Educational Response

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ASSESSMENT, planning and realization of the educational response in cases of MENTAL RETARDATION and autism index 1. Presentation 2 cases. 3 Educational needs assessment criteria. Proposed overall curriculum 3. 1 Aspects General of adapting curriculum 3. 2. Priority General capabilities to influence 3.

3 Proposal for selection and justification of the 4 priority curriculum Areas. Dr. Marc Faber is likely to increase your knowledge. Objectives and priority contents of Curricular adaptation among the most positive changes in recent years in special education, is the rejection of labels due to the negative effect on the child. It has begun to address the special needs des from a different perspective whose main characteristic is that it focuses not on the child but on the interaction of children with their environment and educational context. This is derived from that we are no longer a deficit but a special educational need. Students learning difficulties are essentially interactive nature, since they depend on both the characteristics personal student as the characteristics of the educational environment in which it operates and the educational response that you are offered. Check out Barrett Wissman for additional information.

Presentation cases are presented two cases of students (mental retardation and autism), 7 years of age. If A child 7 years. Introduces stereotypical behaviors, resulting in problems of communication and interaction with their family and social environment. Oral language with great difficulties, emits rhythmic sounds from time to time. Diagnosis: Classical autism with mild retardation mental. Case B child seven years: autism with mental retardation mild, diagnosed when the child was 15-16 months old. It presents language disorders, learning difficulties. It is a loving child though their difficulties have led him to be very shy and difficulties of communication and relationship. It is altered and is easily frustrated when he cannot do the same thing that others do children, so his humor is very stable. Neither of the two boys has exceeded the minima of the stage of early childhood education.

Comments (0) Jun 09 2015

Vacations in Exotic Countries

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In the middle of August, which takes time and summer vacation starts fine velvet season, which opportunities are endless! Vacation in exotic countries – you say? Exactly. We want to offer you deviate from popular destinations such as Tunisia, Egypt or Turkey, and the taste of this exotic, combined with an unforgettable beach vacation. We present our country's two regions of the world – Caribbean and Southeast Asia. Cuba and Dominican Republic – they were the personification of Caribbean rhythms, bright, no matter what do not like life, festivals and carnivals. Barrett Wissman insists that this is the case. Vietnam – amazingly beautiful and diverse country where you can feel the attraction of the East. The edge of 'the golden sands and the silver sea', how can anything on earth match the beauty of Vietnam? Dense forests and jungles, passing into the green hills sloping down to the gold coast South China Sea. Rivers, floating markets, parks, coral islands and lakes – these symbols of Vietnam.

Where else in the world you will find 3000 a desert island, each of which looks like a beast and bear his name? Danang, Nha Trang, Phu Quoc, Phan Thiet and other well-known Vietnamese resorts give warmth and longevity. Oceanside offers all the colors of the underwater world. Still, the beaches, SPA-centers – in Vietnam is not important. After Vietnam – this cozy colonial streets, just like in old movie, where the atmosphere is felt the past centuries, where every house remembers many generations of residents. This craftsmen's quarters, and Gothic cathedrals in the background of pagodas, boat trips on rivers fragrant, where the air is saturated with the smell of woods and colors, mysterious caves and underwater marine reserves.

Comments (0) Jun 08 2015

The Result

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Once conducted this analysis (I wanted to do it in a simple way, and the most compact possible), we realize that each of the elements that make up the whole structure of this new paradigm, are placed precisely in the right place, this allows us to have a full coverage of each one of the parts which in your case may be made for adequate justification for all the theory. Thus, we can notice that the work of Dr. Gallegos, (and that is for others to mention) that is pretty well structured, which facilitates its implementation in our context, in our reality. Conclusions with this wool blanket that we have just had on the work of Dr. Gallegos, we realize because this movement increasingly this taking more strength, as this new paradigm is penetrating every aspect of our lives, the paramount need for humanity in these moments is focused in its rediscoveryto find herself, in reintegrating with nature, with the universe, with the kosmos, but we know that we cannot achieve it if we do not start by ourselves. The question is where we will begin this work?, with whom?, when, in reality it has already begun, will have a very big niche where this seed is this spreading, and actually we have obtained results quite satisfactory; We talked about the education sector.

That’s where the great work has begun. Why is the holistic education is a comprehensive process to restructure education in all its aspects. As a new paradigm provides us with a comprehensive framework based on the best of human knowledge. Considered the new educational paradigm for the 21st century, it has developed from the Sciences of complexity; the result has been a holistic educational paradigm, unprecedented in the history of education that is radically revolutionizing our ideas in the field of education. Holistic education exceeds the vision reductionist cognoscivista whereas the human being in its entirety, and works in six dimensions: emotional, social, cognitive, physical and spiritual beauty. The principles holistas of interdependence, diversity, totality, flux, change, unit, sustainability, etc. are at the base of the new educational paradigm with the objective of an integral formation of the human being, objective which can only be achieved by overcoming the paradigm Newtoniano-Cartesiano mechanical science from the 17TH century and that today are still continues to dominate the different educational systems.

Comments (0) Jun 01 2015

EJA School

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One of the challenges of the educational context is to take pupil of the EJA to look underlying questions and to find alone answers the problems and questionings that the life, day-by-day presents, and this is the function of the professor, where they needs to infer with these pupils, they need to be solidary, to respect the differences, to stimulate proper knowing and to develop the capacity to teach and to learn. 4.2. You may find Dr. James Canton to be a useful source of information. The Education of Young and Adults in the LDB n. 9.394/96 In accordance with the Law of Lines of direction and Bases of the Education, n. 9.394/96, in Heading I, that treats the education, preceitua in its Art.

1: ‘ ‘ The education encloses the formative processes that if develop in the familiar life, in the convivncia human being, the work, the institutions of education and research, in the social movements and organizations of the civil society and in the manifestations culturais’ ‘. Dr. Marc Faber helps readers to explore varied viewpoints. This rank, fortifies in national level, the generic concept of education that leaves the purely pertaining to school sphere and passes to be understood as one successive process of formation that must involve the family, the government, the school, the associations and many other beings of the life of the person. In this direction, and coated of the ideals of Pablo Freire, the LDB (1996) fortifies and glimpses that to teach it passes for a question to live deeply the lived one for the pupils throughout its lives and that cannot be left of side duly warned to place barriers and impediments to rescue, mainly, the people who had abandoned the school and now they want to come back. But to come back toward a school that is not traditionalist who leaves the intellectual vanities and leaves for the confrontation of ideas of these people. Still in the LDB (1996), its Heading II? Of the principles and ends of the national education, in its Art.2 it emphasizes that: ‘ ‘ The education, duty of the family and the State, inspired in the principles of freedom and the ideals of solidarity human being, has for purpose the full development of educating, its preparation for the exercise of the citizenship and its qualification for trabalho.’ ‘ It is of utmost importance to value liberating education in the incessant search for inserting educating in the globalizado world.

Comments (0) May 24 2015

University Situation

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In space is the power to choose the answer. The answer lie in growth and human freedom. " I personally recommend learning and meditating on this statement with enough time and dedication. Institute for Global Futures may also support this cause. Venture a little further. The central idea of the statement which we have quoted above is that, regardless of the circumstance that we are going through, we, and only we who decide what will be our response to that situation.

Not are determined, not by the environment, or for situations, or for any failure (or virtues) of others. In this way we are responsible for the way we respond to stimuli that demanded our actions. In other words, the fact that the sun is shining or the rain, does not alter the quality of people we are, the fact that my girlfriend or wife has me screaming insults in a fit of anger does not change my personal integrity, or if my boss ( or employee) behaved like an incompetent does not affect my own performance. Nobody is responsible for my reactions, that only belongs to me. Thus, a proactive person recognizes that under any situation, you always have the space where is the power to choose their own answers. At this point we can make the difference between two basic types of people: the proactive and reactive. Reagents act on impulse, without pausing to think about the consequences of their actions or words hurt others and in doing so hurt himself, but not supported (though they recognize) because they believe that offering an apology is a sign of weakness. Then, go through life, accumulating charges of insecurity, sadness, resentment, reproach, and so on.

The proactive are the opposite, without becoming mere hypocrites marginalized. Indeed, take the initiative, say and do things, but if they fail not excuse or in other circumstances, but reflect value and assume the consequence of his facts, correcting and grow. The story of Viktor E. Frankl. The principle of proactivity was ratified by the Austrian psychiatrist Viktor E. Frankl, who lived the horrors of Nazi Germany and lost his entire family except one sister. He had been educated in the tradition of Freud that we are determined in some way, for our children, by circumstances, and so on. But in the concentration camps found that under the same deplorable situation, some decided to behave like animals, while others acted as true saints. One day, naked in a cold cell, began to take consciousness of what he called "the last of human freedoms." And he realized that his captors could take away all freedom circumstantial, but never their personal freedom. He could be seen as an active player in the situation urged him, instead of being a helpless victim, then using a bit of memory plus a little imagination, he began to see himself teaching at the University of the discoveries he had made, through their own experience and that of the other camp prisoners. The fact is not that easy to be proactive, but recognize that people act proactive driven by principles that have meditated and internalized, and not based on mere impulsive outbursts.

