Archive for February 26, 2019

Infantile Education

The importance of the trick as educative principle in the Infantile Education The majority of the authors affirms that the trick is developed by the child for its pleasure and recreation, but also allows it to interact with parents, adults as well as exploring the way where it lives. As the child is an individual in development, its trick is a construction form and goes if structuralizing on the basis of what it is capable to make at each moment, it creates and recria possibilities and different situations of expression, communication and relationship with the sociocultural environment at which if it finds and with this, is intended to be inserted. Throughout the development, the children go constructing new and different abilities, and thus she reaches the biggest context of practical social, allowing them to understand its position in the world and to act of ampler form in the world. It is from the trick that the child knows, is successful the obstacles and therefore, grow, of this form if it develops and it constructs its experience of if relating with the world in conscientious, active way, allowing an only experience of experiences that takes the taking of decisions. In a game any, it can opt to playing or not, what it is characteristic important of the trick, therefore oportuniza the development of the autonomy, creativity and responsibility how much its proper action.

The trick is a knowledge form, is through it that the individual if prepares for other stages of the life. Of this form, one perceives that, she is necessary this agreement, that professor thus recognizes the importance of the beginning of the trick for the infantile development, so argued today and already established in the National Curricular Referencial for the Infantile Education, what he represents a conquest and efetivao of the rights of the child integrated to the modality of infantile education. References: Kishimoto, T.M. (2002). Playing and its theories. So Paulo: Pioneer Learning. Piaget, J.

(1987). The Birth of Intelligence in the Child. Rio De Janeiro: Guanabara. Bridges, F. the R. & Magalhes, C.C. (2003). The transmission of the culture of the trick. Psychology: Critical reflection and, v.6 n.1, 117-124.


What it lacks according to this author is the direction, a significao that could support the experiences of the people. The philosophical if manifest experience in the pertaining to school space when the professor allows young an opening for it searchs of the Real (BORNHEIM, 1976). If to distribute the contents, the concepts, subjects and start to parade the authors of philosophical thoughts, without if to attribute Real meant of these thoughts to the students, relating them it the current questions, seems to be an mistake. As Gallo (2008) if cannot deprive the young proper Brazilians of it to make, the movement of the philosophical experience, and adds that this only if becomes possible, when makes sensible they to learn Philosophy. Severino (2007) designates that the experience of the express subjectivity if basically from the capacity of the men to institute symbolic exchanges with the objects, that are part of its context; in turn, the world alone reaches the man through the symbolic mediation. In this way, the author-thus as Pablo Freire us leads to think that to teach it is a process of relation between who teaches and who learns mediatizados for objects to be known. This process must previously be thought, assuming a position didactic-pedagogical on the part of the professor, who in the current context does not have mere to be a communicator, or transmitter of information. But that one that interacts in the educative process as what it facilitates, it makes possible and it leads the process of critical and responsible form. The process of the knowledge in Philosophy, then, acquires meant when collated to the reality; in other words, to the historical context, social, cultural and concrete students.

Design Knowledge

Although hammer crusher is a mature mining crushing equipment, for its design, we must not sloppy. The following is the knowledge introduction to the design and calculation of crusher s hammer and disc:? The design and calculation of hammer crusher STI hammerhead design mainly refers to the structural design. As the hammer head shape, quality, materials are very influential to the crusher production capacity, Especially the shape to the quality distribution, full use of the materials. As to the more detailed discussion on the hammerhead structure design and related improvements, you can see it in the topic. In short, hammer is the main working parts. Its Shape, structure design Han economy far-reaching effects to their work ability, the production capacity of the entire machine.

Hammerhead shape is generally divided into light, medium and heavy these three types. This model of hammer crusher refers to the medium-sized hammer design, and related calculations. The hammer crusher can also use the high manganese steel as its design materials. Hammerhead material selection problem is a very critical issue to improve its abrasion resistance. The choice of material depends on the working conditions and requirements of the working parts. Because the crusher always crush the limestone these medium hardness materials. People usually use high carbon steel to forge or cast.

adopt high manganese alloy steel, some coated with Carbide appearance is low. Some high chromium cast iron, its wear resistance is several times greater than the high manganese steel hammer. As to the choice of materials: you can see the part of topic-improve wear resistance hammerhead specialized exposition.we don t described in detail here, In short, hammerhead choice of materials is not only related to the working life of the hammer bit, the production capacity of the machine, production efficiency, and is also related to various aspects of economy. Structural design and calculation of the hammer crusher Each disc pin requires 8 hammers. If the disc is used suspension hammerhead, then it requires a total of nine discs, this depends on the design requirements. Two discs on the sides, the common feature is that one side is equipped with the locking nut, the other end is positioned by the shaft shoulder. The nut is used GB-812-85, so that each disc is evenly distributed six round hole, we can use 6 pin shaft to suspend hammerhead, The size of the disc depends on the diameter of the rotor, the size of the diameter of the rotor is the basis of the disc design size. Therefore, we can know the rotor diameter is 800 mm according to its model, the disc size value is in a certain range. the circular hole size is approximately equal to the hammer hole size. Vibrating feeder: Rotary kiln: