Este trimestre miniD (3 años) está aprendiendo en el colegio sobre la Prehistoria y como en casa nos encantan las actividades y aprender cosas nuevas hemos… Leer Más Aprendemos sobre la Prehistoria

Hola: Hoy os traigo 2 juegos muy divertidos para trabajar la atención y la observación. 1.- IMITACIÓN DE TORRES DE ANIMALES ...

About 800,000 years ago, the giant straight-tusked elephant Palaeoloxodon migrated out of Africa and became widespread across Europe and Asia.

¿QUIÉNES ERAN LOS AUSTRALOPITHECUS AFARENSIS? Según ha sido demostrado científicamente, sobre la base de la diversidad genética en el ADN humano en todo el mundo, todos los humanos modernos pueden …

Euoplocephalus (Greek, "well-armed head") belonged to the ankylosauridae family. It lived during the late Cretaceous period until the great extinction. It was one of the final species in a long line of evolving Ankylosaurs. Euoplocephalus often traveled in herds of which offered protection to itself. It is very likely it was similar in appearance to it's relative, Ankylosaurus, except that the Euoplocephalus had armour on its head, unlike the Ankylosaurus. Euoplocephalus body was covered in armo

Índice de Capítulos: I.- La prostitución en la cultura romana. II.- La prostitutas en el Derecho Romano. III.- Viaje a un prostíbulo del siglo I. IV.- La prostitución masculina en la Antigüedad clásica. Retrato pompeyano. Las prostitutas romanas es una de las figuras más controvertidas de la sociedad romana; cuando nos acercamos al estudio de las prostitución romana hay que alejarse de la imagen glamurosa o lúdica que nos ha transmitido el cine o la televisión, y acercarse más a la realidad de la mayoría de ellas, un mundo sórdido, sucio y maloliente, de prostíbulos oscuros y tabernas de mala muerte. Necesarias pero repudiadas; libres pero sin derechos; aceptadas socialmente pero rechazadas moralmente. Fueron víctimas de una sociedad machista y patriarcal cuya doble moral condenó a las prostitutas al rango inferior de derecho romano. Antes de adentrarnos en el estudio de jurídico de la figura de la prostituta hay que recordar que la sociedad romana era una sociedad libre de prejuicios respecto al sexo y donde la búsqueda del placer no estuvo mal vista hasta la llegada del estoicismo primero y del cristianismo después. Incluso su mitología está estrechamente vinculada con el sexo y la sexualidad. Tenemos el mito fundacional de Roma, cuyos orígenes están relacionados con una loba, la lupa, uno de los muchos nombres que recibían las prostitutas romanas. Por otro lado, sus dioses también eran dioses sexualmente muy activos, con una diosa del placer abiertamente sexual como Venus. Análisis jurídico Mujer romana. Lo primero que hay que destacar para ver su tratamiento jurídico es que las prostitutas son mujeres. Es decir, ya nacían sin derechos, y sólo podía adquirir algunos derechos bajo la cesión de su tutor legal, ya fuese su marido o su padre, o cualquier otro figura masculina. Y esto sólo sucedía entre las élites ciudadanas, ya que la mayoría de mujeres carecían de cualquier derecho: extranjeras, libertas, esclavas, campesinas, etc. A lo largo de la historia del derecho romano, nunca se legisló ninguna ley sobre la prostitución, como a día de hoy, era un oficio admitido y tolerado, la prostitución en sí misma, no era ilegal, incluso se consideraba que tenía un fin social. Es más, la prostitución era un oficio incluido en el registro civil y también las meretrices tenían que pagar sus impuestos al edil de turno como cualquier otro trabajador, por lo que de cierta manera su actividad estaba bastante regulada por el estado. Es decir, se acepta el oficio pero no a quién lo ejerce; se acepta la prostitución pero se repudia a la prostituta. Incluso las esclavas que ejercían la prostitución tenían una mejor consideración social que las prostitutas libres. Ya que en el momento en que son libres se convierten en "personas torpes", sin derechos, por lo que ingresan en la categoría social más baja de las personas libres. Se podría decir que hasta una esclava tiene más “derechos”, ya que aunque a ambos carecen de derechos o privilegios, al menos, la figura jurídica del esclavo está reconocida por la ley, mientras que la de la prostituta no. En resumen, a pesar de que la figura de la prostituta carecía de cualquier derecho y protección legal: testamento, herencia, matrimonio, votación, incluso tampoco podían denunciar ante la ley por robo o violación, etc, podemos decir que su presencia en la sociedad romana era altamente aceptable, incluso algunas de ellas, lograron amasar pequeñas fortunas. Bibliografía: Eslava Galan, J., La Vida amorosa en Roma, Temas de Hoy, 1996. Herreros González, C., Las meretrices romanas: mujeres libres sin derechos, Iberia: Revista de la Antigüedad, Nº 4, 2001 , págs. 111-118. Poveda Navarro, A.M., Negotium sexual: la prostitución en la cultura romana, Sexo y erotismo: Roma en Hispania, [catálogo de la exposición] / coord. por Antonio Manuel Poveda Navarro, Francisco José Navarro Suárez; Ana María Vázquez Hoys (col.), José Miguel Noguera Celdrán (col.), 2009, págs. 97-117. Robert, J.N., Los placeres en Roma, Madrid, 1992.

