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14: happy holidays to all educational innovation placed

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Resolution 020 of 1951
regulates Articles 349 and 359 of the Labor Code.

Resolution No. 02413 of May 22, 1979
health and safety regulation for the construction industry , whose contents are: Overview of Construction, Allied Health & Medical Aspects, Enabling Occupational Program Organization Occupational Health Obligations of workers, temporary camps, of the excavations, scaffolding, measures to reduce height of free fall, Stairs, demolition and removal of debris, protection for the public sidewalks, Explosives Security measures, Burns, vibration, noise, heavy machinery, hand tools, ergonomics in construction, the Joint Committee on Health and Safety, Personal Protective Equipment Seat Belts, Hardware, Safety Helmets, Other Items Personal Protection: General Work Gloves, Safety Boots, First Aid, the worker under construction and Sanctions.

Resolution No. 02400 of May 22, 1979
Rules on housing, health and safety at work establishments. This resolution contains the following headings or sections: General Provisions, Scope, Obligations of Employers, Workers Obligations, Of the buildings for facilities, buildings and local Health Services, permanent services, hygiene in the workplace. Housekeeping, waste disposal or waste, from the camps of the workers, general rules on risk establishments of Operation: temperature, humidity and heating, ventilation, lighting, noise and vibration, radiation ionizing non-ionizing radiation: ultraviolet, infrared and radio frequency, electro, Alternative, Continuous and static, maximum allowable concentrations, Environmental Pollution From Infectious and Toxic Substances, of the flammable substances and explosives, work clothes - and protective equipment, clothing for work, equipment and protective gear, De safety colors, color coding, De la preventing and extinguishing fires, preventing fires, fire suppression, explosives, the handling of explosives, transport of explosives, premises for Polvorines, of the drills and blasting Machine Equipment and Devices-General, In the Machine Tools and Industrial Machinery, equipment, tanks and storage vessels, pipes and conduits, tools In general, Hand Tools, Power Tools Motor, handling and transportation of materials, manual handling and transportation of materials, Mechanical Handling and Transportation of Supplies, Industrial Facility and Process Operations, generators steam, vessels and pipes under pressure, cylinders for compressed gas, furnaces and dryers, electric welding and brazing
metal cutting, the work in compressed air, paint work pressure , Construction, demolition and removal of rubble, excavations, scaffolding and ladders, tunnels and underground work, Quarrying and crushing, The Work of Women and Children, Final Provisions. Resolution

08,321 of August 4, 1983
Standards protection and hearing conservation, health and welfare of people

Resolution 132 of January 18, 1984
rules on reporting accidents at work. Resolution

02,013 of June 6, 1986
Regulation for the organization and functioning of committees, medicine, industrial hygiene and safety in workplaces. Resolution

01,016 of March 31, 1989
laws of organization, operation and form of occupational health programs. Resolution

October 1989 13 824
health protection measures

Resolution 001 792 of May 3, 1990
permissible limits for occupational exposure to noise. Resolution

09,013 of July 12, 1990
Policies and procedures related to the functioning and operation of equipment and other X-ray emitting ionizing radiation. Resolution 006 398

of December 20, 1991
Procedure for occupational health.

Resolution 1075 March 24, 1992
Activities occupational health.

Resolution 2284 of April 14, 1994
By which is delegated and regulates the licensing of occupational health for individuals and corporations, and monitoring and surveillance by the local directorates and health. Resolution 003 465

of 5 October 1994 Integra
Disability Qualification Boards.

Resolution 3716 of November 1994
By which establishes a procedure for conducting occupational medical examination pre pregnancy.

Resolution 3941 November 24, 1994
for which practice is prohibited pregnancy test as a prerequisite for women to access employment. Resolution 4050

December 6, 1994
regulates the entrance exam.

Resolution 1602 May 18, 1995

models claim to victims of catastrophic events.

Resolution 2328 of July 15, 1996

and regulations is delegated the licensing of occupational health. Official Journal

42,841 Resolution 3997 of October 30, 1996

establish activities and procedures for developing promotion and prevention in the SHSS.

