La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
Corruption in the education sector www.transparency.org TI Working Paper # 04/2009 accompanied by monitoring and adequate capacity building measures. With more people and administrative levels involved in education finance, opportunities for fraud and corruption have also risen. Reforms can create confusion about respective responsibilities and resource flows, leaving those within the education system unclear about the changes and their rights under the new system. Budget allocation. Countries with high levels of corruption invest less in public services, leaving the education sector under-funded.7 Resources may be channelled from schools in need, especially in rural areas, to those that are already privileged, such as in more urban regions. Funding also may be allocated based on where there are greater opportunities for private gain. Large contracts for building schools, buying textbooks or running meal programmes offer the potential for kickbacks, bribery, nepotism and favouritism. In addition, allocations to schools may be made using falsified data, such as inflated enrolment numbers. This uneven distribution of resources tends to benefit better-off students to the detriment of the poor and affects the equity of a nation’s education system. Off- budget allocations are particularly risky, especially when foreign donors provide direct financing to schools and bypass government departments or civil society organisations (CSOs) that could act as intermediaries.8 Budget execution. Earmarked resources may never reach schools and universities. In schools studied in Ghana and Uganda as part of TI’s Africa Education Watch, it was common to find payments each term delayed up to one year (see sidebar). Instead, finances may be embezzled by officials, misused in rigged tenders, or lost to administrative inefficiencies. Contract specifications may target a specific supplier and closed tendering processes may exclude potential bidders or lead to inflated prices. The extent of these 'resource leakages' can be sizable. According to countries surveyed by the World Bank, between 10 and 87 percent of non-wage spending on primary education is lost.9 As a result, textbooks may be of poor quality and insufficient quantity, the building infrastructure of teaching institutions may collapse, toilets may not be built and learning materials may go undelivered (see sidebar on pg. 4). Use of education resources. Funds that reach schools may not be used according to their intended purpose. Textbooks may be sold instead of being freely distributed, illegal payments may be made by school authorities using falsified receipts or the quantity of goods purchased may be inflated. Counteracting these abuses is further complicated when book keeping at the school-level is not audited or conducted at all. Findings from Morocco and Niger suggest 64 percent of primary schools lack any accounting system.10 What can be done? Transparency and access to information are essential to control
Presentación para la utilización de Pasen. Padres.cpsanfernando
Presentación preparada para que los padres del CEIP San Fernando tengan un soporte para el aprendizaje de la plataforma educativa Pasen, de la Consejería de Educación de la Junta de Andalucía.
Corruption in the education sector www.transparency.org TI Working Paper # 04/2009 accompanied by monitoring and adequate capacity building measures. With more people and administrative levels involved in education finance, opportunities for fraud and corruption have also risen. Reforms can create confusion about respective responsibilities and resource flows, leaving those within the education system unclear about the changes and their rights under the new system. Budget allocation. Countries with high levels of corruption invest less in public services, leaving the education sector under-funded.7 Resources may be channelled from schools in need, especially in rural areas, to those that are already privileged, such as in more urban regions. Funding also may be allocated based on where there are greater opportunities for private gain. Large contracts for building schools, buying textbooks or running meal programmes offer the potential for kickbacks, bribery, nepotism and favouritism. In addition, allocations to schools may be made using falsified data, such as inflated enrolment numbers. This uneven distribution of resources tends to benefit better-off students to the detriment of the poor and affects the equity of a nation’s education system. Off- budget allocations are particularly risky, especially when foreign donors provide direct financing to schools and bypass government departments or civil society organisations (CSOs) that could act as intermediaries.8 Budget execution. Earmarked resources may never reach schools and universities. In schools studied in Ghana and Uganda as part of TI’s Africa Education Watch, it was common to find payments each term delayed up to one year (see sidebar). Instead, finances may be embezzled by officials, misused in rigged tenders, or lost to administrative inefficiencies. Contract specifications may target a specific supplier and closed tendering processes may exclude potential bidders or lead to inflated prices. The extent of these 'resource leakages' can be sizable. According to countries surveyed by the World Bank, between 10 and 87 percent of non-wage spending on primary education is lost.9 As a result, textbooks may be of poor quality and insufficient quantity, the building infrastructure of teaching institutions may collapse, toilets may not be built and learning materials may go undelivered (see sidebar on pg. 4). Use of education resources. Funds that reach schools may not be used according to their intended purpose. Textbooks may be sold instead of being freely distributed, illegal payments may be made by school authorities using falsified receipts or the quantity of goods purchased may be inflated. Counteracting these abuses is further complicated when book keeping at the school-level is not audited or conducted at all. Findings from Morocco and Niger suggest 64 percent of primary schools lack any accounting system.10 What can be done? Transparency and access to information are essential to control
Presentación para la utilización de Pasen. Padres.cpsanfernando
Presentación preparada para que los padres del CEIP San Fernando tengan un soporte para el aprendizaje de la plataforma educativa Pasen, de la Consejería de Educación de la Junta de Andalucía.
Carrera solidaria en el CEIP San Fernando. Día de la Paz. Enero 2014.cpsanfernando
Carrera celebrada en el CEIP San Fernando de Dos Hermanas, Sevilla; a beneficio de la Asociación de Espína Bífida de Sevilla, con motivo del Día de la Paz del año 2014.
El Real Convento de la Encarnación de Madrid, una joya arquitectónica y cultural fundada en 1611 por la reina Margarita de Austria, ha sido revitalizado gracias a una avanzada reconstrucción en 3D. Este convento, una maravilla del barroco madrileño, ha sido un pilar en la vida religiosa y cultural de la ciudad durante siglos. Su rica historia y su valor patrimonial han sido capturados en esta innovadora reconstrucción, diseñada para su exploración, una tecnología que combina la realidad virtual y aumentada para ofrecer una experiencia inmersiva y educativa.
La reconstrucción comenzó con una exhaustiva recopilación de datos históricos y arquitectónicos, incluyendo planos originales y fotografías de alta resolución. Estos recursos permitieron a los especialistas crear una réplica digital precisa del convento. Utilizando software de modelado avanzado, cada elemento arquitectónico y decorativo fue cuidadosamente recreado, desde los majestuosos muros exteriores hasta los intrincados detalles del interior, como los frescos y el retablo mayor.
El resultado es un modelo 3D que no solo respeta la integridad histórica y artística del convento, esto permite que un futuro los usuarios pueden explorar virtualmente el convento, navegando por sus pasillos, admirando su arte sacro y descubriendo detalles ocultos que, de otro modo, serían inaccesibles.
Esta reconstrucción no solo preserva la historia del Real Convento de la Encarnación, sino que la hace accesible a un público global, permitiendo a estudiantes, historiadores y amantes del arte experimentar la grandeza del convento desde cualquier lugar del mundo. Además, la implementación de tecnologías de realidad virtual y aumentada ofrece nuevas oportunidades para la educación y el turismo cultural, haciendo del convento un ejemplo brillante de cómo la tecnología puede ayudar a preservar y difundir el patrimonio histórico.
En resumen, la reconstrucción 3D del Real Convento de la Encarnación es un proyecto que combina el respeto por la historia con la innovación tecnológica, asegurando que este tesoro del barroco madrileño continúe inspirando y educando a futuras generaciones
