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Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

El pasado 2 de marzo, en Asamblea General, quedó constituida la Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea, hasta 2023, de la siguiente manera:

1.- Presidente: Fran Ceacero Sierra

Fran-Ceacero_Presidente_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Barmanager en Gin Fizz Cocktail Bar-School, Bilbao.
  • Tutor de Radical Bartending School Bilbao.
  • Bar Consultant en Hotel Ercilla, Bilbao.
  • “Formador Homologado en brandy de Jerez”, y “Sumiller experto en vinos de Jerez”, por el Consejo Regulador de la D. O. “Jerez Xeres Sherry”, 2019.
  • Mail: [email protected]

 

2.- Secretario General: Manu Iturregi Legarreta

Manu-Iturregi_Secretario_General_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Barmanager en Residence Café, Bilbao.
  • Tutor de Drinks Motion Bilbao.
  • Integrante de Royalbliss The Crew.
  • Brand Ambassador Basque Moonshiners.
  • Mail: [email protected]

 

3.- Tesorero: Alberto Aparicio Siñuela

Alberto-Aparicio_Tesorero_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Barmanager en Attico 14, Bilbao
  • Patrón Perfectionists Finalista Iberia, 2020
  • Elit Art of Martini finalista, 2018
  • Campeón II Ruta de Vermouth Preparado de Bilbao-Bizkaia 2016.
  • Spain Winner Heering (Peter F. Heering), 2015
  • Mail: [email protected]

 

4.- Vicepresidente: Salvador Santos Fernández

Salva-Santos_Vicepresidente_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Head Bartender, Sumiller y Formador en Cromwell Lounge, Puente Colgante Boutique Hotel, Portugalete.
  • Certificado de profesionalidad “Docencia para la FPE”, HOBE LANBIDE-SEPE., 2019.
  • “Dirección de Restaurante”, ISGEG, 2012.
  • “Técnico superior para la sumillería”, por el Museo del vino, Málaga, 2010.
  • Campeón de Coctelería II Torneo Duque de Lerma, Lerma, by A.B. Bizkaia, 2014.
  • Semifinalista Nacional Bacardi Legacy 2011.

 

5.- Vicesecretario: Juan Fernando Valencia Duque

Juan-Fer-Valencia_Vicesecretario_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender en Residence Café, Bilbao.
  • Curso Bartender Profesional en Drinksmotion Bilbao, 2019.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2018.
  • Técnico superior en Dirección de servicios en Restauración, Escuela de Hostelería de Leioa, 2015-2017.
  • Penta Campeón de Coctelería de Bizkaia by A.B. Bizkaia, 2014 (Joven Barman), 2015, 2016, 2017 y 2019.
  • Bi-Campeón “Drink World Tour”, 2017-Toscana, 2019-Bilbao.

 

6.- Vicetesorero: Alex Ruiz Arreba

Alex-Ruiz_Vicetesorero_b.n.-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Head Bartender en Charlot, Algorta.
  • Gestor Banca, Deutsche Bank.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2018.
  • Curso High Level “El mundo del Ron”, 2018, en A.B. Bizkaia by Cristóbal Srokowski.
  • Campeón de Coctelería de Bizkaia Joven Barman, 2015.

 

7.- Relaciones Públicas: Elena Urigüen Garaizabal

Elena-Urigüen_RRPP_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Barmanager y Sumiller en Despierta tus Sentidos.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2019.
  • Master Dirección de Eventos, Comunicación y Protocolo, Esden Business School, 2012.
  • Postgrado Dirección de Alimentos y Bebidas, SEAS, Estudios Superiores Abiertos, 2011.
  • Certificado Especialista Sumiller, Escuela Superior de Hostelería Bilbao (ESHBI), 2010.
  • Postgrado Dirección y Gestión de Empresas Hosteleras, ESHBI, 2007.

 

VOCALES

 

8.- Mari Jose Soto Álvarez

Marijo-Soto_Vocal_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender Co-propietaria en Txomin El Rincón del Vermouth, Mungia.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2018.
  • Campeones IV Ruta de Vermouth Preparado de Bilbao-Bizkaia 2018.
  • Campeones I Ruta de Jai-Alai Cocktail, 2019.

 

9.- Erika Peñaranda Suárez

Erika-Peñaranda_Vocal_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender en Rte. Bioko, Bilbao.
  • Técnico medio en Administración.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2018.

 

10.- Marta Vallejo de la Vega

Marta-Vallejo_Vocal_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender en Le Club by Ercilla Hotels, Bilbao.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2018.
  • Máster de Coctelería y Bartending 2017, en The Premium Place LAB, Madrid.
  • Campeona Absoluta en Jefes de Bar en el Concurso de Coctelería de A.B. Cantabria, Reinosa, 2016.
  • Campeona en Técnica Concurso Coctelería A.B. Cantabria, Noja, 2015.
  • Campeona Concurso Coctelería A.B. La Rioja, 2015.

 

11.- Daniel Ignacio Pérez Perozzo

Dani-Pérez_Vocal_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender Co-propietario en Txomin El Rincón del Vermout, Mungia.
  • Campeones IV Ruta de Vermouth Preparado de Bilbao-Bizkaia 2018.
  • Campeones I Ruta de Jai-Alai Cocktail, 2019.

 

12.- Emillio Vivanco Urquizo

Emilio-Vivanco_b.n-267x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

 

13.- Juan Luis Rodríguez García-Gil

Juan-Luis-Rodríguez_Vocal_b.n-1-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Head Bartender en Gin Fizz Cocktail Bar-School, Bilbao.
  • Curso High Level “Descubriendo Japón”, 2019, en A.B. Bizkaia by Valerika Darasteanu.
  • Curso High Level “El mundo del Ron”, 2018, en A.B. Bizkaia by Cristobal Srokowski.
  • Curso High Level “El vermú, entre tradición y futuro”, 2018, en A.B. Bizkaia by François Monti.
  • Grado Superior en Admón. y Finanzas, 2005.

