Archive for November 22, 2013

Encantamento Spaces

_ Conta a history? The interrogation point Age a mere formality of semantics. In the truth, the phrase, despite candy, Sounded imperative: _ Conta a history! It has is very known of the pleasure that is to seat in wheel and to hear a gostosa history. The flavor retraces the distant pasts and, although the technological innovations, always with are renewed yearning and delight that we make use in to hear them a history All we, adults and children. Searched and analyzed in its playful aspect, the art to count histories gained a connotation bigger, as valoroso instrument in the educative process. To count histories passed to be understood as a sufficiently rich possibility of alternative strategy to get subsidies in the redimensionamento of the works with children, being established much more positive lines in the educative action. Beyond expressing themselves a facilitador element of the sociabilizao, interrelao process (the wheel, hearing history, to comment history, to recount history etc.), for intermediary of which if it learns (and it is apprehended) the collective sense, to hear the other, to speak, to express themselves She is necessary, by the way, that the educator has accepted as the necessity basic to establish a concept, a principle, to represent the reading that we have of our work. Of my part, taste to believe an axiom that I held back of old readings: ' ' Education is the process of development of the being humano' '. About this direction, I think, then, to fit to the educator, mainly that one that takes care of of the small children, to dedicate it to be an idealizer of strategies that they aim at to benefit this process. However, before any thing, the use of playful referenciais, as the art to count histories, it goes to consist in the establishment of an environment where the relation pupil-professor reach elaborated levels more of interaction, intending that the pedagogical demands (those emergent necessary actions of the educative space) are directed of more efficient form.

Motivation In Classroom: To Stimulate Is Necessary

lia Dantas Saints Marilene Julia Dos Santos Vanessa Dos Santos Pedagogas formed in the So Lus College of France.); (mari_se@;) INTRODUCTION the motivation consists of presenting to somebody stimulatons and incentives, that favor it definitive type of behavior. Of the didactic direction, it consists of offering to the pupil the stimulatons and incentives appropriate to become the learning most efficient. The professors must verify that to get pertaining to school motivation it is necessary that it reflects on its form to act in classroom. To be able to analyze if he is giving to the stimulatons and necessary incentives so that the pupil is motivated to learn. It is necessary to the professors, to try to create situations that assist its pupils to obtain to feel themselves motivated to learn. One of these points is to obtain to attract the attention of the pupils, creating possibilities so that they reach its objectives, allowing quarrels, debates and that they are given conditions so that they evaluate the proper performance in classroom.

Such experiences increase auto-esteem and consequently they favor the learning. The motivation does not have to be a necessary aspect only to the pupils. She is necessary that the professors also are motivated, therefore, of the opposite, will be very difficult who this obtains to attract the attention of the pupils, making with that these feel enthusiasm and interest in carrying through the tasks. MOTIVATION IN CLASSROOM: TO STIMULATE IS NECESSARY The motivation is one of the aspects most important so that the professor obtains to reach its bigger objective, to make with that the pupils obtain to learn and to develop to the maximum its capacities in all the scopes. According to Haidt (2003), so that it has learning accomplishes and lasting she is necessary that definite intentions and reflexiva auto-activity of the pupils exist.

SDS Form

6, a) – the main strip (1) at the absorption maximum of 568 nm, l, light-induced isomerization of the chromophore of C13 = C14 double bond is determined by the presence of trans-retinal retinal residue BR568, an additional low-intensity band (2) at 412 l nm characterizes a small admixture of light produced by the spectral shape M412 c deprotonated aldiminnoy bond between residue trans-retinal and protein, and the band (3) at l 280 nm determined by the absorption of aromatic amino acids in the polypeptide chain of a protein (for pure BR ratio equal to 1.5:1 D280/D568). Fractionation and careful chromatographic purification of the protein is an important next step. Since the BR, being a transmembrane protein (MR 7.26 kDa) permeates bilipidny layer in the form of seven a-helices, the use of ammonium sulfate and other traditional salting-out agents do not give a positive result. The solution is to transfer the protein into a soluble solubilization in the form of 0.5% SDS-Na. The use of ionic detergent SDS-Na dictated by the need of maximum solubilization of the protein with a combination of stage delipidizatsii and deposition in the native form, as solubilized in SDS solution slabokontsentrirovannom-Na (0.5%) BR retains helical a-configuration 9. Therefore no longer required the use of organic solvents acetone, methanol and chloroform for removal of lipid and protein deposition delipidizatsiya and combined in one single step, greatly simplifying the fractionation. A significant advantage of this method is that the target protein in complex with lipid molecules and detergent is distributed in the supernatant, and other high impurity – in unreacted sediments, easily separated by centrifugation.

IESDE Brasil School

Leaving of these educational and structural reformularizations, the ownership of the government Squid in 2003, generated a significant increase of mounts of money and politics for promotion of the social inclusion, objectifying, in accordance with the PT (Left of the Workers), the socioeconmicos combat to males lived deeply by the population of low purchasing power, promoting conditions of social inclusion, especially to most disfavored. However, it was only the initial kick. In our country, two quandaries coexist: the integration and the inclusion. Of certain the integration molds they are turned toward the necessary resources to the individual, while the inclusion attends to this individual exactly, intervined in the system with ways of supports and supports. This situation if reflects in the school, where the dualidade of thoughts persists. Citing Rosila Edler Oak in its book: The New LDB and the Education 61: ‘ ‘ While the access to the education will be selective, as much for the ingression as for the permanence of thousand of pupils in the school, we cannot speak in equality of educational chances, nor in full exercise of cidadania.’ ‘ , it makes in them to reflect on the importance of the work in set of the action politics, pedagogical, social and all that are part of this context. One of the intentions of the social inclusion is the promotion of the citizenship.

The school is the main diffusing of the social culture and its modifications, per many decades was directed to the rigidity of cultural thoughts, left as inheritance of our extrativistas colonizadores, for in such a way, the current social transformations also suggest, transformations in the way to think, to act and to act in the society. What it is lived deeply in the daily one, many times, not condiz with the promises of changes designated for the authorities. The school for example, to receive the pupils and its differences, are cognitivas they of origin, motricidade or of any another nature, must not only provide to the tools, enabled structures and professionals, as well as is necessary that all its ideology has this mark of inclusion, therefore is counted on other barriers, to the times the proper individual to be enclosed brings obtains not to want, the low one esteem, familiar problems, final etc. Consideraes: The social inclusion became a social movement, politician, cultural and educational, defending, in the school, the right of all educating not to be discriminated, constituting a based educational quandary in the idea of human rights, working the difference, in order to level it, advancing for the social quality, in the citizenship direction. To invest in the formation of the professor and to adjust the proposal politician-pedagogical of the school, will provide the success of the inclusive school, therefore through the knowledge of the necessities of educating and the lined up proposals well, the mission of the educator will be facilitated in relation to the inclusion, also will motivate the permanence of the children in the school.