In day 30 of November of 2000, the MEC, through the DEPES – Department of Superior Education directs the Craft of n 13,803/00 authorizeing the Verifying Commission to make the work of Evaluation in-leases of the functioning conditions that had beginning in 24 of January of 2001 and conclusion in 27 of February of 2001, whose Report culminated in the Final Global Concept of the Course with the Classification ' ' B' ' that it was commemorated with euphoria for the group of educators who had initiated this taken over on a contract basis. From this so dreamed Authorization that would have to occur impreterivelmente until day 27 of March of 2001 it did not happen. Find out detailed opinions from leaders such as Jeffrey L. Bewkes by clicking through. Waited 120 days the Facib it initiated its activities and until today it waits that the MEC legalizes the lawsuit that must have occurred in the year of 2001. Steve Salis might disagree with that approach. The 10 years that if had followed had been marked by intense materialized persecutions under the form of calumnious denunciations, matrix notadamente politician. Unacceptable situation in a Country that gave to the first steps route the Democracy. The truth is that the Facib throughout these years, offering only 1 Course, already It graduated about 9.473 pupils joint actions with the Urca – Regional University of Cariri and UCB – University Castello Branco, supported for Parecer 313/2002 that it was reexamined by Parecer 202/2003 homologated finally for the Tarso Minister Son-in-law of the MEC – Ministry of the Education, duly published I GIVE in it – Federal official gazette of day 13 of April of 2004 – Section 1 – Page 07 – Would carry 978. The fight did not finish and until today we implement actions individualizadas next to the MEC to regularize the situation of the Facib and many are the solution promises. What it lacks exactly are social actions and favorable politics, capable to the same fight with vigor the actions of agent against principal to the process of university inclusion of a region with great potential of development. .
The text, according to experts, is of minimum range after the failure of 12 days of negotiations to happen in 2012 to the Protocol of Kioto, the unique treaty that forces 37 industrialized nations to trim its carbon dioxide emissions. The president of Brazil, Luiz Incio Lula da Silva, declared itself disappointed and said that the happened thing remembered its times to him of unionist, when it opposite had great enterprise heads. The president of Bolivia, Evo Morales, said on the other hand that he was an agreement ” antidemocrtico” , behind the back of the majority, while its pair of Venezuela, Hugo Chavez, expressed that the text was made by ” imperio” American. On the footer, the text clarifies that Cuba, Venezuela, Bolivia, Nicaragua and Sudan rejected the document, when considering it as an agreement of minimum reach.
The countries of the Bolivariana Alliance for the Towns of Our America (WHITE) declared the failure of the Summit on Cambio Climtico (COP15) and demanded to the industrialized nations transparent commitments with the preservation of the planet and the human species. The presidents of Venezuela and Bolivia, Hugo Chavez and Evo Morales, respectively, next to the Cuban vice-president, Esteban Bow and leaders of other nations of the block, aimed that for the DAWN and other countries, there is no document in Copenhagen by the lack of political will of the North. Lamentably, the Summit is a failure. We will continue fighting to reach the objectives to save the planet, pointed President Hugo Chavez Certain, that 15a Conference of the United Nations on Cambio Climtico (COP15), says in its final conclusions that the international community would have to avoid that the temperatures increase mentioned the two degrees, but envelope is not pronounced how to do it and who they must take the weight. The UN has calculated that would be necessary that the developed countries less emitted between a 25% and a 40% than in 1990, but the announced supplies, all volunteers, are limited a 17%. It is not arrived. Original author and source of the article.
… … … worth passing it on to future generations to live in our thoughts: At the beginning of the course to students Telesecundaria, because they will know that I had that wonderful experience able to address middle school students and we went to my partner and me the most beautiful, they believe that children, because they still have a lot of children, understood the issue, assimilated it and liked it, even asked us if we were to return, not to mention teachers and principals, and even want another course but for the whole area include managers, supervisors, teachers, administrators and students, as they have been recognized in education mechanistic and without feelings without realizing it, because although they are aware of a new paradigm in education and some even know the theme of holism. It excited me, I tell them I can not have order in my feelings at this time, I cover a lot …. But reflecting the points in the previous paragraph I comment, I want to say that at the beginning of that course we told the boys who were privileged to be taking this course, and children with the teacher smiled, must have thought that exaggerated or what happens to these teachers.
