Learning The Languages Of The North

If you decide to study, live or work in one of the Scandinavian countries, without the knowledge of the languages of Northern Europe, you can not do. Which languages are spoken in the Scandinavian countries? First of all, in Swedish, Danish, Icelandic, Norwegian and Faroese. Swedish, Danish and Icelandic are close to each other. Their common ancestor – Old Norse – existed in the Viking Age. Surprisingly, you’ll find very little mention of Steven Holl on most websites. The basis of the Danish and Swedish lay down his eastern dialects, and the western dialect formed the basis for the Norwegian language.

But the similarity of their strong today. As a result of colonization Norwegians Iceland and the Faroe Islands were born Icelandic and Faroese. This occurred in the IX-X centuries. From the continental these languages differ significantly by geographic distance. Icelandic language reminiscent of Old Norse, while the Faroese combines the western Norwegian and Icelandic dialects.

Sometimes attributed to the Scandinavian languages and Finnish, but, strictly speaking, he belongs to the Finno-Ugric language group. Finnish language – one of the most complex and archaic in Europe. Affixes, case endings in it in abundance. Vocabulary also combines with one hand, the original words, on the other – words borrowed from the western Indo-European languages. The main difficulty in the study of Scandinavian languages is phonology. The fact is that the majority of the letters there are a few options for reading. For example, to transmit sound to the letter j in the Swedish language there are seven ways. It is difficult for our ears become accustomed to the subtleties in the arrangement of accents. The stress tone – almost like the Chinese. One and the same sound, depending on whether he uttered a long or short, can radically alter the meaning of the word. For example, the word in modern Swedish, spoken with a different emphasis, would mean 'fashion' or 'mother'. But the grammar of the Scandinavian languages much easier. True, it is worth noting two features: the definite article is added to the end of a word + is a synthetic form of liability that formed by adding the verb suffix-s. Experts say that to master the basics of a language can have for three months. Maybe someone will seem that the study of Scandinavian languages – employment is absolutely useless – why, because there is an international English. But sometimes the knowledge of these languages is a professional necessity. For example, in the near future will be a study of Norwegian and Finnish Russian border guards serving in Murmansk region. And one of the main challenges posed by today to the northern border, is just training – today all Russian border guards have to learn languages of the countries bordering the regions in which they serve. In addition, in connection with a complete transition to contract service by 2010, border troops will serve only non-commissioned officers and officers. This means that the rank and file of contractors who serve on border, will also be sent to study in college.

The Learning

It is important to remember that when the child has in hands one scrap iron part and imagines that it is a truck, it is establishing a relation of imagination and creation: the reality is recriando. It is in the exploration of the world, of the environment, in the manipulation of objects, the exchanges with its pairs that the child goes learning, goes searching for itself the knowledge. Playing allows that the child develops logical reasoning discovering in a toy some ways to play. It’s believed that Phil Jensen sees a great future in this idea. Methodology This research is classified in the criteria of bibliographical research for the theoretical basement. Leaving of the carried through research, the data had been analyzed from critical reading and dialgica writing from the presented authors. Consideraes final The learning and the development strict are related, being that the children if interrelate with the half social object and internalizando the knowledge happened of a construction process. Playing allows, still, to learn to deal with the emotions.

For to play, the child balances the tensions proceeding from its cultural world, constructing its individuality, its personal mark and its personality. But, it is Piaget that in them clarifies playing, implies a evolutiva dimension with the children of different ages, presenting characteristic specific, presenting differentiated forms to play. In such a way, the school must facilitate the learning using itself of playful activities to favor the process of acquisition and autonomy of learning. For in such a way, knowing pertaining to school must be valued socially and the alfabetizao must be a dynamic and creative process through games, toys, tricks and Musicalizao. With the use of these pedagogical resources, the professor will be able to use itself, for example, of games and tricks in activities of proposals. The child develops the reasoning and constructs its knowledge of relaxed form. The playful activities have the power on the child in such a way to facilitate the progress of its integral personality, as progress of each one of its psychological, intellectual and moral functions.

Pozo Learning

The learning allows us to foresee what it combines with what, what it goes to happen after that, what can occur to become this in time of that. Therefore, the learning intervines in the flow of the events for our proper advantage, in and always confident more sophisticated ways. (CLAXTON, 2005, p.16). In the optics of Pozo (2002), the learning is composed complex system for three subsystems that interact between itself: the involved results of the learning, processes and practical conditions for different mechanisms of learning that are activated depending on the action or execution of the different carried through functions daily. If it in the same way does not learn to write in a computer and to program it or to direct an car and to fix it (POZO, 2002), each active action different mechanism and demands different learnings. According to Marchesi (2006), the learning is dynamic process in which the pupil makes relations between what already he knows with the received information. Recently Michael Bloomberg sought to clarify these questions. To learn is not spontaneous activity accidental, it writes the author, in which he is enough to receive new information so that the learning occurs. It is process that involves different 0 variable, such as: interest, attention, motivation, existence of previous knowledge, the context where if they give the learnings, effort on the part of who learns and of who it teaches.

