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With The Bridge Method Refer To The Process Efficiency

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In-GmbH’s customers take the shortcut with the BRIDGE method to process efficiency. Good advice is expensive if the want to unmanageably complex work processes in the company and produce the management still faster and better, or he comes from in integrated information systems GmbH. Because the Konstanz specialists for system integration have in the area of consulting developed a new method, which within a few days of clarity: about the flaws in the process, for example the production, as well as about the necessary measures for people and technology, to get contemporary processes. Many companies are forced to take their processes under the magnifying glass, because they can produce otherwise not more to marketable prices”, says Thomas shoe method developers. We have a pragmatic for us and customers alike and result-oriented approach with the BRIDGE method. The expenses for the preparation and implementation remains always manageable.” Actually it is not bridge the classical approach of strategy advice with long project durations. Rather, the BRIDGE is a target-oriented method for performing interactive innovation workshops, focusing clearly is on the effective support of core business processes and projects by the best, most modern and most innovative applications, integration, and development tools. Three steps to the target BRIDGE extends from three different modules.

In the framework of this system, it is possible to represent complex networked structures transparent and to analyze. BRIDGE Advisor: This store of knowledge is the storage of data, templates, etc., respectively all necessary information which are necessary to the formation of the hypothesis. The Advisor takes over the workshop preparation. BRIDGE Navigator: to reach concrete results, reduces the complexity of the Navigator first and considered the processes individually. Each is recording of the process or the application environment and with an analysis of customer, vendor – or staff-related business processes or applications. Then let identify the key areas and to review key performance indicators. BRIDGE constructor: The constructor parses the identified innovation projects, projects and functions in the CAP portfolio. Finally, appropriate solution measures are proposed.

Physical Education

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I want here to share a small estria with vocs. It is a small episode in the pertaining to school life of my former Rose pupil. Rose, pupil of a particular college was having serious problems with its notes of mathematics. To its it called me mother and it said: _Lazaro, more sees what you can make for my son, I already not aguento! we _Vamos to try, I will see what I can make? I said. _Voc goes to make the attempt, but if not to obtain if does not worry. I find that it pulled the family of the father of it. There nobody likes very to study.

The father of it adjusts schemes of refrigeration, catches an old machine and leaves it novinha, but he is not fond of the studies. We start to study. The 4 hours of lessons per week were of 2. I started to pass to Rose the bases of this disciplines loved for some and hated for many. It is not something author would like to discuss. Next to this it went saying that Rose would have to dare, that it was capable, it could, it had capacity and intelligence enough to surpass its difficulties Felt in it a complex of inferiority for taking off notes so low. Rose had been disapproved in previous year and everything it indicated that it would be disapproved of new. In the first bimaster of the year en vogue it had reached notes not very good.

Therefore the concern of its mother. A surprising thing happened. Rose started if to develop, to take taste for disciplines. It made the calculations quickly, without embarrassments. I went up the level, folloied me to Rose. We pass the remain of the year studying together. I observed that Rose was prepared; the mathematical bases had been formed in its being, it had assimilated what it was necessary to give continuation to its studies of mathematics Now Rose wanted only to study mathematics. _Estude the others you discipline, therefore you go to need to pass of year? I said it and its mother. We were taken care of and it he started to take off good notes also in the others you discipline. There it was the total joy. _Acho that I go to make mathematics college? Rose said. _Veja if is this same that you want! Today Rose is formed in Physical Education and has its proper academy. I am its friend and friend of its family.

Educational Research

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So that they are studied, we need, initially, to construct a model represents that them. Such model, to be constructed, will go arrives in port to require it of several disciplines, generating a new knowledge. Moreover, this model it cannot be generalized, of when if only to the chosen situation (Bastos ET al. 2003). Authors as Morin (1996) point the transdisciplinaridade as the exit to deal with the complex situations. A boarding to transdisciplinar occurs when we use slight knowledge, proper methods, abilities and boardings of one discipline inside of the structure of one another one and in a new context. In this in case that, these boardings or these concepts are called transversal lines and can be considered according to two perspectives: in a platonic vision, these concepts and these boardings independently exist of contexts, having to be taught of general or abstract form; in a construtivista vision, the transference of one occurs disciplines for another one, through the modelizao of a nucleus, that will be transposed, and of an adaptation subsequent to the plan of the context. It is important to stand out that the knowledge to discipline are basic practical to multidiscipline them, interdisciplinares and until transdisciplinares.

