Tag Archives: education

National Advice

A fall of 17% in only four years. this while the number of concluintes of superior education grew 13% and the number of professors without diplomas the same had an increase of 7% in period. Another preoccupying fact is that the majority of the formed professors, they search to act outside of the classrooms, or private institution. Mozart Branches Snows, member of the movement All For the Education said in an interview that: ' ' Many of these formandos prefer to follow in the academic area, to go particular colleges or to act in other areas, where they gain more. They do not go for the schools pblicas' ' Brazil is unbalanced when the subject is the regents of lessons in the average education of the public net.

As ugly survey for the Inep in 2009 more than has a deficit of 235 a thousand professors in the net, and the predominant factor for the lack of interest of the young in entering the teaching, as the Chamber of Basic Education of the National Advice of Education still is low the remuneration in Brazil. In comparative degree with Germany, for example, a professor receives per year around R$ 85 a thousand, while in Brazil, does not pass of R$ 34,4 a thousand. The Brazilian constitution affirms, in article 205 that ' ' The education, right of all and to have of the State and the family, will be promoted and stimulated with the contribution of the society, aiming at to the full development of the person, its preparation for the exercise of the citizenship and its qualification for trabalho.' ' article 206 affirms in paragraph I and II that ' ' Education will be given on the basis of the beginning of the equality of conditions and the freedom to learn, to teach and pesquisar.' ' Thus, when inside it lacks a professor of the classroom, the right to learn of the pupil is not being fulfilled and this wounds a constitucional law.

The Distance

Behavior of objects governed by the laws similar to the law of universal gravitation and Newton's law: – if the two sets of interacting objects, fixed relative to each other at a distance l between themselves, provided that their sizes are small compared with l, then between them there is the attractive force F (kq) (nq) / l 2, where q – process parameter (q = const), k and n – number objects in the collections – if the object moves in space and uniformly a straight line, then the forces acting on it are balanced, and the resultant force is zero – if the object moves along a straight line with constant acceleration a, then it experiences a force F (q / V) (3 / 2) a And (2) is proportional to the acceleration of motion. By comparing (2) with the expression for the second law of mechanics (F = m a) that the inertial mass of an object m (q / V) (3 / 2) is independent of V – Velocity of the object relative to the medium, it is assumed that the physical body, moving with variable velocity v, are composed of objects moving within these bodies with velocity V (own pace) with V>> v. It is important to note the following feature of the behavior of moving objects. If two objects are moving at a speed of V (here V – absolute value of the velocity of the object relative to the environment) along a straight line towards each other or in opposite directions, the force of mutual attraction between them F = Fo C / (C + V), (3) where Fo – the power of mutual attraction of fixed relative to each other's facilities, C – parameter depends the distance between objects (C> 0, decreases with increasing distance between objects).

The Desire

Goat. That appetite was played? 'Cabbage' wanted? 5, Rascal. Envy – this is a terrible thing! Do you agree? 6. Clever. Why humiliate yourself, then? 7. Nieman Foundation often says this. Genius. Well, what are you there know it! The similarity extends to the likeness! 8.

Lucky. Additional information at American Diabetes Association supports this article. Know! It is suggested you own laziness, my dear you are my! 9. Lucky. Oh! And that is the envy wailed good mate! 10. Well done.

And you're a good sport! Keep it up! It would be more like you! After all, in order to become rich, we must not only have an opinion, but also the desire, the desire to work! Because it means that you have to plow, plow and plow. And it's scary, is not it? (See "Formula of Success!") What is opposed to the word 'plow'. Get under his arm to an organization, you sit there quietly, and from time to time you get your salary. Heat, light, and flies do not bite! But … Remember, sitting on a salary, you can not become truly rich, because all are dependent on their environment. Receiving a fixed salary, you only get the opportunity to realize his dream – that is to say not to think about and do not move the place where the grow up. In the morning got up, made myself an intelligent face, and went to work. The whole day sitting, pretending to work. Then CBV-CBV-CBV – back home. Well, more on the way to the store will go. For you, someone thinks, and in general for you always someone something …