 

14.- Iker del Cerro Sánchez

Iker-del-Cerro_Voca_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender en Le Club by Ercilla Hotels, Bilbao.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2019.
  • Curso High Level “El mundo del Ron”, 2018, en A.B. Bizkaia by Cristobal Srokowski.

 

15.- Jeudi Disla Gómez

Jeudi-Disla_Vocal_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender en Botánico, Bilbao.
  • Curso Bartender Profesional en Radical Bartending School Bilbao, 2018.

 

16.- Luis Alejandro Salas

Luis-Alejandro-Salas_Vocal_b.n-1-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Bartender en 33 by Santi Ortiz, Barcelona (prácticas BCC).
  • “Master by Patxi Troitiño en experto Bartender & Coctelería moderna”. Basque Culinary Center, 2019, Donosti.
  • Curso “Bartender Profesional” en Radical Bartending School Barcelona, 2018.
  • Curso “Barman Internacional” en European Bartender School, Barcelona, 2015.

 

17.- Javier Diago Elorduy, Vocal Jurídico.

  • Abogado.

 

Títulos honoríficos

 

Presidente de Honor: Agustín Gil Maeso.

Agus-Gil_Pte._Honor_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • VI Presidente de A.B. Bizkaia / B.B. Elkartea, 1999-2015.
  • Vicepresidente de A.B. Bizkaia / B.B. Elakartea desde 1989 hasta 1999.
  • Miembro de la Junta Directiva de A.B. Bizkaia / B.B. ELkartea desde 1981 hasta 2015.

 

Socio Fundador: Ramón Otero Gutiérrez

Ramón-Otero_Fundador_b.n-300x300 Junta Directiva de la Asociación de Bartenders de Bizkaia / Bizkaiko Bartenderren Elkartea 2020-2023

  • Jefe de Bar de la Cafetería del Hotel Avenida (actual Hotel Occidental) y socio en la Asamblea Constituyente de marzo de 1967.
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Study the Lit Reassessment

Comparing of instructor instruction programmes in Australia and the UK

Contents

Outline

Founding

Methodology

Lit Brushup

External regenerate of ITE

Possibility and pattern

Clinical rehearse

Appraisal and the use of pro standards

How ITE may mold instructor abrasion

Give-and-take

Instructor instruction programmes in Australia

Instructor preparation programmes in the UK

Regenerate of instructor pedagogy and populace insurance

The possibility/recitation part

The movement to clinical drill

Judgement of trainees

Pro instruction standards

Australia and the UK compared

Determination: How ITE and instructor contrition are related

Diverseness of options

The neoliberal agendum

The appraisal procedures

Tensions betwixt school-based routes and pedantic routes

Sum-up of promote enquiry areas

Acknowledgment Name

Cabbage

Thither are respective similarities ‘tween the initial instructor breeding (ITE) systems in Australia and the UK: an increasing multifariousness in the preparation options presented to likely candidates; an ever-increasing linkup with insurance that is set inside a neoliberal circumstance; addiction upon evidence-based approaches to the appraisal of trainees, such as the use of pro instruction standards; and increasing tensions ‘tween possibility and praxis as both countries go towards privileging clinical pattern during the breeding flow. In improver to these commons elements, Australia and the UK are too both experiencing concerning instructor detrition rates. Draftsmanship on existent enquiry related the aforesaid facets of ITE, this thesis synthesises the findings to ground compelling reasons which propose that around characteristics of the ITE programmes may be tributary to instructor corrasion.

Entry

Instructor detrition is a job which is presently ‘receiving heightened aid due to its chroma, complexness, and spread’ (Craig, 2017, p.859). Attracting more individuals into precept is a ‘major concern’ in England, where thither is an senescence men and shortages in essence subjects (Foliate, 2015, p.187). A late work nosecount conducted by the UK regime launch that 21% of new certified teachers in 2014 were not recorded as running in the sphere two eld ulterior (Surrogate, 2018).

Late media reports in Australia guess that betwixt 30% and 50% of new dependent teachers in Australia bequeath inside 5 days, although it is acknowledged that thither is a motive to collate more honest grounds therein region (Weldon, 2018). Yet, instructor detrition is a worry in Australia (Stonemason and Poyatos Matas, 2015). Although the reasons for the declining numbers of teachers may be attributable to many factors (Australian Plant for Pedagogy and Schoolhouse Leading Express (AITSL), 2016), one look which is start to appeal enquiry is the kinship ‘tween ITE and instructor contrition.

Since Australia and the UK are presently experiencing instructor shortages, it is the destination of this thesis to equivalence their ITE systems with the aim of establishing similarities betwixt the two countries. These similarities are so examined inside the circumstance of instructor contrition and approximately causal links are hypothesised.

Methodology

The enquiry commences with qualitative psychoanalysis of lowly sources concerning the flow ITE routes in Australia and the UK. The key issues which develop from these sources and which are analysed and compared encourage therein thesis admit: regenerate of ITE and its kinship with world insurance; the hypothesis/rehearse part in ITE; the increasing movement to clinical exercise; appraisal of trainee teachers; and, pro commandment standards. Similarities inside these themes ‘tween Australia and the UK are presented, enabling the developing of hypotheses concerning the tie-in ‘tween these similarities and the phenomenon of instructor corrasion which is presently beingness experient in both countries.

No search is value-free (Greenbank, 2003), so the investigator mustiness notice the motivation to oblige values which may determine the explore outgrowth. The generator acknowledges the adventure of personal check prejudice in privilege of the traditional university-led ITE itinerary. Positioning with the principles of reflexiveness which support good education pattern (Bahr and Mellor, 2016; Carter, 2015), a value-neutral access to this enquiry is highly-developed done continual consciousness of the pauperism for meditative rehearse when selecting and analysing petty sources, with the aim of bracketing any personal cognitive predetermine. When victimisation hunting damage in electronic database searches, aid was interpreted to see that critiques of both university-led and schools-based programmes were consulted.

