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In the bays of Huatulco and Puerto Angel (Oaxaca, Mexico) is still a pre-Hispanic custom, from October to March arriving Mixtec dyers to dye their skeins of cotton, dye milking a snail called Purple pansa , which then return to the sea. These skeins purple later be sold to the weavers of their peoples, so that the Posahuancos clothing, skirts with great religious and magical burden, associated with fertility and death. Interestingly, in ancient Japan used a variety of the same snail called Imperial Purple, to dye the robes of the Emperor's clan for symbolism associated with the nobility.

photo: Fulvio Eccardi

'pinky Adult Star Gallery'

Caracol air is tinged with purple petticoat
no name.

Aztec Armband Tattoos

Binocular Spotting Scopes

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Why no one writes? The Free Software Foundation

jejeje, it's been a lot of time that started the craze for blogs ... more memory is when none of my friends had one and I to a log of my activities in an old server from the U. ..

But things have changed a lot, and none has enough leisure time and nobody really wants to dedicate it to being in front of PC doing what you do all day "typing".

Anyway, this issue for some was a fad, but today I remember that it is not just a fad, is an interesting event ... "This thing you relax" jejeee lets you connect with the less I believe, and let jente to not give a shit you get to know, finally it's fun and relaxing.

I have an idea about it ... is that this is just a cycle and start completing some others, especially those new to the net ... Like the site "Linux" and that there and talk about it on Slashdot, the point is simple ... work out we're losing the time pa some things and need to focus on our work and our passions, so I play specialize blogs, or let them die.

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REUNION CENTRE NATIONAL COORDINATORS

IDEAD MAKES NATIONAL REUNION COORDINATORS OF REGIONAL CENTRES

.

In order to evaluate the results of the semester B 2007, 4 and 5 July, the meeting with the coordinators of the CREAD of Bogota, Pacho, Villeta, Sibaté, Bucaramanga, Popayan, Putumayo, Chaparral, Espinal , Melgar and Ibague. In the photo Dr. Jesus Ramon Rivera, Rector of the University of Tolima Regional Center Coordinators and Directors of IDEAD, including: Dr. Gerardo Montoya de la Cruz, Director, Dr. Jance Maecha Acosta, Academic Secretary; Villamil Maria Magdalena Pinto Engineering, Administrative Secretary, Engineer Ramiro Quintero Garcia, Coordinator of Accreditation, Self Assessment and Statistics.

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Students of the Institute of Distance Education at the University of Tolima Registered in Semester A, 2007

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University of Tolima

INSTITUTE OF EDUCATION
DISTANCE TEACHER PROFESSOR: RAMIRO QUINTERO GARCIA, E-MAIL rquinter@ut.edu.co
INDUSTRIAL ENGINEER - SPECIALIST IN STATISTICS

COURSE COMPREHENSIVE PLAN: THE LIFE AND CHANCE


1. GENERAL GUIDELINES

Academic Unit: Institute of Distance Education
Program: Bachelor for Basic Education in Natural Sciences and Environmental Education.
Training Camp: Specific Core Training
: Planetary Life and Environment.
Cycle:
Professional Course Name: Life and probability
Credits: 3
Class work: 24 hours .
Independent Work: 120 hours.


2. TRAINING PURPOSES.

GENERAL 2.1 Purpose.

The Life and Probability course has the following general purposes:

The course curriculum of Life and Probability, can observe, recognize, collect, process, systematize and analyze the natural landscape the activity of man in its essential aspects: as nature, as a society and history, a concept that should enable it for a better understanding and decision making of the problems inherent in the development of degree courses for Basic Natural Sciences and Environmental Education.

Within the overall framework of science education has been conceived as an essential component for achieving the qualifications of education: the true development of knowledge to train and not only to educate, research continues in the classroom; the confrontation of the everyday experiences of students and teachers and their experiences with learning. These proposals fit with the Codes of Modernity and the Institutional Mission.
Codes modernity implies, the student, including the acquisition of high skills in writing, be taken to express one's thoughts in writing and accuracy to describe, analyze and compare, the ability to design, work and decide as a group and the ability to locate, use and access to existing information. Inferred also acquire high skills in mathematical calculation and resolution of all problems.

institutional mission proposes the creation of critical citizens and participants in their social reality.

develop in the future teacher, scientific and self-reflection skills, which enable start building a critical and reflective thinking from local and regional context.

