Physical Education

The school enters in this logic in the concession of the space and the responsibility to foment these practical educative. the education of the atletismo must focar its intentions what the letter biggest of this country determines. Although to be about one of the classic contents of Physical education, the atletismo still is very little spread out in the Brazilian schools and if they are worked are being made in restricted way where the lessons if concentrate in few modalities, generally races and jumps. Moreover, in many schools, the atletismo is developed with the classic objective of sobrepujar the adversary, through metodolgicos procedures that they aim at to the income, being to the edge of the creativity, the construction of new forms of movement and of the insertion of the same ones in the pedagogical context of the other sports. Faceta of the divulged atletismo nowadays is that one of the great names, marks and records that, with the support of the media, transform the athletes into true super-men. This work does not intend to approach this vision. We look for to inside focar the arts of the atletismo of a pertaining to school context that has as objective to provide to the socialization, interaction, inclusion, motor and cognitivo development, in end, the human being in its totality.

To work the atletismo content inside of the school we support in them in some metodolgicas theories already studied until this 3 semester of the course of Physical Education. In such a way, some modalities for accomplishment of the tasks directed toward the pertaining to school public had been chosen. 2 – ATLETISMO MODALITIES the atletismo modalities are varied. She is composed of races (100, 200,800, 5000, 10000 meters, among others), jumps (with pole, in height and distance) and the launchings (of dart, record, among others). Then the professional of pertaining to school Physical Education has in its hands a gamma of contents, only in this modality, so that it can study on the subject and transform it into pedagogical activity.

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Pedagogical University

However, its application on this work consisted, in the assistance of lessons in two groups, in the Intermediate school Ours Mrs. of Ftima in order to survey the degree of exploration and transmission of ambient contents in headquarters of manipulation of transversal subjects during the lessons of Biology. 1.6.3.Tcnica of Interview According to Universal Dictionary of Portuguese Language (1999), Interview, ' ' it is conference enters two people in place and hour anticipatedly agreed, or are a colloquy efectuada between two or more interlocutors, in order to get one definitive informao' '. This method, was used to interview professors and pupils, in order to get information related with the degree of depth of interaco and agreement on subjects related with the conservation of the environment. 1.7.Delimitao of the Subject This work is fit in the line of research and scientific inquiry. It focuses its study on ' ' Not capitalizaton of the lessons of biology for the practical one of the Ambient Educao in the Intermediate school of the Estoril in the Beira' ' , as sustentation in the elaboration of the report for the conclusion of the acadmico degree of baccalaureate in Ensino de Biologia for the Pedagogical University. theoretical 1.8.Fundamentao As DAYS (2003) the evolution of the concepts of Ambient Education directly was related to the evolution of the environment concept and to the way as this perceived age. As the concept of environment was reduced exclusively its natural aspects, it did not allow to appreciate the interdependences nor the contribution of social sciences and others to the understanding and improvement of the human environment. With passing of the time, but necessarily in the Conference of Tbilisi, the Georgia, in 1977, the Ambient Education was defined as a dimension given to the content and the practical one of the education, guided for the resolution of the concrete problems of the environment, through an approach to interdisciplinar and of an active and responsible participation of each individual and of the colectividade (UNESCO, 1980).

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Summary of the thesis of mestrado the crisis of legal education and the possible contributions of the general education, of Fabrizio Marchese, defended next to the College of Education of the State University of Campinas (UNICAMP). Rogrio Duarte Fernandes of the Steps MARCHESE, Fabrizio. The crisis of legal education and the possible contributions of the general education. Campinas: Program of After-Graduation in Education of the State University of Campinas (UNICAMP), 2006. Dissertao (Mestrado in Education).

The crisis of legal education and the possible contributions of the general education, dissertao of mestrado of Fabrizio Marchese, guided for Elisabete Hunter of Aguiar Pear tree next to the Program of After-Graduation of the State University of Campinas (UNICAMP), reflects on the historical conditions where if they had given the referenciais of estruturao of legal education in Brazil, for in such a way reconstructing its creation and the landmarks that had promoted it alterations, making possible the understanding of the process that allowed the same ones to have the basic conformation contemporary. Beyond minute and complete research concerning the legal instruments that structuralize this process and passage, the author establishes necessary a diagnosis of crisis that is deriving of an education legal without correspondence with the description-social vicissitudes and divorced a bigger capacity of reflection concerning the right while instrument that must be apt to the reach of its social function. This historical reconstruction of the right courses as necessarily assayed for the author no longer period of the Empire had support in the ideals of the elite politics and in its project of consolidation of national independence and the proper Brazilian imperial State, of luck that exactly in the republican period, the Republic came to establish a prism ideological and predominant politician already in recent years of the empire and therefore, almost no change occurred in the questions of the education (P.

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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.

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Enterprise Environment

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.

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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.

