sábado, 13 de octubre de 2012

➜ Halloween ...





Halloween (contracción de All Hallows' Eve, “Víspera de Todos los Santos”), también conocido como Noche de Brujas o Noche de Difuntos, es una fiesta de origen celta que se celebra principalmente en los Estados Unidos, Canadá, Irlanda, el Reino Unido y en algunos países no anglosajones durante la noche del 31 de octubre.
El día se asocia a menudo con los colores naranja, negro y morado y está fuertemente ligado a símbolos como la Jack-o'-lantern. Algunas de las actividades típicas de Halloween son el famoso “Trick or Treat” y las fiestas de disfraces, además de las hogueras, la visita de casas encantadas, las bromas, la lectura de historias de miedo y las películas de terror.
Halloween tiene su origen en la festividad cristiana del “Día de Todos los Santos” y en la festividad céltica conocida como Samhain, que deriva de irlandés antiguo y significa fin del verano. En el Samhain se celebraba el final de la temporada de cosechas en la cultura Celta y era considerada como el “año nuevo celta”.
Los antiguos celtas creían que la línea que une a este mundo con el Otro Mundo se estrechaba con la llegada del Samhain, permitiendo a los espíritus (tanto benévolos como malévolos) pasar a través. Los ancestros familiares eran invitados y homenajeados mientras que los espíritus dañinos eran alejados. Se cree que el uso de trajes y máscaras se debe a la necesidad de ahuyentar a los espíritus malignos. Su propósito era adoptar la apariencia de un espíritu maligno para evitar ser dañado.  
El Samhain también era un momento para hacer balance de los suministros de alimentos y el ganado para prepararse para el invierno. Las hogueras también desempeñaron un papel importante en las festividades. Todos los otros fuegos se apagaban y en cada hogar se encendía una hoguera en la chimenea.
En 1840 esta festividad llega a Estados Unidos, donde queda fuertemente arraigada. Los inmigrantes irlandeses transmitieron versiones de la tradición y  difundieron la costumbre de tallar los “Jack-o'-Lantern” (calabaza gigante hueca con una vela dentro), inspirada en la leyenda de “Jack el Tacaño”.
Originalmente, el “Truco o trato” mejor conocido como “Dulce o Travesura” (en inglés “Trick-or-treat”) era una leyenda popular de origen céltico según la cual no solo los espíritus de los difuntos eran libres de vagar por la Tierra la noche de Halloween, sino toda clase de entes procedentes de todos los reinos espirituales. Entre ellos había uno terriblemente malévolo que deambulaba por pueblos y aldeas, yendo de casa en casa pidiendo precisamente «Trick or Treat». La leyenda asegura que lo mejor era hacer un "Trato", sin importar el costo que éste tuviera, pues de no pactar con este espíritu (que recibiría el nombre de “Jack O' Lantern”, con el que se conocen a las tradicionales calabazas de Halloween) él usaría sus poderes para hacer "Trick", que consistiría en maldecir la casa y a sus habitantes, dándoles toda clase de infortunios y maldiciones. Como protección surgió la idea de crear en las calabazas formas horrendas, para así evitar encontrarse con dicho espectro (y con el tiempo, debido a la asociación mental entre el espíritu y las calabazas, el nombre de este sería dado a ellas, que es como son conocidas hoy día cuando llega esta celebración).

 

domingo, 7 de octubre de 2012

➜ The UK ...



El Reino Unido está compuesto por los países de Inglaterra, Escocia, Gales e Irlanda del Norte.
Su nombre completo es: 'Reino Unido de Gran Bretaña e Irlanda del Norte'.

Gran Bretaña, por otra parte, comprende únicamente Inglaterra, Escocia y Gales. Es la isla más grande de las Islas Británicas. Irlanda del Norte y la República de Irlanda forman la segunda isla más grande.

La bandera del Reino Unido, comúnmente conocida como la Bandera de la Unión (que deriva del uso de la Bandera de la Unión en el jack-staff - o asta - de las naves de guerra), incorpora los emblemas de tres países bajo una soberanía. Los emblemas que aparecen en la Bandera de la Unión son las cruces de los tres santos patrones.

* La cruz roja de San Jorge sobre fondo blanco, que representa a Inglaterra.
* La cruz blanca diagonal de San Andrés sobre fondo azul, que representa a Escocia.
* La cruz roja diagonal de San Patricio sobre fondo blanco, que representa a Irlanda.


jueves, 20 de septiembre de 2012

martes, 18 de septiembre de 2012

➜ The Story of Stuff

   
"The Best Things in Life aren´t Things" ... 

                                                                    ➜ Video Clip ...

lunes, 3 de septiembre de 2012

➜ Sentence Connectors ...






Los conectores o conjunciones son palabras que usamos para unir dos o más frases o dos palabras dentro de la misma oración. Aquí tienes los conectores más comunes agrupados en categorías.

