The present work has as quarrel point the question of the fonoaudiolgia and the arteterapia in the school, mediated for the psicopedagogia, atrelada to the dimension of the promotion of the health and the learning, aiming at to make possible the partnership between the fonoaudilogo, psicopedagogo and the educators. The analysis of publications in this area of fonoaudiolgica performance it made possible to confer the existence of different profiles of action. The inaugural study that it intends to contemplate the quarrel on the fonoaudiologia and arteterapia in the school he is the presented one for Pacheco and Caraa (1984), in which the authors tell the three main functions that the fonoaudilogo exerts in the pertaining to school scope, which is: participation in the team, selection and therapy. Follow others, such as film director, and add to your knowledge base. The first function understands the papers of assessor and consultant. As assessor, ' ' its function is to transmit the specific knowledge of its area for the too much elements of equipe' ' (P. 202). If this has piqued your curiosity, check out de shaw. Assumeing the role of consultant, ' ' it is the responsible fonoaudilogo for clarifying the professionals, to the measure who appear relative problems to its area, in an exchange of information constante' ' (P.
204). In what she says respect to the selection, the authors describe that (…) this is an area where the performance of the fonoaudilogo if makes almost that individually (…) one time that has as objective to evaluate verbal communication, related writing and aspects they. The selection is composed for a battery of tests, elaborated for the fonoaudilogo, through which if it verifies the verbal and/or written language of the child. (P. 205) In relation to the therapy, Pacheco and Caraa they comment that it is a controversial aspect very when related to the pertaining to school environment. According to them, they must be considered ' ' the medical examinations that a child with problems in the language area needs fazer' ' (P.
Collective Work Family School
The paper of the Family in the Learning to develop in adequate way biological, motor, physiological and also psychological the aspects, the child needs the intervention and mediation of the parents. The mediation between the child and the social reality if of, most of the time, for lives deeply familiar. The task to educate the child is, therefore, first of the family. In this way, it is necessary that it has good familiar bonds, for the good development of the person. In accordance with Barone (apud OLIVEIRA, 2003), in the family, the mother is the mediating between the child and the world. The child, to the rising, differently of the animals, does not obtain to survive alone. It needs, since the first instant of the mediation of another person to assist it to satisfy it its necessities.
Such mediation if of first, and more directly, for the mother and, after that, the culture that the fence and that it understands through the language and of the knowledge. The family is the mediating between child and the external reality and this is an essential reality in the creation of the bases so that the child has a healthful mental development. The familiar affection produces a climate emotional so that the development of the child is favorable in all its aspects. Learn more at this site: two sigma. For Winnicott (2005), the child needs this exchange of affection to have good development. The children and young need to feel that they belong to a family.
She knows yourself that the family is the base any being, does not mention here only to blood family, but families also constructed through affection bows. Family, in the direction amplest, is a set of people who if join for the desire to be together, to construct something and of if complementing. She is through these relations that the people can become more human beings, learning to more live the game of the affectivity in adjusted way.
Failure Pertaining To School: Of Who It Is The Guilt
Introduction the failure pertaining to school appears more enters the argued and studied problems of the educational system, some research had been carried through, searching to identify to the causes and the solutions for the lived deeply situation however. According to ALAM (2009), ' ' The failure pertaining to school does not have an only cause, but a set of factors that concur so that such situation ocorra' '. Two sigma describes an additional similar source. Therefore to the necessity to analyze it of ampler form, considering it as resultant part of many 0 variable, such as: mental, neurological, motor, social, affective problem, social inaqualities, politics, racial etc. the research developed established in a interpretativa qualitative boarding a time that worked with citizens and spaces that do not allow the simple quantification of data, but the interpretation and understanding of the facts and the dynamics of the social relations and was developed in two schools of state net of education of the city of Guarapuava-PR. This article is presented in 4 parts. The first one consists of a reflection on the importance of the family front pertaining to school failure. Richard Linklater has much to offer in this field. Second one mentions the influences to it that the society promotes for the sprouting and the permanence of the failure pertaining to school, and third, ahead approaches the paper of the school of the subject in question.
