They are ready for you!

They are ready for you!

They are ready for you! Are you? Are you? Are you?

May 2013

In this issue

The

non-T

raditional

The FAC A cross-cultural experien-ce The end of the journey Think Up Welcome to unreality Personal experiences The MEXTESOL expe-rience Working as a Spanish teacher

In the picture above you can see

students from Cuch Holoch paying

attention to the recommendations

and advice of their LEII tutors and

visiting teachers. The project in Cuch

Holoch supported the students with

their English writing and motivated

them to continue learning English.

Fo

r y

ou

, b

y y

ou

2

¡Hola UADYs!

Hola amigos, es un placer para

nosotros presentarles una nueva edi-ción de “Learn it and Play it”.

Como hemos mencionado en edi-ciones anteriores, el proyecto “Learn it,

Play it” sigue una simple filosofía: “el

aprendizaje y la enseñanza son una práctica social con relevancia en la vida

real”. El objetivo principal de este pro-yecto es promover el cooperativismo y

el trabajo en equipo de los estudiantes de la Facultad de Educación mediante

la creación de nuevas entregas de ésta,

una revista hecha de ustedes y para ustedes.

En esta ocasión les presentamos el número cuatro. Ha sido un trabajo ar-

duo, pero muy enriquecedor. El conte-

nido de este tomo ha sido creado por los estudiantes de octavo semestre de

la Licenciatura en Enseñanza del Idio-ma Inglés, con la participación especial

de Alfonso Marrufo del 6th semestre y bajo la supervisión del profesor Hum-

berto Cervera.

En esta edición podrán disfrutar de las secciones ya conocidas y apreciadas

por ustedes: “The Fac” (p 3-5), “Think Up” (p 19-21), “Facbook” (p 6-8), e

“Insights” (p 9-11). De igual manera,

encontrarán una nueva sección dedica-da exclusivamente a “Technology” (p

15-18), en la que hallarán información muy útil acerca del uso de la tecnología

en el ámbito de la enseñanza de len-

guas. También verán una sección de “Health” y otra de “Sports” como mues-tra de nuestra preocupación por la salud y bienestar de los estudiantes de

nuestra Facultad. Y, finalmente, tenemos la sección de “Express yourself” en la que se pueden decir y/o plasmar cosas de interés particular, en un afán

de volver aún mas personalizada esta edición. Este es tu trabajo y esfuerzo, ahora es momento de verlo cobrar vida y

disfrutar de nuestra labor en conjunto. Adelante...

Staff

Editor in Chief and designer:

Mariana Moguel

Contributing writers:

The 8th Semester group:

Abigail Sánchez, Atalía Macías,

Celeste Poot, Diego Sánchez,

Giovany Sevilla, Irving Martin,

Irene Castillo, Stephanie Sosa,

Mariana Moguel, Jaime Ac,

Karla Ramírez, Jesús Tzel,

Jorge Pérez, Lizmar Lara,

Pablo Medina, Iván Chí,

Sonia Noj, Stephen Duarte

and Wilbert Cámara.

Special contribution from

Alfonso Marrufo (6th Semester)

Photography:

The Cuch Holoch children,

Juanito and others

Outside consultant:

Humberto Cervera

3

May 2013 The FAC

Background

We recently had an experience

helping students from the Cuch

Holoch community. Their ages are

between 11 and 15. They attend a

“Telesecundaria” from 8:00 am to

2:00 pm. In addition, most of them

are becoming trilingual. They speak Maya,

Spanish and some English. Even though

their writing is not accurate, they can make

short sentences in Maya and have mas-

tered their speaking and listening skills.

Purpose of the project

Our main purpose was to help them

with a project they are working on,

“Translanguaging the Gulf”, in which they

have to send letters about themselves to

their peers in Florida using the 3 lan-

guages: Spanish, Maya and English. They

also have to produce a piece of writing

about a relevant topic in their community.

Our work consisted in helping them to

correct the most common mistakes when

writing.

Carrying out the activity

At the beginning of the activity we

introduced ourselves and so did they, but

they also had prepared a speech in Maya

for us. It was really wonderful. After that,

we made groups of 3 and started reading

what they had written. I must say that it

A cro s s -cu ltu ral e x pe ri e n-

ce : vi s i ti ng C u ch-H o lo ch

was very interesting to see their

excitement about this kind of activities

and their willingness to participate.

Among the things I could observe, the

most relevant one for me was that they

write as if they were speaking, I mean,

they use the fillers that we use in spoken

language. The first thing I recommended

was to delete all the fillers that were not

needed, like: “bueno es que…”, and things

like that. Another thing I observed was

that they wrote about common problems

in their local environment, like: teenage

pregnancy, and addictions problems. I

think it is important for them to be aware

of these kind of problems in order to

avoid them in the future.

Moreover, I could observe a sociolin-

guistic aspect which is: “code-switching”.

As they spoke Maya and Spanish, they

communicated among themselves in

Maya and then they translated to Spanish

so we were able to understand it. It was

amazing to see how fast they did it.

In general, it was very nice to have this

kind of experience, because it helps us, as

future teachers,, to be aware of how

education is related to socio-cultural

aspects and also to notice that our work is

of great value for people from this kind of

community. We will have to be ready to

cope with these kind of situations in the

very near future.

By Irene Castillo

TheTheThe FACFACFAC

4

The FAC May 2013

Cuch Holoch Team Impressions

“It was a great and new experience for me. I had the opportunity to work with stu-dents from different backgrounds who spoke two or three different languages. It was very interesting to see how teachers are promoting English as a foreign lan-guage in the Yucatecan villages.” – Aby Mitzy

“The trip to Cuch Holoch was a

great experience! It has helped me to

understand how important English is

for people and the great effort

teachers around the world make to

teach English. Sometimes you need to

change your perspective.” – Diego

“It was a wonderful experience. We were dealing with three languages: Maya, Spa-nish, and English. We discussed some of the aspects that make Maya a unique lan-guage and then we compared its grammar and pronunciation with the English and Spanish ones. The students were very smart and eager to learn more!” – Stephen Duarte

