Press Release...whew, lots of these this week.

“For the many Spanish-speakers who have yet to conquer the Internet frontier, encontrandoDulcinea is a guided tour, in their first language, to the best content that the Web has to offer,” said Gutierrez-Folch. EncontrandoDulcinea is an offspring of findingDulcinea, a widely acclaimed, human-powered search alternative that is the best place to start Internet research on any subject. FindingDulcinea’s 500 Web Guides offer narrated, topic-specific tours of hand-selected, credible Web sites, with insights and research strategies to help readers find just what they’re searching for. EncontrandoDulcinea is the first in a series of foreign-language Web sites that findingDulcinea will publish.

To visit encontrandoDulcinea go to http://www.encontrandoDulcinea.com To visit findingDulcinea go to http://www.findingDulcinea.com

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Categories: Education, Espanol, Press_Releases

How fun it was to listen to the Spain folks refer to Stephen Downes! What an awesome presentation. Here are my notes, which I'm having fun translating on the fly from Spanish (it was great to listen to the translator discuss concepts in Spanish) to English:

1. It's a pleasure to be here and thanks to the conference organizers to allow me to speak here. It's my first time in Madrid...haven't seen much but hope to such a marvelous city.
2. I'd like to speak today about beyond the classroom, the virtual school. I'd like to start by telling a story about a trip I took on a boat called The Tribal Warrior. This boat was used to help youths to achieve their rite of passage. The promise of online learning is that it permits to learn outside of classes, in the community.
3. When we think about utilizing the Internet as a virtual reality, what is virtual and what is reality, we discover that what happens in classroom is virtual. What happens in virtual, is real. [Wow!]
4. All the online learning allows us to move beyond the abstract of textbooks and simulations in the classrooms and get out of that...virtual learning allows us to get to the real of what is happening in the community.
5. On the one hand, we have textbooks. The printed word is the least real of all the possibilities...the most abstract options. We have stories, simulations and our own real life experiences, and this is the most real, this is where reality actually occurs.
6. Although we the written word is taken as real it is an abstraction. It can be vague that requires clarification, interpretation, translation. It can also be poorly comprehended. The textbook is the most virtual of our realities, even more so than what we see on the screen. The textbook can't represent our reality.
7. Understanding is tacit, inexpressible in words. As such, what we try to do as professors, parents is to make learning more real than words on a page. We do this by telling stories. I work in Calgary at Lucious Center and as an educator, I was an animator. I made things more alive. There are many forms or ways of representing reality. At our left we see an image of fish. In the image, parents are showing kids how to do stuff.
8. Stories allow us to share our culture, our values. We also use music and theatre. These are not abstract arts. The intention is to create a sense of experience that is more alive.
9. Interaction is great, esp when we are part of the learning that we're trying to share with our children. There's been a lot of debate around this learning. It all stops with the text, with the things we're trying to learn. ...my own work online is as instructor, philosopher, tries to involves the creation and the participation of the online (Web 2.0), a place where I put my photos and this puts me into the community...I share my photos and stories online. My videos is about being a part of the community and interact with the community. I can also connect to other people--writing an essay from colleagues in Montreal--and to be actualized in connection with my friends, who are spread throughout the world.
10. You can have friends all over the world and save money using online means. I can speak to her [wife], do video conferencing, and be with her online without actually being there with her.
11. Google Earth...reflects the community, the streets, etc. It's a way of drawing, and do that in collaboration with my friends online.
12. Just as Web 2.0 has changed my life, it's going to affect our students. If we think on it and the different ways of learning that we have access to, usually, we focus on learning what's in the books. Learn from an object. In the eLearning environment, how are we going to structure that learning, our resources, and the way to organize is to take those objects and put them in a repository.
13. These online resources are not static objects in a library.
14. Learning is also a conversation with an audience.
15. These two modes--learning objects and event--is anchored in the medium, such as paper or the place. It's a linear approach...this is MORE virtual than eLearning available via the Internet.
16. The third mode or way of perceiving learning, is to think of resources as being in flux, as a river. It's not something that is captured and stored..it's something you get your feet wet in. It's the flow of the experience that isn't the same twice.
17. What our students see when they see the Internet is user-generated content. It's the opposite of a static library based on objects. This user-generated content is personal. We have to see elearning as a wave, adapt ourselves...
18. no one stores everything they need to know in their head. There's too much to learn and everything changes. It's impossible for everyone to know everything of what they need to know...some of our learning comes from us but also from the web of learning and contacts. It's not passive, like we're doing. It's about getting involved and getting inside the activity.