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Presentation In English

Presentation starts Good morning / good afternoon ladies and gentlemen The topic of my presentation today is … What I'm going to talk about today is … Reason for presentation The purpose of this presentation is … This is important because … My objective is to … The wording of the main points The main points I will be talking about are firstly … secondly … next, finally …

we're going to look at … Introduction to the first item Let's start / begin with … Demonstration plots, slides, etc. I'd like to illustrate this by showing you … Go to the next item Now let's move on to … Clarification of some parts I'd like to expand on this aspect / problem / point Let me elaborate on that Would you like me to expand on / elaborate on that? Changing topics I'd like to turn to something completely different diversion from the topic I'd like to digress here for a moment and just mention that … A return to what was said earlier Let me go back to what I said earlier about … Summarizing I'd like to recap the main points of my presentation – first I covered – then we talked about – finally we looked at I'd now like to sum up the main points which were: Conclusions I'm going to conclude by …

saying that / inviting you to / quoting … In conclusion, let me … leave you with this thought / invite you to Questions Finally, I'll be happy to answer your questions. Now I'd like to invite any questions you may have. Do you have any questions? Volodymyr Boyko SPEAK ENGLISH – articles, recommendations and reviews of English language

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The Image

Although in this case about 99% of information you can only guess. Why do I have an example? By this I wanted to show that words, sentences, paragraphs and even many, if not impossible to comprehend the pages of the books separately, in isolation from the rest of the context. In reality, more or less complete image can be formed by reading only several pages. And if we take any sentence in isolation, meaning it will be oh, how little. It does not confuse the meaning of (the image that you experience) with a sense of clarity of the text. If I give you an example: "Mary is a bucket of water "in terms of reading comprehension is fine. The proposal is very simple. But it can not even be as small as desired target information.

We do not know that for Mary, as she carries a bucket and some water. The fact that you have understood this sentence as a set of words, almost anything you do not give. And if you read "16 years, Mary, iron, bucket, spring, water, 10 l, 5 miles, my mother," you'll see that even though no great connection between the words there, informativeness of this set of words above, and you can even make this kind of story. Enough time to snatch the right words. On the other hand, reading any book, we anticipate a 50 percent further content.

Since, according to the laws of writing literature, thought, ie, we perceive the image may not change dramatically, and the plot is rotated 90 degrees. You it was easy to build a story of a group of words in the above example also because before that was the sentence "Mary is a bucket of water." This is how the semantic conjecture or anticipation. All these factors make it possible to accelerate: First, begin to read any book in the usual way after securely install a complete image of what we read, we can just briefly skim along the lines, noting only one thing: the changing idea of the text or not. The change of mind can still detect and separate words such as "this way, of course, as a result, in reality, however, because it turns out …. " Seeing such a word, we can slow down, noting that author had in mind, and then dispersed through the text. If you take any paragraph, then the most informative, are usually the first and last sentences. When I write a "cursory skim along the lines …" I mean that, apart from fast-motion look at the page, "your head" must be present clear image of what the text says. This creates a special hypnotic state, which is necessary in order to take the text at the same time the larger semantic units. Thus, in many cases, improving reading comprehension. You begin to see the forest through the trees. To practice this state can use a table Schulte. Speed reading training cues.

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Excellent Opportunity To Learn A Foreign Language For Your Child

We all have children, and we, as caring parents, constantly thinking about what to do for them to raise them properly, to help get on their feet and ensure a bright future. How do you do it? What to give his daze, so that later, in their future adult life, he has another child, was able to secure a prosperous, stable life? The answer is simple – education. And, a decent, quality education, providing knowledge on procedures above the ordinary school and university, with an impeccable knowledge of at least one foreign language. But judge for yourself, unless you can make a child sit in a boring dusty classrooms, listening to boring roskazni teachers? Of course You can, but do we achieve the desired result? Of course not – the effect would be completely counterproductive. And what if the training will take place in parallel with the rest? The child will rest on, say, sea resort, learning a foreign language. And ideally – training will take place abroad, where he will be able to immerse themselves in the language spoken on Wednesday, where he will have a direct opportunity to interact with their peers from other countries, sharpening the knowledge obtained on the urokah.Rebenok will live in a boarding school, in a cozy room, getting 3 meals a day, a free Internet Access – all offer language school Malta! Pomoymu, it's just chudestny option, which, for everything is real, thanks to modern educational programs, operating worldwide. English in Malta for your child.

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Remember Vocabulary

And they are all interrelated. Here are a couple of examples. You teach a child to read. There comes a time when out of books, which reads your baby suddenly disappears letter e, you explain to him that the relevant words of the letter e printed as g (by this time the child should have, of course, a certain vocabulary – he should own vocabulary of language that is spoken and read). Remember Are you annoyed when people incorrectly said any words? He has a bad vocabulary, grammar and lame. When you write the sms-messages, whether you pay attention to punctuation, the spelling of words? I – Yes, and I do not really like the text written by illiterate (both grammatically and orthographically). Given all the above, we can conclude that proficiency is not enough to study phonetics and spelling, vocabulary and grammar, but you need to know and be able to it all into practice. When we speak the native language, then, of course, do not say certain phrases and sentences.

Our speech is connected, full of meaning. For example, in the same phrase when different situations may be different meanings. "Merry" primerchik. Situation when the husband returned from a trip. His wife is waiting, bored, and when he returns to share good news with a friend: "My husband came back from trip! "And if the situation is different when the husband no one was waiting for … The meaning is the same, but the meaning is different. Thus, during the conversation, the same phrase changes meaning depending on the particular situation.

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