“Working with those children made

me realize how much we can do to

help others. I felt like I inspired them,

which made me feel even more ex-

cited about my future teacher prac-

tice.” – Liz Lara

Ph

oto

by E

tíbaliz T

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Ph

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by A

big

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Mit

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Ph

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by F

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by F

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5

May 2013 The FAC

The end of a journey The end of a journey The end of a journey

There were 31 of us, but only 19 were able to endure the hard training we underwent during these years. Despite the many challenges and bumps in the road, here we are ending a very important journey that marks the beginning of our professional lives. But, we could not just end it without leaving something behind to be remembe-red: the LEII Academic Talks. To close this end of the journey with pomp and circumstance, the students of the eighth semester participated in the first LEII Academic Talks, where all of them showed not only to the audience, but also to themselves, how much they had acquired along this journey. They presented 3 diffe-rent talks: Testing, Standard English and Other Varieties of English, and Educational Management. All of them were very well prepared and delivered in a very professio-nal manner. Students from other semesters commented that they enjoyed the activity

The students of eighth semes-ter have arrived to the end of their journey…a journey that began four years ago with expectations, fears, dreams and goals. In fact, four years ago, around the same time, all of us were getting ready to take the CENEVAL Entrance Exam. Many were worried that they might not make it since there were only 31 open spots and 130 ap-plicants. Then the results came. We were in. We celebrated it. The journey had begun…

and that they looked forward to achieving the same and become as professional as their peers have become. Of course, such successful event had to be celebrated, so our dear professors organized a small gathering where each participant received their certificate of acknowledgement in the hands of our dear teachers, and our distinguished school authorities. After that, we had a small lunch, for which all of us were very gra-teful. We give special thanks to Professor Myrna Balderas for putting together such a memorable celebration for her students. And this is how this professional journey came to an end… Memories that will last a lifetime and that always will be with us wherever we go… Congratulations to all of you, who strived to finish this journey with an enthu-siastic and hard-working spirit and who seized the opportunity of getting an

education at UADY.

“My best wishes to all of you,

colleagues!!”

By Stephanie Sosa

6

May 2013 Facbook

talks, research reports, workshops, poster ses-sions and book presen-tations held during the event. All of them relat-ed to the different as-pects of ELT. I also had the opportunity to meet many teachers from oth-er parts of the country and have an insight of how the profession is growing in Mexico. But the outstanding point was the opportunity to meet the international and recognised teacher and writer Jeremy Harm-er, who was the special guest of the event. This is a relevant aspect of the MEXTESOL conven-tion: they invite promi-nent and recognised professionals of the area to be part of the talks or p l e na r y ses s io n s . The trip also allowed visiting other states of the country, knowing about other customs, trying new food and enjoying the hospitality of the places visited. Overall, a really nice e x p e r i e n c e . I would definitely en-courage you to at-tend a MEXTESOL convention. The school administration provides financial support (not very much but still a prop-er mount) for stu-dents of the seventh

Personal experiences

As many of you already know, MEXTESOL is most commonly identified as the annual convention event of the Mexican As-sociation of Teachers of English; one of the most important of its kind. The event gathers national and international professionals in ELT, teachers, practi-tioners, and students in-terested in learning more about this specific area of language knowledge. Last year, I was able to attend with some of my classmates the 39th Inter-national MEXTESOL Con-vention, which took place in Puerto Vallarta, Jalisco. The experience was won-derful, the trip a little bit tiring; however, if you ask me if I would go to this year’s convention, my an-swer, without a doubt, would be ‘definitely yes’. The most significant high-lights of the convention were the opportunity to attend the interesting

The MEXTESOL Experience

by Irving Martin

semester to attend the convention. For my schoolmates that are in second and fourth semesters, I would sug-gest that you start think-ing about it and saving some money to plan your trip when you are in sev-enth semester. For the ones in sixth semester, I would encourage you to start thinking seriously about going to this years’ convention, which is go-ing to be held in Queretaro, from Novem-ber 6th to November 10th. Remember that the ad-ministration only pro-vides support for ‘one’ convention during all your academic stay, and they do it when you are in seventh semester. So boys and girls of the sixth semester this is your op-portunity, take advantage of it, you won’t regret it. Who knows, perhaps you will have the opportunity to meet Penny Ur or Douglas Brown this year!

By Irving Martin

7

Facbook May 2013

Last summer I had the en-riching opportunity to work as a Spanish Teacher at the Central College in Mérida. I can honestly say that it was a wonderful experience which helped me with my profes-sional and personal growth. I had just finished my sixth semester of the ELT major when I was offered the job. I was very excited; however, as it was my first time teaching Spanish, I was worried about whether I would be a good teacher or not. As a Spanish native speaker I knew the descriptive part of the lan-guage, but how to explain the grammatical aspects? That was the challenging part. In order to be a successful

teacher, I started studying all the grammar aspects related to the Spanish language. Fortu-nately, as I had taken some Spanish courses previously, this part was not so difficult. Regarding the methodology used, I put into practice all the strategies and techniques taught by my teachers. As I was teaching Spanish as a second language, I tried to expose my students to the situations they would probably face outside the classroom. All the activities designed were

based on the communicative approach. I learnt a lot from this expe-rience. For instance, it was very interesting to share many Mexican customs and traditions with people of dif-ferent nationalities. At the same time, I had the oppor-tunity to learn from the cul-ture of my students. Learning about their lifestyles, likes, dislikes and culture opened up a new world to me. As a conclusion, I could say that my experience as a Spanish Teacher was chal-lenging, but rewarding at the same time. I learned that it does not matter if it is English or Spanish the language you teach, the more effort you put into your class, the more you will get out of it. By Abigail Sánchez

Chichilandia In this s o ci al s e rvi ce ypu vill haxe uhe pppptuuoiuy up help

uhe apnnuoiuy by eoaputagiog uhe eldetly vpneo up apoui-

oue npxiog aod ualiog adxaouage pf uheit uine. Chiahilao-

dia btiogs sp nuah up uhe apnnuoiuy by naliog uhe

“gtaodnas” up feel useful aod aauixe aod, alsp, up shate

uheit visdpn aod eypetieoaes viuh uhe poes villiog up lisueo.

Chichilandia has given me much satisfaction because I

ioxesued ny uine po dpiog sp-

neuhiog ppsiuixe aod beauuiful fpt put eldetly pepple. Cutteouly, ve

ate shpviog uhen hpv up dp spne haodatafus viuh teayaled nauetial.

Wptliog viuh uhen has beeo a gteau eypetieoae. They haxe sp naoy

oev ideas pf vhau up dp oeyu. They ate opu suauia pt apofptnisu. Sp,

ypu vill haxe up be ppeo-nioded aod teady fpt naliog oev uhiogs.

If you are about to start a social service and you do not know what

up dp, uale a lppl au uhe Chiahilaodia ptpjeau. Ypu vill opu tegteu iu.