19. I play a game Civilization because playing it, it shows us what civilization is about. It also shows me a lot of other things. It's about learning history, resources, colonization, and it's all about simulations.
20. We talk about open access resources, but we also have student-made resources. Some won't be good, but some will be. The role of teachers is not as authorities, but as trainers, mentors, tutors to help students find their own path in this jungle of learning. This community of lawyers, educators, etc. have a different role. Everyone in their own area is a professor and has something to share, to teach, to get involved and involve youth in what we're learning.
21. Our children when they work with us, they learned about us. Industrialization changed that and made their learning abstracted.
22. We can now offer all the advantages of classroom learning, but also enable them to be involved in the community.
23. Science develops...it's not about learning all the theories but rather to learn how to solve problems at the end of a chapter. Learning is about learning to think like a scientist and to internalize those practices.
24. We're in a web of content...Wikipedia, there's no longer a separation from those who create and the experts. Social networks composed of folks who create their own webs, networks of learning...we work with multimedia and we remix this content and share it.
25. More importantly, we don't keep the content ourselves but share it back after adding to it. This is the dominating value of our online culture. Learning is personal, based not on our institutions but on our connections with others...we're not individuals or hermits but learning from the strengths of others.
26. This is used in immersive simulations, [America's Army?] for military. The objective of these is to show people how to work as a team, communicate with each other and achieve optimum results. This is the strategy.
27. In Detroit...In Hawaii...[students work and interact with content rather than just study textbooks]
28. Learning is ubiquitous...ask what is this? How is learning like electricity or water? It's about learning...
29. Bruce Sterling shares that the parts of a hotel are sent and people have to learn how to put it together. The parts show you how to construct the hotel. Same with the intelligent fishing pole. The fishing pole teaches you how to fish [where are the links for these examples?]
30. How do you teach politics in city/municipal settings? How can anyone learn about how to govern a community, but also to be a part of the governing of a community.
31. What do we need to adapt education to this change? How do you deal with the consequences?
32. In America, the people aren't taught to appreciate the consequences of actions taken. We don't look to the future. There are a lot of technologies that help us predict the consequences. We can use technology that can help us identify the consequences--using games like Wii, SimCity, how to work with people we don't know in World of Warcraft. We have to show kids how to read, more profoundly that you're trying to understand what is being said or taught.
33. Learning to read is more than grammar, learning forms, but a way of thinking, looking for signs and conclusions. This permits us to read, not only texts, but also images, videos, multimedia and like the aboriginals of Australia, to read the tracks of animals and climate.
34. We need to build the capacity to understand and question what we are learning, reading, seeing on television. It's important to be able to make sense of what we're seeing.
35. On the Internet, we can verify the information and use the web of people--the network--we can better accomplish this verification. We have to allow these different ways of staying connected to help us better judge what is true and what is false.
36. We need to show our students how to look and imagine more than what they see.
37. We need to learn and teach what it means to be another person (empathy?).
38. All the Web 2.0 tools allow us to see in detailed way to put ourselves in other people's shoes.
39. We have to show our kids be creative and inventive to create new art and culture. Technology has given us a tool for creativity. Art isn't for artists anymore but for everyone.
40. We need to learn how to communicate, how to do so clearly and coherently. The Internet gives us the capacity to do this, to create these communications, more importantly, the capacity to have an audience. We can see how others react, whether they agree or not. We have to show our children how to create the conditions in our lives that the bosses, how we can form our practices, more of our memories of acting and behaving...the Internet makes this possible. It allows us to practice.
41. We are the nodes on the Web that pass things on to others. We have to learn how to stay sane and the Internet helps us depend not just on one authority but we are able to find out more and learn from others in the community, even from afar.
42. We have to learn how to value what we're learning...we are valuable, we are important. This is what we do when we create a video, photo, text, telling the world that what I have to say is important. Doing this each day shows us we're valuable.
43. Finally, we have to learn how to show our children how to live with sense. We need to learn how to...how to live our lives more fully.
44. The lesson, the capacity to make decisions, but new technologies enable us to extend our decision-making, extending our capacity to make decisions. Our real world is literally what we make of it. The most important lesson of the technology is that our children use the Internet.
45. The Tribal Warrior isn't about learning to pilot a boat, to do math, but rather to show the aboriginals about values and what is important about living, and to escape the limitations.

