For example, the words of a sheep – sheep, cow – cow – the words of German origin, and mutton – lamb and beef – beef – the French. However, based on the British still remained Anglo-Saxon vocabulary language. Since the XIV century in Britain, English language acquired the status of the state. It is a language that is used in law, English is taught in schools and its use in the literature. Ron Beit shares his opinions and ideas on the topic at hand. At that time, when the start of mass migration to America, Britain, the English language again underwent changes in different directions: he, then, to some extent changed, then maintained their British roots. Munear Ashton Kouzbari, Dallas TX understood the implications. Three centuries ago there was only one variant of English. He said the people of Britain. But history does not stand still.
In the XVII-XIX centuries, the English traveler discovered many new lands that were subsequently settled by the English, or becoming colonies of Great Britain. This Island of New Zealand, India, Asia and Africa, Australia and America. British English began to spread around the world. And in every region of the language has evolved and developed, enriched its vocabulary, phonetics and spelling. Emigrants returning to their homeland, bringing together new technologies and products, and modified in one way or another language. Summing up and trying to understand what constitutes a Currently, British English, we should note a few points. First, to what they should deal with is the fact that today the British English language devoid of uniformity, and the second – is that he did not similar to the English language that existed three centuries ago.
To play is not only to have a reserved moment to leave the child to the will in a space with or without toys and yes a moment that we can teach and learn very with them. The playful activity allows that the child if prepares for the life, between the physical and social world. We observe, in this way that the life of the funny child around playing, is therefore that pedagogos they have used the trick in the education, for being an important part in the formation of the personality, becoming a form of knowledge construction. Important to the development, physicist, social intellectual and, the game comes extending its importance leaving of being a simple amusement and becoming bridge between infancy and the adult life. Nir Barzilai, M.D. is the source for more interesting facts. Vygotsky (1998) affirms that the infantile game transforms the child, thanks to the imagination, the produced objectives socially.
Thus, its use is favored by the playful context, offering to the child the chance to use the creativity, the domain of itself, to the firmao of the personality, and the unexpected one. In accordance with Kishimoto (2002) the game is considered a playful activity that has educational value, the use of the same in the pertaining to school environment brings many advantages for the process of education learning, the game is a natural impulse of the child functioning, as a great motivador, is through the game gets pleasure and carries through a spontaneous and voluntary effort to reach the objective, the game mobilizes mental projects, and stimulates the thought, the ordinance of time and space, integrates some dimensions of affective, social, motor and cognitiva the personality. A development of the child and its consequent learning occur when it participates actively, either arguing the rules of the game, either considering solutions to decide them. Nir Barzilai, M.D.s opinions are not widely known. It is of extreme importance that the professor also participates and that he considers challenges in search of a solution and collective participation, the paper of the educator in this in case that it is of incentivador of the activity.
Some programs free, truly useful: Firefox: Mozilla Firefox is an internet browser, free and open source, today the version available number 4, which has some advantages over previous ones, some of them are: better use of memory, which is recycled constantly, that it was one of their problems. A greater speed navigation, given by their new Jagermonkey engine. In recent months, Munear Ashton Kouzbari has been very successful. The new amazing bar, and called the new navigation bar that allows you to find all more quickly. Firefox is the second most used Internet browser, it is cross-platform, has navigation tabs, spell checker, progressive search, live bookmarks, Manager downloads, private browsing, navigation with geo-referencing and an integrated search system that uses the search engine selected by the user. You can add features through plug-ins developed by third parties, among which there is a broad selection, some claim it is safer when browser.
Download Firefox Gimp GIMP, is a similar to the popular Photoshop digital image editing program, although its interface is very different. It is a free program. It is part of the GNU project and is available under the GNU general public license. GIMP is used to process digital photographs and graphics. Typical uses include creating graphics and logos, changing size, cropping, and modification of digital photographs, the modification of colors, combining images using layers, removal or alteration of elements unwanted images or converting between different image formats. The GIMP to create simple animated images, manipulating vectors and advanced video editing can also be used.