By Matiaoa Mpguel

Working as a Spanish teacher

8

May 2013 Facbook Contribution of a LEII student to the commu-

nity... Thete ate diffeteou fields io vhiah a LFII

(Licenciatura en Enseñanza del Idioma

Ioglés) suudeou aao be iouetesued:

* Translation.

* Interpretatiion

*Administrating an own language

school.

* Teaching.

Spne LFII suudeous haxe alsp uhe oeed

up geu alpset up uhe apnnuoiuy.

I an abpuu up fioish uhe degtee aod I

alvays vaoued up vptl fpt uhe apnnu-

oiuy.

Thtee yeats agp I vas patu pf a xety

iouetesuiog ptpjeau ftpn a sunnet

aputse au sahppl; iu aposisued pf beiog

a fpteigo ageou io a apnnuoiuy up help

uhen up nale deaisipos viuhpuu ioflueo-

aiog uhen.

We (uhe gtpup pf ageous) veou up Sa-

aapua YuaauAo, a snall upvo oeat Ba-

aa. Hitsu ve had up geu uhe apnnuoiuy

aaaepuaoae sp ve apuld uall aod

aoalyce upgeuhet uheit apnnuoiuy

ptpblens.

Afuet a yeat, ve naoaged up help uhen

by ptgaoiciog neeuiogs vhete uhe npsu

ioflueoaiog pepple apuld uall aod shate

uheit ppioipos abpuu uheit ptpblens.

Npv, afuet 3 yeats, I aao fioally see ny

vptl as a LFII io uhe apnnuoiuy. Hpv?

Wheo I suatued gpiog up Saaapua, I vas

patu pf a nuah teduaed gtpup pf suu-

deous, uhe nioptiuy pf uhe gtpup vete LFII

suudeous, aod uhe puhets vete ftpn LF

(Licenciatura en Educación). Then, some

pf uhe lids io uhe apnnuoiuy suatued up

asl us vhy ve vete diffeteou ftpn

uhe LF suudeous. I eyplaioed

uhen uhau ve vete vptliog

viuh uhe apnnuoiuy aod

ueaahiog “oexet tesus op

nauuet uhe subjeau pt suu-

deous”. The last time I was

uhete, spne seapodaty

lexel suudeous used uheit Foglish up apn-

nuoiaaue viuh ne.

As a tesulu pf 3 yeats pf hatd vptl, I aao

hpoesuly say uhau I leatoed a lpu ftpn uhe

apnnuoiuy. I leatoed hpv up vptl viuh

pepple ftpn diffeteou baalgtpuods fa-

aiog diffeteou siuuauipos, up vptl viuh ahil-

dteo ftpn diffeteou ages, up haxe beuuet

alasstppn naoageneou slills, aod pf

aputse, up use aoy plaae pt spaae as a

alasstppn. Oo uhe puhet haod, I aao say

uhau I eoaputaged lids up leep leatoiog

aod up oexet gixe up, op nauuet hpv diffi-

aulu uhiogs apuld geu; iu felu lile plaouiog a

seed io uheit spuls sp uhau uhey feel uhey

aao gtpv. I leatoed ftpn uhen, uhey leat-

oed ftpn ne.

By Wilbert Cámara

..or the contribution from the community

to a LEII student.

9

Insights

LEII people can do

LEII people can do

LEII people can do

more than just

more than just more than just

teaching English

teaching English

teaching English

The majority of the people that study

the LEII degree do it because they want

to become English language teachers.

But what about the other possibilities you

can have besides teaching? Have you

thought about them?

There is a variety of subjects along the

degree. Some of them are compulsory

and others elective. This variety allows us

to expand our knowledge and also our

opportunities to work in the future.

One alternative you can have is to

become a Spanish teacher. You could

think that being a native Spanish speaker

makes it easy to teach Spanish, but this

is not true. You have to know all the

grammatical characteristics and tenses

of the Spanish language. If you are

interested, you can take subjects like,

Spanish for Foreigners, Didactics of

Spanish or Grammar for Foreigners with

Professor Beatriz Novelo.

We cannot discard thinking in working

as a translator or inter-

preter, as we have ac-

quired and developed

the English language

during our studies. We

might think that we are

able to do this kind of job. However,

we have to take into consideration

that we need to know some of the

techniques and basic rules regarding

translation and interpretation. If you

are interested, you can enroll in

subjects like “Translation Techni-

ques” and “Text Translation

Fundamentals” with Professor Frank

Pool, or “Principles of Interpretation”

and “Interpretation Strategies” with

Professor Humberto Cervera.

These are just some of the possibili-

ties you may consider for your

professional future. Our degree

offers plenty of options you can

choose from according to your

interests and personality. Becoming

an English language teacher is an

excellent professional choice, but do

not forget, that the more prepared

you are, the more things you can

acquire and the more successful you

can be in your profession.

By Celeste Poot

May 2013

Ph

oth

o b

y L

uis

Poot

Bar

reir

os

10

May 2013 Insights

It is easy to think that English

is one of the most spread lan-

guages in the world; its impor-

tance lies on more than just

marketing, knowledge and the

news. But, what happens when

we, as Spanish speakers, see

our language as: “not an impor-

tant language, not as important

as others”, or that “English and

French are the most ‘chic’

languages nowadays”?

Learning how to speak and

write appropriately our mother

tongue is as important as breat-

hing. We cannot put aside that

the misunderstanding that

grammar mistakes cause may

affect us in our everyday com-

munication.

Let’s suppose that we speak

English, but we don’t know how

to speak it aproprietly, or we

have lots of writings mistakes;

what will happen then if you

want to get a job abroad? Do

you think that the employers

will hire you? Now, let’s put

this situation in our context as

Spanish speakers. If you want

to get a job and you are going

to be interviewed in English or

Spanish, you will have to com-

municate adequately with the

interviewer. What if you are

asked to write a piece of text

explaining the reasons why

you want the job? What will

happen if you cannot commu-

nicate efficiently in writing or in

the spoken form? The answer

is as easy as this: you will not

get the job.

Just because

you speak En-

glish of Spanish

‘well’ does not

mean you are

proficient. Languages are

always changing; there are

now more dialects of Spanish

than you can imagine. It is

important to be always open to

the new types of the language,

without forgeting the proper

way to speak it.