After the talk, Stephen sat down at a table and a question and answer was to start. Darn, I wish I could have heard this.

Wow. Lots to consider and reflect on. It's like having a wave of ideas washing over you.

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Categories: Education, Espanol, MGuhlin.net

En este blog--e-Periodistas: Blog de Ramon Salaverria-- sobre periodismo y como esta cambiando, Ramon Salaverria escribe:

Depende de lo que se entienda por 'periodista', añado yo. Si por tal entendemos sólo a aquél que es capaz de publicar textos, fotos, sonidos y vídeos, desde luego debemos reconocer que estamos rodeados de millones de periodistas en la red. Ahora bien, si por periodista entendemos a una persona que, además de realizar esas labores instrumentales, cumple sostenida y profesionalmente un servicio a la sociedad ofreciendo informaciones relevantes que sirven para tomar decisiones con libertad, en ese caso me parece que la red no anda tan sobrada de verdaderos periodistas.

Y, como expliqué hace unos días en Brasil, son precisamente estos los que más falta hacen.

Aunque se puede entender que hay algunas destrezas que periodistas tienen que amejor no se encuentran en la populacion de docentes, yo si creo que docentes que estan escribiendo en sus blogs, encontrando su propia manera de iluminar las injusticias que se encuentran en nuestras escuelas Americanas, ofrecen un servicio a la sociedad. Lo que escriben si es informacion relevante y afectan la libertad.

Pero si Ramon cree que esos son los periodistas que mas se necesitan, entonces, como podemos ayudar a los docentes convertirse de ratones sin valor escondidos en las paredes de un sistema aterrumbado a...algo mas?

Uno de los comentarios (por Ignacio en Chile) en el blog...

Todos somos comunicadores, es nuestra naturaleza humana, pero no todos somos comunicadores profesionales, y ahí está la pregunta clave: ¿cómo hará la sociedad para diferenciar entre comunicación profesional, responsable, ética y metódica, y la comunicación que ahora -en igualdad de condiciones con los profesionales- cualquier puede ejercer?

Yo creo que no tenemos que esperar que la "sociedad" nos diga como va a diferenciar entre comunicaciones. En realidad, nosotros lo podemos hacers. Eso es el poder que tenemos como periodistas, lo que llamamos "citizen journalists" en ingles. No se que es la palabra en espanol.

Aunque estoy seguro que lo que yo he escrito aqui no es "comunicacion profesional" ni perfecta en gramatica o cualquier otra cosa, todavia tengo el derecho de escribir y comentar lo que han escrito otros. Estoy agradecido por esa oportunidad, una oportunidad que no hubiese tuvido sin la tecnologia de hoy.

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Categories: Education, Espanol, MGuhlin.net

January 15, 2008 will be the public launch of the International Day for Sharing Life Stories campaign! The actual date of the International Day for Sharing Life Stories is May 16, 2008.

The day will be an opportunity for people around the world to gather in community halls, classrooms, public parks, theaters, auditoriums, as well websites, email exchanges, and virtual environments to hear each other’s stories.

Este día será una oportunidad para que personas en todo el mundo se encuentren en lugares públicos como plazas, salas de clase, teatros o aun en ambientes virtuales a compartir historias unos con otros.

More information from Joe Lambert (Digital Storytelling guru) appears below....

The Museum of the Person in Sao Paulo, Brazil and the Center for Digital Storytelling in Berkeley, California have together received over 100 individual and organizational endorsements for the International Day for Sharing Life Stories, so far representing eleven countries and 80 institutions. We will formally announce the launch of the campaign on January 15th, fittingly Martin Luther King Jr.'s birthday here in the United States.

In consideration of endorsing the event, we ask you to you view the website we are working on for the project: internationaldayblog.storycenter.org. It is currently under construction, but available for you to visit.

Throughout the campaign, we will be developing special features, topics, and activities for the website, as well as creating an events listing. We already have heard from some of our colleagues who agreed to sponsor "story circle" lunches, and use the day as an opportunity for forming circles.