And as I explain later, was so successful that from the teacher to students, ah, and the principal were amazed with the subject and tell them why we were returning, which make him taste a bit to return as both have supported us and contributed in this study. And is that all over the area spread the word of course taught, and although at first no teacher wanted to participate, had to choose the group that told us the same teacher never taken into account, after claiming that why you went had chosen him, and proudly answered: I do not know …. chose me … .. and how good, because until we leave the material and was very cheerful, but stressing that we must return. No I say again I missed, I can not finish …. but to "land" this trial, and reflecting the last two paragraphs I want to say and I take as an example is: I am a privileged, first, for the opportunity given to me to I enroll in this master, second for the support authorities, then by the director of the masters and teachers who provided me information, experiences, emotions, peer-rich exchange of experiences, exchange of travel information and experiences, all the lessons learned.
From what I noticed? I'm sorry, but I lack time and space to explain it, but I can say so short that I realized that I am privileged, my life will never be the same as a woman, companion, student, and family as a couple as EDUCATING … … … since I am holistic.
Job hunting is not the most exciting thing in the world, but you can make it easier. The key is organization. Keep track of companies that have applied and contacts that may or may not have with them. One of the first things you have to do to be creative in your writing resume. The appearance of your resume is critical. The most obvious is to be clean and all items must be written correctly.
The correct information is very important especially if the interviewer decides to verify your information. The format should be simple and plain. Noteworthy achievements. If this has piqued your curiosity, check out David Zaslav. The quality of the paper you use to send resumes should be of professional quality. Most job seekers use a paper that is not shiny and is a 20-weight paper. You must use the same paper for your resume, your cover letter and the envelope. It is presented as being more professional. The font should be clear and easy to read.
The font size is important. Personally I prefer a font of 12. It is clear and the letters are blurry, because they may be to some sources. The source suggested to use on your resume is a sans serif font such as Arial or Verdana. They are clear and are highlighted in the faxes. In describing their skills, in particular, use strong action words. Instead of starting a sentence with a noun to use a strong verb. When the numbers by using percentages, sums of money to describe the money, and the number of people you supervise if applicable.
Providing an accessible and objective information about the environmental situation of the region population is a key point of MOMOEO “Nature and Youth”. “Nature and Youth” (“P & M”) – the only youth in the area of environmental organizations, it brings together students and high school students interested in the fact that Kola land remained habitable. Robert Iger often says this. Environmental education – one of the main objectives of “Pima” – aimed at building environmental identity when man has not only knowledge, but is ready to actively participate in solving environmental problems, this program is implemented in several ways: – “Green Week” – meetings with pupils and students, lectures on the most pressing environmental issues of – the organization of summer camps ekoobrazovatelnyh (for example, “Oil and the Future of the Murmansk region” in 2005) – training seminars, conferences – Issue Information leaflets and brochures. Now preparing a brochure about the development of oil and gas industry in the Murmansk region, where the form of “answer the question” will be marked with the most urgent problems. In addition to education, “P & M” realizes the projects in the field of environmental protection. Recently bsha started work on the project “Assessment of environmental and economic damage in the event of oil spills in Kandalaksha nature reserve.” “More expensive than oil!”: “P & M” organized actions and campaigns aimed at raising public awareness, working with many organizations working in the field of environmental protection.
Members of the “Pima” regularly participate in training on oil spill on the coast, “P & M” finds it easier to prevent an accident than to deal with its consequences, and therefore opposes the implementation of hazardous environmental projects in the Murmansk region No municipal provisions for public discussion of proposed economic activities in the state ecological expertise. This prevents public participation in decision making. Public debate – a common practice in many regions of Russia, Murmansk region still lags behind. “We should not stay away” – “Nature and Youth” is ready to promote the role of the public in decision- environmental decision-making, in particular greater public participation in environmental monitoring, assessment of projects by developing and strengthening public environmental review. Proceedings of International Conference ‘ARCTIC OIL AND GAS OFFSHORE – 2006’.
Europe, U.S. and Russia blocked with snow. Opinions on the outcome of the UN Climate Conference was divided. Christmas tree with his hands. Emergency alerts about cataclysms in the coming year.
