Educational Necessities Special
The analysis of data was divides in two parts: the analysis of the interviews and the documentary analysis. REVISION OF LITERATURE? Definition of PNEE (Carrying of Educational Necessities Special) To speech in inclusion of special carriers of educational necessities in the regular net of education, me seems pertinent to call of clear form, to who is mentioning, thus providing to one better agreement in relation my research. According to Almeida (apud MANTOAN 2006) the carrier of special educational necessities, ' ' He is educating that he presents in permanent or temporary character, some type of physical, sensorial, cognitiva, multiple deficiency, typical behaviors or high abilities, needing therefore, of specialized resources to develop fully its potential and/or to surpass or to minimize its dificuldades' '. This definition explains of clear form that the PNEEs is not only the ones that presents physical or sensorial deficiency as many think, also enclosing people with high abilities, as the superendowed ones. So that she is clearer the difference of these concepts, Almeida (apud MANTOAN 2006) defines the person carrier of deficiency of the following form: She is that one that presents, in comparison with the majority of the people, significant physical, sensorial or intellectual, decurrent differences of innate or acquired factors, of permanent character, that difficulties cause its interaction with the social environment and. The education is a human question of law, and the individuals with deficiencies must be part of the schools, which must modify its functioning to include all the pupils. This is the message that clearly was transmitted by the World-wide Conference of 1994, of UNESCO, on Educational Necessities Special. When to approach this subject not we can to forget character social education, that in such a way exerts the inclusive paper how much of exclusion, this tenuous linking if of had to the requirements and the transformations of the society, in function of the process of globalization, that brings the necessity of a general formation of the pupil, similar of that it is prepared not only to decide problems and yes to understand the society which it belongs.
LIST OF ABBREVIATIONS EA: Ambient education ONU: Organizations of United Nations: ONGs: Organizations not governmental ONGS UNCED: Conference of United Nations for the Environment and Development MMA: Ministry of the Environment, the Hdricos Resources and Legal Amaznia MINC: Ministry of Culture PNEA: National plan of Ambient Education SGA: System of Ambient Management Par: Ambient liabilities SUMMARY The ambient question if has become more frequently argued the measure where if it evidences that the interference of the human being on the natural systems can compromise, as much the quality of life of the current world-wide population, as the life of the next generations. Decurrent the problems caused to the environment of the action of the man, have been object of some studies for the most diverse areas of knowledge. The solution of the ambient problems depends on the persistence of each segment of the society, depends on all we. The proposal of this work are to point possibilities of if working the Ambient Education in enterprise environment, as well as, enabling enterprise pedagogos to work inside with this subject of the companies. The Ambient Education considers to rescue moral and ethical values, in order to use the natural resources of rational and not predatory form, forming sustainable and, responsible and above all conscientious societies. Word-Key: ambient question, next generations, action of the man, enterprise environment, to enable enterprise pedagogos, moral and ethical values, natural resources and sustainable societies.
In the scene of the education modality in the distance the movement of pedagogical actions in the direction to provide is increasing educating to the practical abilities and that they assist the autonomy in the construction of learning and greater quality in this process of education learning. This work detaches important aspects of this model of education, favoring an environment where the knowledge can consist of multidimensional form, to interdisciplinar, autonomous worker and cooperative. The organization, consideraes and characteristics of the didactic material printed matter, digital audiovisual and, as instrument in the mediation of the learning and its relevance in the construction of the knowledge. Through the present study, it was possible to observe that the comprometimento with the quality requires requirements techniques, technological and pedagogical so that the EAD can be firmed as reference of education in the current world and the partner-cultural plurality, providing to the constant perfectioning and the formation compromised with a critical and participativa conscience of the pupil in the society.Words key: independent learning; didactic material; construction of the knowledge.
