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Pablo Duzan

Alejandro Pardo

Juan David Rojas

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Primer Mapa - Dani Cabeza Acevedo - 202317167

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Primer Mapa - Dani Cabeza Acevedo - 202317167

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REGLAMENTO Y ACUERDOS GRUPALES (GRUPO 02)

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REGLAMENTO Y ACUERDOS GRUPALES (GRUPO 02)

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ACUERDOS (Grupo de trabajo 02) PROPIEDAD 24-01

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Propiedad 20y 20derechos 20reales 20 Contrato 20de 20trabajo 20en 20equipo 20 def 

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Silvana Laserna

Isabela Estrada

Juan Martín Orjuela

María Camila Lombana

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Grupo 1 - Reglamento Interno y Acuerdos Grupales  (3)

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Maria Alejandra Suarez

Alan Velasquez

Jorge Peralta

Gabriela Quintana

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Penélope Salge Glick

Juliana Álvarez Moncayo

Camila Diaz

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Juan Nicolás González

Andrés Felipe Dávila

Alexis Solano Muñoz

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Margarita Pachón

María lucía Giraldo

Dani Cabeza Acevedo

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Laura Cediel

María José Ramos

Andrés Diaz

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Espero les sirva de ayuda para el semestre y que puedan revisarlo.

***Está relatoría es una excepción en tanto no se pudo grabar la clase. La idea es que todos hagan las lecturas asignadas y asistan a clases por lo que con el fin de incentivarlos no se realizará otra.

A la hora de asistir a clases, a los horarios de oficinas o monitorias se espera que hagan las lecturas previas.

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Horarios de oficina - Resolución de Dudas

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Horarios de oficina - Resolución de Dudas

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El horario de atención para resolución de dudas es el siguiente:

Martes y Miércoles: 2 pm a 3 pm

Viernes: 9 am a 10:15 am - 10:15 am a 11:30 am

Estas consultorías son grupales (mínimo 3 estudiantes, máximo 6).

Para solicitar estás sesiones pueden mandarla por los canales habituales.

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Students' experiences of a course go beyond the time which they spend with you in your classroom. As an instructor, you will interact with students electronically, via email (and/or Skype, Twitter, or other social media), as well as in your office hours, whether because they need guidance on a paper or problem set, or because they look to you for additional mentoring on topics ranging from their course selection to their career path. Depending on the nature of the course or of your students' needs, these kinds of out of class interactions may be even more meaningful than the time you spend in class. Helping students learn how to interact with you via email and in office hours is no less important than helping them understand the contracts which operate within the classroom; it is an important part of their own learning and development, and can help you become more effective and successful as an instructor.

Email and Other Electronic Communications

Instructors and students communicate by email (as well as text or social media) for any number of reasons-to disseminate announcements about assignments or some aspect of the syllabus; to ask and answer questions about a concept included in the course; to exchange feedback about a preliminary version of an assignment; or to seek other kinds of advice (e.g. about applying to an extracurricular opportunity related to the instructor's area of expertise).

Student email habits are a well-worn topic of conversation among instructors. Nearly everyone who has taught college students can recall receiving at least one email that begins with what feels like an inappropriate level of informality ("Hey, ..."), which makes a ill-scoped request ("Can you summarize your last seven lectures for me?"), or which is timed poorly ("Can you read a draft of my paper due two hours from now?") Rather than consider these mere lapses of etiquette, we think they speak to a deeper issue: namely, that students (especially those earlier on in their college careers) may not have a clear mental model of who their instructors are, what they can or can't do for them, or how to relate to them effectively-in contexts that go well beyond an email salutation. What really is the nature of your expertise? Are you there to help your students, or to evaluate them? What kinds of questions are you prepared to answer for them, and with what amount of lead time? At what point in a student's engagement in a topic or a project can or should they come to you for help? Are you available to talk through an idea? To give advice about a draft?

