VOZ,

2.NO SUS PRINCIPIOS ETICOS.

3. SU CHISPA DIVERTIDA...

4. SUS ACTUACIONES, AL AIRE,

EN VIVO, DESDE LA RADIO DOMINICANA

4.1. COMO PROGRAMADOR DE EMISORAS

DOMINICANAS DE RADIO...

-Merengue, Salsa, con exito en todas partes:

ECONOMICO, COMERCIAL-

4.2. COMO INVENTOR DE EMISORAS:

-DE RADIO...COMERCIALES, RENTABLES-

SOSTENIBLES, dentro de las CIENCIAS:

TICs.

4.3. COMO SOCIO FUNDADOR DE LA

ASOCIACION DOMINICANA DE RADIODIFUSORES

(ADORA), INC.

5. COMO PRESIDENTE DE ADORA, INC.

6. COMO CONSULTOR O ASESOR DE ADORA, INC.

7. COMO CIENTIFICO DOMINICANO, ANONIMO:

7.1. DE LAS CIENCIAS RADIOFONICAS

DOMINICANAS.

7.2. DE LAS CIENCIAS DE LA INGENIERIA

ELECTRONICA DOMINICANA.

TRABAJADOR CIENTIFICO QUE HA DEJADO

UN LEGADO PARA LOS PADRES & MADRES

DE FAMILIA DOMINICANOS, del siglo XXI, en

los caminos de la cuarta revolucion industrial o

industria 4.0, a proposito del ano DOMINICANO,

dedicado a:

1. LA INNOVACION, AL TALENTO CIENTIFICO

DOMINICANO.

2. A LA COMPETITIVIDAD DOMINICANA...

QUE NOS DEJO PARA EDUCARNOS, DON

TEO VERAS LOPEZ, COMO AUTODIDACTA?

2.1. MANUAL DE ESCUCHA DE LA RADIO

DE ONDA CORTA (DIEXISMO).

2.2. LAS TELECOMUNICACIONES EN LAS

AMERICAS & REPUBLICA DOMINICANA

(2009): DE DONDE VINO TODO?

Internet.

Redes Sociales...

Disponible en AMAZON KINDLE...para todas

las personas INTERESADAS EN ESTOS TEMAS:

-DE ESPECIALIDAD CIENTIFICA- EN LAS:

CIENCIAS TICs, en el siglo XXI.

UN SIMPLE ACTOR, AUTODIDACTA:

DOMINICANO...

--------

Para el ano 1968...

YO no sonaba, ser ACTOR, NI DIRECTOR

DE TEATRO...

Yo no sonaba, ser: CIENTIFICO TICs...

Yo no sonaba dedicarme a la : SEMIOTICA O

A LA SEMIOLOGIA de la :

PRE-PRODUCCION,

PRODUCCION,

POST-PRODUCCION

de CONTENIDOS EXPORTABLES, de calidad

mundial en MANUFACTURA

-En TQM, KAYZEN y temas AFINES-

EN KINDER...

1.YO SOLAMENTE QUERIA SER UN NINO:

FELIZ, DOMINICANO...

2.IR A LA ESCUELA...

3. SACAR BUENAS NOTAS...

PORQUE LA ESCUELA, era MI FELICIDAD...

MI UNICO LUGAR, DONDE HE SIDO:

INMENSAMENTE FELIZ! EN LA :

NACION & EN LA REPUBLICA DOMINICANA...

Pero es porque tuve EL EJEMPLO de mi:

PAPA & MI MAMA, que solo USARON LA

ESCUELA, para SALIR DE LA POBREZA,

COMO:

1.OBREROS DEL MINISTERIO DE SALUD

PUBLICA DE LA NACION & DE LA REPUBLICA

DOMINICANA (1940s-1996) CREADO POR:

LA DICTADURA DE DERECHAS DE:

RAFAEL LEONIDAS TRUJILLO MOLINA,

en el ano 1956...

1. NUNCA SE EXILIARON.

2. NUNCA FUERON TORTURADOS...

3. NUNCA FUERON ALLANADOS...

4. NUNCA FUERON GOLPEADOS...

5. NUNCA FUERON DESCONSIDERADOS.

6. NUNCA FUERON VICTIMAS DEL

FORO PUBLICO.

7. NUNCA FUERON INSULTADOS POR

RADIO CARIBE...

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE.

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019).