Initial hunt damage included: ‘Australia initial instructor education’; ‘UK initial instructor training’; ‘initial instructor breeding reform’; ‘teacher corrasion Australia’; and, ‘teacher grinding UK’.

Inquiry involving external comparisons inevitably to earmark new insights or evaluations (Adamson, 2012). So, the method of applying qualitative psychoanalysis to petty sources is justified because thither is a all-encompassing trunk of present-day lit from which to prolong themes which can so be synthesised inside the circumstance of instructor grinding. No basal information was gathered, although this thesis concludes with recommendations which mention to the pauperization for foster basal enquiry in the areas where causal links betwixt ITE and instructor detrition are suggested.

As thither was no solicitation of chief information for the purposes of this thesis, no honorable concerns were encountered during the search menstruation. To protect pedantic unity, sources were consulted cautiously to see exact ascription and were referenced to protect against unintended plagiarization.

The enquiry inquiry which underpins this thesis is: are thither any features of the instructor grooming programs which are commons to both Australia and the UK which could be conducive to increasing instructor abrasion rates in these countries?

It is acknowledged that this head can be viewed as either too all-encompassing or too special, contingent the position. The dubiousness may be too across-the-board because a wide psychoanalysis of the issues relating to instructor breeding programs would broaden far bey the limitations of this thesis. Yet the inquiry regarding instructor detrition has been special hither to causal factors related ITE lonesome.

This is not meant to propose that this is the solitary determiner, since thither may be many early reasons why Australia and the UK are presently experiencing instructor shortages. Kinda, by restricting the probe to ITE programmes, hypotheses can be highly-developed which can progression advance explore and which can so enable policy-makers to direct these concerns ahead instructor shortages get a home crisis.

Lit Reassessment

Outside rectify of ITE

When unlike countries contribution exchangeable ideas regarding ITE, the use of outside comparing in explore can divulge how these ideas may oeuvre otherwise at apiece arrangement storey (Darling-Hammond, 2017).  Countries which do extremely in price of pupil academician outcomes bear racy policies which heave the position of instruction and enable teachers to grow professionally (Ingvarson et al., 2014). Nonetheless, thither is not needs a elongate kinship betwixt instructor training and bookman outcomes (Ingvarson et al., 2014).

In the UK, thither let been decades of continual reclaim in ITE which has resulted in a various instructor education landscape (Youens et al., 2018). Peculiarly in England, prospective teachers are now presented with a quality of pathways to certified instructor position (QTS).

Done treatment psychoanalysis of instructor teaching policies in Australia, Mayer et al. (2017) analysed the differing conceptualisations of potency in instructor training. They reason that because world insurance volition be matter to inherent political and ethnical ideologies, such digressive practices underframe expectations which can convert metre and sometimes in oppositional slipway, qualification the judgment of instructor training more elusive. The pauperization for larger-scale and longitudinal studies in the potency of ITE in Australia is identified by Mayer et al edubiride reviews. (2017), but they besides remonstrate that thither is the want for researchers to influence how effectivity should be taken and tacit, and for what function. Rowe and Skourdoumbis (2017) reason farther that these sets of expectations circumferent the policies which rule instructor strength should not be recognized without doubtfulness but should be disrupted by scholars done chronic inquiry in instructor training.

Any judgment of the efficaciousness of ITE programmes bequeath alter contingent what is organism assessed and what is of assess (Jasman, 2009). It is illustrious that thither inevitably to be more lucid and rich grounds regarding why such rule of ITE is deemed essential (Fitzgerald and Knipe, 2016).

Wider neoliberal demands crusade policies which impress ITE (Adamson, 2012; Furlong, 2013). Fitzgerald and Knipe (2016) contend that Australia is experiencing a political schedule which is quest to professionalize commandment. Professionalization of the education professing in England is too unmistakable in the use of judgment standards (Paginate, 2015). Footling (2015) argues that this is the rife exemplar in pedagogy and that thither is a want of counter-discourse which could gainsay the position quo.

A partnership modelling ‘tween stakeholders in ITE that is based on demonstrate is recommended by roughly scholars specially because of the accent that is now situated on the virtual skills of commandment (Yeigh and Lynch, 2017). Yet, the use of enquiry as prove is a business for others because it may be victimised to amend narrowly-defined educational outcomes preferably than be exploited for decisive psychoanalysis (Brownish et al., 2016). So, partnership models may attain unintended consequences, as Gilroy (2014) constitute that breeding providers are more influenced by insurance than by enquiry in damage of the pedagogic models they employ.

Eventide when thither are licensed reviews of ITE which are full-bodied and pass hopeful reforms, thither are calm fundamental challenges when ITE is viewed as a insurance job. The Carter Inspection of ITE in the UK was finalised in 2015 and included 18 recommendations to ITE. The brushup took a warm position on emphasising the initial scene of ITE, with the hypnotism that instructor breeding should be viewed as a continuum and that master growing is an authoritative panorama of instructor pedagogy (Carter, 2015).

Although these recommendations propose that thither may be cocksure outcomes associated with suggested reforms, done a taxonomic psychoanalysis of the Carter Brushup Mouton et al. (2017) plant that thither are tensions in the papers because of the challenges encountered when ITE is viewed as a insurance job. The criticism of the followup includes consultation to the mandating of home standards in education which, it is argued, may bilk any attempts to reference the challenges of ITE done the procedure of master learnedness (Mouton et al., 2017).

Scorn the relevant concerns, Adamson (2012) acknowledges that academics are sometimes mistrustful of the way policy-makers micturate use of relative inquiry and this can outcome in anxious stress. Frankincense, to make counterpoise, an cognisance of the demand to boost talks ‘tween policy-makers and academics is offered by the field conducted by Tweed (2016) which presents policy-makers in a more large lightness.

Possibility and practise

Good ITE positively correlates with instructor effectuality, suggesting that thither should be a counterpoise ‘tween the education of possibility and the pic to clinical pattern during the breeding point (Barh and Mellor, 2016). Nonetheless, the theory-practice fraction is stillness a disputative matter in instructor breeding (Kitchen and Petrarca, 2016) and has been set below the limelight in late geezerhood (Varadharajan and Schuck, 2017). Peculiarly in England, thither has been a sack towards practice-based routes such as Learn Outset (Fitzgerald and Knipe, 2016).

Late, scholars sustain highlighted the motivation for dialog betwixt possibility and exercise and betwixt policy-makers and educators (Gabardine, 2016).

Clinical rehearse

The go to clinical praxis in ITE is a tendency which commenced in the UK in the former Nineties. (Dinham, 2015). In Australia, the like tendency is first to be witnessed (Dinham, 2015). Dinham (2015) critiques this progress the cornerstone that it is motivated by wide recognised yet contestable beliefs, such as the feeling that universities are out of hint with modern-day precept methods. Nonetheless, a justification for the movement is that civilise placements are important to the maturation of pre-service teachers because their receive in schools facilitates the assembling of prove and enables contemplative rehearse to hap (Morrison et al., 2018)

Judgment and the use of master standards

Thither are increasing demands in both Australia and the UK for demonstrate relating to the efficaciousness of ITE programs and so thither edubirdie.com illegal are correspondingly tightened systems of subject accreditation of teachers underdeveloped in both countries (Panel, 2016). According to Bahr and Ferreira (2018) the evidence-based coming focuses on the trainee as instructor , which is requirement, but is not encompassing because it lacks any center the interpersonal attribute of education. One criticism of interior accreditation is ripe by Rowe and Skourdoumbis (2017), who reason that the converse should be changed to decontextualize the function of the instructor because the standards clime can leash to an unhelpful standardization of teachers.

Stress exists ‘tween the aspect of pedagogy as a guile and as a professing based on inquiry (Paginate, 2015) with ITE in England beingness positioned as a proficient craftiness (Dark-brown et al., 2016). In both Australia and the UK trainee teachers observe their own personal evidence-based https://www.sitejabber.com/reviews/edubirdie.com portfolios done which atonement of standards can be demonstrated (Morrison et al., 2018). Scorn the consensus that these portfolios are efficacious in price of instructor evolution, thither are around concerns that this attack too facilitates a execution refinement inside schools (Mockler, 2013).

When located inside an outcomes-based professing, the evaluate of exploitation pro standards to tax trainees and teachers likewise becomes persuasive. E.g., Birdsong (2018) conducted a relative psychoanalysis of the story of pro pedagogy standards and plant that when they are embedded in ITE programs they can leading to bettor educational outcomes, specially since recently-qualified teachers start their careers with the like floor of duty as their more experient colleagues, so should be discipline to the like model of standards from the offset. Darling-Hammond (2017) likewise supports the use of teachers’ standards in Australia because they furnish an architecture which frames articulations of expectations for trainees and teachers.

The measure of master standards is less persuasive when they are viewed as organism parting of the procedure for the evolution of trainees as effectual pedagogues. Bahr and Mellor (2016) are vital of the use of standards, tilt that, although essential, standards do not ascertain calibre teachers. It is their statement that pro standards do not blanket personal attributes which efficacious pedagogues have, such as the power to prompt eruditeness. The neglectfulness of these personal facets is too implied in reprint studies by Mockler (2013) and Larsen (2017).

Both signalise that the standards seem to center the functionalist aspect of didactics.

Focussing on the trainee as an somebody, McGraw (2018) argues that when thither is an accent on what the trainee does in damage of producing particular outcomes, the deep complexness of the have may be lost. Therein esteem, the standards could be viewed as operation as judgment tools which step how advantageously the trainee performs as a assimilator (Buchanan, 2017), kinda than how wellspring the trainee is development as a instructor. Thither may too be a inclination for trainee teachers to generally follow and follow standards tied when they may discord with the expectations of the reference of the authorisation (Endocarp, 2016). Thither is likewise selfsame niggling attest that trainees gainsay sources of authorisation (Rock, 2016). This organization can leash to feelings of disempowerment, as the trainee lacks self-sufficiency (Gem, 2016).

A encourage review of the use of master standards in assessing trainees is offered by Dinham (2015) who argues that it is diagnostic of the compliance-based simulation institute in ball-shaped educational regenerate movements which stay mostly undisputed.

How ITE may tempt instructor grinding

The lit on links ‘tween ITE and instructor grinding is barely although explore is start to be conducted therein country. An crucial sketch by Ingersoll et al., (2014) ground a connection betwixt other vocation instructor grinding and the character of preparation they had standard. The more the trainee had standard pedagogic training, the more potential they were to stoppage in the professing. One restriction of the search is that the focalise was chiefly on skill and maths teachers.

  Thither is besides a indigence for content-based didactics (McNamara et al., 2017) for trainee basal year teachers. When addressing the subject of the broader exploitation of teachers as individuals, as opposed to subject-specialists conveyance noesis, Stonemason and Poyatos Matas (2015) made the association ‘tween efficacious didactics, instructor keeping and the exploitation of non-economic cap and constitute that the calibre of instructor pedagogy impacts upon the skills and cognition compulsory to grow an individual’s thrum cap and thence their psychological eudaemonia, which plays an authoritative portion in instructor retentiveness.

Word

Instructor instruction programmes in Australia

Thither are multiple bailiwick pathways to seemly a dependant instructor in Australia (Mayer, 2014). University-based options admit: a four-year level (e.g. Bachelor-at-arms of Training); a duplicate stage (e.g. Bachelor-at-arms of Humanities combined with Bach of Didactics); and a master’s grade (e.g. Passkey of Didactics).

These programmes testament typically admit elements of program studies, pro studies, and virtual receive in schools (Mayer, 2014). Thither is attest of good partnerships ‘tween schools and instructor educators. E.g., the University of Melbourne offers a biennial clinical Headmaster of Pedagogy grade which integrates donnish enquiry with hardheaded sour in partnership schools (Darling-Hammond, 2017). Bridging the gap betwixt academician encyclopedism some commandment and the pragmatic execution of theoretic noesis is a development antecedence for ITE providers, as evidenced by the University of Melbourne’s Clinical Drill examination (Yeigh and Lynch, 2017).

Learn for Australia is an option footpath which includes a six-week intensifier path followed by two geezerhood fagged instruction inside a school-based instruction plan (Bahr and Mellor, 2016). Trainees are supported by mentors during this metre. Learn for Australia is not without its critics.

E.g., Mayer et al. (2017) plant that this typewrite of option footpath destabilises the university manakin of initial instructor pedagogy as it can effect the stop of university courses, as has been evidenced in Britain pursuit the launching of the Schooling Mastermind syllabus.

Apiece submit and soil politics in Australia is responsible its own didactics arrangement (Clinton et al., 2015). Although historically thither bear been dissimilar approaches to assuring instructor calibre, thither suffer been moves in late geezerhood to nurture eubstance (Clinton et al., 2015). E.g., thither is an increasing motion by the Australian regime to center evidence-based inquiry which links instructor instruction effectualness with educatee outcomes (Ovalbumin, 2016) and which so informs internal insurance.

Scorn the criticisms of choice pathways, the Australian regime has latterly attached to support these alternate routes which ‘broaden the ingress points into didactics and can service spreading caliber teachers crossways the arrangement by placing them in schools that pauperism them most’ (Australian Administration, 2018, n.p.).

Instructor education programmes in the UK

In the UK, dissimilar approaches are interpreted to ITE contingent if the trainee is perusal in England, Wales, Scotland or Northerly Ireland. England offers a greater variety of options to trainees, with both university-led and school-led options. In Wales, about graduate grooming programmes are university-based and thither are too options to gain QTS via the Alum Instructor Plan and the Instruct Outset Leaders Growth Plan both of which are employment-based routes (Universities and Colleges Admissions Overhaul (UCAS), 2018a).

In Scotland and Northerly Ireland, all grooming programmes are led by universities or colleges. Thither are two routes: a four-year undergrad broadcast or a annual Master Alumna Sheepskin in Instruction (PGDE) (UCAS, 2018c; UCAS, 2018d).

The UCAS site presently (2018) offers 16 options to prospective trainee teachers in England quest a path into education. Although these options are too legion to acknowledgment in point hither, routes can loosely be classified as follows: judgment lonesome; next instruction scholars; undergrad initial instructor breeding; Graduate Certification in Instruction (PGCE) which is university-led; graduate didactics apprenticeship; Civilize Orchestrate (remunerated or tuition); school-centred initial instructor education (SCITT); and Soldiery to Teachers (UCAS, 2018b). Shoal Mastermind is an employment-based itinerary to QTS which allows schools to ‘select and raise their own trainees’ (Section for Training (DfE), 2017, n.p.).

Licenced initial instructor breeding (ITT) providers can either be universities or school-centred initial instructor trainers (SCITTs) (Carter, 2015). SCITT resembles the (non-salaried) Civilize Organize road therein it provides hands-on teacher-training delivered by experient teachers. The SCITT programmes are run by schools, or groups of schools (UCAS, 2018b).

Rectify of instructor didactics and populace insurance

As Furlong (2013) points out, up until the Eighties, instructor teaching was ‘a congeneric backwater in footing of educational policy’ in Australia and the UK (p.29). Yet teachers are now viewed as organism ‘ the key imagination in ensuring globular fight of apiece land state’s pedagogy service’ (Furlong, 2013, p.29). Moreover, instructor pedagogy is now positioned as a insurance trouble (Mayer et al, 2017) with ITE organism ‘a relentless paper crossways the planetary insurance landscape’ (Rowe and Skourdoumbis, 2017, p.1).

Thither is sensed to be a pauperism for modern approaches to ITE, with ideas beingness contributed by academics, researchers, politicians, and schooling leadership (Yeigh and Lynch, 2017). Considering the full orbit of contributors, it is not surprising that innovations may not forever dovetail, and when a country’s instruction is collectivised, those with political ability are more probably to win in reforming ITE done populace insurance. Inside such a landscape, associated shifts in index testament pass.

E.g., late insurance changes relating to Civilise Organize let adapted the equaliser of superpower betwixt schools and universities (Embrown et al., 2016).

A cogitation by Ovalbumin (2016) establish that policy-makers lack to translate almost the ‘world’ of instructor instruction and neediness to be amend silent themselves by researchers (p.261). This suggests that thither is a gain in supporting talks since policy-makers are oftentimes located diametrically antonym to instructor educators in search document, as Mayer et al. (2017) shew when they signalise that, as policy-makers essay to advance restraint and regenerate instructor pedagogy, so the reliance which was antecedently situated in the pro judgements of teachers diminishes. Patch it may be unfeigned that the cartel is diminishing, it may not essential be straight that policy-makers are actively quest to ascendance instructor breeding; the unmistakable pickings of command may be a fallout of policy-makers’ miss of noesis some the commandment professing.

Thither is a compelling debate for increased dialog to pass when policy-making is located inside government. Ability can be exerted on mass done policies which suit ‘instruments of reification’ (Rowe and Skourdoumbis, 2017, p.12) and the regenerate of ITE becomes normalised and associated with political paradigms sooner than with theoretic savvy of efficient instruction and encyclopaedism. It can be no co-occurrence that the prevalent political prototype in the UK since the later Seventies has been neoliberalism and that the proviso of instructor breeding has been issue to many reforms terminated these finish quadruplet decades in contrast with the globular training regenerate motility (Source) (Piddling, 2015).