Email is only one of many areas in which you can set expectations about the nature of your relationship to students, but it can be a surprisingly powerful one. Making clear to students when you are available online, how quickly you may respond (whether over weekends, or before major assignment deadlines), and the kinds of matters that are well-suited for a quick email (vs. those which are better for office hours) is not only about logistics. It is also a way of rendering transparent to them the rhythms of academic life and the degree of planning in which they will have to engage to get the full benefit of their mentors' attention, in the future as well as now. Discovering that the "simple" question they emailed you actually polarizes an entire discipline can be academically illuminating.

Office Hours

Office hours are an important way for instructors and students to get to know each other better, and, if used effectively, can improve the teaching and learning experience for everyone. Knowing more about how your students are doing, their background in the discipline, or what their interests are, can help you tailor or adjust course content, while students who know you better may be in a better position to understand your expectations and to ask for help when they need it.

"Office hours" can take many forms. In many humanities and social science disciplines, office hours typically take the form of one-on-one appointments between students and their instructors in the instructor's office or a campus café; they may be oriented towards anything from an early semester get-to-know-you, to a follow-up question about a lecture topic, to advice about a research paper, to a request for a letter of recommendation or advice about a career path. In some STEM fields, by contrast, office hours may take the form of a group helproom in which multiple students drop in to ask questions about a problem set (though one-on-one office hours as described above are also common).

Whatever form they take, it is important when scheduling and advertising office hours to consider how to make them as truly accessible as possible to all students. Many students may feel reluctant to visit your office hours for fear that their question is too insignificant to merit a one-on-one meeting; others simply may have trouble making it to your office hours because of a scheduling conflict like a work-study obligation or an athletic practice. One of the common solutions to such scheduling issues-for the instructor to state that additional office hours can be arranged "by appointment"-may actually make office hours less accessible, in that the students have to go out of their way to arrange to see you. ( Read here one Harvard student's account of how a professor helped him overcome his reluctance to "bother" his instructors.)

There are a number of ways you can lower the bar to student participation in your office hours. You might:

ask every student to visit your office hours at the start of the semester, even if only for a 10-minute conversation, so that they know where to find you and are reassured that office hours needn't be a formal occasion. (You might also choose to schedule these first office hours in groups of three, so that students get to know each other as well as you.)

talk frequently in class about the kinds of things that students might ask you (or have asked you in the past) during office hours.

try holding office hours in a few student-friendly locations, especially if your normal office is off the beaten path.

Some instructors structure their office hours around a particular ritual or kind of hospitality; we know of faculty who have "walking office hours," taking students on strolls around campus, and others who always make their students tea or coffee before getting down to business. These routines can take some of the burden off of students to know what they are supposed to do-any student who is wondering "where will I sit?" or "am I supposed to just dive into my question?" will be relieved to be able to follow their instructor's lead.

Students Who Need Extra Assistance

You may occasionally encounter students who struggle to keep up with the work in your course, and for whom the kind of assistance which you reasonably can provide over email and/or in office hours isn't sufficient. It may be that they need the kind of specialized attention to their writing which is best sought from a dedicated writing tutor who has more experience moving writers along the developmental curve. Or perhaps the student is experiencing stressors outside of class-whether at Harvard, or at home-that are beyond your ability as an instructor to apprehend or remedy. Fortunately, Harvard provides students and their instructors with a full range of resources like the Harvard College Writing Center, the Academic Resource Center, and the Resident Deans for first-year students and upperclassmen. A student's resident dean is often the best place to start if you have concerns about their ability to complete their coursework. See our Bok Guide to Supporting Undergraduate Students (below) for more information.

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Students' experiences of a course go beyond the time which they spend with you in your classroom. As an instructor, you will interact with students electronically, via email (and/or Skype, Twitter, or other social media), as well as in your office hours, whether because they need guidance on a paper or problem set, or because they look to you for additional mentoring on topics ranging from their course selection to their career path.

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By asking students for feedback early or midway through a course, you provide yourself with the opportunity to learn what is working and not working in a class, and to make informed mid-course changes. Early feedback also provides you with an opportunity to have an open conversation with students about what can and cannot change about a class, improving transparency and revisiting the goals of the class and why it is run the way it is. Finally, by asking students to reflect on whether they are learning the things they need or want to learn, you are encouraging students to recognize the extent to which they, too, are responsible for what happens in the classroom.