2.2 PURPOSE.

After finishing the course of life and probability the student will be able to:

or about the specific concept of statistics as a basic tool of man and nature interaction in the environment in decision-making.

Ø Prepare, process and organize information found in their midst.

Ø To inform the student's instrumental role in the study of statistics and it is important to understand the possibilities and limitations of experimental research to develop an anti-dogmatic and critical thinking to reality. Ø Give

basic tools for the student to perform statistical work choose a representative sample and make inferences about the population, based on observations in the sample.

Ø Determine the importance of measurement due to measurement errors and the observed relationships between physical variables, social or techniques are practically always statistics.

Ø Show the importance of a statistical model in the operational approach of this reality, taking into account explicitly observable variables presumably the most important.

3. PRINCIPLES OF TRAINING.

• The respect for cultural diversity, respect for individual modes of being and doing in every act of learning, should be allowed to take this cultural wealth.

· Stop the clock, to break the inertia of the unbridled race has moved into all aspects of our lives, take it easy and spend enough time so we decided to do.

Do not only teaches college; students not only learn in college but also in learning environments to design outside and in everyday life.

· Principle of Autonomy, understood as the exercise of freedom, based on the development of skills of each individual to behave in accordance with its construction and conception of life, human being, the good of society and history . This principle is operationalized when education is taken as an emancipatory process and becomes a public matter, when it commits all members of society in advocacy and are considered in various ways, in a joint service Construction social development of our future. An atmosphere of freedom and healthy relationships, respect for individuality favor the development of thought, imagination and creativity, and people are committed to free relations with responsibility and solidarity.

· Principle of participation: This principle places the teachers and students in the provision of access to different dimensions of the object of study, offers the possibility of approaching the knowledge from different perspectives, multiple roles and levels of participation in the discovery, construction , reconstruction and deconstruction. Operationalize this principle demands the use of many innovative methodological strategies facilitate the coordination of teaching, research and social outreach allowing for multiple ways of being the teacher, the student and the university as a whole.

· Principle of relevance: the objectives of the educational process within the framework meet the goals of the institution and the interest of the university community needs to strengthen training and pedagogical practices of the participants. This means a contextualization of the content and processes of pedagogical practice, enrolled in the particularities of our cultural, social, economic, political and historical moment in which they operate participants. The validity of the training received will be determined by the ability to influence the historical reality of the moment.

· Principle of consistency: this principle allows us to access the learning from the search for solutions to the problems of pedagogical practice in the light of modern theories of learning, teaching, teaching, assessment and curriculum. This principle should guide the development of the course, it makes learning meaningful to internalize from the practice, which allow us to find efficient mechanisms for achieving academic and scientific professional development with higher levels of education of life.

· Principle of Democracy: In the spaces of interaction generated in the academic process, it promotes the development of a democratic culture, in which students become aware of the need to take responsibility for their training to participate in improving society, which is required to actively participate in the dynamics of college life. You can not expect teachers and students not taking part in the activities of the institution are participatory and democratic. The academic practice of training should be placed on top of all the creation of spaces for discussion, reflection, participation democratic, where it promotes the development of autonomy in the learning process of various educational actors, linked to the training. It attempts to understand democracy as a human project that contributes to the integral.
flexibility
· Principle: This principle is part of the design of the training activity as a response to the needs and interests of the participants, concerning the improvement of educational practices within their sociocultural context. The pace, content, learning resources, criteria for development of protocols, assessments, advisory processes, the use of time, should conform with this principle within rational limits, which are configured in the general content of the proposal. This involves finding a balance between individual and overall group, with the aim of allowing the development of the educational process.

· Principle of Creativity: The development of the course promotes the development of imagination, intelligence, creativity, advancement of knowledge and problem solving, presenting new horizons that enable the University to respond to current demands improvement quality of education.


4. JOINT COURSE WITH THE PURPOSES, PRINCIPLES CAMPOS, TRAINING CENTRE UNDER THE CURRICULUM DESIGN (curriculum relevance).

