Monday, September 28, 2009

What Are The Parts Of The Santa Maria Called

ASAERCA: BULLETIN AND FAIC: PRESS

ASAERCA: BULLETIN AND FAIC: PRESS









E-mail: asaerca@ciudad.com.ar

Adoldo

Alsina 2604 Buenos Aires 1090



Argentina Association for the Study of Recovery of the Blind and amblyopic



bicentenary of the birth
Louis Braille





BULLETIN INFORMATION

July-August 2009


BULLETIN JULY
:



ladies and gentlemen:



We are pleased to share with everyone a new edition of our newsletter
, July left behind with relentless flu and
concerns everyone. We must remain alert, but enjoying the warmth of spring
that lies ahead.



We want all the information we bring
are of the highest utility and take advantage of those that promote personal and professional growth
.





literary contest 200 years since the birth of Louis Braille "A
anniversary to highlight!

Argentina

The Commission Tribute to Louis Braille, composed of the most important
and institutions for the blind in our country, among which
ASAERCA account, has recently released the terms and conditions of this
Literary Contest in the categories of Poetry, Story and Essay
. can involve all
Argentine or foreign persons residing in the country. The admission of work is 30 of
November.



The jury and the awards will be announced
soon.



For further information and details should contact FAIC:

Fax: (011) 4381 9016 Email

: info@faica.org.ar




teachers
Meeting integrators



ASAERCA together with the Special School No. 506 of Lanús, is organizing this activity for which notice
attached with the following objectives:

* Provide a common space for discussion of common themes.

* Promote strategies for access to information through the use
available computer networks

* Optimize the technological possibilities for the development of teaching materials


* Discuss appropriate methodologies in each region to
integration of students with visual impairment secondary education


* To deepen the study and application of braille signografía
mathematical and musical



will address the following topics:

1) Integration: Agreements and commitments

2) braille mathematics and musical Signografía

3) Technology for the development of suitable materials and networks for obtaining


4) Secondary level integration



For more information and registration, please contact asaerca@ciudad.com.ar
or
noredith@tutopia.com




Subcommittee that addresses the issue of people with deafblindness and multiple disabilities




Following a meeting at our headquarters, a group of professionals working in this area
has applied for membership as
ASAERCA subcommittee.



Its mission is to ensure and support the implementation of criteria
nominated by the International Convention of Human Rights for people with
Disabilities, to guide the design and development
services for people with deafblindness and multiple disabilities and those existing
starting on the national level.



The coordinator is Prof. Marcela proposal Zamponi
collaboration with Ms. Delia Góngora.



Although its official incorporation is waiting for the next Steering Committee meeting
, come on out to welcome them and wish them a fruitful and effective
work towards improving the quality of life for those with challenges
manifold.





"Visual Impairment Hoy



We are pleased to note that it will soon be available on the website:
http://www.juntadeandalucia.es/averroes/caidv/discapacidad_visual_hoy.htm

a new issue of our magazine with a rich professional content
as usual for those who work in the field of education and rehabilitation
people with visual disabilities.



In its cover highlights the following topics:

* Dossier: Tribute to Prof. Pedro Ignacio Rosell Vera - A model


* sensory-motor replacement: a new pedagogical tool
?

* Programming Neurolinguistics: An alternative to achieve excellence in visual rehabilitation


* A process of shared learning: Reflections emerging





Our specialized library



the service of professionals, students, families and individuals interested in general
on the topic of visual impairment
our library is open to all inquiries at the following times:

- Monday, Thursday and Friday: from 09.00 to 13.00.

- Tuesday and Wednesday: from 13.30 to 17.30.



Our address and email are:

Adolfo Alsina 2604, 1090 CABA

Phone: (011) 5918 4100 Int 77

Fax: (011) 4951 1039

(Attn display ASAERCA)

Email: asaerca@ciudad.com.ar or asaerca@asaerca.org.ar






Seminar "Building joint solutions for the production of educational materials
accessible to people with visual impairment among
entities and generators of resources and core school production"



ONCE Foundation for Solidarity with Blind People in Latin America
(FOAL) and the English Agency
International Development (AECI) convened a meeting with this attractive theme to be held in
Antigua (Guatemala), from 30 November to 4 December 2009.
may participate coordinators and technical production of materials in braille and emboss
systems of nineteen Latin American countries.



Those interested should register before October 15 next
web site: www.aecid-cf.org.gt in
section on its annual schedule. You will also find there information on this
activity.



AECID offers 28 partial scholarships and room and board two complete
also include roundtrip airfare.





Forum: Students with visual impairments what and how to teach?



Moderator: Víctor Hugo Chavez Vargas



Atento to regular education teachers from different areas,
pedagogical tools and strategies needed to adequately address their students
included as parents need to know
practical solutions to support the process of their children, the portal Educared
develops the Telefónica Foundation in Argentina, Brazil, Chile, Colombia
, Spain, Mexico and Peru, opens in the latter
space to share with teachers, parents and educational community interested
concerns, doubts, difficulties, etc. related to teaching children and youth
blind and low vision.



Those interested will find the opportunity to participate in:
http://www.educared.pe/discapacidad/ForoEducacionEspecial.asp





XIII World Conference of the International Council for Education of People with Disabilities
Visual - Jomtien (Thailand), 9 to 13 August 2010



Under the theme "Achieving Education for All Handicapped Children
Visual: Strategies and Challenges ", the Program Committee invites abstracts
invite reflection and
practice or innovative research in some of the following areas:



• Access to Information Technology.
Assistive or Adaptive Technology.

