lunes, 29 de septiembre de 2008

20 Best Websites To Download Free EBooks

Estimados colegas, les envío las siguentes 20 websites que permiten descargar libremente e-books para su uso personal, espero que sea de vuestro interés y utilidad.
  1. FreeBookSpot
    FreeBookSpot is an online source of free ebooks download with 4485 FREE E-BOOKS in 96 categories which up to 71,97 GB.
    You can search and download free books in categories like scientific, engineering, programming, fiction and many other books. No registration is required to download free e-books.

  2. 4eBooks
    4eBooks has a huge collection of computer programming ebooks. Each downloadable ebook has a short review with a description. You can find over thousand of free ebooks in every computer programming field like .Net, Actionscript, Ajax, Apache and etc.

  3. Free-eBooks
    Free-eBooks is an online source for free ebook downloads, ebook resources and ebook authors. Besides free ebooks, you also download free magazines or submit your own ebook.
    You need to become a Free-EBooks.Net member to access their library. Registration is free.

  4. ManyBooks
    ManyBooks provides free ebooks for your PDA, iPod or eBook Reader. You can randomly browse for a ebook through the most popular titles, recommendations or recent reviews for visitors. There are 21,282 eBooks available here and they’re all free!

  5. GetFreeEBooks
    GetFreeEBooks is a free ebooks site where you can download free books totally free. All the ebooks within the site are legal downloadable free ebooks.

  6. FreeComputerBooks
    FreeComputerBooks consists of a huge collection of free online Computer, Programming, Mathematics, Technical Books, Lecture Notes and Tutorials. It is very well categorized by topics, with 12 top level categories, and over 150 sub-categories.

  7. FreeTechBooks
    FreeTechBooks lists free online computer science, engineering and programming books, textbooks and lecture notes, all of which are legally and freely available over the Internet. Throughout FreeTechBooks, other terms are used to refer to a book, such as ebook, text, document, monogram or notes.

  8. Scribd
    Scribd, the online document sharing site which supports Word, Excel, PowerPoint, PDF and other popular formats. You can download a document or embed it in your blog or web page.

  9. Globusz
    Globusz is a unique ePublishing house, specializing in free eBook downloads. They also provide an excellent Star Rating Showcase for new and evolving authors.

  10. KnowFree
    KnowFree is a web portal where users are able to exchange freely e-books, video training and other materials for educational purposes and self-practice.

  11. OnlineFreeEBooks
    OnlineFreeEBooks provides links to various ebooks (mostly in pdf) spanning in 9 big categories which are: Automotive Ebooks, Business Ebooks, Engineering Ebooks, Gadget Ebooks, Hardware Ebooks, Health & Medical Ebooks, Hobbies Ebooks, Programming & Technology Ebooks, Sport & Martial Art Ebooks.

  12. MemoWare
    MemoWare has a unique collection of thousands of documents (databases, literature, maps, technical references, lists, etc.) specially formatted to be easily added to your PalmOS device, Pocket PC, Windows CE, EPOC, Symbian or other handheld device.

  13. BluePortal



  14. OnlineComputerBooks
    OnlineComputerBooks contains details about free computer books, free ebooks, free online books and sample chapters related to Information Technology, Computer Science, Internet, Business, Marketing, Maths, Physics and Science which are provided by publishers or authors.

  15. SnipFiles
    SnipFiles offers you free ebooks and software legally by brought or attained PLR, resale or master rights to all the products on their page.

  16. BookYards
    BookYards is a web portal in which books, education materials, information, and content will be freely to anyone who has an internet connection.

  17. The Online Books Page
    The Online Books Page is a Listing over 30,000 free books on the Web.


  18. AskSam Ebooks
    AskSam Ebooks has a collection of free e-books like Shakespeare, and assorted legal & governmental texts.

  19. Baen Free Library
    Baen Free Library is an online library of downloadable science fiction novels.


  20. eBookLobby
    Free ebooks in eBookLobby are divided into different categories. Categorys range from business, art, computing and education. Select the category appropriate to the e-book you’re looking for.

    More Free eBook resources

____________________________________________________________________________

PlanetPDF - A small collection of classic novels all in PDF format.
DailyLit - Read books online by daily email and RSS feed.
Wikibooks - Wikibooks is a Wikimedia community for creating a free library of educational textbooks that anyone can edit.
Dwalin - Free novels in text format.
Project Gutenberg - Free ebooks from producers.
Adobe Free eBooks - In Adobe’s Free eBooks area, you can download, unlock, and read electronic books on your personal computer or reading device.
Alive & Free - A page of links to some recent books from living authors available free online.
Franklin - Thousands of free titles in text and HTML file formats.
Read Easily - An ebook online library which has been designed to provide you an adaptive reading experience!
PDFbooks - This new site offers around 4,700 downloadable public domain e-books.
Witguides - An online source for a wide range of useful e-books that are completely free with no need to sign-up or buy anything.
Diesel eBooks -Offer free ebooks formatted for both Microsoft Reader and Mobipocket.
Free eBook Miners -Free eBooks for your education, research or amusement.
Planet eBook -Free classic literature to download and share.
e-Library - Plenty of free ebooks available for download

jueves, 25 de septiembre de 2008

La educación mas allá de la escuela.... (comentario)

El día de hoy salió el siguiente artículo "La educación mas allá de la escuela", escrito por Leon Trathemberg en el diario El Comercio. Dicho tema es de interés personal, porque construye el puente entre la educación escolar y la universitaria, donde se viene discutiendo años tras años sin llegar a una conclusión relevante.

La reflexión lleva a la conclusión que el alumno que egrese del colegio, cubra los siguientes puntos:
  1. Cubra 100 horas de prácticas laborales.
  2. Desarrolle 100 horas de trabajo social.
  3. Redacte una monografía bajo los estándares de las normas internacionales.
  4. Presente un invento o una innovación.
Definitívamente, estos aspectos propuestos, no se dan en la educación escolar básica o tradicional, de cierta manera es cubierto por la educación del bachillerato internacional que solo algunos colegios de nuestro país tienen el acceso y que se vienen tomando como referencia para la aplicación como política de estado en países asiáticos.

Con este reflexión a donde se apunta? definitívamente, a) lograr la ansiada "competitividad" no solo desde el punto de vista empresarial también, b) cohesionar el vacío existente entre la educación escolar y la universitaria, como se precisó en el primer párrafo, c) involucrar a los egresados de los colegios como ciudadanos preparados para enfrentar los retos de la Globalizción y d) desarrollar un perfil integral del estudiante de educación básica.

Concluyo con una frase memorable de Confucio " Cuando el pueblo es numeroso, ¿Qué puede hacerse en su bien? Hacerlo rico y feliz, Y cuando sea rico ¿Qué mas puede hacerse por él? Educarlo. Se espera que el Perú con tantos ingresos, superavits fiscales y crecimiento internacional, logremos por los menos "ser ricos" y después Dios dirá .......



Fuente: http://www.elcomercio.com.pe/EdicionImpresa/pdf/2008/09/25/ecop250908a5.pdf

martes, 23 de septiembre de 2008

skip to main | skip to sidebar Alfabetización Informacional en Argentina (ALFIN)


La idea de “sociedad de la información” implica que
hay sólo una sociedad global, en cambio “sociedades del conocimiento”
quiere decir que hay diferentes formas de acceder
a las tecnologías dependiendo de las estructuras sociales,
las lenguas, las tradiciones.


La siguiente entrevista presentada en la Revista COLSECOR tiempo atrás, fue realizada en el marco del Coloquio Democracia y ciudadanía en la Sociedad de la información: desafíos y articulaciones regionales, organizado por Escuela de Ciencias de la Información de la Universidad Nacional de Córdoba, Argentina.


Armand Mattelart profesor en la Universidad París-VIII , autor entre otros textos, de “Para leer al Pato Donald” - ensayo de la literatura política de los años setenta - fue investigador en Chile durante los años ’70.En unos de sus últimos trabajos reflexiona sobre la importancia de las tecnologías en el nuevo orden internacional.En este diálogo Armand Mattelart habla sobre la importancia que poseen actualmente las tecnologías de la información y la comunicación y de la cara oculta de la sociedad de la información.


