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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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