In this day and age, Spa-

nish is spoken in

many countries; it is

also the second lan-

guage in some na-

tions. The impact of

the web pages that

are in Spanish is

huge. Can you imagi-

ne how many people

have Internet access and how

many people look for informa-

tion in Spanish? That is one of

the reasons why you should

use it correctly; anyone can

have access to what you write.

On the other hand, not just

because you speak/write better

than others, that doesn’t mean

that you have the right to co-

rrect them every time. Spea-

king correctly does not turn you

into the best person. No one

wants to be with someone that

is always correcting others all

the time. However, a person

that communi-

cates efficiently

in a language

can be unders-

tood better than

others who

don’t.

The purpose of this article is

not to claim that Spanish is

better than other languages,

but to point that the Spanish

speakers should be very proud

of what we can do with our

language, how it has risen

around the world thanks to the

Internet (the best media today.

And finally, to point out the

benefits of being a Spanish

speaker and why it is important

to speak it “well”. The better we

speak, the easier it will be to

establish communication with

others.

By Ivan Chí

Why to use our language

appropriately?

Pho

to b

y L

iz C

hávez

11

May 2013 Insights

As ve gp uhtpugh sahppl ve leato a lpu pf uhiogs uhau,

hppefully, ve nay tenenbet fptexet aod aposidet uhen

neaoiogful leatoiog. Oo uhe puhet haod, ve vpuld ptpbably fiod

spne uhiogs uhau ate diffiaulu fpt us aod hete is vheo exaluauipo plays ao inpptuaou

tple io put aaadenia dexelppneou.

Wheo ve ate io sahppl, ve ate alvays patu pf a gtpup pf suudeous uhau ate uaughu uhe

sane uhiogs au uhe sane uine, buu ve haxe up be avate uhau exety hunao beiog is

diffeteou ftpn uhe puhet aod uhau is vhy spneuines uhey leato io diffeteou vays aod au

a diffeteou paae. Spneuines iu is diffiaulu fpt ueaahets up opuiae uhese diffeteoaes io

leatoiog, espeaially io latge gtpups; uhau is vheo exaluauipo

nay ptpxide a gppd feedbaal vhiah aao help ueaahets

up enphasice uhe diffeteou ateas io vhiah suudeous

oeed up vptl po aod alsp uhe ateas io vhiah uhey haxe

teaahed all uhe leatoiog pbjeauixes.

Hpt spne uine, ve haxe beeo haxiog eyans as uhe

poly vay pf exaluauiog, buu opv ve lopv uhau uesus

aod eyans ate opu alvays teliable due up diffeteou

faaupts uhau aao affeau uhe suudeou’s petfptnaoae,

suah as, beiog oetxpus, haxiog petspoal ptpblens pt

vptties, vhiah aao affeau, anpog puhet uhiogs, uhe de-

gtee pf xalidiuy aod teliabiliuy io uhe eyan.

Hptuuoauely, uhete ate puhet vays up exaluaue suudeous’ leatoiog aod petfptnaoae. Hpt

eyanple, uhe use pf leatoiog pptufplips, vhiah aposisu pf a teaptd pf all uhe vptl uhau uhe

suudeous haxe dpoe dutiog uhe aputse; uhey help ueaahets aod alsp pateous up see hpv

vell pt bad uhey ate inptpxiog, aod guide uhen up teaah all uhe leatoiog pbjeauixes.

Fxaluauipo is ao inpptuaou uppl fpt ueaahets up nale sute suu-

deous haxe leatou vhau uhey oeed up leep npxiog po. Io puhet

vptds, viuh op exaluauipo suudeous vill npxe po up uhe oeyu

lexel viuhpuu lopviog vhau uhey oeed up aaruite, aod au spne

ppiou uhey vill geu suual.

We aao geu a lpu pf iofptnauipo ftpn suudeous’ exaluauipo uhau

vill be xety useful fpt all uhe pepple ioxplxed io uhe suudeous’

leatoiog ptpaess up help uhen gp uhtpugh uhe tighu vay aod

leato vhau uhey oeed io ptdet up be suaaessful, opu poly io

sahppl buu alsp io life.

EVALUATION

The importance of

By Aualía Maaías

Photo

by Jo

nath

an V

Illanuev

a

12

May 2013 Health

Think exercise is all about weight loss?

You surely have heard about the

advantages of working out: that is

good for you, for your image and your

health; but besides the obvious facts

that it helps you keep fit and healthy,

here are some other benefits of wor-

king out that may convince you to

start moving your body.

N° 1 Are you a student? Well, exer-

cising increases the level of brain

chemicals, which help make new brain

cells and establish new connections

between brain cells to help us learn.

Activities, like playing tennis or ta-

king dance classes, provide the big-

gest brain boost because as the

health expert Ratey explains, "You're

challenging your brain even more when

you have to think about coordination.”

N° 2. Many studies have proven that

people who work out regularly have

better memory and concentration

than sedentary people. And it doesn't

take much: walking for 45 minutes

three times a week is

enough to

improve your mental

sharpness.

N° 3. Exercising reduces stress,

depression and anxiety by

diminishing electrical activity in

tense muscles as soon as you finish

your workout and for two hours af-

ter your body continues releasing

more endorphins, which boosts your

mood and promotes relaxation.

N° 4. Ask yourself this simple

question: Do I feel better about

myself when I'm on the couch

eating a bag of potato chips or

after a great workout at the gym?

If you're out of shape and start

working out, you'll gain muscle tone,

strength, and you'll feel better

emotionally. This inevitably will

increase your self-confidence.

There are much more advantages.

If exercising a little will help you

become better in school and in

your personal life, what are you

waiting for? 30 minutes, three

times a week is enough. If you get

bored easily try a sport or dance.

Start now. Remember that it is your

body, where you live in it. Take care

of it.

Think twice, it also makes you happier and smarter!

By Lizmar Lara

Refere

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13

Health May 2013

Having healthy eating habits…

Do you skip breakfast when you are in a hurry to go to school?

Or when taking a meal, do you prefer eating only your favorite food? Do you prefer to buy a soda instead of drinking just water? Do you prefer to eat “chips” or chocolates instead of an apple?

IT´S POSSIBLE

What this means is that when some people enter the university, their eating habits change because of the school routine.

“““thinthinthin University student to University student to University student to

If you answered “Yes” to at least in one of the previous questions, you are not having healthy eating habits. It is said that the evolution of the student in this degree is from:

Why?Why?Why? The one million dollar question is…

Our bodies need food to grow healthy and also increase our productivity in the routine. Unfortunately, University stu-dents eat “junk food” instead of healthy food. In addition to that, they do not take enough time when having a meal; they do it in a hurry. How you eat your food is as important as what you eat. So, the next time you sit down to eat, enjoy your meal by keeping these 5 points in mind:

* Eat slowly; chew your food well: if you take the time to chew your food well, you will find you end up eating less. * Eat less red meat: red meats are high in saturated fat. Chicken and fish are the best meats options. * Have onion and garlic: onion decreases blood pressure and garlic decreases cholesterol! * Have foods that contain iron: fruits, vegetables, beans, dried fruits and whole grains. It could be difficult but... AVOID eating junk food!

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By Jesús Tzel

14

May 2013

Jaguar, the mascotJaguar, the mascot

The Universidad Autónoma

de YuaauAo is lpaaued io a

laod full pf oauutal aod nao-

nade vpodets, a plaae full pf

nysuiaisn ftpn uhe hisupty pf

uhis laod pf uhe Mayao auluute.

This auluute has as ius gteauesu

eyppoeou a sagaaipus aoinal,

full pf nysuety aod gtaae, uhe

jaguat.

The Mayans considered this

aoinal as ao anbixaleou

synbpl pf datloess aod

lighu. This is tepteseoued

xituually io all naoifesuauipos

pf Mayao atu, ftpn aeta-

nias, up paiouiog aod saulp-

uute.

The jaguar represents

iospitauipo aod npuixauipo

fpt uhis tegipo, ius sigoifiaao-

ae is eoptnpus suah is uhe

aase uhau opv uhe jaguat is

patu pf put beiog aod poe

eleneou pf ideouiuy fpt

UADY.

The jaguar is the mascot of

UADY, ius naio synbpl, uhau

tepteseous all uoixetsiuy

spptus ueans, ftpn ahess up

fppuball aod baseball

ueans. “Gatta Jaguat, ptgu-

llp uoixetsiuatip” is uhe

phtase used by uhe Uoixetsiuy

up eoaputage put ueans up dp

uheit besu io ptdet up vio, lee-

piog io niod uhe nysuiaisn aod

gtaae pf uhe jaguat. The jaguat

apouioues ius jputoey, aaapn-

paoyiog uhe uoixetsiuy apnnu-

oiuy uhau has adppued iu as poe

pf uhe esseouial eleneous pf

uheit ideouiuy, npxiog bpuh

upvatds uhau btighu fuuute ve

vaou fpt putselxes, put Alna

Mauet aod put spaieuy.

By Pablp Medioa

For the sixth time in a row The Getnao uean, uhe autteou ahanpipo io

Futppe, gpes fpt a oev ahanpipoship io

Svedeo 2013. Yes, pf aputse, I'n opu ualiog

abpuu uhe Getnao nale uean vhp vas de-

feaued by Iualy io uhe Futp Cup lasu yeat, buu

uhe fenale uean vhp vpo uheit fifuh apose-

auuixe uiule agaiosu Foglaod io Hiolaod 2009.

The apouioeoual Futppeao uputoaneou is

played sioae 19e4, aod uhe fitsu ahanpipo

vas uhe autteou hpsu uhis yeat, Svedeo.

Alpog uhe yeats, uhete haxe beeo 10 edi-

uipos aod poly 4 Nauipos haxe taised uhe aup

(Sweden, Norway, West Germany, and East

Getnaoy) beiog Getnaoy uhe nayinun

viooet viuh siy xiaupties, poe io 1991 aod fixe

ftpn 1995 up 2009.

The Getnaos ate uhe faxptiues up be uhe

ahanpipos agaio. Hpvexet, uhese gitls vill

opu haxe uhiogs easy au all. Tp vio uhe ahan-

pipoship uhey haxe up rualify fpt uhe oeyu

suage depeodiog po uheit tesulus io uhe nau-

ahes viuh uhe puhet ueans pf gtpup B

(Norway, Iceland and the Netherlands).

Io uhe puhet gtpups uhete ate puhet ueans

uhau seen up be sutpog as vell, suah as Fo-

glaod (gtpup C) aod Svedeo (gtpup A) up

vhpn uhey vill ptpbably faae io uhe oeyu

tpuods.

By Jptge Pétec

Sports

15

May 2013

In recent years Google+ has be-

apne poe pf uhe npsu inpptuaou

spaial oeuvptls. Ius dexelppneou pf

naoy uppls iu is uhe naio ley pf uhis

suaaess.

We can make use of this incredible

spaial oeuvptl aod be sute uhau ve

ate opu gpiog up be disapppioued.

Maoy Gppgle uppls ate petfeau fpt

us, fuuute laoguage ueaahets, suah

as Gnail, Gppgle Dtixe, YpuTube,

Gppgle uall, Blpgs, Gppgle Maps,

Gppgle Caleodat, aod pf aputse uhe

Gppgle- feauutes

uhenselxes, lile

uhe Citales, Gpp-

gle Haogpuus,

Cpnnuoiuies pa-

ges, aod, pf aput-

se, uhe Gppgle

btpvset aod uhe

Gppgle seatah

eogioe.

All these appli-

aauipos aod uppls

uhau Gppgle haxe ateaued pxet uhe

pasu yeats vete puu up vptl upgeu-

het io uhis gteau spaial oeuvptl fpt

ftee! This is a gppd ahaoae up geu

put suudeous auueouipo aod uale

adxaouage pf uhe ueahoplpgy up

ptpxide put suudeous viuh vhau is

oeaessaty up geu a neaoiogful edu-

aauipo.

We can use all these tools to

ateaue ahau tppns up ptaauiae uhe

lisueoiog aod spealiog slills. Use

blpgs aod uhe spaial oeuvptl apnnuoiuies

aod pages up ptaauiae uhe vtiuiog aod

teadiog slills upp.

Iu is a appl vay up nale alasses npte au-

utaauixe fpt suudeous aod alsp up leep put-

selxes updaued viuh uhe oev ueodeoaies aod

ueahoplpgies used atpuod uhe vptld io FLT.

Students will be thankful to have the op-

pptuuoiuy up use oev neuhpds aod ueahoi-

rues up apouioue leatoiog aod dp iu io a

neaoiogful vay. The besu ve aao dp as

ueaahets is up ioalude ueahoplpgy io put les-

spos.

Did ypu lopv all uhese Gppgle uppls aod

appliaauipos ate

beiog used by uhe

Iouetoauipoal Spaae

Suauipo, uhe Ptesi-

deou pf uhe Uoiued

Suaues aod naoy

inpptuaou pepple

atpuod uhe vptld?