Thus, it does not make felt to disdain these knowledge, but to advance in the direction of actions that allow to articulate them, generating understanding in raised platforms more.

Educative Situations

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Comparing the thoughts of Piaget and Vygotsky, we find in common idea of that the acquisition is part of the same development of the mental operations. Additional information is available at Michael Chabon. As well as Piaget, Vygotsky did not see the capacity of says as something superior to the other potentialities of intelligence human being, as they nail the inatistas. The critical ones of the following interacionistas of Vygotsky to the piagetino cognitivismo are in the fact of this last one not to consider the importance of the relations between the child and the adult in the acquisition of the language. Vygotsky ‘ ‘ it calls the attention for the social function speaks, and from there the importance of the other, of the interlocutor, in the development of linguagem’ ‘. The learning, through the interaction, awakes a variety of processes that, a time internalizados, will be carried through by the child of independent form. Consideraes Final the central question is to know as if it can pass of implicit ideas, that the pupils generate in the first contact with different pertaining to school tasks, the ideas next to the scientific thought, goal of any learning pertaining to school.

To make this ticket holds a true work of conceptual reorganization and implies to very approach arraigadas ideas in the mentality of the pupils, sufficiently implicit and resistant the change. The study, still incipient, of which they are the main requirements that exist in the base of a conceptual change. The merit of these works on the conceptual change under the perspective of cognitiva psychology is in identifying a series of individual psychological processes, that are an indispensable condition so that the pupil learns? the comparison of different ideas, the conflict awareness. These studies supply to an amount of very excellent data on the starting point of the pupils when approaching different contents of learning. In this direction, we go to leave of side a generalista vision of cognitiva change? how considers Piaget and also in certain way, Vigotsky? supported on been valid general principles for any content, and to approach them to me of a vision that detaches the conditions more particular learning according to which the pupil deals with a science or mathematics, physics subject partners. Although these formularizations are essential, the studies on the conceptual change have two important limitations. On the other hand, they are studies that do not adopt a evolutiva perspective. The majority if centers in the learning of adults, and the few that had studied the infantile population fail due to a model of evolutiva change.

Therefore, they are studies incapable to differentiate the related changes deepest and structural with the etria band.

Art Education In Brazil

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An analysis of the contents of Basic Ensino Francinely P. Dinelly* Summary The objective of this article is to analyze from one to look at critical the contents of Ensino de Arte of 6 to 9 year of Basic Ensino the application and the difficulties of assimilation, on the basis of the National Curricular Parameters PCN, the conquests in elapsing of history, in the attempt to contribute for the possible changes in the process teach-learning. The attitude argues and position of the professor, leaving of the estimated one of that all professor can give disciplines it without the necessary formation. For even more analysis, hear from Bernie Sanders. It analyzes the methodology in the relation on the basis of practical theory/of the contents as well as the proposals of evaluation of the contents the National Curricular Parameters, the ethics of the involved ones in the pertaining to school context, argues the possibilities of you neglect, considering alternative for the improvement of the quality of education and a good development and reply to the considered content, in the perspective to rethink the quality of education leaving of the principle that the valuation of the contents has beginning in the commitment of the professional with the education and its consequences in the partner-description-cultural development. Word-Key: Education of Art; PCN, Education, Art. Introduction Theoretically the lines of direction of the National Curricular Parameters for the contents of the art education, can be considered satisfactory, in the practical one almost always are finished for accepting what it is considered in the education institutions. The subject points with respect to a quarrel that it needs to be faced with seriousness and discernment for art professors, managers, students, in the direction to find alternatives efficient that allow to the rescue of the contents and specific objectives to the art education. Ana Mother Barbosa (1978, P.