-------------
REPUBLICA DOMINICANA

-EN 7 ANOS-

HA CONSTRUIDO:

1046

NUEVAS ESCUELAS PARA:

EDUCACION INFANTIL

O PAIDOLOGICA

(2012-2019).

-------

1046

Nuevas ESCUELAS,

DISENADAS,

-ARQUITECTURADAS-

 Y

CONSTRUIDAS

 EN 7 ANOS (2012-2019)

MAS DE 20,000

NUEVAS

AULAS DOMINICANAS,

 PARA

1.LA PRACTICA,

2.LA INVESTIGACION

3.Y LA DIVULGACION de:

1. los ultimos descubrimientos

mundiales

2.EN CIENCIAS PAIDOLOGICAS O

CIENCIAS PARA LA;

 EDUCACIOIN INFANTIL...

1. DE PERSONAS POBRES.

2. DE PERSONAS

-DE LAS ESCUELAS PUBLICAS-

DOMINICANAS....

3. DE PERSONAS

-POBRES: DOMINICANAS-

DEL CAMPO Y DE LA CIUDAD....

SE LLAMA:

REVOLUCION EDUCATIVA,

profetizada por

MAESTRO EUGENIO MARIA

DE HOSTOS,

 EN SUS CONFERENCIAS

EN LA CIUDAD

DE SANTIAGO DE CHILE,

en su primera PERMANENCIA

EN CHILE,

durante su ANO DE

PERMANENCIA, COMO:

1. REDIDENTE LEGAL

DE CHILE.

2. EL MAS GRANDE

 MILAGRO : ECONOMICO

-DE AMERICA LATINA Y CARIBE-

QUE DEMANDABA EN CHILE,

 EUGENIO

MARIA DE HOSTOS,

PARA LAS NINAS Y

PARA LAS MUJERES

-DE TODO EL MUNDO-

DE LOS 5 CONTINENTES,

EN CHILE (1873)?

1. EDUCACION CIENTIFICA,

-EN CIENCIAS TICs-

PARA LA NINA

DE TODO EL MUNDO...

2. EDUCACION:

 TECNOLOGICA, para la NINA,

de todo el mundo...

SE ADELANTO,

 MUCHO MAS QUE UN SIGLO:

AL NACIMIENTO DE

-LA NINA PAKISTANI-

MALALA, CON TAL DEMANDA:

1. CIENTIFICA.

2. HUMANA.

3. RACIONAL DE:

 TODAS LAS DEMOCRACIAS,

-CAPITALISTAS Y

OCCIDENTALES-

 DEL MUNDO...

EL PRESIDENTE

DANILO MEDINA,

COMO BUEN HOSTOSIANO

Y COMO

BUEN BOSCHISTA,

LE HA HECHO REALIDAD

CON SU ESPOSA,

LA CIENTIFICA DOMINICANA,

-PSICOLOGA CLINICA-

CANDIDA MONTILLA DE MEDINA ...

TAL SUENO ....

1 A CADA NINA

-DOMINICANA, pobre-

en EDAD ESCOLAR.

2. EN LA POBLACION

VULNERABLE DE:

18 ANOS DE EDAD Y MENOS....

20,000 NUEVAS aulas

-ESCUELAS Y POLITECNICOS...-

EN UN TIEMPO RECORD:

2012-2019...

EL PROGRESO?

EL PROGRESO -SOLO-

se construye...

TRABAJANDO

PRODUCTIVAMENTE

-DENTRO DE UNA:

 ECONOMIA CONCRETA...-

1. CREANDO RIQUEZA,

CON LAS MANOS...

2.CREANDO RIQUEZA,

CON LOS PIES...

3. CREANDO RIQUEZA, CON:

 LOS CEREBROS...

3.1.DESDE LA CREATIVIDAD

PATENTABLE...

3.2.DESDE EL DESARROLLO DE:

 COMPETENCIAS,

1.DEL CAPITAL HUMANO...

2.DE LA BIOTECNOLOGIA,

3.DE LA INNOVACION,

4.DE LA PATENTABILIDAD,

DESDE LOS DERECHOS

DE AUTOR O AUTORA...

INSPIRANDO AL TRABAJO

 Y AL ESTUDIO....

1. EN LAS ESCUELAS

 PUBLICAS Y PRIVADAS

DE EXCELENCIA:

 ACADEMICA O DE CLASE

MUNDIAL...