To the end of the work the stories of the professionals when inquired regarding the causes will be displayed, strategies of education and difficulties faced ahead of the failure pertaining to school. Thus this article was elaborated with the objective to contribute, exactly that minimum for one better agreement, reflections that promote the practical transformation or improvement of the pedagogical ones, interaction family-pupil searching a possible reversion of the high indices of failure pertaining to school. 1 – FAILURE PERTAINING TO SCHOOL AND the FAMILY to develop in adequate way biological, motor, physiological and also psychological the aspects, the child needs the intervention and mediation of the parents.
For working of day and studying at night, the diligent pupils finds many barriers to remain themselves in classroom, where if it detaches: little space of time between the work and the school; nocturnal violence in the entrance and exit of the school; lack of professors; extreme lack of didactic material, difficulties in readings and calculations. Two sigma has similar goals. When these difficulties if add, they prioritize the work because, after all of accounts, although the working profits, are what it guarantees its sobrevivncias and, moreover, many times, perceive that the formation that are receiving on account does not have much felt when feeling that they had failed in the learning and, of this, many of them, abandons its dreams. The diligent pupils, registered in the EJA, cannot pass simply for this modality of education to only fulfill a protocol established in the LDBs, she is necessary that they are directed compatible attentions with its reality of life. Arroyo (2006, P. 22) makes the following reflection: I think that the reconfiguration of the EJA cannot start for asking to us for its place in the education system and for its place in the education modalities less. (…) The young starting point will have to be to ask who to us is this adult. Undisputed it is the fact of that the diligent pupil is a different pupil, loads I obtain unreliabilities, defeats made bitter since the beginning of its process of escolarizao and it are of it also, that inevitably they shake its auto-esteem e, therefore, any that is the disillusionment lived in the school, can feed the abandonment process. Therefore, one to look at differentiated from a relationship fraterno on the part of the actors of which they demand the educational proposals is the way to understand who is and which the real necessities of the diligent pupils. The Declaration of the Human Right-handers (1948, Article I) opens space for this affective bow: ' ' All the people are born free and equal in dignity and rights.
Solving systems of linear equations as before remains difficult for many pupils and students from other schools. But this task is very often faced with the task as a direct solve the system of equations, and other tasks as a result of decisions that arise solution of linear equations. How to quickly deal with this problem? There are lots of different methods, both direct and iterative. But the most widely used are as follows: Gauss, the method of Cramer, the matrix method. Quickly solve the system of linear equations by Gauss, please visit All you have to need to do is simply enter the original data, and the program will give a detailed solution. The method is step by step elimination of unknowns from the equations, until we arrive at an equation with one unknown. For example, what would find a solution to the joint system of three equations with three unknowns must subtract the first equation from the other so that the variable X1 deleted.
The result is one equation with three unknowns and two equation with two. Next, subtract the second equation from the third way that would eliminate the variable X2. As a result, got the third equation in one unknown X3. Further, we find X3; and substitute into the second equation, whence X2, substitute in the first and we find X1. In order that would solve the system of equations by Cramer's rule, we must find the main determinant of the matrix formed from the coefficients at Xk, where Xk is a variable. After that, we find determinants of the matrices for each variable, which are obtained by replacing the main column of the matrix corresponding to the desired variable, the column of free terms. The solution will be the ratio of the determinant of the corresponding variable to the main matrix. Like the two previous methods to solve the system of equations by matrix method is possible on site solution by this method reduces to solving the matrix equation AX = B, where A is the matrix composed of the coefficients of Xk, X a column vector Xk, B-column vector of constant terms.