Hypsilophodon is a playable dinosaur in The Isle EVRIMA. Its a small, feathered herbivorous Archosaur with large feather tails and Antennae-like feathers on its head. Hypsilophodon was a small herbivore that lived during the Early Cretaceous period in England. It was a relatively small dinosaur, though not as small as a Compsognathus. Hypsilophodon it is often stated as being 2.33 meters in length. However recent research has downsized Hypsilophodon to a maximum known length of 1.8 meters, typic

Prehistoryczne znaleziska w domu młodego odkrywcy to piękna sprawa - nigdy nie wiadomo, w jaki sposób tyle radości może zmieścić się w tak małym ciele ;) Z drugiej strony, pisanki wielkanocne także mogą osiągnąć nietypowe rozmiary. Podążając za tymi pomysłami powstała wizja przygotowania sporych rozmiarów jaj z papier mache.

Cuando hablamos del Paleolítico superior, hablamos de numerosos avances técnicos y artísticos que cambiaron para siempre la vida de la prehistoria

Six things to do when the rain is falling. You can become King Tut or make your own little dig. Get creative and have fun!

Mappemonde (Lowitz, 1746) From Here360 by CJ Schuler The oceans that cover seven tenths of the world’s surface present a unique challenge to map makers. There are no roads, rivers, cities and towns to chart, and to give a sense of scale and distance. Such features as there are – winds, currents, tides – are intangible and forever on the move. For centuries, the sea was shown on maps as a blank space between landmasses, which cartographers decorated with fantastic monsters to make up for the absence of other detail. What lay beneath the waves was a mystery, and even today, only 20 per cent of the ocean floor has been mapped. The Carta Marina (1539) by the Swedish topographer Olaus Magnus fills the otherwise empty ocean with strange creatures. Here be monsters The earliest navigational maps were the stick charts made by the Polynesians, who tied together lengths of bamboo or other wood, marking the locations of islands with shells or knots. Curved pieces of wood represented the movement of the waves around the islands, and the effect of the waves on their canoes. The sea charts known as portolans used by European and Arab sailors in the Middle Ages are actually maps of the coasts. These were shown in great detail, with every port, headland and bay depicted and named. But the open sea remained a void, criss-crossed with rhumbs – diagonal lines emanating from the 32 points of the compass to enable mariners to chart a course to their destination. Islands were shown, but with no accurate way of measuring longitude, their east-west placing was haphazard. Portolan chart by Jorge de Aguiar (1492) (Beinecke Rare Book and Manuscript Library, Yale University). In the 16th century, navigators began measuring the depths of coastal waters, estuaries and harbours by lowering a weighted line over the side of a boat or, in shallows, using poles. These soundings were plotted on to sea charts such as Lucas Janszoon Waghenaer’s famous Spieghel der Zeevaerd (The Mariner’s Mirror) of 1584 to prevent sailors from running aground on sandbanks and shallows. The Thames Estuary, from Lukas Janszoon Waghenaer, Spieghel der Zeevaerd ,1584. Waghenaer’s chart extends from Dover in Kent to Orford Ness in Suffolk, with north at the right. The numbers indicate depth in fathoms; the sandbanks, mapped in detail, have shifted in the intervening centuries. By the beginning of the 19th century, the offshore waters of Europe and North America had been thoroughly sounded, but beyond the continental shelf, where it was too deep to drop a plumb line, there was no way of measuring the sea floor; and because there was no danger of ships running aground, there was little incentive to do so. What happened below the open sea remained as much a mystery as when Magellan dropped a rope from his ship and, finding that it did not reach the bottom, concluded that the depth of the ocean was infinite. Thomas Burnet's 1694 map of the world without water ("Den Aardkloot van water ontbloot") The Scientific and Industrial Revolutions It was the scientific advances of the 18th and 19th centuries that made it possible to map the oceans more thoroughly, and the burgeoning trade and industry of the period that made it necessary. The first reliable