In CDS offices in Berkeley, Denver, Los Angeles, and Washington D.C., we will be holding open houses and Digital Storytelling Screening Festivals. We are also looking at holding an open house and screening festival at our Second Life campus during the weekend. We look forward to having a streaming site with live feeds from some of the events around the world. The CDS website will feature new stories and features to coincide with the day. We are hoping to create a special online celebration of the life and work of the seminal work of oral historians Studs Terkel and Paul Thompson.

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Categories: Digital_Storytelling, Education, Espanol, MGuhlin.net

Tuve la oportunidad de ver este video titulado CAN (puedo) porque Rosa de Diego lo compartio en su blog. Esto es lo que escribe ella sobre el video:

Es la historia de un padre Australiano (60 años), que realizaba año a año el Ironman (Australia), y su mayor ilusión era competir al lado de su hijo ( con parálisis cerebral) en dicha prueba.

Muy conmovedor...

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Categories: Espanol, MGuhlin.net

Note: MGuhlin.net--blog, wikis, other writings--Publications (unless specifically labelled with another copyright notice) are licensed under a Creative Commons License Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

These writings do not reflect my employer's views, only my own. Furthermore, any resemblance to events or individuals/groups in my school district is purely coincidental, an accident of interpretation. Questions? Leave a comment or email me at "mguhlin@gmail.com".

Tuesday, July 10, 2007

Audiocast: Conversation with Elconix Founders (Espanol)

Categories: AudioBlog, Diversity, Espanol, Family, MGuhlin.net, OpenLearning
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I recently had the opportunity to interview Moises Vega, Jr., one of the founders of Elconix.com, a business focused on developing using PHP/MySQL, as well as other free, open source tools, to develop solutions for businesses in Panama and abroad. Today, I chatted with Moises Vega and Jose Vega--brothers and co-founders--regarding their use of open source.

Although we began in English, I decided to switch to Spanish. I'm pleased that both of them felt more comfortable in sharing some of the issues they encountered as family members starting a business. Below is the Elconix development team:

In the interests of full disclosure, please note that I am related to Moises and Jose, which is what made me aware and granted me access to the interview, however, I do not benefit financially in any way from interviewing them, nor do I have any financial interests with them. In other words, I'm just doing the interview because I find what they do interesting...it's great that they happen to be related! <smile>

 Listen to Interview/Escucha Entrevista

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Categories: AudioBlog, Diversity, Espanol, Family, MGuhlin.net, OpenLearning

Note: MGuhlin.net--blog, wikis, other writings--Publications (unless specifically labelled with another copyright notice) are licensed under a Creative Commons License Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

These writings do not reflect my employer's views, only my own. Furthermore, any resemblance to events or individuals/groups in my school district is purely coincidental, an accident of interpretation. Questions? Leave a comment or email me at "mguhlin@gmail.com".

The Future of Our Nation

Categories: Diversity, Education, Espanol, MGuhlin.net
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Every school in America should have a sign like this...

 

Translation...

Here we form the future of our Nation.
Respect, Conserve, Care for your School.

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Categories: Diversity, Education, Espanol, MGuhlin.net

Note: MGuhlin.net--blog, wikis, other writings--Publications (unless specifically labelled with another copyright notice) are licensed under a Creative Commons License Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

These writings do not reflect my employer's views, only my own. Furthermore, any resemblance to events or individuals/groups in my school district is purely coincidental, an accident of interpretation. Questions? Leave a comment or email me at "mguhlin@gmail.com".

Sunday, July 08, 2007

Audiocast: Domestic Violence (Espanol)

Categories: AudioBlog, Diversity, Espanol
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Over the last few days in Panama, I've had a chance to chat with different folks. One of the short, interesting interviews is with Estella, a licensed social worker. She took time after recording a radio program at Radio Veraguas to share her perspective--in Spanish--on domestic violence. I'm not quite sure she understood what a podcast was but she did agree to have this posted on the Internet here. The conversation is farily short and to the point.

 Listen to Interview/Escucha la Entrevista

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Categories: AudioBlog, Diversity, Espanol

Note: MGuhlin.net--blog, wikis, other writings--Publications (unless specifically labelled with another copyright notice) are licensed under a Creative Commons License Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

These writings do not reflect my employer's views, only my own. Furthermore, any resemblance to events or individuals/groups in my school district is purely coincidental, an accident of interpretation. Questions? Leave a comment or email me at "mguhlin@gmail.com".

Thursday, July 05, 2007

Audiocast - Education Revolution!