Resolution 4445 of 1996

issuing rules for sanitation of hospitals and the like.

Resolution 741 of March 14, 1997
instructions are given personal safety of users for institutions and other providers of health services.

Resolution 9467 July 26, 1997 partially suspending implementation of Resolution 3369, 14/03/1991 on the packaging of drinking water.

Resolution 4252 November 12, 1997
Standards, scientific and administrative arrangements for essential requirements. Resolution

1830 June 26, 1999
coding is adopted only in health sciences, occupational, economic activities and essential drugs.

Resolution 1995 July 8, 1999 They set standards for handling medical history.

Resolution 2387 of August 12, 1999
formalized the NTC 512-1, on labeling food industries.

Resolution 2569 of September 1, 1999 Qualification Process
health events in the first instance.

Resolution 2569 of September 1, 1999
, regulating the process of qualifying events in the first instance, in the SHSS. DO 43705.

Resolution 412 of February 1, 2000
activities and procedures are established and induced demand compulsory

Resolution 1078 May 2, 2000
412/2000 is amended resolution on prevention and promotion rules.

Resolution 1745 of June 30, 2000
Amendment stipulated in article 20 of Resolution 412/2000.
Resolution 2333 of September 11, 2000 which was adopted by the First Update of the Single Procedure Classification in Health. Official Journal, No. 44184.

resolution 3384 of December 29, 2000

By which partially amending Resolutions 412 and 1745 of 2000 and repealing resolution 1078 of 2000.

Resolution 1895 January 19, 2001

Adopts the International Statistical Classification of Diseases ICD-10 revision. DO 44673.

Resolution 1592 of September 2001

Authorizes the use of pesticides.

Resolution 1192 of December 20, 2001 Eliminates the requirement of some official Colombian technical standards mandatory.

Resolution 1875 of 2001 which is created for the subsystem of Occupational Health Information and Irrigation professionals.

Resolution 166, January 1, 2002 is set on health in the world of work. Official Gazette 44526.

Resolution 730 of July 7, 2002 extending the compliance date coding, international classification of diseases, Resolution 1895/2001. DO 44845.

Resolution 890 of July 10, 2002 Held provisions on the membership information the SHSS. Includes technical annexes.

Resolution 1896 of January 12, 2002
Replaced classification procedures provided for in resolution 2333 / 2000.

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pill 13: PISA 2009, the educational Eurovision

Today is the international PISA thorough and rigorous that there is to evaluate the performance of a much of the school population worldwide. The PISA study can achieve wide range of information and analyze the results linking academic factors, socioeconomic, family and institutional. However, only two things seem to have been made clear by squeezing the last week of educational debates that have flooded the public. First, the education of emerging Asian countries and the "archicampeona" Finnish school are the best in the world and second half of the fifteen-year English students do not understand what they read. Is not it a somewhat poor for a study of such magnitude and perspective?

Despite all the attempts that have been squandered English experts determined, to remind us that comparisons are useless when the contexts and societies, including the specific environment of each center are quite different, the force of public opinion remains "erre que erre" comparing and comparing. Perhaps, to everyone's surprise, the little they have in common the students tested by PISA 2006 in Finland and Spain, regardless of age, the number of hours spent in school and on Tuesday night, the favorite program of adolescents is series "Los Serrano" , family successfully exported "English."

Are these lines an attack on the consistency of research in the humanities? No, far from it as well, on the contrary, is a defense. To ensure the reliability of international comparisons, PISA determines the population to be evaluated framing it with the age of the students, ie, with reference to 15 years for all participants, a variable outside the education system. The years of its participants is the variable that allows comparisons between the results obtained. The remaining variables such as school hours, the autonomy of schools or the number of hours of teacher training, for example, are given by the system every country. That is, are a benchmark on which to blame or congratulate when comparing students of the same age the results are different.

