education

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.

They know in part to demand its rights and already they are cnscios of the problems that they reach and of the world in which they live. Ahead of this we point that practical the educative ones offered inside of the MST walk for a democratic education, where the citizens are taught to be critical, to have autonomy, to fight for its rights and, over all if to place face to the world where if they find not more as mere spectators, and yes, as construction social actors of its proper history and capable to modify the space where they live. Militant the infantile ones believe that the methodology they taught assist to them in its fight and the construction of its citizenship, as well as in the formation politics that they possess. Finally, they believe that what apprehends they will future help them so that when they become adults continue militating in favor of the agrarian reform, amongst other causes. In this direction the searched children notice that to the movement a bigger understanding of the society and &#039 makes possible them; ' teias' ' they permeiam that them, in critical way, and then they construct its citizenships, turning itself toward the problems inside punish that them of the society capitalist of century XXI, which if worries more about having of what with the being, and is there that the MST if distinguishes, has seen that the valuation of the identities and the citizens is greaters that the economic capital that an individual possesss. 6. PRELIMINARY CONCLUSIONS Retaking the question initial that provoked this research that was: Is possible to develop the critical formation in the infantile education level II in the field? We conclude that it has in fact the possibility to work the politicalization, a time that the citizens, even so are children, are capable to be acquired knowledge critically, test of this, is that they already possess a differentiated vision of the majority of the citizens of its age, has seen that they make a reading of the world of form reasonable clear and desingenuizada. We evidence that practical theory and is in accord inside of the movement without land, in the direction of that.

Business letter writing usually starts with the coordinates of the destination. Of course, it is necessary in this section are letters to indicate the name of the person or persons to whom the letter is intended. If it is addressed to a limited company liability, commercial firm, etc., that indicate only the company name. And if we turn to the company, the title of which contains a name, or a partnership, it is possible to use treatment Messrs (Reduction of Messieurs – Gentlemen). For example: Messrs. Hamilton and Rodgers 256 High Holborn London WC1 7GS Welcome necessarily at the beginning of the letter after the address. Indent in double spacing, you need to dial Dear Sirs. This is the most common greeting in a business letter when treated rather than to an individual employee, and the entire organization.

After such treatment is often preceded by a comma, but it is generally flexible and depends on the preferences of the company. In the U.S., the most common greeting is "Gentlemen:". If the letter addressed to an individual who works in the firm, then the desired greeting – Dear Sir, Dear Madam. We're talking Dear Mr__, Dear Mrs__, Dear Miss__, if more are going to specify the name of a person. Dear Ms__ say if the call to a woman rather than by name and by position. Recently time form of treatment Ms becoming more common.

She appeared in the U.S., as well as her "male" equivalent of Mr, does not distinguish whether the addressee is married or not. Specific needs and the appropriate greeting conclusion of a business letter. If the greeting Dear Sir or Dear Sirs then concluded the letter uses Yours faithfully, rarely Yours truly. If a person turns on the name, for example, Dear Mr James, Dear Ms Brown, then the correct form of the funeral will be Yours sincerely. We give an example of compliance address the treatment and detention in a business letter: The Sales Manager Dear Sir Yours faithfully Yours truly Equipment Ltd Richmond Surrey sfy 3DF King fw, Ann Cree D. Commercial Correspondence for Foreign Students – Longman