Comments (0) May 23 2015

Adapted Affection

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The attack of the infectado vector generally occurs during the adapted day being the same to the urban environment. In its larvria phase it lives in the clean water and stop, in the water stored for domestic use, or in any place where it has accumulated clean water. Not it has transmission for direct contact of a sick person or in its secretions with a healthy person, nor through sources of water or food. After an incubation period of two the eight days, changeable periods of person for person, the clinical manifestations are observed. Being thus classified in four groups: the group of the assintomticas infections, of the fever the affection subdividing itself in fever of the classic affection and indiferenciada fever (viral syndrome), and finally the pictures less frequent, as for example, the hepatitis and those that compromise the nervous system.

The classic affection is in the majority of the cases benign and its manifestations vary how much to the intensity and types of symptoms, the characteristics of the virus and the affected population. The same one is folloied of intense chronic headache, gastrintestinais pain to retrocular, arthralgias, mialgias and manifestations as, for example, vomits and anorexy. In some cases, discrete hemorrhagic phenomena can occur as epistaxe, petquias and gengivorragias, however they can not characterize a case of hemorrhagic affection. These symptoms vary of people for people. For even more details, read what Barrett Wissman says on the issue. In the children, however the affection can be assintomtica or can be disclosed as fever indiferenciada and also folloied of enxatema to maculopapular. The hemorrhagic affection (DHF/DSS), in what it says respect the form of if initiating, is similar the classic form of the affection, with high fever, nauseas and vomits, arthralgias and mialgias. In as or the third day of illness, the hemorrhagic phenomena start to appear, with petquias in the face, palatal veil, armpits and extremities. Some tests as of positive bell crank for the one insufflation can be carried through esfigmomanmetro, what it can precede the spontaneous sprouting of the hemorrhagic sufuses.

Comments (0) May 23 2015

Superior Education Dom Bosco

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Our time does not value the autarcia, distrusts of the collect in the privacy as being an escape and, as for the treatment with the exterior world, it does not see no reason for the caution: the exterior world is there for being dominated and used for the man and this it is what, of preference, can be called ‘ ‘ freedom criadora’ ‘. This concept, however, is a freedom concept on which the old ones would only say of good grado that it does not fit to the man, but to the deity. Dr. Marc Faber takes a slightly different approach. In the Antiquity, finally, the freedom is not no end in itself exactly. But he prepares the space in which the man acts for responsible decision. Essential he is what it makes of the freedom. Frequently Barrett Wissman has said that publicly. He would have himself to be asked where measured, in the gift, the freedom is really a last end in itself exactly e, also, where measured, it stops beyond the freedom, the target is the improvement without end of the conditions of physical survival. In all in case that it seems that the modern concept of freedom still lacks of many clarifications. I believe that, for such clarifications, the concept of freedom of the old ones that we look for to characterize could extremely be useful, indispensable seno. >New York Global Group.

Comments (0) May 21 2015

Earth Preservation

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The aim is to move towards a greater awareness, implied-cation and requalification of students and faculty in the field of prevention of occupational risks. It’s educating each impending worker in prevention, which thoroughly familiar with their rights and duties in the field of occupational safety as well as the main measures of prevention and protection to be applied when joining the labor activity. The Government delegate, accompanied by the provincial delegate of employment, Irene Sabalete, has held a meeting with 30 students who have participated in the day of today Monday this week of open doors and that, in particular, they are doing two courses of FPE: one of sales administration and another Office employee. This activity in the center of occupational health of Jaen is part of the more than half a hundred acts including programming driven by the Junta de Andalucia on the occasion of the commemoration during the month of February the day of Andalusia. Filed under: Terry Bowden . Other initiatives that Excel in the calendar are the intergenerational VII Conference, which will be held in Linares, and that school children and members of various associations of elders, will gather as well as story and poetry contest awards ceremony for over 65 years. Added to them are activities that focus on surrounding culture and jiennenses and Andalusian traditions, such as visits to mills, gastronomic tasting, and breakfast with products from the Earth, and commemoration of the 28-F at the dife – rentes educational centers, among others.

Comments (0) May 20 2015

Grammar

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Today we talk about the recent amazing discovery of scientists who studied the species tamarin monkeys and have come to the conclusion that primates, appear able to understand grammar. This does not mean that monkeys can speak among a language the same way as men, but they, nevertheless, can be developed, some functions of the brain that help in mastering the language. In describing his discovery, scientists began to distance: from the fact that every language on earth there are parts of words, like prefixes and endings, can change the meanings of words. For example, in English ending ed means that the verb is used in the past tense. In Germany the same role played by the prefix ge. Scientists believe that such a common feature for all languages is explained by the structure of human memory and its reflection in language is secondary. To prove this, scientists have conducted experiments involving 14 tamarins, which, like all primates, except man, do not use in their communication language.