¿Por qué cree importante reflexionar sobre la noción “Sociedad de la Información”?Porque es un concepto administrativo que está cargado de ambigüedades y tiene una larga historia. Se puede decir que el concepto nace en el contexto de la guerra fría. La “sociedad de la información” es inspirada en la tecnología e implica la idea de que la élite tecnocrática puede manejar la sociedad. Es un proyecto que se opone a la propuesta comunista. Entonces, se piensa que la sociedad del futuro va a ser determinada por las tecnologías.Hay muchos sinónimos que van a significar este concepto en las dos décadas posteriores a la guerra fría: “sociedad postindustrial”, “sociedad poscapitalista” o “posthistórica”. En realidad, es el mismo concepto de “sociedad de la información” que está construido sobre la idea del fin de las ideologías, el fin de lo político, el fin de los intelectuales contestatarios y la cúspide los intelectuales positivistas. En los años ’70, este concepto pasó al lenguaje administrativo de los gobiernos nacionales y estos se apoderaron de la noción porque imaginaron que a partir de las nuevas tecnologías de la información y de la comunicación podrían salir de una enorme crisis del modelo de desarrollo industrial y del modelo de gobernabilidad.


¿Cómo pensar esta idea de una sociedad regida por las tecnologías en sociedades como las latinoamericanas, donde el acceso a la información está restringido para grandes franjas de la población que ni siquiera tienen los servicios básicos como el agua o la luz?Ese es el problema, las tecnoutopías nos quieren hacer creer que con la tecnología vamos a resolver todos los problemas. Yo creo que hay que reubicar las tecnologías dentro de un contexto donde hay otras prioridades. El concepto de brecha digital es un concepto totalmente reaccionario porque la brecha se da en la desigualdad de acceso a la salud, a la educación... y antes de poner la tecnología en primer lugar, hay que interrogarse primero sobre las necesidades reales de la sociedad. La noción de brecha digital no te permite reflexionar sobre las miles de distancias que hay en la sociedad. En América Latina, hay muchos grupos que viven a velocidades y tiempos distintos y en eso también hay una brecha. Esto indica que debe haber una estrategia pensada entre la sociedad civil y el Estado para pensar la introducción de las tecnologías.La cara oculta de la sociedad de la información
Una de las críticas es esta noción es lo que usted denomina la sociedad del control...Después de la caída del muro del Berlín, en el mundo apareció sólo una alternativa y se ocultó que la información sirve también para hacer la guerra. La información es uno de los elementos principales de los instrumentos de seguridad. Después de los años ’90, muchos discursos tecnoutópicos aseguraban que se iba a crear un ágora o una asamblea mundial a través de las tecnologías, y el aspecto de control social se dejó de lado. Entonces, se dio la guerra del Golfo, la guerra de Kosovo que nos probó que las últimas formas de guerra, con su mito de guerra limpia, estaban muy asociadas con las tecnologías de control de la información. Esto era una advertencia.Pero luego de 11-S se dio la apertura de una nueva cruzada en contra del terrorismo y se redujo incluso la libertad de circulación de la información. Por ejemplo, EEUU promulgó una ley que se llama “Protección Patriótica” que permite a los organismos de seguridad allanar las computadoras individuales. Además, a partir de ese momento se desarrolló la política de construir bases de datos sobre los individuos que, muchas veces, invaden el derecho de privacidad. Todo esto, ellos dicen, es para prevenir los actos terroristas.

¿Qué consecuencias tendría esto para el ejercicio de la democracia?Este tema sobre las sociedades de vigilancia debe formar parte del debate público. Yo no estoy para repetir visiones mesiánicas de la sociedad futura, pero éste es un tema fundamental que deben discutir las sociedades democráticas. Yo creo que medidas como las que han tomado los EEUU deben alarmar porque no son las primeras, ni van a ser las últimas. Recuperar la diversidad de saberes.

¿Qué concepto puede oponerse o reemplazar la idea de sociedades de la información?
Podríamos satisfacernos con la noción que está propuesta por la UNESCO que es sociedades del conocimiento o del saber”.La idea de “sociedad de la información” implica que hay sólo una sociedad global, en cambio “sociedades del conocimiento” quiere decir que hay diferentes formas de acceder a las tecnologías dependiendo de las estructuras sociales, las lenguas, las tradiciones, etc. Y yo haría una corrección más: en vez de “sociedades del conocimiento”, hablaría de “sociedades de los saberes”, (en plural) porque pone de manifiesto que hay diferentes saberes en cada una de las sociedades y revaloriza el conocimiento ordinario. Creo que este tipo de conocimiento está muy marcado en los nuevos movimientos sociales que promueven la acción. Esto implica que el saber no es sólo de los expertos, sino que también es parte de la vida cotidiana de la ciudadanía.

¿Que rol deberían cumplir en estas sociedades de los saberes los medios masivos de comunicación?
Los medios de comunicación deberían concretizar los debates públicos sobre la sociedad de la información. Pero yo creo en la actual situación de concentración de los medios masivos no se está cumpliendo esta misión, sobre todo en América Latina. Puede tomar un buen tiempo pero los Medios Masivos de Comunicación, tanto privados como públicos, deberían ser un bien público reduciendo un poco la lógica comercial que poseen. Esto implica que debe instalarse un debate público sobre los medios porque en el sistema actual hay muchos sectores a favor de la concentración, pero también hay muchas voces que tratan de expresarse. Entonces, deben generarse medios guiados por una filosofía de servicio público y debe existir una legislación que aborde la ética del sector.
Para leer más opiniones del mismo autor Armand Mattelart: No soy un apocalíptico

Fuente: http://www.latecla.cu/bd/politica/apocaliptico_luisraul.htm

Brasil - Bibliotecas e criatividade são apontadas como recursos para incentivar a leitura

"Deve-se ler como se come: todos os dias, até que a leitura seja como o olhar, exercício natural, mas sempre prazeroso.” A frase, traduzida livremente para o português, é da escritora chilena Gabriela Mistral, prêmio nobel de literatura. O trecho foi utilizado como exemplo nesta sexta-feira, 25, por Costanza Mekis, responsável pela política de livro e leitura do Ministério da Educação do Chile. Ela esteve no Ministério da Educação, onde participou do Fórum Literatura na Escola: Biblioteca Escolar e Mediação da Leitura.

Desde a última quinta-feira, 24, especialistas do Brasil e do exterior estão reunidos para refletir sobre o papel da literatura na escola. O Plano Nacional de Literatura e Leitura do Brasil (PNLL) ocupa lugar de destaque nas discussões. Para a representante do Chile, as novas ações de incentivo à leitura desenvolvidas no Brasil podem provocar mudanças semelhantes às da década de 90, com a reforma educativa chilena. “Acredito que o Brasil esteja no caminho certo para melhorar a prática de leitura de suas crianças”, destacou.

Este ano, tanto as escolas de educação infantil quanto as de ensino médio passaram a receber acervos de literatura. Antes, apenas as de educação básica eram contempladas. “É uma mudança muito positiva porque amplia o contato dos estudantes com a literatura”, explicou a diretora de Políticas de Formação do MEC, Jeanete Beauchamp.
Até 2007, 1.270 municípios brasileiros nunca tinham recebido recursos federais para a implantação de bibliotecas. Este ano, o número caiu para 330. “Todos esses municípios receberão a ajuda até o fim do ano”, esclareceu o coordenador da área de livro e leitura do Ministério da Cultura, Jéferson Assumção.

Para os especialistas, a implantação de bibliotecas é fator decisivo no desenvolvimento do hábito da leitura. “A biblioteca deve ser o coração da escola, e os alunos devem encarar esse lugar como encaram uma piscina em uma dia de sol: com vontade de se divertir”, defendeu Costanza Mekis. Ela falou sobre o programa Bibliotecas Escolares do Chile.

http://www.oei.es/noticias/spip.php?article2494

lunes, 22 de septiembre de 2008

A Collection of Poems and Personal Accounts of Poverty


We present this collection of writings about poverty in order to promote an understanding of its very real effects on human lives. Our hope is it develop a greater sensitivity to the tragedy, the challenges, and the urgency of poverty.


The works collected here are from writers and poets of many cultures and many eras. Some emphasize the tragedy of poverty in striking the most vulnerable of society. Some describe long-perpetrated social and political injustices as contributors to poverty. Others write that poverty is a noble existence which shows the human potential for strength and spirituality in the face of hardship. Help us add further insights and works to this collection. Send us citations for additional writings at povertynet@worldbank.org.


Many of these pieces of literature were selected and introduced by Charles Burack.
A special thanks goes to Lorna Israel, who was our volunteer editor for the Literature of Poverty from November 1999 until July 2000.


The works included here do not reflect an endorsement or commentary by the World Bank Group of any author or opinion.

Table of Contents
Maria Eugenia Lima, "Marketwoman of Luanda"
Frank Mc Court, "Angela's Ashes"
George Lamming, "In the Castle of My Skin"
Michael Harrington, "The Other America"
Du Fu, Chinese Wisdom on Poverty and Inequality
Miguel Hernandez, "Lullaby of the Onion"
Wislawa Szymborska, "Hunger Camp at Jaslo"
Julia Vinograd, "People Who Slipped thru the Cracks"
Mirabai, "The Wild Woman of the Forests"
Charles Dickens, "Bleak House"
Muhammad Mahdi Mahdi al-Jawahiri, "Lullaby for the Hungry"
Frederick Douglass, Narrative of the Life of Frederick Douglass an American Slave
Ryokan, "Three Poems on My Begging Bowl"
David Olsen, "California Condor"
Muhammad al-Maghut, "The Orphan"
Pope Pius X, Apostolic Letter to the Bishops of Italy on Catholic Social Action
Samuel Johnson, James Boswell's "Life of Johnson"
Ernesto Cardenal, "The Peasant Women from Cua"
Thich Nhat Hanh, "Peace Is Every Step"
Charles Baudelaire, "The Ragpickers' Wine"
Jelaluddin Rumi, "Cry out in Your Weakness"
Confucius, The Sayings of Confucius
Gustavo Gutierrez, A Theology of Liberation
Kazi Nazrul Islam, "Poverty"




Good information for our labour !!!

Diez minutos diarios de lectura en voz alta le abren al niño las puertas al mundo del libro



Diez minutos diarios de lectura en voz alta le abren al niño las puertas al mundo del libro
09/9/2008



El contacto entre el niño y la obra...
"Lewis Carroll (el autor de Alicia en el país de las Maravillas) solía decir que contar un cuento es un don de amor, porque significa dar tiempo, y, en ese sentido, es un acto generoso", rescata Ana Padovani, una de las fundadoras del movimiento de narración oral en el país. La especialista, y también actriz y autora de libros sobre el arte de contar cuentos, vino a Tucumán para enseñarles a 300 docentes a transmitir emociones a sus alumnos a través de la lectura.
"Cuando uno lee en voz alta con placer, esto se convierte en un hecho expresivo y atrapante. Este momento compartido estimula a los chicos a conectarse con un mundo de fantasía y les abre una puerta a los libros. Muchas personas tienen una habilidad natural para leer en voz alta pero otras necesitan herramientas" , expresa la autora del libro "Contar cuentos, desde la práctica hacia la teoría" ( Mención de Honor al mejor libro de educación publicado en 1999). La actriz y narradora visita Tucumán en el marco del Plan Nacional de Lectura. Ayer, los docentes respondieron en forma masiva a los talleres a cargo de Padovani, que fueron organizados por el programa "Tucumán en tiempo de lectura", que dirige Elba Amado de Nieva. Hoy se dictará el último módulo en el auditorium San Miguel Arcángel, del Concejo Deliberante, de 9 a 11.



Buscar el texto adecuado a la edad y a los intereses de los chicos, calcular el tiempo que llevará leerlo y tratar de transmitir emoción en cada palabra, son -según la experta- algunas de las reglas que deben tener en cuenta padres y docentes a la hora de leer un cuento. "También es importante que no haya interrupciones, para que la atención se mantenga desde el principio al fin, sin romper la magia. Por eso, cuando el libro tiene imágenes, es mejor mostrarlas al final", aconseja. Para evitar contratiempos, sugiere que los adultos lean los cuentos antes de darlos a conocer a los chicos. También se recomendó no elegir textos que sean utilizados luego para otros aprendizajes, para tratar de desvincular esta lectura de la tarea diaria, de modo que los chicos puedan diferenciar ese momento y relajarse. Pero por sobre todas las cosas, Padovani resalta el acto de compartir que crea la lectura leída. "Con 10 minutos diarios, todos los días, se puede sembrar el hábito que se ha ido perdiendo con el tiempo. Queremos empezar en la escuela, pero que siga en la familia", asegura la especialista.



Más que un decretoLeer no sólo permite un momento placentero, sino que tiene innumerables beneficios. "Promueve la imaginación, desarrolla la capacidad de concentración, mejora la ortografía, favorece la comunicación y ayuda a vivir la emoción porque un libro toca el alma", señala la actriz. Estos beneficios llevaron al ministro de Educación de la Nación, Juan Carlos Tedesco, a instar a que en todas las escuelas del país se destinen 15 minutos diarios a la lectura en voz alta de algún cuento. "En Tucumán ya hay escuelas que lo ponen en práctica, aunque todavía no se haya dado a conocer el decreto. La modalidad queda a criterio de cada establecimiento: puede ser al comienzo de la jornada escolar, que se lea por micrófono a toda la escuela, o por aula", precisó Amado. Si bien no se podrá capacitar a todos los docentes, el Ministerio de Educación de la Nación hizo imprimir cartillas con herramientas para la lectura en voz alta destinada a todos los docentes.



La magia de contar historias Establecer el momento de la lectura antes de comenzar con las tareas escolares del día. Es importante la sistematizació n, crear un tiempo y espacio amigable y cotidiano que se instale en el aula. Leer previamente el texto elegido para evitar contratiempos. Buscar la entonacion justa, enriquecer el texto con la expresión y la voz. "La puntuación es la escritura de los silencios. La interpretació n de éstos es un factor fundamental para la construcción del significado. Agregar los signos de exclamación o interrogación que aportan al significado del texto. Calcular el tiempo de la lectura diaria. Se sugiere de cinco a diez minutos inicialmente y no más de quince en total. Se sugiere que al menos el 70% de las lecturas sean literarias y un 30% de textos informativos, notas del diario, comentarios, textos humorísticos, cartas y otras. Acercar el texto en el momento adecuado es una estrategia invalorable de promoción lectora. Al finalizar darles la oportunidad a los chicos de preguntar aquello que necesiten para comprender lo que leyó el docente, sin caer en la tentación de "enseñar el texto" o dilatarlo.



Fuente:
http://www.lagaceta.com.ar/nota/289597/Informacion_General/Diez_minutos_diarios_lectura_voz_alta_abren_al_ni%C3%B1o_puertas_al_mundo_libro.html

martes, 16 de septiembre de 2008

Sliming Palin (Discharge)

September 8, 2008

False Internet claims and rumors fly about McCain's running mate.

Summary
We’ve been flooded for the past few days with queries about dubious Internet postings and mass e-mail messages making claims about McCain’s running mate, Gov. Palin. We find that many are completely false, or misleading.
Palin did not cut funding for special needs education in Alaska by 62 percent. She didn’t cut it at all. In fact, she increased funding and signed a bill that will triple per-pupil funding over three years for special needs students with high-cost requirements.
She did not demand that books be banned from the Wasilla library. Some of the books on a widely circulated list were not even in print at the time. The librarian has said Palin asked a "What if?" question, but the librarian continued in her job through most of Palin's first term.
She was never a member of the Alaskan Independence Party, a group that wants Alaskans to vote on whether they wish to secede from the United States. She’s been registered as a Republican since May 1982.
Palin never endorsed or supported Pat Buchanan for president. She once wore a Buchanan button as a "courtesy" when he visited Wasilla, but shortly afterward she was appointed to co-chair of the campaign of Steve Forbes in the state.
Palin has not pushed for teaching creationism in Alaska's schools. She has said that students should be allowed to "debate both sides" of the evolution question, but she also said creationism "doesn't have to be part of the curriculum." We'll be looking into other charges in an e-mail by a woman named Anne Kilkenny for a future story. For more explanation of the bullet points above, please read the Analysis.Correction: In our original story, we incorrectly said that a few of the claims we examine here were included in the e-mail by Kilkenny. Only one of the claims – about the librarian's firing – was similar to an item in that e-mail. We regret the error. Clarification: The summary originally said that Palin "tripled" per-student funding. The bill Palin signed will triple per-student funding for what Alaska calls "intensive needs" students, but has not done so yet. We also reworded that sentence to make clear the tripling is for funding for special needs students with particularly high costs. Special needs funding overall increased as well.

