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  • Chicco Bubble Kids

    But it can be washed hair, does that have to use more product. Baby shampoo is recommended, and people who prefer “all natural”. Shampoo for children older than three years are no longer simply a means for washing the hair, but often a toy for the bath. Of course, they also buy their children adults, but kids are already starting to occur, and very often, preferences for a particular product. And the company, realizing that today’s kids – tomorrow is their customers are trying to entice young customers. In the first place by the fragrance and packaging. The most popular scents shampoo children – fruit.

    For example, the company has released a new Chicco Bubble Kids shampoo with the scent of melon. Shampoo My Teddy of “Alen Mak” smell honey and flowers. “Quack-quack” of the same company – Duchess. The “droplets” from “Mezoplasta” aroma of raspberries. “Drakosha” from “Kalina” beckons strawberries. In “Little Fairy” three different scents shampoo for every taste – berry, floral and fresh.

    In the range of shampoos “Princess Fish” from the “Harmony Plus” four flavors – blackberry, kiwi, apricot and banana. Schauma Kids Shampoo from Schwarzkopf smell strawberry or cola. Manufacturers even inflicted on the bottle warning label: “Cosmetic products – do not drink!”. A similar warning on the package and there is a shampoo Corinne de Farme. To some it may seem a joke, but in fact it would not hurt to do and other companies. After all, feeling the smell edible, children are often attempt to try the shampoo. But even the safest of them can do great harm if it enters the stomach. Many children do not like to wash my hair, because this process distracts them from playing in the bath, and to the same shampoo stings his eyes. Virtually all manufacturers of children’s shampoos promise to solve this problem, pointing to the label “no tears” or “no stings his eyes.

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  • Special School for Deaf Kids

    The present article has for objective to argue the importance of the Special School for the partner-cultural development of the person with deafness and as practical the pedagogical ones, in this environment, can be successful. To take care of to this intention it is pointed that the preconceptions constructed throughout the time on the educational condition of the deaf person are atrelados to an ideal model of society that privileges ' ' ouvinte' ' , causing to that individual the segregation and social exclusion. For in such a way, the passage of the education of the deaf pupils is argued, emphasizing in history, the value of the Language of Signals and the diverse conceptions and communicative boardings that perpassaram/perpassam the education of the same ones. In this direction some implications and limits of the educational inclusion of the deaf people in the contemporaneidade are analyzed. Still in this context, it is emphasized that the attendance in the Special School will be able to promote the beginning of the equality, the desmistificao of the prejudiced culture that underestimation the intellectual potential of this apprentice, and the valuation of its description-social context. PALAVRAS-CHAVE: deafness special school language of signals Introduction During much time, educators of this and other countries had fought so that the school included in its context, children and young with deficiency. The educational inclusion comes if materialize in the after-modern societies that face the challenge to coexist the heterogeneidade and the particularitities of the human being well. In the bulge of these quarrels on the valuation and respect to the dignity human being the individual with educational necessities meets special, in result of the deafness, that for a long period was subject of compassion and exclusion in social and familiar its entorno. Thus, in the contemporaneidade, it is defended idea of that this considered population erroneamente as ' ' desvalida' ' ' ' inabilitada' ' it has access to an education space that promotes its professional and educational development.

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  • Standardized

    He is resulted raised of an evaluation. The inquiry moment is that one where it develops a research and that this could continuously be searched by sounding test, interview, atitudinal or mannering comment and developed others in the educative process. Being this the part most important for the psicopedaggico, therefore searchs to discover the causes of educational failure in the life of educating, this search of the problematic one is what it calls of diagnosis. this as objective to know the pupil and its difficulty and reached success. Et affirms (Oliveira. al., 2008, P. 334): A disgnostic evaluation can and must be made at any point that the professor or the school to detect serious problems of learning, motivation, exploitation or others.

    As in the medical diagnosis, we make consultation, preventive regularly and also emergency consultations. She is not necessary to have an illness to look a diagnosis, to the times is enough to one fort suspicion. In this conception the intention of the evaluation psicopedaggico is to help the educator to know its pupil, what they like, its habits, preference, learning and other situations that can hinder the progress it pupil, thus making a selection of the life educating it. ' ' An evaluation if constructs in the attainment and interaction of good number of significant information that we can get of the child, its familiar dynamics and escola' '. Oliveira, 2008, P. 49. Having as intention to provide a base to the pupil with cognitiva support. In this avaliativa form he demands certain instruments that serve solely for the disgnostic evaluation, being that each one of these instruments serves to detect a type of situation, as: Standardized evaluation? This type verifies the rhythm and the level of knowledge of language domain and others. Interview? the interview can be made with the pupil, professor and former-professor, person who orientates, parents and family.

