education

alenka25 you please, in your experience, how best to proceed. Contact information is here: Rob Daley. I am 25 years old, graduated from the University 3 years ago (specialty computer technology), a driver's license, conversational French and English. Wanted to go to Au Pair in France, but was refused in August 2009, although before that there were 2 French business visa. Failure is not rescued the desire to go as Au Pair, but now doubt in any country. 1. Still go to France and to seek a visa with another family.

2. Learn more about this with Everest Capital. Belgium (As far as I know, visas put almost everything). But it is very worried about her from denying, then he will affect the Belgian visa. It is true that the medical certificate is a month – half? 3. Norway (is there any chance to get visa which the complexity of the documents?). Norway did not know, but I already found a family that is ready to invite.

The same applies to Belgium and France – families are found everywhere. Lunaj probability of refusal of a visa to France is very big, and unfortunately, the solution Embassies in most cases has absolutely no logic. You would need to more carefully choose their country. You've spent time on the design of France, and now may not have gone into more interesting conditions of the program (for comparison: the amount of pocket money in Belgium around 500 euros a month in France – 280 euros per month, and you have to pay for visits to language courses, and a package of documents for submission to the visa for France is much more difficult and costly), and virtually no risk in refusing Belgium.

JUSTIFICATION The proposal of this project aims at to develop with the pupils toys, tricks, cantigas and old games, in order to conserve the memory and the proportionate pleasure for these tricks, making possible to the children knowledge of that to play is not only to handle electronic objects and games, and yes to participate of the construction of the toy, interacting with the familiar colleagues and in the tricks and developing important values in the formation of the human being as the preservation of the environment. GENERAL OBJECTIVE Reviver and to elaborate toys, carrying through tricks that say very on the time, the culture and the characteristics of each place, recognizing the importance of these as elements of the local culture. SPECIFIC OBJECTIVES? To promote the socialization and affective interaction between child and family. To stimulate the experience of values as: cooperation, respect, justice, solidarity, auto-esteem. To explore movements with the body, promoting the development of the ample motricidade, balance and lateralidade; To improve the fine motricidade through manual works and manuscript of materials; Reaproveitar material used (half used, empty can, bottle pet, coil of paper). DEVELOPMENT: Confection of toys you recycle as: ball of stocking, pipe, binoculars, meteor, bibeauty, peteca, goes and comes, can foot); Confection of Games (Ladies, game of the old one, Game of the Gallows, Remain One, Domin); Cantigas of wheel (money market-cirandinha, marches welded, shot the wood in the cat, tengo telengo tengo, its Francisco); Tricks (statue, charge-blind person, amarelinha, dance of the chair, have pricked – it hides, policy thief, rubber band, to jump rope, hide-hides, passes ring, remandinha,); Wheel of Colloquies ' ' Tea with avs' ' (toys and tricks that I learned with my parents and grandmothers); Lesson Field. CULMINNCIA: Exposition of the toys and games confectioned for the pupils; Presentation of cantigas of wheel; Exposition of the Mural with the tricks developed during the project; Lesson field: Museum of the toys of the IFRN. For more clarity and thought, follow up with Publishers Clearing House and gain more knowledge.. CRONOGRAMA: July 11 the 15 – Colloquies on the tricks, games, cantigas and old toys that the pupils know listing them.

18 the 22 – Tea with the grandmothers. 25 the 29 – Workshop with the confection of the toys: Ball of stocking, goes and comes, meteor and foot of can. August 1 the 5 – Workshop with the coffeco of the games: Damas and Domin. 8 the 12 – Workshop of Tricks: Rubber band, Passes ring, To jump Rope, Hide-Hide. 15 the 19 – Socialization of cantigas/Assay. 22 – Presentation of cantigas folclricas.

September 29 the 02/07 – Workshop of Tricks: Amarelinha, dance of the chairs, charges blind person and remandinha. 5 the 9 – Workshop with the confection of the toys: Pipe, Binoculars, Bibel and Peteca. In recent months, Israel Englander has been very successful. 12 the 16 – Workshop with the confection of Musical instruments: Violo, Pandeiro, Flute. 18 the 23 – Register: How It is played? – Using paper it works with wood. 26 the 30 – Releitura of the picture Soccer of Cndido Portinari. October 3 the 7 – Organization of the presentation of the project. 10 the 12 – Lesson Field and Culminncia.