PISA data are endowed with an important educational value in the daily work of our schools and for the reflection of the education system. However, numbers out of context, framed in comparative scales and scoring rankings have enhanced a sense of distrust of the English educational system and its educators. We can still learn a lot about the education of our European neighbors, as much as they need us. The fever of the numbers has undertaken with those responsible for education and these, cornered in his office have taken to the streets to hunt for scapegoats: families, parents, resources, organization of schools, percentage of GDP spent on education, lack of training ... While it is fair to remember that, from time to time, organizations and institutions responsible for education in Spain should do an exercise of conscience we have yet to meet the teacher who was helpful to know that Spain has obtained the post 42, or was it 53?, or perhaps it was the 36 ... in PISA 2009. And in the end, "what do all these numbers mean?" been asked on more than one occasion many classmates. It seems that besides the numbers, we need to interpret its meaning. That is the true consistency of research in the humanities.

Congratulations on how well we are already doing

PISA has been especially profound in their study for the analysis of problems related to equity, understood as equality of opportunity in education, and distinguishing the relative variables the socioeconomic heterogeneity within each center, the variables related to socio-economic segregation of the social organization itself. This has allowed accurate differentiation assess the extent to which education systems moderate or reinforce socio-economic factors. For example, in countries like Japan, the Netherlands, Belgium, Austria or Germany schooled diversified education systems following different training routes and in this way, students with better results are grouped with students of better results and (what a surprise! ) they show a marked tendency to act in social contexts favored above their average countries. On the other hand, students start school with poor results following different routes and, in turn, come from disadvantaged social backgrounds. In Spain, the effect of socioeconomic status decreases with our comprehensive model. Thus, in our country are not so related the income of the family with the academic performance of students. Today, the challenge is to remain a fair system that improves the performance of all students. Although the media have not echoed these data, there are also reasons to boast of educators and the English educational system.

First, and in relation to autonomy of our sites, Spain is one of the most ambitious countries shown. Innovate, renew the school policy, we take forward plans for evaluation, new models of foreign language learning, methodology, websites and resource banks, new investment for information technology and communications ... Our result in this area is also gold. Congratulations to all those professionals of education, from the classroom, combining his teaching with research. In the words of Martin Marchesi and quality of education in changing times (2001): "the teacher researcher from the reality of his own center makes an effort of creativity, imagination and critical sensibility ". Teaching and research is to generate enthusiasm and confidence in education.

Second, we live in a complicated teachable moment, as it is necessary to combine the great challenges of the future, with the slabs that we carry from the past: high school dropout rate (about 33% of our students do not complete compulsory education) and a low reading skills. Burdens of the past relate to future opportunities may be necessary educational revolution in the present.

Third, we can be pleased by the legislation and efforts of our teachers for the school for all classes open to all students in the world, banishing the topics and concepts of "normality" and brutalize labeled natural and inherent diversity of mankind. Reminiscent of that we can do better, again, congratulations.

Although we must also bow my head and hear the anger

The worst results and we know: our students do not understand what they read. But what we read?, "We read in Spain? "Woman, young, college-educated, living in a big city and read, especially novel . So called the press January 3, the English reader profile reflecting the balance sheet data Development Plan Reading between 2004 and 2007. Students who have obtained the worst results in reading are not able to integrate various parts of a text to identify the main idea, understand a relationship, or to establish the meaning and the relationship between several sentences of text.

It is vital to organize the new educational measures and plans for schools to enhance reading skills of our students. They are, therefore, essential to the life of our facilities: the libraries in classrooms and schools with their plans and outreach activities, dedication to reading in school and outside it, the organization of measures to raise motivation and the desire to read in the early stages, the literary workshops and reading activities throughout the compulsory education stage, reading and indispensable participation of parents in the whole process with joint reading activities parents and children, empowerment of reading all kinds of texts (discursive, argumentative, expository, conversational, informative, literary, propaganda ...) in all areas and the explicit teaching of reading relevant procedures. Let these changes come true with this small assembly from the campaign Read this fashion and media textbook Digital Text.

