Saturday 12 September 2009

Cómo realizar un análisis, una síntesis y un resumen


Cómo realizar un análisis, una síntesis y un resumen


¿Qué es un resumen?
Es expresar de manera integradora, condensada, coherente y con palabras del redactor el contenido esencial de un texto. Es la exposición sumaria de un tema, obra o capítulo.
¿Cómo se hace?
- Lee el texto (o escúchalo, si se trata de una exposición oral) dos o tres veces
- En la primera lectura subraya las palabras desconocidas e investígalas, y después determina de qué trata el tema.
- En la segunda lectura escribe la idea central de cada párrafo o subtema.
- Después de esto da una siguiente lectura y expresa el contenido del texto con tus propias palabras.
- El resumen no debe de exceder en extensión al 25% del original.
- Si el texto es corto integra las oraciones que se producen a partir de las ideas centrales. Si es extenso, redacta un párrafo con cada idea central de los subtemas, procurando que el contenido esté integrado.
http://www.aventurahumana.org/Imagenes/Botones/linea_punteada_02.gif
¿Qué es un análisis?
El análisis es la identificación y separación de los elementos fundamentales. Se descomponen, se desintegran las ideas.
¿Cómo se hace?
- Cuando se trata de un texto corto, como un artículo, un reportaje, un fragmento, etc., se realiza separando la idea de cada párrafo. Si es un texto largo, una conferencia, un folleto, un libro, etc., se separan las ideas centrales de los subtemas.

http://www.aventurahumana.org/Imagenes/Botones/linea_punteada_02.gif
¿Qué es una síntesis?
La síntesis de un texto conduce a su interpretación holística. Esto es, a tener una idea cabal del texto como un todo.
¿Cómo se hace?
- Analiza el texto
-Ordena las ideas mas sencillas hasta llegar a la más compleja, suponiendo un orden incluso allí donde no hubiera
- Interpreta el texto, integrando sus partes.
-Si se presenta oralmente, debes redactar un esquema que sirva de pauta.

http://www.aventurahumana.org/Imagenes/Botones/linea_punteada_02.gif
¿Cuál es la diferencia entre resumen, análisis y síntesis?
El análisis y la síntesis son procedimientos lógicos que se complementan. Mientras el primero conduce a la automatización de las ideas, la segunda obliga a la integración de las partes en el todo.
De esto podemos decir que en el análisis se descomponen o se desintegran las ideas; en la síntesis se unen, se integran las ideas favoreciendo la comprensión, y en el resumen se reduce a lo esencial la exposición oral o escrita. Primero se realiza el análisis, luego la síntesis y por último el resumen pues ya se tienen las condiciones para expresar lo esencial.
http://www.aventurahumana.org/Imagenes/Botones/linea_punteada_02.gif
Ejemplo práctico
Texto original
Tenemos muchos motivos valiosos por los cuales trabajar; trabajamos para ganar el sustento diario, para poder contribuir al desarrollo de nuestra familia, para desarrollar nuestras capacidades, etc. Sin embargo parece que estas razones no son suficientes para evitar considerar que el trabajo "es un enemigo". Basta mirar como anhelamos los fines de semana y los días feriados, es decir la primera oportunidad para no trabajar o para hacerlo con el mínimo esfuerzo. En el extremo opuesto, se encuentran los adictos al trabajo, aquellos para los que no hay otra cosa que trabajar, han renunciado a su familia, amigos y quién sabe qué cosas más por su obsesión.
Pero para vivir el trabajo verdaderamente, sin eliminar nada y sin renegar de nada es preciso reconocer en lo cotidiano el significado profundo de nuestra acción, o dicho de otra manera, es preciso tener las razones que nos hacen descubrir el gusto por lo que hacemos.

http://www.aventurahumana.org/Imagenes/Botones/linea_punteada_02.gif
Análisis del texto
1. Las estas razones por las que trabajamos parecen no ser suficientes para evitar considerar al trabajo como un enemigo.
2. Existen dos posturas extremas de enfrentarse al trabajo:
- se está atento a la primera oportunidad para no trabajar.
- se toma muy a pecho el trabajo dejando a un lado su familia, amigos..
3. Para vivir verdaderamente el trabajo es preciso tener las razones que nos hacen descubrir el gusto por lo que hacemos.

http://www.aventurahumana.org/Imagenes/Botones/linea_punteada_02.gif
Síntesis del texto
Son muchos los motivos para trabajar, el sustento, la familia, desarrollo personal; pero a pesar de esto no somos amigos del trabajo, preferimos los días de fiesta y fines de semana, aunque hay muchos que se apegan al trabajo amándolo de tal modo que abandonan todo. Para no vivir esta contradicción es importante entender el porqué profundo de lo que hacemos.
http://www.aventurahumana.org/Imagenes/Botones/linea_punteada_02.gif

Resumen del texto
Es preciso conocer las razones por las que trabajamos, el significado profundo de lo que hacemos, sino se crean dos posturas del hombre ante el trabajo: encontrar la primera oportunidad para no trabajar, o ser un adicto al trabajo, descuidando lo demás.

