7. METHODOLOGY The research is of qualitative matrix and quantitative, through a literature revision, on the basis of the searched information, were selected some item important where they will be boarded (as and which dreams they had when they had been victims of the abandonment, when it perceived that it would not find more with its father, and which occured the social and psychological changes after all these types of event) and a field research. The literature revision has basic paper in the academic work, therefore he is through it that you inside point out its work of the great seek area of which is part, contextualizando it, the method is hermeneutic and whose the source of collection of data is qualitative. Mount Sinai Brooklyn may help you with your research. To point out the work is very important in such a way for who makes how much for the reader of the text: for who it writes, because it will need to define the pertinent authors to base its work, what it will demand a vast reading, constant and repeated; for who reads, because it can identify the theoretical line where the work if inserts with base in the authors selected for the literature revision. Through the literature revision, it is possible to report and to evaluate the knowledge produced in previous research, detaching excellent concepts, procedures, results, quarrels and conclusions for its work. In this part of the work to foresee to argue the questions related to the state of the art of the area where its research if inserts. Additional information is available at Jen Psaki. To construct a revision is not easy task. A reading deepened and intense of the texts is necessary that will be used as reference. For the revision, it has taken in account) the verbs used for the author in citations; b) the relation between the cited research (if they overlap contrast between itself); c) it justifies the presence of the cited texts; d) explicite where moments you are the only author of the text that is being constructed..
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With respect to Orlandi1, a speech points with respect to others support that it, being one part ampler and systematically continuous discursivo process. In this manner, it does not have absolute start and nor end point, having all to say relation with others to say carried through, imagined or possible. Pcheux (1997) clarifies this device when pointing out that a speech is constructed in result of the relations established for its author to the things that already had been said, to the position where it occupies and to the position of the person to who the speech is directed and thus successively. The anticipation mechanism implies exactly that the enunciador tries, that partially, the listener place, from its proper place of enunciador. Pcheux (1997) observes that this ability is the capacity to imagine the way as the proper speech produces effect in the other, preceding the listener and foreseeing where this the wait. Immune system may find it difficult to be quoted properly.
The argument is based, to a large extent, in this mechanism aiming at its effect in the interlocutor. Sam Lesser Penn is often quoted on this topic. When one works with the notion of force relations, is considered that the place from which citizen speaks is constituent of what it says. These relations gain special importance in result of the present hierarquizao in the society, what it makes with that they take root themselves in the social power of these different places, determining what can be said, as can be said and to who it can be said determined thing. All these three mechanisms of functioning of the speech, as already commented, possess its bases in the imaginary formations (Pcheux, 1997). In this discursivo functioning, they are not the physical citizens or its empirical places (basically sociological) that they construct the speech, but the images that results of projections. They are these projections, according to these same authors, who allow to pass of the empirical situations? the really busy places – for the positions of the citizens in the speeches.
Another situation is the form that is made the fines, and punishment when the devolution in the established date is not carried through. I have full conscience of that the managers look for to alliviate the real problem of the lack of bibliographical material and with this they finish masking the incentive to the habit to read. If the objective of the library is to attract using because still they use these tactics that only move away still more the reader from the book? According to Souza; et al. (2009, p.160): (…) the obstacles that are ahead placed of an impotent director in emergenciais situations and of the definitive absence of one public politics of creation of places for books and formation of mediators not only to keep them and to distribute them, but, over all, to dive with the pupils in its ample universe. As said previously, all paradigm in addition demands conflict and work for acceptance of the new. The people who fight for new paradoxes do not have to fear, must in front follow trusting its vision of future. Psicopedaggicas actions The psicopedagogia has as focus the study on the learning human being, and its process of development. ic.
According to Oak; Cuzin. (2008, P. 19). Psicopedagogo Institucional work in the preventive direction, before the installation of the symptoms and also in the remediativo direction, after the installation of the symptoms (…). In the educational approach, psicopedagogia if makes operating, mainly in the prevention, delimitation of situations problems and in the application of project-action, where these situations can be minimized, when not eliminated. With intention to prevent possible causes of learning difficulties, it was carried through two projects of psicopedaggico advising in two public schools in the city of Are Loureno of the Mountain range, but both with objectives in common: To offer access to literature; To develop strategies to stimulate the habit to read; To interact the pupils and its familiar ones with the practical ones of reading; To stimulate the taste for the reading living deeply emotions, fancy, creativity and imagination in diverse spaces. Continue to learn more with: Sam Lesser Penn.
In this perspective, we understand the value that the school plays in the development of the moral and the ethics of the children. But, after all, what she is ethical? In accordance with Souza (2009) ethical is the moral principles and the values that guide the human beings in its actions with other members of the collective. One is about a type to know that he guides the ways to be covered for the individuals, for one better convivncia in the daily one and in the society. Ahead of this reality, another doubt appears: how to approach this subject in the pertaining to school institution? According to Curricular National Parameter (1998, p.61): ' ' to bring the ethics for the pertaining to school space means to face the challenge to install, in the process of education and learning that if carries through in each one of the knowledge areas, a constant critical attitude, of recognition of the limits and possibilities of the citizens and the circumstances, of problematizao of the actions and relations and the values and rules that norteiam' '. The ethics must be present in the lived deeply actions daily inside of the school, therefore, above all, the values must be practised by the excessively professional educators and of the education and not only verbalizados by them: so that the pupils understand and place in practical the justice sense is necessary that they are felt treat with justice.