1.A TODAS LAS INFANCIAS,

RICAS Y POBRES,

2.DE LAS CIUDADES

-Y DE LOS CAMPOS...-

3.FACILITANDO QUE:

 CADA NINO O NINA,

DOMINICANOS,

3.1PUEDA IR A LA UNIVERSIDAD

3.2.A ESTUDIAR UNA:

 CIENCIA EXACTA:

1.COMO LAS CIENCIAS TICs...

2.Como la:

 GINECO-OBSTETRICIA....

3.Como la PEDIATRIA

Y SUS MAS DE 20

SUB-ESPECIALIDADES...

4.Como las NEURO-CIENCIAS

y sus especialidades,

5.Como la IMAGINOLOGIA

O LA SEMIOTICA,

MEDICAS...

6.Como la ARQUITECTURA

Y EL URBANISMO...

7.Como las CIENCIAS

ADMINISTRATIVAS en sus

diversas especialidades

y sub-especialidades...

8.Como LAS CIENCIAS

CONTABLES, en sus

diversas especialidades

y sub-especialidades....

9. COMO LA PSICOGRAFIA

O ESTUDIO

-CIENTIFICO Y SISTEMATICO-

OBJETIVO,

DESPREJUICIADO,

9.1.DE LOS COMPORTAMIENTOS

9.1.1. OBSERVABLES,

9.1.2.AL MOMENTO DE LA

COMPRA,

9.1.3.EN EL SUPERMERCADO,

por :

la mujer,

la madre,

la nina,

9.2CONSUMIDORA,

9.1. En sus encuentros, con los

MOMENTOS DE L A VERDAD,

para usar una CATEGORIA

-DE ANALISIS CIENTIFICO-

 de la

DRA. VALAREI ZEITHALM

y su equipo de

INVESTIGACION EN:

 PSICOLOGIA

-DEL COMPRADOR Y

DE LA COMPRADORA-

desde los anos 70s,

 del pasado siglo XX,

junto a BO BINET,

PARASURAMAN Y EL

MAESTRO NORTEAMERICANO,

EL CIENTIFICO

-Y PROFESOR UNIVERSITARIO-

LEONARD BERRY (1970-2019).

----------

REPUBLICA

DOMINICANA EN 7 ANOS

(2012-2019)

HA CONSTRUIDO:

1046 NUEVAS ESCUELAS

1. -escuelas publicas y gratuitas,

2. para ninos y ninas pobres,

3.del campo y de la ciudad:

4. hijos de madres millennials

dominicanas,

5. HIJOS E HIJAS

-DE JOVENES:

MILLENNIALS MOMS-

DOMINICANAS,

PARA:

EDUCACION INFANTIL

O PAIDOLOGICA, DOMINICANA

(2012-2019).

-------
PARA QUE SIRVE:

 LA VOZ

HUMANA a profesionales de

LAS CIENCIAS RADIOFONICAS,

 DOMINICANAS,

-COMO CIENCIAS TICs-

1. En los Studios  & EL HUMOR...

como laboratorios de

1.1.EXPERIMENTACION

1.2.E IMPROVISACION,

-DE LA MISE EN ESCENE-

2.Como en la manufactura

INDUSTRIAL

-En KAYZEN & TQM-

AUDIOVISUAL,

-DESDE EL HUMOR-

2.1. EN PRE-PRODUCCION:

AUDIOVISUAL,

2.2. EN PRODUCCION:

AUDIOVISUAL.

2.3. EN POST-PRODUCCION:

1.AUDIOVISUAL.

2.ARTISTICO-PERFORMATIVA

O ESCENICA

3.EN VIVO

-RADIOFONIA, TELEVISION,

CINE, INTERNET-

 para la actuacion

-O

PERFORMATIVIDAD:

-RENTABLE, COMERCIAL-

 DESDE MYPIMES

-DOMINICANAS (1920-2019)-

 EXPORTADORAS DE:

CONTENIDOS,ORIGINALES..

SOBRE BASES:

stanislavskianas

las CIENCIAS TICs?

1.PARA HACER DINERO,

2.EN LA ECONOMIA DOMINICANA

3.CON SUS TALENTOS,

3.1.CON SU SENTIDO:

 DEL HUMOR,

3.2.CON SUS ACTUACIONES

3.3.COMO DISC JOCKEY....

