Antonio Manuel Calle Arjona
Universidad Internacional Isabel I de Castilla, Máster en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas, Graduate Student
I am from Malaga, married, and the father of three children. I am the son and grandson of Andalusian immigrants in Germany. I was born in Westphalia in 1989, and grew up on the Costa del Sol. I am a training consultant at Altior Certificación, where we advise companies on how to invest in their human capital through subsidized training.
My professional life has developed both in the field of education and in the business world, both areas are equally passionate to me. I have worked in different professional fields, performing functions as an administrator, HR manager, supply chain manager, sales agent, high school teacher, academy director, and training consultant.
My professional interest covers cultural, social and lifestyle phenomena, with the aim of improving the social environment based on a humanistic and Christian perspective of the dignity of the person. I enjoy working in a team, I care about people and their full and integral development. I firmly believe that education is the only way to improve our society.
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-I studied the Degree in Humanities at the Universitat Oberta de Catalunya, which is distinguished by having a highly transversal academic curriculum, which means that I have the necessary credits to be able to teach all the humanities subjects in ESO and Bachillerato: Language and Literature, Philosophy, History, Geography, History of Art, Latin, Greek, Classical Culture, Oratory and Debate, and Citizenship.
-I completed the Official Master's Degree in Teacher Training (MAES) at the Isabel I University, which is the qualification that qualifies me to practice the teaching profession.
-I obtained the Aptis C certificate from the British Council, equivalent to level C1 of English according to the MCERL, which qualifies me as a bilingual teacher, and allows me to teach the subject of English in Secondary School.
-I am currently furthering my theological studies at the Centro Superior de Estudios Teológicos San Pablo, a diocesan centre in Malaga that is linked to the Universidad Loyola, and I am in possession of the Missio Canonica, a requirement to be able to teach the subject of Religion and Catholic Morality in Secondary Schools.
-I have completed my studies in Economics and Finance at the European Business School in Barcelona, obtaining the qualifications of Master of Business Administration (MBA), and Master in Management and Team Leadership.
-Finally, I am currently taking the Doctorate Programme in Social Sciences at the Universidad Católica San Antonio de Murcia, my area of specialisation being Philosophical Anthropology.
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SUMMARY:
-Degree in Humanities
-Master's Degree in Teaching (MAES)
-Baccalaureatus in Scientiis Religiosis
-Master of Business Administration (MBA)
-Master's Degree in Team Management and Leadership.
-PhD student in Anthropology
-C1 in English.
Phone: 0034642291096
Address: Málaga, Spain
My professional life has developed both in the field of education and in the business world, both areas are equally passionate to me. I have worked in different professional fields, performing functions as an administrator, HR manager, supply chain manager, sales agent, high school teacher, academy director, and training consultant.
My professional interest covers cultural, social and lifestyle phenomena, with the aim of improving the social environment based on a humanistic and Christian perspective of the dignity of the person. I enjoy working in a team, I care about people and their full and integral development. I firmly believe that education is the only way to improve our society.
------------
-I studied the Degree in Humanities at the Universitat Oberta de Catalunya, which is distinguished by having a highly transversal academic curriculum, which means that I have the necessary credits to be able to teach all the humanities subjects in ESO and Bachillerato: Language and Literature, Philosophy, History, Geography, History of Art, Latin, Greek, Classical Culture, Oratory and Debate, and Citizenship.
-I completed the Official Master's Degree in Teacher Training (MAES) at the Isabel I University, which is the qualification that qualifies me to practice the teaching profession.
-I obtained the Aptis C certificate from the British Council, equivalent to level C1 of English according to the MCERL, which qualifies me as a bilingual teacher, and allows me to teach the subject of English in Secondary School.
-I am currently furthering my theological studies at the Centro Superior de Estudios Teológicos San Pablo, a diocesan centre in Malaga that is linked to the Universidad Loyola, and I am in possession of the Missio Canonica, a requirement to be able to teach the subject of Religion and Catholic Morality in Secondary Schools.
-I have completed my studies in Economics and Finance at the European Business School in Barcelona, obtaining the qualifications of Master of Business Administration (MBA), and Master in Management and Team Leadership.
-Finally, I am currently taking the Doctorate Programme in Social Sciences at the Universidad Católica San Antonio de Murcia, my area of specialisation being Philosophical Anthropology.
------------
SUMMARY:
-Degree in Humanities
-Master's Degree in Teaching (MAES)
-Baccalaureatus in Scientiis Religiosis
-Master of Business Administration (MBA)
-Master's Degree in Team Management and Leadership.
-PhD student in Anthropology
-C1 in English.
Phone: 0034642291096
Address: Málaga, Spain
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Theology by Antonio Manuel Calle Arjona
History by Antonio Manuel Calle Arjona
A review of the primary source reports reveals a pattern of abuse that has accelerated significantly over the last century, to the turning point of the 1960s and 50s BC, a quagmire of elections that are delayed, canceled, violent, ruined by corruption, or ready to vote move forward through negotiation.