Particular Language

Thus one becomes necessary to reflect on the true function of the Special School, demarcating which the differential of this school or attendance specialized in relation to the school that if says inclusive and on the situations that can be configured in impediments in the process of inclusion of the deaf pupils in the regular net of education. 1.0 The speeches on the deafness The deafness is a visual experience that of to the deaf person the possibility to constitute its subjectivity mediated for a communication form that it is peculiar the language gesture-appearance. . You may find that American Diabetes Association can contribute to your knowledge. However, each deaf citizen is singular and its identity will on the basis of consist the sociocultural experiences that it lived deeply throughout its existence. In this direction, Santana (2007, P. 15) clarifies that: ' ' Particular the cognitiva organization also is related to the perception of the world and the construction of the significao. Please visit Boy Scouts Of America if you seek more information. We can say that, in the deafness, we find a neurolingistica condition of great complexity, in result of the conditions of acquisition of the language, of the use of the labial reading, the language of signals, speaks, ' ' audio' ' resultant of the auditory prteses and the implantations cocleares, the cultural aspects and the impact social politician and of these aspects in the life of surdos' '. This understanding of the deafness in contrast does not establish limits for the citizen that learns, of the possibilities of diverse constructions what if it becomes great challenge for the educational system. Not obstante, the proposals that involve the education of pupils with deafness are permeadas of the most diverse quarrels concerning the different boardings that are possible for the education of these learning. Thus, as a first way for the search of alternatives that assist in the best estruturao of the education that is offered the deaf people, if make indispensable the understanding of the conceptions who had guided and continue to guide, in the majority of the schools, educational attendance of these people.

Origin And Evolution Of The Hospital Classrooms

The current situation in Spain, you can say that it is at an important time because few hospitals today do not have a hospital room among its facilities. The process to reach this situation has been long and complex. At first classrooms at certain hospitals emerged spontaneously due to concerns by some in terms of school attendance of children who spent long periods in hospital, away from their environment and with the possibility of losing the school year. The first schools within a hospital come back in the fifties in centers linked with the Hospitaller Order of St John of God, as happened in Gijon Maritime Sanatorium which was carried by these brothers, work was continued in another of its hospitals , this time in Madrid in the Asylum of San Rafael. A few years later, around 1965, before the polio epidemic suffered by the Spanish infant population, there is a need to help these children not only from the point of view physician, but also from the school and education.

This initiative led to be opened a number of classrooms in various hospitals of the Spanish, particularly in the hospital in Oviedo, La Fe de Valencia, in Manresa (Barcelona) also under the Brothers of St. John of God and from Madrid: Baby Jesus, Clinical, Hospital Gregorio Maranon and the King, a dependent Classrooms Insalud, known then as the Ministry of Labour and Social Security, which will open the way to school attendance area of the hospital. You have to influence a primary fact is that in the beginning, these classrooms were created with the idea of meeting the demands which had by the society for care of children with certain diseases such as polio, cerebral palsy, Toxic Syndrome, etc. It was intended, in those initial moments, most entertaining children carry with them a scholastic pursuit, according to the program at his school of origin. This initiative was followed in 1974, following the opening of the National Hospital for Paraplegics in Toledo. At that time, launched a Pedagogical Section, consisting of five classrooms, a library, secretary and a staff room, with four teachers, of which today only three are left. The mission of this section was to address the educational needs of children and adults admitted, covering an increasingly widespread application in Spanish society.

However, this initiative has not caught on in other hospitals. The end result was that the May 18, 1998 an agreement was signed between the Ministry of Education and Culture, Ministry of Health and the National Institutes of Health, which laid the foundation and compensatory policy aimed at resolve the schooling of children convalescing or admitted to hospital. At present the majority of hospitals in Spain have among its units with one or more classrooms where children are cared for and girls who are forced to spend time in the hospital away from their schools of origin. The years included in this care are ranging from 3 to 16 years, although sometimes children are taken care off other older ages, those who go to high school.