• Access to curriculum subjects and extra-curricular

· Models Alternative Education for Young Adults
Awareness Education
·

· How to create Educational Equity Women and Girls

· Intervention

· Innovative Early in the Provision of Support Services

· Practices of Inclusive Education

· Inclusion of Children with Visual Impairments and Disabilities Associated


· Use Innovative Community Resources

· Skills of Daily Living including Orientation and Mobility and Social Skills


· Services Low Vision

· Alliances National and Regional

• Preparation of Personal, Education for Teachers and other professionals


· Addressing Adult Illiteracy with Disability Visual


• Works with the Family



Abstracts must be submitted in English before 31 October 2009 at
http://www.icevi.org/13thWC/Abstract.php

For further

information, should visit the website:
http://www.icevi.org/13thWC




Study
production services and reading books for people with visual impairment
in different formats



Dean Lermen (Colombia) is carrying out, for
Regional Centre for Book Development in Latin America and the Caribbean - CERLALC
a survey on producing materials in braille, large print, spoken and
digital formats.



Although the deadline for answering the survey has already expired,
who can make contributions to the panorama from the angle of Argentina, may ask the case to form
: deanlg@yahoo.com





II Inter-American Meeting Disability, Family and Community
Buenos Aires, November 7 and 8, 2009



This space for discussion and reflection that invites the Association AMAR,
is planning to develop a place and time of meeting to boost
proactive actions quality. Directed by leaders of organizations, officials
public, decision makers, people with disabilities, their families and the community
in general, will have prominent speakers and international
.



reports and program: www.asociacionamar.org.ar

Registration: capacitacionyeventos@asociacionamar.org.ar





National Meeting Disability Friendly institutions

Torreón (Coahuila, Mexico), October 26 to 30, 2009


Mexican
This meeting, in principle, but open to the entire Latin American region
, intends to contact the associations to evaluate the context
visual impairment in children and youth in the country.



The program includes various activities and conferences on topics such as inclusive education
, visual training, early intervention in the home
, orientation and mobility, computer self-study guide, community
work, fundraising, etc.



has support from the ONCE Foundation for Latin America (FOAL), which
supports the participation of some institutions.



http://vercontigo.org.mx/tiflofilos/ on the site or in
http://www.vercontigo.org.mx can find more information.





social Fee



Please note that interested partners can update the fees, we note that
is effective debt relief
the years prior, so it is a good opportunity for those who
wish to catch up. Only $ 50 .- will be charged for the year 2008 and $ 80 .- per
2009. Can be exercised by money order payable to our treasurer
Prof. Yolanda Ramos or bank deposit or transfer to the account
City Bank, Suc. 12 - Obelisk, Special Current Account No.
21935 / 4. CBU 02900124 10000002193543.



Our website





We invite you to visit our new website, still under construction, in the
address: www.asaerca.org.ar



We would love your feedback.





share an anniversary



The Institute for the Blind and Visually Impaired "Valentin Haüy" just
XXXIII year celebrate their work on behalf of disabled persons visual
Corrientes.



We extend our congratulations and best wishes for fruitful work
years to come.







We do not want to close this newsletter without remembering that we are at the threshold of a new
Teacher's Day celebration. From ASAERCA
raise a virtual glass in a toast to the teachers who always accompanied and accompany
personal growth of each child, with
major interventions and their commitment and dedication in the service of
visually impaired children



this is the moment where we can gather everyone
reflection and pause, so that each day may do better with the chosen mission.



And finally we leave you this thought that speaks
new opportunities:



(.) But there later and no earlier today



deep breathing and all those fantastic worlds

born within you,

are here and now

are in your hands, because

never too late as there is another chance ...





The EXECUTIVE COMMITTEE


















Special School No. 506

Lanús, Buenos Aires Province

Directorate General of Culture and Education Association



Argentina to

the Study of Recovery Management

the Blind and the amblyopic



















INTEGRATION




FIRST CALL









Convened:





ASAERCA (Argentina Association for the Study of Recovery of


blind and amblyopic)



Special School N º 506 - Lanús - Buenos Aires Province





Date: 20 and November 21, 2009.





Headquarters: Lanús, Buenos Aires.



ASAERCA and Special School No. 506 are pleased to invite you to
resume our meetings by Specialty .-





OBJECTIVES:



a.. Provide a space for reflection on issues related to the integration
.
b.. Promote strategies for access to information through the
use of available resources. C.
. Discuss on appropriate strategies in each region for
integration of students with visual impairment secondary education. D.
. Address the implementation of the signografía braille and music.




It will provide a framework for professional exchange, aimed at
optimize access to education and training for people with visual disabilities
.





will address the following agenda, by specialists in each area:



- Integration at various levels.

- Agreements and Commitments (Common School, Special School, Family, Student
)

- Braille Mathematics and Musical Signografía

- Resources for obtaining and processing of materials:
Technology and Networks.













Value of Registration:



a) Partners $ 50 .-
ASAERCA
a) Non-members $ 80 .-















We recommend scheduling this event to engage and nourish each other
of the realities of our vast country .-







THE HOPE! ......







* omplete this form and return by:



- Mail to: Adolfo Alsina 2604, on behalf of ASAERCA.

- Email: asaerca@asaerca.org.ar

noredith@tutopia.com

escuelaespecial506@yahoo.com.ar







Teachers Registration Integration Meeting








Name:. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .

ID N °:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .

Address:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .

Location:. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Province:. . . . . . . . . . . . . . . . . .

Phone:. . . . . . . . . . . . . . . . . . Fax:. . . . . . . . . .
E-mail:. . . . . . . . . . . . . . . . . .





name of the entity that represents:. . . . . . . . . . . . . . . . . . . .
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Address:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Location:. . . .
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Phone:. . . . . . . . . . . . . . . . . . Fax:. . . . . . . . . .
E-mail:. . . . . . . . . . . . . . . . . . . . . . . . . .

