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Z*   3 rlɲv @ >?SP   X*   3 rHv @ >?S   Z* H  0޽hl= ? ̙3380___PPT10. #  XP0(    S ,Q` <$ 0   Z  Bff2޽h ? ̙33jb___PPT10B.+D' = @B D' = @BA?%,( < +O%,( < +D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*/%(D' =-o6Bbox(out)*<3<*/+8+0+t + 2 p `(  \  # lXv?̙v @ 3p?m3,$0 @Sesin final  Sevilla 27/1/20060! 2  3 N  # lH{?̙v @ 3p?$ ,$0 ~10:00 - 10:30 Bienvenida, 2   e  b  # l?̙v @ 3p?,$0 ,10:30 - 12:00 Presentacin de experiencias ,- 2   e , n  # l`?̙v @ 3p?$ ,$0 12:00 - 12:15 Descanso L 2 3f e 3f e  U  # l ?̙v @ 3p? ,$0 12:15 - 12:45 Puesta en comn , 2  e  S  # l?̙v @ 3p? 9 ,$0 12:45 - 13:00 Informe tutora, 2  e  ]  # lđ?̙v @ 3p?9 Y ,$ 0 '13:00 - 13:15 Conclusiones preliminares,( 2  e '   6   },$ 0 gEDA,<3,r  # l?̙v @ 3p?Y y ,$ 0 .13:15 - 13:30 Extensin de la Experiementacin,/ 2 " e $    # lx?̙v @ 3p?y  ,$ 0 L13:30  14:00 Desarrollo de Descartes ,' 2  e & d   # lĨ?̙v @ 3p? ,$ 0 .14:00  14:15 Clausura , 2   e  Z  B)))fy2޽h ? ̙33!!___PPT10!+$,D'' = @B D' = @BA?%,( < +O%,( < +D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%( DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%( DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%( DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* +h+0+t ++0+t ++0+t ++0+t ++0+t ++0+t ++0+t ++0+t ++0+  ++0+  ++0+   +`   (  '  # l@?̙v @ 3p? Q,$0 W Objetivos2 (2 <3<;  # l?̙v @ 3p?M V2 ,$0 kSe han cumplido? (2$ e    6  },$ 0 KEDA,<3Z  Bff2޽h ? ̙33  ___PPT10 .+r/QD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bbox(out)*<3<*++0+t ++0+  ++0+C  +r  (  &  # lз?̙v @ 3p?im,$0 V Objetivo 10 2  3   # l\շ?̙v @ 3p?#[ ,$0 Detectar las dificultades, de todo tipo, que surgen al utilizar el ordenador como medio de aprendizaje con Descartes, de forma continuada (2$ e     6,ڷ  },$ 0 KEDA,<3Z  B)))fy2޽h ? ̙33  ___PPT10 +PMD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-o6Bbox(out)*<3<* ++0+  ++0+  ++0+   + w, (  , & , # lT?̙v @ 3p?im,$0 V Objetivo 20 2  3  , # l0?̙v @ 3p?#[ ,$0 Determinar la formacin que necesita un profesor para utilizar con xito los materiales didcticos de Descartes con sus alumnos (2$ e   , 6  },$ 0 KEDA,<3Z , B)))fy2޽h ? ̙33  ___PPT10 +2D ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*, %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*, %(D' =-6B'blinds(horizontal)*<3<*, D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*, %(D' =-o6Bbox(out)*<3<*, ++0+,   ++0+,   ++0+,   + aY4 (  4 & 4 # l?̙v @ 3p?im,$0 V Objetivo 30 2  3  4 # l8?̙v @ 3p?#[b ,$0 bAnalizar la actitud de los alumnos ante una nueva forma de aprendizaje y diagnosticar sus efectos c(2c$ e b  4 6|  },$ 0 KEDA,<3Z 4 B)))fy2޽h ? ̙33  ___PPT10 +2D ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4 %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*4 %(D' =-6B'blinds(horizontal)*<3<*4 D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*4 %(D' =-o6Bbox(out)*<3<*4 ++0+4 C  ++0+4 C  ++0+4   + }< (  < & < # l.?̙v @ 3p?im,$0 V Objetivo 40 2  3  < # l1?̙v @ 3p?#[ ,$0 Comprobar la eficiencia de los materiales de Descartes para alcanzar los objetivos previstos en la planificacin de la experimentacin (2$ e   < 66  },$ 0 KEDA,<3Z < B)))fy2޽h ? ̙33  ___PPT10 +2D ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*< %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*< %(D' =-6B'blinds(horizontal)*<3<*< D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*< %(D' =-o6Bbox(out)*<3<*< ++0+<   ++0+<   ++0+<   + YQ0D (  D & D # l ˲?̙v @ 3p?im,$0 V Objetivo 50 2  3  D # lO?̙v @ 3p?