Analysis
Since Republican presidential nominee John McCain tapped Alaska Gov. Sarah Palin to be his running mate, information about Palin's past has been zipping around the Internet. Several claims are not true, and other rumors are misleading. No Cut for "Special Needs" Kids
It's not true, as widely reported in mass e-mails, Web postings and at least one mainstream news source, that Palin slashed the special education budget in Alaska by 62 percent. CNN's Soledad O'Brien made the claim on Sept. 4 in an interview with Nicolle Wallace, a senior adviser to the McCain campaign:
O'Brien, Sept. 4: One are that has gotten certainly people sending to me a lot of e-mails is the question about as governor what she did with the special needs budget, which I'm sure you're aware, she cut significantly, 62 percent I think is the number from when she came into office. As a woman who is now a mother to a special needs child, and I think she actually has a nephew which is autistic as well. How much of a problem is this going to be as she tries to navigate both sides of that issue?Such a move might have made Palin look heartless or hypocritical in view of her convention-speech pledge to be an advocate for special needs children and their families. But in fact, she increased special needs funding so dramatically that a representative of local school boards described the jump as "historic."According to an April 2008 article in Education Week, Palin signed legislation in March 2008 that would increase public school funding considerably, including special needs funding. In particular, it would increase spending for certain special needs students that Alaska calls "intensive needs" (students with high-cost special requirements) from $26,900 per student in 2008 to $73,840 per student in 2011. That almost triples the per-student spending in three fiscal years. Palin's original proposal, according to the Anchorage Daily News, would have increased funds slightly more, giving intensive needs students a $77,740 allotment by 2011.

Education Week: A second part of the measure raises spending for students with special needs [the intensive needs group] to $73,840 in fiscal 2011, from the current $26,900 per student in fiscal 2008, according to the Alaska Department of Education and Early Development.Unlike many other states, Alaska has relatively flush budget coffers, thanks to a rise in oil and gas revenues. Funding for schools will remain fairly level next year, however. Overall per-pupil funding across the state will rise by $100, to $5,480, in fiscal 2009. ...Carl Rose, the executive director of the Association of Alaska School Boards, praised the changes in funding for rural schools and students with special needs as a "historic event," and said the finance overhaul would bring more stability to district budgets.According to Eddy Jeans at the Alaska Department of Education and Early Development, funding for special needs and intensive needs students has increased every year since Palin entered office, from a total of $203 million in 2006 to a projected $276 million in 2009.Those who claim that Palin cut special needs funding by 62 percent are looking in the wrong place and misinterpreting what they find there. They point to an apparent drop in the Department of Education and Early Development budget for special schools. But the special schools budget, despite the similar name, isn't the special needs budget. "I don’t even consider the special schools component [part of] our special needs funding," Jeans told FactCheck.org. "The special needs funding is provided through our public school funding formula. The special schools is simply a budget component where we have funding set aside for special projects," such as the Alaska School for the Deaf and the Alaska Military Youth Academy. A different budget component, the Foundation Program, governs special needs programs in the public school system.And in any case, the decrease in funding for special schools is illusory. Palin moved the Alaska Military Youth Academy's ChalleNGe program, a residential military school program that teaches job and life skills to students under 20, out of the budget line for "special schools" and into its own line. This resulted in an apparent drop of more than $5 million in the special schools budget with no actual decrease in funding for the programs. Not a Book BurnerOne accusation claims then-Mayor Palin threatened to fire Wasilla’s librarian for refusing to ban books from the town library. Some versions of the rumor come complete with a list of the books that Palin allegedly attempted to ban. Actually, Palin never asked that books be banned; no books were actually banned; and many of the books on the list that Palin supposedly wanted to censor weren't even in print at the time, proving that the list is a fabrication. The librarian was fired, but was told only that Palin felt she didn’t support her. She was re-hired the next day. The librarian never claimed that Palin threatened outright to fire her for refusing to ban books.It’s true that Palin did raise the issue with Mary Ellen Emmons, Wasilla’s librarian, on at least two occasions, three in some versions. Emmons flatly stated her opposition each time. But, as the Mat-Su Valley Frontiersman (Wasilla’s local paper) reported at the time, Palin asked general questions about what Emmons would say if Palin requested that a book be banned. According to Emmons, Palin "was asking me how I would deal with her saying a book can't be in the library." Emmons reported that Palin pressed the issue, asking whether Emmons' position would change if residents were picketing the library. Wasilla resident Anne Kilkenny, who was at the meeting, corroborates Emmons' story, telling the Chicago Tribune that "Sarah said to Mary Ellen, 'What would your response be if I asked you to remove some books from the collection?' "Palin characterized the exchange differently, initially volunteering the episode as an example of discussions with city employees about following her administration's agenda. Palin described her questions to Emmons as “rhetorical,” noting that her questions "were asked in the context of professionalism regarding the library policy that is in place in our city." Actually, true rhetorical questions have implied answers (e.g., “Who do you think you are?”), so Palin probably meant to describe her questions as hypothetical or theoretical. We can't read minds, so it is impossible for us to know whether or not Palin may actually have wanted to ban books from the library or whether she simply wanted to know how her new employees would respond to an instruction from their boss. It is worth noting that, in an update, the Frontiersman points out that no book was ever banned from the library’s shelves. Palin initially requested Emmons’ resignation, along with those of Wasilla’s other department heads, in October 1996. Palin described the requests as a loyalty test and allowed all of them (except one, whose department she was eliminating) to retain their positions. But in January 1997, Palin fired Emmons, along with the police chief. According to the Chicago Tribune, Palin did not list censorship as a reason for Emmons’ firing, but said she didn’t feel she had Emmons’ support. The decision caused “a stir” in the small town, according to a newspaper account at the time. According to a widely circulated e-mail from Kilkenny, “city residents rallied to the defense of the City Librarian and against Palin’s attempt at out-and-out censorship, so Palin backed down and withdrew her termination letter.” As we’ve noted, Palin did not attempt to ban any library books. We don’t know if Emmons’ resistance to Palin’s questions about possible censorship had anything to do with Emmons’ firing. And we have no idea if the protests had any impact on Palin at all. There simply isn’t any evidence that we can find either way. Palin did re-hire Emmons the following day, saying that she now felt she had the librarian’s backing. Emmons continued to serve as librarian until August 1999, when the Chicago Tribune reports that she resigned.So what about that list of books targeted for banning, which according to one widely e-mailed version was taken “from the official minutes of the Wasilla Library Board”? If it was, the library board should take up fortune telling. The list includes the first four Harry Potter books, none of which had been published at the time of the Palin-Emmons conversations. The first wasn't published until 1998. In fact, the list is a simple cut-and-paste job, snatched (complete with typos and the occasional incorrect title) from the Florida Institute of Technology library Web page, which presents the list as “Books banned at one time or another in the United States.”Update, Sept. 9: We have revised this section dealing with accusations that Palin wanted to ban books from Wasilla's library to include more detail about what transpired at the time.