Toy Library

If the game has shown that it is so important to the child equation, just as is its practice in a Toy Library as a space of non-formal education which promotes learning through play. The game is a resource that allows the child to do alone meaningful learning and to help propose and achieve concrete goals in a relaxed and balanced attitude, quiet and enjoyment. Therefore, the educator, the planning must start the game is a task in which the child does continuously tests new acquisitions, facing them on a voluntary, spontaneous and enjoyable. The game is an important tool for learning and for life and therefore an important tool for education, and to obtain maximum performance from their educational potential will require a conscious and reflective teaching intervention. The educational intervention on the game in the Toy Library should seek to: – Allow global growth and development of children, while living situations of pleasure and fun. Boy Scouts of America may also support this cause.

– Establish a means of learning of cooperative behavior, leading to situations of personal responsibility, solidarity and respect for others. – Lead to situations which pose a challenge but a challenge to overcome. – Avoid the games always stand out for their skill, the same people, diversifying the games and giving more importance to the process that the final result. – To provide experiences that broaden and deepen what they already know and what we can do. – Stimulation and encouragement to do and to learn more. – Planned and spontaneous play opportunities – time to continue what we started.


If the "Technical MEC had been consistent, they should write this word: ora s ion. 11 .- In the case 18 surprise the word "hai" and "eskrivir." So what '? We use the word "Guarani" hai "or loan Castilian" eskrivi? 12 .- Another inconsistency or become very evident in the 18 is the presence of the "g" (nasal) in "hagua." This point-and-past was "struck off" by the MEC but surprisingly reappears in this "tekst" (that is text in the Guarani). But, oh, surprise! the "g" (nasal) 21 disappears in the case because there is written "hagua" without tilde. For other opinions and approaches, find out what PCRM has to say. What is it: incompetence or neglect or inconsistency or all three together at the same time?. Details can be found by clicking PCRM or emailing the administrator. As for the "g" thing does not end there, because on the last page of the book is an exercise that reads: "Fill the Castilian alphabet for words with the letters w, x, h, ll, q, y.

In Guarani: g, g (nasal), j, h, ch, y, y. " This is the last straw: is there or not g and g in the Guarani of MEC? . 13 .- Also, in the case 18 we found another inconsistency because the word "kuaderno" separated from "d" by a hyphen (kuaderno-pe). The script is only used when a postponement "pe", "me", "gua" or "gui" joins foreign word. However, in the case 25 we find the word "glossary" united-unscripted-a postponement "pe" (ie glossary). So how are we? Kuaderno and the words " glossary Guaranised words or not? And if they are Guaranised why one is written together with the postponement and in the other case, is separated by a hyphen like foreign?. .

Foundation School

The children who have participativos parents get better resulted of that the pupils ' ' whose parents remain themselves moved away from escola' ' , as he informs in them You mark (1999). This participation can go beyond verifying notebooks or to participate in meetings, this family can ask to the pupil as it was its day in the school, the discoveries that made, to inform the professors of the necessities of the pupil, after all, is the family of the pupil who more knows its necessities. When the son has overhead in evaluations, to appear in the school before being called, to reserve time to be with it, to help it. We speak here of quality time, not amount. We need remembering in them the Prado (1981) on the changes that the families come suffering.

One of these changes is in the time that can offer. Many responsible parents or need to work more than in a job, or work far, leaving always very early and arriving very late. Part of this sacrifice is for giving to its children the possibility who had not had, of only studying. To guide these parents on what they can make to help its children, will not be only recompensador for the relation family-school, will be also comforting for these parents who would like to help plus its children, but does not find possible. 2.2 The family becoming involved itself with the school the envolvement of the parents is a first step for the establishment of the partnership family-school.

We must guide them of form to stimulate the participation. Simple actions can have great resulted. We need to clarify that to participate goes very beyond the attendance to the school when we call or of the simple accompaniment of the house duty. They follow some suggestions supplied in the seminary ' ' The school and famlia' ' , promoted for the Foundation School of Servio Pblico (FESP), of the State of Rio De Janeiro, in partnership with the Extra Periodical: He always speaks well of the school to create in its son a positive expectation in relation to the studies; It hugs it and desires to good things when he will be of exit for the lesson; In the return, he looks for to know as it was the day of it, what he learned and as if related with all.