Number of students:. . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Number of teachers of the blind:. . . . . . . . . . . . . . . . . . . . . .
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services provided by the institution:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Buenos Aires, September 16, 2009



A member organizations and friends.



The FAIC want to report the results of the meeting and passed
Thursday 10 with the Secretary of Children, Youth and Family, Ms. Marcela Paola Vessvessián
in relation to the National Editor
Braille and Talking Book.



The meeting, which also participated the Deputy
Federal Institutional Strengthening and Development, Mr. Claudio Franchello,
lasted over two hours and allowed to in a frank,
both parties raise their positions on this issue.



SENAF The authorities informed us that Prof. Ferraú Marta, who
was designated in 2006 workshops coordinator graphics,
be named as soon as the technical coordinator of the Area of \u200b\u200bAccessibility
to Reading and Writing Braille and audio speaker, which was created by resolution of the SENAF
earlier this year.



In this regard, FAIC stated that the new coordinator should take a leading role
on the technical aspects of management, with features well defined and established
as himself in the decision-making in general and the relationship
with other state agencies and organizations
Typhlological.

On the other hand, also addressed the situation of moving the Editor
its present location on the street Juncal, coinciding FAIC and
SENAF in the new site should be accessible and to ensure conditions for the
proper functioning of the entity . The officials stressed that the
Secretariat is seeking a property in the City of Buenos Aires
with these features to reunite the Editor in a single site,
but still there is no such place.



Finally, we agreed to work together to assemble a roadmap
enable the appointment of a director with visual disabilities
suitability as head of the National Braille Publishing and Talking Book.
on the subject, Ms. Paola Vessvessián said it was in its management
was terminated by the body, and placed in the direction
a blind person, which was highlighted by the Federation since this
policy is consistent with the principles of the International Convention
United Nations Human Rights.

FAIC, meanwhile, offered to collaborate in preparing concrete
staff and others who aspire to this position in his
time.



The Federation, which since early this year took with ownership and decision
efforts to claim the re-institutionalization of the National Braille Publishing and book
Speaker, as a gesture appreciated the appointment of Prof.
Ferraú and claimed its historical position to
driving this body is occupied by a person
visually impaired with training and expertise.



It reaffirms its willingness to work in a coordinated way with
different actors involved in this issue, so as to reach the largest possible consensus
to improve the situation of the institution in
benefit of all users with disabilities visual and community in general
.



FAIC Policy Commission



Argentina Federation of Institutions for the blind and partially sighted



Sarmiento 1136, First Floor Buenos Aires, Argentina.



TEL. 4381-9016 5411.


E-Mail




prensa@faica.org.ar



www.faica.org.ar






Felix Gonzalo Schugurensky
July 9, 1858

Corrientes Argentina Cel: 054-3783-726538

schugurensky@yahoo.com.ar
Messenger: schugurensky@yahoo.com.ar
www.asaerca.org.ar Sensis

Buy Honeyrose Calgary

International Training Course Sensis

Training Course 2nd International

TRAINING COURSE - CURRENT
REHABILITATION CENTER FOR VISUALLY IMPAIRED "Valentin Haüy" - 15 and October 16, 2009 ASSESSMENT AND THERAPEUTIC STRATEGIES FOR CHILDREN WITH VISUAL DEFICIT and associated pathologies Aimed at: Teachers and professional education and health, working on Early Learning Visually Impaired Children with or without associated diseases, and they have made on 1 course in 2008.
The aim of this course is to continue with specific training in Early Intervention for Children with visual impairment and associated conditions. Constituting teams in each region of the country can work together and becoming a reference in the field.
This project supported by Sensis INTERNATIONAL HOLLAND, intends to build a network early stimulation, with trained professionals to carry out a responsible sustainable over time, quality and specificity in the area.
AGENDA TO DEVELOP:  Low Vision: Concepts and overall.  Clinical Assessment in Children: Visual Acuity (Far - Near) Field of View, Color Vision, Contrast Test, light and dark adaptation, Stereopsis. 
Functional Groups: a. Central scotoma, b. Scotoma peripheral c. Country nonexclusive (blurred vision), d. Hemianopia, e. Nystagmus. 
Interpretation of the display (counter) eye. Test posters. Optical aids.  Assessment of visual functioning. Visual stimulation programs. 
developmental assessments, perceptual, and specific observation guides for visually impaired children c / s associated disease. Interpretation (care).  The Visually Impaired in children with cerebral palsy. Therapeutic strategies.  The Game blind children: general and specific.  Child Development Scale blind Leonhardt (Edition 2003). Guide application. Year 2007  The stereotypies. 
ASD and Visually Impaired. Diagnosis, evaluation and treatment strategies for their treatment. 
Workshop: Project Management Oregon. 
Course evaluation.
Total: 16 hours ISSUED BY THE TEAM OF INTERNATIONAL Sensis REFERENCE IN ARGENTINA: Coordinator: Psicopedagoga Sandra Ruiz Diaz. Rehabilitation Center for the Visually Impaired Santafesina New Culture Association - Santa Fe Dr. María Victoria López
Candioti. Ophthalmologist. Director of Rehabilitation Center for the Visually Impaired Association Santa Fe New Culture - Santa Fe Psicopedagoga Laiacona Nora. Contributing Early Learning Center for the Visually Impaired Rehabilitation Santafesina New Culture Association. Teaching racing Teacher of the Blind and Visually lessened and Teaching of the Deaf and Hard-Santa Fe
TO Adelita Pérez Otero. Sector Head of Occupational Therapy Children's Hospital Dr. Santa Fe Orlando Alassia-Career Teaching Degree in Occupational Therapy - FBCB - Universidad Nacional del Litoral. Professional Guest: TO Ana Manzur. Sector Member of Occupational Therapy Children's Hospital Dr. Orlando Alassia-Santa Fe Graduate Developmental Psychopathology (Rosario-Santa Fe).
IMPORTANT: To attend both days in comfortable clothes, bring copies of the Oregon Project delivered last year (not to request them redtempranavisual@yahoo.com.ar possess at least 5 days before the course) and go to calculator.
SCHEDULE OF ACTIVITIES: (Subject to change) Thursday 15/10/2009: 07:30 to 08:15. Accreditation.
8:15 to 8:30. Introduction, 2 nd goal of the course.
08:30 to 10:30. Dr. María Victoria López Candioti.
10:30 to 11:00. Break.
11:00 to 13:00. Psp. Sandra Ruiz Diaz.
13:00 to 14:00. Lunch.
14:00 to 16:00. TO Adelita Pérez Otero.
16:00 to 16:30. Videos. Friday 16/10/2009: 08:30 10:30. Psp. Nora Laiacona 10:30 to 11:00. Break 11:00 to 13:00. Ana Manzur TO 13:00 to 14:00. Lunch 14:00 to 15:00. Oregon Project Implementation. 16:00 to 16:30. Course Evaluation. Dr. Cynthia Catterina