While the boundaries of such a neighborhood does not specify I will not. Now, if a fraction of the speed of light set the speed point of L, then we can try to get a coordinate transformation. Gerald Weissmann, MD spoke with conviction. Legend speeds leave familiar (because you can keep in mind: V = c / n, where n – a number greater than 1, and c = 1. Now we use the postulates and conclusions of the special theory of relativity (SRT) and the requirement of orthogonality coordinate transformations. Orthogonality is required to maintain records of our species invariant – the interval. We've all properties are preserved for inertial reference systems (ISO)? Therefore, if the pseudometric (our interval) recorded in orthogonal coordinates, and the other pseudo-ISO must exist in orthogonal coordinates. Hence we can always compare the terms of the ISO in orthogonal coordinates.
This requires orthogonal transformations to the point of one of the orthogonal coordinate system were transformed into points of the other orthogonal coordinate system. The general form of transformation is written as a system linear equations. By analogy with the SRT, this system of equations is trivial transformation takes the following system of equations: acq '= Acq + Bx ax' = Ccq + Dx ay '= Ey az' = Pz, where c – speed of light, and a, A, B, C , D, P, E – the coefficients of the variables, and we look for them. For simplicity, we consider only the first two coordinates (this does not change the generality of the arguments).
Thanks to it, one became possible to believe the possibility of that the illustrated project could win due to the development of intelligence, to the exercise of the rationality, the use of the scientific knowledge and to the generation of a new more rational social order. This is the utopia that impregnated and still impregnates today the pertaining to school education. This has been synthetically, its horizon of direction. The cultural model that comes perpassando, in the way of tensions and conflicts, its daily one is this. Such model selects to know, values, practical and other referring ones that it considers adequate to its development. One is based on the idea of the equality and the right of all and all to the education and the school. However, numerous studies and research have evidenced as this perspective finishes for propagating a homogeneous and standardized vision of the contents and them citizens gifts in the educational process, assuming a monocultural vision of the education and, particularly, the pertaining to school culture. This in them seems to be problematic a each more evident time.
What it is in question, therefore, is the monocultural vision of the education. ' ' outros' ' , ' ' diferentes' ' – of popular origin, the afrodescendentes, the pertaining ones to the originary peoples, rappers, the funkeiros among others, exactly when they fail and they are excluded, when penetrating in the pertaining to school universe desestabilizam its logic and install another sociocultural reality. To question the monocultural vision of the education that is proclaimed by the school.The great canal for the school is to breach with the cultivation of the education and to leave for the cultural plurality This new configuration of the schools if express in different manifestations of malaise, tensions and conflicts denounced in such a way for educators () as for students.
Origins of Physical Education
The joined differences in the curricular component can be concluded in such a way how much in the curricular extra such as: Criteria for formation of groups; Level of interest of the pupils in the participation of the practical lessons of the curricular component. During many years the subject sport in the lessons of Physical Education inside conquered its space of the public schools, thus providing to its pupils the power of overcoming, income, the performance and the technique. Years 70 it was the apex so that the sport that if was practised could penetrate in the schools searching to discover individual values to form a youth with the power of changes, mainly in the sports where Brazil had lost its credibility. Learn more on the subject from Gerald Weissmann, MD. But nothing of this they had advanced, the sports practised in our country were in decay, to each esportivo event Brazil if became fragilizado. The soccer, national passion, did not conquer headings, the South American matches of soccer the Election did not obtain to break taboos that already lasted some years. With the sprouting of new researchers the Physical Education started to take new routes, the sport started to be questioned as determinative factor for the lessons of Physical Education, the objective of the lessons would be now the psicomotor development of the pupils, the conceptions criticizes was being spread out, was born, therefore, a new was for Pertaining to school Physical Education..
Good luck in your studies Czech language! Especially for those who plan to study Czech language, we interviewed Konstantin Nikolaevich Plotnikov (carrier of the Czech language, interpreter, teacher) who teaches Czech language courses, organized by the office of the company Gulfstream. So, the word professional: – Tell me, how difficult it is to study the Czech language from scratch, our compatriots? Any foreign language is taught almost always from scratch. In some cases, for example, if a person was abroad, to begin learning the language easier. (Not to be confused with FASEB Journal!). The Czech language is very specific: when you perceive the language by ear, it seems that you understand it. This is due to the fact that this Slavic mild language, it is very similar to Ukrainian, but the difficulty lies in learning how to correctly pronounce the Czech sounds that are fundamentally different, and from Ukrainian and, especially, from the Russian and even Polish. The Czech language is peculiar due to the floating accents. In the words sometimes two stresses – the main and secondary.