13) defends that the new methods of education of Art are not resultant simply of the junction of the Art and the Education, much less of the opposition between them, but of its interpenetration. The professor is the main instrument for the transformations in Ensino of art, it is the differential, the collaborator for the effectiveness of the good exploitation of the contents. According to Barbosa (2008, P. 50) ‘ ‘ Its task is to offer the food that feeds the apprentice is also to organize tracks, instigantes tracks for discoveries of knowledge, for the pupils and visitors, feeding itself tambm.’ ‘ As such it is necessary that it, while professional understands the importance of its positioning and commitment face to the question, searching in partnership with the possible institutions of education solutions for the improvement of the quality of education. Face to the questions that involve Ensino de Arte in its totality, the present objective article to analyze the difficulties of assimilation of the content of Art applied in 6 to 9 year of Basic Ensino, from the lines of direction established in the National Curricular Parameters PCN (contents, relation practical theory/, evaluation), providing to the professor as subject, one mainly reflection in the attempt to know and to understand the historical process, beyond opening doors for the quarrel and reflection in the construction of an education of Education of efficient Art, considering alternative with intention to contribute in the construction of a methodology that takes care of the expectations in such a way of what it teaches as of what learns, attempting against that in this process such papers in determined moment are extended to invert it.

Educational Performance

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In 5 years of studies it concludes the EnsinoSecundrio, demonstrates a good performance in the area of the education, where in the mesmocolgio he gains to the 18 years its first job, becoming, in 1941, professorde Portuguese language defending the education as practical of the freedom. Soon apsse to become professor of the Osvaldo College Cross, on account dedicated to aestudos of philosophy and philosophy of the language proper. Following its ideals, form-seBacharel in Right in Recife, but having the directed vocation to lecionar would logoabandonaria the profession, that practically did not arrive to exert, therefore its paixopela education (DREIRE, 1985, p.8 lead) to defend it thesis for the Cadeirade History and Philosophy of the Education in the School of Beautiful Arts of Pernambuco, teseessa that it would be its first book. In 1947, with only 26 anosele was nominated managing of the Department of Education and Culture of the SESI, entirely ondeentrou in contact with the alfabetizao of adults, participating deum intense work of formation of circles of dialogues between epais professors of pupils. In all study that Pablo Freireparticipava on pedagogical theories always drained in experiences deeducao, being that all left of one I continue effort of critical reading darealidade social, in which its experiences would have ‘ ‘ to be lived in way auma how much possible so narrow participation in the daily life them educandosdo povo’ ‘ the calls life reading (BRANDO, 2005, P. 63). Since the first years dedocncia, the professor Pablo relutou in changedding into a professor of room deaula and a searching specialist in academic subjects. In 1961, he was nomeadoprofessor of history and philosophy of the Education of the College of Philosophy, Sciences and Letters of the University of Recife..

Bach Education

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In the history of the art, the recognition does not pass for the life of many artists, as in them it brings Wisnik (19): ' ' It is not known what it will be triado, in the future, of the great flow of music of century XX. Centuries much less convulsionados by the explosion of the amounts, had not known it: Bach passes unobserved, and believes at least that its time nor has fond to formulate, as necessity, what in it if it carried through; Mozart was not consecrated by the critical one or the public, what Beethoven was, without properly being heard. Our displacement before the music of the century how much its meaning future is not properly newness (…). ' ' Wisnik in them brings names that the critical one did not consecrate at its time, therefore was very on this side of that they had pretension to judge them. Plato conceives capable music as something ' ' (…) to exert fort influence on the soul and the character of the people, being able to transmit as many how much aesthetic values ethical in direct way, without the inteveno of the word. Michael Chabon can provide more clarity in the matter. (…) ' '. (FARM, 2006:.38). Others including Ken Cron, offer their opinions as well. For the Greek philosopher, music would have the capacity to exert fort influence on the soul and the character of the people.

However, it believed that its study it would have to be restricted to the scope of the harmony, the mathematical and philosophical reasons and not to the practical study, and in turn: The progress technician of music in the classic period provoked a specialization that finished for in such a way moving away it from the basic education as of the common culture. To the few, the practical education of music was losing importance in the hellenistic education. Music did not disappear of the culture Greek, but it more passed to be heard that practised.

