lunes, 30 de septiembre de 2013

TEXTO EXTRAÍDO DE https://www.redcar-cleveland.gov.uk/rdv.nsf/Web?ReadForm&id=2E5EB92E543A9445802577F30032D36A

Causes of Domestic Violence
Abusers choose to behave violently to get what they want and gain control. Their behaviour often originates from a sense of entitlement which is often supported by sexist, racist, homophobic and other discriminatory attitudes.

Domestic violence against women by men is 'caused' by the misuse of power and control within a context of male privilege. Male privilege operates on an individual and societal level to maintain a situation of male dominance, where men have power over women and children. In this way, domestic violence by men against women can be seen as a consequence of the inequalities between men and women, rooted in patriarchal traditions that encourage men to believe they are entitled to power and control over their partners.

Should all domestic violence be seen in the context of power relations?


No, not all domestic violence occurs within a context of traditional power relations. Ultimately, responsibility for the violence must lie with the perpetrator of that violence, despite any societal influences that we may draw on in order to understand the context of the behaviour.
 

Is domestic violence a consequence of things such as stress?
 

Domestic violence is learned intentional behaviour rather than the consequence of stress, individual pathology, substance use or a 'dysfunctional' relationship. Perpetrators of domestic violence frequently avoid taking responsibility for their behaviour, by blaming their violence on someone or something else, denying it took place at all or minimizing their behaviour.
 

Whilst responsibility for the actual violence is the perpetrators alone, there are belief systems in our society that perpetuate abusive attitudes and make it difficult for women and children to get help.
These include:
·         Blaming the victim for the violence
·         Putting the 'family' before the safety of women and children
·         Tolerating the use of violence
·         Privileging men over women and children's needs
·         Treating domestic violence as a private matter

Research shows that violent men are most likely to perpetrate violence in response to their own sexual jealousy and possessiveness; their demands for domestic services; and in order to demonstrate male authority. Some men also believe that sex is another type of domestic service that they can demand. Violent men will also typically justify or ignore their behaviour by:
·         Minimising the violence eg, saying it was "just a slap" or "isn't that bad".
·         Justifying the behaviour to themselves and blaming the victim.
·         Denying the violence happened or refusing to talk about it and expecting the victim to just "move on". (Dobash & Dobash, 2000).

Can alcohol or drugs cause domestic violence?


Many people who drink too much or take drugs don't abuse their partners or family members. Likewise, abuse doesn't exclusively occur when an abuser is drunk or under the influence of drugs. Substance use isn't the underlying cause of domestic violence.
 
Abusers who use alcohol or drugs may use this as an excuse for their behaviour saying "I was drunk" or "I don't remember". Even if they genuinely don't remember what they did, it doesn't remove responsibility for their behaviour. The causes of domestic violence are far more deep rooted than simply being an effect of intoxication or alcohol/drug dependency.

If an abuser is alcohol/drug dependent, it is important that this is treated in tandem with addressing the violent behaviour. Addressing only one without the other is unlikely to prove successful.

Women experiencing domestic violence may also turn to alcohol or drugs as a form of escape from the violence. Sometimes abusers will use their partner's addiction as an excuse for violent behaviour, saying they have been provoked into using violence. Excuses such as these are used by the perpetrator to deflect responsibility from themselves and put the blame for the violence onto the victim. In these situations it is vitally important that women receive the support they need, but also, that the perpetrator is held accountable for their actions and that they are not excused because of the woman's behaviour.
 
A study of 336 convicted offenders of domestic violence, found that alcohol was a feature in 62% of offences and 48% of offenders were alcohol dependent (Gilchrist et al, 2003).
 

Is domestic violence caused by a lack of control?


Domestic violence is about gaining control, not a lack of control. If an abuser is careful about when, where and to whom they are abusive, then they are showing sufficient awareness and knowledge about their actions to indicate they are not 'out of control'. Abusers use violence and tactics of coercion as a way of exercising control and getting what they want.
 

Can domestic violence be caused by mental illness?


The vast majority of people with mental health problems do not abuse other people. However, there are a small number of people who are in mental distress who may behave abusively, though this may not be caused by the mental health problem itself.
 

If an abuser is careful about when, where and to whom they are abusive then they are showing sufficient awareness and knowledge about their actions to indicate they are making choices about their behaviour.
 

If an abuser is random and unpredictable, being abusive to strangers as well as people they know (eg in public and in the workplace), then mental illness may be a possibility. Even if it is, it still doesn't mean anyone must put up with abusive behaviour. In these situations, it is important that the safety of survivors is prioritised and that the person experiencing mental distress obtains the professional care they need.


ESQUEMA DEL TEXTO EXTRAÍDO DE https://www.redcar-cleveland.gov.uk/rdv.nsf/Web?ReadForm&id=2E5EB92E543A9445802577F30032D36A


Video, mejor anuncio del año 2012 "Los niños hacen lo que ven"

Video de NTVG "Nunca más a mi lado"

sábado, 28 de septiembre de 2013

Texto sobre ley de aborto http://www.hrw.org/news/2012/10/26/uruguay-new-abortion-law-breaks-ground-women-s-rights

In a historic move this week, Uruguayan President José Mujica has signed into law a bill that waives criminal penalties for abortion in the first 12 weeks of gestation, with certain procedural requirements, and in the first 14 weeks of gestation in the cases of rape.

The law marks a significant development in realizing women’s human rights and preventing unsafe, clandestine abortions in the region.

“This bill is an important step forward to prevent the life-threatening risks of clandestine abortion,” saidAmanda Klasing, women’s rights researcher at Human Rights Watch. “Uruguay’s neighbors should take note of this progress. As sensitive an issue as abortion is, governments can and should pass laws that save women’s lives.”

Latin American countries have some of the most restrictive abortion policies in the world. Several countries, such as Chile, El Salvador, and Nicaragua have absolute bans on abortion with no exceptions whatsoever. These highly restrictive laws fuel unsafe, clandestine abortions, putting women’s lives at risk. The United Nation’s World Health Organization estimates that approximately 13 percent of maternal deaths in the region are from unsafe abortion.

Mujica had promised he would sign the bill passed by the Senate to waive penalties for abortion with few restrictions in December 2011. However, it took until September 2012 for the bill to pass through the Chamber of Deputies, the lower house of Uruguay’s legislature. The lower house made significant changes to the Senate bill, adding procedural requirements that must be met for women to access abortions. The bill passed by a margin of just one vote, with 50 deputies in favor and 49 against. In October, Uruguay’s senate ratified the Chamber of Deputies’ version of the bill, clearing the way for the president’s signature. The final version retains abortion as a crime under the criminal code, but waives penalties.

The law requires women seeking abortions to inform a doctor of the circumstances of the conception and the economic, social, or family hardships which would prevent her from continuing the pregnancy. The same or next day, the doctor is required to consult an interdisciplinary team of at least three professionals, including at least one gynecologist, one mental health professional, and one specialist in social support. The interdisciplinary team must meet with the woman to inform her about the law, the process of abortion, and any inherent risks of the procedure. It will also inform her of alternatives to abortion and offer psycho-social support and information.

After the woman meets with the team, the law requires a five-day reflection period before she can reassert her choice to continue with the abortion. Upon her informed consent, a doctor can perform the procedure. The decision to have the abortion remains solely with the woman. These requirements do not apply for victims of rape or incest. The only requirement in those cases is the filing of a criminal complaint.

While the new law represents an advance in the region, the procedural provisions – in particular the mandatory five-day reflection period and consultation with the panel – could amount to an arbitrary barrier to accessing abortion services. The United Nations Special Rapporteur on the Right to Health has found that legal restrictions can make legal abortions inaccessible. Examples of abortion restrictions that the Rapporteur criticized in a 2011 report include: “requirements of counselling and mandatory waiting periods for women seeking to terminate a pregnancy” and “requirements that abortions be approved by more than one health-care provider.”

Uruguay’s Ministry of Public Health is now charged with developing regulations to implement the law. These regulations should ensure that any woman who seeks an abortion within the legal time frame is not denied the procedure as a result of delays caused by the law’s procedural requirements. Civil society organizations should have the opportunity to participate in developing these regulations.

“Having taken this positive step, Uruguay should now ensure that in practice women seeking this essential medical service can do so without arbitrary interference,” Klasing said.

Cuestionario sobre el texto informativo de la ley del aborto

Preguntas utilizando scanning:

1) ¿ Cuáles son los países de América Latina que tienen las políticas de aborto más restrictivas del mundo?

Los países son: Chile, el Salvador y Nicaragua.

2) ¿Por cuántos votos a favor y en contra se aprobó la ley?

 Se aprobó por 50 votos a favor y 49 votos en contra.


Peguntas utilizando skimming:

1) ¿ Cuántos días exige la ley como plazo para que la mujer tome la decisión definitiva de abortar o  de no abortar, y por qué?

La ley exige un plazo de cinco días para que la mujer tome la decisión definitiva de abortar o no, con el fin de que reflexione sobre su decisión.

2) ¿ Qué especialistas intervienen en el proceso previo a la realización del aborto?