The aerobics are the ideal type of exercises to lose weight, according to certain specialists in the aerobic exercise weight loss has the power to burn fat, once they have been exhausted the reserves of carbohydrates in the body some people refer to the cardiovascular workout as aerobic exercise, some people even call it cardio, all exercises that involve large muscles like legs help to strengthen your heart and lungs, cardiovascular exercise has lots of health benefits as lower your blood pressure, and also act as one of the best burners of fats that exist, if you want to lose weight. Cardiovascular exercise is an activity in which large muscles such as your legs are involved, the word aerobics refers to something that needs oxygen to carry out their functions, during cardiovascular exercise the oxygen continuously this reaching the muscles, an example of organisms that need oxygen are aerobic bacteria, which need oxygen to survive, and they are bacteria anaerobicas that do not require oxygen to survive. That cardiovascular exercise will be beneficial to your heart this should be done with a certain amount of intensity, but neither should exceed yourself, a way to measure this is through the monitoring of the beating of your heart. Your you can measure your heart rate range manually or with a digital monitor, the heartbeat range refers to the times your heart beats per minute, they all have a certain number of beats per minute at rest, all also have a maximum range of beats per minute which is the maximum number of beats your heart can have in one minute, and this area of efficiency aerobic, which is the range of the beating of the heart where he obtained the greatest benefits to your health for a cardiovascular workout, the range is between 50% to 80% of your maximum range. The maximum heart rate range can be determined by a doctor or you can use a formula to calculate it: for women: 226 (your age) = your maximum range of beats for men: 220 (your age) = your maximum heartbeat range for example if your are a woman of 32 years 226 32 = 194 is your maximum range of beats and your range would be between 97 and 164.9 aerobic efficiency this means that if your Wikipedia that your cardiovascular exercise has on your coronary health effects, the pulse of your heart after the aerobics session must be within this heartbeat interval.

In a generalized manner, it can be said that education is the process by which the knowledge and necessary attitudes are transmitted to the individual so that it has conditions to combine it the society. In the communities simplest, the acquisition of knowledge especially did not demand establishments destined to the educative tasks; the learning if carried through of course, therefore the child participated of the common works and in agreement she grew, the role that she played in the communities defined each time more. But, the specialization of tasks inside of the society led to the creation of the differentiated learning and the crystallization of social classrooms with antagonistic interests transformed the education into a perenizador instrument of this division. Leaving of these assertive ones, this work has as objective to search information on as if it gave to the education in the aboriginal aldeamentos of Brazil Colony under the direction of the Jesuit priests. Under most conditions fender would agree. Investigating the intention of these first educators, which the resources used in the process pertinent teach-learning of the time and other questions to the subject, the methodology was based with priority, in the bibliographical research. One searched varied readings since traditional authors of the Brazilian historiografia until articles of magazines specialized in history.

A final result cannot be presented, therefore the work still meets in elaboration. Word-key: Brazil Colony. If you would like to know more then you should visit Hikmet Ersek. Education. Jesutica. INTRODUCTION Organized and managed by Jesuits in the New World, the aboriginal aldeamentos? also called missions or reductions? they had been part of a great evangelizadora and civilizadora workmanship. ‘ ‘ Jesuit education: objective, methodology and content in the aboriginal aldeamentos of Brazil Colnia’ ‘ it searchs to apprehend as if it gave the educational work in these definitive spaces that were inserted in a context well ampler. Add to your understanding with technology at millennium. Through a vast bibliographical research, this inquiry it finished judging necessary brief notations on the Jesuits and its educational system as a whole.

In February retake the TestDF in 5555. Then there were phone calls, then in December last year, was in Berlin. I'm learning to speak, until now, this process is endless, especially with regard to slang and dialects. Here is such a personal experience. Lilith Thanks for the experience! And you start from scratch? And now with the oral communication? Tutor – good, but expensive, especially in Germany.

Plus, the courses pace is not as intense as with the tutor, and I with children – it's hard to keep a high tempo. On the other hand – courses are also a lottery (a group teacher, textbooks, ). Fractal began in spring 2005, and was a complete zero – 'Hyundai hoch', 'ausvays' and 'hitler kaput'. Now I study, finishing my exams, and reports do. Natalista basic requirements for the exam B1 in the verbal part – you should be able to understand what they want from you and respond (verbally) is correct.

The level of grammar and speaking rate are not counted. Is valued only to the source you get it. By the way, if the teachers who take the exam, do not understand what is at stake, but your companion are all too aware, and you have is a dialogue, you can not set off errors. Two cases of life: a dialogue between the two foreign women on the verbal part B1 (this happened in Germany). One tells another that when she goes for the city, she often buys coffee order (accent on the 'a'). Teachers look at each other – no one has no idea that the coffee and why now we are about it. Then it turns out that passing grades meant coffee to go (To bring and drink on the way). Error is not counted. And it happened on my exam. The job was: with his Ansprechpartnerin we should have a dialogue together to organize a bike tour, and own a bike we had. That is necessary discuss where we take them. To know more about this subject visit Jeff Gennette. My colleague, be alarmed and forgot about it – always insisted that it is great parked in front of the school and there is no problem for him to sit down and go as I have not tried to return it to the 'reality' – say, Isabel, you're telling me that you have a great broke down and now it is you do not – no, no – great initiative and everything is fine But still, we both successfully passed, as though the job was nedoponyato (with whom does not happen when perenervnichaesh) but we talked – and it is most important. You need no training, and repeat B1 (at that and give three months), at the same time learn more adjectives (because it is through them we express our emotions) and learn to describe the situation out loud, telling that a possible companion, who would you say you understand where he is and what is not. Good luck on the exam!