Copulativos ...
and, not only … but also …, not only … but … as well, both … and …, no sooner … than

Disyuntivos ...
or, either … or …, neither … nor …, whether … or …, else, otherwise

Condicionales ...
if, whether, unless, provided, providing, as long as, in case, in case of

➤ Concesivos ...
although, though, even though, even if, despite, in spite of, not even if, regardless of

➤ Conclusivos ...
therefore, hence, thus, so, consequently

➤ Continuativos ...
then, moreover, furthermore, besides, in addition to

➤ Adversativos ...
but, however, nonetheless, yet, still, on the other hand, instead, instead of, on the contrary

➤ Causales ...
because, for, because of, as a result of, due to, owing to, since, as

➤ Comparativos ...
as, as … as …, not as … as …, not so … as …, just as … so …, as if, as though

➤ Funcionales ...
so, so that, so as to, so as not to, in order to

                                                                           
                                                                                                    ➜ ... Exercise ... ➊

                                                                                                    ➜ ... Exercise ... ➋

domingo, 2 de septiembre de 2012

➜ Linguistics & Branches



✎ Linguistics ... The systematic study of the nature, structure, and variation of language.

✎ Psycholinguistics ... It is the study of the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language.

✎ Sociolinguistics ... is the descriptive study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used and the effects of language use on society.

 ✎ Phonetics ... It is the branch of linguistics that deals with the sounds of speech and their production, combination, description, and representation by written symbols.

✎ Phonology ... It is a branch of linguistics concerned with the systematic organization of sounds in languages.

 ✎ Morphology ... It is the branch of linguistics that studies word structures, specially in terms of "morphemes".

✎ Grammar ...  A set of rules and examples dealing with the syntax and word structures of a language.

✎ Syntax ... It is the study of the rules that govern the ways in which words combine to form phrases, clauses and sentences.

✎ Semantics ... The field of linguistics concerned with the study of "meaning" in language.

✎ Pragmatics ... It is a branch of linguistics concerned with the use of language in social contexts and the ways in which people produce and comprehend meaning through language.

✎ Semiotics ... It is the study of signs and symbols, specially as elements of language or other systems of communication.

➜ The Theory of Multiple Intelligences ... (Howard Gardner)


The theory of multiple intelligences was proposed by Howard Gardner in 1983 to analyze and better describe the concept of intelligence.
Traditionally, schools presented information in two ways: Through language and through formulas involving numbers and logic. Psychologists, however, said that there was a huge problem with this. People have different strengths and different learning styles to match these strengths. For example, one person might struggle with information in a paragraph but understand it immediately in a diagram. Another person will struggle with the diagram but not with the paragraph.
Thus, Howard Gardner proposed a different theory that attempts to explain the way we learn through 9 different learning styles.

➊ Linguistic ... This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned.

Logical Mathematical ... This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations.

Spatial ... This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.

Bodily - Kinesthetic ... In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than by reading or hearing about it.

Musical ... This area has to do with sensitivity to sounds, rhythms, tones and music. People with a high musical intelligence normally have good pitch and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc jockeys, orators, writers and composers.

Intrapersonal ... This area has to do with instrospective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologist, counselors, or philosophers.

Interpersonal ... Interpersonal intelligence is the ability to understand and interact with others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. viduals with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Naturalistic ... This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

Existential ...  Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct. Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, scientists, cosmologist, psychologists and philosophers

➜ Skimming & Scanning


Skimming...
Una de las estrategias de lectura es el "Skimming", algunas veces llamada en español  “barrida del texto”, que consiste en un examen superficial del texto sin leerlo a detalle con el fin de obtener una idea general del contenido.
Esto es posible mediante el análisis de la tipografía, illustraciones, referencias numéricas, deducciones, identificación de cognados, el título y subtítulo, la estructura del texto y todo aquello que pueda proporcionarnos una idea global.

Scanning...
La estrategia "Scanning", en ocasiones llamada en español “búsqueda de información específica”, se pone en práctica cuando se conoce la información que se está buscando y no se necesita la información global del texto.

Debes notar que el empleo del “skimming” y/o “scanning” no depende del tipo de texto, sino del propósito del lector.

...............................................................................................

  Skimming and scanning are not the same as reading. Skimming should be done as a pre-reading activity and scanning as a post-reading activity. With so much reading required in today’s world, you may wonder shy you need to engage an article three times in three different ways. Here’s why: skimming allows you to determine if you even need to read the article at all. If you decide after skimming that you do need to read it, then do so at your normal, natural speed. Even so, it is not likely that you will retain all the information included in the article; this is where scanning comes into play. Scanning is used to quickly locate the specific information you need later for a report, discussion, etc.

Skimming...
Why do it: to quickly assess the value of the article and determine if it is worth your time and energy to spend any more time with it.
How to do it:
1. Read the title
2. Read the introduction
3. Read all the subheadings and think about how they are related to one another and to the title
4. Read the first sentence in each paragraph. You may also need to read the last sentence in each paragraph depending on the style of writing.
5. Go back through the text looking for clues as to content and importance.
6. Read the last paragraph
After skimming you should be able to know the general ideas of what the article is about and be able to determine if it fits your needs or not. If not, let it go. You’re done. Move on to the next article.

Scanning...
Why do it: to find a specific fact or piece of information that you need for something else.
How to do it:
1.  Remember what it is you are looking for so you will not be distracted by other pieces of information
2.  Anticipate how the information looks – is it identified by numbers, italics, proper nouns, etc.
3.  Run your eyes over several lines at one time
4.  When you find the information you are looking for, focus your eyes and attention there and read the entire sentence. You may also need to read the sentence before and after as well.


 
When you understand what skimming and scanning are and how to use these techniques, you can manage a large amount of text in a relatively short amount of time. Skimming and scanning skills allow you to use your time both efficiently and effectively.