Deadline for intensive in-service training of the new jazz school Munchen e.V. With its intensive training for jazz and popular music, the new jazz school Munich continued offering this kind of Joe Haider’s Munich Jazz Germany’s first training school 1985. Since the Club established a nationally recognised full time training with his vocational school for music in 2007, the two-year compact program prepares now in evening courses on live and Studio work or study at a music college. The placement test for the winter semester is July 27, 2013. Until July 19 applicants can register yet. 6 Half hours per week are arrangement/composition, harmony, ear training and rhythm more practical teaching in the major and minor instrument, band work, as well as the theory subjects on the curriculum. The intensive training at the jazz school is set to four semesters.
Already a candidate for the placement test is however appropriate knowledge, he may enter in a higher subject-related semester and the training time shorten accordingly. To the participants in the examination must prove their knowledge in the theoretical subjects and play two pieces of different style on their instrument or sing. With their intensive training, the jazz school at a diverse group of participants addressed: longtime hobby musicians can professionalize their passion on their instrument improve active professionals the skills and acquire more informed basis for composing, arranging and improvisation. Also the Institute’s program in a compact form prepared for the entrance examination to a music college. Because of the intensive training course takes place on the Wednesday and Thursday evenings between 18 and 22, he can attend to school or study part-time or in parallel. All objectives of the fourth semester is successfully achieved, a private institute diploma confirms the acquired knowledge and skills. On September 12, 2013 starts the training program in the winter semester. The registration form for There is the placement test, as well as more information about the audit and to the teaching oncontinue reading
Orienting values of the participativa action the participativa action, as practical social according to team spirit, depends on that it is carried through by means of the orientation for certain substantial values, as ethical, solidarity, fairness and commitment, amongst several co-related others, without which the participation in the context of the education loses its social and pedagogical character. (p.50) … Therefore, the skillful participativa action in education is guided by the solidary promotion of the participation for all of the pertaining to school community, in the construction of the school as dynamic and competent organization, taking decisions in set guided by the commitment with raised values, principles and educational objectives, respecting the excessively participant ones and accepting the personal diversity of positionings and characteristics. (P. 51) …
2.2. Objectives of the participation as social action Therefore, it fits to alert that the promotion of the participation must be guided and if it justifies in the measure where is come back toward the accomplishment of clear and determined educational objectives, related to the practical proper transformation of the pedagogical one of the school and its social structure, in way if to become more effective in the formation of its pupils and the promotion of improvement of its levels of learning. … Is standed out, in special, the following general objectives in the promotion of the participation: ) To promote the development of the human being as to be social (citizen) and the transformation of the school as social unit and the transformation of school b) To develop the comunitarismo and the spirit of collective in the school, characterized for specific the joint social responsibility, … As objective, they are distinguished: ) To guarantee meaning social to the pedagogical practical actions and, in the pertaining to school context. b) To raise the standards of quality of the pertaining to school organization and the results of its educational work.continue reading
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.continue reading
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.continue reading
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.continue reading
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.continue reading
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.continue reading
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..continue reading
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.continue reading
Everything that we eat, breathe, or feel, is influencing our health. Also what we drink, and in particular the quantity and quality of the water we drink. Water, as we have seen in previous posts, is vital to the body. They are involved in the disposal of waste, in tissue repair, digestion, in the thermoregulation, etc.Therefore, the water quality can determine our health. According to many experts, or water flowing from the tap or the bottled is water quality.
The processes by which passes the water to be potable, generate Undeletable harmful to health, such as chlorine. The chlorine destroys vitamin E, alter the intestinal flora and can irritate the stomach. We already know the effects that has chlorine in the eyes, after swim in any pool. As it just passes on the inside of our body.The reality the water that we drink today is energy-dead, dysfunctional and highly contaminated. It has nothing to do with water fountains and springs that our great grandfathers drank. The current water is mainly polluted by petroleum products.
The famous acid rain penetrates into impermeable layers of the Earth and pollute underground aquifers. Legally, it is considered drinking water if it meets some minimum requirements. Allowable impurities are regulated by Royal Decree 120/2003 of 7 February, whereby health criteria of quality of water for human consumption. Show the quantities of minerals, ph, conductivity and hardness. Also regulates the maximum amount of toxic substances. That is, that our drinking water has elements such as arsenic, cyanide, chromium and nickel.Therefore, we have a dead, unstructured and water, sometimes contaminated by the products themselves and mechanisms that are used for debugging. Not surprisingly, they are allocated to this water some pathologies that have become chronic. Water, as all object, has its own vibratory pattern. Water, it absorbs resonance, the frequencies of the materials with which it has contact. That is, that water has, to put it another way, memory. And remember the substances with which it has been. And these frequencies of different substances, sometimes manage to break its natural structure becoming a dead and physically dysfunctional, liquid that also conveys the unfavorable frequencies of harmful substances that have been in contact. The scientist Peter Gross, says that 98% of Western households have water hygienically acceptable but dead in energetic sense by the internal pressure of the pipes and numerous treatments to which it is subject living water, processes that break down and dismantled the ordinands structures that carry the therapeutic and vital information of pure water. An alteration of the molecular structure may cause numerous organ malfunctions, since dead water which we drink does not comply well with functions that develops the living water in our body.In this same line of Iranian origin FBatmanghelid, author of the book doctor manifests: its body claims the water crying voices, the aue explains how chronic dehydration current of our body is the cause of many diseases.continue reading