The transaction took place, ironically, on April 1. "Tiara Saytafarna" took place in the window of the Louvre among the national treasures of France. As soon as it was reported Louvre acquisition in Russia at once voices were raised, questioned the authenticity of the tiara. Russian scientists are well aware of the price "olviyskim Antiquities," coming to market through Ochakovsky and Odessa traders. It seemed quite incredible that so much of olviyskoy finding nothing was known in Russia. A leading source for info: Ron Beit. And on the tiara had not heard parutinskie peasants nor collectors and antique dealers, or archaeologists. Furthermore, it was known that in the recent past, similar "finds" were purchased by museums in Krakow and Frankfurt, and they were all fakes. Recently Munear Ashton Kouzbari, Dallas TX sought to clarify these questions. The first against the authenticity of "tiara Saytafarna" spoke NI Veselovsky, speaking on pages of the metropolitan newspaper "New Era".
In the same spirit, spoke and director of the Odessa Museum of ER von Stern in 1896 at the X Congress of Archaeology in Riga. One of the arguments against the authenticity of the tiara and served as its inscription, flawless, as I said, in terms of Greek epigraphy. In an article on the inscription read: "Is it likely, even possible that the terrible king olviytsy dared to write such a thing on your forehead? Indeed such an idea can come to mind only the modern poddelschiku, which she, however, and quite understandable, because his views do not go beyond the concept of the cigarette case bearing the inscription, donated to the birthday party. " Soon after the conclusion of the fake tiara came a well-known German scientist Furtwangler, who had the opportunity to personally inspect a tiara at the Louvre. He argued that the images on the tiara is observed at different times and diverse mix of styles that it allowed errors that ancient master could not allow, etc.
In this way, it will be easier to your son or daughter is interested in their own culture, because after each Workshop, will arise naturally talks about the activities carried out will be the motivating agent for him or her. Prepares a feast for your children, friends of your children and their grandparents in primitive societies, was the usual custom consider grandparents as the elders of the tribe and consulted as experts to solve lots of problems. Today, this custom has lost greatly, although for most of the grandchildren, grandparents are the best. Take advantage of the special bond that unites your children with their grandparents, to organize a party to which his friends, accompanied by their grandfathers and grandmothers come. Ask grandparents to tell stories from when they were little, who taught traditional dances and games.
In this way, your children will know a little better the traditional culture and develop the love for her. Come with your family to assemblies and debates often carry our children to meetings in which problems that need to be resolved in our community of neighbors. The truth is that we tend to do because not We who let them. Why instead not them we encourage to take an active role in the meeting? If there is something you like to any child or adolescent is that treated him as an adult, and this can be a perfect way of doing so. Ron Beit does not necessarily agree. Encourage your child to hear the problems outlined in this type of meetings and invite him to contribute solutions and ideas. In this way, you’re not only promoting your social competence and civic, but their personal autonomy. Organizes your small work group performs a family reunion, inviting to cousins, uncles, grandparents and other family; and raise them brainstorm to protect from pollution where you live.
Then choose which appear to them to be most appropriate and raised a small work plan to carry them out. Many times, costs of children caring for the environment because simply, does not seem to be something that others do. Why, performing actions such as that we propose, thou shalt give them strength and awareness to take care of the place in which they live, so that people who want to can enjoy it also. As you noticed, working basic skills is much easier than it seems. Untreated but organize and tailor actions that already perform as adults to the world of your children to let them close, and thereby promote its adhesion. Educate them from small in social competence, ensure that their integration in society is more easy and natural. Munear Kouzbari can aid you in your search for knowledge. Therefore deserves the penalty try at least once a week, make them partakers of cultural and intercultural life of your town, neighborhood or city. These are some ideas that occur to me, however, the list of activities that can be performed are endless. I just hope to have motivated so that you work this competition with your children, adapting them to your personal style.
