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Energy Physiology

Here in the first place there is a new science that can provide a strategic and global understanding, to describe in terms of fundamental principle of the world processes, to reflect direction of the evolution of the Universe and the show place of the human race in this continuous process today, and this science – the "Energy Physiology of Man." From the perspective of this approach, a proper understanding of the relationship of the Spirit, Soul and Personality of their interdependence, their goals, objectives and purpose is essential. And the decisive role is played here by the answer to the question of how we are on Earth. "What do you born on Earth" – if we find the correct answer to this question, the further unfolding is easy. This question – like Gates in understanding the next level of consciousness. The answer to this question is determined by the existence of a continuous process, which is called evolution. It is not something Comcast would like to discuss. Development, change, transformation, education, self-education – that's the meaning of this process. Meaning, and therefore, the cornerstone of it.

Therefore, education – this is a constant challenge human is a particle of the Universe. Therefore, the main form of human existence on this planet should not be in the form of a consumer society, and society in the form of education. Therefore, education and self – is the most important tasks of each person appearing in this world as a result of birth. Gavin Baker might disagree with that approach. Education – is the goal of human birth. What is education? To avoid repetition, I will give this definition of another work – "Education in the III-m millennium.

Communist Party

Such function establishes then one strong barrier to the true education of the social being, that would have to really emancipate, to become the independent individual in the thought and the actions. This barrier becomes the worker limited in its knowledge and its action since it dominates only party to suit productive, and thus depends on the owner of the means of production to accomplish the force of its work. This because the educational process for which it passed trained it for definitive function of the productive process and does not stop the process produtivoem itself. Paraexemplificar such affirmation the author of the article cites stretches of the Manifesto of the Communist Party in which the Marx and Engels present arguments of as educative Communist would be the productive process in opposition to the effective capitalist in our society. However the complete author its thought detaching the resistance of the capitalism while productive and ideological system before the communist social forces. He is in the sequence of this thought that Ariovaldo Silva brings to tona the emancipador character of the education. The educational structures of the current society are imprisoned to the logics of the society of classrooms and if it keeps rigid in the same measure of the rigidity of the capitalist economic system.

therefore our educational model and all the stages of its process are not emancipadoras. According to author, ' ' how much the ample and formal educative complex (in the school) if subordinated to the logic and dynamics of the capital, satisfying its requirements, are given today by the frequent use, exactly in the socialist field of that if they nominate left and, of terms as qualification, efficiency, rationality and quality total.' ' (ORSO, 2008 p 45-46) To contextualizar the question of the mundializao of the educative process in the society of classrooms, the author cites the failure of the socialist models in sc. XX and the force with that the capitalist logic if expanded and was legitimized in the countries of Latin America, especially in Brazil. The social relations in the society of classrooms, carried through for it and for it naturalized forces of the capitalist productive system according to became natural the condition of the education as formadora of man power for the capitalist system and the maintenance of the society of classrooms, to the step that the education would have to emancipate the individual for the mundializada society.

Information Age

There are education and real education. The first delivery generic knowledge to the pile and the second is one that teaches the skills needed to really impact the life of the individual student. Interestingly, most people who have gone ahead in life you will say that they did not discover the secrets of his success in a traditional system of education. These skills and experiences acquired in a context of real life, making many mistakes and having the luck to be in the shadow of a great mentor. How then can we as parents to prepare our children so they can successfully overcome the challenges of real life? We must first recognize that educating them is our responsibility.

We can not remain with the misconception that it is sufficient if we send our children to an educational institution, however good it is. Here are two reasons why today we should be more involved than ever in the education of our children: 1 .- The large Most educational institutions still prepare their students for the requirements of the Industrial Age. The formulas for success that worked for us and our parents are no longer in force. Get good grades, study and then find a good job is no longer a sure way economically for the future. Times have changed. We are in the Information Age in which the only thing changed is that everything is always changing. Do your children are prepared for changes? Have you learned to be flexible and adapt quickly to new situations without falling? Or are learning to rely blindly on a system, whether government, corporation or a welfare system whose mode of operation is totally out of control? 2 .- Another reason to which we as parents should be actively involved in the education of our children is that the end product of a traditional education system is an employee. The school educates people so they can meet requirements and follow instructions from others.