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GENERAL SYSTEM OF PROFESSIONAL RISKS

is the set of public and private entities, standards and procedures designed to prevent, protect and care workers from the effects of diseases and accidents that may happen during or as a result of the work performed.
General System of Occupational Hazards it up:

- The ARP'S, ie, the Professional Risk Managers of public and private.
- Employers and workers
- The institutions responsible for control and monitoring system as the Ministry of Social Protection.

Responsibility System Professional Risk is shared between the company, the ARP and the worker.

- The company joins all its employees to the system and develops prevention programs.

- The ARP advises the company on prevention programs and serving workers who are injured or become ill for reasons of their own work.

- The employee abides by the rules of safety and security of the company and use their personal protective equipment.

Every company must be affiliated to one Professional Risk Management where the employer define what PRA cover occupational hazards of your business. Also, full payment of the levy is paid by the employer and according to their risk class.

Coverage in occupational hazards, starts the day after the affiliation of workers by the company to the ARP. It is necessary that the worker is affiliated to the Professional Risk Manager before beginning work in the company.

General Membership of the Professional Risk System is mandatory for all employed workers in the country, both public and private.

The ARP's, are responsible for:
- The collection of contributions made by companies for their workers.
- Counseling prevention programs to be held in the company.
- Health care workers who are injured or sick for reasons of their own work.
- Payment of cash benefits such as disability, invalidity pensions and survivors that may arise as a result of accidents or illnesses.

main function has a PRA is working with the company to identify and control risks in the workplace, in order to avoid the occurrence of accidents and occupational diseases.

Besides counseling, the ARP's offer training programs for different audiences company on issues related to the prevention of risks and improving the quality of life at work.

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pill 12 : 12 principles for improving teacher training

1. promote lifelong learning is a more comprehensive intervention programs or specific activities. Requires a combination of formal and informal processes across all stages and educational contexts through each worker.

2. To carry out a true lifelong process of learning is necessary to build our own professional portfolio and experiential learning where to overturn the principle, the path and career development of our careers as educators. Our interests and motivations, as well as our personal relationships are key to the educational goals that we plan and deliver.

3. The creation of a portfolio and monitoring of a process of ongoing and planned training time allows us to evaluate and enhance the educational quality of our own training, adapting the teaching program to the needs of our center and evaluating the action itself trainers to continue with those who deserve it and avoid wasting time on issues that dominate or are well understood in the initial or last.

4. At the same time education must promote teamwork among teachers, promoting emotional cohesion of the faculty and participating in a joint monitoring and evaluation of teacher professional development.

5. supervision is appropriate that this comes to the foot of classroom educators and trainers have opportunities to reflect on the field evolved from the training, with interviews and processes of coaching embedded in the reality of the day day in the educational process.

6. Continuing education is not being then, anecdotal, but constant, can occupy a space in the workday for teachers, devoting his time work self-reflection and portfolio and update contact and interviews with trainers.

7. Similarly, continuing education is not a sporadic and capricious process but is related to reality and needs of the school and faculty and is attached as a schedule with respect;

8. that also allows for a valid certification recognized not only by ministries of education, but by other educational institutions such as universities and training centers.

9. This model of lifelong personal and embedded in dialogue with the faculty and the center allows you to set goals, evaluate and report of accounts: those responsible for formulating policies should ensure that school leaders have to establish criteria strategic direction and improve its ability to design school curricula. Quality lifelong learning enables the distribution of educational leadership at the center.

10. This address synergies, so that training plans must develop structures that allow educators to share the efforts and investment to maximize the performance that surpasses the boundaries of each site separately by creating networks that share resources, also human.

11. An extensive body of knowledge supported by practice has enabled the OECD to identify the content, design and methods of effective training programs ( http://www.oecd-ilibrary.org/education/innovative-workplaces_9789264095687- in ) It points to the following key factors: coherence of curriculum, experience in real contexts, coaching, training, mutual learning and structures for collaborative efforts between the program and schools.

12. Finally, linking the salary to training and teaching portfolio allows for different scales of compensation and thus, attract more candidates for the leadership and the creation of innovative working groups in the field of education.