Para eso le sirvio la VOZ

HUMANA, entrenada y educada

AL CIENTIFICO DOMINICANO

de la comunicacion RADIAL,

VERBAL,NO ESCRITA EN

LENGUA ESPANOLA O

CASTELLANA :

1. DOMINICANO.

2. DOMINICANISIMO.

3. DOMINICANISTA...

TEO VERAS LOPEZ

(1950-2018)

CIENTIFICO TIC DOMINICANO,

PADRE DE LA RADIO

MUSICAL DOMINICANA

DE FRECUENCIA MODULADA

(1968-2018):
TEO VERAS LOPEZ,

shool dropout de la FACULTAD
DE MEDICINA DE LA UNIVERSIDAD DOMINICANA

PEDRO HENRIQUEZ URENA

(UNPHU)...

EL MAS GRANDE CIENTIFICO

TICs, DOMINICANO, desde el

ano 1492, hasta el dia de hoy...

SOLO USANDO SU VOZ

DOMINICANA...

SOLO USANDO SU CEREBRO

EXPORTADOR

DE CONTENIDOS :

RADIOFONICOS

 Y PUBLICITARIOS

ORIGINALES:

DOMINICANOS E

INTERNACIONALES

------
FELICITAR A TODOS

 LOS TRABAJADORES

Y TRABAJADORAS,

PRODUCTIVOS,

DOMINICANOS,

-PUBLICOS Y PRIVADOS-

DEL SERVICIO DE :

1. CORREOS, DOMINICANOS.

2. CURRIERS.

EN EL DIA DOMINICANO

-DEL TRABAJADOR

Y LA TRABAJADORA-

 DE LA INDUSTRIA :

POSTAL O DE CORREOS,

DE LA NACION

Y DE LA REPUBLICA

DOMINICANA.

Yoe F. Santos/CCIAV

CCIAV, CC4AVE.

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019)

-------
OUR PERSONAL (1962-2019),

FAMILIAR(1880-2019),

 WITHIN SANTOS-CASTILLO

FAMILY,

INSTITUTIONAL

(CCIAV,CC4AVE:1959-2019):

GLOBAL CONTRIBUTION

FOR PROMOTE:

DOMINICANESS, GLOBALLY,

WORLDWIDE....

ALL POSITIVE:

 PRACTICES, DONE

FOR ONE DOMINICAN, CHILD,

CHILD-GIRL,

YOUNG DOMINICAN,

ADULT-CONTEMPORARY

DOMINICAN,

ELDERY DOMINICAN...

(1844-2019)

AROUND 5 CONTINENTS

as:

1. Dominican AUTOR

OF INNOVATION...

(ELECTRONIC ENGINEER:

FRANK HATTON GUERRERO:

SANTO DOMINGO,

DOMINICAN REPUBLIC:

1897-SANTO DOMINGO,

DOMINICAN REPUBLIC,

1981)

2. Dominican:
 BRANCH developer.

3. Dominican:

 BIOGRAPHY...

4. DOMINICAN:

 PERFORMING ARTIST.

5. Dominican:

 Designer.

6. Dominican:

 Exporter.

7. Domincan :

Sport Player.

9. Dominican:

 Business Man.

10. Dominican:

 Busines Woman.

11. Dominican:

 Scientifc on ICTs Sciences.

12. Dominican:

 Paidologist or Children

KEY NOTE:

 PRACTITIONER...

12.1 IN laboratory

-or Basic Sciences-

RADIO STUDIOS.

TV STUDIOS.

CINEMA STUDIOS.

INTERNET STUDIOS.

12.2. Workshops in:

 BASIC SCIENCES...

12. 3. CLASSROOM:

 in Basic Sciences.

(1844-until today:

 Nov. 2019)...

OUR OFFICIAL,

 FAMILIAR & INSTITUTIONAL

BLOG, as CCIAV, CC4AVE

https://www.blogger.com/blogger.g?blogID=3487376623676808164#allposts

Yoe F. Santos/CCIAV

CCIAV, CC4AVE

Talents, Criticism, Friendship!

Salut, Polis & Ecumene!

(1959-2019)

------

UN ACTOR debe TRABAJAR TODA SU VIDA

1. CULTIVAR su mente.

2. DESARROLLAR SU TALENTO sistematicamente,

3. AMPLIAR SU PERSONALIDAD.

4. NUNCA debe desesperar, ni OLVIDAR

este proposito FUNDAMENTAL:

AMAR SU ARTE, con todas sus fuerzas

Y AMARLO SIN EGOISMO.

By Konstantin Stanislavski.

Source:

EDUCANDO

EL PORTAL DE LA EDUCACION

DOMINICANA (Noviembre, 2019).

-----------
MURIO... LITO CRUZ...

INTRODUCTOR DEL METODO STANISLAVSKI...