The Life and likely course for the degree program for Basic Education in Natural Sciences and Environmental Education is focused on the conception of analysis and decision making of man as natural, social and historical linchpin of the other disciplines comprising the field of educational foundations of future graduates, because their purpose of training is to educate the population, it is important for basic knowledge of what statistics and its application in relation to its surroundings by using these tools properly.

5. COURSE INTRODUCTION AND SUSTAINABILITY UNDER THE CURRICULUM DESIGN, SPECIFICALLY A PROFILE OF TRAINING AND PERFORMANCE.

The Life and Probability course as it is focused, looking for students to acquire, taking into account their environment, minimum readings will allow us to understand the basics and the importance and application of statistics man and his environment, to be able to resolve problem situations scientific rigor to be presented in the field of your region and start early to be with the ability to interpret, analyze the environment and its position as a man him.

6. PRESENTATION OF THE COURSE IN TERMS OF THE PROBLEMS CATEGORY / KNOWLEDGE, THE CONTEXT IN ARTICLES THAT IS THE PROGRAM.

6.1 Justification of the course.

This plan tutorial aimed at students of the Bachelor curriculum in basic education they need to know the statistical principles in a simple and uncomplicated mathematics.

Descriptive statistics plays an important role in almost all facets of human progress. Formerly it was only applied to matters of the state where its name.

Now the influence of statistical applied in many fields, the purpose of this plan is to present statistics in the undergraduate and applications.

6.2 Description and analysis of the course.

PROBLEM / KNOWLEDGE

Problems:
no training was set to measure the statistical dimension that it does not go beyond the immediate and there is no mental development in line with the development of the psyche.

Concepts:
History and basic concepts. Determination of variables

Classification and analysis
variables estimate probability distributions of parameters


The first problem, find ddiferenciar, contextualize, understand and apply the fundamental concepts as for the exploratory data analysis in their field.

The second issue focused on the course, has to do based on a sample, choose a real situation for analysis and decision making.

With an analytical view, reflective and critical, but other proposals.

The third core problem is an approach to aanálisis of random variables used in statistics and the different distributions sample and give practical applications.

Finally, the last core problem analyzed situations of reality (problematizes) for making decisions on what should take into account assumptions of the population parameters.


6.3 Presentation of the problems facing knowledge.


CORE PROBLEM 1: STATISTICS AND ITS CONTEXT

PROBLEM.

implementing processes in that statistic?

generic question - KNOWLEDGE
Which is called statistics. What is an object of study. What is a population. What is a sample. What is an attribute. What is a variable. How can we get the data. What kind of data exists. What is the organization of the data. What is the tab. How can tabulate. What is a frequency. How to construct the graphs. From which we get the data.


they differ descriptive statistics inferential.
What are the differences between problem, hypothesis, law and theory.
What are the differences between method, methodology, technique, instrument. What is the role
of statistics in research.
How can we justify a decision-making as a Person. That I support in making this decision.

statistical concepts, population, sample, attribute, variable, variable types, frequency, graphs (types), Positional and dispersion
Differences between descriptive and inference. Differences
problem, hypothesis, law and theory
Research.

INTEGRATION ACTIVITIES
Expected
READINGS OF SUPPORT AND
READING WORKSHOP 1:

A group level (CIPAS) students doing practical work in a community where you live, developing all the questions presented in the core generating Problem No. 1.

TOOLBOX:
Developing RAES

Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group oral plenary

Written evaluation

CANAVES, George. Statistics and Probability and applications. Panamerica Ed.

Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE

and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.

QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.


CORE PROBLEM # 2: elementary theory of probability. Probability distribution.

PROBLEM.

a selected population sample, choose a real situation for analysis and decision making?

generic question - KNOWLEDGE
Which aspects are important in probability?
What are the conditions for independent events and mutually exclusive?
What impact has the normal distribution in decision-making?

basics of probability theory.
joint events and operations.
counting techniques and relationship to the balance of probabilities.
axioms of probability.
Bayes rule.


INTEGRATION ACTIVITIES

Expected
READINGS OF SUPPORT AND READING
WORKSHOP 2:

A group level (CIPAS) students carried out practical work in a community where you live, developing all the questions presented in the core generating Problem No. 2.

TOOLBOX:
Developing RAES

Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group
plenary oral written assessment


CANAVES, George. Statistics and probability and applications. Panamerica Ed.

Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE

and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.

QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.


CORE PROBLEM # 3: VARIABLE AND RANDOM SAMPLING DISTRIBUTIONS

PROBLEM.

What is the random variables used in statistics and different sampling distributions in practical life?

generic question - KNOWLEDGE
In an event where we define a random variable. What elements need to classify and analyze the variable?. What elements are required to attach the variable to a known distributions?.


Random variable.
probability function of a random variable.
Distribution Function of a random variable.
Distributions of discrete variables.
Distributions of continuous variables.




INTEGRATION ACTIVITIES READINGS OF SUPPORT AND RECOMMENDATIONS BIBLIOGRAPHY

WORKSHOP 3:

A group level (CIPAS) students doing practical work in a community where you live, developing all the questions presented in the core generating Problem No. 3.

TOOLBOX:
Developing RAES

Comparative analysis of themes (similarities and differences):
studied thematic concept maps on Developing
studied thematic overview of conceptual domain
key words (glossary)
Portfolio
supports for individual and group oral Written evaluation plenary



CANAVES, George. Statistics and probability and applications. Panamerica Ed.

Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE

and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.

QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.


CORE PROBLEM # 4: ELEMENTARY SAMPLING THEORY AND BASIC ELEMENTS OF THE ESTIMATION PROBLEM


How to apply the hypothesis test research process?

generic question - KNOWLEDGE

How is the size of a sample by MAS
What is the significance of the estimators in the statistics?
What are the properties of a good estimator?
What is the fundamental importance of statistical hypothesis?
encuenta What issues should I take to test a statistical hypothesis into a research? Types of Sampling

.
Calculation of sample size.
elements and applications. Types
estimate. Intervals
confidence for the mean, proportion, mean difference, difference of proportions.
hypothesis testing for mean, proportion, mean difference for paired and unpaired variables.



INTEGRATION ACTIVITIES AND READING READING WORKSHOP

4.

A group level (CIPAS) students carried out practical work in a community where you live, developing all the questions presented in the core generating Problem No. 4.

TOOLBOX:
Developing RAES

Benchmarking themed (similarities and differences): Concept Maps on thematic
studied
Developing
studied thematic overview of the conceptual domain of keywords (glossary)
Portfolio supports for individual and group oral plenary

written assessment

Bernardo Restrepo. Concepts and applications of formative research and criteria for evaluating research in the strict sense. Permanent Seminary dozen university. Tolima University Institute of Distance Education. P. 170-185

CANAVES, George. Statistics and probability and applications. Panamerica Ed.

Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE

and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.

QUINTERO, Ramiro Garcia. Descriptive statistics for organizations. Watermark Publishing, Bogota DC, Colombia. April 2001.


7. GENERAL ACCREDITATION COURSE STRUCTURE AND COMPOSITION OF THE CALL.

In accordance with the Agreement 024 of 1995, makes the process of accreditation. The course is generally credited from the aspects of training, individual and CIPAS, so the assessment for all sessions will be permanent and will attend to the institutional provisions: 60% Independent and Face Work, Individual and CIPAS, 40% for Individual Call writing. For this accreditation will be considered self-assessment, peer assessment and hetero-evaluation.

Each tutorial session the student should submit their portfolio with individual progress reports of the progress and development group for the group portfolio. The aim is to make a written evaluation to the most important core concepts provided for the purpose of strengthening the conceptual and field relevant to the reports written in the portfolio and facilitate the thematic domain the final call. The process of self-assessment and peer assessment be done during each tutoring.


The course evaluation process shall be in accordance with the Agreement 024, 1995. IDEAD UT. Thus:

Option 1.

A test of knowledge (call 1) that contributes 40% of the final grade.

The average of grades in each of the assessments done by heart problems, with a contribution of 60% to the final note that accredits the course.

Option 2.

A final test of knowledge (call 1) by 100% of the final accreditation of the course.

In teaching the student framing shows on the choice of accreditation and shall be subjected to it. 2

The call will be made 15 days after the 1. according to the terms of 024/95.


8. RECOMMENDED REFERENCE MATERIAL.


CANAVES, George. Statistics and probability and applications. Panamerica Ed.