#[b ,$0 ZHacer propuestas que ayuden a mejorar la utilidad y calidad de los materiales de Descartes [(2[$ e Z  D 6S  },$ 0 KEDA,<3Z D B)))fy2޽h ? ̙33  ___PPT10 +2D ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*D %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*D %(D' =-6B'blinds(horizontal)*<3<*D D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*D %(D' =-o6Bbox(out)*<3<*D ++0+D C  ++0+D C  ++0+D   + P\ (  \ & \ # lli?̙v @ 3p?ims,$0 V Objetivo 10 2  3  \ # lHn?̙v @ 3p?#[ ,$0 Detectar las dificultades, de todo tipo, que surgen al utilizar el ordenador como medio de aprendizaje con Descartes, de forma continuada (2$ e   \ 6s  },$ 0 KEDA,<3Z \ B)))fy2޽h ? ̙33  ___PPT10 +)ƉD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\ %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*\ %(D' =-6B'blinds(horizontal)*<3<*\ D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*\ %(D' =-o6Bbox(out)*<3<*\ ++0+\   ++0+\   ++0+\   +Zv ?7p (   z   # l@?̙v @ 3p?#[,$0 REn centros no TIC puede haber dificultades para utilizar las aulas de ordenadores:<S 20 e 3 e &   # l ?̙v @ 3p?ims,$0 V Objetivo 10 2  3    6  },$ 0 KEDA,<3Z   # lܕ?̙v @ 3p?# ,$0 BLa preparacin de materiales requiere mucho trabajo y mucho tiempo,C 2& e 3   # l ?̙v @ 3p? # ,$0 NRequiere adaptarse a una nueva metodologa tanto a profesores a como a alumnosLO 2  e !3$ e 3Z   B)))fy2޽h ? ̙33___PPT10+O0Dg' = @B D"' = @BA?%,( < +O%,( < +D' =%(%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D< ' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-o6Bbox(out)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* ++0+   ++0+   ++0+   ++0+   ++0+   + wd (  d & d # lP?̙v @ 3p?im,$0 V Objetivo 20 2  3  d # l,?̙v @ 3p?#[ ,$0 Determinar la formacin que necesita un profesor para utilizar con xito los materiales didcticos de Descartes con sus alumnos (2$ e   d 6  },$ 0 KEDA,<3Z d B)))fy2޽h ? ̙33  ___PPT10 +)ƉD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*d %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*d %(D' =-6B'blinds(horizontal)*<3<*d D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*d %(D' =-o6Bbox(out)*<3<*d ++0+d   ++0+d   ++0+d   +   l (  l " l # l?̙v @ 3p?#[,$0 ROpiniones muy favorables: 2 e & l # lt?̙v @ 3p?ims,$0 V Objetivo 20 2  3  l 6N  },$ 0 KEDA,<33 l # lH?̙v @ 3p?=,$0 c He aprendido mucho4% 2 e  e ' l # l?̙v @ 3p?Z,$0 W Es un curso muy prctico"% 2 e M  l # lX?̙v @ 3p? ,$0 }? He visto como usar las TIC para ensear matemticas"@% 2@ e H  l # l?̙v @ 3p? s ,$0 x: Ayuda a la reflexin sobre el proceso de experimentacin";% 2; e Z l B)))fy2޽h ? ̙33___PPT10s+bD' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*l %(D' =-6B'blinds(horizontal)*<3<*l D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*l %(D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*l %(D' =-o6Bbox(out)*<3<*l D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*l %(D' =-6B'blinds(horizontal)*<3<*l D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*l %(D' =-6B'blinds(horizontal)*<3<*l D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* l %(D' =-6B'blinds(horizontal)*<3<* l D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* l %(D' =-6B'blinds(horizontal)*<3<* l ++0+l   ++0+l   ++0+l   ++0+l C  ++0+l C  ++0+ l C  ++0+ l   + aYt (  t & t # l?̙v @ 3p?im,$0 V Objetivo 30 2  3  t # lX?̙v @ 3p?#[b ,$0 bAnalizar la actitud de los alumnos ante una nueva forma de aprendizaje y diagnosticar sus efectos c(2c$ e b  t 6P  },$ 0 KEDA,<3Z t B)))fy2޽h ? ̙33  ___PPT10 +)ƉD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*t %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*t %(D' =-6B'blinds(horizontal)*<3<*t D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*t %(D' =-o6Bbox(out)*<3<*t ++0+t   ++0+t   ++0+t   +$    |  (  | ( | # lD/.?̙v @ 3p?#[,$0 X Muchsimas opiniones favorables:! 2! e & | # l3.?̙v @ 3p?ims,$0 V Objetivo 30 2  3  | 67.  },$ 0 KEDA,<3Z | # l9.?̙v @ 3p?,$0 & Fomenta el autoaprendizaje del alumno"'% 2' e % N | # l?