Confiesa en su AUTObiografia:

ROBERT DE NIRO me recibio, como jamas,

lo habria imaginado....

----------
UN DIA COMO HOY...

-28 DE NOVIEMBRE, 1985-

HACE 34 ANOS, EL ARTISTA,

-LOCUTOR O EXPERTO EN CIENCIAS TICs-

DE LA RADIOFONIA...

-Ingenieria Electronica & Radiofonia-

TEO VERAS LOPEZ (1950-2018)

FUNDA SU PROPIA:

1. MYPIME.

2. INDUSTRIA RADIOFONICA,

2.1.COMERCIAL,

-DENTRO DE LA FRECUENCIA MODULADA-

2.2.MUSICAL

-Especializada en programacion & animacion:

 de MUSICA ANGLOSAJONA-

2.3.CON EL PROVERBIAL SENTIDO DEL HUMOR

-Del actor & locutor DIVERTIDISIMO:

TEO VERAS LOPEZ (1950-2018)-

2.4.COMO INSUMO PRINCIPAL &

2.4.1.ELEMENTO DIFERENCIADOR,

2.4.2.De la industria radiofonica dominicana:

-DE LA RADIOFONIA DOMINICANA

de fines del siglo XX: 1985-2019-

2.4.3.DEL PERSONAL BRANDING,

-INDIVIDUAL,PERSONAL, UNICO:

 BIOGRAFICO: IRREPETIBLE-

LA 91 FM...

1. LA CUAL SE CONVIRTIO:

EN LA EMISORA

MUSICAL No. 1

1.-Del arte del actor & de la actriz,MASSMEDIATICO-

2.-EN LOS MEDIOS ELECTRONICOS O E-MEDIAS...-

3.DE LA NACION & DE REPUBLICA DOMINICANA

(1985-2019).

--------------

POR QUE LA ACTUACION:

CINEMATOGRAFICA

ha asimilado a nivel mundial el legado:

1. CIENTIFICO.

2. METODOLOGICO.

3. GERENCIAL O ADMINISTRATIVO

4. ARTISTICO.

5. PSICOLOGICO

6. ANTROPOLOGICO

7. MEDICO O FISIOLOGICO

de Konstantin Stanislavski,

-Desde el ano 1909:hasta el dia de hoy-

1.PARA LA COMUNICACION HUMANA

NO ESCRITA...

2.O PARA LA SEMIOLOGIA

O LAS SEMIOTICAS, de la creacion y los

modos de contar HISTORIAS, frente a:

1. UNA CAMARA.

2. UN MICROFONO.

3. CON EL APOYO DE LA:

INGENIERIA ELECTRONICA, a nivel mundial?

1. LA ELECTRICIDAD, redujo en las industrias

culturales,

2. LA ELECTRICIDAD, redujo en las industrias

creativas...

3. LA ELECTRICIDAD, redujo en las industrias

de CONTENIDOS ORIGINALES, sujetos a las

normativas o metricas de CALIDAD INDUSTRIAL

O MANUFACTURERA del audiovisual como:

1. PRODUCTO DE LA IMAGINACION HUMANA.

2. COORDINACION DEL TRABAJO EN EQUIPO.

3. UNIFICACION MULTIDISCIPLINAR,

INTRADISCIPLINAR,

TRANSDISCIPLINAR

de procesos de CREACION DE VALOR,

-en las nuevas cadenas de valor- a partir

de la INDIVIDUALIDAD, de la unicidad,

-de la HISTORICIDAD, BIOGRAFICA, IRREPETIBLE-

del ser HUMANO, en su integralidad...

1.PSICO-FISICA...

2.DEL ACTOR & DE LA ACTRIZ....

LOS SISTEMAS DE REGISTRO:

1. ELECTRONICOS.

2. ELECTRICOS.

1.De la VOZ HUMANA...

2.Del MOVIMIENTO DEL CUERPO HUMANO...

EN SU PERFORMATIVIDAD

-MANUFACTURA:

1.Pre-produccion,

2. Produccion,

3.Post-produccion de

-Contenidos ORIGINALES, EXPORTABLES-

 en TQM, KAYZEN, ISO-

APUNTAN AL NATURALISMO, a la busqueda

de modos DE RECUPERACION DE FORMAS

DE ACTUACION ARTISTICA, distintas o

diferenciales de la : sobre-ACTUACION.

UN DIA COMO HOY, HACE MUCHOS ANOS:

HACE 34 ANOS, NACE LA 91 FM...