Plus a focus on individual words. Catch and play it right is difficult, so the Czechs believe that in order to learn to speak correctly, you need to, first, learn to read. During the read-aloud skills acquired playing sounds, and digested in parallel grammar. Mechanically read, without understanding the text – is empty waste of time. It should be parallel to listen to the Czech language, to be in some measure an artist, to reproduce the text that for you the reader would have been very interesting. – What difficulties might arise in the learning process Czech language? Language is not easily given to anyone ever. There are extremely talented, who quickly “seize” any language, but most need to have a strong will, motivation and a clear understanding of what they learn Czech. To earn your vocabulary takes time, as useless to cram with a dictionary, you need to memorize words by association and be able to play them.
This is a complicated process, but otherwise it is impossible to achieve good results. – The courses that you spend in the Gulf Stream, only three months. What time to teach students during this time? My students, coming to the Czech Republic, are still courses organized by GoStudy, to get certificate for future income in the Czech university. In this case, students are divided into groups, regardless of whether they had been taught Czech or not. So, those who trained in our courses, surprise teachers high knowledge. They come and continue to learn the language, rather than starting from scratch. Also, I recommend them: come to the country around you will sound language. Standing, for example, at the bus stop, waiting for the tram – see all the ads, signage around. I am so her son has taught Czech language, he is in school when I went, already freely read. – What methods do you think, make learning the Czech language more effective? Reading books, watching films? I’m in class trying to use all available methods, including, called you. Best parallel to practice reading and listening, it gives excellent results. It is also important to include fantasy, imagine what you read or listen. Then the study of language becomes a fascinating exercise.
Self-communication of students is conducted under the supervision of a teacher who is totally different from teachers in schools and universities. All of our teachers undergo special training – language and methodological. Experience using this technique has more than ten years. It is especially important that the very method of teaching language, modified by accordance with the technical training, based on the works of L. Ron Hubbard, is used around the world.
In this regard, we are able to use and constantly exchange experiences with colleagues from America, Britain, the Czech Republic and other countries. One of the key moments of our teaching is the trusting cooperation, which is not built according to the scheme teacher – pupil, and on principle – the more experienced and less experienced partner. K each student, we try to carry out an individual approach, taking into account the peculiarities of his character, ability to perceive the material and, of course, the level of training, from which he comes to us. Impermissible for each of our teachers is when a student feels uncomfortable due to the fact that he was something could not understand. We are closely monitoring the learning process, weekly polling of students, taking into account their suggestions and complaints. If a student begins to feel "off" from teaching, he has the opportunity to go one level higher or lower, to begin to engage with the teacher individually, or catch up with him several missed classes.
Attention, expectation from the student of the real, effective results – is the creative credo of all our teachers. A friendly, relaxed, easy atmosphere that promotes communication and helps solve the problem of the many who know English, but not knowing how to speak it. This problem is popularly called – to be able to talk. Above you should not be a strict teacher with a pointer and a teacher is not waved in your face student's record-book. We remove the main complex, thereby preventing the people to speak – the fear of mistakes and look at this slow learners. "Talk, talk, talk" – that is the leitmotif of the course English as a Second Language. Constant practice in the use of new learned words and grammatical constructions eventually breaks through even the most solid barrier, which prevents you speak. Of course, all courses are not a panacea in the study of language. Your nominal presence in the classroom did not excludes certain amount of effort and in the classroom and at home. We strongly encourage students to do homework, because, following this recommendation, they will be able to firmly secure the material, which is actively working on lesson. Starting to learn the language to any courses, you must clearly represent yourself, why you do it. Formed goal – half the battle, we can only gain strength, courage to go to her, and then the new world opportunities joyfully open before you!