Closet Secessionist?Palin was never a member of the Alaskan Independence Party – which calls for a vote on whether Alaska should secede from the union or remain a state – despite mistaken reports to the contrary. But her husband was a member for years, and she attended at least one party convention, as mayor of the town in which it was held.The party's chair originally told reporters that Palin had been a member, but the official later retracted that statement. Chairwoman Lynette Clark told the New York Times that false information had been given to her by another member of the party after she first told the Times and others that Palin joined the AIP in 1994. Clark issued an apology on the AIP Web site.The director of Alaska’s Division of Elections, Gail Fenumiai, confirms that Palin registered to vote in the state for the first time in May 1982 as a Republican and hasn’t changed her party affiliation since. She also told FactCheck.org that Palin’s husband, Todd, was registered with AIP from October 1995 to July 2000, and again from September 2000 until July 2002. (He has since been registered as undeclared.) However, the AIP says Todd Palin "never participated in any party activities aside from attending a convention in Wasilla at one time." There is still some dispute as to whether Sarah Palin also attended the AIP’s 1994 convention, held in Wasilla. Clark and another AIP official told ABC News’ Jake Tapper that both Palins were there. Palin was elected mayor of Wasilla two years later. The McCain campaign says Sarah Palin went to the 2000 AIP convention, also held in Wasilla, “as a courtesy since she was mayor.” As governor, Palin sent a video message to the 2008 convention, which is available on YouTube, and the AIP says she attended in 2006 when she was campaigning.Didn't Endorse Pat Buchanan

Claims that Palin endorsed conservative Republican Pat Buchanan for president in the 2000 campaign are false. She worked for conservative Republican Steve Forbes.The incorrect reports stem from an Associated Press story on July 17, 1999, that said Palin was "among those sporting Buchanan buttons" at a lunch for Buchanan attended by about 85 people, during a swing he took through Fairbanks and Wasilla. Buchanan didn't help matters when he told a reporter for the liberal publication The Nation on Aug. 29: "I'm pretty sure she's a Buchananite." But in fact, she wasn't.Soon after The AP story appeared, Palin wrote in a letter to the editor of the Anchorage Daily News that she had merely worn a Buchanan button as a courtesy to her visitor and was not endorsing him. The letter, published July 26, 1999, said:
Palin, July 26, 1999: As mayor of Wasilla, I am proud to welcome all presidential candidates to our city. This is true regardless of their party, or the latest odds of their winning. When presidential candidates visit our community, I am always happy to meet them. I'll even put on their button when handed one as a polite gesture of respect.Though no reporter interviewed me for the Associated Press article on the recent visit by a presidential candidate (Metro, July 17), the article may have left your readers with the perception that I am endorsing this candidate, as opposed to welcoming his visit to Wasilla. As mayor, I will welcome all the candidates in Wasilla.Palin actually worked for Forbes. Less than a month after being spotted wearing the "courtesy" button for Buchanan, she was named to the state leadership committee of the Forbes effort. The Associated Press reported on Aug. 7, 1999:
The Associated Press, Aug. 7 1999: State Sen. Mike Miller of Fairbanks will head the Alaska campaign chairman for Republican presidential candidate Steve Forbes, campaign officials said. Joining the Fairbanks Republican on the leadership committee will be Wasilla Mayor Sarah Palin, and former state GOP chairman Pete Hallgren, who will serve as co-chairs.Still, after nine years, the truth has yet to catch up completely.No Creationism in SchoolsOn Aug. 29, the Boston Globe reported that Palin was open to teaching creationism in public schools. That's true. She supports teaching creationism alongside evolution, though she has not actively pursued such a policy as governor. In an Oct. 25, 2006, debate, when asked about teaching alternatives to evolution, Palin replied:
Palin, Oct. 25, 2006: Teach both. You know, don't be afraid of information. Healthy debate is so important and it's so valuable in our schools. I am a proponent of teaching both. And you know, I say this too as the daughter of a science teacher. Growing up with being so privileged and blessed to be given a lot of information on, on both sides of the subject – creationism and evolution. It's been a healthy foundation for me. But don't be afraid of information and let kids debate both sides.A couple of days later, Palin amended that statement in an interview with the Anchorage Daily News, saying:
Palin, Oct. 2006: I don't think there should be a prohibition against debate if it comes up in class. It doesn't have to be part of the curriculum.After her election, Palin let the matter drop. The Associated Press reported Sept 3: "Palin's children attend public schools and Palin has made no push to have creationism taught in them. ... It reflects a hands-off attitude toward mixing government and religion by most Alaskans." The article was headlined, "Palin has not pushed creation science as governor." It was written by Dan Joling, who reports from Anchorage and has covered Alaska for 30 years.
That E-mail AuthorSwitching gears: Almost 100 readers have written to ask us if the many claims made about Palin in an e-mail written by someone named Anne Kilkenny are true. We can tell you that Kilkenny is a real person. (She was quoted by the Chicago Tribune, as we said above.) According to the New York Times, she’s a Democrat. According to Kilkenny herself, Palin “has hated me since back in 1996, when I was one of the 100 or so people who rallied to support the City Librarian against Sarah’s attempt at censorship."We’re still analyzing Kilkenny’s claims, and we will be posting something on this soon.
—by Brooks Jackson, Jessica Henig, Emi Kolawole, Joe Miller and Lori Robertson

Sources
Sutton, Anne. "Governor signs revamped education package into law." Anchorage Daily News, 28 Mar. 2008.
Holland, Megan. "Intensive needs funding examined." Anchorage Daily News, 12 Jan. 2008.
Cavanagh, Sean. "Alaska Legislators Overhaul Funding." Education Week, 29 Apr. 2008.
Joling, Dan. "Palin has not pushed creation science as governor." The Associated Press, 3 Sept. 2008.
Hayes, Christopher. "Sarah Palin, Buchananite." The Nation "Capitolism" Web site, 29 Aug. 2008.
Palin, Sarah. "Letters from the People." Anchorage Daily News. 26 July 1999; 5B.
The Associated Press: "Forbes sets Alaska leadership team," 7 Aug 1999.
Kizzia, Tom. "'Creation science' enters the race." Anchorage Daily News, 27 Oct. 2006.
Paulson, Michael. "Sarah Palin on faith, life and creation." The Boston Globe, 29 Aug. 2008.
Tapper, Jake. “Another AIP Official Says Palin Was at 1994 Convention.” ABCNews.com, 2 Sept. 2008.
Tapper, Jake. “Members of ‘Fringe’ Alaskan Independence Party Incorrectly Say Palin Was a Member in 90s.” ABCNews.Com, 1Sept. 2008.
Komarnitsky, S.J. "Wasilla Keeps Librarian, But Police Chief Is Out." 1 February 1997. The Anchorage Daily News, 8 Sept. 2008.
Stuart, Paul. "FROM THE ARCHIVE: Palin: Library Censorship Inquiries 'Rhetorical'." 18 December 1996. Mat-Su Valley Frontiersman, 8 Sept. 2008.
White, Rindi. "Palin Asked City Librarian Whether She'd Ban Books." 7 September 2008. The Chicago Tribune, 8 Sept. 2008.

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FactChecking McCain
He made some flubs in accepting the nomination.
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Palin trips up on her facts, and Giuliani and Huckabee have their own stumbles on Night 3 of the Republican confab.
Hit the Brakes
An Obama ad running in Michigan claims McCain didn't support loan guarantees for the auto industry. In fact, he does support them.
FactChecking Obama
He stuck to the facts, except when he stretched them.
Sliming Obama

Dueling chain e-mails claim he's a radical Muslim or a 'racist' Christian. Both can't be right. We find both are false

Source
http://www.factcheck.org/elections-2008/sliming_palin.html

domingo, 14 de septiembre de 2008

Libros digitales: un negocio con futuro....

SANTANDER.- El negocio de los libros digitales está triunfando en muchos países, aunque en España las editoriales no se hayan lanzado todavía, y supone una gran ventaja para el autor, que con las nuevas plataformas recibe aproximadamente un 80% de los beneficios de la venta, según el editor digital Javier Celaya.


"Las nuevas tecnologías permiten además a las editoriales un incremento de las ventas en formato papel" ha afirmado Celaya, socio fundador del portal cultural Dosdoce.com y vicepresidente de la Asociación de Revistas Digitales de España (ARDE).
Harper Collins, por ejemplo, ha aumentado un 30% sus ventas gracias a "permitir a sus usuarios leer el libro entero en la red 30 días antes de que saliera al mercado", ha explicado.
A esta estrategia se suma la creación en Internet de una red social de escritores y la venta de los libros en distintos formatos: normal, de bolsillo y digital.
Otro dato significativo que ha aportado Celaya en la Universidad Internacional Menéndez Pelayo es que el 6% de las ventas de la editorial Hachette en 2007 fueron libros electrónicos.
Kindle


Amazon, por otro lado, sacó a la venta hace más de medio año Kindles, un dispositivo portátil que permite almacenar y leer libros. Todavía no se comercializa en Europa, pero se puede adquirir a través de la web.
Este 'e-book' no está liberado, por lo que hay que descargar los libros en Amazon, que ha seguido el mismo tipo de sistema que Apple con su iPod, que obligaba a descargar la música del espacio de comercialización ITunes.
En España se está en la actualidad estudiando este nuevo mercado, aunque según el editor digital Javier Celaya "las entidades editoriales españolas innovan muy poco".
Ninguna de ellas está llevando a cabo procesos de digitalización, pero, a su juicio, "aunque mandan un mensaje negativo de que este negocio no va a funcionar, deben estar trabajando internamente, para que las otras editoriales no se adelanten".

