24. November 2013 · Comments Off on The Survey · Categories: News · Tags: ,

In this sense, the survey data, pertaining to the technology acquisition, as well as other aspects of the investigation, tends to confirm the impression that, in general, in the Venezuelan business environment has dominated the criterion that the fundamental and almost exclusively technical changes in the firm is via new investments in physical facilities, especially in machinery and equipment. In this way, the technology ends up being almost a black box, after which are achieved by combining certain inputs and convert them into products that are sold in the market. Acquisition of intangible (knowledge, information) it is taken as being least important and thereby commits the constant improvement of the productive performance of the company through a strategy of technological domain. As part of this fact is known, accordingly, that the acquisition of technology is not perceived as a long and complex process oriented according to the technological domain by the company and which implies, inter alia, the negotiation with the suppliers in order to achieve an agreement within which this last purpose can be achieved to the greatest extent possible. Contrary to the above, seems to be understood that the acquisition of technology, fundamentally, represents an act that is of the same characteristics than the one whereby you buy a commodity, similar to any other definitely, the biggest weakness of the Venezuelan companies is not identified with the relevance and importance of their technology training or information needs, nor of its competitive strength and the requirements they need to successfully cope with an increasingly competitive environment. In other words, managers of the country do not seem to be aware of the importance of its human capital to be able to compete successfully, as well as of the importance of building partnerships and acquire new managerial both technologies of production. The empirical evidence suggests, that the Venezuelan companies have not addressed the modification of its organizational structures and their management schemes, in order to respond successfully to the new situations that they derive from the transformation of the environment.

10. November 2013 · Comments Off on Basic Education Centers · Categories: News

In the Dominican Republic some sectors show resistance to inclusive education, believing that if all regular schools become inclusive, then the special education centers will disappear. But not, as these centers will serve centers support to mainstream schools. The recommendations of the Ibero-American Meeting of Directors of Special Education and Basic Education, held in Foz de Iguazu, Brazil, in 1998 and in Santo Domingo, in 2001, provide that special education services of the ministries of education countries should be oriented according to the inclusive education policy, articulating the different educational sectors and providing intersectorality. Department Order 18 "2001 authorized the reorganization of special education centers and 24" 2003 establishes the National Guidelines for inclusive education, the latter consists of 31 items, given in Santo Domingo, Capital of the Dominican Republic at 4 days of July 2008. I think the best strategy is that the student is in the classroom and special educational needs are brought to the place where you will be given specialized treatment, but once completed are returned to the group. Research conducted in Europe, where more experience has been lived as well have walked all levels through history, passing by the cruelty, ridicule, indifference, attention to the exclusion, integration and inclusion of considered different, there are several factors that allow me to say that the inclusion of students with special educational needs regular education if possible, not to mention the fact that it is difficult. In such research could reveal that many students do not learn without apparent difficulties and other constraints have been assigned proper execution within regular schools, it was observed that at some stage of school life between 15% and 20% of all children with special needs. .