Monthly Archive: March 2014

Education Teachers

Even in ancient times, people have tried to define the criteria for teaching teens. In the Spartan boys' schools already existed a set of disciplines for which training was going, and it was hard-coded, what skills should have graduate. Yes, and current student teachers constantly told: the desk you should get a mandatory minimum knowledge, this is not live without. The current curriculum is, in fact, the educational standard – a set of knowledge and skills that have to get everyone who graduated from school. The educational standard in the new understanding, according to Alexander, this 'social contract', the agreement of society, family and State the requirements for the results of education.

These requirements should be agreed, society wishes to obtain a socially-adjusted person, the state – the law-abiding citizen, parents want their child to be successful in life. What is the difference of the new standards? What the country needs the educational standards, it became clear after the collapse of the Soviet education system. Can not be the whole country – from Kaliningrad to Kamchatka – tough one to teach and the same thing. Each region has its own specifics. Yes, and teaching methods may be different, but not uniform, as it was for many years. There were many ideas.

For example, one proposed to abandon the teaching of mathematics in general. Others – Enter only the minimum required to read literary works. As a result, in 1993 developed the first version of the educational standard. Of course, he was imperfect, but it is consistent with the requirements of time.

Classroom Maps

Imposing individuality the people as motto: the secret is soul negotiates of it, pure individualism. In the schools what the pupil thinks that is geography is exactly the cartography, but a dissimulated cartography who to only see the appearance, or more good does not analyze map some, the teacher arrives in the room distributes ready maps already and delegates to the pupils the task to paint the same ones, these only knows that the sea if paints of blue, the bushes of greens, that is, it makes the mentally ill process all, the professor does not make these to think, they make exactly for making, is not charged to these the task to understand the world through the maps, these most of the time only serve exactly so that the professors have its moment of ' ' descanso' ' inside of the classroom since its hours of working is beside the point tiring and that since after painting the maps the pupil does not make none analyzes, they do not obtain to assimilate this task with life, then without does not have because of if working with maps not to make this relation. However the work with maps well will have become is of very good advantage, therefore when this is analyzed critically, it can perceive the relations contained in each society. It can use maps and it unites them with complementary texts and thus to make a deeper boarding. The maps are used of disintegrated form of the study only serve to pass the time and make with that the pupils only think geography as a enrolao, a mere enganao. The fact is that in the school the map is still the symbol and the form of recognized language of geography. for this exactly the pertaining to school programs start with the slight knowledge and expressions vocabulares of the cartographic expression.

Falling Snow

What is for us in this case the water? New space of experience, different medium. Step by step, learning the process of interaction, we adapt to new circumstances and feelings. When we do not know how to swim is important for us support – bottom. And just to be losing support, get a brand new area of experience and sense of self, we are frightened and begin to panic. Scary pictures and images can fill our imaginations, we can even really feel that we have something pulling at the bottom. But when all is well over, after a while, we realize that much of what happened was an illusion of our mind.

With something like we may encounter in the practice of Dreams. There are three fundamentally different phenomena, which can be confused because of their similarity in the manifestation, especially in the beginning. The first phenomenon, apparently, no one can be attributed to a protected mechanism of our body, the second – to treat the area where the cause of our images is the emotional chaos and fear. The third phenomenon relates to the Dreaming, the which the images have their cause and role, ie – Are a natural part of the process. So, what can these images. This is usually expressed as a feeling of another presence, a fixed shade, shadow that moves on periphery of the visual field, a figure that is constantly running away on the edge of the visual field, or, conversely, tries out for him to look out, the image (usually creepy), which appears at the edge of the visual field, often trying to look into eyes or speak, shape or image that appears near the center of the field of view, the behavior ranging from indifference, to outright violent, more.

Details appearance, behavior, etc., may be different – from bizarre and funny to openly intimidating. Apparently, it depends largely on our expectations and perceptions. Often, these images appear at a time when we are in the borderline and / or can not completely separate from the body. It may also occur at a time when we are in the so-called 'sleep paralysis'. By the way, the latter may give rise to doubts about the mental health, because many people, getting into a state of sleep paralysis in earnest begin to question their normality or even spend years in fear of dying or losing heart. Do not be afraid, everything is in order – is a natural phenomenon. For each type of phenomenon has its own ways to eliminate these unwanted symptoms. But this need to talk in more detail. However, the main practical advice – do not panic and do not engage in these images. I would like to conclude by saying the main character animated film 'Under cover of night, 'Tim,' If I do not fear – shadow will disappear! " Falling Snow, Lucid dreaming


The term civilization is used in several ways: stage of historical development of mankind, following the barbaric (L. Morgan, Engels, A. Toffler); synonym of culture (A. Toynbee and others); level (step) of of a region or a single ethnic group (an ancient civilization, for example); a certain stage in the development of local cultures, stage of degradation and decadence ("The Decline of Europe" Spengler). Recognized features civilization is that the transition itself becomes the hub for her moment of a culture. Civilization means the transition to the actual social organization of society, when society was formed, with all its differences from barbarism. Civilization is not confined to just one, albeit very important, the economic parameters of social development, and includes such important factors as cultural studies, geography, spiritual, etc. Civilization – a sustainable cultural and historical community of people, different community of spiritual and moral values and cultural traditions, the similarity of material production and social and political Development features lifestyle and personality type, in most cases, the presence of common ethnic traits and the corresponding geographical scope.