Sp, vhy ate ve opu

naliog use pf

uhen? Iu is uine up

ahaoge aod disap-

xet all uhe beoefius pf uheit use. Buu fitsu, ve

haxe up speod spne uine uesuiog, usiog aod

uodetsuaodiog eaah uppl. We beuuet suatu

uhis jputoey aod ppeo put niods up uhe use pf

uhe oev ueahoplpgies io eduaauipo, espe-

aially io Foglish Laoguage Teaahiog, put field.

By Gipxaoy Sexilla

The use of

In ELT

Technology

16

Technology May 2013

Importance of the Internet in

English Language Teaching

The Internet has become

essential nowadays. But how impor-

tant can it be in education? Today

the Internet is not only used to find

information about every aspect and

topic, but it is also used to create and

share information. This is called

Web 2.0, a powerful tool that enhan-

ces worldwide communication.

As English teachers we can use

these tools to create dynamic and

interactive activities based on com-

munication and social contacts. Stu-

dents can be encouraged to continue

learning and practicing English with

these web pages. In addition, moti-

vation can be increased dramatically

to make students’ attention comple-

tely yours. The following are some

suggestions about the Web 2.0 pages

that can be used in ELT:

Comics –Students can create their own comics and practice their writing ski-

lls. You can try: www.comicmaster.org.uk and

www.makebeliefscomix.com. These are great and free web pages used for

creating comics.

Avatars – Students can develop their speaking avatar as a way to practice pro-

nunciation and grammar skills. On the other hand, teachers can devise the

avatars and test students’ listening skills and comprehension. Try

www.voki.com. It is a free educational web page.

Diagrams – Diagrams are a wonderful way to demonstrate students knowled-

ge and learning about a topic. Here are some useful web pages to make

diagrams: www.mindmeister.com/eu and www.cacoo.com/lang/es/.

Blogs – Blogs are a fine way to share ideas and thoughts. They are excellent

to practice writing skills. Here is a safe and completely educational web

page for blogs: www.edublogs.org

Stories – Another good way to practice writing and grammar. You can also

combine it with speaking and pronunciation if you ask students to share

and present their stories to their classmates. www.storybird.com is a re-

markable, free and educational web page to develop stories with incredi-

ble illustrations. Students can even send you their stories and you can

check them on the web page.

Slideshows and videos – Students can produce their own slideshows or videos

17

Technology May 2013 May 2013

and present them in class in order to practice their speaking skills, or you can

make your own slideshow and video and create a dynamic and entertaining

way to present a topic. Here are two useful web pages:

www.photopeach.com and www.animoto.com/education.

Wikis – A wiki is the best example of a website where people can modify, create

and share information in the Internet. Cooperative writing and communicati-

ve skills can be practiced using wikis. Here are some educational web pages

related to wikis: www.wikisineducation.wetpaint.com/ and

www.wikispaces.com

Presentations – PowerPoint presentations are becoming obsolete and students can

get bored with them. Now, interactive and dynamic presentation can be done

using www.prezi.com. It is a novel and free tool.

In addition, you can also try some web pages to create and prepare mate-rials for your classes:

Flashcards – To prepare flashcards for your classes try www.quizlet.com and http://cambridgeenglishonline.com/Flashcard_maker/

Educational Social Network – Get in contact with teachers all over the world. Get and share ideas, activities and lesson plans. www.edmodo.com is the best educational social network available nowadays.

Videos – Do you need to project videos and you are scared of possible inappro-priate content in Youtube? You can try www.youtube.com/education or www.schooltube.com

Platform - http://www.edu20.org/ is a free and amazing tool for online classes and homework.

Getting ideas – You can find ideas, information, activities and lesson plans in web pages like www.discoveryeducation.com, www.teflpedia.com, www.google.com/edu/ and www.teachingenglish.org.uk. Although the Internet provides lots of tools that are specialized in learning English, in order to be successful you need to be creative, not to overuse them, always have an educational purpose and try to find more tools so you can have a wider variety of options.

By Diego Sanchez

18

May 2013 Technology

Have you ever used any

kind of free software? Did

you like the experience?

Many people say that free

software is useless and they

prefer to use proprietary

software. In this article, we

will explain what “free soft-

ware” means and its advan-

tages.

FREE Software: FREE Software:

By Jaime Ac

Nowadays, we are living in a world where proprietary software is the leader in the field of technology, Microsoft with millions of followers all around the world is the perfect example. Many people only use this kind of software in their computers because they trust in their reliability over free software. However, if we compare products we will see that there is no much difference between them, and we can find

Welcome to FREEDOM! even more benefits from free software. The term “free software” has been misun-derstood for many people due to the word “free” which in English can have two different meanings; “It does not cost you any money” and “freedom”, which is its real meaning. It is called “free softwa-re” because it gives the users the freedom to share study and modify it according to their needs.

The Advantages: *One of the main advantages of free software is that it is available at a low cost or in some cases it can be totally free. You can share it with anybody without worrying about copyright. * You can install the software in many computers as you wish. You do not have to buy extra-licenses. *Free software also provides better secu-rity to the users. Proprietary software is vulnerable to hackers’ attacks and it is more likely to be threatened by virus. Many people use

proprietary software without buying it. They crack it, and this contribu-tes to piracy, one big problem to-day. It is time to change our minds

and stop thinking that proprietary softwa-re is better. Now we can find many alter-natives to expensive software at lower costs which can do almost the same tasks. To end this article, we would like to invite you to try free software, and if you like it,

spread the idea among your friends and family. Let’s become part of a social movement in favor of FREEDOM.

19

May 2013 May 2013 Think up

Front of the Class narrates the true story of

Brand Cohen, who has suffered from Tourette’s

syndrome since a very young age. Tourette is a

sometimes misunderstood disorder that doesn’t

allow the person to control his/her outburst

movements and noises. In this movie, we get to know the life of a

courageous man who, despite being challenged by Tourette, manages

to become an outstanding second grade teacher.

Brand Cohen goes from being ridiculed, mocked, beaten and ex-

pelled from several schools, to become a remarkable man who learns

how to deal with Tourette with his positive attitude and determina-

tion to achieve his goals becoming an encouraging role model.