Más para el autor
En cuanto al reparto de beneficios por la venta de los libros, las reglas del juego cambian con las editoriales digitales. "Este cambio favorece al autor", ha afirmado el vicepresidente de ARDE.
Con el modelo tradicional de negocio el autor recibe un 10% de los beneficios, y el resto se reparte entre el editor, el distribuidor y el punto de venta, mientras que con las nuevas plataformas de edición recibe un 80% de los mismos.
Lulu y Bubok son dos de estas plataformas que obtienen de la venta de los libros sólo un 20% de los beneficios gracias a que "se ahorran costes de impresión y distribución, riesgos que en el modelo tradicional asume el editor", ha explicado Celaya.
Transformación del negocio
Respecto al miedo generalizado a la 'piratería' y a la posibilidad de perder los derechos de autor, este editor digital ha asegurado que "hay tecnología suficiente para proteger la obra".
Los libros digitales suponen una transformación del mercado editorial. "No sé si el libro -en formato papel- va a desaparecer, pero desde el punto de vista del negocio perderá importancia", ha declarado.
Para Celaya, en el nuevo modelo que instaure el libro digital no va a desaparecer ni el autor ni el editor, pero sí los libreros, distribuidores y agentes.

Fuente: http://www.elmundo.es/navegante/2008/08/25/tecnologia/1219649459.html

¿Sistemas de gestión de información y documentación certificados?


Se reanudan las notas ThinkEPI tras el período vacacional con el interesante texto de Carlota Bustelo acerca de las nuevas tendencias en la normalización ISO de la gestión de documentos. Se trata de la evolución de las actuales normas 15489 hacia lo que en la jerga ISO se denomina “Management System Standards (MSS)”. Así mismo, se destaca el debate abierto en Iwetel acerca de la necesaria consideración de los aspectos sociales, legales y culturales de los documentos en las tareas de normalización.



Fuente: http://www.thinkepi.net/

Solving Copyright Issues Book by Book: OCLC’s WorldCat Copyright Evidence Registry

Most librarians working in traditional library settings have experienced the crisis of trying to satisfy a patron who wants a permanent copy of an out-of-print but not out-of-copyright book. Even when patrons might be satisfied with an indefinite loan, somehow, those cases usually involve interlibrary loan copies with specific return dates. The problems go from pesky to imposing when the issues arise during the many mass digitization projects libraries are performing these days, where the frequency of such copyright crises can jump from once or twice a year to once or twice a shelf. Help is on the way. OCLC (www.oclc.org) is in the third month of a 6-month pilot project testing a WorldCat Copyright Evidence Registry (CER; www.worldcat.org/copyrightevidence).

The new registry is designed to tap the expertise of librarians by giving them an opportunity to record efforts they have conducted to identify copyright status for sharing with colleagues and the public. The input is tied to OCLC’s 100 million-plus bibliographic records for books in WorldCat. The goal is to create a union catalog built by the library community.
Besides drawing on the metadata in the WorldCat database, the largest bibliographic database of library holdings, the new service also taps into OCLC’s culture and history. "The Copyright Evidence Registry builds on the WorldCat cooperative model envisioned by OCLC founder Frederick Kilgour," says Chip Nilges, OCLC vice president, business development. "OCLC, and its network of libraries and librarians, is in a position to take a leadership role in this cooperative effort to build a database of copyright status information for all to share."

Who can use the new service? Anyone. Who can contribute information to the new service? Anyone willing to register—for free—and get a WorldCat account. Of course, the thousands of libraries subscribing to OCLC’s Connexion cataloging have authorization to access the new service. By lodging the new registry in its www.worldcat.org outlet, rather than under www.oclc.org, OCLC has guaranteed the widest availability for both the use of and collaborative contributions to the registry.

In fact, the registry is not limited to libraries or librarians. Bill Carney, OCLC content manager, has already received input from the daughter of an author offering her email ID for those interested in contacting her. Carney was "very interested in talking with any organization." Though he has not initiated such talks yet, he did mention some types of organizations such as professional associations of authors, publisher trade organizations, even the Copyright Clearance Center.

In October or November, according to Carney, the registry will begin testing a feature that lets libraries or organizations subscribing to the registry set up automated copyright rules to analyze information in the registry and form an organized conclusion about copyright status. Initially, that feature will only be open to the formal pilot project libraries, according to Carney. If you are interested in that feature, you should contact OCLC and ask to become a Copyright Evidence Registry subscriber.

As of now, the number of libraries formally working with the Copyright Evidence Registry numbers less than a dozen, but Carney expects that number to rise as more people hear about it. Soon, the registry will incorporate data from Stanford University’s Copyright Renewal Database, matching records using computer algorithms. The matches will not be perfect due to the lack of standard identifiers in the renewal records, but they will include the data in CER when they find a strong match. They also hope that people using the Stanford-augmented records will report any problems or corrections.

Searching the WorldCat Copyright Evidence Registry involves basic book metadata—title, author, publication year, country of publication, ISBN, or OCLC number. In time, OCLC expects to add multiple-item or batch entry features to the pilot. A "sandbox" record is currently available for those interested in testing the process. The service can also provide email notifications for when information about a book changes in the registry. If the pilot proves successful and OCLC commits fully to the service, Carney also expected it to expand beyond just books.

Copyright information OCLC expects to get from CER contributors could include the copyright owner’s identity or contact information, details of a copyright search, information about a copyright renewal record, a description of the book’s copyright statement, or just thoughts on its copyright status.

Carney made it clear that the registry was not intended to determine copyright. "We are not trying to make copyright determinations, just to have people share what they know. Librarians should focus on what they are most comfortable sharing. Librarians are very good at knowing what they can and can’t share. In pilot groups, some libraries are very open and offer lots of evidence; others back off. There are no minimums." However, there is one key authentication point: Input is openly tied to contributors. In time, Carney expected that users of the registry would build up trust issues tied to identification of contributors.

Ivy Anderson, director of collections at the California Digital Library and working with one of the largest library mass digitization programs in the country, suggested that in time, the service might allow users to build "trust profiles." Anderson sees the CER as providing help to a "big slice of the digitizing community. There are lots of community-based digitization efforts that need this kind of material, like Project Gutenberg, for example." Issues of scalability remain to be resolved, according to Anderson, but she seemed confident that OCLC would be the one to solve them, if anyone could.

OCLC is very interested in gathering feedback (www.worldcat.org/copyrightevidence/registry/feedback). Though the feedback received is not being shared among users at this point, Carney thinks that it might be a "good idea for the future. We’ve talked about putting social tools into service." At present, Carney says, "We have a little wiki going for the formal pilot libraries, but you need to be inside. It’s mainly prerelease announcements."

The pilot project is scheduled to close at the end of December, according to Carney, but it could be extended at that point or taken to the executive board for decisions on its future. As the project grows, more and more issues may arise. For example, OCLC’s worldwide service will draw in non-U.S. copyright situations. Carney says they made a "specific effort not to make this U.S.-centric. We’re making it as open as possible, but it’s still a pilot. If we need to add something by country, we certainly could."