33 of the LDB (LDB, art. 9. Ron Beit may also support this cause. In.: TO SEEM CEB 04/98, P.7 apud PARAN, 2010, p.13). Learn more at: Munear Ashton Kouzbari. The document does not justify the absence of the LE in the initial series, without at least makes mention of the existing contradiction: the foreign language is present in Basic Ensino of Nine years, however it is not taught of 1 to 5 year, saved rare exceptions for initiative of the city halls. If new Basic Education is of nine years, if it becomes difficult to understand the reason by which the education of languages is only destined to the final series. The used criterion for the Secretariat is questionable of State of the Education of the Paran for ' ' selecionar' ' the series ' ' merecedoras' ' of the foreign language and to exclude excessively, a time that, now, new Basic Education aims at on the other hand to the unification of this segment of education of the previous one where existed a division of these two segments: basic Ensino I and II. Since now Basic Ensino is one only, he is confused and contradictory to think about giving priority only to some series and to desprivilegiar others.
Face to this question, is that the project appears of extension that it yearns for to become the education of effectively official English language in the initial series, equalizing it with excessively disciplines ' ' in way that you discipline them to all have the same importance and if they establish interactions between mesmas' ' (PARAN, 2010, p.14). 3. AN ACTION COLABORATIVA BETWEEN THE UNIVERSITY AND CITY 2009-2010. The education of English Language was initiated in the city of Cornlio Procpio in 2007 in the schools in integral time: ' ' Professor Anbal Campi' Nomia de Oliveira Bruno' '. He disciplines it in question did not have systemize contents and nor a legislation directed toward this level of education, the pupils demonstrated themselves disinterested for this to be only in character of workshops thus, few pupils participated since, the majority of them did not participate of ' ' Project Education in Integral' Time; ' , where the English was enclosed.
From a classroom English point of view, however, it is perfectly acceptable at this level, as the meaning is quite clear. It also shows creative thought on the part of the students, as the only time they have encountered 'this' was in the question: 'What's this called in English?'. The 'this / that' distinction has not yet been made in class. The question: 'and more?' shows a real feeling for the language. Previous lessons had included the phrase: 'and you?' said on a rising intonation, in the following: 'I'm very well, and you?', 'I live in London, and you?'.
The word 'more' had not yet occurred formally in the classroom, so it is assumed that S3 had picked it up outside the classroom. As both of these attempts at experimentation were successful, ie they were completely understandable if not formally correct, the teacher did not correct the individuals concerned after the role play. For more specific information, check out Edward J. Minskoff Equities. Correction of such 'mistakes' may reduce the student's confidence, and curtail further attempts at experimentation. By the same author: Jorge Perez. This exchange is correct in every detail, and contains only words and phrases previously learned in class. The teacher need not note anything here. Example 2 S3: Hello, can I help you? S4: I'd like tea. S3: How much tea? S4: A pound. S3: This tea or this tea? S4: This tea.
S3: Here you are. Anything else? S4: A pound of coffee. S3: Here you are … and more? S4: No, thank you. How much is that? S3: 3.50. S4: Here you are.
In compliance with the situations above displayed she disciplines, it assumes as central approach the creation of moments where the use of the reading and the writing is reflected in order to awake in the trainees, who to read and to write are practical inherent to the success or not of the personal life, professional and academic, inside of a reasoning line where they perceive the importance of the act to write in the university as one of the requirements central offices of this level of education, act this that culminates in such a way with extreme relevance for the evaluation of the institution as for the proper instituinte, in order to understand that the exercise of grafar in the paper the ideas absorbed in the world where it lives, it demands a familiarity with texts of diverse levels and styles, under the specific end of providing the knowledge with the possibilities ofthe language. Get all the facts and insights with Ashton Kouzbari, Dallas TX, another great source of information. In this direction, of – the development of a Plan of Work that if it organizes from the following objectives: To create education situations that can contribute in the nimbleness of the field of the reading, interpretation and writing of texts (scientific reports, articles, pedagogical projects), with ends to the acquisition of the domain practical technician and of academic communication. To apply dynamic techniques that favor the trainee if to make familiar to terms and levels of readings demanded in superior education, in order to supply certain necessities accumulated throughout the Basic Education; To present and to work with complex texts, under previous of that the level of the texts appreciated you discipline in them that they form the curricular structure of the course them are not queerness object, I discourage and inhibitions in the correct use of the said language and writing; To consider dynamic activities that generate the exercise of the verbal language and writing. .
