Tuesday, September 28, 2010
Saturday, September 25, 2010
‘No eres mi mamá’
Por la Redacción de El Mercurio / GDA
Muchas se refugian en el llanto; otras en el miedo. Los "hijastros" no quieren que nadie reemplace a su madre. Para las madrastras, cada detalle puede ser vital en el frágil equilibrio que se va formando en las nuevas familias.
Expertos aseguran que existe el miedo a enfrentarse a niños o adolescentes, en una época -siglo 21- en que estos son independientes y autónomos, con ideas propias y, en general, difíciles de conquistar.
Aquí está la clave: acompañar a los hijos del marido, apoyarlos, quererlos, pero jamás imponer ni querer ser la mamá. Es necesario explicarles a los hijos que su papá estará mucho más tranquilo y estable casado que cuidándolos solo.
A continuación 12 recomendaciones de expertos de la conducta para salir a flote en este tipo de situación.
1. Mucha conversación, decirse de frente las cosas, con respeto y cariño.
2. No pretender convertirse en la mamá.
3. No confundir los roles con el padre biológico: los retos, castigos y temas más delicados los tratan con el papá.
4. Buscar actividades que los unan como familia.
5. Veranear todos juntos por lo menos una semana.
6. Darles la bienvenida y acoger a los amigos de los "hijastros".
7. En la medida de lo posible, mantener una buena relación con la madre de los "hijastros" y jamás -jamás- hablar mal de ella.
8. Respetar los espacios de los niños.
9. Estar disponible, pero sin imponer.
10. Si están los medios económicos, recurrir a la ayuda de un especialista que vaya dando pautas de cómo tratar a los niños.
11. Pasar fechas importantes juntos, sin la presencia de otras personas.
12. Los temas de dinero manejarlos cada uno con sus respectivos hijos, aunque se les dé a todos por igual.
Muchas se refugian en el llanto; otras en el miedo. Los "hijastros" no quieren que nadie reemplace a su madre. Para las madrastras, cada detalle puede ser vital en el frágil equilibrio que se va formando en las nuevas familias.
Expertos aseguran que existe el miedo a enfrentarse a niños o adolescentes, en una época -siglo 21- en que estos son independientes y autónomos, con ideas propias y, en general, difíciles de conquistar.
Aquí está la clave: acompañar a los hijos del marido, apoyarlos, quererlos, pero jamás imponer ni querer ser la mamá. Es necesario explicarles a los hijos que su papá estará mucho más tranquilo y estable casado que cuidándolos solo.
A continuación 12 recomendaciones de expertos de la conducta para salir a flote en este tipo de situación.
1. Mucha conversación, decirse de frente las cosas, con respeto y cariño.
2. No pretender convertirse en la mamá.
3. No confundir los roles con el padre biológico: los retos, castigos y temas más delicados los tratan con el papá.
4. Buscar actividades que los unan como familia.
5. Veranear todos juntos por lo menos una semana.
6. Darles la bienvenida y acoger a los amigos de los "hijastros".
7. En la medida de lo posible, mantener una buena relación con la madre de los "hijastros" y jamás -jamás- hablar mal de ella.
8. Respetar los espacios de los niños.
9. Estar disponible, pero sin imponer.
10. Si están los medios económicos, recurrir a la ayuda de un especialista que vaya dando pautas de cómo tratar a los niños.
11. Pasar fechas importantes juntos, sin la presencia de otras personas.
12. Los temas de dinero manejarlos cada uno con sus respectivos hijos, aunque se les dé a todos por igual.
The Worst Mistake You Can Make On Your Resume
By Karen Burns, On Wednesday September 15, 2010, 11:46 am EDT
Fact: Job hunters obsess about resumes. Who wouldn't? There's so much to get right--functional versus chronological, objective statements (pro and con), key words, templates, references, font size, white space, action verbs, employment gaps, placement and style of bullets, typos, and whether to include hobbies (probably a "no" on that last one).
So much, in fact, that we often forget the most important ingredient of a really great, interview-obtaining, new-job-snagging resume: It needs to be written specifically for the job you're after.
Does that mean you have to do a new resume for every single position you apply for? Yes, that's exactly what it means.
Fear not, this is not as laborious as it sounds. You don't have to start from scratch each time. All you need to do is edit--or refocus--your "master" resume to sync with the job in question. How?
--First, read and reread the job description. Study it. Ponder it. Identify the words and phrases the employer uses to describe the position.
--Next, take a look your work accomplishments, certifications, education, and experience. You should be keeping lists of all this stuff. This is the raw data you draw on to craft your resumes and cover letters, too.
--Then ask yourself which of your credentials can honestly be described using the same words and phrases the employer uses in the job description.
--Finally, take those words and phrases and use them to describe yourself in your resume. From this point, all you have to do is plug in info from your master resume. See, it's not a total rewrite. In fact, most of your resume will stay the same. You'll find that customizing your resume gets easier each time you do it.
[See more job advice at U.S. News Careers.]
A few more thoughts to consider:
--If you use a career objective at the top of the page, it should include the exact job title of the position you're seeking.
--Remove experience/qualifications that have nothing to do with the job in question. You want to make it easy for employers to see the credentials they most care about.
--Try to figure out what credentials are of highest importance to the employer and put those first. Pretend you are in the employer's shoes and ask yourself, "What's my biggest need? What's most important to me about this job?" Talk to your mentor and contacts in the field. Try to find people who are already doing the job you want and ask them, "What is the most important part of your job?"
--If your past job titles are ambiguous, overly jargony, or don't obviously relate to the job you're applying for, rephrase them in laymen's terms--in a way that shows how those past jobs qualify you for this new job.
So, what's the worst mistake you can make on your resume? Failing to customize. It's a new employment market out there. A cookie-cutter resume just doesn't cut it anymore. You need to show your potential employer that you're applying for this job, not just any job. Good luck.
Karen Burns is the author of the illustrated career advice book The Amazing Adventures of Working Girl: Real-Life Career Advice You Can Actually Use, recently released by Running Press. She blogs at www.karenburnsworkinggirl.com.
Fact: Job hunters obsess about resumes. Who wouldn't? There's so much to get right--functional versus chronological, objective statements (pro and con), key words, templates, references, font size, white space, action verbs, employment gaps, placement and style of bullets, typos, and whether to include hobbies (probably a "no" on that last one).
So much, in fact, that we often forget the most important ingredient of a really great, interview-obtaining, new-job-snagging resume: It needs to be written specifically for the job you're after.