The WorldCat Copyright Evidence Registry is not the only service that mass digitization efforts by and from libraries are receiving from Carney’s section of OCLC. He also manages the Econtent Synchronization Program, which ties WorldCat records of print books to the individual URLs for digitized copies. In the case of the biggest book digitization program of all, Google Book Search, that means linked records for all the contributions from Google’s Library Partners, both the versions at Google and the versions at the participating libraries’ sites. It does not include the books coming from the Publisher Partner side of Google Book Search. Carney was unsure whether all the non-U.S. library partners to Google Book Search were OCLC member libraries. However, that should be no barrier. Carney says the program is open to "any mass digitization—heck, any digitization!—any library that wants to participate. Maybe some of the European Google Book Search libraries aren’t OCLC members. I haven’t contacted them, but we won’t exclude them."

http://newsbreaks.infotoday.com/nbReader.asp?ArticleId=50625

Sarah Palin: la lista de libros censurados



Hoy leyendo El País me he enterado de que la candidata a vicepresidenta por el Partido Republicano de los Estados Unidos, Sarah Palin, quiso censurar una serie de libros que le parecían ofensivos, de la biblioteca pública de sus ciudad (Wasilla), cuando era alcaldesa de ésta (1996). La bibliotecaria Mary Ellen Emmons se negó rotundamente a cualquier tipo de censura y fue despedida meses más tarde. Esta lista aparece publicada en Librarian.net, y aunque algunos libros no concuerdan con los hechos, por su fecha de publicación (Harry Potter), posiblemente se acercaba bastante a la que se le ocurrió en su momento a esta retrógrada señora:


A Clockwork Orange by Anthony Burgess
A Wrinkle in Time by Madeleine L’Engle
Annie on My Mind by Nancy Garden
As I Lay Dying by William Faulkner
Blubber by Judy Blume
Brave New World by Aldous Huxley
Bridge to Terabithia by Katherine Paterson
Canterbury Tales by Chaucer
Carrie by Stephen King
Catch-22 by Joseph Heller
Christine by Stephen King
Confessions by Jean-Jacques Rousseau
Cujo by Stephen King
Curses, Hexes, and Spells by Daniel Cohen
Daddy’s Roommate by Michael Willhoite
Day No Pigs Would Die by Robert Peck
Death of a Salesman by Arthur Miller
Decameron by Boccaccio

East of Eden by John Steinbeck
Fallen Angels by Walter Myers
Fanny Hill (Memoirs of a Woman of Pleasure) by John Cleland
Flowers For Algernon by Daniel Keyes
Forever by Judy Blume
Grendel by John Champlin Gardner
Halloween ABC by Eve Merriam
Harry Potter and the Sorcerer’s Stone by J.K. Rowling
Harry Potter and the Chamber of Secrets by J.K. Rowling
Harry Potter and the Prizoner of Azkaban by J.K. Rowling
Harry Potter and the Goblet of Fire by J.K. Rowling
Have to Go by Robert Munsch
Heather Has Two Mommies by Leslea Newman
How to Eat Fried Worms by Thomas Rockwell
Huckleberry Finn by Mark Twain
I Know Why the Caged Bird Sings by Maya Angelou
Impressions edited by Jack Booth
In the Night Kitchen by Maurice Sendak
It’s Okay if You Don’t Love Me by Norma Klein
James and the Giant Peach by Roald Dahl
Lady Chatterley’s Lover by D.H. Lawrence
Leaves of Grass by Walt Whitman
Little Red Riding Hood by Jacob and Wilhelm Grimm
Lord of the Flies by William Golding
Love is One of the Choices by Norma Klein
Lysistrata by Aristophanes
More Scary Stories in the Dark by Alvin Schwartz
My Brother Sam Is Dead by James Lincoln Collier and Christopher Collier
My House by Nikki Giovanni
My Friend Flicka by Mary O’Hara
Night Chills by Dean Koontz
Of Mice and Men by John Steinbeck
On My Honor by Marion Dane Bauer
One Day in The Life of Ivan Denisovich by Alexander Solzhenitsyn
One Flew Over The Cuckoo’s Nest by Ken Kesey
One Hundred Years of Solitude by Gabriel Garcia Marquez
Ordinary People by Judith Guest
Our Bodies, Ourselves by Boston Women’s Health Collective
Prince of Tides by Pat Conroy
Revolting Rhymes by Roald Dahl
Scary Stories 3: More Tales to Chill Your Bones by Alvin Schwartz
Scary Stories in the Dark by Alvin Schwartz
Separate Peace by John Knowles
Silas Marner by George Eliot
Slaughterhouse-Five by Kurt Vonnegut, Jr.
Tarzan of the Apes by Edgar Rice Burroughs
The Adventures of Huckleberry Finn by Mark Twain
The Adventures of Tom Sawyer by Mark Twain
The Bastard by John Jakes
The Catcher in the Rye by J.D. Salinger
The Chocolate War by Robert Cormier
The Color Purple by Alice Walker
The Devil’s Alternative by Frederick Forsyth
The Figure in the Shadows by John Bellairs
The Grapes of Wrath by John Steinbeck
The Great Gilly Hopkins by Katherine Paterson
The Handmaid’s Tale by Margaret Atwood
The Headless Cupid by Zilpha Snyder
The Learning Tree by Gordon Parks
The Living Bible by William C. Bower
The Merchant of Venice by William Shakespeare
The New Teenage Body Book by Kathy McCoy and Charles Wibbelsman
The Pigman by Paul Zindel
The Seduction of Peter S. by Lawrence Sanders
The Shining by Stephen King
The Witches by Roald Dahl
The Witches of Worm by Zilpha Snyder
Then Again, Maybe I Won’t by Judy Blume
To Kill A Mockingbird by Harper Lee
Twelfth Night by William Shakespeare
Webster’s Ninth New Collegiate Dictionary by the Merriam-Webster Editorial Staff
Witches, Pumpkins, and Grinning Ghosts: The Story of the Halloween Symbols by Edna Barth

Fuente: Librarian.net

RDA, las nuevas reglas de catalogación

Mensaje de Biblioblog sobre Resource Description and Access (RDA), las normas de catalogación que sustituirán a la segunda edición de las Reglas de Catalogación Angloamericanas (AACR2) en 2009. RDA se basa en las pautas sobre requisitos funcionales desarrolladas por la IFLA. El nuevo código catalográfico cumple las condiciones deseadas de interoperabilidad con esquemas de metadatos y de integración de información con bases de datos y catálogos bibliotecarios o comerciales. La filosofía de RDA se basa en la articulación de unas normas de descripción que permitan encontrar, identificar, seleccionar y obtener los recursos que los usuarios necesitan, reflejando en el catálogo todas las posibles relaciones de un autor con sus obras. ACCR2 es el código catolográfico más empleado en todo el mundo, por lo que todo hace suponer que RDA se convertirá también en el principal sistema de descripción catalográfica, máxime cuando cuenta con el respaldo de las entidades responsables de la normalización bibliográfica en Australia, Canadá, Estados Unidos y Reino Unido.


Fuente: http://www.citafgsr.org/weblogs/biblioblog/archives/005827.html

First 'robotic rural librarian' will dispense books anytime

Wheatland library officials say they are introducing the nation's first "robotic rural librarian," an automated dispenser that will make books available anytime.

The GoLibrary equipment will be unveiled at 10 a.m. today in the park next to Wheatland Community Center, 101 C St. The event will include music, refreshments and a drawing for book-related gift baskets.

The book dispenser holds about 500 books. Users will be able to swipe their library cards and use the touch-screen to check out books.

The Yuba County Public Library used a $133,000 state grant to purchase the GoLibrary system, which was invented in Sweden and is being manufactured in Italy.

For more information, go to

http://www.yuba.org/departments/library/

Veritrocracy: una nueva forma de leer información



Recibida la invitación para probar Veri.com, una web que permite mostrar las noticias de las fuentes más relevantes en tecnología, política, negocios y entretenimiento permitiendo recibir la opinión de los lectores para destacar el contenido más interesante.

A medida que se votan las noticias el motor de Veritocracy aprende a distinguir vuestros gustos ofreciendo artículos con un enfoque parecido, sin dejar por ello de ofrecer otras perspectivas de cada asunto tratado.



Se puede añadir los feeds de vuestros propios blogs para ofrecer a los lectores vuestro punto de vista de la realidad. Por desgracia parece que de momento sólo se interesa por noticias en inglés


Fuente: http://www.veri.com/

jueves, 4 de septiembre de 2008

Randy Pausch (lección de vida)

El tema que a continuación se presenta no está relacionado con los temas relacionados a la bibliotecología, sin embargo vale la pena transmitirlo porque nos muestra la calidad de vida que se puede tener "a pesar de..." y sobre todo la lección de vida que nos da a nosotros que todavía contamos con el don de la vida.