Inspirational Quotes for Teachers and Learners


Inspirational Quotes for Teachers and Learners


For Teachers
"Awaken people's curiosity. It is enough to open minds, do not overload them. Put there just a spark." - Anatole France
"A teacher affects eternity; he can never tell where his influence stops." - Henry Brooks Adams
"A teacher is one who makes himself progressively unnecessary." - Thomas Carruthers
" A teacher who is attempting to teach, without inspiring the pupil with a desire to learn, is hammering on a cold iron." - Horace Mann (1796-1859)
"Education costs money, but then so does ignorance." - Sir Claus Moser
"Education...is a painful, continual and difficult work to be done in kindness, by watching, by warning,... by praise, but above all -- by example." - John Ruskin
"Education's purpose is to replace an empty mind with an open one." - Malcolm Forbes
"Education should turn out the pupil with something he knows well and something he can do well." - Alfred North Whitehead
"Getting things done is not always what is most important. There is value in allowing others to learn, even if the task is not accomplished as quickly, efficiently or effectively." - R.D. Clyde
"Give me a fish and I eat for a day.  Teach me to fish and I eat for a lifetime." - Chinese Proverb
"Good teachers are those who know how little they know. Bad teachers are those who think they know more than they don't know." - R. Verdi
"Good teaching is more a giving of right questions than a giving of right answers." -  Josef Albers
"I cannot teach anybody anything, I can only make them think." - Socrates
"If the child is not learning the way you are teaching, then you must teach in the way the child learns" - Rita Dunn
"If what you're doing isn't working, try something else!" - NLP adage 
"I may have said the same thing before... but my explanation, I am sure, will always be different." - Oscar Wilde
"I put the relation of a fine teacher to a student just below the relation of a mother to a son." - Thomas Wolfe
"It is important that students bring a certain ragamuffin, barefoot, irreverence to their studies; they are not here to worship what is known, but to question it." - J. Bronowski, The Ascent of Man
"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." - Albert Einstein
"Learning is finding out what you already know.  Doing is demonstrating that you know it.  Teaching is reminding others that they know it just as well as you.  You are all learners, doers, teachers" - Richard Bach
"Men learn while they teach." - Lucius A. Seneca
"No matter how good teaching may be, each student must take the responsibility for his own education." - John Carolus S. J.
"People's behavior makes sense if you think about it in terms of their goals, needs, and motives." - Thomas Mann
"Praise, like gold and diamonds, owes its values only to its scarcity." - Samuel Johnson
"Spoonfeeding in the long run teaches us nothing but the shape of the spoon" - E. M. Forster
"Teachers should guide without dictating, and participate without dominating." - C.B. Neblette
"Teach your children by what you are, not just by what you say" - Jane Revell & Susan Norman
"The authority of those who teach is often an obstacle to those who want to learn." - Cicero
"The basic idea behind teaching is to teach people what they need to know." - Carl Rogers
"The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself." - Edward Bulwer-Lytton
"The job of an educator is to teach students to see the vitality in themselves." - Joseph Campbell
"The mind is not a vessel to be filled, but a fire to be ignited." - Plutarch
"There are no difficult students - just students who don't want to do it your way" - Jane Revell & Susan Norman
" The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind." - Kahlil Gibran
"To define is to destroy, to suggest is to create." - Stephane Mallarme
"To me the sole hope of human salvation lies in teaching." - George Bernard Shaw
"To teach is to learn twice." - Joseph Joubert
"Try to present at least three options.  One is no choice at all.  Two creates a dilemma.  With three you begin to have real choice and flexibility" - Jane Revell & Susan Norman
"We think too much about effective methods of teaching and not enough about effective methods of learning." - John Carolus S. J.
"What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child." - George Bernard Shaw
"Who dares to teach must never cease to learn." - John Cotton Dana
"You cannot teach a man anything; you can only help him find it within himself." - Galielo Galilei
"You can't direct the wind but you can adjust the sails." - Anonymous