Tuesdays with Morrie is a

non-fiction novel that tells the

story of Mitch Albom,a success-

ful sports columnist, and his old

sociology profesor, Morrie

Schwartz. Live turned them apart, but death

cross their paths again.The book is based on the

last fourteen Tuesdays they met. Their weekly conversations were

about acceptance, communication, love, values, openness, and

happiness.

You cannot miss the opportunity to learn about the life and legacy of

Morrie Schwards, the teacher we all would like to have or have had.

Reviews

By Mariana Moguel

20

ALBERT’s new invention didn’t work again. This was the 1,000 try he had made. He was very sad to keep working on that. It was too late, so he went bed and fell asleep straightaway. When Albert woke up, he wasn’t in his bedroom anymore. He was sitting against a tall apple tree in a strange place he’d never seen. ‘Where am I?’ He talked to himself. When he stood up, he realised that there was a tall white salmon wearing a black dinner jacket oppo-site him. The salmon tipped his gray hat to him and said: ‘Good morning, sir! You must be Albert!’ ‘Yes, I am… and you are…’ ‘Mr Salmon, you can call me Mr Salmon.’ The salmon interrupted. ‘Oh, I should have guessed so.’ Replied Albert. ‘Welcome to Unreality!’ Said Mr Salmon with en-thusiasm. ‘Unreality? Where on earth am I?’ Asked Albert. Mr Salmon’s enthusiasm lowered. He got a little angry. ‘Manners! Manners! It’s what I always ask people for when they visit us. Humans! You cannot be-have yourselves anywhere! Anyway, you must be one of those inventors whose ideas seem undoa-ble, aren’t you?’ ‘Hmm… I guess I am,’ he said with a downcast expression. ‘By the way, can salmons speak?’ Albert said to Mr Salmon with a puzzled face. ‘In dreams we certainly can.’ The Salmon said looking into Albert’s eyes. ‘-So, if this is a dream, you must be part of my imagination, and therefore, this is not real, is it?’ ‘Reality! Why are humans always talking about reality?! They should talk about unreality, too!’ ‘That’s because unreality doesn’t exist, does it?’ Albert said with his folded arms and frowning at Mr Salmon.’ ‘Well, listen. For thousands of years humans have wondered whether unreality exists and where it is.’

‘Yes, we have.’ ‘Well, unreality does exist.’ ‘It does?!’ Albert said astonished. ‘Yes, it’s just that humans haven’t found the place where it is located. I’ll tell you where it is: inside your dreams. Dreams are the place where your imagination lives, where you create crazy things, things no one has ever imagined. Then, you work out how to make those things real, and you invent them. And that is the precise moment when those things become real; when they become part of the world you live in: reality.’ ‘So, this dream, I mean, this place is called Unre-ality. It seems logical. But anyway, could you tell me what I am doing here?’ ‘You will find the answer in your right trouser pock-et. But don’t search your pockets for it yet, please. Come with me first.’ ‘Yes, sure, but where?’ ‘Wait and see.’ Mr Salmon clapped his fins twice

and both he and Albert disap-peared. In a mat-ter of seconds they found them-selves outside a huge pale yellow store. There was nothing else around them. ‘We’re now right in the centre of Unre-ality’ said Mr Salm-on enthusiastical-ly. ‘But there is noth-ing else around!’ Albert said sur-prised. ‘Yes, you are right; that empty space will be occupied when this store

becomes bigger; when people like you come up with new ideas.’ ‘I don’t understand.’ ‘You will soon, Albert, very soon.’ Mr Salmon sounded as if he was making a big promise to

May 2013 Welcome to Unreality! By Stephen Duarte

21

Mr Salmon clapped his fins twice. They appeared in a completely white room. There was nothing but a door on their right. There was also a big calendar in front of them. ‘Look Mr Salmon. There’s a calendar. Let me see what date it is. It seems it is… Failure the 1000th? What?!’ ‘Like money, neither months nor days exist in Unreality, Albert.’ ‘Does this place have something similar to my world?’ Albert wondered. ‘Oh yes, this calendar includes a word-of-the-day section.’ ‘Yes, you’re right!’ There was something written in the calendar which read: search in your right trouser pocket for it. Albert looked at Mr Salmon and Mr Salmon nodded. Then, Albert dug in his pocket and brought out a folded piece of paper. ‘What is this Mr Salmon?’ ‘You’ll see.’ Mr Salmon replied firmly. Albert nodded this time. He unfolded the piece of paper and read what was written on it aloud: Persistence: the act of turning unreal things into real ones in spite of the number of tries they may take. As soon as he finished reading this, Mr Salmon’s watch started to go off. Albert realised his time was up. ‘Thank you Mr Salmon. I’ll never forget this day, I mean, this Failure.’ ‘Thank you for your visit, Albert. Open that door on the right and don’t forget that Unreality does exist.’ ‘I won’t, I promise. By the way, where does that door lead to?’ ‘Just open it and enter. You’re already familiar with that place.’ ‘Goodbye Mr Salmon!’ Albert said as he waved his hand and entered the place. Albert woke up.

The end

Albert. ‘Anyway, feel like doing some window shopping, Albert?’ ‘Yes, why not?’ ‘Let’s go then.’ They entered the huge store. The place seemed even much bigger inside. There were hundreds of things Albert had never seen before. The Salmon smiled at him and said: ‘Check the prices.’ ‘But I have no money.’ ‘Don’t worry! Money doesn’t exist in Unreality.’ ‘How much does that flying house cost?’ ‘Check it yourself.’ Albert came close to the price tag of the flying house and it read ‘50,000 failures plus 25% of taxgination’ ‘50,000 failures plus 15% of taxgination?’ Albert wondered. ‘I told you money doesn’t exist here.’ Suddenly, something else called Albert’s attention. ‘Wow! An endless-ink pen! It costs… 8,000 fail-ures plus 15% of taxgination. Everything here is very expensive Mr Salmon!’ ‘Very expensive indeed! That’s one of the biggest differences between your world and my world: in Unreality you cannot get new things by simply using money. You need failures and imagination.’ ‘Oh, I see.’ Albert said as he nodded. Then, Albert realised that there was also a time machine. He ran towards it and checked the price tag which read: priceless. Mr Salmon smiled once again and said: ‘There are things that will never become real, Albert. No one will ever invent a time machine. However, this doesn’t mean that you cannot imag-ine what would happen if it existed. Someone has imagined it and that’s why it exists at least in the unreal world. But this is one of the very few unreal things that you cannot turn into a real one. There are lots of inventions waiting eagerly to appear in your real world!’ Albert got speechless at Mr Salmon’s speech. Afterwards, Mr Salmon looked at his watch. Al-bert’s time in Unreality was running out. ‘Follow me, Albert. We should make one more stop.’ ‘Ok, let’s go.’