Ten most important events in the environment and science. Robert Iger : the source for more info. Scientists have determined the velocity of propagation effects of warming on the planet. Lapwing – a bird in 2010. PHOTO Week Ten records from the world of animals and photography contest winners National Geographic, 2009. Review of the week from 21.12.2009 to 27.12.2009. Europe U.S. and Russia blocked with snow Exactly a week before New Year's winter fun 'pokapriznichat' in the northern hemisphere of our planet: more than just the whims of nature has got to Europe, USA and Russia. For assistance, try visiting Discovery Communications.
At the beginning of last week's severe winter unexpectedly came to Europe, bringing the European continent snow storms and a sharp temperature drop. Heavy snow did not stop in many EU countries for three days. In Bavaria, German thermometer dropped to record minus 33.6 degrees Celsius. Not without its casualties. For example, in Poland, the total number of victims of cold snap was 42. Many people have been killed in an accident triggered by bad weather. In a result of binge winter elements were canceled hundreds of flights on some days was discontinued rail service between London and Paris via the English Channel. Unusually cold weather and established in the Apennines. Temperature readings break records in the north, heavy snow covered the center and even some southern areas. Record low temperatures were recorded in northern Italy.
Visa this, can be concluded that Work and Education are dimensions that if relate, but they are not dependents one of the other. Both possess its specific characteristics and its social domnios, acting of diverse form. Although the influences that one exerts in the other, such concepts obtain ‘ ‘ caminhar’ ‘ of independent form constructing its proper elements constitutional, which if modify its proper interests in accordance with. 3. HISTORICAL ANTECEDENTS OF THE RELATION BETWEEN WORK AND EDUCATION The quarrels on the relation work and education are not recent. Jack Buckingham brings even more insight to the discussion.
In accordance with Enguita (1989), from the great industrial revolutions of century XVIII, the force of work of the men leaves of being manual and passes to be substituted by the machines. Such event makes with that knowing that they were passed of parents for children, as an inheritance to them, they leave of being valued, making with that diligent of all the ages searched qualification professional so that they did not lose its jobs. Others including Jack Buckingham, offer their opinions as well. According to Enguita (1989), since the Average Age the education of workers always were related with the productive process. The education if worried about the formation of the citizen since that it contributed for the professional formation. Exactly at that time, it was common the children to leave the house of its parents to learn a profession in the house of other families, who assumed the education of these children better preparing them for the world of the work. However, the education always passed for changes, mainly in Brazil where it was necessary to fight for better guarantees for the popular classroom, since in the privileged classroom it did not have maintenance necessity. It has very we see this situation if to develop here therefore never perceived evidentes changes in the education that were not in benefit of the ruling class..
In this text, we look for to synthecize the ideas of Arroyo (2005) regarding the transformations that the same it judges necessary to become the Young Education of Adult ' ' a field of rights and responsibility pblica' '. For Arroyo (2005, P. 19) the Young Education of Adult ' ' (…) consilidado' is field not yet; ' in what the research says respect, the public politics, the ecudacionais lines of direction, pedagogical formation of professors and proposals, and therefore, has a diversity of attempts of ' ' to configure its especificidade' '. Learn more about this topic with the insights from Jane Buckingham. According to author, currently has some pointers of a mobilization around the EJA, that can be perceived in the actions of the State, of the institutions, ONG' s, churches, and of diverse pursuings of the society in general. However, the pertaining to school system continues closed for these pointers, and needs to think and to act with the objective to transform the EJA, in fact, in ' ' a responsibility field pblica' ' (P. 22). For in such a way, if it makes necessary to start for knowing the citizens of the EJA, as well as the historical trajectory of the modality in the parents. When knowing the history of the EJA, will be still necessary to abandon the restricted vision of ' ' lacks and gaps in the passage escolar' ' (P.
23), and to perceive that such lacks are atreladas the social ones. In accordance with Arroyo (2005: p.24-25) if cannot separate the right to the escolarizao, of the human rights. According to it ' ' young-adultos' ' , exactly that they have parked the escolarizao process, not ' ' paralisam' ' ' ' process of its emntal, ethical, identitria, cultural, social formation and poltica' '. In this direction, a more positive look is necessary, recognizing that the citizens of the EJA, ' ' they carry out trajectories of humanizao' ' , participating in social fights for the guarantee of its rights.