The increasing abuse of elections gave the Romans the idea that their constitution and rule of law had no intrinsic intrinsic value, but existed only as tools in the service of power and desired ends. The rule of law, exposed to blows, was more likely to succumb to human rule in the republic. The fall was not caused by outside armies or a revolution, but rather by the tacit agreement of the Romans that their rules could be bent and broken as needed. For the Romans at least, the argument that "the end justifies the means" turned out to be the antithesis and overthrow of constitutional government.
Teaching and Education by Antonio Manuel Calle Arjona
The group to which the proposal is addressed, made up of 14 female and 11 male students, is studying 4th year of ESO and is studying Spanish as a second foreign language. There are no students who require measures to address diversity derived from specific learning needs. The last average grade as a reference for the subject is 7.1 and although there are 2 repeaters in the classroom, there are no difficulties in following the subject. The group climate is good, there are no major conflicts in the educational context, nor have any personal conflicts or conflicts been reported in the students' respective homes that could influence the comprehensive development of any student. On the contrary, and despite the previous favorable circumstances, there is a general lack of motivation, which has mainly to do with the methodology. After consulting with the students, it was found that the use of the manual (Spanish on the go A2) is insufficient to maintain the attention and interest of the students and to offer a meaningful and comprehensive learning experience. In order to enrich the learning process of these students, a series of activities will be designed that will serve as ideas to implement in the selected context, but also as possible inspiration for other similar contexts where lack of motivation or disinterest become obstacles to success. the effective development of the teaching-learning process.
Below are the activities classified into four sections, taking into account each competence (oral comprehension, written comprehension, oral expression and written expression). Each activity will include the contents that will be worked on regarding the subject, the development and the necessary materials. To choose the activities, the classifications of Castrillo (1993) and Richards (1996) (oral comprehension), Fernández (2005) (written comprehension), Margarita Rávena (1996) and Littlewood (1981) (oral expression) have been used as a reference. ) and Gómez and Martín (1996) and Castrillo (1993) (written expression). Regarding the application of strategies and the use of materials and resources, the work of Moreno García (2011) and the contents of the Marco ELE magazine will be consulted as a reference, using its online search engine. However, it is worth mentioning that the previous works will only serve as a guide and inspiration, since the activities developed below are original.
The method covers diverse aspects, from effective study strategies to specific techniques for the mastery of mathematical skills. It focuses on the development of a proactive, goal-oriented mindset, providing guidance for overcoming academic challenges and achieving outstanding levels of performance.
The book also highlights the importance of professional excellence, providing guidelines for the successful application of knowledge acquired in academia in the world of work. Key skills are explored, such as problem solving, critical thinking and informed decision making, fundamental elements for excelling in professional life.
In short, the Antonio Calle Method not only seeks to perfect mathematical skills, but also to transfer these skills to the users' life experience, and provide a comprehensive framework to guide them towards excellence in all academic and professional aspects of their lives.
Feudal society is a historical topic that is studied in 2nd ESO, so it is important that students acquire a deep understanding of this historical period and its characteristics, and can establish a comparison with the characteristics of today's democratic societies, thus enriching their vision of the contemporary world. In this sense, feudalism is a topic that offers a wide variety of possibilities for gamification, since different scenarios and situations can be created that allow students to develop skills and knowledge.
Economy and Business Administration by Antonio Manuel Calle Arjona
The project is centered around the creation of simulated business environments, addressing key functional areas such as marketing, finance, operations, and human resources. Leveraging state-of-the-art technology and immersive learning platforms, participants engage in hands-on experiences that closely mimic the complexities and challenges faced by real-world organizations. These simulations are designed to be responsive and dynamic, allowing for the integration of various business functions and the exploration of cross-functional implications, including team management dynamics.
Incorporating the master's degree in team management, our approach places a special emphasis on fostering effective collaboration, communication, and leadership skills within simulated scenarios. Participants are encouraged to apply team management theories and practices to navigate through challenges, ensuring a comprehensive understanding of how teams influence and are influenced by various business functions.
The study employs a mixed-methods research approach, combining qualitative and quantitative methods to evaluate the effectiveness of the simulation-based strategy in developing critical thinking, strategic analysis, and team management skills among MBA students. Surveys, interviews, and performance metrics are utilized to measure the impact on participants' learning outcomes, with a specific focus on team dynamics and collaboration.
This project contributes to the advancement of MBA education by offering an innovative methodology for situational analysis, integrating the nuances of team management within simulated business scenarios. By immersing students in realistic, cross-functional challenges, our approach prepares future business leaders not only to understand the intricacies of individual business functions but also to excel in team-oriented environments, providing them with a holistic and well-rounded business education.