We recommend the following protocol for collecting, processing, and responding to early feedback:

1. Determine what kind of feedback would helpful to you and your teaching staff. While students may not be experts on teaching, per se, they are well-positioned to tell you about their experiences trying to learn the material in your course. In general, the key areas that speak to a student's experience of a course are:

How the course is structured and organized;

How well the readings and assignments relate to the course goals;

The workload and amount of effort required;

The timeliness and usefulness of feedback students receive on their work;

Their experience of the course climate.

2. Frame the process for students. Students should understand that you are checking in on their experience of the course thus far, that you value their feedback, and that you will use it as you plan the rest of the semester. They should also be reassured that their feedback will remain anonymous.

3. Collect it. While some of the techniques we suggest for collecting Ongoing Feedback (e.g. minute papers at the end of class) can be used to collect early or midterm feedback, you may want to make use of a more thorough feedback form. Faculty course heads can sign up their course to participate in mid-semester feedback using Harvard's course evaluation system; see the Office of Undergraduate Education's website for more information. Additionally, Harvard offers instructors a number of online options, like the "ungraded quizzes" pre-loaded into your Canvas site, Qualtrics, or Google Forms. You might also consider using paper forms in-class. At the top of this page you will find a handful of sample forms which you should feel free to customize for your own purposes.

4. Process it. Whether you sit down with a member of Bok's senior staff, a Pedagogy Fellow, a mentor, or a peer, we recommend that you share your feedback with someone whom you trust to keep it in perspective. It is easy to fixate on one outlier comment, particularly a negative one. In their book Thanks for the Feedback, Doug Stone and Sheila Heen highlight three "triggers" that may keep us from learning from a piece of feedback: (1) truth ("this feedback is simply wrong"), (2) relationship ("whether or not it's true, I can't hear this feedback from you"), and (3) identity ("I'm not that kind of person"). An interlocutor can help you see past these triggers and discover patterns that your emotional response to the feedback can obscure.

5. Respond. Just as you owe it to your students to give them feedback on their graded work, you owe it to them to acknowledge their feedback on your teaching. It may very well be the case that you cannot address every one of the concerns that students raise. Teaching Fellows in particular often find themselves unable to moderate reading loads which seem excessive to students. That's fine-what is important is that you think through how you might at least explain to students how and why the class is structured as it is, and that you have heard and appreciate their perspective. You may want to go so far as to share the responses with them, even showing them a graph of the distribution of responses in the event that the class seems divided on the utility of a particular activity or assignment. (It might even prove to be a valuable opportunity to stimulate their metacognition, as they appreciate for the first time why another student found an exercise useful.)

6. Stick to your plan. Perhaps this goes without saying, but if you've promised students that you will change some aspect of your teaching in response to their feedback, make sure that you follow through! Better yet, co-opt your students into this process: tell them that you hope they'll hold you to account if they notice that something that might help their learning is going missing. By involving them in the design and delivery of your teaching, you'll help them become more aware of their own habits as students, and get more meaningful summative feedback at the end of the term.

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By asking students for feedback early or midway through a course, you provide yourself with the opportunity to learn what is working and not working in a class, and to make informed mid-course changes.

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Aquí pueden subir todos los datos que quiera, papers, obras, música, literatura... todo lo que deseen.

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El Mito de Prometeo sin duda representa una caracterización propia de la mitología griega, que señala la trascendencia y evolución de la humanidad más allá de sus orígenes divinos. Humanidad que, por cierto, contaba con el apoyo y beneplácito de Prometeo, el cual se enfrentó a Zeus, para garantizar a la humanidad cualquier tipo de beneficios.

Como relato, el Mito de Prometeo puede explicar cómo las personas se dieron a la tarea de encontrar otros medios para poder subsistir, de una manera creativa y organizándose a través de las artes impartidas. Unos pocos ejercían la medicina, otros se encargaban de ser los pretores de la ley y así inicio la organización de la humanidad con unas pocas artes que con el pasar del tiempo se fue perfeccionando hasta nuestros días.