cynthiacatterino@yahoo.com.ar

Felix Gonzalo Schugurensky
July 9, 1858 Corrientes Argentina

Cell: 054-3783-726538 schugurensky@yahoo.com.ar
Messenger: schugurensky@yahoo.com. ar
www.asaerca.org.ar

Lotion Cervical Mucus After Ovulation

Regional Meeting - Guest

Conclusions of the Working Committees, Health and Education of the Second Regional Meeting - Guest
WORKING COMMITTEE CONCLUSIONS.
Discrimination against people with disabilities is fundamentally a matter of cultural and therefore covers or crosses all social areas. It is therefore a cyclical issue but is the product of a policy installed decades and marked profoundly since 1976.
This policy leads to see disabled people as being non-productive, inconsistent with the model tax.
The first consequence, in the absence of answers from the state to guarantee the rights-is that the family overprotect the individual with disabilities, becoming a problem and preventing its development.
NO WORK FOR ALL IF THERE WILL INTEGRATE EFFECTIVELY.
The state should formulate policies universal and have an adequate budget to make something not testimonial. You should also take care of the problems of disabled workers Acito and should not act in a subsidiary. Work is a right. The disabled person is a citizen. So the state should ensure their training, incorporating the means to facilitate access and permanence in the job.
TO MODIFY THIS STATE OF THINGS AND THAT THE STATE BE EFFECTIVE POLICIES AND PROGRAMS NOT ISOLATED, PARTIAL OR TARGETED, would need to take initiative FROM THE CTA.
The first thing is to be organized, forming the Department of Disability peer groups of different organizations base, committed to the issue. Then he must take a proactive stance without delegating responsibilities. The CTA is the tool. The commitment is from peers.
It set out three areas of work: Knowledge Dissemination existing laws and enforce them. Example: consider 4% as a floor not a ceiling, but claims in all state institutions.
awareness campaigns giving, by various means, case studies of people with disabilities who have achieved success on the other hand the conditions that facilitate the exclusion of the working world.
promote, through chat, meetings, discussions with business chambers and professional bodies. Denounce
grounds of disability. Example: the use of chemicals or working conditions and practices that undermine the psycho-physical integrity of workers and our environment. Perform Integration
the CTA a census of disabled peers who are working in state agencies.
Identify the capabilities and skills of these partners to offer them jobs commensurate. Arm
multidisciplinary teams to support employability and subsequent follow immediately.
Technical support for collective entrepreneurship and business counseling. Demand that the State
promote cooperative ventures through grants and / or purchasing production.
new tax benefits to encourage companies to take staff with disabilities.
Carry a Bill that pensions be inconsistent with the possibility of working. Interaction
From school, work and other areas of life, to encourage contacts and exchanges between workers. FROM THE 16 YEARS OF CTA Includes all workers without distinction. CONCLUSIONS COMMITTEE ON EDUCATION
Issues raised Precarization.
chases. Difficulty
be transport in remote areas. Care
several problems. Difficulty
downstream from the Province to municipalities of the proposals in all areas.
Lack of support from the supervisory process.
architectural barriers.
Greater involvement of people with disabilities and staff in the meetings of this nature.
care of a disabled person at home is, in turn, generates frustration disabilities and to promote in employment opportunities. Proposals
Interaction with the University, state agencies and facilities professionals who work with people with disabilities. Top
standards in mainstream schools with technical equipment. Working
cross from baseline to discharge.
Interaction with technical schools. Creating
therapeutic care centers.
In Process: Disability Census.
give continuity to the Provincial School Integration Program. Work
articulated with the CTA and unions to define jobs, workload, assessment, teaching career, the provisions regulating the Provincial Statutes.
Training of trainers in sign language for secondary and tertiary levels. Incorporating it into teacher training curricula. Teacher Training
common to address diversity.
created equal in terms of the possibility of transfer-transport. Improvements
conditions of teachers support the process of job training and school integration. Zoom
resources to rural areas.
Reorganization of schools with different services.
Incorporation, curricula, teacher training materials that deal with special education. Analysis of all laws and regulations. Incorporating analysis of the law of Trade Unions and Trade Union Laws. Creating
technical equipment in public schools with a schedule appropriate to the realities of technical equipment or radio of action for prevention.
Equipment in the health area for the containment of the family in the first links. Mandatory
in special education from 45 days in boys and girls with disabilities (from birth or from detection of the problem).
prevention in pregnant women.
highly competitive training to persons with disabilities (physical education area). Joint negotiations
social, health, education and employment.
Arm, by province and region teams to provide continuity to these meetings. Difficulties
accreditation or certification to graduates of the special school, but also on technical paths of job training and discharge the same. Enforce
internships agreements with the state.
Problems of over-age for integration with society. Following these meetings
encouraging that constitute critical spaces for dialogue and enriching the discussion and analysis of reality. Discuss
education policies.
Promote the development, as real social actors responsible for the provincial Education Act in the Province of Misiones, its regulation, reformulation of the Statute of teaching appropriate to the National Education Act.
Work on the concepts of law, difference and equality, put them in difficulty to spot the subject of special education.
Workplace integration.
difference between integration and inclusion.
Dissemination of the International Convention on the Rights of Persons with Disabilities.
working conditions, risk indicators, number of students per school and per teacher. CONCLUSIONS COMMITTEE ON HEALTH
debureaucratize supplies of certificates and decentralize political-unused delivering the same and pensions.
That instrument, quickly, the new certificate with the criteria of the International Classification of Functions.
Access to health programs that each offers Social Work as established by Law No. 24,901.
All provinces adhere to the Law N º 24,901 and verify compliance.
Given what has been achieved in the province of Formosa, on the basis of the struggle of the guild-Mobile Medical Boards implement in coordination with schools and hospitals.
That persons with disabilities are consulted by the Health Boards to advise-from their own experiences, and every initiative in relation to the problem.
that from the community to undertake projects and present them to the CONADIS.
raise awareness and visibility through the media.
The State, through the Ministry of Health as the body controller in the use of agrochemicals / Pesticides.
That eliminates all barriers. Creating
prevention programs in health policy, with implementation and compliance of the rehabilitation services nationwide.
Comparison of the Family Allowance for a disabled child, as provided by ANSES.
access to home care for people with physical disabilities.
accessibility to health centers for people with disabilities, taking due account of the International Classification of Functions.