1. Un producto de las CIENCIAS TICs de la

nacion & de la REPUBLICA DOMINICANA.

2. UN PRODUCTO DE LA : RADIOFONIA

DOMINICANA.

3. UN PRODUCTO DE  LA : EXPERIMENTACION

& LA INVESTIGACION:

3.1. EN CIENCIAS FISICAS DOMINICANAS.

3.2. EN TELECOMUNICACIONES DOMINICANAS.

3.3. DE LA INGENIERIA ELECTRONICA

DOMINICANA.

3.4. DE LA DOMINICANIDAD : INDUSTRIAL

& EXPORTADORA DE LA NACION & DE LA

REPUBLICA DOMINICANA, de los anos 80s,

del PASADO SIGLO XX.

3.5. EL FRUTO DE LA INNOVACION & DE LA

ECONOMIA NARANJA DE LA NACION & DE

LA REPUBLICA DOMINICANA.

3.6. EL PRODUCTO DE MADUREZ DEL :

CIENTIFICO TICs DOMINICANO:

TEO VERAS LOPEZ (1950-2018)

3.7. EL PIONERO DE LA INDUSTRIA

RADIOFONICA DOMINICANA & PADRE

INDISCUTIBLE DE LA INTRODUCCION

DE LA FRECUENCIA MODULADA (FM)

COMO ACTIVIDAD:

1. COMERCIAL.

2. MUSICAL.

3. PUBLICITARIA.

4. INDUSTRIAL.

5. EXPORTADORA

TEO VERAS LOPEZ (1950-2018)

quien inicia su vida como:

 NINO ANONIMO, DOMINICANO

-HIJO DE DOS PADRES DOMINICANOS-

1.En un hogar o familia HETEROSEXUAL,

DOMINICANA, compuesto por un :

1.1. PADRE MILITAR.

1.2. UNA MAMA, COMUN Y CORRIENTE,

DOMINICANA:

1.2.1.UNA AMA DE CASA...DOMINICANA...

Es en esa familia dominicana JOVEN

-DE 40 ANOS DE EDAD Y MENOS-

de los anos 50s del pasado siglo XX,

cuando el nino TEO...

1. EN SU HOGAR,

1.1.EN SU CASA,

1.2.EN LA PRIVACIDAD & LA INTIMIDIDAD

-DE SU FAMILIA DOMINICANA-

Asiste a sus lecciones de :

1.HOMESHOOLING

2.DE EDUCACION DEL Y DESDE EL HOGAR...

NUTRIDO EN SU :

2.1.DOMINICANIDAD,

2.2.EN SUS PRIMEROS 7 ANOS DE VIDA

2.3.O BIOGRAFIA INFANTIL, ANONIMA...

2.3.1. ANTES DE INGRESAR SU TRAYECTORIA:

ESCOLAR, en KINDER...

2.3.2. ANTES DE INGRESAR A LA ESCUELA

PRIMARIA DOMINICANA

 2.3.2.1.DE LA EPOCA (1950-1960s).

2.3.2.2. ANTES DE COMPLETAR SU:

BACHILLERATO...

4. ANTES DE MATRICULARSE COMO:

ALUMNO DOMINICANO, en la CARRERA DE

MEDICINA,en la recien inaugurada UNIVERSIDAD

DOMINICANA, PEDRO HENRIQUEZ URENA

(UNPHU) A SU ESCASA EDAD, DE:

MENOS DE 25 ANOS DE EDAD...

Pero a su escasa EDAD, el joven:

TEO VERAS LOPEZ, decide cambiar de

CARRERA O PROFESION...

1. Para acudir a la COMISION NACIONAL DE

ESPECTACULOS PUBLICOS & RADIOFONIA

(CNEPR), para tomar:

SUS EXAMENES, a fin de convertirse en

ESPECIALISTA EN:

1. RADIOFONIA & RADIODIFUSION

2. QUE ES LA DEFINICION CIENTIFICA

DE LA PROFESION DE:

LOCUTOR O LOCUTORA....

COMO :

CIENTIFICO TICs....

---------
Y QUE TIENE QUE VER: KONSTANTIN

STANISLAVSKI  & SU METODO, CON LA

BIOGRAFIA INFANTIL, JUVENIL, DOMINICANISTA,

JUANPABLODUARTIANA, del nino ANONIMO

DOMINICANO:

TEO VERAS LOPEZ...?

