Enhorabuena Soledad Fayós (Solete) – 6EP

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Enhorabuena Soledad Fayós (Solete) – 6EP
¡Volvemos a estar de Enhorabuena con Solete!
el domingo 3 de junio  ganó el torneo fase nacional del Babolat Cup que se celebró en Academia Ferrer en Club de Tenis Javea.
Representará a España  en Torneo en Europa alevin en Chequia, es una de las 3 tenistas componentes del equipo español que representará a España en la Summer Cup (Campeonato de Europade Naciones en categoría sub12) que se disputará en julio 2018 en Praga.

Daniel Mérida, Naroa Aranzábal, Rafael Segado y Soledad Fayos se coronan en la Babolat Cup en Jávea

El madrileño Daniel Mérida y la guipuzcoana Naroa Aranzábal en infantiles, y el murciano Rafael Segado y la valenciana Soledad Fayos en alevines, se han impuesto en la “Babolat Cup 2018” que ha concluido este domingo en la Academia de Tenis Ferrer – Club Tenis Jávea de Alicante. Los vencedores infantiles jugarán el Campeonato de Europa Sub’14 y los alevines las Copas de Europa de Verano.

El jugador de Alcalá de Henares afincado en Alicante, Daniel Mérida, se ha beneficiado de la retirada por lesión en la final infantil del barcelonés Àlex Padró con 4-2 en el marcador. Ambos habían disputado el pasado año la final del nacional Sub’13 “Trofeo Albert Costa” en Lleida, con triunfo entonces para el catalán.

BABOLAT_2018_FINALES

Àlex Padró y Ariana Geerlings, finalistas infantiles

En semifinales superaron respectivamente al grancanario Tomás Quesada y al almeriense Carlos Guerrero, primer favorito. Los cuartos se completaron con Antonio Prat, Iván Pérez Martín, Noah Regàs y Mario Martínez Serrano.

La final femenina se alargó casi 4 horas, con triunfo para Naroa Aranzábal ante la granadina Ariana Geerlings por 6-4 2-6 6-2. La donostiarra se ha alzado con el título infantil apenas un año después de ganar el alevín.

En semifinales superaron a la madrileña Carolina Gómez Alonso y la barcelonesa Laura Guberna; y en cuartos quedaron Eva Álvarez Sande, Irene Artigas, Ángela del Campo y Silvia Alejo.

Luis García Páez y África Burillo, finalistas alevines

Rafael Segado ha confirmado su condición de primer favorito en alevines venciendo en la final al barcelonés Luis García Páez 7-5 6-4. El tinerfeño Kenai Ortiz y el murciano Pablo Martínez Gómez se quedaron en semifinales, mientras que Pablo Sánchez Coria, Carlos Díaz Ruiz, Jordi Moure y Roger Pascual fueron cuartofinalistas.

Soledad Fayos se llevó la victoria en el cuadro femenino ante la alicantina África Burillo 6-4 6-1, después de superar en sus respectivas semifinales a la avilesina Ana Martínez Vaquero y la canaria Marta Rodríguez Machado.

Fuente: RFET
Foto: Academia Tenis Ferrer

RECOMENDADO

TRENDING

Política Erasmus/ Erasmus Policy Statement (EPS)

Strategy, objectives and priorities for erasmus activities.

“Escuelas San José” (St. Joseph Schools) of Valencia is a public school owned and run by the Jesuits but funded by Valencia Community Education Education Board.
We have Primary, Secondary and Vocational Teaching (both Intermediate and High Cycles).
The official courses given in Vocational Teaching are:
– Metal working and projects planning
– Electrotechnical and Automated Systems
– Industrial Automation and Robotics
– Administration and Finance
– Energy Efficiency and Solar Thermal Installations
Our institution is using ECTS credits to facilitate academic recognition abroad.
Our goal is to provide students with the necessary competences for getting into a fast labour insertion and also to prepare them for permanent learning either within or out of the educational system. To facilitate work insertion, students make a compulsory formation module in working places. This module consists of spending 400 hours doing practice in a company. During this time, they must develop their acquire competences in school. Thanks to the Extended Erasmus Charter our students have already developed not only their competences in other European countries but also known other countries methods, structures and technological innovations… etc. As a result, several students have already been doing practice in cities as London, Dublin, Toulouse and Erfurt.

The acquisition of the Standard Erasmus Charter is of high importance for us since it would allow our students to go abroad not only for placements to do their practice, but also to spend study periods in foreign schools or institutions. It would also allow that mobility for teachers and other members of the staff, contributing that way with the overall openness of the school.

As strategies to be developed by our school, we intend to contact schools located in Valencia linked to other European schools in order to develop a network of institutions to partner with. Another strategy to develop would be the organization of teacher visits to the target countries to learn about market requirements and the culture of the destination countries.

To make The Standard Erasmus Charter public, we will publish it in our website, we will inform families about it with handouts and meetings and also in the school magazine.

The school commits itself to follow a policy of nondiscrimination to integrate disabled students.

Actions to give visibility to Erasmus activities.

All students will be informed about the acquisition of the Erasmus Charter and about internship opportunities in Europe. Students will be chosen by their linguistic competences, academic report and personal maturity. They will have access to the school website where they will find the links and the information needed. All teachers will be informed in a meeting and a letter will be sent to the companies involved.

Arrangements to comply with non-discrimination objectives.
We want our students to be men and women for the others in a fair society; to be builders of a new society characterized by living amidst free, responsible, creative and supportive persons.

We have a plan against mobbing and bullying. Furthermore we follow a non discrimination policy by means of a protocol which is immediately activated in case of any racism act or gender prejudice. We also have a programme for disabled students aimed at favouring labour integration.

Quality of academic mobilities.

We would get in touch with schools similar to ours to develop direct exchange programs where our students could have a linguistic immersion stay and tutor. We would select the schools very carefully and would try to find those ones with presence in Spain added to the presence abroad.

We would design a program to be given to the partner school with the detailed tasks, regular lessons attendance, expected cultural and technical visits, etc. The school tutor would act as a link between the student and the school, making things easier for them and working out any possible problem.

During the whole stay we will be in permanent contact with the student and his/her tutor via email to solve any kind of incidence as soon as possible.

The student will prepare a report where he/she will write his/her experience for the tutor who will supervise it. This document will be sent to the origin country tutor.

When the student comes back from the foreign country, the school will certify him/her with a specific certificate, stating the length and place of the stay.

In case of the staff mobility, we will develop direct exchange programs with teachers from other schools. A program will also be designed, including things as job-shadowing, sharing good practice meetings, lectures on education system abroad, differences and similarities, etc.