May 2013

22

May 2013

Poetry in motion...

Express

yourself

By Alfonso Marrufo

Poema 2

Acariciando la piel de la poesía,

me he embriagado de vuestras palabras.

Este andante caballero que a diario pelea enardecido

tendrá en su alma en cuenta,

que aunque las noches sean largas

anhelará siempre vuestra compañía en su corazón enaltecido.

Tener siempre el alimento que me proporciona,

de tu recuerdo los apasionados versos

dado me ha todavía más ganas de escribiros.

Y vuestra presencia y vuestro encanto,

he de deciros…

¡Subliman, oh Princesa, tu presencia,

tu sonrisa y tus besos!

Y si por lo anterior vos sintiere

que he escrito algo que vuestro corazón repeliere,

decidme sin dudar que es aquello que mi ser disidiere

y lo que vos deseáis…

¡qué con el corazón en la mano yo hiciere!

23

May 2013 Express yourself

Mariana Moguel

Atalía Macías

Doodling

Stephen Duarte

24

May 2013 Express yourself

Seiji Yokoyama

Shingo Araki &

Two important men in the Saint Seiya world

When we think

of Saint Seiya’s

popularity, we

allude it all to

Kurumada-sensei,

the man behind

the story. We

rarely think in

the important role that the

characters and the

quality of its melodies

had in its popularity.

How can we forget

those elegant and

beautiful main charac-

ters? Or the melodies

we can hear in each

saga? But, who are the

people behind these

two forms of art?

First, we have

the visual part which

was done by the

animation artist and

character designer,

Shingo Araki (1st

January 1939 - 1st

December 2011). Many

of his characters

feature slim and flexible bodies,

either male or female ones.

However, sometimes he also

designed characters with huge

bodies. Other noticeable characte-

ristics are the expressive

eyebrows, large and stylised eyes,

and long and thick hair. Although

his work was exceptional and ele-

gant, rich in form and colour, we

wouldn’t have many of the finest

Saint Seiya characters if Michi

Himeno hadn’t become his

assistant. She was trained

in an art academy; hence

she has a delicate stroke

which portrays sweetness

in her characters with a

fragile and feminine

personality. Having realised

this, Araki put her in

charge of outlining his

sketches and even polishing

his work. Since then they

worked together, and were

known as the Araki-Himeno

duo; he was in charge of

the male characters,

whereas she focused on

the female ones. That’s

the way they worked for

Saint Seiya and thanks to both of

them we have such fine and

beautifully elegant characters.

Now we have the musical part which

25

May 2013

was developed by Seiji Yokoyama

(17th March 1935). He’s a graduate

student of the Kunitachi College of

Music, where Kazuko Kawashima,

the woman who sings in “Aria of the

Three” and “Hyoga’s Theme”, also

studied. Yokoyama’s influences are

baroque music, especially the work

of Johann Sebastian Bach, and the

pre-romantics and romantics from

the XIX century. For

Saint Seiya he

mainly used classical

music instruments

like the piano, violin,

harp, trumpet, flute,

and trombone. His

favourite one is the

trumpet and it’s evident in

songs like “Elysium” and

“Seven Senses”. He also

used modern instruments

like the electric guitar,

bass, and drums.

“Pegasus Fantasy” and

“Blue Forever” are the

best examples of this. He used

many other instruments like the

mandolin, harmonica, xylophone

(another fetish), and even the

organ to depict the religious

atmospheres for the film Warriors of the Final Holy Battle (1989). But

beyond the wide number of instru-

ments he used, Yokoyama was a

genius at depicting with his music

situations of hope, sadness, happi-

ness, or when the Saints where

fighting. It is also

worth to mention

that he compo-

sed new songs

for each saga

and that they

brilliantly

corresponded

to each context. It was

partly this music style what made

many people become so

attached to the series.

I know that without

Kurumada’s story we

wouldn’t have Saint Seiya,

but Shingo Araki and

Seiji Yokoyama’s work

(plus their women’s) play an

important role in the anime

series’ popularity and it is

fair to acknowledge it.

Without any of them, things

wouldn’t have turned out the

same.

By Karla Ramírez

Express yourself

26

Entertainment May 2013

ELT Crossword Puzzle

Across

2) It is a term which describes the techniques teachers use in order to get

information from the learners. 3) Mistakes which students can’t correct

themselves and which therefore need explanation. 5) During this process

we get an overview of a reading or listening passage. 6) It is when a

student tries to say something but does not yet know the correct way of

saying it. 8) This term refers to the relationship that the students have with

their teacher and vice versa. 9) Mistakes which students can correct them-

selves once the mistake has been pointed out to them. 11) This term is

used when the input becomes part of the learning process. 12) It refers to

our general understanding while reading a text.

1 4

2 10 13

3 5

6 11

7

12

8

9

By Sonia Noj

27

Entertainment May 2013

Crossword Puzzle answers:

1.Receptive; 2.Elicitation; 3.Errors; 4.Bottom-up; 5.Top-down; 6.Attempt; 7.Productive; 8.Rapport; 9.Slips; 10.Noticing; 11.Intake; 12.Gist; 13.Schema

Down

1.- In the ____________ skills students respond to language and the meaning

is obtained from the discourse. 4) This process focuses on the individual

details like words or phrases to understand the whole. 7) In the ____________

skills students have to produce language. 10) It refers to the idea that if

learners pay attention to the form and meaning of certain language struc-

tures in input, this will contribute to the internalization of the rule (Batstone,

1996). 13) According to Guy Cook (1989) this term refers to “our pre-

existent knowledge of the world”.

HUMOR Be a happy face in

the crowd...

Can anyone tell me the

imperative of the verb

"to go?"

Go, class, go! Thanks! See you

tomorrow!

If big elephants have

big trunks, do small

elephants have

suitcases?

By Sonia Noj

28

Eventually you’ll be in charge of the talks.

Are you getting ready for the challenge?

á

LEII Academic Talks is an event in which the students from the last semester share their knowledge with their peers from previous semesters. In this event you will have the opportunity to show all the improvement and knowledge you have gained during

8 semesters in LEII.

We had our first LEII Academic Talks in May 2013 and we are looking forward to making this a tradition.

Professors involved:

Myrna Balderas

Humberto Cervera

María Teresa Gullotti