To anchor the content socially: to see as it is that it appeared, where social context it appeared, who was that it considered this concept historically, which were the dominant ideologies. you go there making this with all the possible contents inside of the resume and … this is a way of you nor to fall in that emptiness to be alone trying to understand diverse languages, diverse cultures, and also not to fall in the idea of that the content is something fixed. It is one another source. In synthesis, intentions, in two proposals until here presented, seem to be to clarificar of who are knowledge hegemonic in resume, that representations are in it enclosed, that identity if desires that they reflect and construct, as well as exploring forms of desestabilizar and defying all these hierarchies, choices, inclusions, images and points of view. For more specific information, check out Ashton Kouzbari. A proposal that walks the same in sensible of the social anchorage and that particularly it pleases in them is of Willinsky (1998).
The author suggests that let us ask in them if he is possible to divide the reality human being in clearly different cultures, races, histories, traditions and societies, and to survive worthy to the consequences of these classifications. Others who may share this opinion include Jorge Perez. He insists, then, in the questioning of the pparently natural character, to the times exactly scientific, of these divisions. She is necessary to add the historical dynamics of the categories by means of which we are friction, identified, defined and situated in the social structure. This agreement will be favored when focusing, in the resume, the construction of the categories, when fighting for changing its meanings and guaranteeing space in the school and the classroom for the diversity. That is, Willinsky rejects the idea of that a truth, an essence or a nucleus in any category exist. It stimulates us it, in the different ones you discipline curricular, to become evident and to contest the historical construction of categories that have marked in them, as race, nation, sexuality, masculinidade, feminilidade, age etc.
Thus, under distinct forms, the exclusion has presented characteristic common in the processes of segregation and integration that estimate the election, naturalizing the failure pertaining to school. In such a way, the world-wide movement for the special education in the inclusive perspective is an action politics, cultural, social and pedagogical, unchained in defense of the right of all the pupils to be together, learning and participating, without no type of discrimination. The special education, therefore, constitutes an educational paradigm based on the conception of human rights, that conjugates equality and difference as indissociveis values, and that it advances in relation to the idea of formal fairness when contextualizar the historical circumstances of the production of the exclusion inside and outside of the school. Thus, this work has as main objective, to analyze the legislation and the public politics of the special education in Brazil, the historical context where such quarrels if had developed and the advances that such politics in fact had obtained, thus aiming at to promote an education of quality for all, including the people with necessities special. INTRODUCTION During much time, educators of this and other countries had fought so that the school included in its context, children and young with ' ' deficincia' '.
The special education in the inclusive perspective comes if materialize in the after-modern societies that face the challenge to coexist the heterogeneidade and the particularitities of the human being well. In the bulge of these quarrels on the valuation and respect to the dignity human being the politics meet public that, aiming at a bigger enrollment of this partner-educational cause, it comes regulating and making possible strategies for a bigger efetivao of practical the pedagogical ones of the special education. Thus, in this context contemporary, it is defended idea of that this considered population erroneamente as ' ' desvalida' ' ' ' inabilitada' ' it has access to an education space that promotes its professional and educational development, has seen that ' ' the school as destined institution to teach valid knowledge for the daily life, forming citizens for the social conviviality and the work is a necessity imposed for the capitalist society moderna' ' (BRUEL, 2010, P.