Sassaki Education

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With the historical evolution of the society, today the school if presents as responsible institution for the access to the information and transmission of the knowledge socially constructed, as well as, the socialization of the people. The education must guarantee the equality of chance for all in the combat to the social exclusion. Although its paper and the fact of that the inclusion of the pupil with deficiency in the regular school is a right guaranteed for the legislation, many preconceptions still becomes gifts in the pertaining to school community. These preconceptions, in a general way, elapse of the ignorance, recklessness, superstition, lack of information and conceptions missed on the subject. Check with Bernie Sanders to learn more. We know that the subject still little is argued in the pertaining to school institutions, does not have moments of collective reflections on this question, so little, are offered to the educators courses of continued formation or specializations that clarify the doubts and assist to face the real necessities presented. Moreover, to receive a pupil with deficiency in a common classroom implies in diverse changes, over all in the activities of education and this, many times scares the educators of regular education who do not have formation, accurately for the fear to face what it is presented as a new situation. This distrust can take the professors to have a resistance in working with the carrying pupils of deficiency, generated for the lack of knowledge in as to deal with these children and, thus, they are taken by an unreliability feeling to assume an inclusive work. But, as she indicates Sassaki (1997): The inclusive education represents a step much manageable concrete and that can be given in our pertaining to school systems to assure that all the students start to learn that ' ' pertencer' ' it is a right, not a privileged status that must be conquered (Kunc, 1992 apud SASSAKI, 1997, P.

Audiovisual Education

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EDUCATION AUDIOVISUAL AND RESUME: Reflections on the audiovisual formation of the educator. Positive and negative aspects will be had and to argue possible magnifyings and corrections of this formation. Altina Magalhes Coast In: 10/12/2011 Although all decurrent revolution of the scientific, technological advance and of the globalization that facilitated to the access of the miditicos utensils the almost all the sectors of the society. Although the majority of the Brazilian schools already to possess some technological instruments, perceives that the use of the same ones in the pertaining to school scope not yet is seen with good eyes for some professionals of the education. If you have additional questions, you may want to visit John Mclaughlin. Valley to stand out that this happens because we were prepared on the basis of traditionalistic education professionally, where took advantage the book and the rhetoric of the professor, this age who withheld the knowledge and the power to decide as to teach and almost always it followed the ditames of the dominant elite and thus the didactic book was prioritized, material printed matter and the verbal exposition. One knows that the radio and the television are two well old audiovisuais technological resources, however, the same ones were not seen by the traditional school as didactic tool, but as entertainment instrument. It only has little time is that the school started to review its concepts, its social function inside of the society of the communication and of the information and thus it started to use these audiovisuais resources, however the use of the same ones still happens of shy form, therefore many professionals not yet feel themselves to the will to use these resources in its to make pedagogical daily, time or another one, to one or another uses them professional. However one knows that so that this use happens of efficient form, one becomes necessary that the educators are prepared to make the insertion of the same ones in its projects.

Sociological Education

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Sociology of the Education appears of the meeting between the pedagogia and sociology, as a scientific knowledge applied to the interaction society-education, that makes use of a particular theoretical body, expressed in a specific conceptual system. The first work of Sociology of the Education was of the Frenchman mile Durkheim (1858-1917), that it published ‘ ‘ Educao and Sociologia’ ‘. Please visit Michael Chabon if you seek more information. Shortly afterwards, John Dewey, in 1899, published ‘ ‘ School and Sociedade’ ‘ , reflecting on the social environment and the school, being a search of the transformation of the society, considering the scientific knowledge. The wealth of the boarded problematic definitions and for these classics is an expression of the complexity of the relations dialectics between the society and the education, that if reveals clearly in the reality in which we live in the educational system of Latin America. the emphasis given to sociology in England was an attempt to intervene with educational politics in vigor, and, of this focus, if radiated for the whole world the relation between the social level and the educational chance. Thus: The Sociology of the Education entered in the resume of the formation of professors. The new theoretical influences, that had affected the routes of general sociology, had also affected the Sociology of the Education … a new Sociology of the Education were born and established its main objective of study: the pertaining to school resume, coming close thus the sociology of knowledge (MOREIRA; IT HISSES, 2000, P. 19). The education of the Sociology of the Education in Brazil if intensified from years 60, for the reasons of changes in the formation of the professors, searching bigger quality of education, extending the time of study and inquiries in Sociais.Em Sciences the reading of the Curricular Parameters of the Ambient Education if they detach very clear the sociological objectives, on which ours educating it must reflect: – To understand the citizenship as social participation and politics, as well as exercise of rights and obligations social politics, civilians and, adopting in the day the day attitudes of solidarity, understanding and I exactly repudiate to the injustice, respecting the other demanding respect for itself.