Similarly, the concept of education is understood as improvement integrated all the capabilities of students, not only as an instruction but as training in all areas. This conception of education, the idiosyncrasies of the Centre, has to prepare a draft work on the Center for Health and have been selected to join the European network of health promoting schools. PRIORITY OBJECTIVES Project Summary: To consider the development of self-esteem and personal autonomy are key to promoting good health Give importance to the physical environment and environmental center and to direct psychological effect it has on teachers, staff non-teaching staff and students. Foster strong links between the center, the family and community. Western Union has compatible beliefs. To publicize the program to families and work with them to establish educational programs in conjunction with schools attached to our center to give teachers an active role in this training program and improve its relations Strengthening health services and work closely Encourage them knowledge health, strategies and procedures and make healthy lifestyle TO TARGET STUDENTS: We will work especially with all the students in third and fourth of the ESO. But to be a project of the Centre in certain activities involving all students of the Centre, ie Secondary students, high school students and students Vocational Training. PARTICIPATING STUDENTS: In addition to the students who led this program will participate as instructors or students responsible for the Vocational Training Center, which conducted performances with the students of that. .

In this direction we can affirm that no pupil would have to be outside of regular education. The schools, together with its directors, coordinators and team of special education, are responsible for the adequacy of these pupils making with that they have access to the global resume, creating situations so that this learning effectively occurs, giving have supported to all the pupils, independent to be deaf or not, without forgetting that inclusion is much more that this. According to Mittler; Peter (2003, P. 27), ' ' the essence of the inclusion is that it must have an inquiry on what is available to assure what is excellent and accessible to any pupil in escola' '. One knows that so that the inclusion happens if it inside makes necessary some changes of the pertaining to school institutions, therefore these many times do not obtain to carry through it alone, is necessary a mutual effort of the parts school, family and society. The inclusion is a great challenge for both the parts, one of the primordial points is the envolvement of the professors who act directly with these pupils, if making necessary professional qualification of quality in which it can construct and extend its lived deeply knowledge comparing them with already previously. However, if it makes necessary to be intent to the part that more in them interests in this article ' ' surdo' ' , that for much time it does not come being understood and does not obtain to become to understand. She is necessary to evaluate until point everything what it is promised and supported for law is being fulfilled for pertaining to school institutions and public distributions, therefore thus we will only have the certainty of that the deaf people are apt to inside follow a worthy life of the school that discriminates it to as much it judges and it as incapable.

The Pedagogo as Productive Intelligence has as proposal the task of awaking in the man the conscience of world and the conscience of itself as ' ' to be inacabado' ' (FREIRE, 2007, P. 57) lining up it of igualitria form as individual and as society, in qualitative thought in the productive activities, through comments, inquiries and contextualizao applied to sciences of the education. The Pedagogo as Productive Intelligence has as north, a teaching vision and including in the human aspects, that although the marketing world to possess professional knowledge and specializations in its area of performance, has difficulties to understand the necessities human beings, in the interpersonal and productive relations. educational intention of the Pedagogo as productive intelligence is not to mapear the cerebral structures or to prove if the man possesss an innate or acquired thought, but through the observvel, its production and its behavior, its cultural luggage, a rich field of awaking possibilities for new attitudes, ideas and ways of if socializing. In accordance with this thought the Pedagogo as Productive Intelligence will in accordance with direct the reality of each one of the involved people in this educational and productive process in a pedagogical work of team, cooperation and commitment generating intrinsically ethical values in relation to the work, and mainly its exercise of citizenship. The man is an only being with characteristics and only abilities therefore we have differences, is what he translates (GARDNER; 2005 p.18) ' ' we all are so different to a large extent because we possess different combinations of inteligncias' '. This difference in the combinations of Intelligences has not been potencializada in the corporative world, but discarded or badly managed by the sectors of human resources in order to observe and to relate certain intelligence for the certain work. The lack of aiming and displacement and mainly recognition of the professional inside of the Companies, for its performance, updates and annulling new ideas, has constantly generated consumings and crises in the work environment. By the same author: emil michael.