Neoliberalism demands a competitory mart (Furlong, 2013) to fulfil the opinion that breeding volition wave when uncovered to grocery forces (Dinham, 2015). Inside an progressively de-regulated grocery, with the neoliberalist rivalry that educational advance evolves by coating of commercialize forces and challenger (Mulheron, 2015), breeding providers moldiness contend with one another to appeal students. Although thither is a sensed backdown of the posit in neoliberal policies, paradoxically, thither has been increased country restraint in England done calibration procedures which attempt to control the lineament of ITE programmes (Adamson, 2012).

Neoliberalism besides creates the magic of pick; potency trainees are faced with a ‘bewildering’ (Youens et al., 2018, p.13) come of prize in the UK. The Shoal Organise syllabus is an lesson of a administration embracement neoliberal commitments (Furlong, 2013). Nether this framework, the cultivate is in the drive arse because it can publicise the locating, choice its campaigner, prefer an ITT supplier, and select how often preparation they like to buy from the supplier and how often they bequeath cater themselves (Furlong, 2013).

As Furlong (2013) points out, this example reaches bey the tautness betwixt universities and schools – it too creates a private-enterprise commercialize betwixt schools, as the voltage fiscal benefits of decorous licenced providers get ostensible.

The kinship betwixt insurance and educational outcomes is not one-dimensional (Mayer, 2014) so it should not be pretended that a regenerate of ITE leave straightaway correlated with instructor effectualness, lease render into improved academician outcomes for their students (Ingvarson et al., 2014). Both Australia and the UK let an training organization which is impelled by, and continually neutered by, insurance reforms. This inherent political facet to the education professing may be one ground why prospective candidates are avoidance from the professing because those who would be teachers would opt a de-politicised organisation sooner than one which is ‘based oft multiplication on political whim’ (Aspland cited in Bahr and Mellor, 2016, p.iii).

The possibility/rehearse separate

A key issuing arising from the partnerships betwixt universities and schools relates to the quantity of accent apiece company places on possibility and on recitation. Programmes which prerogative one concluded the former go to agnise the grandness of integrating (Carter, 2015). Loosely, universities run to upgrade theoretic discernment as the base for underdeveloped didactics drill, whereas schools run to stress pragmatic skills (Yeigh and Lynch, 2017).

This part has been described as a knowledgeable/doing gap in ITE and is organism addressed in Australia done explore which suggests that partnerships pauperism to be more machine-accessible (Ingvarson et al., 2014).

Alike, in the UK, the Carter Follow-up (2015) launch that debates almost whether ITT should pass in universities or in schools ‘are not abominably helpful’ and that ‘the trueness is that partnership is the key’ (p.3). One welfare to this feeler is that subject-specific instruction (one of the recommendations of the Carter Reassessment) can be highly-developed in ITT courses, since subject-specialists and mentors in schools can intercede with the relevant academician departments in universities. Subject-specific instruction focuses on the phasing of eruditeness inside the field, green misconceptions in the content, and how the topic can be made approachable to learners at dissimilar developmental stages (Carter, 2015), so it does so introduce a more nuanced attack to ITT.

Explore suggests that early-career teachers are more surefooted and are less belike to exit the professing when they birth standard subject-specific pedagogic grooming (Ingersoll et al., 2014; McNamara et al., 2017). So this particular testimonial by Carter may gaming a all-important character in addressing the declining numbers of teachers in both Australia and the UK and is one which can but be highly-developed done collaborationism ‘tween ITE providers, subject-specialists, researchers, and policy-makers. Surely, if Gilroy’s (2014) findings – that providers are more influenced by insurance than by inquiry – are cleared in the UK, the developing of partnerships may be the key to bridging the wise/doing gap too as tackling instructor contrition.

Nonetheless, since it has been notable that instructor educators’ enquiry is existence marginalised (Whiten, 2016), more enquiry inevitably to be through to found how these collaborations can be facilitated.

The actuate to clinical rehearse

Pupil teachers now expend more clip in schools during their initial breeding menstruum than they did a dec ago (Darling-Hammond, 2017). Although Darling-Hammond (2017) asserts that ‘most would hold that the greater aid to clinical cookery has been a net profit to instructor preparation’ (p.302), thither are others who would sight this as diagnostic of an anti-theoretical billet (Endocarp, 2016) and would doubt the presumptuousness that the theoretic face of precept can be conditioned done observations and practise in the schoolroom.

Moreover, critics of the school-led organization of ITE gunpoint to the body of this increasing movement with the neoliberal docket (Mouton et al., 2017). This neoliberal motion is facilitated by screening precept as a wiliness (Embrown et al., 2016); a actuate which is influenced by ideologic agendas (Pageboy, 2015) resulting in a eyelet which promote entrenches the prevailing ideology. When the trade of instruction is inside ended commandment as an cerebral action, school-based see of ITE mustiness be prioritised, since it is in the work that the slyness mustiness be discovered, copied and demonstrated. Therein obedience, instruction is decreased to a virtual science which can be lettered done observant and operative with more experient teachers.

The trouble is that when those experient teachers are themselves placed inside a heavy regulated surroundings, it is more probable that entrenched ideologies are unknowingly passed to trainees who are not so disposed the chance to canvass those theories which tumble external flow insurance, nor do they receive the chance to recrudesce autonomously. Early scholars swear that those teachers who deliver been trained inside schools, such as done the Learn for Australia path, are no effectual than those teachers who sustain followed the more pedantic routes (Bahr and Mellor, 2016). Moreover, the contrition order of teachers who followed the Instruct for Australia path appears to be eminent (Bahr and Mellor, 2016).

