Monthly Archive: July 2017

Tired Of Strolling – Are Students Simply Too Lazy?

Nicholas show debate invites everyone interested to this year’s Nicholas show debate with free gingerbread, drinks, Christmas cookies and mulled wine the 6 December at 18:15 at the University of Dusseldorf the debating club of the University of Dusseldorf on Monday. The debate in the lecture hall building 2C will be held 22.01 At the event, established for years, members of the debating club to a given topic arguing as always. In recent years the requests have been “abolishes Christmas! in this context Against Commerce and forced holidays”and”brain doping for all! The science needs still smarter heads”debate. “This time the theme is: tired of strolling students are simply too lazy?” Participants of the Nicholas debate are the Chairman of AStA, Yasemin Abanilla, the Deputy Chairman of the student Parliament, Nicolas Garz, and Prof. Dr.

Jochen Musch of the Institute of experimental psychology. Is the show debate – such as the weekly debates of the Club – in accordance with a set Held speech format, which ensures a fluid and fair debate history. Two teams of three participants join in a so-called open parliamentary debate. Each speaker has seven minutes to convince the other side, or at least the audience from his position. The first speaker of the “Government” will start and denounce the mere strolling as the cause of student complaints about excessive demands in his speech. Background is the result of a recently published study (student workload between the subjective feeling of stress and actual learning curve”), whereby most students only little more than 20 hours per week invest in her studies. Then, seven minutes are the first speaker of the “opposition”team to formulate the opposite position and to defend the students against the accusation. Then have the second speaker of the Government and then the second speaker of the opposition opportunity to deepen and continue rendering the points on their side. Finally, the final speaker once again summarise the arguments of their group and set a final plea to the audience, that is then about which group has better represented their page. The debating club of the Heinrich-Heine-University of Dusseldorf (www.debate.de;) meets every Tuesday at 19:00 in the room 23.02.00.63 (Ernst August Dolle auditorium). Interested parties are cordially invited to stop by.

Photoshop

That there should know the special code for a long time to learn as much scary! But such courses for children simply do not have to explain this once impossible! Ah! sorry that there was no such technology at the time of my childhood! So I had a long and hard to learn web design, to complete one more course, again to spend money to create your first sayt.Ved I did not know that there is a simple program for creating websites. But of course, I had to buy another video course and to understand it. I will not lie, the course beautiful, but in First, it for adults, again in the second lot of costs. Besides, I live on the outskirts of an industrial city in the area who are interested in a little art, because now there's not pozakryvali plants, and the teacher's salary in the studio for a long time not survive. But having a website you can find good customers even from other countries, that I actually do. video course on computer graphics created for the children! It is unique because it is a child and your child sees it studies on specific examples and what he gets.

This video course odinstvenny, who leads the child and shows, says all non-technical terms, many hours of abstruse lectures on the toolbars, so that like to insert into their boring lectures computer guru. He just tells you how friendly … Create simple pictures into CorelDRAW. To export graphics in the format of Photoshop.

Practical Pedagogy

Daniela FrizonFronza Summary This article has the intention to approach questions related to the ambient education, its ample concept and its importance in projects pedagogical politicians. Initially it was looked to approach the recognition of educating in the reality where he is inserted. Throughout the article small actions are proposals so that if it can have one real ambient education. One searched to make reflections, raising some current principles and theories that point ways of if working with projects in schools of basic education. To the end of the article we understand the importance to increase the space of the ambient questions in the elaboration of the pertaining to school resumes. However, one becomes necessary to change the approach on the ambient education and to break paradigms that make it difficult the joint between the practical theories and the pedagogical ones pertaining to school. The educandos must be citizens of the ambient transformations, modicando the social environment lived space and transforming its. Word-key: Ambient education, Projects, Social Context, Practical Pedagogical..

Basis Anthropological

We see that we are also very accustomed to prioritize the development of logical ability, when daily situations occur sociocuturales and now technology that require the participation of other capabilities for its proper management. We live, in short, in a multiproblematica society for which do not reach the few strategies we teach in our classrooms. Among the positions that we set in the previous paragraph, has attracted us attention the conception of the liberationist school. We found that the implementation of the ideas proposed by is not alien, perhaps as a response to complex and particular setting the socioculturalidad boliviana, full of contradictions in itself and at moments it seems claim recognition of their authenticity and identity rather than its modification first. Thus, thinking in society and hence education in Bolivia, we find that consensual nor systematized education there is no. hypothesize that may not exist one that fill gaps, needs and the dissatisfactions that exist within the education system relatively well. Because we do not have a single national identity, and you have a unique anthropological conception would not be appropriate until the identity we do not believe first. To explain better, for example, when we talk about gaucho automatically understand certain traits generals that characterize this character who is million at the same time, and may have a more or less coherent and unified filosofico-antropologica idea of the human being in question.

Returning the eyes to our society, we find a multitude of distinct identities and ignore many others, all belonging to the Bolivian nationality, all need a consistent educational system and a consequent educational practice. And education, on the basis of your daily exercise in the classrooms of different Bolivian corners, is precisely that we believe can start construction of this inclusive englobadora identity, and for that the educational system needs to generate a philosophy that reflects legitimately as inclusive. It is a philosophy of inclusion that houses an anthropological vision which is not responding to any of those that you have mentioned but that strongly resembles the liberacionismo. What is missing, what above, we should add it and cut it from our practical knowledge. We believe and we feel that we need, now, in our social and historical present, the construction of a new but not so new after all – philosophical and methodological frame that collect materials of its construction in the classrooms. A philosophy of inclusion, as we mentioned lines back, with his proposed particular anthropological, object of the present essay. The outline of our anthropological conception is not the removal of some other filosofico-educativas positions, but something like a cosmopolitan perspective in which fit the particularities and cultural identities related to one another through the exploration of the concepts of respect and inclusion, possible only from the personal choice of perceiving our human world as a world full of contradictions and truths, not a single, which in reality are our creations. And that in order to live and keep running after the truth and wisdom – ideal educational objectives – is necessary that we build a new vision of ourselves, and that we propose below: the human being as a be flexible, whose axis of identity is the humility of knowing is unique, just like the others.