1. EL LOCUTOR O LA LOCUTORA no es alguien

que SABE DE FISICA,

DE HARDWARE,

DE SOFTWARE...

PROCESOS QUE EXISTEN EN TODA:

1. CABINA DE RADIO.

2. EN TODO CANAL DE TELEVISION,

3. EN TODO ESTUDIO DE CINE.

4. EN TODA ESTACION DE PRODUCCION

DE CONTENIDOS ORIGINALES, POR LA

INTERNET & EL CIBERESPACIO, COMO:

INDUSTRIAS DE LA ECONOMIA NARANJA,

DE LA ECONOMIA CREATIVA DOMINICANA...

TODOS ESOS LUGARES SON DISTINTOS,

A LOS ESCENARIOS Y A LA INDUSTRIA

DEL:

TEATRO...

Desde los tiempo de la INVENCION DE LOS

EQUIPOS DE SONIDO, del tipo microfonos

y sistemas NAGRA....

1. NO hay que alzar la voz...

2. No hay que entrenarse en los resonadores

VOCALES, de Maestro Jerzy Grotowsky...

3. LOS MICROFONOS REGISTRAN, hasta

el mas leve SUSURRO, de la ;

VOZ HUMANA...

4. LOS MICROFONOS & LAS CAMARAS,

solo funcionan por:

LA INVENCION INDUSTRIAL PATENTADA

llamada:

ELECTRICIDAD...

EL CONOCIMIENTO DEL METODO DE :

ACTUACION

-DE KONSTANTIN STANISLAVSKI-

1. SU INNOVACION del STUDIO:

COMO LABORATORIO, para EXPERIMENTACION.

2. SU INNOVACION: del SI MAGICO...

como estimulante de la imaginacion humana,

EN EL ARTE & EN LA CIENCIA DE :

1. CONTAR HISTORIAS.

2. MEDIANTE LA IMPROVISACION...

3. EN EL ARTE : DEL ACTOR & DE LA ACTRIZ

a donde cae enmarcado este CIENTIFICO O

CIENTIFICA TICs, llamado:

LOCUTOR... LOCUTORA...

Vease para una aproximacion cientifica

DOMINICANA, sobre este particular, el

trabajo de JOVENES CIENTIFICAS DOMINICANAS

dentro de las CIENCIAS JURIDICAS,

ENTRENADAS EN LA PRACTICA DE

TAL ESPECIALIDAD DEL DERECHO,

en la Pontificia Universidad Pontificia Universidad Católica Madre y Maestra, de Santiago de los

Caballeros, en el periodo historico

-de fines del siglo XX o periodo finisecular-

1984-1996,

CABRERA, ESTHER (PUCMM, 1984):

ACTRIZ & ABOGADA...

EL ARTISTA PERFORMATICO

-O DE LAS ARTES ESCENICAS-

DE LA NACION & DE LA REPUBLICA

DOMINICANA:

SU STATUS SOCIO-JURIDICO

(1844-1984).

Y FINALMENTE:

COLON TATIS, Lissette Maria

(PUCMM, Santiago de os Caballeros,

Ciencias Juridicas: 1996):

EL ARTISTA O LA ARTISTA ESCENICOS:

El artista escenico dominicano y su relacion con

las industrias culturales y con la economia:

 -NARANJA o la economia creativa dominicana-

A FINES DEL SIGO XX.

UNA APROXIMACION:

 -SOCIO-JURIDICA & LABORAL-

 DE LA PROFESION.

TODAS LAS PROFESIONES, EN CIENCIAS

TICs, que se han creado y se ejercen

-en la nacion & en la REPUBLICA DOMINICANA-

DEPENDEN DE LA INNOVACION:

-INDUSTRIAL & COMERCIAL-

de un solo cientiico TICs,

-y de la ELECTRICIDAD-

INGENIERO ELECTRONICO,

FRANK HATTON GUERRERO

(NACIDO DOMINICANO:

CAPITALENO (1897-1981), LICEISTA,

GOLFISTA, BASKETBOLISTA,

FUTBOLISTA, INMORTAL DEL DEPORTE,

DESDE 1970, INVENTOR, GERENTE

& FUNDADOR DE RADIO HIZ, CONDECORADO

POR EL ESTADO DOMINICANO EN 1968,

POR SUS SERVICIOS A LA PATRIA

 DOMINICANA (1920-1968)

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE.

Talents, Criticism, Friendship!

Salut, Polis , Ecumene!

(1959-2019)

CELEBRANDO EL ANO DOMINICANO,

 DEDICADO,

ESPECIALIZADO EN :

1. INNOVACION DOMINICANA.

2. ECONOMIA NARANJA  DOMINICANA.

3. INNOVACION DE LAS INDUSTRIAS:

 -CREATIVAS DOMINICANAS, EXPORTADORAS...-

4.MYPIMES EXPORTADORAS DOMINICANAS.

5. COMPETITIVIDAD GLOBAL O

MUNDIAL DOMINICANA...DESDE LA :

5.1.INDUSTRIA DOMINICANA DE CONTENIDOS

EXPORTABLES..

5.1.1.-MANUFACTURADOS EN KAYZEN & TQM-

5.1.2.

-EN AUDIOVISUALES : RADIO TV, CINE, INTERNET-

POR VIA DE CIENCIAS EXACTAS:

1. CIENCIAS TICs, DOMINICANAS.

2. INGENIERIA ELECTRONICA, DOMINICANA.

3. BIOTECNOLOGIA DOMINICANA e INDUSTRIA

(IIBI, desde el ano : 2007:

MENTE-FACTURA DOMINICANA).

4. ONAPI (Desde 1911 hasta hoy)...

5. LAS ESCUELAS PUBLICAS & PRIVADAS:

DOMINICANAS (1844-2020),

 ESPECIALIZADAS EN:

5.1 CIENCIAS DEL APRENDIZAJE INFANTIL

5.2. CIENCIAS DEL OCIO INFANTIL DOMINICANO.

5.3. CIENCIAS DEL DEPORTE INFANTIL,

DOMINICANAS.

5.4. CIENCIAS DE LA NEURO-COGNICION

DOMINICANA.

-O CIENCIAS PAIDOLOGICAS DOMINICANAS-

6. EL SISTEMA DE 50 UNIVERSIDADES

DOMINICANAS, QUE ENSENAN:

 6.1.EL METODO CIENTIFICO.

6.2. En ciencias andragogicas

6.3. EDUCACION DE PERSONAS : ADULTAS.

7. LA OPORTUNIDAD EDUCATIVA, senalada por :

EUGENIO MARIA DE HOSTOS,

desde sus conferencias,

-En la ciudad de Santiago de Chile...-

EN 1873-1901,

COMO POR PROFESOR, ECONOMISTA,

-CIENTIFICO TICs AUTOTIDACTA, DOMINICANO-

JUAN EMILIO BOSCH GAVINO

(Rio Verde, LA VEGA, 1909-

SANTO DOMINGO, 2001)

Yoe F. Santos/CCIAV.

CCIAV, CC4AVE.

Talents, Criticism, Friendship!

Salut, Polis, Ecumene!

(1959-2019).

-----

HAY PROFESIONES QUE DE:

NINOS SONAMOS...

-------

Hay profesiones que de niños soñamos

con ellas, por ejemplo, ser profesores,

 o médicos, o actores… ¿pasó así con usted?

Bueno, siempre me gustó el arte, o sea, pensaba que iba a cantar, que iba a bailar,

YO CRECI EN EL TIEMPO DE:

 yo crecí en el tiempo de Ginger Rogers,

Fred Astaire, y siempre me vi como ellos.

Al principio pensé que sería cantante, o bailarina, pero pronto descubrimos que la que heredó el talento musical fue mi hermana Enriqueta,

RECUERDO QUE YO ESTUDIABA

EL PIANO TODOS LOS DIAS...

 recuerdo que yo estudiaba el piano

 todos los días

Y PRACTICABA Y PRACTICABA

y practicaba y practicaba y cuando llegaba a la escuela, la maestra me decía que por qué no estudiaba como mi hermana y ahí fue cuando dije, este no es mi camino.

Sin embargo, CUANDO DECIDI SER ACTRIZ...

cuando decidí ser actriz, fue como algo innato, yo entraba y salía de la situación con una facilidad tremenda, o sea, podía emocionarme y cambiar de ánimo y transformarme como con un toquecito mágico y eso ya me convenció de que por ahí andaba mi camino.

YO FUI UNA ACTRIZ QUE NUNCA PRECISE...

Yo fui una actriz que nunca precisé de Konstantín Stanislavski ni nada de eso, aunque yo defiendo el método Stanislavskiano* y digo que soy Stanislavskiana, pero honestamente yo no lo necesité, porque entraba y salía de situación sin problemas.

Una vez Andrés Castro, que fue uno de los mejores directores que tuv