Categories: AudioBlog, Diversity, Education, Espanol, MGuhlin.net, OpenLearning
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In a wide-ranging education reform/revolution conversation in the interior of Panama, the folks below discuss a variety of issues that bridge international barriers. As education reformers--Latin-American or Hispanic, Anglo-Saxon, or African descent, whatever your ethnic/racial group, geographic location--we face tremendous organizational challenges that are political, social, and economically-based. These challenges face us as educators regardless of where we go in the World. How will we, as a united, global community, make the change?

Listen to the Conversation/Escucha la conversacion

 

WANTED - Ray Perez, Alexander, Jose, and Ramon

See those 4 guys up there? They are revolutionaries...education revolutionaries in the sense that they want to reform education. As I listened to these folks share--in Spanish, no less--all the obstacles that are in front of them, I felt a kinship. It's that same kinship that I felt among New Zealand educators who sought to fight off the centralizing influence--supported by businesses who wanted entry into the education market--of the Ministry of Education.

The fight is for local control of schools, the kind of control that reasonable people have in their school-level school boards (or "communidad educativa") in partnership with the campus principal and teachers and parents. Schools have changed significantly in Panama in the urban areas, but not that much in the interior of Panama. One story that was shared was that it takes teachers 5 days of travel through the jungle to get to some of their students. In fact, 2 teachers (and a child) drowned trying to make it to their class...do you, as a teacher, have that kind of dedication to teach? Do I?

What was interesting to me in this conversation was how the teachers' union--the Association of Veraguensian Educators, or in Spanish, "La Asociacion de Educadores Veranguense" (AEV)--were confronting the same kinds of issues many educators face in the U.S., or New Zealand.

For example, consider the following themes that arose in the conversation:

• Uniformity of equipment and software purchases limits educators to expensive, commercial services. For example, having to buy Microsoft Windows rather than just use the Free/Libre Open Source Software available...such as GNU/Linux, even though Ubuntu Linux is clearly available to these folks (and they are aware of that availability). The government wants to spend money on expensive contracts with certain hardware/software vendors rather than use the free/libre open source software (FLOSS) tools.
• Privatization of educator development - instead of relying on the state colleges to prepare teachers, the Panamanian government has allowed private companies to graduate teachers following the model shared in Washington D.C. This has setup a "competition" between state-trained teachers and private companies, however, neither model appropriately shows how technology can be used within the classroom.
• Lack of technology availability, as well as no Internet access in most schools. 40% of schools are in the "interior" and inaccessible in some way. So, it's hard enough providing electricity, running water, etc, much less Internet/technology access.
• Inclusion - inclusion of special education students in mainstream classrooms. Teachers in Panama, per AEV, think this is a nice idea in theory, but poorly thought-out in practice. Essentially, students are all lumped together and teachers lack the training and resources to make the inclusion model work.

One of the key challenges that faces any teachers' union, especially one in a country like Panama, is their inability to use technology to communicate and collaborate at a distance. This is the power of the Read/Write Web (or Web 2.0) and it's unavailable to them. They need ORGANIZE--in the union meeting of the word--ONLINE rather than just face to face. In this, I'm reminded of Lee's new video explaining social networking...currently, the focus is on face to face, rather than online.

There is evidence that learning is taking place OUTSIDE of school as a result of new technologies. In other words, technology is helping students learn and the curriculum lags behind. One of the examples shared in the podcast by Ray is that of his son took a test in the computer class. The teacher marked all the answers wrong, even though after checking with folks in the "real world" they could see that the answers were correct. However, because the teacher's answer guide was old, inaccurate, the teacher marked the son's answers wrong...that is, the answers were wrong according to the curriculum, but correct according to the real world. This is an apt example of the reality, and I would suspect it's true in more than just Panama.

Img: The Main Plaza of Santiago, Panama

Ramon shared a key point that has stuck with me throughout the evening. All solutions must be...productos de nuestra realidad. That is, any solutions that are implementd have to come from Panamanians themselves, from the reality that those teachers work in. It can't be borrowed from other countries, but has to flow from the people.

I also emphasized in the conversation the importance of Latin-Americans joining the conversation. I shared Tim Holt's (ByteSpeed) and Brian Grenier's (Bump on a Blog) assertions and data, respectively, about poor representation of Latin Americans online in the edublogosphere.