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  • Greek Values

    It creates from a reflection on concepts already formulated and searched for other thinkers and theoreticians initially had preceded who it. Test of this is the systematization of the education of values, them had always existed, but they had only been recognized as science in century XX, as it affirms Spider Even so (1996, P. 118) recognition of the universe is so old the capacity of that the man has to think regarding its action, only in century XIX the theory appears of the values or axiollogy (of the Greek axios that means value) as it disciplines philosophical specifies that it approaches in systemize way this thematic one. The theoreticians agree that the new ideas appear from reworks of previous ideas. Therefore we could not discourse regarding the education of values without making a brief historical story of the education in general way, being distinguished is clearly the aspect of the education of values. The education this compromising to ethical values.

    To educate is not only to inform, to transmit knowledge, but also to integrate educating in a culture with particular characteristics, as the language, the traditions, the beliefs and the styles of life of a society. (FAGUNDES, 2001, P. 17) When carrying through the historical survey, of the sprouting of all the educational process since the first civilizations, one observes the evolutions that each social group, in the scope of the education developed to take care of the effective necessities of the time, had been uncovered the most varied educational forms that had been being improved throughout the centuries in accord with the changes politics, economic, religious and moral that each civilization suffered and most impressive from these discoveries it was to perceive the influence that some peoples had on the customs, the culture and the form of education of others, in result of territorial invasions, conflicts and domnios common politicians, situations the time.

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  • Mathematical School

    When creating these analogies, become producing of languages, creators of conventions, enabling themselves to submit the rules and to give explicaes’ ‘ (BRASIL/MEC/SEF, 1997, P. 35). The games are tools that cannot be brought the descontextualizado classroom of form they cannot is disentailed of the content to be repassed, to be efficient the professor must have well elabarados domain of the activity and objectives, therefore, in case that contrary, it will be object of frustration in such a way for it how much for the pupil. This tool, assists in the teach-learning process as School is demonstrated in the Notebook of the TV: PCN in the Mathematical School 1, in which it is considered to a classroom of 1 Series (1 Semester) an activity of numerical ordinance: bingo. So that the exchange of information ocorrresse the pupils had been organized in pairs, thus one could is giving has supported the other at moments of doubts, providing to both the construction of the knowledge. One of the dialogues told for teacher, who calls the attention, she happens enters when he is ‘ ‘ cantado’ ‘ number 53, the pupil uses the knowledge of its reality to assist the correct marking, it informs its friend who the number of its house is 50, and questions it that it is not this number whom they look, when making a new comparison, with the number of the house of its friend who in the case is 57 the pupil can conclude that the first position in all the cases always remained the same one and was enough to substitute the second position that would find the number desired, that is, the association between already known and the new. As nor all the pupils had not obtained to have a reasoning that made possible the relation between the atidade proposal and its daily one, the teacher perceived the round necessity of the work with number.

    As she disciplines it to Gomes of Mathematics finishes if becoming a monster in the minds them pupils, had the educators to practice insistently metodogogias who make it difficult the process education learning of educating in the subjects the numbers and operations in the initial series. for Blumenthal, the failure occurs badly because the innovations brought for the mathematical educators are badly interpret and/or used in classroom. If for education, in general way, do not exist ready formulas why to believe that with it disciplines of mathematics would be different? The mathematics is an operation of addition, therefore it joins, congregates and adds it the diverse ones to know.

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  • Lycee International

    In this article we describe what must be done and what documents to provide to enroll in one of the French universities. It is a way for those who received secondary education in his homeland. But there is a second, in addition, more win-win way. It's getting a French national diploma of secondary education Baccalaureat (EAC) in a French high school. In France, foreign students are taking not only the private secondary schools, but some schools, members of the public education system. Consider a few more private schools, as well as tell you about the program.

