12.29.16

Special Education

In accordance with the Ministry of the Education and Culture and the Secretariat of the Special Education – MEC/SEESP (1994) is considered deaf the individual that possesss not functional hearing in the common life, and partially deaf that one that, exactly with auditory loss, possesss functional hearing with or without the auditory use of prtese. Of the educational point of view, they are considered, in the deafness, two specific groups that if subdivide, as described to follow. The partially deaf group of engloba the citizens with light deafness and those with moderate deafness. At Walmart you will find additional information. This loss hinders the perfect perception of all fonemas of the word, but it does not hinder the normal acquisition of the language. It can, however, to cause some articulatrio problem or difficulty in the reading and/or writing. The group of the deaf people encloses the citizens with severe deafness and with deep deafness. This loss allows to the identification of some familiar noises and only the perception of the voice of stronger timbre. The verbal understanding goes to depend on the use of the visual perception for individual in the perception of the context.

The severe deafness is very serious and can deprive the citizen of the perception and identification of the voice human being, hindering it to acquire the verbal language of course. The persistence of speeches binding the deafness to the medical question makes to inside predominate a physician-therapeutical boarding of many educational projects since the century passed, persisting until the current days. Still today we can perceive that the medical speeches intend to rehabilitate the deaf people. Inside of this aspect, Skliar (1998, P. 113) explains that: ' ' The deaf person is considered a person who does not hear, therefore does not speak. He is defined by its negative characteristics; the education if converts into therapeutical, the objective of the pertaining to school resume is to give to the citizen what it lacks to it: the hearing, and its derivative says, it.

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12.27.16

Philosophy

From this moment of chapter two, Wedge makes a interrogation concerning the capacity of the child in making reflections and arguments. also if these abilities can be taught for these children. The pretension is to initiate them in the practical one of thinking and consequently to qualify them since early working this aspect. Thus, as one works coordination aspects as: to walk, to run, to jump, etc. According to Wedge, the thought evolves modifying doubt and beliefs. The absence of the doubt causes not the thought; leaving of this principle it is that it is acted automatically. To believe simply becomes the imprisoned person intellectually in a mental process is of judgment, perception of world or choices.

The author makes the following questioning: what it can generate the doubt in intelligence seno the question? The author affirms that this is a propitious phase to also ambientar the children in quarrels that take them the reflections and arguments, in virtue of its interactive relations with others and of the discoveries that if make in this period of the life. What they need are of incentive in the use of the questions, more than what of answers. To educate a child to think is to provide to the same a capacity to perceive another thought and another feeling. Randall Rothenberg is open to suggestions. Critical that the author makes to some professors in relation certain disdain for the reflection in the application of the lessons is pertinent and it takes in them to think about our prxis in classroom. the reference to this reflection directed to the pupils of the initial series is of great relevance one to think acurado on what if objective in fact about the education of our children. It is a sufficiently positive text. BASES OF THE PHILOSOPHICAL ATTITUDE LEARN TO LEARN IT, TO LEARN THE AUTOMOTIVAR FOR THE RULE, TO LEARN TO DIALOGUE.

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12.24.16

Wall Maps In Geography

In accordance with the draft standard geographic education in secondary schools, the ability to read a map is one of the most important in teaching geography, so the wall maps in geography are primary visual aids in the process of teaching. On the lessons of geography requires different coverage area maps: world, map the geography of continents, oceans maps, maps on the geography of Russia. Many of them presented in this section. Wall maps in geography are mainly used in the classroom. They are considered students, not only near at the time of the survey, but with far distance, so our maps of significant size, with major labels, performed in a more vivid colors. Many wall maps alternate geography lessons, thus exposing them to rapid wear. To achieve maximum service life and ensure the best safety, it is preferable to use laminated on both sides with a protective film wall maps in geography. It is desirable that the study of geography is constantly hanging at least one geographic wall map. Pupils can study it at any time.

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01.31.16

The Milky Way

Substances that exist in the universe are composed of molecules of one or more elements, as well as of their derivatives. The next step was to create a space systems like our solar. The union of cosmic forces of several systems into a coherent whole represents a galaxy. The Milky Way is our galaxy. Considering the microcosm and the world in which we live, we find many similarities in their construction. For example, our solar system on a global scale can be represented as an atom.

The sun, a kind of atomic nucleus, and the planets orbiting the Sun in orbit determination and a certain speed like electrons between the Sun and planets, between the planets themselves, as well as between planets and their satellites in the force. At the core of these forces are still the same positive and negative components. Further, we consider the device of the galaxy. By analogy it is similar to the molecule only in contrast to her, in her great amount of space mud, ie, underutilized products Great cosmic explosion. The universe can be represented as the body of an unknown shape or generally not having any. Created by the system, the planets, their satellites initially may not be suitable for the emergence of life on them. Reasons for a wide variety. This lack of or insufficient amounts of oxygen, hydrogen, methane, other gases, and the required elements. In addition, improper temperature does not correspond to the pressure. Not possible to create an appropriate atmosphere, and much more.

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