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Toms life was born in Roccasecce in 1221. Although the hostility of the family, entered twirls in it of the Dominican ones, and of 1248 the 1252 were disciple of Great Alberto. To follow it taught in Paris and later in the main European universities (Colony, Bologna, Rome, Naples), as was custom of the Dominican ones. It died in 1274 in the monastery of Fossanova. 2. Anthropology Since the birth of philosophy one of the subjects more argued between the philosophers is the problem of the man.

Of where it comes? What to be man? Which its characteristics that it defines as a being? They are questions of which the Greeks if had set fire to try to understand this being. With You take by Aquino was not different. It also, after a long study, gave its definition of what he would be the man. For this it was based on the thought of Aristotle, one of the most appraised philosopher of old Greece. According to Aristotle, the man is constituted of substance and form as all the beings that substance has, only that in the case of the man the substance it goes to be the body and to form the soul. With this, the Estarigita surpasses the dualism of Plato.

This is the line that Toms de Aquino followed, clearly that, for it to be Christian, it of the felt new one to this thought. The aspects had been many for which Toms study the man, we go here only deepening in them some in which they deserve particular attention. 2.1 The unit of the human being For Toms, as well as was for Aristotle, the man is constituted of body and soul, changedding itself thus into an only one substantiates that it cannot be separate, where stops it soul is the form of the body in which it constitutes the man, without the interposition of any another form.

Pontifical Gregoriana University

Notebook of Reference of Content, So Paulo: University center Claretiano, Verso, 2007. The work to be treated in this summary is of authorship of Frei Nile Agostini, Doctor in theology, being also author of some workmanships related to the Moral Theology, today professor of Pontifical college N.S of the Installation, together with the Profa Rosana Mansini, Master in Moral Theology and specialist in Social Doctrine of the Church for the Pontifical Gregoriana University (Rome), that also it gives lessons in Pontifical college N.S of the Installation and occupies the position of Associate Director of the College Dehoniana de Taubat. The workmanship in question if deals with one emends offered the pupils of the course of Theology EAD of the University Center Claretiano and that it has as main objectives to elucidate them on the content of discipline ‘ ‘ Introduction to the Moral Theology; ‘ on as same human being as for the ethics and the moral answers to the requirements of the reason, conferring to the pupils the capacity to inside interpret, to catch, to base and to deepen in systematic way the concepts and doctrinal principles of the Moral Theology of the historical evolution it Christian moral thought. In the first chapter the authors look for to trace a panorama of ' ' current crisis of moral' ' in way to the society of our days, standing out that ahead them deep occured changes in the society as the questioning of basic institutions as the family, the politics, etc., as well as the emergency of a relativista perspective, excite the search of answers front to this confusion of contradictions and distress that they finish for resulting in immorality, permissividade and amoralism. To base problematic the authors they approach the subject of ' ' ethos' ' Biblical, from its etimologia Greek assigning it as ' ' costume' ' or ' ' carter' '.

Influential Classroom Tips

Another element of the pertaining to school influential factor is the organization of the classroom, the diversified cantinhos, the possibilities of some offered options is chances contributes for the autonomy of the child? since its choice does not depend on the direct intervention of the professor? allows it to observe the proper difficulties, gostos and interests. finally interferente is configured as factor, the objectives considered in the curricular activity, the form of mediation of the professor when of the execution of one determined task to be executed by the child and the activity proposal for this execution. The child of 04 and 05 years still represents the intuitiva world and symbolically, therefore, she is necessary to consider activities that stimulate the collective creation, therefore in this phase, it needs to leave itself to identify from the directed analysis that is not alone. A good place for this is the hour of the recreation, in the tricks, cries it, the fight, the joy in the modificabilidade that each child presents to each new situation. For return of the 04 and 05 years, the children start with the most varied types of questioning on the world to its return.

The necessary school to answer to these fidgets collaborating so that the curiosity if becomes still more sharpened. nothing better of what making use of existing resources in the form to learn spontaneous of the child that are the tricks and the game. Ahead of the analysis undertaken in the research, it was possible to evidence that among others, the games and the tricks are excellent resources that the professor makes use – they are gifts in day-by-day of the child – to collaborate of significant form in the development of its abilities and abilities when mediated from elements gifts in the daily movement. The game and the trick in the development of the child the school cannot leave to observe the relevance of the theories in educational the practical recital of its, therefore they richly are based on studies and scientific research that they express discovered that they help to facilitate to the agreement and the improvement for an education of quality.

Teaching Geography

The Education and Ensino of Geography Are lived in the height of the globalization of the economy and the communications, at a time marked for the contradictions, individualism and changes. Inside of this scene after-modern, the schools must act imposing new challenges for the educators. Ahead of this modernity, as it must be the education of geography? Old geography was part only of didactic books, as it had become to be in the paper, only having a utility: to serve the military interests, that is, to go to the war. Today it continues going the war, but for a better life that does not scrumble the Armed Forces, but the population, mainly the people see who it in a critical way. In accordance with Lucci (1998, P. 15): ' ' science that studies the production of the space and its transformations for sociedade' '. In this context, the work of the geographic education is not more than memorization, consists of taking the people in general, the citizens, to a critical and space conscience with reasoning to locate and to extend definitive facts.

For Callai (1998, P. 56): Geography is the science that studies, analyzes and tries to explain the space produced for the man and, while education substance, it allows that if it perceives as participant of the space that studies, where the phenomena that occur there are resulted of the life and the work of the men and are inserted in a development process. Being thus, the object of study of geography in the school, is the geographic space, understood as the social space, concrete, in dynamic and possible movement of successive changes, in the measure where the society also if modifies, however, each new time does not erase of all previous space, thus the past leaves marks in the gift. According to Milton Saints (1996, P. 114): ' ' The space is accumulated time, is history geografizada' '.

Resonance Earth

To measure (to assess both quantitatively and qualitatively) any energy field we need to create a cavity for it. Moreover, the device must have the same geometric proportions, which are inherent in the object under study (the emitter of the field). Such a device called Cavity forms, ie, for such a measuring device plays an important role resonance form than private performance of the radiator at resonance. Since this point is very important for understanding resonance, we repeat the same few paraphrase: Examining the phenomenon of resonance (electromagnetic, mechanical or any other) there is a curious pattern: the resonance phenomena most successfully occur at identical spatial geometry of resonating objects. Moreover, regardless of size: that is, macroform may interact not only with the commensurate structure, but microform. The density of the crust, mantle and core of the Earth – is different.

Because of the discrepancy between the axes of rotation and the difference in density of the Earth, we find that Earth's magnetic field, which also have at the moment. From this we can conclude that our measuring field of the Earth must be the same or a geometrical ratio, as a planet, or that we are acceptable to repeat its geometric proportions. This will occur Resonance forms for which observance of proportions is of prime importance, not individual characteristics of the radiation observed at the resonance phenomena. Subject to the geometry and at a certain speed the interaction of all structural elements can be a resonance phenomenon with Earth's magnetic field.