For Learners
" Always do what you are afraid to do." - Ralph Waldo
"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young." - Henry Ford
"A turtle makes progress when it sticks its neck out" - Anon
" Believe in yourself, be strong, never give up no matter what the circumstances are. You are a champion and will overcome the dreaded obstacles. Champions take failure as a learning opportunity, so take in all you can, and run with it. Be your best and don't ever ever give up." - Brad Gerrard
"Cherish your visions and your dreams, as they are the children of your soul, the blueprints of your ultimate achievements" - Napoleon Hill
"Did you know that the Chinese symbol for 'crisis' includes a symbol which means 'opportunity'? - Jane Revell & Susan Norman
"Don’t learn to do, but learn in doing. Let your falls not be on a prepared ground, but let them be bona fide falls in the rough and tumble of the world" - Samuel Butler (1835–1902)
"Every artist was at first an amateur." - Ralph W. Emerson
"I hear, and I forget.  I see, and I remember. I do, and I understand." - Chinese Proverb
"If you always do what you've always done, you'll always get what you've always got" - NLP adage
"If you find yourself saying 'But I can't speak English...', try adding the word '...yet' - Jane Revell & Susan Norman
"If what you're doing isn't working, try something else!" - NLP adage
"If you think education is expensive, try ignorance." - Derek Bok
"If you know what you want, you are more likely to get it" - NLP adage
"It had long since come to my attention that people of accomplishment rarely sat back and let things happen to them. They went out and made things happen." - Elinor Smith
"It's not just about looking and copying, it's about feeling too" - Paul Cezanne
"It's ok to try things out, to ask questions, to feel unsure, to let your mind wander, to daydream, to ask for help, to experiment, to take time out, not to know, to practise, to ask for help again - and again, to make mistakes, to check your understanding" - Jane Revell & Susan Norman
"Learning is never done without errors and defeat." - Vladimir Lenin
"Nothing we ever imagined is beyond our powers, only beyond our present self-knowledge" - Theodore Roszak
"One of the greatest discoveries a man makes, one of his great surprises, is to find he can do what he was afraid he could not do." - Henry Ford
"One must have strategies to execute dreams." - Azim Premji, CEO Wipro Ind
"One must learn by doing the thing; for though you think you know it, you have no certainty, until you try." - Sophocles
"People learn more quickly by doing something or seeing something done." - Gilbert Highet
"Success comes in cans, failure in can'ts." -  Unknown
"The important thing in life is not the triumph but the struggle." - Pierre de Coubertin
"Teachers open the door, but you must enter by yourself." - Chinese Proverb
"Too much credit is given to the end result. The true lesson is in the struggle that takes place between the dream and reality. That struggle is a thing called life!" - Garth Brooks 
"The more I want to get something done, the less I call it work." - Aristotle
" The only dreams impossible to reach are the ones you never pursue." - Michael Deckman
" There two types of people; the can do and the can't.  Which are you?" - George R. Cabrera
"Whenever you feel like saying 'Yes, but....`, try saying instead 'Yes, and....'" - Jane Revell & Susan Norman
"Whether you think you can, or think you can't...you're right!" - Henry Ford
"Worry is misuse of the imagination" - Mary Crowley
"You haven't failed, until you stop trying" - Unknown
"You've got to ac-cent-tchu-ate the positive, eliminate the negative, latch onto the affirmative, don't mess with Mr In-between" - Popular song                  

MASLOW'S HIERARCHY OF NEEDS


MASLOW'S HIERARCHY OF NEEDS
from Psychology - The Search for Understanding
by Janet A. Simons, Donald B. Irwin and Beverly A. Drinnien
West Publishing Company, New York, 1987
Abraham Maslow developed a theory of personality that has influenced a number of different fields, including education. This wide influence is due in part to the high level of practicality of Maslow's theory. This theory accurately describes many realities of personal experiences. Many people find they can understand what Maslow says. They can recognize some features of their experience or behavior which is true and identifiable but which they have never put into words.
Maslow is a humanistic psychologist. Humanists do not believe that human beings are pushed and pulled by mechanical forces, either of stimuli and reinforcements (behaviorism) or of unconscious instinctual impulses (psychoanalysis). Humanists focus upon potentials. They believe that humans strive for an upper level of capabilities. Humans seek the frontiers of creativity, the highest reaches of consciousness and wisdom. This has been labeled "fully functioning person", "healthy personality", or as Maslow calls this level, "self-actualizing person."
Maslow has set up a hierarchic theory of needs. All of his basic needs are instinctoid, equivalent of instincts in animals. Humans start with a very weak disposition that is then fashioned fully as the person grows. If the environment is right, people will grow straight and beautiful, actualizing the potentials they have inherited. If the environment is not "right" (and mostly it is not) they will not grow tall and straight and beautiful.
Maslow has set up a hierarchy of five levels of basic needs. Beyond these needs, higher levels of needs exist. These include needs for understanding, esthetic appreciation and purely spiritual needs. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied, nor the third until the second has been satisfied, and so on. Maslow's basic needs are as follows:
Physiological Needs
These are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction.
Safety Needs
When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe.
Needs of Love, Affection and Belongingness
When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging.
Needs for Esteem
When the first three classes of needs are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for the esteem a person gets from others. Humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless.
Needs for Self-Actualization
When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for self-actualization.
The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the lower needs, and the upper point representing the need for self-actualization. Maslow believes that the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way by society. He states that education is one of these hindrances. He recommends ways education can switch from its usual person-stunting tactics to person-growing approaches. Maslow states that educators should respond to the potential an individual has for growing into a self-actualizing person of his/her own kind. Ten points that educators should address are listed:
  1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.
  2. We should teach people to transcend their cultural conditioning and become world citizens.
  3. We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.
  4. We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
  5. We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.
  6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.
  7. We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.
  8. We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.
  9. We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.
  10. We must teach people to be good choosers. They must be given practice in making good choices.