Ironman training is so time consuming that few athletes have the ability to endure the proper training, on top of their typical work and family commitments without losing some sense of mental and physical balance. So many of the athletes that I talk to get so caught up in their daily swim, bike, and run routines that they begin to operate with complete tunnel vision, when it comes to incorporating other activities into their Ironman training. There are a few unorthodox workouts that, even during the race season, hold merit, are efficient, and are actually quite race specific. One such workout, which is one of my favorites for IM athletes, is hiking. Now, when I say hiking, I am not referring to a leisurely walk in the woods. I am talking about a solid march, with a focused cadence and some significant climbing. Hiking in this manner is an aerobic activity, which tends to be very peripherally limited. ETAPA ESCOLAR (6 – 12 años)I.- Desarrollo Intelectual Desarrollo Cognitivo A partir de los 7 años se produce un cambio cualitativo, a veces muy marcado, que va desde un pensamiento prelógico a uno lógico, donde el niño es capaz de razonar frente a diversas situaciones. Piaget, describen que este es un período en que se desarrolla la capacidad del niño de pensar, en forma concreta; el desarrollo alcanzado también le permite una flexibilidad del pensamiento, manifestada por la posibilidad de que las operaciones mentales sean reversibles, lo que facilita, por ejemplo, el aprendizaje de las matemáticas. En este período el pensamiento es lógico, y la percepción de la realidad es objetiva, por ello es concreto. Puede fijar su atención en aspectos de la realidad que son predecibles, lo que le ofrece estabilidad, aumentando su capacidad de aprender. Podrá fijar su atención para obtener información, descubrir y conocer el mundo que le rodea. La relación que establece con su entorno y el grado de madurez alcanzado le permiten ampliación del sentido de sí mismo como entidad separada, como ser activo y pensante con relación a otro. Estos procesos se van afianzando durante los años escolares, permitiendo que el niño logre comprender los principios de:° Conservación, es decir comprende que un elemento no pierde su esencia aunque cambie su condición física.° Reversibilidad, es capaz de comprender que cada uno de los elementos de un grupo hay un elemento y solo uno llamado inverso, que cuando es cambiado por el primero da como resultado el elemento de identidad . Esto les permite entender procesos matemáticos por ejemplo es lo mismo 2 3 que 3 2, etc.° Clasificación, Puede agrupar los objetos según sus diferentes características, color, forma, tamaño. Moral Autónoma y Heterónoma: Piaget señala que hay dos etapas en el desarrollo moral de los niños: la etapa de la moral heterónoma y la etapa de la moral autónoma. 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Oh I know, there have been a least a dozen attempts at lame “scandals” as of late but it seems that Canadians are a little more interested in their day to day lives than they are in what happens to taliban fighters when they’re handed over to their countrymen, what some former-MP is doing in his spare time, or any of the other things the opposition is trying to make stick. I have, however, been following C-391, a private members’ bill to scrap the wasteful gun registry, fairly closely. It passed first and second readings fairly easily, moving on to committee. Mark Holland, the liberal critic on the committee has done his best to scuttle the fair deliberation of the act by purposefully omitting supporters of C-391 from the proposed list of witnesses. In fact, his original witness list had only 4 witnesses in favor of C-391 and dozens that didn’t. The latest bit of political trickery is a bit much though. 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