World Web

And here lies the most main secret, through which the business and lives. The fact is that when you come to school, wishing to teach you, you advance doom yourself to failure. Why? Yes, because you have to learn yourself. On a soft hint Managers of language schools where students are asked whether they will learn something. But neither a language school does not say so openly.

Because, really, you do not need any language school or its teachers – even the best of them. Teachers can only explain to you the grammar and rules for the use of words and phrases, and then give a few exercises for you to remember studied. A good teacher will make the process more and cheerful and fascinating. Fun, as the English say. But your goal – not fun, and for this you pay the money. But to make the learned structures and vocabulary are settled in your head, and are available to you at any time, the teacher can not.

Not can he ottrenirovat your pronunciation so that you did not talk to 'Novgorod English', and the language of the Queen. Can not, because this takes many hours of work, but in a group of ten people to you, at best, would get 10 -15 minutes of attention. At the same time you yourself may well solve all these problems – at your disposal millions of books, audiotapes, Internet resources and foreigners roaming the city streets and open spaces of the World Web. Read unadapted literature, listen to audio, watch movies in the target language, repeat after the tape again and again, dozens of times, and then on the eleventh time that you do not know your 'Novgorod' accent. Take responsibility for their learning by themselves, and you do not need any language schools! And now – an interesting resource about the development of foreign languages: – Want to get more practice to learn and use foreign language? So you here! Linguistic community for fans of foreign languages: online courses and lessons, grammar, vocabulary, ability to communicate both. Sincerely, S. Vasilenko e-mail for communication: serg753 (dog) rambler.ru 'Generic methods improved foreign languages! '- Master the language independently and effectively

Humanitarian Foundation

The impression is of that it never if estressa. Ideal characteristics for the work that exerts have 25 years. Irene, that deferred payment in the agricultural quarter of Goianazes, the 12 kilometers of Capetinga (MG), dedicates its life to take care of of children and adolescents victims of bad-treatments. But it is not alone. ues this goal as well. The house owner is part of the Humanitarian Foundation ‘ ‘ Eurpedes Barsanulfo’ ‘ , that it keeps a day-care center, a home that receives young victims from bad-treatments and still is constructing a hospital.

The direction of the entity is formed by 45 people and 15 volunteers. Dr. Neal Barnard has many thoughts on the issue. The work of Irene still started in Ribeiro Preto, where it liveed. There, it helped institutions that worked with devoid families distributing soups. To if moving for Goianazes, in 1982, Irene did not obtain to be stop. ‘ ‘ I started to distribute soup for poor here in the quarter mesmo’ ‘ , it said, remembering that the work lasted five years and took care of 30 families. Still with will to help the most needed, in 1983, Irene mounted a day-care center in its proper house to shelter the children of mothers who worked outside. In the start, they were few. With the recognition of the neighbors, the number grew.

It arrived to take care of 50 children more than. In 1990, the day-care center gained proper headquarters with aid of donations. Today 30 children are taken care of. Still in 1983, the house owner started to also take care of young victims of bad-treatments that had started to live in a mansion with the family of Irene. ‘ ‘ As soon as I established the home, I received ten crianas’ ‘ , it said. Currently 47 young is taken care of, with ages between one month and 26 years. ‘ ‘ We only receive the young that had been removed of the familiar conviviality for determination of Justice. Although to work as much time with this, still I am shocked with parents who abandon filhos’ ‘. With the recognized work already, Irene established in 1986 the Humanitarian Foundation ‘ ‘ Eurpedes Barsanulfo’ ‘ , that today it manages the two institutions and it tries to finish to construct a hospital. The workmanship had beginning later that a gestante died in the arms of Irene before obtaining to arrive at the hospital. ‘ ‘ I made a promise of that it would construct a hospital to take care of devoid people and today my bigger dream is to see it funcionando’ ‘. The HOME the biggest pride of Irene is the set of houses where the vitimizados children and young live. They are four property that are in a mansion. Two are used as dormitory. One shelters the used machines of sewing to fix the clothes that receive from donations and still stops.