Dicha evolución de la humanidad desencadenó en una serie de conceptos que a partir de diferentes personajes históricos consolidaron estas ideas en nuestros ordenamientos jurídicos.

De este mismo modo, la propiedad se encuentra distribuida con base en muchos factores socioeconómicos que vale la pena postular en este camino a través del curso. Por ejemplo, surge la necesidad de regular la posesión de la tierra de los colombianos con base en el contexto de conflicto armado a través del que ha pasado.

¿Sabían que en Colombia, la propiedad juega un papel de función social? Bueno, en este sentido la distribución de la propiedad de tierras juega un papel fundamental en el interés social. A lo largo del curso exploraremos figuras que nos ayudaran a entender la manera en que la propiedad y los derechos reales juegan un papel en la vida de los individuos pero que no se limita a estos puesto que contribuye a garantizar un mínimo de bienestar a la sociedad. Dado que exploraremos estas figuras a partir de su aplicación en la normativa vigente, puede que el desarrollo histórico se dé a partir de datos curiosos o materiales que pueden llegar a despertar su interés en esta área del derecho.

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Para una comunicación con mayor celeridad pueden unirse al grupo de WhatsApp a través del código QR o por medio del siguiente enlace:

https://chat.whatsapp.com/HoigNM6RXkk61MzocGWsqu

En todo caso los otros canales de comunicación son los siguientes:

Monitor - a.urango@uniandes.edu.co

Profesora - ef.romero10@uniandes.edu.co

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Perseguir sus metas en un espacio seguro

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Perseguir sus metas en un espacio seguro

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Siéntanse en la libertad de modificar sus columnas. Pongan datos sobre ustedes, cambien los colores, agreguen fotos y todo lo que se les ocurra en un recuadro de datos curiosos sobre ustedes (si eligen hacerlo). Lo indispensable es dejar los apellidos o códigos para lograr identificarlxs y así calificar sus entregas.

Trabajaremos durante este semestre juntos, así que no teman en hacer sugerencias o consultarnos aquello que consideren pertinentes. No están solos, el respeto es indispensable y la búsqueda de compartir este espacio de la manera más agradable para todos es primordial. No son solo un número, perseguimos metas de aprendizaje pero cuando algo no queda claro apóyense entre ustedes y busquen ayuda en el equipo de trabajo. Aviven su creatividad a través de los canales que dispone la universidad e intenten algo nuevo. Reencuéntrense a ustedes mismos en esta universidad, carrera o materia... no dejen de soñar.

Podría interesarles:

Centro de Apoyo | Uniandes

Saca tu cita:

Decanatura de Estudiantes · Bookeau

**Recuerden que cuentan con unx profesorx consejerx, consúltalo en la facultad! ;)

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CGI Animated Short Film: "One Small Step" by TAIKO Studios | CGMeetup

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La idea es aprender para la vida – a través de estrategias de meta aprendizaje-. El propósito de la estrategia es  crear recuerdos duraderos en la memoria y facilitar el entendimiento de las categorías abordadas; de esta forma, serán herramientas básicas el dibujo (pensamiento visual) y también, en algunos casos, l a narrativa o story telling, los ejemplos y las analogías. Se proponen además ejercicios de redacción y escritura durante el desarrollo de la clase, con este mismo propósito.

En este sentido, se aprenderá cómo es el régimen jurídico de los bienes, es decir: qué derechos se pueden o no consolidar respecto de las cosas (Bienes): el derecho de propiedad sobre las cosas; algunos derechos limitados como la posesión, la servidumbre y el usufructo. Para pasar a ver desde una óptica más empresarial y comercial los derechos intangibles, compuestos por: propiedad industrial y la propiedad intelectual, como bienes asociados a la actividad del comerciante.

En este Padlet subirán las entregas respecto a los mapas concpetuales según la fecha estimada.

Recibirán el respectivo feedback de cada entrega