Home Hazards Worksheet

Regional Meeting - San Salvador de Jujuy.

Conclusions of the Working Committees, Health and Education of the Third Regional Meeting - San Salvador de Jujuy. CONCLUSIONS
WORKING COMMITTEE.
For this workshop agreed to work in three parts: The first part presented two companions on the need for a change in social ideology and political awareness of all working-class peers and all peers with disabilities are of working age and legislation at national and provincial labor and self-managed associations as an alternative to employability and personal development for people with disabilities, in better conditions than those offered by a traditional job.
1. In the second part is organized three working groups discussed from keywords and with the slogan to reflect on the rights, the role of the state and union action from CTA.
2. In the third part described the experience of a group of deaf people, tired of assembling small projects and the associations decided to form a cooperative work: Signals for outreach and education about sign language in Argentina.
3. Main findings on the triggers axes: Invisibility The capitalist system invisible to the excluded (poor, disabled, unemployed). Governments are complicit in this invisibility by not respecting the person with disabilities as subjects of right and limiting it to an object that does not participate in the discussion of public policy, who suffers the failure of officials in charge of implementing and suffering and the consequences of social exclusion. This is manifested in the absence of proposals on electoral platforms and government projects, the lack of national laws at the provincial level and the bureaucratization of any proceedings to effectuate such rights as have the certificate of disability.
4. As a result, the company also "fails to see" the disabled as a person and each of us to transfer the responsibility to other governments, associations of disabled people, etc.
5. Family and society in this social context, families deny the disability of one of its members, as a protection mask, or shame, or to the aggressiveness of the society, overprotecting the disabled person. In turn, lack the necessary information on possible steps to effectuate rights training and standards of living to help generate better communication or a person with disabilities.
6. Discrimination is discrimination not to recognize the other as a person simply by being different. From there, the abuse suffered by many people with disabilities by society that the "labeled" so it can not do, that the disabled. A clear example is the case of the difficulties for open access to public transportation. Often not met the law of "free pass and free", the vehicles are not suitable. Areas do not enforce state law firms. This is exacerbated because the drivers have been trained not prevent abuse and promoting people with disabilities. This is a clear example of social behavior "allowed" in this social context.
7. Blind and deaf people have no access to news, publications and documentation by not having the necessary adjustment in the media (in sign language interpretation, subtitling, recordings or materials available in Braille.) This aggravates the social isolation and thus prevents an active social and political participation.
8. Job placement and rehabilitation for work A first thought is that the best rehabilitation is work. In the words of one's peers with disabilities: "Work is happiness, as people can become full and access to a decent life, and bring the home support, which allows you to plan a family, have children." It recognizes pensions as a kind of gift of governments to escape responsibility by giving a short-term solution without attacking the underlying problem: to prepare future workers taking into account their abilities and not their disabilities through of better integrating education and facilitating the self-sufficiency through work.
9. Underlined the lack of public policies "real" in terms of employability, because although there is recognition of the right to work for all national and provincial legislation, the implementation deficit of programs and projects makes them "dead" . This prevents the effective exercise of this right. Welfarist proposals and momentum to sheltered workshops result in social isolation of people with disabilities.
10. What should government do? Spreading the real information on disability issues: quantity People with disabilities, identifying people of working age, rights legislation.
11. Call for the participation of persons with disabilities for the discussion and formulation of public policies recognizing them as citizens.
12. Train civil servants and professionals involved with people with disabilities, treatment and appropriate treatment approaches for persons with disabilities.
13. Use the media to give visibility to the issue.
14. Ensure interpretation and subtitling in the mass media.
15. Develop campaigns to support families of people with disabilities.
16. Enforce the law that determines the quota of 4% for the disabled.
17. Promote a mandatory quota law in private firms.
18. Amend the law is incompatible with employment status pensions.
19. Review the system of occupational risks (insurance regulations) to promote the employability of people with disabilities.
20. Generate new educational curricula to ensure access to literacy for people with disabilities, adaptation of curricula to promote employability, by making available new technologies, learning sign language from primary school to the next level, integrating people disabled in different educational, professional expertise in the subject from an inclusive and pluralistic, unified criteria for the design and proper assessment of industrial projects, making them more accessible training for the development of employability projects, rapid resolution of the proposals submitted by establishing more flexible mechanisms, actual budget available to support the supply of industrial projects, reformulation of the certificates so as to assess the capabilities and work skills, effective control of the enforcement of free and open transportation, organization and implementation a national registry and only people with disabilities with membership of the provinces, change in policy approach with emphasis on prevention What should the CTA? Rights campaigns and awareness to society.