Does that mean you have to do a new resume for every single position you apply for? Yes, that's exactly what it means.
Fear not, this is not as laborious as it sounds. You don't have to start from scratch each time. All you need to do is edit--or refocus--your "master" resume to sync with the job in question. How?
--First, read and reread the job description. Study it. Ponder it. Identify the words and phrases the employer uses to describe the position.
--Next, take a look your work accomplishments, certifications, education, and experience. You should be keeping lists of all this stuff. This is the raw data you draw on to craft your resumes and cover letters, too.
--Then ask yourself which of your credentials can honestly be described using the same words and phrases the employer uses in the job description.
--Finally, take those words and phrases and use them to describe yourself in your resume. From this point, all you have to do is plug in info from your master resume. See, it's not a total rewrite. In fact, most of your resume will stay the same. You'll find that customizing your resume gets easier each time you do it.
[See more job advice at U.S. News Careers.]
A few more thoughts to consider:
--If you use a career objective at the top of the page, it should include the exact job title of the position you're seeking.
--Remove experience/qualifications that have nothing to do with the job in question. You want to make it easy for employers to see the credentials they most care about.
--Try to figure out what credentials are of highest importance to the employer and put those first. Pretend you are in the employer's shoes and ask yourself, "What's my biggest need? What's most important to me about this job?" Talk to your mentor and contacts in the field. Try to find people who are already doing the job you want and ask them, "What is the most important part of your job?"
--If your past job titles are ambiguous, overly jargony, or don't obviously relate to the job you're applying for, rephrase them in laymen's terms--in a way that shows how those past jobs qualify you for this new job.
So, what's the worst mistake you can make on your resume? Failing to customize. It's a new employment market out there. A cookie-cutter resume just doesn't cut it anymore. You need to show your potential employer that you're applying for this job, not just any job. Good luck.
Karen Burns is the author of the illustrated career advice book The Amazing Adventures of Working Girl: Real-Life Career Advice You Can Actually Use, recently released by Running Press. She blogs at www.karenburnsworkinggirl.com.
Wednesday, September 15, 2010
6 Things You Should Never Reveal on Facebook
by Kathy Kristof
Tuesday, September 14, 2010
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Provided by CBS
The whole social networking phenomenon has millions of Americans sharing their photos, favorite songs and details about their class reunions on Facebook, MySpace, Twitter and dozens of similar sites. But there are a handful of personal details that you should never say if you don't want criminals — cyber or otherwise — to rob you blind, according to Beth Givens, executive director of the Privacy Rights Clearinghouse.The folks at Insure.com also say that ill-advised Facebook postings increasingly can get your insurance cancelled or cause you to pay dramatically more for everything from auto to life insurance coverage. By now almost everybody knows that those drunken party photos could cost you a job, too.
[See 7 Things to Stop Doing Now on Facebook]
You can certainly enjoy networking and sharing photos, but you should know that sharing some information puts you at risk. What should you never say on Facebook, Twitter or any other social networking site?
Your Birth Date and Place
Sure, you can say what day you were born, but if you provide the year and where you were born too, you've just given identity thieves a key to stealing your financial life, said Givens. A study done by Carnegie Mellon showed that a date and place of birth could be used to predict most — and sometimes all — of the numbers in your Social Security number, she said.
Vacation Plans
There may be a better way to say "Rob me, please" than posting something along the lines of: "Count-down to Maui! Two days and Ritz Carlton, here we come!" on Twitter. But it's hard to think of one. Post the photos on Facebook when you return, if you like. But don't invite criminals in by telling them specifically when you'll be gone.
[See Burglars Picked Houses Based on Facebook Updates]
Home Address
Do I have to elaborate? A study recently released by the Ponemon Institute found that users of Social Media sites were at greater risk of physical and identity theft because of the information they were sharing. Some 40% listed their home address on the sites; 65% didn't even attempt to block out strangers with privacy settings. And 60% said they weren't confident that their "friends" were really just people they know.
Confessionals
You may hate your job; lie on your taxes; or be a recreational user of illicit drugs, but this is no place to confess. Employers commonly peruse social networking sites to determine who to hire — and, sometimes, who to fire. Need proof? In just the past few weeks, an emergency dispatcher was fired in Wisconsin for revealing drug use; a waitress got canned for complaining about customers and the Pittsburgh Pirate's mascot was dumped for bashing the team on Facebook. One study done last year estimated that 8% of companies fired someone for "misuse" of social media.
Password Clues
If you've got online accounts, you've probably answered a dozen different security questions, telling your bank or brokerage firm your Mom's maiden name; the church you were married in; or the name of your favorite song. Got that same stuff on the information page of your Facebook profile? You're giving crooks an easy way to guess your passwords.
Risky Behaviors
You take your classic Camaro out for street racing, soar above the hills in a hang glider, or smoke like a chimney? Insurers are increasingly turning to the web to figure out whether their applicants and customers are putting their lives or property at risk, according to Insure.com. So far, there's no efficient way to collect the data, so cancellations and rate hikes are rare. But the technology is fast evolving, according to a paper written by Celent, a financial services research and consulting firm.
Tuesday, September 14, 2010
ShareretweetEmailPrint
Provided by CBS
The whole social networking phenomenon has millions of Americans sharing their photos, favorite songs and details about their class reunions on Facebook, MySpace, Twitter and dozens of similar sites. But there are a handful of personal details that you should never say if you don't want criminals — cyber or otherwise — to rob you blind, according to Beth Givens, executive director of the Privacy Rights Clearinghouse.The folks at Insure.com also say that ill-advised Facebook postings increasingly can get your insurance cancelled or cause you to pay dramatically more for everything from auto to life insurance coverage. By now almost everybody knows that those drunken party photos could cost you a job, too.
[See 7 Things to Stop Doing Now on Facebook]
You can certainly enjoy networking and sharing photos, but you should know that sharing some information puts you at risk. What should you never say on Facebook, Twitter or any other social networking site?
Your Birth Date and Place
Sure, you can say what day you were born, but if you provide the year and where you were born too, you've just given identity thieves a key to stealing your financial life, said Givens. A study done by Carnegie Mellon showed that a date and place of birth could be used to predict most — and sometimes all — of the numbers in your Social Security number, she said.
Vacation Plans
There may be a better way to say "Rob me, please" than posting something along the lines of: "Count-down to Maui! Two days and Ritz Carlton, here we come!" on Twitter. But it's hard to think of one. Post the photos on Facebook when you return, if you like. But don't invite criminals in by telling them specifically when you'll be gone.