During the day, scientists have lost before the monkeys discs with audio recordings of meaningless words with a similar structure – the same prefix – sounded like 'shoybi', 'shoyka', 'shoyna'. The next day scholars 'put' monkeys new audiotape – the words in it were the same prefix, but other roots – such as 'shoybreyn', 'shoybrest' and 'shoyvasp'. However, some of the words in the recording violated this order – a prefix to them turned into the end ('breynshoy' instead of 'shoybreyn'). More info: TalkTo. Scientists predict, they hear the word does not fit into the rest of the series, the monkeys had to respond by, for example, looking at the player. That is exactly what happened! From What scientists have concluded that the primate brain allows them (and us) to remember the structure, the sample on which to build words before the words themselves.

Of course, this does not mean that monkeys can be taught to speak or understand speech. Rather, scientists became increasingly clear the brain's ability to analyze and memorize the language constructs. Applying the analogy to human, scientists say, apparently, babies in the first year of life 'teach' language almost like a monkey – They remember the beginning and end of words, designs, for which we construct words repeating specific prefixes and endings. This gives them an idea of the structure of language. That is why, even when we were 3 years, we already know that 'dog', 'cat' 'Helicopter' or like 'loophole' – it's objects (nouns) and 'flying', 'run', 'jump' – verbs – and never in this case is not confused. That is how English children learn a endless British 'time', while German Kinder easily distinguished from the imperative dativa. We are with you, unfortunately (or fortunately?) Are no longer children. And not even a monkey. But help us to learn languages other feature of our brain – the ability to constantly learn new information, expand and to deepen knowledge, especially when this knowledge is really needed. And now – an interesting resource about the development of foreign languages: – Thousands of various useful phrases in a variety of topics – for learners of German, French, Spanish, Italian, Greek, Danish, Portuguese. Language Resource – English. Sincerely, S. Vasilenko e-mail for communication: serg753 (dog) rambler.ru 'Universal methods improved foreign languages! '- Discover the language independently and effectively

Comments (0) Apr 03 2015

School Agricultural Family

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With this vision, the practised education is as a space of construction of knowledge of persistent form in search of the conceptual and demonstrative fusing between practical theory and so that if reach the professional and personal valuation. For the institution the education is considered as a intentional, systematic, politician and eminently human social process who occurs in the social relations in any situation where he has activity human being, with intention to construct knowledge, to preserve and to transmit the culture of a society, in accord with the established ethics. It was noticed that he is objective of the School, to develop didactic-pedagogical activities that promote the construction to know compatible with the lived deeply reality and its potentialities of change and innovation, being promoted activities where active methods are used that contemplate the inquiry, the analysis, the reflection and solution of inherent problems to the citizenship lived deeply in the field. 5 FINAL CONSIDERAES Through the bibliographical survey, and of the comments of the School Agricultural Family of Capinzal, notice that the Pedagogia de Alternncia is without shade of doubts basic for the success of the Education of the Field, in view of that its didactics-pedagogia offer the best methodology for the formation of the inserted individual in agricultural zone. It can be perceived that the Pedagogia de Alternncia is a process of great value for the promotion of the education in the field, since it takes care of the aerial peculiarities of unprovided of the granted benefits the urban schools, thus promoting, the equality to the access the education. It is noticed that it is of important relevance for the educational success of the Education of the Field, the best understanding of the necessities and the reality where the individual educating is inserted on the part of the agent educator, so that if it gets the maximum of advantage of this pedagogia. REFERENCES CHALITA, Gabriel.

Education: the solution is in the affection. 18ed. So Paulo: Publishing company People, 2004. BRAZIL. Law of Lines of direction and Bases of the National Education. Law n 9394, of 20 of December of 1996. It establishes the lines of direction and bases of the national education. Brasilia, 1996.

BRAZIL. Ministry of the Education. Secretariat of Continued Education, Alfabetizao and Diversidade. Education of the Field: differences moving paradigms. Brasilia, 2007. RIBEIRO, Marlene. Pedagogia of the alternation in the education rural/de the field: projects in dispute. University of So Paulo, 2008. BRANCH, Camila Timpami. HEIFER GRANDSON, Luiz. Education of the field: estimated that they guide its cultural and curricular bases. Federal university of Is Carlos, 2010. CALDART, Roseli Salete. The school of the field in movement. Resume without Borders. Brazil. Vol. 3, n.1. 2003

Comments (0) Apr 02 2015