    One of the most famous French private schools is the school Ecole des Roches, which takes on training students 11-19 years of age. If you look at the percentages, more than 80% of the students? French, which further contributes to vyuchivaniyu this foreign language. In addition, training at this school is over original technique, which ensures that the student becomes bilingual in one year. After successful completion of this school diploma YOU, guaranteed entry into French universities. Teachers at this school the following six principles: the active involvement of students in the teaching process (teachers working with students, and not for them), the development of creative abilities of each (in the school are such subjects as photography, choreography, drama lessons, etc.), physical education (at school to choose from there are 28 different sports clubs), education of self-discipline and self-control, creating a family atmosphere, introduction to the knowledge of world civilization. If we talk about foreign students, training in French consists of three levels: basic (twenty-five hours a week learning French), medium (eighteen hours a week learning French language and partial infusion in the classroom), advanced (six hours of French language and the complete infusion of classes in school). As we see in this school, before a foreign student to pour into a regular French class, its meticulously prepared for it.

    The school can further explore how foreign languages: English, German and Spanish. In addition to receiving a diploma you in school Ecole des Roches prepare for exams in French – DELF. Furthermore Ecole des Roches, a diploma you can be in private school Ecole de et Lycee International de Touraine, in which students take 12-18 years. However, for admission to this school must have good knowledge of French. The third private school Tersac, giving YOU the diploma, is located in the southwest France. The training program at the school meets state. For the foreign students arranged extra lessons in French. There are also so-called program, which enables year engage in a French public school. This program does not provide a diploma you, but it can help to get acquainted with the French educational system, to learn French to a level that allows pass the examination TSF-U and enter into a French university. How to get into the program? You must submit a description of your school, certificate of achievement and your health condition, to pass a language test, and also often asked to write a letter. And then there is still a written and oral testing.

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  • Cultural Purposes

    THE HALF EDUCATIVE SCHOOL AS OF CULTURAL PURPOSES The school is as the instruction place and as half educative it is as imagines the pedagogia ideological, and as if it organized throughout these years. It has necessity to elaborate its proper educative strategy and of investiz it num pertaining to school system that, exactly when it is financed by the State, demands its autonomy in face of the society. The society demasiadamente is corrupted to give to the child an education that allows it to become man fully. She is necessary, therefore, to educate the child in the school, closed way that protects it of all the pernicious social influences. The school, in this perspective, is defined as half educative and if it commands for cultural purposes. The half pertaining to school after having rejected all the direct relation with the society, consists in independent cultural way, but, is marked of beginning, m important point: the current conception of the half educative school as is not only the possible one.

    As effect, the idea of that the school must have an essentially educative vocation is not so evident how much generally it is thought. Historically, the society was not born as half of education substituting itself it, but as place where she was excused an instruction that completed the education received in the society. It is the recovery of the school for a pedagogia of the update and the corruption of the nature human being who transformed the school into this educative way that still today it strengthens itself for being. An essential fact exists there that it deserves some historical explanations: with effect, that the current conception of the school is not only possible the significant one that a rejection of the school that we know would not have to lead obligatorily to a refusal of all form of pertaining to school institution. The school was of beginning instruction place, that is, place of transmission of one to know that it did not have course in the society under form of immediately assimilable. Thus, the school Greek was not an educative way that aimed at to the formation of the personality of the child in all its aspects. The school was simply this not-specialized place where the master worked.

    This to know played certain role in the formation of the child, but the essential of the education was received outside from the school, in the family and the society. The education idea was to the one of privileged relation between a child and an adult. Therefore, the vocation of the school in the antiquity was not automatically, educative. The school can be considered, either a place in which the child acquires knowledge and technician who the society can transmit to it directly, either as half of life that she intends to form the personality of the child in all its aspects. It was a specialized domain. Today, the education in common searchs an integral citizen and repleto of ideals with the society, at the moment more just and igualitrio. Here, the education starts to be the initial landmark for the enlargement of the individual. In this context, the education searchs to react against the old parameters, where its essence aimed at only the specialization of the citizen forgetting. But the education moved and moved in the intention to adjust the individual to its more supreme ideals.

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  • Brincar Cognitivo

    Brincar Cognitivo: it discloses the level of mental development of the child. These categories of experiences can be grouped in four basic modalities to play: Traditional playing? Playing of make-of-counts? Playing of construction? Educative playing the children in the age of infantile education live deeply social and not-social playful experiences. A study made for PARTEN (1932) cited by PAPALIA (2000) she discloses that in playing of the small children, we can identify six types of social and not-social playful activities: Free behavior? Observing behavior? Activity independent (solitary)? Parallel activity? Associative activity? Suplemental cooperative or organized activity Is important to know that five great basic pillars in the playful actions of the children in its games, toys and tricks exist, these pillars is: I. imitation II. Space III. Fancy IV. Rules V. The values to understand the universe playful are basic to understand what it is to play and for this, are important to appraise words as game, trick and toy, thus allowing to the professors of infantile education and basic education to work the playful activities better.