[See Burglars Picked Houses Based on Facebook Updates]
Home Address
Do I have to elaborate? A study recently released by the Ponemon Institute found that users of Social Media sites were at greater risk of physical and identity theft because of the information they were sharing. Some 40% listed their home address on the sites; 65% didn't even attempt to block out strangers with privacy settings. And 60% said they weren't confident that their "friends" were really just people they know.
Confessionals
You may hate your job; lie on your taxes; or be a recreational user of illicit drugs, but this is no place to confess. Employers commonly peruse social networking sites to determine who to hire — and, sometimes, who to fire. Need proof? In just the past few weeks, an emergency dispatcher was fired in Wisconsin for revealing drug use; a waitress got canned for complaining about customers and the Pittsburgh Pirate's mascot was dumped for bashing the team on Facebook. One study done last year estimated that 8% of companies fired someone for "misuse" of social media.
Password Clues
If you've got online accounts, you've probably answered a dozen different security questions, telling your bank or brokerage firm your Mom's maiden name; the church you were married in; or the name of your favorite song. Got that same stuff on the information page of your Facebook profile? You're giving crooks an easy way to guess your passwords.
Risky Behaviors
You take your classic Camaro out for street racing, soar above the hills in a hang glider, or smoke like a chimney? Insurers are increasingly turning to the web to figure out whether their applicants and customers are putting their lives or property at risk, according to Insure.com. So far, there's no efficient way to collect the data, so cancellations and rate hikes are rare. But the technology is fast evolving, according to a paper written by Celent, a financial services research and consulting firm.
Thursday, September 9, 2010
Radiografía del sistema de instrucción pública en la Isla
jueves, 9 de septiembre de 2010
07:19 p.m.
Primera Hora
Como parte del proceso para ser confirmado como secretario de Educación, el nominado Jesús Rivera Sánchez sometió al Senado un documento descriptivo de cómo está actualmente la escuela pública.
Primera Hora le comparte varios puntos significativos y el enlace oficial en el que usted puede descargar totalmente el informe:
http://www.de.gobierno.pr/informes-para-la-comision-de-educacion-del-senado-de-puerto-rico
Al 25 de agosto de 2010, Educación cuenta con 1,473 escuelas K-12; 436,741 estudiantes; 57,291 empleados (83% regulares); 34,204 maestros; 7 Regiones, 28 Distritos y un presupuesto anual de consolidado que asciende a $3,8 mil millones.
El 79% de los empleados son mujeres y el 21% son hombres. La edad promedio de los empleados es de 47 años y 17 los años de experiencia en Educación. Un 60% de los empleados son maestros y 3% son directores escolares. El salario anual promedio es de $28,236. Al día de hoy, hay 4,333 empleados en el sistema con 30 años o más de servicio y un salario promedio de $2,665 mensuales y $138 millones anuales de nuestra nómina. De estos, el 55% (2,373) son maestros (95% con puestos regulares) y una nómina anual de $79.2 millones.
El 60% de las escuelas elementales, 14% intermedias, 11% superiores, 12% segundas unidades, 2% de 7 a 12, menos de 1% de las escuelas son de todos los niveles K-12. El 52% se considera en zonas rurales y 48% urbanas. A nivel Isla, el promedio es de 336 estudiantes y 28 maestros por escuela, y un presupuesto promedio asignado de $1.5 Millones anuales (93% siendo nómina).
Más del 85% de nuestras escuelas K-12 no alcanzaron sus metas de progreso anual para el pasado año académico, por lo que sobre 85% están ahora en Plan de Mejoramiento.
La determinación de progreso anual adecuado (AYP por sus siglas en inglés), según el acuerdo previamente establecido con el Gobierno Federal, no sólo se basa en los resultados, sino también en el que los estudiantes por lo menos tomen las pruebas. Campañas publicitarias que se realizaron pidiendo a los padres y madres que sus hijos no tomaran las pruebas, fueron sumamente dañinas para nuestras escuelas e impactan negativamente los resultados.
Para el 2014, conforme a la ley No Child Left Behind Act (NCLB) de 2001, se supone que el 100% de los estudiantes que tomen las pruebas sean proficientes en las pruebas estandarizadas de su grado. Las Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA), en la edición de 2009, el 21% de todos los estudiantes que tomaron las PPAA obtuvieron resultados proficientes en español, 23% en inglés y 11% en matemática. Este año, 40% resultó proficiente en español, 39% en inglés y 25% en matemáticas. Una mejoría del 100% de un año para otro. Pero falta mucho por mejorar.
A tres años de haberse implantado el Sistema de Información Estudiantil, al día de hoy, un 10% de las escuelas no lo usó en el 2010. Aunque el 95% de las escuelas realizó su Plan Comprensivo Escolar en Línea, poco más de un 10% de ellos han sido aprobados. Basado en los informes de ingreso económico entrados al SIE, el 76% de los estudiantes se consideran bajo nivel de pobreza nacional, 19% están sobre nivel de pobreza y un 5% estudiantes están sin clasificar.
Estos datos revelan un problema grave en nuestros modelos de enseñanza, reflejado no sólo en las pruebas estandarizadas, sino también en las materias básicas. Cuando se analizan los resultados para las cinco materias principales de todos los grados (Español, Inglés, Ciencia, Matemática y Estudios Sociales), vemos que uno de cada 5 de nuestros estudiantes sacan D o F en ciencia (22%) y en matemáticas (22%) y que uno de cada tres sacan D o F en inglés (31%). Del 31% de los estudiantes que fracasan en la materia de inglés, el 60% de los estudiantes son varones y el 35% lo hace en los grados 7, 8, 9.
Un total de 5,322 estudiantes de séptimo grado sacaron F en inglés en el año escolar 2009-10. 5,715 estudiantes de séptimo grado sacaron F en Matemática en el año escolar 2009-10.
Múltiples fuentes (nómina, pruebas estandarizadas, y resultados de las materia principales) confirman que es imperativo hacer cambios y estar alineados para poder cumplir nuestra misión.
http://www.primerahora.com/radiografiadelsistemadeinstruccionpublicaenlaisla-419043.html
07:19 p.m.
Primera Hora
Como parte del proceso para ser confirmado como secretario de Educación, el nominado Jesús Rivera Sánchez sometió al Senado un documento descriptivo de cómo está actualmente la escuela pública.
Primera Hora le comparte varios puntos significativos y el enlace oficial en el que usted puede descargar totalmente el informe:
http://www.de.gobierno.pr/informes-para-la-comision-de-educacion-del-senado-de-puerto-rico
Al 25 de agosto de 2010, Educación cuenta con 1,473 escuelas K-12; 436,741 estudiantes; 57,291 empleados (83% regulares); 34,204 maestros; 7 Regiones, 28 Distritos y un presupuesto anual de consolidado que asciende a $3,8 mil millones.
El 79% de los empleados son mujeres y el 21% son hombres. La edad promedio de los empleados es de 47 años y 17 los años de experiencia en Educación. Un 60% de los empleados son maestros y 3% son directores escolares. El salario anual promedio es de $28,236. Al día de hoy, hay 4,333 empleados en el sistema con 30 años o más de servicio y un salario promedio de $2,665 mensuales y $138 millones anuales de nuestra nómina. De estos, el 55% (2,373) son maestros (95% con puestos regulares) y una nómina anual de $79.2 millones.
El 60% de las escuelas elementales, 14% intermedias, 11% superiores, 12% segundas unidades, 2% de 7 a 12, menos de 1% de las escuelas son de todos los niveles K-12. El 52% se considera en zonas rurales y 48% urbanas. A nivel Isla, el promedio es de 336 estudiantes y 28 maestros por escuela, y un presupuesto promedio asignado de $1.5 Millones anuales (93% siendo nómina).
Más del 85% de nuestras escuelas K-12 no alcanzaron sus metas de progreso anual para el pasado año académico, por lo que sobre 85% están ahora en Plan de Mejoramiento.
La determinación de progreso anual adecuado (AYP por sus siglas en inglés), según el acuerdo previamente establecido con el Gobierno Federal, no sólo se basa en los resultados, sino también en el que los estudiantes por lo menos tomen las pruebas. Campañas publicitarias que se realizaron pidiendo a los padres y madres que sus hijos no tomaran las pruebas, fueron sumamente dañinas para nuestras escuelas e impactan negativamente los resultados.
Para el 2014, conforme a la ley No Child Left Behind Act (NCLB) de 2001, se supone que el 100% de los estudiantes que tomen las pruebas sean proficientes en las pruebas estandarizadas de su grado. Las Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA), en la edición de 2009, el 21% de todos los estudiantes que tomaron las PPAA obtuvieron resultados proficientes en español, 23% en inglés y 11% en matemática. Este año, 40% resultó proficiente en español, 39% en inglés y 25% en matemáticas. Una mejoría del 100% de un año para otro. Pero falta mucho por mejorar.
A tres años de haberse implantado el Sistema de Información Estudiantil, al día de hoy, un 10% de las escuelas no lo usó en el 2010. Aunque el 95% de las escuelas realizó su Plan Comprensivo Escolar en Línea, poco más de un 10% de ellos han sido aprobados. Basado en los informes de ingreso económico entrados al SIE, el 76% de los estudiantes se consideran bajo nivel de pobreza nacional, 19% están sobre nivel de pobreza y un 5% estudiantes están sin clasificar.
Estos datos revelan un problema grave en nuestros modelos de enseñanza, reflejado no sólo en las pruebas estandarizadas, sino también en las materias básicas. Cuando se analizan los resultados para las cinco materias principales de todos los grados (Español, Inglés, Ciencia, Matemática y Estudios Sociales), vemos que uno de cada 5 de nuestros estudiantes sacan D o F en ciencia (22%) y en matemáticas (22%) y que uno de cada tres sacan D o F en inglés (31%). Del 31% de los estudiantes que fracasan en la materia de inglés, el 60% de los estudiantes son varones y el 35% lo hace en los grados 7, 8, 9.
Un total de 5,322 estudiantes de séptimo grado sacaron F en inglés en el año escolar 2009-10. 5,715 estudiantes de séptimo grado sacaron F en Matemática en el año escolar 2009-10.
Múltiples fuentes (nómina, pruebas estandarizadas, y resultados de las materia principales) confirman que es imperativo hacer cambios y estar alineados para poder cumplir nuestra misión.
http://www.primerahora.com/radiografiadelsistemadeinstruccionpublicaenlaisla-419043.html
Wednesday, September 8, 2010
5 Ways to Help Disorganized Kids
by GALTime.com, on Tue Aug 31, 2010 10:14am PDT
By GALTime Parenting Pro Michele Borba, Ed.D.
Here is a recent question from a parent:
“My son is sweet and loving, but hopelessly disorganized. I’m always picking up forgotten homework assignments, putting school supplies into his backpack and reminding him of his schedule. I worry that he’ll need a full time assistant to help him get through high school. School is starting up and I’m already in a state of panic. What can I do now to help my kid be more organized this year?”
Sound familiar? I can’t tell you how many similar queries I’ve received from parents over the past few days. My answer: there certainly are things you can do to help kids become more organized. And helping your kids now will help them in the upcoming years when you’re not there to pick up the pieces and serve as their personal Palm Pilot. The secret to teaching organizational skills is to take on just one troubling issue at a time, find a simple solution that fits your child, and then stick to it until that new organization system becomes a habit.
Tips to Help Unorganized Kids Become More Organized
Here are a few solutions to boost your kid’s organizational skills... to help your son and/or daughter (and you!) get off to a great start for a new school year.
1. Stop rescuing. Your first step is often the hardest (but most important). If you really, really want your child to learn how to be better organized then you must stop being his personal assistant. So take a vow that you will teach your child organization skills, and then once he learns them you will step back and make him be responsible for any consequences (like missing a deadline, losing a library book, misplacing sports gear). Better he learn the lesson now than later.
2. Create a place for everything. Your next step is to help your kid organize what she has in order to make things easier to find and put away. Don’t go getting crazy here. Just identify the “code red” areas that usually cause the stress and argument, and find a simple solution. Here are three common organizational problems and a few solutions. The trick is to find what works for your child and stick to that solution.
3. Reduce clutter. Kids are more organized with less clutter, so now is the time to go through drawers, closets, toys, and equipment barrels together and help him eliminate those unnecessary extras. Throw away all those never used or broken things, and try to do so every six to eight weeks. Then employ these clutter reducers so your child’s room or homework area at least appears more organized:
•Rotate toys. Come on, your kid doesn’t really play with all those toys, right? So put some of those away and pull them out again in a few weeks. Not only will they seem brand new, but it will also reduce the clutter. Make a rule that when you pull toys out, you always store others in their place.