La ley exige que el médico consulte con un equipo interdisciplinario de al menos tres profesionales: un ginecólogo, un profesional de salud mental y un especialista en apoyo social.


Manifestación a favor de la legalización del aborto


viernes, 27 de septiembre de 2013

CON LA FINALIDAD DE TRABAJAR EL DERECHO A LA VIDA PROPONEMOS EL SIGUIENTE TEXTO

EL PRESENTE TRABAJO ES EXTRAÍDO DE : http://www.warchild.org.uk/issues/child-soldiers

CHILD SOLDIERS

Child soldier. Some words don't belong together.

It's bad enough that children's lives are torn apart by wars they didn't start. But when they're forced into fighting in the conflict themselves, it causes psychological and physical damage that can often never be repaired.
Every child has the right to go to school and to live free from violence. Using kids as soldiers constitutes one of the most horrendous breaches of those rights and it is simply and unequivocally wrong.
THERE ARE ESTIMATED TO BE 250,000 CHILD SOLDIERS IN THE WORLD. 40% OF CHILD SOLDIERS ARE GIRLS

Key facts and statistics about child soldiers

There are an estimated 250,000 child soldiers in the world today.
It is estimated that 40% of all child soldiers are girls. They are often used as 'wives' (i.e. sex slaves) of the male combatants.
Many rebel groups use child soldiers to fight the government, but some governments also use child soldiers in armed conflict.
Not all children take part in active combat. Some are also used as porters, cooks and spies.
As part of their recruitment, children are sometimes forced to kill or maim a family member - thus breaking the bonds with their community and making it difficult for them to return home.

Where are child soldiers?

Africa has the largest number of child soldiers. Child soldiers are being used in armed conflict in Central African Republic, Chad, Democratic Republic of Congo, Somalia and Sudan.
In June 2013 The UN set a goal to have no child soldiers anywhere in the world by 2016. There are eight Government armies listed for the recruitment and use of children and six of them have already committed to making their armies child-free. In 2012, South Sudan, Myanmar, Somalia and the Democratic Republic of Congo signed action plans with the United Nations. The previous year, Afghanistan and Chad made similar commitments. Discussions initiated with the Governments of Yemen and Sudan are expected to lead to action plans in the near future. 

Why use children as soldiers?

Children are used as soldiers because they are easier to condition and brainwash. They don't eat much food, don't need paying much and have an underdeveloped sense of danger so are easier to send into the line of fire.
As children make up the majority demographic in many conflict-affected countries, there's a constant supply of potential recruits. Due to their size and 'expendability', children are often sent into battle as scouts or decoys, or sent in the first wave to draw the enemy's fire.

What are the effects on children?

The effects on children are felt long after their physical scars have healed and their drug dependencies overcome. Many child soldiers are desensitised to violence - often at a very formative time in their development and this can psychologically damage them for life.
Even when they're set free or escape, many children can't go back home to their families and communities because they've been ostracised from them. They may have been forced to kill a family member or neighbour just so they can never go back. Many girls have babies from their time in the rebel groups and their communities/families don't accept them home.
Most have missed out on school - sometimes for many years. Without an education they have very little future prospects and sometimes return to the rebel groups as they have simply no other way of feeding themselves.

How do child soldiers get recruited?

·         Some are abducted from their homes and forced to become soldiers
(a tactic notoriously used by the Lords Resistance Army.)
·         A village may be forced to provide a certain number of children as soldiers in exchange for staying safe from attack.
·         Some children are volunteered by their parents due to extreme poverty and hunger at home.
 In some rare cases children volunteer to join the fight because of ideological reasons or to avenge the death of their family








SCAN THE TEXT AND CHOOSE THE CORRECT


1.- Número de niños – soldado en el mundo.
         a) 270.000
b) 370.000
c) 250.000 *

2.- Porcentaje de varones
         a) 60% *
b) 40%
c) 50%

3.- Nombre del continente que más niños utiliza
         a) América Latina
b) Oceanía
c) Africa *

4.- Año estimado por las Naciones Unidas en que desaparecerá el problema
         a) 2012
         b) 2018
         c) 2016 *


SKIM AND ANSWER


1.- Tres razones por las que se usan niños en los conflictos bélicos:

  • No comen mucho
  • No necesitan mucha paga
  • No tienen sentido del peligro por ello son más fáciles de mandar a las líneas de fuego.