Although know in the airfield is all-important, when education is viewed as existence kin to an apprenticeship, where the trainee learns working by observant and organism mentored by a more experient practician, stress is situated upon the cunning of instruction concluded the professionalism of didactics (Varlet, 2015). This is a self-contradictory actuate because ITE programmes in Australia and the UK characteristic sets of pro standards for teachers. So, Fitzgerald and Knipe (2016) contend that the schedule in Australia is to professionalize pedagogy via a fabric of pro standards. It may be that this actuate by policy-makers to professionalize instruction recontextualises the pedagogy of trainees then afterwards has the essence of relocating the obligation for preparation futurity teachers a

Compártelo:

Presentación de Ron Aldea y seminario de Ron con Santiago Bronchales

Del 14 al 16 de enero ha tenido lugar, para miembros de A.B.Bizkaia, en el Hotel Ercilla, y escuelas de hostelería de Bizkaia y Álava (Escuela de Hostelería de Leioa, Escuela Superior de Hostelería de Bilbao -ESHBI-, y Escuela de Hostelería de Gamarra, como monográfico organizado por  A.B.Bizkaia para las escuelas) un seminario de ron y presentación de Ron Aldea, de la mano de Santiago Bronchales, director de la destilería canaria, quien nos ha adentrado en el mundo del destilado de caña en general (con una cata de 14 rones) y en el proceso particular de elaboración de Ron Aldea, en la isla de La Palma, siguiendo el estilo tradicional canario, heredero del estilo hispano-portugués, que imperaba otrora en los archipiélagos de la Macaronesia.

Pudimos probar de la casa Aldea los siguientes rones:

 

  • Ron Aldea Blanco: combinación de aguardiente de jugo de caña (sólo un 7% de aguardiente de guarapo, le aportará una frescura, que nos recordará a los rones agrícolas) y destilado de melaza (de corte más ligero, como los rones de tipo hispano).
  • Ron Aldea Single Cane: una edición limitada de ron blanco 100% de jugo de caña de azúcar de la variedad autóctona Blanca Cristal. Destilado en 2016.
  • Ron Aldea Maestro: edición limitada vintage de ron añejado, destilado en 2006, 100% de jugo de caña de azúcar de La Palma, y embotellado en 2016.
  • Ron Aldea Familia: edición limitada vintage de ron añejado, destilado en 2001, 100% de jugo de caña de azúcar de La Palma, y embotellado en 2016.
  • Ron Aldea Tradition, Casks Selection: selección de barricas de ron destilado en 1994, mezclado en 2014 para reposar dos años más en barricas de vino tinto, y embotellado en  2016.

Para una mayor información sobre los rones basta con pinchar en sus nombres.

Os dejamos el enlace a un vídeo de la producción de ron Aldea, zafra a mano, molienda en trapiche, fermentación del guarapo, destilación en alambique de cobre del s. XIX, y añejamiento. Pincha aquí para ver el vídeo.

A continuación os dejamos la galería de fotos de las catas.

Compártelo:

II Curso Hight Level: El vermut, entre tradición y futuro

Tras el éxito obtenido con el Curso sobre el Mundo del Ron impartido por Cristóbal Srokowski, viene nuestro II Curso Hight Level de 2018, en esta ocasión tenemos el placer de recibir en A.B.Bizkaia a François Monti, escritor e investigador especializado en coctelería, destilados y vermut. Autor de «El gran libro de vermut», ha impartido cursos y charlas en eventos como Tales of the Cocktail (Nueva Orleans), Bar Convent Berlin y FIBAR.

Duración: 8 horas repartidas en dos sesiones

Fecha y lugar: 19 y 20 de noviembre, de 10:00 h. a 14:00 h. En nuestra sede social, Hotel Ercilla, C/ Ercilla 37-39, Bilbao.

Descripción: Indispensable para la coctelería y bebida tradicional en España, el vermú es sin embargo un gran desconocido. En este curso interactivo e intensivo, después de un repaso histórico, examinaremos en detalle las grandes categorías – elaboración, características, países de origen, etc. Cataremos muchas de las referencias más representativas. Estudiaremos su aplicación en mixología clásica y la historia de su servicio en España. Por último, hablaremos de las tendencias venideras a nivel internacional.

Cata: más de 20 vermús distintos.

Precio: 50€ para socios. 75€ para no socios.

Plazas limitadas. Confirmar asistencia en [email protected] o en el tfno.: 667345305.

Diploma acreditativo de asistencia al curso.

Compártelo:

ABBizkaia en los MTV EMA 2018

El pasado 4 de noviembre tuvo lugar en Bilbao los premios MTV EMA.

Uniformados con delantales de Uniformes Moyua A.B.Bizkaia atendió algunas de las barras de la zona V.I.P. durante la gala y las de la fiesta post gala que tuvo lugar en una recreación de la mítica discoteca Studio 54 hasta las 4:30 a.m.

Profesionales de Bizkaia y alrededores, contamos con la colaboración de compañeros venidos desde Gipuzkoa, La Rioja, Cantabria y Burgos, quienes acudieron al llamado de la asociación, deleitaron a los más de 2.000 asistentes de diferentes países con su buen hacer.

La empresa inglesa encargada de la organización de las barras nos elogió reconociendo que les encantó nuestro trabajo porque «supieron transmitir lo que buscamos siempre cuando trabajamos: energía, felicidad y profesionalidad«. Es para nosotros todo un honor. Máxime cuando al principio estaban «algo recelosos» del nivel de profesionalidad de los bármanes de la zona…

Desde estas líneas nos gustaría agradecer al Grupo Iruña por confiar en esta asociación, decana en el mundo de la hostelería de Bizkaia, y a todos aquellos que vinieron a colaborar para que el evento saliera lo mejor posible, colocando el nombre y la calidad de nuestros profesionales donde se merece.

A continuación os dejamos unas cuantas fotos del evento.

f87ace6a-40e3-492f-a96f-20a7ba331c96-300x225 ABBizkaia en los MTV EMA 2018

 WhatsApp-Image-2018-11-06-at-20.55.17-300x225 ABBizkaia en los MTV EMA 2018

ea41d546-15e1-422b-9eec-652c7989eaf6-300x225 ABBizkaia en los MTV EMA 2018

ca5fa1d1-4ce4-4f91-b0cf-6ddad0e6178d-300x232 ABBizkaia en los MTV EMA 2018

ce5b97e7-fc93-46f7-ae60-76d02b5c32f6-300x292 ABBizkaia en los MTV EMA 2018

f17240c6-bf43-4160-a7e1-9e5f10e0a963-300x225 ABBizkaia en los MTV EMA 2018

69671303-07ae-471f-b198-cf468385abbe-300x225 ABBizkaia en los MTV EMA 2018

f6809cbf-4675-457a-b96a-92e108fc1a40-225x300 ABBizkaia en los MTV EMA 2018

a1c7c248-eab4-4dca-8bee-22c11172c266-300x225 ABBizkaia en los MTV EMA 2018

de30528d-497c-41f5-82be-000dc1d87dfb-300x225 ABBizkaia en los MTV EMA 2018

9363a152-2727-4c1b-a2e1-1205d5378e49-300x225 ABBizkaia en los MTV EMA 2018

981e96f4-955c-4f69-b817-32d4a5549842-300x225 ABBizkaia en los MTV EMA 2018

2fea4be2-81de-4040-8f00-8ea19d836888-300x169 ABBizkaia en los MTV EMA 2018

77308eb0-ca6a-4546-b29c-bdaa6cfa8878-300x225 ABBizkaia en los MTV EMA 2018

96b513d4-daef-4ec2-9172-4a40fe9e03f6-300x169 ABBizkaia en los MTV EMA 2018

2b8708e1-e563-4fa2-acc0-78ec44c6d228-300x225 ABBizkaia en los MTV EMA 2018

33ddd797-f25e-4312-b05c-43442150ce09-225x300 ABBizkaia en los MTV EMA 2018

5c87cfff-feca-41eb-bc54-0fa0859a604f-225x300 ABBizkaia en los MTV EMA 2018

d4b9fae8-3c35-4a3c-8df6-7f03aaff2955-300x225 ABBizkaia en los MTV EMA 2018

bd2b0607-5302-42f4-9847-1d5b4ec06b7c-300x225 ABBizkaia en los MTV EMA 2018

a85f1987-dea7-44ca-97a0-d91629af2eb4-300x225 ABBizkaia en los MTV EMA 2018

4e1f4c36-8c98-4ec1-80bb-cc4b8c1102a8-225x300 ABBizkaia en los MTV EMA 2018

Compártelo:

Bonanto, The Ultimate Aperitivo, en ABBizkaia

El 7 mayo nos visitó de Javier Caballero, uno de los creadores del producto, para presentarnos Bonanto, The Ultimate Aperitivo. Un producto 100% mediterráneo que viene a abrirse paso en el mundo de los aperitivos.

Os dejamos a continuación la galería de fotos del evento y la presentación de Bonanto pinchando aquí, donde podréis conocer más y mejor este innovador aperitivo, y recordar, para quines vinisteis, algunos de los cócteles que se prepararon en las dos sesiones.

Compártelo:

Trois Rivières, French Plantation Rhum, en ABBizkaia

El pasado martes 29 de mayo tuvimos en A.B.Bizkaia una cata del ron agrícola de La Martinica, Trois Rivières, de la mano de Elivisa, impartida por su Brand Ambassador, Oriol Elias.

En ella aprendimos más sobre ron agrícola, y la A.O.C. Martinique.

Pudimos catar:

  • Cuvée de l’Ocean
  • Rhum Blanc 50º
  • Rhum Ambré
  • Finish Whisky
  • Cuvée du Moulin
  • Rhum Vieux Agricole VSOP

A continuación os dejamos algunas fotos del evento.

Compártelo:

Cata de EASY MIXERS en A.B.Bizkaia

El pasado 20 de marzo contamos en A.B.Bizkaia con la presencia de Héctor Henche, «The Alquemist» en de EASY MIXERS, pre-mix de alta calidad con sabores originales, que nos presentó, como de costumbre, en doble sesión, de mañana y de tarde.

En los siguientes enlaces podréis conocer su variedad, originalidad de sus sabores  y versatilidad, así como algunas de las recetas que se pueden elaborar con ellos:

Gama de sabores

Cócteles con Easy Mixers

A continuación os dejamos también un Excel con más recetas:

COCKTAIL LIST

Y la galería de fotos de la cata.

Compártelo:

Cata de Global Premium Brands

El pasado 12 de marzo tuvimos con nosotros, en la sala Bocaccio del Hotel Ercilla, a Javier García Vicuña, Brand Manager de Global Premium Brands, acompañado de Yeni Guerra, de cuya mano conocimos las virtudes y catamos los siguientes destilados del porfolio de G.P.B.:

* Buffalo Trace White Dog y Bourbon
* Eagle Rare Bourbon
* Sazerac Rye Whiskey
* Mars, Whiskies Japoneses
* KI NO BI, Kyoto Dry Gin (os dejamos aquí una presentación KI NO BI LAUNCH PRESENTATION ESPAÑOL)
* Ysabel Regina
* Kraken Rum

Además de explicarnos las cualidades y métodos de elaboración de cada uno, Javier García nos deleitó con la elaboración de algunos cócteles elaborados con dichas marcas. A continuación os dejamos las recetas de los mismos.

“ KRA KRA”

5 cl. Kraken
3 cl. zumo piña
1 cl. sirope orgeat

Saturar de Angostura

Method- shake, y colar en copa de vino con hielo pilé.
Garnish- hoja de piña

“MARS ON MARS”

5 cl. Mars Whisky
1 cl. miel
2 dash bitter chocolate

Method- directo en vaso old fashioned
Garnish- twist limón y naranja

“SAZERAC”

5 cl. Rye whisky
1 cl. sirope azúcar
4 dash Bitter peychaud
Vaso old fashioned bañado en absenta

Method- directo en vaso
Garnish- twist limón

Os dejamos con la galería de fotos del evento

 

Compártelo:
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