•Hold a garage sale. Here is your time for your kid to make a little extra cash by selling his old toys, clothes and books. Hold a family garage sale. Put your kids in charge of making fliers, setting up cash boxes, and displaying sale items.
•Donate to charity. Give your child a box and tell her to stock it with gently used possessions. Then help her deliver the box to a Goodwill store or charity of her choice.
•Under-bed storage. For those occasionally used things, get storage bins that can slide under your child’s bed. “Out of sight, out of mind” is the organizational strategy. The less seen, the less she can mess up and lose.
4. Set a clean up routine. Once your child is more organized, the trick is to keep to that system. The best way to do so is by enforcing a quick once or twice a week clean-up brigade policy. Just be realistic and don’t expect your child’s room to pass the “white gloves” inspection test. Instead, be more realistic and identify those hot spot areas that need continual upkeep. Then ink the “clean up” dates to your calendar. For instance: Monday, desk; Tuesday, bedroom; Saturday, sports gear; Sunday, backpack. Employ the “Clean, then Play (or e-mail or call your friends) Rule.” My girlfriend has the two most organized kids in town, and achieved that feat by designating Sunday as the family’s “clean the backpack” day. It took her kids ten minutes to go through their papers, refill notebooks with binder paper and sharpen those pencils, but the process helped her brood stay organized. Another friend gets her kids motivated by setting an oven timer for ten minutes then encourages them to play “Beat the Clock” and clean up.
5. Boost organization skills. Now it’s time to take on the challenge of helping your child learn new skills so he is less likely to need reminders or lose items. The critical point here is that there is no 'best' organization system, so what works for you may not work for your child. Also, don’t get caught up in fancy, pricey electronic systems or buy something just because it looks good. The trick is to find a simple system that helps your child, and then continue to help your child use that strategy until the organizer becomes a new habit. There are a wide range of ideas, but choose only what helps your kid.
Please don’t expect overnight changes in your child and keep your expectations realistic. You’re not going to turn a Pig Pen into a Neat Nik. But with patience and consistency you will be able to help your child learn how to be more organized and adopt new organizational habits that he will be able to carry with him the rest of his life. And that’s your goal.
By GALTime Parenting Pro Michele Borba, Ed.D.
Here is a recent question from a parent:
“My son is sweet and loving, but hopelessly disorganized. I’m always picking up forgotten homework assignments, putting school supplies into his backpack and reminding him of his schedule. I worry that he’ll need a full time assistant to help him get through high school. School is starting up and I’m already in a state of panic. What can I do now to help my kid be more organized this year?”
Sound familiar? I can’t tell you how many similar queries I’ve received from parents over the past few days. My answer: there certainly are things you can do to help kids become more organized. And helping your kids now will help them in the upcoming years when you’re not there to pick up the pieces and serve as their personal Palm Pilot. The secret to teaching organizational skills is to take on just one troubling issue at a time, find a simple solution that fits your child, and then stick to it until that new organization system becomes a habit.
Tips to Help Unorganized Kids Become More Organized
Here are a few solutions to boost your kid’s organizational skills... to help your son and/or daughter (and you!) get off to a great start for a new school year.
1. Stop rescuing. Your first step is often the hardest (but most important). If you really, really want your child to learn how to be better organized then you must stop being his personal assistant. So take a vow that you will teach your child organization skills, and then once he learns them you will step back and make him be responsible for any consequences (like missing a deadline, losing a library book, misplacing sports gear). Better he learn the lesson now than later.
2. Create a place for everything. Your next step is to help your kid organize what she has in order to make things easier to find and put away. Don’t go getting crazy here. Just identify the “code red” areas that usually cause the stress and argument, and find a simple solution. Here are three common organizational problems and a few solutions. The trick is to find what works for your child and stick to that solution.
3. Reduce clutter. Kids are more organized with less clutter, so now is the time to go through drawers, closets, toys, and equipment barrels together and help him eliminate those unnecessary extras. Throw away all those never used or broken things, and try to do so every six to eight weeks. Then employ these clutter reducers so your child’s room or homework area at least appears more organized:
•Rotate toys. Come on, your kid doesn’t really play with all those toys, right? So put some of those away and pull them out again in a few weeks. Not only will they seem brand new, but it will also reduce the clutter. Make a rule that when you pull toys out, you always store others in their place.
•Hold a garage sale. Here is your time for your kid to make a little extra cash by selling his old toys, clothes and books. Hold a family garage sale. Put your kids in charge of making fliers, setting up cash boxes, and displaying sale items.
•Donate to charity. Give your child a box and tell her to stock it with gently used possessions. Then help her deliver the box to a Goodwill store or charity of her choice.
•Under-bed storage. For those occasionally used things, get storage bins that can slide under your child’s bed. “Out of sight, out of mind” is the organizational strategy. The less seen, the less she can mess up and lose.
4. Set a clean up routine. Once your child is more organized, the trick is to keep to that system. The best way to do so is by enforcing a quick once or twice a week clean-up brigade policy. Just be realistic and don’t expect your child’s room to pass the “white gloves” inspection test. Instead, be more realistic and identify those hot spot areas that need continual upkeep. Then ink the “clean up” dates to your calendar. For instance: Monday, desk; Tuesday, bedroom; Saturday, sports gear; Sunday, backpack. Employ the “Clean, then Play (or e-mail or call your friends) Rule.” My girlfriend has the two most organized kids in town, and achieved that feat by designating Sunday as the family’s “clean the backpack” day. It took her kids ten minutes to go through their papers, refill notebooks with binder paper and sharpen those pencils, but the process helped her brood stay organized. Another friend gets her kids motivated by setting an oven timer for ten minutes then encourages them to play “Beat the Clock” and clean up.
5. Boost organization skills. Now it’s time to take on the challenge of helping your child learn new skills so he is less likely to need reminders or lose items. The critical point here is that there is no 'best' organization system, so what works for you may not work for your child. Also, don’t get caught up in fancy, pricey electronic systems or buy something just because it looks good. The trick is to find a simple system that helps your child, and then continue to help your child use that strategy until the organizer becomes a new habit. There are a wide range of ideas, but choose only what helps your kid.
Please don’t expect overnight changes in your child and keep your expectations realistic. You’re not going to turn a Pig Pen into a Neat Nik. But with patience and consistency you will be able to help your child learn how to be more organized and adopt new organizational habits that he will be able to carry with him the rest of his life. And that’s your goal.
20 More Things Your Child's Teacher Won't Tell You
Discover insider secrets to help you and your child survive this school year.
Interviews by Neena Samuel
1. My rule for hormonal middle-schoolers: Keep your hands where I can see them.
2. My first year of teaching, a fifth-grader actually threw a chair at me. I saw him recently, and he told me he just graduated from college. That’s what makes it all worthwhile.
3. I have parents who are CEOs of their own companies come in and tell me how to run my classroom. I would never think to go to their office and tell them how to do their jobs.
4. We don’t arrive at school 10 minutes before your child does. And we don’t leave the minute they get back on the bus. Many of us put in extra hours before and after school.
5. We are not the enemy. Parents and teachers really are on the same side.
6. The truth is simple: Your kid will lie to get out of trouble.
7. Encourage your child to keep reading. That’s key to success in the classroom at any age.
8. We can tell the difference between a parent helping their child with homework and doing it for them (especially when they’re clueless in class the next day).
9. Teaching is a calling. There’s not a teacher alive who will say she went into this for the money.
10. Just because your child says he did his homework doesn’t mean it’s true. You must check. Every night.
11. Teaching is not as joyful as it once was for many of us; we get jaded too. Disrespectful students and belligerent parents take a toll on us.
12. Parents give their kids the pricey gadgets and labels, but what kids really crave is for you to talk to them. They want to know you are interested in their lives.
13. We spend money out of our own pockets to buy things our students need, such as school supplies and even shoes.
14. Supportive, involved parents are crucial. But some are “helicopter parents”--they hover too much.
15. Having the summer off is great, but many of us have to take on extra jobs--teaching summer school, tutoring--to make ends meet.
16. Success is not achieved by just making kids memorize flash cards and prepping them for an Ivy League school. Sensible parents know there is a college for every kid, and that responsibility and good citizenship are what really drive success.
17. Nobody says “the dog ate my homework” anymore, but we hear a lot of “I left it on the kitchen table.” And then Mom will send in a note to back up the story.
18. We wish parents would make their kids own up to their actions instead of pressuring us to bend the rules.
19. Please stop doing everything for your child and allow them to make mistakes. How else will they learn? Kids are not motivated to succeed because they feel their parents will bail them out every time.
20. There are days when I just want to quit, but then that one smile from that one kid, changes it all.
Sources: American Federation of Teachers; interviews with elementary and middle school teachers in California, Connecticut, Georgia, Iowa, Minnesota, New York, and Texas.
From Reader's Digest - October 2009
Interviews by Neena Samuel
1. My rule for hormonal middle-schoolers: Keep your hands where I can see them.
2. My first year of teaching, a fifth-grader actually threw a chair at me. I saw him recently, and he told me he just graduated from college. That’s what makes it all worthwhile.
3. I have parents who are CEOs of their own companies come in and tell me how to run my classroom. I would never think to go to their office and tell them how to do their jobs.
4. We don’t arrive at school 10 minutes before your child does. And we don’t leave the minute they get back on the bus. Many of us put in extra hours before and after school.
5. We are not the enemy. Parents and teachers really are on the same side.
6. The truth is simple: Your kid will lie to get out of trouble.
7. Encourage your child to keep reading. That’s key to success in the classroom at any age.
8. We can tell the difference between a parent helping their child with homework and doing it for them (especially when they’re clueless in class the next day).
9. Teaching is a calling. There’s not a teacher alive who will say she went into this for the money.
10. Just because your child says he did his homework doesn’t mean it’s true. You must check. Every night.
11. Teaching is not as joyful as it once was for many of us; we get jaded too. Disrespectful students and belligerent parents take a toll on us.
12. Parents give their kids the pricey gadgets and labels, but what kids really crave is for you to talk to them. They want to know you are interested in their lives.
13. We spend money out of our own pockets to buy things our students need, such as school supplies and even shoes.
14. Supportive, involved parents are crucial. But some are “helicopter parents”--they hover too much.
15. Having the summer off is great, but many of us have to take on extra jobs--teaching summer school, tutoring--to make ends meet.
16. Success is not achieved by just making kids memorize flash cards and prepping them for an Ivy League school. Sensible parents know there is a college for every kid, and that responsibility and good citizenship are what really drive success.
17. Nobody says “the dog ate my homework” anymore, but we hear a lot of “I left it on the kitchen table.” And then Mom will send in a note to back up the story.
18. We wish parents would make their kids own up to their actions instead of pressuring us to bend the rules.
19. Please stop doing everything for your child and allow them to make mistakes. How else will they learn? Kids are not motivated to succeed because they feel their parents will bail them out every time.
20. There are days when I just want to quit, but then that one smile from that one kid, changes it all.
Sources: American Federation of Teachers; interviews with elementary and middle school teachers in California, Connecticut, Georgia, Iowa, Minnesota, New York, and Texas.
From Reader's Digest - October 2009
13 Things Your Child's Teacher Won't Tell You
by Reader's Digest Magazine, on Tue Aug 17, 2010 11:19am PDT
Interviews by Neena Samuel
A look inside a teacher's mind could help you understand lesson plans and maybe even guide your child to perform better.
1. If we teach small children, don’t tell us that our jobs are “so cute” and that you wish you could glue and color all day long.
2. I’m not a marriage counselor. At parent-teacher conferences, let’s stick to Dakota’s progress, not how your husband won’t help you around the house.
3. We’re sick of standardized testing and having to “teach to the test.”
4. Kids used to go out and play after school and resolve problems on their own. Now, with computers and TV, they lack the skills to communicate. They don’t know how to get past hurt feelings without telling the teacher and having her fix it.
5. When I hear a loud belch, I remember that a student’s manners are a reflection of his parents’.
6. Your child may be the center of your universe, but I have to share mine with 25 others.
7. Please help us by turning off the texting feature on your child’s phone during school hours.
8. Guys who dribble a ball for a couple of hours a game can make up to $20 million a year. We educate future leaders and make about $51,000 a year.
9. We take on the role of mother, father, psychologist, friend, and adviser every day. Plus, we’re watching for learning disabilities, issues at home, peer pressure, drug abuse, and bullying.
10. Kids dish on your secrets all the time—money, religion, politics, even Dad’s vasectomy.
11. Please, no more mugs, frames, or stuffed animals. A gift card to Starbucks or Staples would be more than enough. A thank-you note: even better.