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Categories: AudioBlog, Diversity, Education, Espanol, MGuhlin.net, OpenLearning

Note: MGuhlin.net--blog, wikis, other writings--Publications (unless specifically labelled with another copyright notice) are licensed under a Creative Commons License Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

These writings do not reflect my employer's views, only my own. Furthermore, any resemblance to events or individuals/groups in my school district is purely coincidental, an accident of interpretation. Questions? Leave a comment or email me at "mguhlin@gmail.com".

AudioCast: Miguel on Radio Veraguas

Categories: AudioBlog, Diversity, Espanol, Family, MGuhlin.net
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Today, I visited Radio Veraguas in Santiago, Panama. After I interviewed the following two gentlemen, I should have known that radio folks would interview me LIVE on the radio! It was fascinating to watch them move the sliders up and down on the mixer to amplify their voices, especially when mentioning someone's name. Anyways, below is my clumsy recording of the interview the gentlemen below did of me and that ended up LIVE on the radio. I encourage you to donate funds to the Radio Veraguas radio station since their primary mission is education of the people who listen, primarily folks in the interior provinces of the Republic of Panama.

Hoy, me entrevistaron dos senores de Radio Veraguas, un estacion catolica en Santiago de Veraguas, Panama. Yo los habia entrevistado a ellos, y entonces ellos decidieron entrevistarme a mi en vivo en el radio. Que honor! Aqui puedes oir la entrevista. Te pido que des plata a Radio Veraguas porque su trabajo es educacion de sus oyentes.

 Listen to the Interview/ Escucha la entrevista

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Categories: AudioBlog, Diversity, Espanol, Family, MGuhlin.net

Note: MGuhlin.net--blog, wikis, other writings--Publications (unless specifically labelled with another copyright notice) are licensed under a Creative Commons License Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

These writings do not reflect my employer's views, only my own. Furthermore, any resemblance to events or individuals/groups in my school district is purely coincidental, an accident of interpretation. Questions? Leave a comment or email me at "mguhlin@gmail.com".

Audiocast: Restoring Panama's Teacher College

Categories: AudioBlog, Diversity, Espanol, Family, MGuhlin.net
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Earlier today, I had the chance to visit the teachers' college--known commonly as "La Normal"--from which my mother, a native "Santiaguena" from Panama, graduated from in 1948. It is awesome to walk into an old building that has played such a key role in the lives of so many people in the Republic of Panama. It is even more astonishing to realize that it is because of these efforts that many Panamanians have managed to advance.

Arriba/Above: Jose Fierro Ortiz, Gerente de Proyectos, Aprocosa

The school is being reconstructed, careful attention being given to the idea that the school's original look-n-feel be kept. To get the job done right, Juan Fierro and his firm were called in. Mr. Fierro was kind enough to give my mom and I a tour of the entire school, even though it was closed for renovations! As the person primarily responsible for ensuring the completion of the school, he was able to give us insights into how original constructions were done, folks were brought in from Europe and the U.S. to ensure that the rennovations were accurate to the period the school had originally been constructed in.

He gives a wonderful interview--albeit in Spanish--of the work done on the school. I encourage you to take a look at some of the paintings done in the "aula maxima" or the main auditorium of the school so you can the beautiful artwork of Roberto Lewis, who apparently did the paintings in 1939. All the paintings are being restored as well. Knowing my mom went to school here so many years ago--she grduated in 1948!--makes the story all the more interesting.

Listen to the Interview/Escucha la Entrevisita con Juan Fierro

Find out more about Juan Fierro Ortiz, Project Manager for Aprocosa, online at their web site or contact them below:

Jose Fierro Ortiz
Email: aprocosa@cwpanama.net 
507-264-1278 o 507-264-1236

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Categories: AudioBlog, Diversity, Espanol, Family, MGuhlin.net

Note: MGuhlin.net--blog, wikis, other writings--Publications (unless specifically labelled with another copyright notice) are licensed under a Creative Commons License Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

These writings do not reflect my employer's views, only my own. Furthermore, any resemblance to events or individuals/groups in my school district is purely coincidental, an accident of interpretation. Questions? Leave a comment or email me at "mguhlin@gmail.com".

Saturday, June 23, 2007

Que Sopa

Categories: Espanol
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Me gusto esta cancion mucho...la sabiduria es tu fortaleza. La semana que viene, me voy a Panama, mi pais de nacimiento.