̙v @ 3p??,$0 ~ Motiva mucho a los alumno"% 2 e  _ | # l@.?̙v @ 3p? ,$0 + Los alumnos han podido trabajar a su ritmo",% 2, e * } | # lD.?̙v @ 3p? 9 ,$0 I Los conocimientos que adquieren los alumnos son ms slidos y profundos"J% 2J e H g  | # llI.?̙v @ 3p? K ,$ 0 3 Los alumnos se han interesado ms por la materia "4% 24 e 2 Z | B)))fy2޽h ? ̙33___PPT10_+' WD' = @B D>' = @BA?%,( < +O%,( < +D' =%(%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*| %(D' =-6B'blinds(horizontal)*<3<*| D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*| %(DX' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*| %(D' =-o6Bbox(out)*<3<*| D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*| %(D' =-6B'blinds(horizontal)*<3<*| D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*| %(D' =-6B'blinds(horizontal)*<3<*| D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*| %(D' =-6B'blinds(horizontal)*<3<*| D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*| %(D' =-6B'blinds(horizontal)*<3<*| D' =%( DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* | %(D' =-6B'blinds(horizontal)*<3<* | ++0+|   ++0+|   ++0+|   ++0+|   ++0+|   ++0+|   ++0+|   ++0+ |  + } (   &  # lm.?̙v @ 3p?im,$0 V Objetivo 40 2  3   # lq.?̙v @ 3p?#[ ,$0 Comprobar la eficiencia de los materiales de Descartes para alcanzar los objetivos previstos en la planificacin de la experimentacin (2$ e    6Hv.  },$ 0 KEDA,<3Z  B)))fy2޽h ? ̙33  ___PPT10 +)ƉD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-o6Bbox(out)*<3<* ++0+  ++0+  ++0+  +a 2*0 (   (  # l.?̙v @ 3p?#[,$0 X Muchsimas opiniones favorables:! 2! e &  # l.?̙v @ 3p?ims,$0 V Objetivo 40 2  3   6\.  },$ 0 KEDA,<3-  # l̗.?̙v @ 3p?0 ,$0 ] He superado las dudas iniciales de si es posible llevar a cabo y desarrollar una UD en el aula de Informtica. La efectividad de este mtodo de desarrollo de las Unidades Didcticas es altamente eficaz, puesto que los alumnos responden a gran nivel"% 2 e  Z  B)))fy2޽h ? ̙33  ___PPT10 +&)D ' = @B Dn ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-o6Bbox(out)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* ++0+  ++0+  ++0+  ++0+  + YQP (   &  # l.?̙v @ 3p?im,$0 V Objetivo 50 2  3   # lԶ.?̙v @ 3p?#[b ,$0 ZHacer propuestas que ayuden a mejorar la utilidad y calidad de los materiales de Descartes [(2[$ e Z   6D.  },$ 0 KEDA,<3Z  B)))fy2޽h ? ̙33  ___PPT10 +)ƉD ' = @B D ' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-o6Bbox(out)*<3<* ++0+  ++0+  ++0+  +  p (      # ll.?̙v @ 3p?#[,$0 PMuchsimas aportaciones: 2 e &  # l.?̙v @ 3p?ims,$0 V Objetivo 50 2  3   6 .  },$ 0 KEDA,<3D  # l.?̙v @ 3p?,$0 t Infraestructura"% 2 e  A  # l|.?̙v @ 3p??,$0 q Organizacin"% 2 e   J  # l.?̙v @ 3p? ,$0 z Materiales didcticos"% 2 e  !  # l.?̙v @ 3p? 9 ,$0 Q Curso de formacin"% 2 e Z  B)))fy2޽h ? ̙33___PPT10s+5)kD' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-o6Bbox(out)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  ++0+  +Bu   (  (   # l]?̙v @ 3p?#c,$0 X Conclusiones0 2 636   6b  },$ 0 KEDA,<3c   # lDf?̙v @ 3p?0C ,$0 QSi se dan las condiciones mnimas volvers a utilizar Descartes con los alumnos?&R$(2R e   # lj?̙v @ 3p? ,$0 CNunca 0 Alguna vez 0 Con frecuencia 8 Siempre que pueda 14D$ 2  e  3 e  3 e  3 e  3Z  B)))fy2޽h ? ̙33  ___PPT10 +QJD ' = @B Dn ' = @BA?%,( < +O%,( < +Da' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D< ' =%(D|' =%(D$' =A@BBB B0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-o6Bbox(out)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-6B'blinds(horizontal)*<3<* D' =%(DT' =A@BBB B0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B'blinds(horizontal)*<3<*++0+  ++0+  ++0+  ++0+ +0 @D (  DX D C ms    D S Xm @?   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