12. We love snow days and three-day weekends as much as your kid does.
13. The students we remember are happy, respectful, and good-hearted, not necessarily the ones with the highest grades.
Interviews by Neena Samuel
A look inside a teacher's mind could help you understand lesson plans and maybe even guide your child to perform better.
1. If we teach small children, don’t tell us that our jobs are “so cute” and that you wish you could glue and color all day long.
2. I’m not a marriage counselor. At parent-teacher conferences, let’s stick to Dakota’s progress, not how your husband won’t help you around the house.
3. We’re sick of standardized testing and having to “teach to the test.”
4. Kids used to go out and play after school and resolve problems on their own. Now, with computers and TV, they lack the skills to communicate. They don’t know how to get past hurt feelings without telling the teacher and having her fix it.
5. When I hear a loud belch, I remember that a student’s manners are a reflection of his parents’.
6. Your child may be the center of your universe, but I have to share mine with 25 others.
7. Please help us by turning off the texting feature on your child’s phone during school hours.
8. Guys who dribble a ball for a couple of hours a game can make up to $20 million a year. We educate future leaders and make about $51,000 a year.
9. We take on the role of mother, father, psychologist, friend, and adviser every day. Plus, we’re watching for learning disabilities, issues at home, peer pressure, drug abuse, and bullying.
10. Kids dish on your secrets all the time—money, religion, politics, even Dad’s vasectomy.
11. Please, no more mugs, frames, or stuffed animals. A gift card to Starbucks or Staples would be more than enough. A thank-you note: even better.
12. We love snow days and three-day weekends as much as your kid does.
13. The students we remember are happy, respectful, and good-hearted, not necessarily the ones with the highest grades.
Monday, September 6, 2010
Common Mistakes of English Grammar, Mechanics, and Punctuation
Common Mistakes of English Grammar, Mechanics, and Punctuation
Dr. Jeffrey Kahn, Illinois State University
The following illustrate some common mistakes made in papers written by college students. This is by no means an exhaustive list of all of the mistakes that could be made with respect to grammar, mechanics, and punctuation. Rather, this is a list of some of the more common mistakes that occur.
Avoid using sexist wording, such as "he" or "his" when you are trying to refer to both boys and girls or to both women and men.
Wrong: When the subject reported being finished, the experimenter asked him to complete a second questionnaire.
Right: When the subject reported being finished, the experimenter administered a second questionnaire.
Do not combine singular and plural forms of words in the same sentence.
Wrong: Each subject rated their own mood on the questionnaire.
Right: Each subject rated his or her own mood on the questionnaire.
Right: All subjects rated their own moods on the questionnaire.
Wrong: A variety of issues were presented at the meeting.
Right: A variety of issues was presented at the meeting.
Use commas when appropriate. Sometimes a comma should be omitted, whereas other times including a comma may help to improve your writing.
Use a comma when separating main clauses:
Wrong: We are here on this planet once and we might as well get a feel for the place.
Right: We are here on this planet once, and we might as well get a feel for the place.
Set off parenthetical material within commas.
Wrong: Sometimes people gossip as Barbara Walters has observed because they want to be interesting.
Right: Sometimes people gossip, as Barbara Walters has observed, because they want to be interesting.
Avoid unnecessary commas.
Wrong: The facts were selected, and organized with care.
Right: The facts were selected and organized with care.
Wrong: The Air Force debunked UFO sightings, but, millions of Americans didn't listen.
Right: The Air Force debunked UFO sightings, but millions of Americans didn't listen.
Do not write fragmented sentences. Every sentence needs a subject and a predicate.
Wrong: And for days tried to change my mind. (no subject)
Right: For days he/she/it tried to change my mind.
Do not confuse "its" and "it's." "Its" is the possessive form of "it," whereas "it's" is a contraction for "it is."
Wrong: Its time for a change.
Right: It's time for a change.
Wrong: What is it's purpose?
Right: What is its purpose?
Do not confuse "effect" and "affect." "Effect" is typically a noun, meaning some consequence or result. "Affect" is typically a verb, meaning to bring about an effect. (But note that "affect" also can be a noun meaning emotional expression, and "effect" can be used as a verb to mean to cause something to come into being.)
Wrong: The experimental manipulation caused an interesting affect.
Right: The experimental manipulation caused an interesting effect.
Wrong: The intervention did not effect the behavior of the therapy group.
Right: The intervention did not affect the behavior of the therapy group.
Use apostrophes in the appropriate place to indicate possession. A word ending in "s" has an apostrophe at the end of the word; otherwise, place an apostrophe followed by "s" to indicate possession.
Wrong: The student's faculty advisor was very committed to their learning.
Right: The students' faculty advisor was very committed to their learning. (if more than one student)
Right: The student's faculty advisor was very committed to her learning. (if only one female student)
Do not use an apostrophe to indicate a plural form of a word. Only use it to indicate possession.
Wrong: The student's all have busy schedules.
Right: The students all have busy schedules.
Use a hyphen when using two words to act as one adjective (unless the first word ends in -ly).
Wrong: The college student sample was smarter than the high school sample.
Right: The college-student sample was smarter than the high-school sample.
Wrong: A completely-new product was put on the market today.
Right: A completely new product was put on the market today.
Dr. Jeffrey Kahn, Illinois State University
The following illustrate some common mistakes made in papers written by college students. This is by no means an exhaustive list of all of the mistakes that could be made with respect to grammar, mechanics, and punctuation. Rather, this is a list of some of the more common mistakes that occur.
Avoid using sexist wording, such as "he" or "his" when you are trying to refer to both boys and girls or to both women and men.
Wrong: When the subject reported being finished, the experimenter asked him to complete a second questionnaire.
Right: When the subject reported being finished, the experimenter administered a second questionnaire.
Do not combine singular and plural forms of words in the same sentence.
Wrong: Each subject rated their own mood on the questionnaire.
Right: Each subject rated his or her own mood on the questionnaire.
Right: All subjects rated their own moods on the questionnaire.
Wrong: A variety of issues were presented at the meeting.
Right: A variety of issues was presented at the meeting.
Use commas when appropriate. Sometimes a comma should be omitted, whereas other times including a comma may help to improve your writing.
Use a comma when separating main clauses:
Wrong: We are here on this planet once and we might as well get a feel for the place.
Right: We are here on this planet once, and we might as well get a feel for the place.
Set off parenthetical material within commas.
Wrong: Sometimes people gossip as Barbara Walters has observed because they want to be interesting.
Right: Sometimes people gossip, as Barbara Walters has observed, because they want to be interesting.
Avoid unnecessary commas.
Wrong: The facts were selected, and organized with care.
Right: The facts were selected and organized with care.
Wrong: The Air Force debunked UFO sightings, but, millions of Americans didn't listen.
Right: The Air Force debunked UFO sightings, but millions of Americans didn't listen.
Do not write fragmented sentences. Every sentence needs a subject and a predicate.
Wrong: And for days tried to change my mind. (no subject)
Right: For days he/she/it tried to change my mind.
Do not confuse "its" and "it's." "Its" is the possessive form of "it," whereas "it's" is a contraction for "it is."
Wrong: Its time for a change.
Right: It's time for a change.
Wrong: What is it's purpose?
Right: What is its purpose?
Do not confuse "effect" and "affect." "Effect" is typically a noun, meaning some consequence or result. "Affect" is typically a verb, meaning to bring about an effect. (But note that "affect" also can be a noun meaning emotional expression, and "effect" can be used as a verb to mean to cause something to come into being.)
Wrong: The experimental manipulation caused an interesting affect.
Right: The experimental manipulation caused an interesting effect.
Wrong: The intervention did not effect the behavior of the therapy group.
Right: The intervention did not affect the behavior of the therapy group.
Use apostrophes in the appropriate place to indicate possession. A word ending in "s" has an apostrophe at the end of the word; otherwise, place an apostrophe followed by "s" to indicate possession.
Wrong: The student's faculty advisor was very committed to their learning.
Right: The students' faculty advisor was very committed to their learning. (if more than one student)
Right: The student's faculty advisor was very committed to her learning. (if only one female student)
Do not use an apostrophe to indicate a plural form of a word. Only use it to indicate possession.
Wrong: The student's all have busy schedules.
Right: The students all have busy schedules.
Use a hyphen when using two words to act as one adjective (unless the first word ends in -ly).
Wrong: The college student sample was smarter than the high school sample.
Right: The college-student sample was smarter than the high-school sample.
Wrong: A completely-new product was put on the market today.
Right: A completely new product was put on the market today.
Precario el cuadro económico del magisterio
Calidad de vidaNext Next 23
05 Septiembre 2010
3:28 p.m.
Precario el cuadro económico del magisterio
El salario de un maestro es 18% menor que la media del resto de ocupaciones en el País
Por Inter News Service
San Juan - Un reciente informe de la Asociación de Maestros de Puerto Rico (AMPR) sobre la situación actual del Sistema de Retiro para Maestros (SRM) reveló que el magisterio, a diferencia del resto de los empleados públicos, enfrenta un precario cuadro económico que no ha sido atendido por el Gobierno, informó hoy el sindicato.
La presidenta de la AMPR, Aida Díaz, indicó que cuando el gremio aceptó la designación para formar parte del Comité Especial que analizaría la situación de los Sistemas de Retiro del Gobierno se les dio la encomienda de presentar recomendaciones para solucionar el problema que enfrentan los sistemas de la Judicatura, Gobierno Central y de los Maestros.
"Sin embargo, las diferencias históricas de beneficios y aportaciones entre estos sistemas hacía necesario un análisis individual de cada uno de ellos para la preparación del informe", explicó Díaz.
El informe de la AMPR señala que el magisterio es el grupo profesional del país en el que mayores injusticias y agravios enfrenta, hoy día, en la sociedad puertorriqueña.
"Los maestros pertenecen a un grupo minoritario que no ha tenido la oportunidad de cotizar al Seguro Social, por tanto, al retirarse su única fuente segura de ingresos es la pensión del SRM", indica el informe, del que se desprende que la aportación patronal que recibe el maestro a esa pensión es del 8.5%, mientras que la que reciben los empleados del Gobierno Central es de un 9.5%.
La aportación que hace el maestro, de su bolsillo, es de un 0.73% mayor que la que realizan el resto de los trabajadores.
"Cuando la Legislatura aprueba aumentar en un 3% las pensiones a los maestros, éstos parten de una posición desventajosa en comparación con otros servidores públicos, brecha que se agranda en la medida en que a partir del 1 de enero de 2007, las pensiones por Seguro Social aumentaron en un 3.3%", señala el informe.
Por otras parte, el salario medio de un maestro es un 18% menor que la media del resto de ocupaciones en el País y un 9% del magisterio vive por debajo del umbral de pobreza.
05 Septiembre 2010
3:28 p.m.
Precario el cuadro económico del magisterio
El salario de un maestro es 18% menor que la media del resto de ocupaciones en el País
Por Inter News Service
San Juan - Un reciente informe de la Asociación de Maestros de Puerto Rico (AMPR) sobre la situación actual del Sistema de Retiro para Maestros (SRM) reveló que el magisterio, a diferencia del resto de los empleados públicos, enfrenta un precario cuadro económico que no ha sido atendido por el Gobierno, informó hoy el sindicato.
La presidenta de la AMPR, Aida Díaz, indicó que cuando el gremio aceptó la designación para formar parte del Comité Especial que analizaría la situación de los Sistemas de Retiro del Gobierno se les dio la encomienda de presentar recomendaciones para solucionar el problema que enfrentan los sistemas de la Judicatura, Gobierno Central y de los Maestros.
"Sin embargo, las diferencias históricas de beneficios y aportaciones entre estos sistemas hacía necesario un análisis individual de cada uno de ellos para la preparación del informe", explicó Díaz.
El informe de la AMPR señala que el magisterio es el grupo profesional del país en el que mayores injusticias y agravios enfrenta, hoy día, en la sociedad puertorriqueña.
"Los maestros pertenecen a un grupo minoritario que no ha tenido la oportunidad de cotizar al Seguro Social, por tanto, al retirarse su única fuente segura de ingresos es la pensión del SRM", indica el informe, del que se desprende que la aportación patronal que recibe el maestro a esa pensión es del 8.5%, mientras que la que reciben los empleados del Gobierno Central es de un 9.5%.
La aportación que hace el maestro, de su bolsillo, es de un 0.73% mayor que la que realizan el resto de los trabajadores.
"Cuando la Legislatura aprueba aumentar en un 3% las pensiones a los maestros, éstos parten de una posición desventajosa en comparación con otros servidores públicos, brecha que se agranda en la medida en que a partir del 1 de enero de 2007, las pensiones por Seguro Social aumentaron en un 3.3%", señala el informe.
Por otras parte, el salario medio de un maestro es un 18% menor que la media del resto de ocupaciones en el País y un 9% del magisterio vive por debajo del umbral de pobreza.
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