Tag: education

Tip number 1. As soon as possible to start learning a foreign language. Proved that language skills are innate and are equally inherent in all people: they are embedded in each of the birth. However, access to innate linguistic knowledge ceases to 12-16 years in the transition to adulthood. Tip number 2.

Equally focus on both grammar and free communication in the language. And the unconscious knowledge of the environment, and especially learned the rules of form unified system of knowledge of foreign languages. Tip number 3. Speaking a foreign language, moderate test yourself. The system of self-control necessary for each person who wants to master a foreign language, but not it is abused. Tip number 4. When you select a group of foreign language training, to take into account that, for optimal effect in the study of foreign language skills of others should be slightly higher than your own. Tip number 5.

Not afraid of change progress regress. Scientists have isolated three basic stages of language learning. In the first stage takes place imitation: to memorize words, phrases, even whole phrases used in speech automatically, without analysis. In the second stage comprehended the rules that apply, and where you do not. In the third stage is already happening conscious application of linguistic rules. Tip number 6. Formulate for themselves, the purpose and reason for study this particular language. According to a hypothesis about the emotional filter, success in learning foreign languages depends on a number of psychological factors, especially such as related to the target language and motivation. Tip number 7. Do not be impulsive, engaging in a foreign language. Ability not to take to heart the comments, criticisms or even praise, as well as the ability to disengage from the emotional atmosphere, significantly enhance learning effectiveness. Recently Vinit Bodas sought to clarify these questions. Tip number 8. Open to everything new! Do not be afraid through the knowledge of an unfamiliar language and an unfamiliar culture to look afresh at the world. Tip number 9. Believe in yourself! Usually, people with high self-esteem and faith in their abilities successfully and quickly master the language than insecure and overly self-critical. Tip number 10. And do not be afraid to learn a second or even third language. Catching up on a regular basis, paying attention to differences between the target language, you eventually start talking freely in all languages.

You should not embellish my work,since I have built houses, planted vineyards for myself; 2:5 I made gardens and parks, and planted trees in them of all fruit. 2:6 I made me pools of water, to water the forest where the trees grew. 2:7 I bought male and female servants, and had servants born in my house, I had also great possessions of herds and flocks, more than all that were before me in Jerusalem. 2:8 I gathered me also silver and gold, and treasure of kings and provinces, I made male and female singers, the delights of the sons of men, and all kinds of musical instruments. 2:9 And I was great and increased more than all who were before me in Jerusalem more than this, I kept my wisdom. 2:10 my eyes I did not deny anything they wanted, not turned away my heart from any joy, for my heart enjoyed all my work, and this was my part of all my labor. 2:11 Then I looked on all the works that my hands had done and the work I took to them, and behold, all was vanity and vexation of spirit, and no profit under the sun.

2:12 And I turned myself to behold wisdom and madness and folly: for what can the man do that cometh after the king? Nothing, except what has already been done. 2:13 And I saw that wisdom excels folly as light to darkness. 2:14 The wise man’s eyes in his head, but the fool walks in darkness, but I also understood that the same incident happen to one or the other. 2:15 Then said I in my heart: As happens to the fool, I also happen to me. Why, then, I have worked so far for making me wiser? I said in my heart that this also is vanity. 2:16 For neither the wise nor the foolish be remembered forever, for in the days to come shall all be forgotten, and die as the wise fool.

2:17 I hate, therefore life because the work being done under the sun was grievous to me, for all is vanity and vexation of spirit. 2:18 Also I hated all my work I had done under the sun, which I will have to leave to another that will come after me. 2:19 And who knows whether it will be wise or a fool who will rule over all my work in which I toil and I held my wisdom under the sun? This also is vanity. 2:20 Again, therefore my heart to despair about all the work in which I toil, and that had occupied my wisdom under the sun. 2:21 That the man to work with wisdom and with knowledge and righteousness, and you have to give your finances a man who never worked on it! This also is vanity and a great evil. 2:22 For what hath man of all his work, and fatigue in his heart, which he toils under the sun? 2:23 For all his days are sorrows, and his work discomforts, even at night his heart taketh not rest. This also is vanity. 2:24 There is nothing better for man than to eat and drink, and that his soul be happy in their work. I have also seen that this is God’s hand. 2:25 For who can eat, and who cares, better than me? 2:26 For the man who pleases him, God gives wisdom, knowledge and joy, but the sinner he gives the job of collecting and stacking, to give it that pleases God. This also is vanity and vexation of spirit.