21. Public allegations of breaches of the law.
22. Public complaints.
23. Control, along with disability organizations, compliance with regulations.
24. Advertising on the appointment of sign language interpreters in publicly accessible places.
25. Promoting the creation of the Department of Disability in all provinces.
26. Union action with organizations dealing with the topic.
27. Joint, with government representatives, to disseminate the rights trainings on the rights of persons with disabilities and sign language.
28. Dissemination, through a campaign on the benefits of cooperatives and self-managed work.
29. Organization of a Federal National March for the visibility of social workers with disabilities.
30. Inclusion of this route within its own agenda, and joint.
31. 13. Inclusion of persons with disabilities in the design, planning and project evaluation, to have ample opportunities of choice.
32. 14. Presentation of massive protections for breach of regulations and labor disputes.
33. 15. Incorporating actions regarding education for people with disabilities, not only job training and integration.
34. 16. Support for deaf people who work and struggle to be recognized as bilingual, as this will facilitate their integration.
35. It aims to create an ideological and social practices toward the disabled, a profound shift in thinking for all.
36. We argue that prevention of disability is to fight hunger, have a safe and dignified work, recasting the production model with respect people and the environment.
37. Taking into account the various difficulties of access to the presentations when they do these days.
38. The disabled do what they can do the non-disabled and also: leave behind the bureaucracy.
39. EDUCATION COMMISSION CONCLUSIONS The three workshops was defined as essential: information and promotion of the problems and rights of persons with disabilities, work to develop our consciousness as citizens, access to the knowledge of the law and rights to disabled people themselves, the importance of the participation of people with disabilities in areas of debate as these meetings, to defend their rights themselves, the importance of society to take care of their responsibility to recognize the rights and establish procedures to overcome the deficits of people with disabilities are provided: Within teacher training , attention to diversity should be included at all levels.
40. Limit on the number of enrollments in mainstream and special schools.
41. Mandatory, Transversality and Certification at all levels.
42. Integration, the family, in the process of teaching and learning.
43. The State must ensure all resources for education (human, material, infrastructure, institutional, transportation).
44. Need for a body that gathers the demands of special education schools.
45. Advocacy and social awareness.
46. Training for Travellers for the education of the child and family.
47. Elimination of administrative bureaucracy.
48. Guarantees of real training for job placement, on the premise of the knowledge of their future obligations and rights as workers.
49. Development of prevention within the educational curriculum.
50. Improving survey of the number of people with disabilities itinerant work permanently.
51. Development prevention initiatives in health, forming specialized teams Creation of schools in remote areas and compliance with the number of students per class in the provinces where the law is not respected.
52. Consultation on the educational needs of disabled people themselves.
53. Recognition of the contributions of new approaches to thinking about problems and opportunities of people with disabilities.
54. Sponsorship of Educational Psychology, with the possibility of diagnosing and monitoring the problems identified, to the accompaniment of families.
55. Special attention to teacher training, teacher needs to recognize the abilities of people with disabilities to encourage them.
56. Preparation for work at all levels of education.
57. CONCLUSIONS Health Commission on Disability and Health Workshop, comrades arrived at the following conclusions: Peers located to pollution as triggers of disabilities. For example, in Catamarca, the cancer-causing asbestos, in San Juan, Corrientes, contaminated water, in Misiones, agrochemicals and genetically modified seeds.
58. This raises the need for statistics on numbers and types of disabilities.
59. Prioritization of the training of doctors and other health professionals.
60. Development strategies in primary health care.
61. Differing concepts of disability and disability.
62. Training of home caregivers.
63. Including chronic diseases within disability (dementia, Alzheimer's).
64. Inclusion of the nursing service within the law.
65. Whereas poverty and hunger in early childhood, as leading causes of disability generation, should push for changes in the socio-economic model.
66. The importance of reversing the difficulties encountered in obtaining the certificate of disability in the provinces.
67. Programs and institutions are required to care for autism, especially in Corrientes.
68. It identifies a lack of response by the Federal Health Program (TEACHER) and other provincial social work. Also, many social work does not comply with the legislation and benefits for people with disabilities, which aims to boost its enforceability.
69. Promotion of the federalization of health laws.
70. Link between disability and work, recognizing the right to work of workers with disabilities.
71. Taking initiative, without waiting for the efforts of legislators.
72. PAMI request for admission to self-managed workers.
73. Recognition of the importance of work in improving the quality of life.
74. CTA Action: Require that more budget for the incorporation of specialized personnel and equipment in the care of people with disabilities.
75.