As seen through the prism of history of civilized approach? Extensive material accumulated by the XX century. archeology, ethnography, comparative linguistics and other sciences, the crisis has illusions about the "linear" direction of history and liberal progressivism, most experienced intellectuals under the influence of World War I, served as a prerequisite for the formation of civilized approach to understanding history. It was necessary to broaden the horizons of traditional historical scholarship, to determine place of European culture to other cultures. The essence of civilized approach lies in the fact that human history is divided into several independent entities – the local civilizations, each of which has an independent history, different uniqueness of historical events, unique cultural and historical events. One of the first attempts to describe the history of mankind in terms of local development Civilizations and Cultures closed belongs to the Russian naturalist and philosopher, NY Danilevsky, who in 1871 in his book "Russia and Europe," criticized the commonly understood concept of division of world history on ancient, average, a new and highlighted the following "distinctive civilization," or cultural-historical types: ancient Egyptian, Chinese, Assyrian, Babylonian, Phoenician, or Chaldean, Indian, Iranian, Jewish, Greek, Roman; Neo-Semitic or Arabic, German and Roman, or European. Criticism of the concept of a unified world history and the doctrine of justification set equal to the level of maturity reached by the German culture is carried out philosopher and historian Oswald Spengler.

In his book "The Decline of Europe", he identifies eight types of cultures: Egyptian, Indian, Babylonian, Chinese, "Apollonian" (Greco-Roman), "Faustian" (Western European) culture and the Maya. Each cultural "organism" lives in advance certain clearances (about millennium) period. Dying, the culture is degenerating into a civilization, in the late ossified "mass" culture, where the transition from creative to infertility, to the soulless "intelligence" to the denial of life itself. The originality and uniqueness of each civilization defends the British historian, diplomat and philosopher Arnold Toynbee. In his work "The study of history," he argues, that World History is just a collection of stories of unique individual, relatively closed civilizations, each of which passes in its development stage appearance, growth, and fracture decomposition.

Russian State Social University

When I was born, religion was banned. At 5 years old I was baptized in the homeland of his father, in Rostov-on-Don. Until now still keeps his first cross, I believe that without the protection and support than a person can do very little. I thank God for that I speak on stage, doing what he likes. Rarely ask God about anything, mostly about health and about well-being of my family, my friends. Sometimes, you walk past the church and feel: now we must go.

You can be there for half an hour, hour and defend the morning or evening service, and be sure to thank God for everything that happens in my life. It is so important to live with God in the soul. More than once I was convinced that he's with me – sends, prompts, comforts, and gives his boundless love. And my wife Lolochka completely agree with that. She says that it is through gratitude is a special communion with God and the feelings that you experience while not comparable to anything else. But more on that in a few words will not tell. Each person has his own experience in the way of understanding spiritual truths. This is the deepest meaning of life.

Well, that Russia has restored temples. By the way, my father was involved in the construction of the Cathedral of Christ the Savior, it was one of his latest projects. Parents always told me: "Believe in God and everything will be fine." I am glad that RSCU many believers in children, and four years ago, means students, faculty and staff built a church dedicated to Our Lady of Theodore, the patron of mothers and Orthodox youth. Faith – an important component of the life of Russian people, and today's young people understand it. – What do you wish students RSSU that have yet to discover the new horizons of knowledge? – I'm sure if they came to the Russian State Social University, is able to achieve great things. Here, in each person sees a person and help to become leaders. I wish all students good luck RSCU, wonderful school days and conquering new heights!

School Partnerships

The present research appeared by means of the comment and experience of the researcher of the conflicting condition of the inserted autista pupil in the regular rooms of education. It had for objective to point possibilities the innumerable difficulties faced for professors, school and parents in this stage of the life of the autista child. A research of field of with the objective of raising was carried through and identifying elements that favor the partnership between school and family in the education of the autista child. For in such a way it was constructed and applied a composed questionnaire for 58 affirmations in 11 teachers of the basic education and the infantile education that have in its rooms children with autismo. The gotten results had been grouped in five categories: autonomy, rules and limits, pedagogical, relation family and school in relation to the autismo and specialized attendance. in contribution relation and the necessities and potentialities of the families and the school to act in set, with the objective to think the partnership between these two segments. So that research was carried through in order to provide given excellent for such objective was disponibilizado a questionnaire, where the professors and professionals of the area could display its opinion regarding the results that the relation between professors parents and school can provide to the development of the autista pupil. In such a way, we look for to analyze which the level of preparation and adequacy of these professionals in relation to the inclusion. Words keys: Family; School and Inclusion.