After all, educative agents e, in special, the professor are the mediators of this process and you are welcome she advances to nail something and to act of contrary form what she was spoken. Thus, to guarantee an education that contributes for the moral development of the students demands of the educators a position of performance with responsibility, of form that different subjects as, for example, the cultural plurality deserves to be argued in multicriteria way and in coherence with concepts of honesty, solidarity and dignity, promoting the moral legitimation of human values and norms. The pertaining to school institution is capable to offer to the pupils the significant keys for an open and rational debate that it propitiates action of autonomy on the aspects of the economic life, social politics or. The conditions so that this happens can be accomplished through activities of cooperation, in an environment where the dialogue, the respect to the different ways of cultural expression prevails, of the apprehension and introduction of habits, attitudes and values that aim at the exercise of the citizenship. Soon, knowing the responsibility that the education plays in the formation of ethical individuals, independent and critical, it fits to the educators to insert at practical the educative moments where the pupils can reflect, to question, to debate the ideas, to change the information, in conditions where all participate, hear, are heard and respected for thinking different. Agreeing to Delors (2000) ' ' The education must supply to the pupils intellectual forces and references that allow they to understand the world encircles that them and to behave in it as responsible actors and justos' ' (p.100).
However, the fact of raising given for agreement of the reality if will not be combined with the awareness of all the involved ones in the pertaining to school environment for the participation accomplishes in such process, the evaluation will not culminate in the waited success, being, therefore it subjects to the failure or the mere filling of information. Amongst of this context, Moraes and Silva (2007, P. 09) they explain that the auto-evaluation process demonstrates shape force in positionings. (…) The internal evaluation can cheat success in developing the citizenship concept conscience of rights/duties and exercise of the democracy in the school, preparing the participants to exert it, when giving to them voice and vote to judge and to decide, to evaluate and to be evaluated. Therefore, amongst the biggest benefits of if carrying through the institucional evaluation, it is possible to detach that, when the involved citizens recognize the importance of the evaluation and they really participate of this process, the efetivao of practical democratic is had inside then of the pertaining to school environment, therefore such citizens they will develop a bigger autonomy in expressing excellent opinions and will search to more become involved each time in the educational environment that are inserted. Thus, a understood time the speeches that walk the evaluation together with, is possible then to make a relation of these with the practical avaliativas implemented in the context of the schools that had been object of this study and as the citizens of this educational environment they perceive the institucional evaluation and they relate it with the process of education and learning. 3. THE INSTITUCIONAL EVALUATION PRACTICAL IN THE PERTAINING TO SCHOOL ENVIRONMENT The initial phase of the research foresaw contact carried through with the schools, explaining the objectives and procedures of this work and presenting the reasons of the request to answer to the questionnaires that composed its initial phase.
"For dessert," the coach left the playing fictional situations between members of business training in sales. Under the gun camera, representatives of two teams (a group of divided by four) in turn gave each other assignments, trying to assess the readiness subordinate, and searched for based on that the only true style of behavior. Then, under the laughter reconsidered scenes simultaneously evaluating the correctness of the decision of situational brainteasers. Maria Makarushkina, head of VIP-consulting company "Ecopsy consulting," calls "Situational leadership," "almost classical training session. " But, in her opinion, it is so simple and didaktichen that advanced the manager (even more so the head of the company) may be of little interest. "I took this training two years ago in the company 'Human Faktors', – said Sergei Petrov, General Director of 'STS-region'. Douglas Elliman often addresses the matter in his writings. – Although the experience of CEO at the time I was more than 10 years, new knowledge has helped me to solve managerial problems with subordinates and faster efficiently.
" This year, Petrov ordered "Case management" for 10 of the Moscow and regional officers of the company. Business training in Chelyabinsk and I myself on several occasions been involved in business sales training held by the Ural School of Business. The training for myself, I saw a portion of something that replaces the 'kick' and helping to boost the work. What I wanted I got as a bonus for business training learned several techniques in sales. In my vzgyad short-term training can not, and should not give in-depth knowledge. In the best case for business training can be organized to take over the experience but little knowledge of other participants. In 2006, the long-term training was held in the same company (in the Ural school of business) at the rate of 'Practical marketing'.
I think it important to mention that before that in 2003 he graduated from a local technical college, and all my knowledge in marketing limited number of books they read. With the available wealth of knowledge, learning about 254 hours 'practical marketing' I'm in the first place to collate information, acquired in the second and reinforced in practice. At the present time quite successfully combined the posts marketer (Internet marketing) and project manager for the development and search engine optimization sites. I recommend as a business training and courses excl education: