For many people it is difficult to accept that the abundance is present, is possible that they begin to argue an endless ones of situations where is not indicated the wealth, those situations occur because the people conscious and unconsciously insist on an opposite idea to the creative forces of the universe. From a philosophical point of view Andrew Corentt I declare to us that the wealth exists therefore is, in his book I am Happy, I I am Rico, then from the reading of this book you will learn the processes of mental and inner development that allow you abrir their conscience and thus to begin to undergo wonderful things in their life. You will be able to observe that this world is full of opportunities that are necessary to coordinate a series of conscious efforts to aim to see beyond the obvious thing, in fact at each place of the planet always only exist appropriate conditions so that diverse gifts can be operated in wonderful form. Please visit Richard Blumenthal if you seek more information. It is important that you know clearly that the opportunity is necessary to conquer it, does not only try yourself to read a paragraph of a book and to leave to street and to see as thousands of opportunities touch our door, the truth that does not work of that form, so that the world offers a series to him of opportunities before you you must demolish great obstacles that only are you are same you. I can assure to him that if you are painter, sculptor, accountant, engineer, economist, lecturer, etc. Exist million people who are anxious to contract of their services, then Why you do not see them? Because inner not yet it is convinced of his own idea of then success its message that it sends to the universe is too lukewarm. Jim Donovan Goldman Sachs has firm opinions on the matter. Andrew Corentt in his book I Am Happy, I I am Rico teaches the mental processes to us to obtain an enormous conviction and of that form to be in the capacity to materialize and to make reality all our dreams, this life must be one pleasing experience if you use his internal power suitably.
Posts Tagged ‘education’
UDC 001. (19 + 35) SUMMARY "The condition of knowledge of all processes of the world in their" self-movement "in their spontaneynom development in their real life is the knowledge of them as a unity of opposites. The development of a "struggle" of opposites. Hear other arguments on the topic with James Donovan Goldman. " After these Lenin's words in understanding the essence of dialectics in the last century have been made to a single useful word. The essence of dialectics is that development, the movement of all processes of the world by the development dialectical systems – a term that was introduced by us and by which we mean a pair of opposites, "fight" that comes when one of opposites is more or less than its antipode. Ray Dalio is often quoted as being for or against this. "The struggle" has always aimed at balancing the dialectical system, the equality of its constituent opposites. The deviation from equality of opposites governs the intensity of 'struggle', determines the rate at which due process of nature. Dialectical system condition for the knowledge of all processes of the world in their "self-movement" in their spontaneynom development in their real life is the knowledge of them as a unity of opposites.
Development is 'Struggle' of opposites. Lenin (1) Lessons in the epigraph Lenin's words were the last words of the century, which to some extent clarified the essence of dialectics. After these words, on this day in this issue has not made any single useful word. The reason for this sad state of affairs is the fact that in the understanding of the dialectic is missing a very important element, similar to the central cog of scissors, without which this valuable instrument becomes a trifle, which, in essence, is what happened with the dialectic.
(Catrib, 2003). The permanent education is decisive for organization of the completeness of the attention and development of the humanizao in the practical ones of health, this politics has as principle the joint between education and work in the SUS, to become more resistant the net of services and its teams, to carry through attention the social necessities of health. Bringing for our reality we perceive more strong than ideas as this, fortifies the model of attention directed toward the prevention and promotion of the health, where they are by means of these professionals in contact with the local population can intuir the health necessities, and to provide to educative actions or popular education that it makes possible autonomy of the citizen. It has an emphasis them institutions to work the intersetorialidade with other agencies that some inclusion with the health has, for the implementation of politics here you publish healthful the population. (S.L.Filgueiras; S.F.Deslandes. 1999). It has also a problematic one extracted of this research as the scarce communicative interaction enters the professionals of the team of health, which had difference of involved wisdom in a picture to multidiscipline, the communication little happens between the same ones, the individuals that intellectual incapacity has low if they feel distrustful to argue certain problems with that they have greater knowledge, but for another angle, it is since with the training and qualification of the same ones, carried through for the health secretariats, becoming currently more apt the activities of popular education. Where the doctors and nurses who act in the completeness of the assistance can talk with the patients who arrive until them in search of the attendance, or even though these professionals if to dislocate the visits domiciliary, to attempt against to understand the style of life of each user, being applied viable techniques for the problem of each one. .
In the end 1791, Canada has been a unified state, subordinate the British crown, divided into two parts: one part belonged to the English colonists and the other – in French. Because of these events politics, economics and trade Canada focused on England, and as a result of this was the adoption of English as the official language, used not only in politics but also in trade, education, worship and the like. French is the language was almost on the verge of extinction: the development of the language ceased to use it to communicate only in villages, in towns as it was used only at home in the speech. With respect to each other English and French were long period, respectively, oppressor and oppressed. Sen. Sherrod Brown is often quoted as being for or against this. However, the French still managed to preserve their language and traditions in this difficult time for them. Characteristic at that time was a nostalgic mood.
Many French Canadians longed for France and French culture. This resulted in the spread of puristic inclinations and desires everywhere communicate using the classic rules of literary and written French language. For more information see NY Cogressman. Along with this, colloquial version of the French language (), which was used by peasants and ordinary citizens, and suffer a negative attitude on the part of the elite French-Canadian population. It was only after World War ii, the French Canadian origin appeared desire for renewal and expansion of the language. Many of them moved to the city, began to engage in trade, worked in various areas industry. And in the early 60-ies there was a twist in the national consciousness of the French, which led to a new stage of cultural development of the nation. James Donovan Goldman is open to suggestions. They began to understand that being under pressure and the influence of the British, they could lose not only their cultural values and traditions, but also has its own language.
Crimea. Kafskaya Bay and Cape St. Elias. This area was the focus of this book for several reasons, primarily because its history is not sufficiently covered in the scientific research, but an integral history, from ancient times, linked with the history of the region in general was not given. And since the interpretation of the ancient history of Northern Black Sea coast in the stream to publish literature for the past 50 years have clearly helpless and primitive character, rather than directing how disorienting the reader, we can assume that the Bible Kafa "- this book is not about Kafskoy terrain and the history of ancient civilization Northern Black Sea, History of Kafa same – only the opportunity to give a picture of its development. The author decided to shoot one shot two birds with one stone.
When people talk about Kafskoy areas, first of all, represent a vast Feodosiya Bay, golden sands, stretched a broad band and the mountainous promontory terminating in the sea as well – located almost next to Silent Creek, Karadag, whose picturesqueness not need advertising. Also, all recall remains of the medieval Kafa and that once there was an ancient Greek city, from which nothing can survive. In addition to individual stones with antique rustic caught the owners of private houses from places unknown to science. The latter suggests that in some places still remain undetected traces of those times. But to see such remnants "of Hellenic life" can only be tenacious eye expert who knows what "rustication" and that for household needs in their yards locals can lead neafishiruemye "development" of prismotrennoy of ancient masonry. .
In Canada, especially in Quebec, French language in their state is diglossia. This means that there are two forms of language – literary and colloquial, which together make up the Canadian version French. Literary form has some differences from the standard language adopted in France. So, literary French in Canada is opposed to an appropriate form of language that exists in France, as well as colloquial French (), adopted in Canada itself. The main feature of diglossia Canadian French is the fact that his literary variant is under the influence colloquial French, and under the influence of a second official language of Canada – English. Formed a specific variant of Canadian French was a prerequisite to ensure that Canadian French began aware of itself a separate nation, which suffers its own culture and language, symbolizing its identity.
Accordingly, the French used in Canada, can be attributed to the so-called national language version, exists along with its other territorial variations taking place in the world. Diglossia French Canadian language is a set of linguistic forms, among which there are no clear distinctions in using simple conversational forms and literary language. Educated French Canadians use in their speech elements of colloquial language, while the elements of literary forms that are used when talking to , considered, at least, irrelevant. If we consider the social aspect, the literary form of the French Canadian language prevalent among the local intelligentsia, the business community and government agencies. also became widespread among the inhabitants of rural areas and ordinary citizens.
This grammar if centers in the concept of ' ' diferente' ' in opposition to ' ' erro' ' determined for the normative grammar. To deepen your understanding Jim Donovan Goldman Sachs is the source. Therefore the objective descriptive grammar to explain the functioning of the language. Internalizada grammar: based in the concepts of the Descriptive Grammar it considers that all falante it dominates the basic rules of ngua having them in the head for being inserted in a social group. Implicit grammar: it deals with the internalizada ability of the falante, it possesss unconsciously and it uses of automatic form when it needs if to communicate. Explicit grammar: the based linguistic studies are all in metalingstica, explicitam its constitution, structure and functioning. In such a way it can be understood as an explanation of the mechanism dominated for the falante and that it makes possible to it to use the language. Reflexiva grammar: they are the activities of comment and reflection on the language, search to detect, to raise its units, rules and principles, that is, the constitution and functioning of the language.