The game and trick as methodologies to the teach-learning of the child of 04 and 05 years in the infantile education the school is considered as a place to learn and to teach, more also is place to play, to play, to dance, to sing and etc. consecrated Authors affirm that to work the education inserting the citizen in the context becomes necessary to leave thus of what it knows and to stimulate the interest and the advance in the performance of the learning. For the child of 04 and 05 years in the Infantile Education, the games, the cultural tricks, musics, dances, activities are methodologies that construct and improve the development and the infantile maturation of the abilities and potentialities. In this way the value can be perceived that is contained in the content of a game in relation to the period of training of development where the child if finds, that is, as the child acquires knowledge and reasons. Jogos3 and brincadeiras4 is efficient methodologies for the development of the logical reasoning of the child and appears in diversified formats and can more than be used in a content, despertando different cognitivas abilities, the attention, the initiative, the memory, the visual perception, socialization, the promptitude and etc.
From the game and of the trick the child transforms the Real. When playing, it lives situations and models of as to dominate the reality, disclosing loaded situations of emotions and affection and thus go organizing logical and contradictions gifts in the society. More than what to accept rules, the child the reelabora in a creative process, combining them enters itself and constructing from them new possibilities of interpretation and representation of the Real. Of this form, to play and to play if constitute in forms importantssimas for the development of the children, helping them to understand it the world better where they live.
If the psychic apparatus dominates the rejection, remains the criterion that reality coincides with the self, and an act may be because of being or not an object. The rejection is opposed to a categorical imperative. With reference to the categorical imperative refers to a process that develops from the superego, and the power of this imperative derives from the effectiveness of psychological death of the father as an ideal. That is, powerful and hostile father was elevated to a categorical imperative protective. Protective to the extent that it allows the support of think, the release of the immediacy of experiencing, of perceiving, of pretending.
Maintaining the term implies the rejection of auto-eroticism, and this leads to a compulsion to speak, to refute permanently traumatizing trial. As the teacher out of control, incurring the verbal excesses against the judgments of their students and that move their position. The rejection produces a particular effect on the sense of conviction, which is usually tied to represent the thinking processes, not perceptions, that is, they believe what they think, not what is perceived. Another effect of the dismissal is the metaphorical loss of capacity, capacity that has a requirement for maintaining the sense of conviction. The superego has three functions: self-observation, moral consciousness, formation of ideals, which is the fundamenteal, because of the formation of those ideals derive the two remaining functions. The denial is directed against the self-observation, which decreed the removal or the approach I respect to the ideal. Maintaining this powerless denied criticism of moral conscience, as the powerful all are allowed, are beyond good and evil.
United States Enemy
If it is not natural, it will still be a mother-child, boy or girl, and her children must come under its influence. Due to the fact that women have always ruled, humiliated her, turning her into a faceless creature, it was disgusting. They became aggressive, uncompromising, masculine. But they can be understood: oppression for centuries has made them so, and blame the man. Consider the motion of feminists. Now around the world gather activists liberation of women's movement in order to raise the level of his consciousness. But their meeting pursue only one goal: to destroy the very nature of women.
Only in this way they could compete with men. But women differ in tenderness, they are delicate by nature. If they want to compete with men, they would have to be rude. al Group. If you are faced with an activist for the rights of women, you would see that her face has become stringent features. It is hard to tell her "Babe." She gets mad, it's not like it. Why "Babe," it is the same as you. In the United States, where feminism has become the extreme form, women can sue only for the fact that the man let her go ahead. Her it supposedly offends.
She believes that man shows by this gesture of inequality that it is lower, weaker than him. Women's feminist movement creates unnecessary trouble. It turns women into wolves, it teaches them to fight. Male – an enemy, but as you can love an enemy? How can I do to have intimate relations with the enemy? Women need to know that any struggle leading to the coarsening.