More Education

This document one consists in a set of references and pedagogical orientaes that they aim at to contribute with the practical implantation or implementation of educative of quality that can promote and extend the necessary conditions for the exercise of the citizenship of the Brazilian children. (RCNEI) Aiming at these boarded aspects in the RCNEI an interview with professor of physical education of infantile education was made. INTERVIEW WITH PROFESSOR OF PHYSICAL EDUCATION NAME: Pablo Heitor de Almeida Saints CREF: 033393-G/RJ NAME OF the SCHOOL: Municipal school Ondina Couto PROJECT: More Education 1: On the basis of the practical ones of physical education in the infantile education the election of contents it takes in account the RCNEI? R: In the development of the lesson plan the aspect is taken in account of trick and formation of good habits the children. TO PLAY 2: Which the used tricks more in the infantile education? R: Tricks of make of account are a trick in which it very arrests the attention of the children 3: The trick favors the auto one esteem? R: Without a doubt the more the child plays plus it is appropriate of new knowledge and assimilations. 4: The playful side is explored in the tricks? R: As I answered makes it previously of account the playful one is basic in the trick therefore the children if they compromise to participate effectively of the tricks. TO TAKE CARE OF 5: The integral development is taken in consideration in the act to take care of? R: With children of the infantile education we need to be intent, that it is the phase where the development of you vary valences is basic not alone to develop the motor side but the affective and pscicolgico side also needs to be well-taken care of. 6: The necessary health to be led in consideration in the act to take care of? R: promotion the health is worked gives of infancy, as to give tips of the things good for being foods, hygiene acts among others things.

Motor Education

Cognitiva because she is necessary to form creative people in the direction to obtain to articulate overcoming elements accomplishes of the contradictions of new world-wide order. We consider, therefore, the development of the complexity of the structure human being as a process where the organism and the way exert influence on the individual, not separating the social one of the biological one. In this perspective, the citizen consists through its historical and cultural interactions, transforming them and also being able to be transformed. We complete such idea with the words of Assmann (1996): she is necessary to live the corporeidade stops beyond the traditional dualism brain-mind, body-soul. She is necessary, therefore, as it indicates Moreira (1996), to fight for a Corporal Education that it adopts as principle a learning human being and humanizante, in which the man in its structural complexity can be physiological, biological, psychological and antropolgico. The corporeidade is, exists and by means of the culture it possesss meant. From there the constatao of that the relation body-education, for intermediary of the learning, means learning of the culture ….. ' ' Body that if it educates is human body that learns to make history making cultura' '. Our enrollment in the Motor Education has as a matter of principle the search of the relevance of this disciplines in the context of the Pertaining to school Education, that if materializes in a revision of values where: – the body-object yields place for the body-citizen of the Motor Education; – the mechanical act in the corporal work yields place for the act of the conscientious corporeidade of the Motor Education; – the frantic search of the income yields pleasant practical place for and the playful one of the Motor Education; – the elitist participation that reduces the number of involved in the esportivas activities yields place to a participativo sport with the great number of human beings festejando and if communicating in the Motor Education; – the standardized and unisonous rhythm of the practical one of activities yields place to the respect to the proper rhythm executed by the participants of the Motor Education.

Ambient Education School

The lack of sensitivity, elements and structure of the human being to explore this position at great length it placed us in this scene. Our commitment is the participation, together with the involved pupils/school and in this relation of tunning and interatividade, searching the permission so that the pupils if express and leave to externar its point of view, its perception front to the questions that are displayed ahead of our looks. The Ambient Education for the Art is only one another form to educate, that it can contribute for the acquisition/condizentes transformation of knowledge, values, attitudes and behaviors to the development, being used pedagogical the artistic expression as practical and as instrument of social intervention, being an educative process that some professionals incorporate in the too much pertaining to school spaces, being gifts in all the educative moments and spaces. 2 – EDUCATION 2,1 – ENVIRONMENT the chance is only singular of being able to weave commentaries on the Education and Environment. The humanity delayed much time to reach this level of communication with rapidity easiness. Without having the pretension to decide the ambient problems and questions through the Education, but considering that this is a basic element to spread knowledge, transforming them into information and I subsidize for formation, thus promoting the interaction of the pupils with the environment, approaching the concern of permear the pertaining to school resume all, allowing that the same ones are inserted in the context of this research, initially we look for to understand as the Education can contribute in this process of relation between the human being and the environment, popularizing the knowledge and information, sensetizing the community (society) to respect the same. The school is a space for production and appreciation of knowing, that it is a universal good, where practical the pedagogical one must provide to the pupils chances to create and to recriar the world, surpassing the understanding of the reality where it lives, developing personal aptitudes, that allow to show that the human being does not survive alone and its attitudes of citizen in the context of its community compromising this survival.

General Programming

Between the possible measures that they can to help to the prevention of the violence or disruptive conducts in an educative Center some appear here that can be effective: – To establish the high-priority values that are going to impregnate all the activities of the Center. Values like solidarity, respect, justice, etc. must be present in the General Programming Anual and reviewed being every year. – To try that this Programming is useful, realistic, makes specific and with precise instruments of evaluation. – To bring back to consciousness to the directive equipment on the necessity to realise preventive measures to improve the coexistence – To animate to the Cloister to establish measures to confront the problem of the violence. – To establish a Plan of coexistence, planned, based on the analysis of the context, the evaluation of the previous course, proposing preventive measure, like monitoring in recreation, changes of classroom, functions of the guard professor, protocols before minor offenses, etc. In this plan the cogoverning measures must be collections whose purpose is the formation of the pupils. – To create Commissions of coexistence, but implying in her all the educative community.

To establish Commissions of Coexistence that evaluates, it acts and it plans all the activities on this subject and that not only it meets when a conflict exists. – To favor the integration of all the pupils, as much with welcome programs, like of measures of nonexclusion. – To establish the necessary measures and the criteria of quality so that the positions of a guardian in the best conditions are developed. – To realise protocols of action before aggressive conducts between all the components of the educative community. – To establish the measures against the scholastic Absenteeism.

– To apply with justice and fairness the Regulation of the Center. – To establish clear and explicit norms of conduct. It is necessary to jeopardize to the pupils in the establishment of them. If they know the norms, and they take part in the establishment of them they consider, them like objectives to reach and not like imposed objectives. These norms must be few, coherent. – To give protagonism to the good Meeting of Delegates with defined objectives, as well as with concrete activities. – To work in collaboration with the parents. It is important that know the norms the Center, to observe signals in the behavior of the children, to control extra-curricular schedules, to know the friendly, to control the use of new the technology. – To realise activities of promotion of the coexistence in collaboration with the parents. – To harness the creation of Schools of parents. – To foment extra-curricular and complementary activities whose objective is to facilitate the coexistence, being developed the education in values. – To establish information channels to arrive at all the members of the scholastic community. – To include the analysis of the coexistence like important element of the activities of the Center. – To harness the social relations with the scholastic surroundings, organizations, city council, services, centers of mental health, associations, etc.

Recycling and Education

Recycling is today, perhaps, the method more known and used in Projects of Ambient Education. However, some initiatives in this direction bring obtain ideological manifestations and politics, according to proper logic of the market in the confrontation of the ambient problems. For this reason, the objective of this article is to argue despite briefly the fact of that the ambient politics and especially the ones that involve the questions of the garbage and the recycling must most be elucidated for not running the risk to changed it Ambient Education into a practical education of extensionistas, that is, based in transferences techniques to know without to dialogues and questionings regarding the origin of the things. Word-Key are provided: garbage, recycling, Ambient Education, Consumerism, CapitalismoAo to argue itself concerning thematic ambient, one of the subjects most boarded certainly will be of the problematic one of the garbage, not only in as well as international national scope. The justification for such fact the easy perception of the citizen can be atrelada front to the problems caused for the lixos as in such a way visual pollution how much of the ground and waters, contamination of plants and animals, proliferation of plagues as rats and cockroachs and damages to the health human being. In the present time the ambient questions come if becoming fashion and finish for not being treated with the seriousness and depth that deserve due its great relevance in the life of all we.

If one of the debated subjects more in the ambient question is the garbage, when it is specifically about this subject, then it appears to the association to the recycling. The same it happens when it is said in Ambiental.Criou Education, then, the false idea of that recycle objects as simply plastic, paper, metal and glass decided the relative problems to the garbage. E, thus, these activities come being developed precariously for City halls, Schools, University.