2.-  Cuatro formas de reclutar a los menores

  • Algunos son raptados y forzados por los ejércitos
  • Otros son entregados por las villas a cambio de no recibir ataques
  • Otros entran como voluntarios por la pobreza y el hambre extremo en que viven
  • Otros casos, en menor escala, por razones ideológicas o por venganza

3.- Cuatro consecuencias o efectos de la guerra en los niños:

  • Dependencia a las drogas
  • Insensibilidad respecto de la violencia
  • Ruptura con las familias biológicas
  • Se desvinculan de la educación por tanto tiempo que luego no pueden volver y retoman las filas rebeldes.




FUENTE. FUERZA.COM.MX
FUENTE: WWW.HISPANOARABE.ORG

FUENTE: WWW.ANALITICA.COM
UN VIDEO PARA LA REFLEXIÓN EN EL MARCO DE LOS DERECHOS HUMANOS:

                                             EL DERECHO A LA VIDA Y LA NIÑEZ


                                           

Texto extraido de http://www.uefap.com/reading/exercise/ess1/kennett.htm

THE DEATH PENALTY
I want to organize under five simple verbs my own reasons for thinking that the death penalty is a bad thing. If we catch a man who has committed a murder, try him and convict him, we have to do something more with him than punish him, because, although he must be punished, there are several other things that ought to happen to him. I think that the whole theory of what ought to be done to a convicted murderer can be summed up in the five verbs: prevent, reform, research, deter and avenge. Let me take these five things in turn and see how the death penalty now looks as a means of achieving them.
The first is 'prevent'. By this I mean preventing the same man from doing it again, to check him in his career-though, of course, nobody makes a career of being a murderer, except the insane, who are not at issue in the question of the death penalty. I believe that I am right in saying that in the course of a century there is only one doubtful case of a convicted murderer, after his release at the end of a normal life sentence, committing another murder. I think that that means, statistically, that the released murderer is no more likely to murder again than anybody else is. The question of long sentences comes in here. If the sane convicted murderer is not to be hanged, should he be imprisoned, and should the length of his service be determined in a way not the usual one for the actual sentence served? I think this question can be answered only by looking at the statistics of how likely a man is to do it again. In other words, how likely a prison sentence for a given number of years, 15, 20 or 30 years, is to prevent him from doing it again. There is a wealth of statistics available to us on that. I do not think they suggest that the convicted murderer who is not hanged should have his prison sentence dealt with in any way differently from that in which prison sentences are usually dealt with.
To turn to the second verb on my list, 'reform'. That is rather a nineteenth century word, and perhaps we should now say 'rehabilitate', stressing more the helping of a man with his social functions rather than adjusting his internal character; but that is a minor point. It is clear that, whatever we may think about what is able to be achieved in our prison system by treatment in the reformatory and rehabilitatory way - and it is open to criticism for lack of funds and so on-it is obvious that less can be achieved if you hang a man. One man who is utterly unreformable is a corpse; and hanging is out of the question, because you cannot achieve any form of reform or rehabilitation by it.
The next word is 'research'. This is not part of the traditional idea of what to do with a convicted murderer. It is rather a new notion that it may be an appropriate purpose in detaining a criminal and inflicting punishment and other things upon him that research should be conducted into the criminal personality and the causes of crime. At the moment we hang only the sanest criminals. We can get all the research we want into the motives, characters and personality structures of those with diminished responsibility, the insane and those under an age to be hanged. But the one we cannot research into is the man who is sane and who commits capital murder in cold blood on purpose. It might be that if we were to keep this man alive and turn psychiatrists and other qualified persons on to talking to him for twenty years during his prison sentence we should find things that would enable us to take measures which would reduce the murder rate and save the lives of the victims. But in hanging these men we cut ourselves off from this possible source of knowledge of help to the victims of murder.
The fourth word, 'deter', is the crux of the whole thing. Abolitionists, as we all know, have held for many years that evidence from abroad has for long been conclusive that the capital penalty is not a uniquely effective deterrent against murder. Retentionists of the death penalty have been saying for years that we are not like those abroad; we are a different country economically; our national temperament is different; and there is this and that about us which is not so about those in Italy, Norway or certain States of the United States, New Zealand, India, or wherever it may be. Now we have this remarkable pamphlet which in effect closes that gap in the abolitionists' argument. It shows within mortal certitude that we are exactly like those abroad, and that in this country the death penalty is not a uniquely effective deterrent against murder.
The last on the list of my five verbs is 'avenge'. Here the death penalty is uniquely effective. If a man has taken life, the most effective, obvious and satisfying form of vengeance is to take his life. I have no argument against that. I think it is true that if one accepts vengeance as a purpose proper for the State in its handling of convicted criminals, then the death penalty should stay for convicted murderers. For myself-and it is only a personal matter-I utterly reject the idea that vengeance is a proper motive for the State in dealing with convicted criminals; and I hope that, from the date of the publication of this pamphlet onwards, those who wish to retain the death penalty will admit that its only merit is precisely that of vengeance.
(Lord Kennet from a Speech in the House of Lords, November 9th, 1961)

Cuestionario y respuestas acerca del texto extraido de http://www.uefap.com/reading/exercise/ess1/kennett.htm, utilizando scanning y skimming

UTILIZANDO SCANNING

1) ¿Cuándo realizó la conferencia acerca del tema Lord Kennet?