deep-water sounding was made by the British naval officer James Clark Ross on his Antarctic expedition of 1839-43. Ross pushed the traditional rope method to its limits to plumb the South Atlantic to a depth of 2425 fathoms (4365m). Before long, though, the development of sounding machines, using reels to spool out a wire and measure its length, made systematic deep-sea soundings more practicable, and gave birth to the science of bathymetry – the mapping of the ocean floor. Bathymetric map of the Atlantic, from The Physical Geography of the Sea (1855) by M. F. Maury. (Rumsey collection) Mapping the ocean floor Telecommunications – one of the main drivers of oceanographic research today – entered the picture in 1858, when the first submarine telegraph cable was laid from Ireland to Newfoundland. Charting the seabed was no longer a matter of scientific curiosity alone – it had immediate practical applications. The route of the 1858 telegraph cable, from Howe’s Adventures and Achievements of Americans. The vignette below shows the profile of the seabed as plotted by the SS Arctic. In 1871, the British government sponsored the Challenger expedition to research the salinity and temperature of seawater, ocean currents, and underwater mountain chains. The expedition travelled nearly 130,000km and sounded far deeper than anyone had done before, reaching 5700m at Challenger Deep in the Marianas Trench. The resulting data filled 50 volumes of reports, and astounded the public, revealing a hidden world: “The bottom of the ocean it appears is as varied as the land for there are valleys & mountains, hills & plains all across the Atlantic.” In January 1874, the USS Tuscarora took soundings for a submarine cable between the United States, Japan, and China, while in 1891 the Albatross, an iron-hulled, twin-screwsteamer that was reputedly the first vessel built specifically for marine research, set out to determine “a practicable route for a telegraphic cable” between San Francisco and Honolulu. “Albatross-ii” by Unknown – NH 91740, U.S. Army History Institute, Carlisle Barracks, Pennsylvania. via Wikimedia Commons Submarine warfare By the close of the 19th century, almost all of the world’s coastlines, except for parts of the polar regions, had been charted in detail. Oceanography was an established science, and a far-reaching infrastructure of shipping lines and telegraph cables spanned the globe. During the First World War, the British Anti-Submarine Detection Investigation Committee (ASDICS) developed a system that transmitted sound waves underwater and used their echoes to locate submerged objects and measure distances. During the Second World War it acquired the name sonar (SOund, NAvigation and Ranging), by which it is now generally known. As well as finding subs, the technology offered an easier and more reliable method of charting the ocean floor than the old method of dropping a weighted line overboard. 1981 world ocean floor map Based on the work of geophysicists Bruce Heezen and Marie Tharp, this 1968 map of the ocean floor helped bring the concept of plate tectonics to a wide audience. Indian Ocean Tharp began plotting the depths in 1950 from soundings taken by ships in the Atlantic, but, as a woman, wasn't allowed on the ships herself. In 1978 she was awarded the Society's Hubbard Medal for her pioneering research. The satellite age Navigation on land, at sea and in the air was revolutionised once again by the space race of the 1960s. The US military developed a Global Positioning System (GPS), launching its first GPS satellite in 1978. Satellite technology gave rise to the science of marine geodesy. It is now understood that gravity causes the ocean’s surface to bulge outward and inward, mimicking the topography of the ocean floor. Using satellites to measure these bulges, it is now possible to construct a model of the ridges and troughs that lie beneath the waves. Harnessing gravity measurements from two orbiting satellites, the Scripps Institution of Oceanography in California has created a new map of the ocean floor that reveals thousands of previously uncharted mountains rising from the deep. Links : GeoGarage blog : Secretly mapping the sea floor / Marie Tharp: the woman who mapped the ocean floor / New map exposes previously unseen details of seafloor

Hey you sassy things! How is your Friday going?! Mine has been full of ridiculous antics and overall chaos already and it isn't even noon. So pretty much the usual here in kindergarten crazy-ville. I am starting this post on my lunch break (though I won't be finishing it until later tonight) and I am being a total REBEL. Check me out, what a bad a**. If only my kids could see me now - blogging with reckless abandon and eating chocolate pudding with my hands because I forgot a spoon. MWA HA HA! And now it is like 11 am on Saturday. I only got ^that ^ far yesterday because I ended up spilling pudding on my keyboard. And then I tried to clean it up, which made more of a mess. Then I dropped the paper towel on my lap and had pudding on my pants. And then, while I am frozen with pudding on my hands, pants, and desk (and probably face), my kids walked back in from lunch. They didn't skip a beat, despite the fact that it looked like I had crapped myself. I guess it's pretty normal for them to be covered in random food and slime. Sigh. Well I wasn't at school on Monday because I had jury duty (seriously?! the day after spring break?! come on people) so I didn't get to do any fun things with the littles. When I came back Tuesday they were pretty stressed about my absence and were convinced that I had gone back under the knife for another knee surgery. I think I traumatized my kids when I was out in February and they may have a bit of separation anxiety. No, for real. One of my littles cries everyday on the way to lunch because she is afraid that I won't be there when she gets back. She makes me promise that I will not be going anywhere. So of course I had to explain to them that I was not out for another surgery and that I had jury duty, to which they replied, "what is that?" So being the thorough teacher that I am, I decided to seize the teachable moment and introduce them to the judicial system. Just the basics. I explained that sometimes people make very bad choices and sometimes people just think that someone has made a very bad choice and it is up to the people that they choose to be on the jury to decide who is telling truth by listening to all sides of the story. And then I gave the example of how I act as the jury (ahem, all day long) when two of my littles run up to me screaming about one another and I have to listen to both sides of the story and figure out what really happened to decide what the consequences will be. LONG story short, they seemed pretty intrigued by the whole thing. They can truly understand anything when you break it down to their level. And now I am linking up with the BEAUTIFUL Amanda from Teaching Maddeness for Friday Saturday Flashback. Man, I can't seem to be on time to anything. Better late than never I guess! This week we learned ALL about dinosaurs and had a total blasty blast. I don't usually teach dinosaurs, but my kids seemed to have a certain fascination with them so I found a way to add it into our learning :) They are pumped up my friends. Literally. They were fist pumping and saying "YEA, DINNNNNOS" when I told them what we were learning about. We got off to a fun start yesterday by reading all about what paleontologists do. We read "Dinosaur Dig" by Susan H. Gray and the kids were really into it. It focuses on all of the different tools that paleontologists need on their journeys. It is a must have for a dino unit. After reading the story, we created an anchor chart that focused on what tools paleontologists need. I found a few similar ideas floating around pinterest. One version is from the super awesome Sarah over at "First Grader... At Last!" and can be found HERE and another version is from the uber cool Courtney from Swimming into Second and can be found HERE. While the kids were at lunch, I glued the heading and the picture of Paula onto the brown paper so it was all ready to go. Then I made it into a mystery game. I read the description of each tool and they had to work in teams to guess which tool it was. Then I glued the pictures and the description onto the chart. They really loved this activity! The kids completed a student version of the chart by choosing tools, drawing a picture of each, and sounding out the word to write it. We also read the story "If the dinosaurs came back" by Bernard Most. The kids were laughing hysterically at this story. It is SO super cute. They completed a writing response activity and wrote about what they would do if the dinosaurs came back. The ideas they came up with were hilarious! The next day, I discovered 2 eggs in my backyard and we had NO clue where they came from ;) Ok, I guess I'll be honest. I bought them on Amazon for like super cheap. Click HERE to check it out. The kids wrote about what they thought could be inside the mystery eggs! We had some predictions of chicks, ducks, birds, alligators, a variety of dinosaurs, humans, cheetahs, and my all time favorite - an Aye-Aye. Have you ever heard of this animal? I had not. Apparently he learned about it in an animal documentary he watched with his family. We had to look it up as a class and this is what we found: What the he**? I don't know, but if that thing hatches from our egg, I'm gonna flip. Moving on. It still hasn't hatched yet, which I thought it would have, so we will have to wait until Monday to see what it is. In case you can't handle the suspense, it is a *SPOILER ALERT* dinosaur. I know, I never would have guessed it either. We also created our own fossils using salt dough, which came out really cool actually! (sorry some of the pictures are upside down and sideways. I'm not sure why because it is right-side up on my computer, and I attempted to fix it, but it won't fix. But you get the gist) The next day, our class became little paleontologists! EEK! It was so fun, I loved it. I found a bunch of different 'recipes' online for creating dinosaur eggs, but just mixed a few different things together and it worked out really well. My Recipe: (made about 20 small-mediumish dino rocks) 2 1/2 cups dirt 2 1/2 cups flour 1 1/2 cups salt 1 cup sand Water (enough to make it into a dough, but not too much or it will be too sticky) Here is how the mix looked before I added the water: And after the water: and I used these little dinosaurs I bought on Amazon (72 for under $10) and folded the 'dough' around them. I made into a rock shape and let them dry on the counter for about 3 days! The kids used half of a wooden skewer (as the rock hammer/chisel) to dig through and a paint brush to dust off the dirt. They also had their notebooks and a pencil to record observations, just like a real paleontologist! WHEW, this post is getting seriously long. So sorry for the out pour here. I didn't really blog all week because I was preparing for my giveaway, so this had become a debrief of the week haha. During centers, the students worked on some of my BRAND NEW centers that will be available in my upcoming DINOSAUR UNIT! HOLY DINOSAUR OVERLOAD! So if you stuck around with me long enough to read this entire post, I am in awe of you. But I hope you will be glad that you did because I am giving away my new Dinosaur Unit to 3 of my fabulous followers! All you need to do is leave a comment below with one thing you liked from this post and your email! I will choose the winners either on Sunday night or Monday morning :) and don't forget to enter my MASSIVE 375+ follower giveaway. Click below to take you straight there!I am so thankful for all of the amazing old and new followers of my blog and appreciate you more than you know :) LOVE AND HUGS SWEET FRIENDS!!

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