What Is More Expensive Aquamarine Or Topaz

Regional Meeting - Santa Fe

 Conclusions of the Working Committees, Health and Education Regional Meeting
 I - Santa Fe
 WORKING COMMITTEE CONCLUSIONS.
 The fundamental idea is related to not only address the experiences of working as part of disability history to break the isolation experienced by disabled workers, as working class take on the problems of disability. Which reinforces the decision of the last Congress to create the Department of Disability.
 Not all of us working with the disability, but in contexts that disable or in the future may give rise to disability (drugs, poverty, unemployment, malnutrition, malnutrition, violence, job insecurity, environmental problems). 
Therefore, it is our obligation to build strategies to: - Address the issue in collective form, claiming Comprehensive Policy, from the continuing discussion and building strategies to ensure universal public policies.
 - Build prevention policies of disability, pointing to actions that generate the transformation of economic, productive, social and cultural player in social inequalities, generating disability. 
- involving disabled people from the group of workers in the generation of public policies aimed at integration in the workplace, making visible their wishes, expectations and needs (Joint Social). 
- Ensure the realization of the labor law to everyone, constitutionally recognized, the exercise involves us as a society.
 - Build the road to enter the world of working class people disability, crossed by the same problems that the whole class. However, their participation as subjects producing the wealth of our country requires the recognition of specific duties to overcome obstacles and ensure the working conditions for their employment and retention in the workplace. 
- Recognize students and graduates who pass the job training process, as workers and participants in the collective struggle, allowing them access to the world of work in its various forms (self-managed work, self-employment, public or private employment ) play and control the effectuation of the 4% quota. 
- Ensure equitable access of workers with mental disabilities in relation to motor and sensory disabilities.  Generate
joint discussion areas that allow redefine the accreditation of disability: Who certifies? What are the factors taken into account in this assessment? It is necessary to incorporate environmental factors, socio-economic and other, over the life of the people, generate disability.
 What are the objectives at regional level? - Create the Ministries of Disability in different localities, and strengthen existing ones, in order to generate strategies from different sectors, from the dissemination of experience, the systematization of the same and the production of knowledge and information (Laws, regulations and ordinances). 
- Strengthen the participation of workers with disabilities in the areas of negotiation and discussion enabled by governments, and ensure the effectuation of the agreements and commitments. 
- Adjust the amount referred to non-contributory pensions; discuss a flexible mechanism to access them; contemplate various disabilities, and ensure that there are limitations in the search and access to decent work.
 - A New Risk Education Act in the hands of and state workers. 
- Ensure that the Provincial Law No 9325/97, to respect the letter of national legislation which provides for a 4% real and not "preferred" conditions as the provincial law.
 If we assume as working class, no State can claim to policies that already exist but must be military to become effective. EDUCATION COMMISSION CONCLUSIONS generating public policy proposals: Creating spaces for collective construction on disability issues with the involvement of various sectors of society to define, first, that we mean by subject Special Education Special Education and Special School and agree ideological lines around the definition of disability set against euphemisms imposed by neoliberal policies. 
increased investment demand for the school has the human and material resources (fees, training, etc.) for addressing increasingly complex problems.  Think
integration policies for not continuing to work with an assistance (grants, etc.).  Think
policies for integration into school, children and young people aged 14 years. 
track and statistical work of people with disabilities who are outside the education system. 
qualitative analysis of the reasons why no such exercise teachers with disabilities. 
carrying out promotion and dissemination of the rights of persons with disabilities. 
create opportunities for discussion of the trips that must accompany the educational, to promote social integration at school and work. 
guarantee admission to colleges, universities, people with disabilities, that when graduates can work. 
Require the State to guarantee to persons with disabilities, after completing his schooling, integration so that labor becomes effective legislation (4% quota). 
Which ensures access for all children and youth with disabilities who will be outside the education system. 
regard to linking the world of work, job training is provided according to the actual job demands.  Create
designed architectural spaces from universal design, to ensure integration at all educational levels: preschool, primary, secondary, tertiary and university levels.  Strengthen
work on respect for difference.
 Develop and implement urban transport policies that meet the design universal. 
able to think the school organization as a social space where it is grown and educated. 
require compliance with the development of provincial education laws in the provinces where they have not been realized.  Generate
meeting spaces within and between institutions that allow us to recover common spaces on the basis of dialogue, the circulation of the word collective constructions from the paradigm of complexity.  Require
resources to addressing the new information technologies and communication for the benefit of persons with disabilities. 
Building from institutional settings, a commitment to provide information and advice on the rights of persons with disabilities, with readers and interpreters of needs and demands. 
sustain and deepen the networking as a valuable strategy. 
Require uniform political agreements between different levels and directions of the education system.  Have
material, human and financial resources to ensure the integration, mobility, creation of integrated master charges, adequate rate of teacher-student relationship, restoring the right to teach in decent working conditions. 
strengthen public schools and express rejection of supervision by special school teachers employed by social work, as it regulates the School Integration System.
 Ensure the establishment of fees for interpreters in the middle and upper level.
 Ensure the establishment of charges relating to the Special Schools. 
Requiring the presence of interpreters at all educational levels of the various government bodies, national, provincial, municipal and communal. 
guarantee the right of all persons with disabilities to be educated in their own language at all educational levels. 
COMMISSION FINDINGS DE eeSALUD Disability Certificate: It should be more flexible in getting around the country, and currently presents many difficulties and it should have further details in order to avoid uncertainties in the new classification, avoiding stigma with the diagnosis. As well as being of fundamental importance, counseling and working with families for early intervention (where there is a progressive and irreversible disease, consider one-time certification of the disparity). 
Existing policies: We believe that it should promote prevention and promotion health, giving priority to awareness, to strengthen ties and build relationships and achieve cooperation, and the realization of public policies to rebuild the human values \u200b\u200band reverse failings, including the health system back in solidarity. "Disability should be a state policy priority." 
Training Health Agents: It is essential to promote this instance to achieve a primary health care, to provide better intervention. 
Federal Health Program: In the province of Santa Fe is infringed by the provision for people with disabilities. Require regulation: all Articles of the Law No 24901. 