 El 9 de noviembre de 1961.


2) ¿Qué países son nombrados en el texto?

Noruega, Estados Unidos, Nueva Zelanda e India.


UTILIZANDO SKIMMING

 1) ¿Cuáles son los cinco verbos que resumen la finalidad de la pena de muerte y que significa cada uno?


a) Prevenir. Es la forma de evitar que cometa el delito.

b) Reformar. Tiene que ver con rehabilitación del convicto.

c) Investigar. Es ir a las probables causas que llevaron a la persona a  cometer el delito (la personalidad, carácter y motivos)

d) Disuadir. Es incidir en la decisión del criminal. Los abolicionistas y los que están a favor de la pena de muerte tienen contraposición de ideas al respecto.

e) Vengar.Se considera que este verbo se identifica como la forma más efectiva, pero aún así es resistido.

Video extraìdo de Youtube (Amnistia Internacional)

Imagen extraida de la Web. http://www.coloribus.com/adsarchive/prints/encourage-people-to-vote-death-penalty-2997955/


Video about connectivism

viernes, 6 de septiembre de 2013

CONNECTIVISM TEXT 2

http://education-2020.wikispaces.com/Connectivism What is Connectivism ? Credit: Clix Connectivism is a learning theory promoted by Stephen Downes and George Siemens. Called a learning theory for a digital age, it seeks to explain complex learning in a rapidly changing social digital world. In our technological and networked world, educators should consider the work of thinkers like Siemens and Downes. In the theory, learning occurs through connections within networks. The model uses the concept of a network with nodes and connections to define learning. Learners recognize and interpret patterns and are influenced by the diversity of networks, strength of ties and their context. Transfer occurs by connecting to and adding nodes and growing personal networks. (Connectivism Wikiversity) According to George Siemens, "Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical." Siemen's Principles of connectivism: •Learning and knowledge rests in diversity of opinions. •Learning is a process of connecting specialized nodes or information sources. •Learning may reside in non-human appliances. •Capacity to know more is more critical than what is currently known •Nurturing and maintaining connections is needed to facilitate continual learning. •Ability to see connections between fields, ideas, and concepts is a core skill. •Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. •Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. (Connectivism: A Learning Theory for the Digital Age) According to Siemens, learning is no longer an individualistic activity. Knowledge is distributed across networks. In our digital society, the connections and connectiveness within networks lead to learning. Siemens and Downes have experimented with Open Courses and both stress the importance of more open education. See Siemens discussing the importance of connections and connectiveness in open social learning below to the left and see the Networked Student to the right.

CONNECTIVISM TEXT 1

http://www.connectivism.ca/about.html Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena. Some principles of connectivism:  The integration of cognition and emotions in meaning-making is important. Thinking and emotions influence each other. A theory of learning that only considers one dimension excludes a large part of how learning happens.  Learning has an end goal - namely the increased ability to "do something". This increased competence might be in a practical sense (i.e. developing the ability to use a new software tool or learning how to skate) or in the ability to function more effectively in a knowledge era (self-awareness, personal information management, etc.). The "whole of learning" is not only gaining skill and understanding - actuation is a needed element. Principles of motivation and rapid decision making often determine whether or not a learner will actuate known principles.  Learning is a process of connecting specialized nodes or information sources. A learner can exponentially improve their own learning by plugging into an existing network.  Learning may reside in non-human appliances. Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database.  The capacity to know more is more critical that what is currently known. Knowing where to find information is more important than knowing information.  Nurturing and maintaining connections is needed to facilitate learning. Connection making provides far greater returns on effort than simply seeking to understand a single concept. Learning and knowledge rest in diversity of opinions. Learning happens in many different ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. Courses are not the primary conduit for learning. Different approaches and personal skills are needed to learn effectively in today's society. For example, the ability to see connections between fields, ideas, and concepts is a core skill. Organizational and personal learning are integrated tasks. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network and continue to provide learning for the individual. Connectivism attempts to provide an understanding of how both learners and organizations learn. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate impacting the decision. Learning is a knowledge creation process...not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning.