Ship of Fools

In the open of her long novel, Katherine Anne Porter has the idea about how is
Veracruz in reality. She said that the people who live there are very fond of
themselvesok, here she mention that people of Veracruz are pretending be
someone that they dont, only fond between the real natives of there, so, at first
look you can be interesting about her point of view about Veracruz and its
atmosphere, and maybe think that once time when you heard something about a
very fantastic vacations that someone had, would make you feel that you was
cheated because Katherine said that Veracruzanos have methodical brutality
behavior, with this, you would think a little more to go there. She said too that
Veracruzanos pretends be charmed with the visitors of their city. Personally, I
think that it depends of the point of view of each one, because maybe you once
traveled to Veracruz and you got a happy experience of there, or maybe you had a
bad experience with the Veracruzanos because they was very offensive with you,
or other kind of situation. I think that Katherine traveled there and she was the
person who got a bad experience with the natives, and the city.

Derehi Alitzel Garcia Ortiz

Abstract:
This chapter investigates the concept of competence which is an important
element of education and training reform and also of industry-based reform in
many countries. The authors discuss different interpretations of the concept of
competence: positivist, humanist, critical and postmodern. The positivist perception
of competence focuses on the technical aspects of work and has a narrow view of
competence in the workplace. The humanist orientation emphasises the social and
cognitive aspects of work. The critical perspective suggests that competency
based education and training operates within a social, political and economic
environment characterised by an exploitative set of power relations which shape
learning. In conclusion, three assumptions common to poststructural and
postmodern literature relating to perspectives on competency-based education and
training, are described.

This publication addresses issues involved in universal design for learning as they
relate to full access to the general education curriculum for students with
disabilities. It begins by discussing curriculum access and student engagement
according to the federal mandates, which require students with disabilities to be
given the opportunity to participate in the general education curriculum. Universal
design for learning is described as providing flexible curricula materials and
activities that offer alternatives for students with disparities in abilities and
backgrounds. Charts illustrate how universal design for products and environments
differs from universal design for learning, with its three essential curriculum
qualities (representation, expression, and engagement). The publication closes
with suggested first steps in implementing universal design for learning. An
appendix provides a framework that summarizes the salient principles of universal
design in a practical context to help teachers and other interested individuals
consider how the tools employed in the classroom can realistically provide broader
access to the curriculum for all students. It describes alternatives that reduce
perceptual barriers, cognitive barriers, motor and cognitive barriers to expression,
and describes alternative ways of encouraging engagement in the learning
environment. (CR)

Competency-based learning or Competency Based Education and Training is an

approach to teaching and learning more often used in learning concrete skills than
abstract learning. It differs from other non-related approaches in that the unit of
learning is extremely fine grained. Rather than a course or a module every
individual skill/learning outcome, known as a competency, is one single unit.
Learners work on one competency at a time, which is likely a small component of a
larger learning goal. The student is evaluated on the individual competency, and
only once they have mastered it do they move on to others. After that, higher or
more complex competencies are learned to a degree of mastery and isolated from
other topics. Another common component of Competency-based learning is the
ability to skip learning modules entirely if the learner can demonstrate they already
have mastery. That can be done either through prior learning assessment or
formative testing.