Infantile Education

Playing, the child exercises its potentialities and if she develops, therefore she all has a challenge, contained in the playful situations, that the thought provokes and leads the children to reach development levels that to the actions for essential motivations only obtain. They start to act and strengthen themselves without feeling fatigue, they are not estressadas because they are free of collections, they advance, they dare, they discover, they carry through with joy, feeling itself capable e, therefore, more confident in itself same and made use to learn. Thus, following this study the processes of infantile development point that playing it is an important psychological process, source of development and learning. In accordance with Vygotsky (1998), one of the main representatives of this vision, playing is an activity creative human being, in which imagination, fancy and reality interact in the production of new forms to construct social relations with other citizens, children and/or adults. Such conception if moves away from the predominant vision of the trick as restricted activity to the assimilation of codes and social and cultural papers, whose main function would be to facilitate to the process of socialization of the child and its integration to the society.

Vygotsky leaves clearly that the subject to play in the infantile education has its origin in what to the child lives in its day the day, the relations with its pairs and mainly, in the relations with adults. It is an imaginary situation, one makes of account created for the child, but that it only can be created by it thanks to the material abstracted in the interactions. 2,2 EDUCATION AND LUDICIDADE In the education in general way, and mainly in the Infantile Education playing is a powerful vehicle of experiencial learning, since it allows, through the playful one, to live deeply the learning as social process. The proposal of the playful one is to promote a practical significant alfabetizao in the educational one, is to incorporate the knowledge through the characteristics of the knowledge of the world.

The Baltic

And the influence of tribal languages, lived side by side with the Baltic nations, to a greater or less apparent in the Baltic language group. Of the Iranian languages in the Baltic moved some hydronyms (about 20) of the Thracian-Illyrian language – about hundreds of names of languages, the German group was transferred also a sufficient number of hydronyms and place names. If we consider the connection of the Slavic languages from the Baltic, in contrast to relations with other languages, which are external to the Baltic languages, these bonds are affected internal to their side. In studying this issue are generally considered two positions on the nature of relations between the two languages in antiquity, which have radically different directions. Scientists who support the first position, convinced that there was a proto Baltic and Slavic groups, which explains their relationship. And those who hold the second position, argue that initially the two languages have a certain amount of distinct features. Say that some of the positions is not absolutely correct. Recently, a new assumption about the link between the Baltic and Slavic languages, the essence of which is development of Slavic languages as a later development of the outlying dialects of the Baltic languages.

So, from 20 to 5 century bc, Proto-Slavic language was represented by some Baltic dialects and perhaps that should be call the Balto-Slavic proto-language. There are different assumptions about the connection of the Slavic languages from the Baltic and to some extent the right may be considered, almost everything. And that such a relationship exists – is the undisputed fact, the evidence base is quite extensive. Returning to comparative historical studies of the Baltic languages, can be identified are common to all Baltic languages features in morphology, phonetics, word formation, syntax, the vocabulary of the language and phraseological units. However, the unity of the Baltic group of languages can be found, and not using the research in the above areas. They can be seen in As a whole group and by its synchronicity. When comparing the Baltic languages with other groups on linguistic typology, that is, their structural and functional properties, regardless of the nature genetic relationships between them, the integrity of the group in question does not cause any problems.

Adult Education

It, certainly, will be a powerful instrument of rescue of the citizenship of all an immense parcel of expulsos Brazilians of the pertaining to school system for problems found inside and outside of the school. We have all the conditions to answer positively to this challenge and intend to make it. (Document Base of PROEJA, 2006, P. 6) to prepare the educators, being aimed at more good to take care of to this new public in its especificidades, in August of 2006 MEC/SETEC/CEFET-MG started to offer to the Course of Specialization in Professional Education Technique Integrated to Average Ensino in the Modality of Young Education of Adult, of which we participate. Of the professors of the Course answers on the new modality of education had been given to be a precarious inclusion: ‘ ‘ The risk is run, but let us not reject it of beginning.

We need to base, using methodologies, without preconceptions. It is a challenge! ‘ ‘ (…) ‘ ‘ She is necessary to problematizar experiences. To register this prtica.’ ‘ (…) ‘ ‘ To make a levelling to direct for EJA of average education. To adjust it the public, to take care of to the interests of alunos.’ ‘ (…) ‘ ‘ Education is a right! The word key for the young education of adult is flexibilidade’ ‘. One of the proposals for the pupils of the Specialization was to be ‘ ‘ multiplicadores’ ‘ in our schools of the studies and quarrels made in each week of formation. We start to organize pedagogical meetings where we repassed what he had been argued and the suggestions of the professors of the Course, later we heard the experiences and difficulties of the colleagues in its work with this new public. Each professor placed which contents would go to work so that we thought about the best form to adjust, to integrate the lesson plans and thus to provide to our pupil-workers, a professional formation and rise of escolaridade with quality.