Biostatistics, principles and procedures. Mc Graw Hill, Bogotá 1985. WALPOLE

and MYERS. Probability and Statistics. Mc Graw Hill. Mexico, 1992.

QUINTERO, Ramiro Garcia. Descriptive statistics for organizations.
Watermark Publishing, Bogota DC, Colombia. April 2001.


Note: basic and recommended readings can be obtained from Tutor, to photocopy.

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sucks!

Ooohhhhh Yes it is I who is saying, and this will be missed more than one, but it can not be more!.

and I moved from being a faithful follower of the ideas of Richard Stallman to be an active user (and critical) software "Open Source" (and I said Open Source free software because the freedom it professes The FSF does not exist, unless BSD License, MIT, X11, Apache or similar) I have through various state, including being a passive user of free software and mix working hours between Linux and Windows, but long ago I do not install Windows on my hard drive and have gone as far as not knowing how to solve trivial problems in XP, debian user I am a long time, but work has forced me distros myself to where the problems are "resolved " because time is short and customers do not forgive, so I moved to Ubutu and migrate the servers installed Ubuntu Server, but in the constant search for the tool that meets my needs (and especially the customers) I am inclined to use openSUSE (and as it was almost sacrilegious to me, since I did it in silence) I read many guides and I tested in many environments as I could, only to discover openSUSE is the best desktop Linux distribution that had never used, polished interface and a complete delight to work, very few packages that are not in openSUSE and those who do not have no problem finding them in pbone , anyway, just needed to prove in the server and download trial versions and tried vmware images using all possible functions, only to run into performance is excellent and good quality any Linux distribution should look like SUSE.

The thing is, that people from Novell was given by making deals with the devil or if it's like they want to see some members "respectable" community to refer to the Novell and Microsoft deal that has not echo anything other than bring benefits (financial at least) for novell but aroused the envy and annoyance of others, in short, if there is controversy there is no problem, that's good for all at the same time instructive. What really bothers me is the behavior of many who do not want to accept that one of the companies that are most echo the development of free software is just novell, which include: sponsoring the development of monkey, evolution, based on the development f-spot, tomboy and beagle, which today are the flagship of the development of Linux on the desktop, and as mentioned no xgl and compiz, yes sir, full and complete development of Novell, ductal whom it hurts, yes, that is beryl, but for those who do not know, beryl is nothing if Novell had not developed as compiz beryl is a fork that was formed because development of "community" were not ubuntu considered for incorporation into compiz (not want to go about performance or anything, just mention who gave the dough to make all this a reality).

And now the FSF has the stupid idea of \u200b\u200bPREVENTING SELL NOVELL LINUX by dumbing down the levels are still low the only thing is an idea, but you can not allow the FSF to continue curtailing freedoms and selling false ideas, with each licensing model increasingly prohibitive (read the draft GPLv3) Well, nobody forces us to change the licensing model to GPLv3, but there are many blind followers.

The thing is simple and say so wild as it occurs to me: The FSF is an organization that while great progress has echo deliver software "Free" to the community, now follows the same pattern of FUD that some private companies, infusing lies and confusion, this case is like the stock market, when a developer is about to choose a distro for which your software will run at 100% and bumps that Novell may prohibit the distribution of Linux, Novell will not be an option to be taken into account. and all this because the FSF seems to be being driven by paranoid instincts and Misperceptions about what is true freedom, the freedom to choose to do or not do anything, the freedom to sell or not. That if what was mine and develop my time, but I base a few lines of a guy who came up to release their work under GPL, pos am "BOUND" and lease it "forced" to follow license as if my work hours were not worth a damn, and if my decision was to change everything to something that delivers freedom as the MIT license, just after I can not. That is not freedom.! and I do not trust any movement or decision of the FSF, I have deaf ears against such brutality, the FSF is all crap to me.

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New Beginnings! OpenSUSE

New Year, New Blog it!.

First of all I wish you a Happy New Year! God fill you with life and fill them with blessings.

Today I start my new blog really is nothing new, just the logical evolution of Anarchy, and now divide my comments into two, leaving Anarchy for all personal content, ie , bulls, pachangas, complaints, photos, friends, etc. and http://blog.solucionesjdc.com for all the technical content and handled with much more rigorous course than the one used to Now to Anarchy.

A greeting and I hope to visit my new blog!