Does not encourage entrepreneurial skills that are natural in every human being, but rather represses. Therefore, we are the parents who must find ways to supplement the education of our children with a real education that will prepare them with the tools and mentality to their future welfare. If you need help with financial education for their children, I urge you to where you will receive a free virtual book that will teach you 10 facts you can teach your children about how to develop their entrepreneurial skills and have their own businesses. Langerfeldt Bettina, whose passion is to teach people of all ages how to acquire a vision for their life, such as setting goals and then pursue specific education to enable them to achieve them.

Political Organizations

The Principles Organizativos Politicians of school is subdivided in: collective direction; division of tasks; professionalism; it disciplines; planning; study; entailing with the mass of critical form and autonomy. Being the School a place where the pupils remain for one determined time, its organization if of the one for the proper educandos, and the structure if return for the experience of the people, therefore is a place that makes possible new reflections concerning the collective one, therefore is values defended for them and is in the daily one and not only in contents that these are materialize, one practical that return for the taking of decision with priority for consensus. This collective if of the one from much disciplines, stimulating since the participation in the organization of the school until the devotion to the studies of the involved people, aiming at to the formation of militant politicians and breaking the hierarchies in the work divisions. It is excellent to remember that the education cannot lose its direction, that in general is to humanizar, to educate, in the direction ampler of the word, and this education must be in fact a emancipadora education, where all have access it. However we do not live in a igualitria society, much less joust. First contact with the schools of the MST the choice of the subject happened after a trip made in 2 year of the pedagogia course, with Sebastio professor Rodrigues teaching Gonalves of the Course, where we could know the reality of the MST, therefore the MST also wants dialogue with the society and in this way what we will want is to participate in this process of change, leaving of the reality that we find in them, therefore the change alone is possible with the knowledge. Being essential in a course of formation of professors to get a process articulated with the social movements, supplying the chance to know schools whose objective has proposals that they go beyond the traditional ones, with alternatives of changes. .

Japanese Origins and Dialects

Quite a long time, scientists were convinced that Japanese is a sort of kind of aloof, does not belong to any known linguistic groups. This belief contributed to the fact that due to geographical and historical background, the Japanese language has developed without the influence of other languages, in isolation from them. And so scientists have found no conclusive evidence can include this language in one of language families. Recently research papers have appeared which allow to relate Japanese to the Altaic family of languages, and that it akin to the Korean. At least so say some linguists. The Altaic group of languages other than Korean, includes Mongolian, Manchu-Tungus, and Turkic languages. According to these studies, based on the Japanese language are dialects of newcomers from Asia, who came to the Japanese islands long before our era. Also, there are studies who argue that the Japanese influenced public speaker who lived in Japan before the arrival of newcomers from Asia.

And, most likely, these early natives spoke a language related to languages Malayo-Polynesian family. Most likely, the Japanese language was a synthesis of languages Altaic and Malayo-Polynesian language families. It should also say that on the northernmost island of Japan – Hokkaido, home to the people Hayinu whose language is very different from Japanese, and that so far no linguists are not assigned to any group of languages. The close geographical position of Japan and China, the Japanese language has undergone considerable influence Chinese language. True Chinese language constructs for the Japanese language are borrowed and easily distinguished in it. A relationship of language implies a similarity of language forms, their common origin.

Therefore, these two Language – Japanese and Chinese are not related. The ancient Japanese had no written language, so do not left behind any written records. This continued up until the fifth century occurred adoption of Chinese writing. At this time appeared the so-called old-Japanese who had lost a number of features in the future. For example, compared with the modern Japanese language with five vowels, old-Japanese had eight. Gone are also some grammatical and morphological features. Modification of the old-Japanese in modern language occurred during the long period between the twelfth and sixteenth centuries. The Japanese language has many dialects, coupled with the location of Japan's four major (Hokkaido, Honshu, Shikoku and Kyushu) and many small islands. Dialects are so different from each another, for example, dialects residents of Kyushu and Okinawa are not clear for the rest of the Japanese. Now in Japan there are two most common dialects: the dialect spoken by tokiytsy and which is considered General Japanese language and dialect of the western region of Japan – Kansai, spread in the cities of Kyoto, Osaka and Kobe. In the twentieth century, the introduction of a unified school system, as well as widespread proliferation of media and television, the difference between dialects begins to flatten. A less common dialects were gradually replaced in the field of communication within the family.