Thursday, September 10, 2009

How Sells Shoe String Licorice

Why buy a computer? SpinVox

This post I wrote for catharsis ... so when you do not like, find something else to read.


The issue is not new, as I mentioned before situations like this. The problem is that my tolerance level is getting lower, and once it disappears, I hope to devote myself to something that does not involve dealing with issues such as prompt me to write this post. The focus of today are the
I do not mean ordinary users, those who run the computer as if they understood what they actually do, but those are denied, those users also know not to use it, not learn anything "new" and also deny the problems causes them to use.

I heard phrases like "Aahhh ... killed me ..." when I ask "What version of Windows you use?" or "Paaahhh ... I do not know what that is ..." when they ask you to open the "Start Menu", or "The mail I got an error, but I closed the window and I can not remember what it said ... Arreglámelo !"... but ad nauseam.

"So they bought the computer?" Is the only thing that comes to mind ... because we want everything just magically work without putting the slightest effort to understand at least "some" of what happens, and without even Having A trained in such basic issues as the use of Windows, an operating system designed by fools and fools? not ask you to be programmer or systems administrator ... te I ask you to sit in front of the machine with the respect it deserves and use it without bitching because you do not know how things work. If you do not know use, or you train, or else sell the computer and you do something else. ITEM

.

If you use to work, learn to use it, because it is inconceivable that you can not handle a tool that supposedly you have to use to avoid doing things by hand. If you learn to use it, you can not work, period. If you are a car mechanics, you should know how to use keys, screwdrivers, testers, etc., Otherwise, you could not work ... Right? Well, this computer is, the computer is a tool, and
TENÉS
to learn to use.

NO EXCUSE POSSIBLE. Stop blaming the system, if you do not know even what these systems. Do not assume that the problem is always "the", or computer, or internet, or the solar wind ... or whatever you think is. The problem is you

that you do not know how to use computers, and nobody else VOS.
Ok, now I can continue serving computer illiterate for a while longer without my head explode ... About

Friday, September 4, 2009

Pokemon Platinum Rom Desmume Mac

: Optus gives our messages to others (!)

Movistar use as a wireless provider, received an SMS a few days ago telling us about the new service "Voice to Text." I transcribe the contents of the message:
"Dear Customer, from now you can try FREE for 15 days Movistar service Voice to Text, which converts voice messages deposited into your movimemo and send them by SMS. You can also still view your messages by calling * 6684. After this test the service is automatically disabled. If you do not want to try this service send an SMS to 6828 with the word NO and will be disabled within 24 hours. For information see www.movistar.com.uy. "

. I immediately wondered how it would work, and I decided to do a little research ... which led me to the conclusion that it is best NOT USE THIS SERVICE

.

In
http://www.spinvox.com/how_it_works.html explains that everything is an automated system, called "D2" , which receives the one hand to voice messages, and through intricate and advanced artificial intelligence, voice recognition and natural language, convert those text messages, forwarding them to the mobile phone as an SMS. Brilliant, eh? ... Well, it would be brilliant if it really worked as they put it, but unfortunately there is still no technology that can process without error all voice messages into text automatically, how SpinVox does. Just imagine the incredible power to recognize slurred speech, dialects almost beyond recognition, semantic errors, transmission errors, background noise, etc. If you are used to receive voice almost inaudible or unintelligible, and can grasp the idea ...

really works So how SpinVox service?: Simple, put hundreds of cheap labor to receive and translate messages, assisted by software that facilitates their work. Now it seems "to truth ", right? SpinVox does not deny that there are" humans "involved in the task (perhaps that is what" natural "from its acclaimed technology" linguistic "), but that gives us a good idea of \u200b\u200bwhy WE DO NOT USE service.

is clear that an employee working for SpinVox should not have time to get to read and fantasize about the content of the messages ... but this does not mean that to be a person reading them, the concept of privacy becomes meaningless. Imagine translating a text message that contains critical information and highly relevant, and have the power to know who did it and who sent it in an almost Anonymous (will SpinVox how humans associate with translating messages processed?, do we give this information if necessary? are valid in a public trial transcripts ?...)... Just Imagine that.

not want to sound too paranoid ("seriously?), But honestly I think that service is something that must be very well informed and aware.

My advice: Since you can not predict with certainty whether a recipient is using it or not, be careful with the messages left on the cell contacts. Do not leave voice messages with important information, critical or vital. Needless to say to the known public figures is not a good idea to leave recorded messages, but just in case, here we tell them too. Think privacy while you can not expect 100%, this service is like adding a new risk to the already complicated scheme of communications technologies that everyone uses daily indiscriminate, so do the same thing I, if you use Movistar,

send NO to 6828 right now and tell this information to your contacts.

I leave some interesting links:

http://www.movistar.com.uy/movistar_promociones_spinvox.htm

http://voicemailtranscription.blogspot.com/2008/08/spinvox-humans-tenzing.html

http://www.theregister.co.uk/2009/07/23/spinvox_bye/
http://www.telecoms.com/13439/spinvox-behind-the-spin

: wq
Again