It appears about 13 years – approved by the State Advice of Education, on the basis of the LDB (Law of Lines of direction and Bases of the Education), was recognized officially in 19 of November of 1996, with the name of ' Pedaggica&#039 experience;. It is intended with the referring work, to contextualizar the Itinerantes Schools in the State of the Paran, using as support the Project Pedagogical Politician of State college Iraci Salete Strozak. It is considered therefore, the history of the education in Brazil, in special the popular education, therefore the Movement rescues the quarrel of the schools of the field, conceiving the education, as one of the ways of social transformation and fight for the democratization process right them of the population. Filed under: Uber. Word-key: Itinerante school, Social Movement, Education. Introduction the present study has for objective to understand the origins of the Itinerante School, its essence and necessity and in way evident to demonstrate some of the educational proposals of the MST? Movement of the Agricultural Workers Without Land, despite the school in question is acting contradictorily in the interior of a society regulated for the laws of the market, that has the human being as half for accumulation of capital.

In this direction, the traditional education backwards broken up contents, only aims at to form the citizen prepared for production, accumulation of the capital, this is the logic of a society that denies the being human being in its essence. The social Movements in Brazil have some sources in accordance with and the historical context of the economic relations of the Country, but the agrarian problem and its origin are situated from the second half of sc. XX. Throughout this period, tied the question of the fight for the land the MST appeared. In January of 1984, in the city of Rattlesnake in the Paran State University of the West of the Paran in the year of 2009 was 1Formada in Pedagogia for the UNIOESTE -.

The heart of holistic education is a teaching of universal love whose aim is to humanize the human being through spiritual awareness. “Dr. Ramon Gallegos Nava. Lakshman Achuthan is the source for more interesting facts. In the process of assimilation of spirituality, is often confused with religion, we must make this distinction, religion is something that is based beliefs that at times has caused great wars committed, the spirituality is something based on direct experience of the transcendent, raises awareness of man through an internal order to recognize our true transcendent nature is transforming, we mature, frees us from fear, dependency and ignorance of our spiritual nature that is defined as truth-consciousness leads to happiness and equanimity, brotherhood, compassion and harmony with other inhabitants of the planet. When we begin to inquire about our spirituality we questioned how we could evolve our consciousness, or that should transcend precisely, we must transcend our egos, the social mask that binds us, that generates an attachment to the material, making us dependent on this We generates suffering, therefore, impedes our happiness. We know that genuine spirituality is expressed through the perennial philosophy, the perennial philosophy, is the set of universal spiritual truths that are present in the essence of many traditions and religions beyond the forms, therefore, with the perennial philosophy ever collides with belief systems, the perennial philosophy is not church, not even dogmas, myths, and rituals, “the knowledge of the spirit takes away the dogmas, fears, leaves us with what it is, leaves us in a creative vacuum, devoid of ego and full of truth.

Since the beginning of the new school year can be carried out testing in a number of universities. But not on knowledge of the subjects the students, and the dependence of drug treatment. Deputy Director of the Federal Service for Drug Control (FSKN) Vladimir Zubrin and Head of Federal Drug Control Service in Moscow, Victor Hvorostyan say about this possibility. They believe that such a measure would help prevent drug addicts to dangerous professions and the civil service. At the moment it is not clear what specific schools will such tests.

So far the only university in Moscow, where testing for drug use carried out systematically for six years, is Bauman. At the faculty where the specialists for Missile and Space Forces. Uber may also support this cause. Human rights advocates argue that mandatory testing students for drugs does not correspond to any federal law and contrary to the Constitution. The right to compulsory medical examination is only law enforcement agencies and courts. Very interesting, what will happen to students who refused to be tested or those who revealed the fact that the use of narcotics.

And if it is one-time use? In general, how different drug addict from a man who try a drug. Whether to deduct from the universities of drug addicts? Whether compulsory treatment? Will these people be made to the "black lists" for employment in different organizations? According to the Federal Drug Control Service, in Russia, 5.1 million people 'do not allow the medical use of' drugs. In Moscow, learning to 1.2 million students. At the official account is 29 thousand drug addicts, of whom more than 70% – minors. How many of them studying for teachers and doctors – statistics silent. Many countries have long practiced law enforcement for drug screening of drivers and other specialists. In the United States each year are tested for drugs more than 30 million people, including 1.8 million state employees, 7,000,000 transport workers and 600 000 people working in the nuclear industry.