    This task nor always is easy accurately for the fact of the authors to understand the terms of different form. We have that to point out that this difficulty is not only of Brazil, other countries that if worry in searching the subject, also have difficulty how much to the conceptualizations. For effect of this article we will adopt the following definitions. What it is toy? For author KISHIMOTO (1994) toy is understood as one ' ' object has supported of brincadeira' ' , that is, toy will be represented here by objects as pies, dolls, stands etc. The toys can be considered: structuralized and not structuralized. Those are called of structuralized toys that already are acquired ready, are the case of the examples above, pies, dolls, stands and as much others.

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  • Guerra Hernandez

    One of the most important things you can teach your child is the value of respect, and the best way to learn it is to lead by example. When a child feels respected, you will begin to understand how important that is. You do unto others as you would like to be treated you. Respect is an attitude. Be respectful helps the child to succeed in life.

    If the children do not respect their peers, authority figures, or even themselves, it is almost impossible for them to succeed. A respectful child is careful with your belongings and responsibilities, and manages to get along with their peers. Schools teach children the value of respect, but the parents are those who have the greatest influence on children when it is that you learn to be respectful. In fact, until the children show respect at home, not usually begin to show respect in other sites, such as school or the Park. Preaching by example.

    If you do something wrong, admit it and apologize. Don’t try to embarrass, insult or mock you for your son. Praise and allows you to take decisions and assume responsibility for himself. Always listen to the version of the story of your son before taking a decision on an issue or a problem. Be courteous and uses please and thank you when you ask him to do something. Hit the door gently before entering your son’s room. It keeps the promises. Show your child than what you say, you say it’s heart. And provide you with all your attention. And most importantly, teach your child that earns respect. Make sure that you are giving an example of respectful behavior. It shows concern for the environment, animals and other people. Openly express your opinion about the disrespectful behaviors. Teach your child to respect himself. Respect yourself is one of the most important forms of respect. Once we respect ourselves, it is easier to respect others. Help your child set and achieve objective goals. Encourage them to fight for them honestly and teach them that all people make mistakes, and that they are required to learn and become a better person. Don’t forget the most important thing: commends your child often for good deeds or appropriate behaviours that carry out, and let her know that you want it, at least several times a day. Often parents ask me to make them guidelines for your child’s defiant behavior and once they begin to work with the therapy they realize that they are the first who do not act in an environmentally responsible manner. If you have problems so that your child respects you, you follow these guidelines and will help you get to educate a child capable of being respectful and worthy of respect. Jenny Guerra Hernandez, the creative educational psychologist..

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  • Molecular Structure

    There is something simple aparentementemas than water? Despite its apparent simplicity esteliquido that we know so well is complex and understand todaviano well.The water is equipped with a few exceptional chemical propiedadesfisico that constitute its specificity. Comopone manifesto estearticulo, the estructuramicroscopica of liquid water, which is inthe base of estaspropiedades, esun theme research may contribute algunasnovedades. Water is one of the four ‘elements’ which the Greek philosopher Aristotle had defined as constituent of the universe (the others are the air, Earth and fire). Even today it is not that we better understand. Given our familiarity with the water, the fact no longer surprising. Oceans, lakes, rivers, rainfall; abundant in nearly all the regions of the Earth, the water determines largely the landscapes and climates. Very often is synonymous with life: water is an essential component of the structure and metabolism of all living beings.

    Certainly, the primary role of the water should not be attributed to random but that derives from its exceptional physical and chemical properties. An example of biologically important property of water is their hydrophobic effect, i.e. the fact that CH hydrocarbon groups tend to be repelled by water molecules. This effect is responsible, in part at least, of the complex spatial structures that present proteins, DNA and the bi-layers imminuta of cell membranes. In the absence of water, all of these structures would be unstable. It should be even, without too much risk of error, that this effect could play a decisive role in the emergence of life on Earth to say.

    But the hydrophobic effect is not the only interesting property of water. In what follows we will find others. Why is water a chemical so privileged? The answer, of course, found in the molecule and their interactions with the environment. The water molecules are relatively well known, but interactions that are set out in a group of water molecules as they are less.

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