Hindu Gita Ashtavakra
The subject immanent rialidad far from producing the original and thus reveal the enigma of consciousness, only apparent schism produces reality of subject and object, which is just a mirage. A short story, "mythos" to clarify the story is told deponent propaedeutic South, I believe in the Hindu Gita Ashtavakra (poem being and not being) that can enlighten as Esthet notice of what is the summary witness and I quote from memory: "The teacher put an object in a long, zigzagging against the disciples to listen carefully. The master one to one is asking – what is this? All disciples answered, without hesitation, that this is a string. The teacher, with little surprise to see the reaction of disciples, says flatly that it is a rope is a snake. After which, they are asked to ratify it: Do you agree? He asks. Despite his love for the teacher and the truth, his senses and confirmation of the majority continue to support the first statement: "The object is a rope." The teacher says that this is a snake. "What happens," he says, is that until we do not fail to see the rope, do not arrive to see the snake "… "…
While I trust in your senses and in appearance cegueis you never arrive to see reality. This is the witness of the inherent attitude that advises the Native Esthet. Levels is a matter of faith to think what is believed, without letting him believe, that is the true faith or believe what we think without letting him to think "that is the rationality, theology and even the so-called" common sense .
Toys – this is an excellent opportunity to have fun and interesting way to spend time with your child, the foundation of the initial construction phase of relations between parents and baby. Toys help develop the world a child can express their emotions, learn to find the right solution. Growing up, children begin to break toys – why they do it? Play for real. Gallant soldier must necessarily break an evil dragon to pieces, or play will not work. The way out of this situation will serve as the designers, the monster, which at any time "smash to pieces." Pay no attention. Usually the child through the bad behavior drew the attention of parents unconsciously. Here, parents need to think about whether enough attention they give to the child, and then to the integrity of the toys.
The toy does not like. Or herself a toy baby unsympathetic, or character of which is the represents. Do not worry about it. Express their creativity. Creative thinking in children may lead him to create new works from old toys – horse without a tail, a machine without the wheels, etc. Not worth it thwart.
Read the resentment and anger. To teach the child properly deal with anger, most importantly – a personal example. Enjoy destruction. Try to smash their own kind of thing to pieces – feel the passion for the process and enjoy! Blame the parents. Teach a child with a toy, play with him, show how to use it. Not all children know that the paper tears and soak, and plastic breaks down in the family … some children. Sometimes, children do not want anyone to keep away his toys, or try to divide everything equally – all this is affecting their integrity. Here, first of all, we need to preserve peace in the family, and only then worry about the safety of toys. Disorder. Need to come up with the child as his toys to place so as not to step on them – to teach him to put everything in its place. Toys poor quality. Everyone knows that neither the appearance nor the well-known brand or the high cost of children's clothes does not guarantee that it will not fall off the details. This is not an exhaustive list of reasons why children break toys. Nor in any case do not punish the kid for it. It is better to help him bring in his thrift and do not dispose of damaged items. Together with your child fix a broken toy and see how it would be for him especially dear.
Rabbi Shimon Bar Yochai
But, despite everything, the country was kept – the wisdom is still valued above commercialism, and was considered an honor to be a disciple sage, not a merchant. It was at that time in the sky shone a star of world history man predicted the future of the world. The man was Rashba – Rabbi Shimon Bar Yochai, a student of the prominent Kabbalist Rabbi Akiva and the author of the famous book "Zohar." It said about almost all Kabbalistic books, he is surrounded by many legends, his life is woven of secrets, but one thing is undeniable – his name has not disappeared in the mist of history, but rather referred to today, more and more frequently. And there's good reason. Already in his childhood Rashba worried questions never asked his peers.
"Who am I? Why do I live? How the world works? "- Constantly fiddling with it adults on these issues, and it was clear that the boy grows a special – he will not rest until he finds answers. In the future, and so happened. While his peers were busy with a simple study, Rashba delved into the study of Kabbalah. Days and nights on end it over the Kabbalistic books, getting them in depth, while for the Bible stories he did not open force that controls the world. Thus, removing layer after layer of outer integument with secret knowledge, he learned the meaning of life. His spirit died away from the drop-down in front of him indefinitely, and come to understand that without a teacher, no further progress.
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