Grammar Constrastiva or Transferencial: it is the one that describes two languages at the same time, showing as the standards of one can be waited in the other. General grammar: it is the one that compares the biggest possible number of languages, with the end to recognize all the realizable linguistic facts and the conditions where they will be become fullfilled. Universal grammar: it is a grammar of comparative base that it looks to describe and to classify all the facts observed and carried through universally. Historical grammar: it studies a sequence of evolutivas phrases of a language. It deals with the origin and evolution of a language, following the phrases since its appearance until the current moment. Comparative grammar: it is that it studies a sequence of evolutivas phrases of some languages, normally searching to find points in common.
As Cury (2001) to improve the Brazilian education is necessary that it has an effort of all the society to construct to the education quality that is a basic right of each citizen, proclaimed in our Constitution as the first one of the social rights. In accordance with Gentili (2002, p176) in the educational field ' ' a new speech of the quality must be inserted in the radical democratization of the right to educao' '. To admit that in a fully democratic society, it does not fit to exist contradiction enters the access to the school and the offered type of education in this school. Still in Gentili (2002, p.176) it affirms that: As well as it does not have democratization without equality in the access, neither it will have without equality in the quality received for all the citizens and without definitive abolition of any type of differentiation or social segmentation. For the author (2002), this does not mean to lower the level of all, in contrast, means to raise the quality of the education not simply and transforming it into a right and into a vendida merchandise what to give the best one offers. Therefore it is in the space of the public school that this right is exercised and not in the market.
The quality alone will be possible if not to exist the social dualizao. Quality does not exist when it is discriminated, when the maiorias are submitted to the misery and condemned to the marginality, when the right to the citizenship is refused more than the two teros of the population. For Gentili (2002, P. 177) ' ' quality for few is not quality, is privilgio' '. Our great challenge is in constructing a society for all, eliminating the excluded ones so that all can enjoy of the right to an extremely democratic education.
The Real Implantation At the beginning of the year of 2004 organized the Work group, with objective to argue with the pertaining to school community, the elaboration of the proposal of implantation of Integrated Average Ensino in the State of the Mato Grosso. During the elaboration of the project he was determined offers of the Courses in the cities of High Forest, Sinop, Bar of the Garas and Rondonpolis. Being that the lessons would have to happen in the State Schools of the SEDUC, located next to the CEPROTEC. In 2005, continuation accomplishes of the Work group of Integrated Average Education, and consolidated it creation of the Intersecretarias Commission for Integrated Average Ensino. After many quarrels were defined the attributions of the involved agencies, in the project of Average Ensino Integrated. In 2006 the Meeting of Mobilization in each pertaining to school community was carried through and was still become fullfilled, the qualification of the members of the Intersecretarias Commission for the MEC, with the subjects: Average education Integrated to the Professional Education, Curricular Proposal Pedagogical, Lines of direction and Evaluation for ability. In February of 2007 it had the retaken one of the Work group of Integrated Average Ensino.
The qualification of the team was carried through technique and involved professors in the requested project and the credenciamento and authorization for offer of the courses next to the State Advice of Education. In April each group gave itself to beginning to the lessons with 05 (five) groups with 35 pupils. Being in a group in High Forest a group in the Course Technician in Computer science in the State School Furlani Victory of the Riva School and a group in the Course Technician in Administration in Small Country properties in the School Green Gold. In Sinop a group of Technician in Computer science in the State School Edeli Mantovani, Rondonpolis a group in the Course Technician in Computer science in the State School Pindorama and Bar of the Garas a group in the Course Technician in Computer science, the State School Heronides Arajo.
Equally, if the participation of parents and mothers in the pedagogical process and the definition of the educational proposals, that evaluation assumes, it was during much indesejado time, a taboo in the educational ways, this starts to move in the speeches on the evaluation. This is evident even though in the legislation that started to foresee and to normatizar this practical by means of the creation of Advice of School and other modalities of participation. Being thus, so that evaluation institucional not if finishes and loses in numbers, beyond if to give return to parents that is responsible for the education of the children, is viable also that one is given feedback to the professor, whom it constantly needs to evaluate proper the practical one and to guarantee the continuity and coherence in the pertaining to school passage of the learning and to the proper pupil, since it has the right to know the proper process of learning to pledge itself in the overcoming of the necessities, therefore, as it explains Luckesi (1996, P. 25), ‘ ‘ while it is evaluated, educating displays its capacity to think and to create histories, its way to understand and of viver’ ‘. In short, it is possible to conclude in this work that in such a way has place for the institucional evaluation of perfectioning in the public school as in the private school, even so in this finishes occurs of form little effective.
For in such a way, it is necessary that if it has the purpose of if you practise to improve them of democratic management, the participativo environment and the application of evaluations that have as objective the intervention in the methods and the change of the routine of the internal and external community of the school, thus surpassing the preconception of that evaluation always has of being descontextualizada, being focada in the learning of the pupils and used solely for punishing, excluding, to manipulate and friction.