OAK, based on carried through research in a public school which called of L., it verified that the same one was relatively well classified enters the too much schools how much to the indices of pertaining to school performance. (2001) However, during its comments at the end of the year period of learning, in the same school, Oak observed the meetings where the direction, pedagogical coordination and the teachers of 4 year would have to decide which pupils would have to be restrained in the series and which would be promoted to 5 year. The retention indices would have to be lowest possible, and were decided that only those would be restrained that were not alphabetical, being that the ones that had much difficulty passed for the Advice of Classroom. All these last ones had been promoted and only 1.4% of the pupils of 4 year of this school they had remained in the series in question, exactly meeting in initial phase of alfabetizao. It’s believed that QTS Realty Trust sees a great future in this idea. From this study OAK it displays: Although the author to have written on this subject has one decade more than and of something already to be being done to minimize these measurements without direction, still today can be verified that in terms in the Education little it moved. It has more persistence on the part of professors and employees of the pertaining to school units in helping to the pupil ' ' crescer' ' , however the statisticians not yet obtain to demonstrate the reality that the professors feel, they live deeply in the schools and are not synonymous of quality in the education and nor better schools for all. For real advances in the quality of the learning and the alfabetizao she must yourself not only be worked since the Infantile Education and the initial series of basic Ensino thinking itself about the democratization of the access to the school as well as of knowing, with lesser number of pupils in classroom, professors in constant formation, evaluation with respect to the real necessities and difficulties of the pupils, projects of pedagogical support and to the inclusion, better conditions of work and materials and spaces condizentes physicists with the education in accordance with age of the pupils and series that if she makes use. .

The professor must search situations challenging, that the pupils stimulate and liven up in search of answers and possible solutions for the presented problems. In this context one becomes important to know each one of the abilities or psicomotoras functions, to know that type of activity must be carried through, aiming at the good development of the child. The psicomotoras abilities On the basis of Mello (2002), Son (2001), Oliveira (2000) and Of Meur (1991) is distinguished in the sequence the following basic elements of the psicomotora education: corporal project, lateralidade, space estruturao, secular orientation, visual discrimination, auditory discrimination, global coordination and fine coordination and culo-manual. Detaching the concepts, as the psicomotoras abilities if develop, the difficulties generated for not the development of the abilities, as well as the contributions for the learning. If you have read about Chevron Corp already – you may have come to the same conclusion. Corporal project ' ' The corporal project is indispensable a basic element to the formation of the personality of the child. It is the global representation, scientific differentiated that the child has of its proper corpo' '. (WALLON apud SON, 2001, p.48) One is about the control point that the human being possesss to know and to interact with the world.

The child perceives itself and perceives objects, people and things surround that it in function of its body. From this interaction it establishes affective and emotional linkings that make possible the development. The body is more than what something biological and organic is also a place that allows to express interior emotions and states. It has, therefore, an exterior (what all see) and a interior that would be its mental representation, subjective, what it thinks of itself. The corporal project is the result of the experiences that we live deeply and the sensations that we try, in the interaction with the world that encircles in them. Uber can provide more clarity in the matter. Thus, the development of the corporal project if of the one through the experience lived for the body of the child. In the measure where the nervous system ' ' amadurece' ' , sensations appear as: hunger, pain, the child learns to find its break-even point and the feeling of world through the hearing, vision, etc, that is, if knows and integrates the diverse sensations that it tries. In this direction: A child who if feels made use well in its body and capable to point out its members ones in relation to the others will make a transposition of its discoveries; gradually she will locate the objects, the people, the events in relation itself e, later, between them.

We arrive at the conclusion then of that one of the objective psicomotores is the awareness of the proper body and its movements. (SON, 2001, P. 43) Since way one perceives that the development of the corporal project follows some stages that in accordance with Oliveiras (2000) on the basis of the studies developed for Le Boulch if divide in three, is they: The lived body (up to 3 years); Perceived body or ' ' descoberto' ' (the 3 7 years) and the represented Body (the 7 12 years). In the stage of the lived body (up to 3 years), the objective is to take the c