Randy Pausch (Profesor de CMU, colaborador de Disney Imagineering, EA; líder en desarrollo de VR, creador de un curso de computación para niños y adolescentes), dictó parte de su titulada "La Última Conferencia" en el Programa de Oprah.Es muy enriquecedora por lo que queremos compartirla esa gran lección de vida con los lectores de Renuevo de Plenitud.Conoce un poco más de quien fue, qué hizo, en la formación de la nueva generación de ingenieros y artistas electrónicos que nos seguirán sorprendiendo a nosotros y a nuestros hijos y más aún su legado de cómo vivir tu vida de forma correcta para que tus sueños vengan a tí.Dr. Randy Pausch falleció El 25 de julio, 2008 de cáncer de páncreas en la casa de su familia Chesapeake, Virginia, después de haber sido trasladado allí para que su esposa y sus hijos estuvieran cerca de la familia después de su muerte.

Intelectuales lamentaron que no se piense mostrar la literatura Argentina


Este artículo está recogido de la Sociedad Argentina de la Información (Argentina).
El participar en la Feria Internacional de Frankfurt es el mayor anhelo de cualquier editor, autor y otro especialista del rubro. Como es de conocimiento los europeos se caracterizan por su planificación anticipada a los hechos, y el magnoevento de la mas antigua Feria Internacional de Frankfurt no es la excepción. Por ello, han propuesto que para el 2010 el país invitado de honor sea Argentina, presentando como sus representantes a: EVA PERON, CARLOS GARDEL, ARMANDO MARADONA Y CHE GUEVARA. La decisión del gobierno de Cristina Kirchner, ha traido una discusión seria en el medio cultural, por lo que está llegando a las máximas instancias.

A continuación se transcribe una comunicación manifestada por una especialista en el tema:


Estimada amiga Magdalena Faillace:

Me permito escribir estas líneas para comunicarte una seria preocupación que no es sólo mía, sino que me ha sido trasmitida por amigos del campo de la edición, de la cultura, de las ciencias y de la educación.


Tengo entendido que en la comisión que presides por expresa disposición de la Presidencia de la República, para organizar el Pabellón Argentino en la Feria Internacional del Libro de Frankfurt 2010, coincidiendo con la celebración del Bicentenario de la Revolución de Mayo, se han propuesto como nombres emblemáticos a Eva Perón, Diego Maradona, Carlos Gardel, y el Ché Guevara. Ninguno de los cuatro mencionados ha sido escritor: Evita fue política; el Ché Guevara, guerrillero; Carlos Gardel, cantor, y Maradona es futbolista.


Me ha extrañado sobremanera que no se hayan tenido en cuenta autores y escritores vinculados al propósito básico que ha dado proyección mundial a dicha exposición, que consiste en la compra y venta de Derechos de Autor, sustento del comercio y la industria editorial. No puedo concebir una conexión entre esos objetivos de la Feria de Frankfurt organizada por la Asociación de Libreros y Editores Alemanes con las cuatro figuras antes citadas.


Afortunadamente nuestro país, posee y disfruta el privilegio histórico de haber tenido a un genio como Domingo Faustino Sarmiento, "el escritor más importante en lengua española en el siglo XIX", como señalara acertadamente D. Miguel de Unamuno y otros brillantes intelectuales, y el orgullo de haber sido la cuna del desarrollo literario de Jorge Luis Borges cuya exquisita y admirable creatividad lo ha convertido en "el más trascendente de los escritores del idioma castellano en el Siglo XX".


A ninguno de los dos los veo mencionados.


También presumo que se ha incurrido en un olvido al omitir autores científicos de la talla universal de Bernardo Houssay, Federico Leloir, y César Milstein, galardonados con el Premio Nobel, o al eminente cardiólogo René Favaloro, y a maestros de derecho cuyas obras tienen sobresaliente significado en el Continente americano y España, como el administrativista Rafael Bielsa, el penalista Sebastián Soler, el civilista Raimundo Salvat, el internacionalista Luis María Drago, el constitucionalista Juan Bautista Alberdi o el jurista y diplomático Premio Nobel Carlos Saavedra Lamas.


Según mi punto de vista profesional en el stand argentino Frankfurt 2010, debería mostrarse una lista de los escritores más prestigiosos considerados con un amplio espíritu plural. Así lo hacen las cámaras y editores de los demás países cuando asumen la función de país invitado.Complementando los esfuerzos de nuestros editores, entiendo que es justo que la Secretaría de Estado correspondiente, nos ayude como lo hacen sus equivalentes de todos los países cuando concurren a estas exhibiciones globales. Sugiero, por indicación de un editor amigo, que se estudien las inversiones realizadas por países modestos, como Portugal, que han tenido pleno éxito.


Te envío como colaboración, una lista de nombres importantes, que de ninguna manera es completa, sino una mera ayuda memoria para la tarea que están desarrollando. El orden de la misma no significa prioridad en la calificación de sus integrantes: Manuel Mujica Lainez, Roberto Arlt, Victoria Ocampo, Ricardo Rojas, Leopoldo Lugones, Ezequiel Martínez Estrada, Ernesto Sábato, José Hernández, Lucio V. Mansilla, Bartolomé Mitre, Juan Carlos Portantiero, Deodoro Roca, Horacio González, Luis Alberto Romero, Horacio Tarcus, Marcos Aguinis, Julián Pablo Feimann, Tomás Abraham, Juan José Sebreli, Leopoldo Marechal, Carlos Mastronardi, Eduardo Mallea, Ismael Viñas, David Víñas, Abelardo Castillo, Olga Orozco, Gregorio Weinberg, Pedro Luis Barcia, Griselda Gambaro, Beatriz Sarlo, Adolfo Bioy Casares, Natalio Botana, Tulio Halperin Donghi, Mario Bunge, Roberto Cortes Conde, Juan José Saer, Tomas Eloy Martínez, José Luis Romero, Luis Alberto Romero, Gregorio Klimovsky, Santiago Kovadloff, Felix Luna, Juan Maldacena, Raúl Motta, María Elena Walsh, Quino, Jose Isaacson, Carlos Gorostiza, Rodolfo Rabanal, Eduardo Mallea, Alberto Gerchunoff; Manuel Puig, Horacio Salas, Juan L. Ortiz, Enrique Molina, Marco Denevi, Ricardo Piglia, Luis Gregorich, Abel Posse, Conrado Nalé Roxlo, Julio Cortazar.


He omitido sin la más absoluta voluntad de crítica o censura la talentosa lonja de jóvenes de la nueva generación que potencian, sin duda, nuestro acervo en la industria. Sería deseable que sus libros enriquezcan nuestro espacio, junto a los de los autores mas consagrados.


La Feria de Frankfurt, a la que concurrí 12 veces como editor, distribuidor, presidente del Grupo Interamericano de Editores, y vicepresidente de la Unión Internacional de Editores, se ha convertido en un foro de la democracia global donde los libros, "morada de las ideas" dialogan entre sí, y es por tal motivo un espacio adelantado al ansiado parlamento mundial abierto al mas amplio y libre debate de teorías y concepciones que el pensamiento pueda considerar.


Estas ferias de libros, como la de Frankfurt, están embanderadas en la defensa de la Libertad de Expresión, sustento de la edición, difusión y libre circulación de los libros. Desarrollan planes y programas de intercambio de negocios, de capacitación empresaria, y de ideas innovadoras.


Son también herramientas de la Democracia, y de la nueva sociedad del conocimiento, la comunicación y la educación permanente y universal. Han debido enfrentarse a las diversas formas reaccionarias y abominables del fanatismo y el fundamentalismo totalitario. Se nos presenta hoy la oportunidad excepcional de afirmar la Libertad de Expresión, proclamada en 1810, acompañando nuestro Bicentenario de la Revolución de Mayo, cuyos principios de Justicia y Libertad deberíamos comprometernos a que continúen iluminándonos.Con las sugerencias que aquí señalo ruego tomar en cuenta que mis reflexiones son profundamente respetuosas del sentir y pensar de amigos y ajenos, y sin duda las tuyas, mi amiga Magdalena Faillace quien hoy asume la responsabilidad de presidirla ante la comunidad del libro.


Muy cordialmente,

Isay Klasse

Buenos Aires, 4 de agosto de 2008.

[Fuente: El Diario de Curuzú Cuatiá]