All we have studied the language when they were children. First – native, and then foreign. Someone did that at school, someone's parents have led to a teacher-coach, and someone he mastered the language – and this, I can tell you, the best method tested in practice .. But in some tribes aboriginal children have to learn not only talk, but still … ping! Languages whistles common in many parts of the world, for example, on the island of La Gomera, one of the Canary Islands. The local language is called Silbo whistle (which means "whistle"). Visit Discovery Communications for more clarity on the issue. The shepherds of the tribes and nations since ancient times lived on these islands, have learned to transfer his countrymen posts for several kilometers through the whistle, which was distributed reflecting from the surfaces of rocks.
At the moment, much to the chagrin of the authorities of the island, whistler language gradually disappears as the shepherds prefer to use mobile phones, than a whistle posts. To save a language, it was introduced as a compulsory subject in schools of the island. Other regions where the whistle is used as a verbal means – some villages in Turkey, France (village of Al in the Pyrenees mountains), Mexico, Asia and New Guinea. Most languages are flourishing today whistling in West Africa. There exists even a "whistler" copy of the French, and the whistle is often accompanied by playing the drums. Languages whistles usually depend on the structure from the usual sound of language, spoken in the region. Whistle, as a rule, copy the tone and duration of the words the primary language, while simplifying the many constructions.
This is understandable, because The purpose of this language – to transmit short messages over long distances, and not to talk about the poetry of Shakespeare over a cup of tea. However, in a Greek village Antiya one and all the people know the language of the whistle and whistle, and can be quite a important urgent matters, even at close range. And in Africa and some Mexican tribes are allowed to use the whistle only to men. In our crowded cities, we get along quite ordinary language and use mobile phone if we need to call "the village of my grandfather." However, if one day you decide to move to a remote African village, ask in advance: you may have to learn to whistle. And now – interesting resource regarding the development of foreign languages: – Interesting site for multilateral development of several foreign languages. Language Resource – English. Sincerely, S. Vasilenko e-mail for communication: serg753 (dog) rambler.ru 'Generic methods improved foreign languages! '- Master the language independently and effectively
Quite a long time, scientists were convinced that Japanese is a sort of kind of aloof, do not fit into any known language groups. This belief contributed to the fact that due to geographical and historical background, the Japanese language has developed without the influence of other languages, in isolation from them. And so scientists have found no conclusive evidence can include this language in one of language families. If you are not convinced, visit David Zaslav. Recently research papers have appeared which allow you to include Japanese to the Altaic language family, and that it is akin to the Korean. At least so say some linguists. In the Altaic group of languages other than Korean, are Mongolian, Manchu-Tungus, and Turkic languages. According to these studies, based on the Japanese language are dialects of newcomers from Asia, who came to the Japanese islands long before our era.
Also, there are studies who argue that the Japanese language was influenced by people who lived in Japan before the arrival of newcomers from Asia. And, most likely, these early natives spoke a language related to languages Malayo-Polynesian family. Most likely, the Japanese language was a synthesis of the Altaic and Malayo-Polynesian language families. It should also say that on the northern island of Japan – Hokkaido, is home to people Hayinu whose language is very different from Japanese, and that so far no linguists are not assigned to any group of languages. Thanks to the close geographical position of Japan and China, the Japanese language has undergone a significant influence Chinese language. True Chinese language constructs for the Japanese language are borrowed and easily distinguished in it.
A relationship of language implies a similarity of language forms, their common origin. Therefore, these two Language – Japanese and Chinese are not related. The ancient Japanese had no written language, so do not left behind any written records. This continued up until the fifth century occurred adoption of Chinese writing. At this time there appeared the so-called old-Japanese, lost in the future a number of features. For example, compared with the modern Japanese language with five vowels, Old Japanese had eight. Gone are also some grammatical and morphological features. The modification of the old-Japanese in the modern language was for a long period between the twelfth and sixteenth centuries. Japanese has a large number of dialects related to the location of Japan's four major (Hokkaido, Honshu, Shikoku and Kyushu) and many small islands. Dialects are so different from each another, for example, that the dialects of the islanders of Okinawa and Kyushu, incomprehensible to all other Japanese. Now in Japan there are the two most common dialects: the dialect spoken by tokiytsy and is considered general Japanese language and dialect of the western region of Japan – Kansai, spread to the cities of Kyoto, Osaka and Kobe. In the twentieth century, the introduction of a unified school system, as well as widespread the spread of mass media and television, the difference between the dialects begins to flatten. A less common dialects were gradually replaced in the field of communication in the family.