Papers by Antonio Manuel Calle Arjona
A review of the primary source reports reveals a pattern of abuse that has accelerated significantly over the last century, to the turning point of the 1960s and 50s BC, a quagmire of elections that are delayed, canceled, violent, ruined by corruption, or ready to vote move forward through negotiation.
The increasing abuse of elections gave the Romans the idea that their constitution and rule of law had no intrinsic intrinsic value, but existed only as tools in the service of power and desired ends. The rule of law, exposed to blows, was more likely to succumb to human rule in the republic. The fall was not caused by outside armies or a revolution, but rather by the tacit agreement of the Romans that their rules could be bent and broken as needed. For the Romans at least, the argument that "the end justifies the means" turned out to be the antithesis and overthrow of constitutional government.
The group to which the proposal is addressed, made up of 14 female and 11 male students, is studying 4th year of ESO and is studying Spanish as a second foreign language. There are no students who require measures to address diversity derived from specific learning needs. The last average grade as a reference for the subject is 7.1 and although there are 2 repeaters in the classroom, there are no difficulties in following the subject. The group climate is good, there are no major conflicts in the educational context, nor have any personal conflicts or conflicts been reported in the students' respective homes that could influence the comprehensive development of any student. On the contrary, and despite the previous favorable circumstances, there is a general lack of motivation, which has mainly to do with the methodology. After consulting with the students, it was found that the use of the manual (Spanish on the go A2) is insufficient to maintain the attention and interest of the students and to offer a meaningful and comprehensive learning experience. In order to enrich the learning process of these students, a series of activities will be designed that will serve as ideas to implement in the selected context, but also as possible inspiration for other similar contexts where lack of motivation or disinterest become obstacles to success. the effective development of the teaching-learning process.
Below are the activities classified into four sections, taking into account each competence (oral comprehension, written comprehension, oral expression and written expression). Each activity will include the contents that will be worked on regarding the subject, the development and the necessary materials. To choose the activities, the classifications of Castrillo (1993) and Richards (1996) (oral comprehension), Fernández (2005) (written comprehension), Margarita Rávena (1996) and Littlewood (1981) (oral expression) have been used as a reference. ) and Gómez and Martín (1996) and Castrillo (1993) (written expression). Regarding the application of strategies and the use of materials and resources, the work of Moreno García (2011) and the contents of the Marco ELE magazine will be consulted as a reference, using its online search engine. However, it is worth mentioning that the previous works will only serve as a guide and inspiration, since the activities developed below are original.
The method covers diverse aspects, from effective study strategies to specific techniques for the mastery of mathematical skills. It focuses on the development of a proactive, goal-oriented mindset, providing guidance for overcoming academic challenges and achieving outstanding levels of performance.
The book also highlights the importance of professional excellence, providing guidelines for the successful application of knowledge acquired in academia in the world of work. Key skills are explored, such as problem solving, critical thinking and informed decision making, fundamental elements for excelling in professional life.
In short, the Antonio Calle Method not only seeks to perfect mathematical skills, but also to transfer these skills to the users' life experience, and provide a comprehensive framework to guide them towards excellence in all academic and professional aspects of their lives.
Feudal society is a historical topic that is studied in 2nd ESO, so it is important that students acquire a deep understanding of this historical period and its characteristics, and can establish a comparison with the characteristics of today's democratic societies, thus enriching their vision of the contemporary world. In this sense, feudalism is a topic that offers a wide variety of possibilities for gamification, since different scenarios and situations can be created that allow students to develop skills and knowledge.
The project is centered around the creation of simulated business environments, addressing key functional areas such as marketing, finance, operations, and human resources. Leveraging state-of-the-art technology and immersive learning platforms, participants engage in hands-on experiences that closely mimic the complexities and challenges faced by real-world organizations. These simulations are designed to be responsive and dynamic, allowing for the integration of various business functions and the exploration of cross-functional implications, including team management dynamics.
Incorporating the master's degree in team management, our approach places a special emphasis on fostering effective collaboration, communication, and leadership skills within simulated scenarios. Participants are encouraged to apply team management theories and practices to navigate through challenges, ensuring a comprehensive understanding of how teams influence and are influenced by various business functions.
The study employs a mixed-methods research approach, combining qualitative and quantitative methods to evaluate the effectiveness of the simulation-based strategy in developing critical thinking, strategic analysis, and team management skills among MBA students. Surveys, interviews, and performance metrics are utilized to measure the impact on participants' learning outcomes, with a specific focus on team dynamics and collaboration.
This project contributes to the advancement of MBA education by offering an innovative methodology for situational analysis, integrating the nuances of team management within simulated business scenarios. By immersing students in realistic, cross-functional challenges, our approach prepares future business leaders not only to understand the intricacies of individual business functions but also to excel in team-oriented environments, providing them with a holistic and well-rounded business education.