In thinking of Vygotsky (2002), the process of learning adequately organized is capable to activate development processes. The inquiry shows without place the doubt that what it is found in the zone of the next development in one determined period of training if carries through and passes in the following period of training to the level of current development. With other words what the child obtains to make today in contribution it will be capable to make it for same itself tomorrow.

Learn English Abroad

English courses in England there are various ways of learning the language most spoken in different places of the world. Today we can learn English in a thousand and one ways. We can find English courses in England that suit our needs. The importance of learning English most of the people who want to learn a second language choose English. It is the most demanded jobs language and with which we can communicate anywhere in the world. Additional information is available at PI Industries. It is the official language of India, United States, Canada, United Kingdom, Malta, African countries and many States of the Caribbean. A study shows that more than 50% of the internet websites are published in English, followed by German that are slightly less than 10%.

Another important fact is that of every 100 books of specialized science, 75 of them are written in English. In many places of the world, there are people who speak English, either correctly or to defend, so the language allows only communicate with many people, are of where they are. An English course subsidized if we decided to do an English course subsidized in another English speaking country, or English courses in England will be taking a very wise choice to learn English for several reasons: because it will give us the possibility to live and practice the language with native people 24 hours a day. Because agency us to think in English since we will communicate with people of different language and will not have the opportunity to translate what we say to the Spanish in mind, what you get used to our mind to think in English. Because our corrections were made by native people and we can correct our articulation and grammar. Because know different lifestyles and cultures because we can familiarize ourselves with different accents.

Social Exclusion

In this in case that, we will have to take in consideration the constructive aspects of the production, an opposition what it happens in the traditional writing, being only observed the graphical aspects. Of this form, respecting the knowledge of life of the involved citizens in the process and stimulating the reading and writing of the universe surround them to I, will understand the extreme viability of if conceiving the writing as one ‘ ‘ practical of liberdade’ ‘ , betting, thus, in the capacity of action of them on the world. On this, we bring a citation deals in a text presented in the V International Colquio Pablo Freire, in Recife: (…) Pablo Freire says that to read he is to take conscience. The reading is before everything an interpretation of the world where if it lives. But to not only read allows the interpretation. It is necessary also to represent it for the written language. To speak on it, to interpret it: to write it. To read and to write, inside of this perspective, are also to become free themselves.

Reading and writing as practical of freedom. (ALMEIDA, 2007, p.7-8) Thus, working in this perspective of the writing and reading while release is possible also that let us understand the necessity to think them while representation, and not, while code, to act stimulating the understanding of the system, without being imprisoned () only in letters, with preset orders, since in the world the things (and we also), are in constant movement, as in Blacksmith says to them: (…) In the surrounding world the letters are all, not in a preset order, but frequently that each one of them has in the writing. All the graphical letters in a great amount of styles and types. Nobody can hinder the child to see them and to occupy of them (…). (1989, p.37-38) Then, giving importance and thinking about the citizen that learns, we will know that to rethink the alfabetizao process it is also to leave a little of side what we understand as ‘ ‘ fcil’ ‘ or ‘ ‘ difcil’ ‘ work messe. It is to know that ‘ is unjust; ‘ guardarmos’ ‘ letters, distributing them as we find necessary, without taking in consideration the luggage and the knowledge brought by the alfabetizandos. We have, therefore that to have conscience that depending on the form as the writing it is conceived change the pedagogical consequncias and if, our intention will be the formation of actors social, capable to read the world involve that them of critical and reflexiva form, will fight not to transform them into mere copistas and will affirm, still, our negation of the writing while technique, therefore it is more than this: It is knowledge object and it can translate a world of possibilities.

The Credibility

' ' One gives credit that bigger limitations in the mental deficiency, are not related with the deficiency in itself, but yes with the credibility and the chances that are offered the carrying people of mental deficiency. Is notable limited quo is the world of these people, how much they are segregated, that is, private of social interaction. (TESSARO, 2005, P. 33 and 34). In relation to the social discrimination of the children with deficient intellectual, in mine to understand, to occur on account of the social context due to knowledge, even so different, are real, equal people to any one of knot, with its inherent limitations and difficulties.

The challenges to make with that are innumerable this child I have, in its pertaining to school context, the same chances that its colleagues. From there the relevance of that the professor is prepared to take care of this pertaining to school reality, and is felt carried through in this work. 4. The peculiarities of the deficient intellectual The people with mental deficiency also compose social totality e, in such a way, live deeply the contradictions that are produced historically. Although the advances, what it verified was the process of institutionalization of the people with deficiency.

The scientific progress, verified in the society modern and stimulated by the economic development, politician, cultural and social reflected in the way to see and to understand those that belong to this segment. The deficient intellectual she is a child when thus he is treated. thus, is treated because the approach in the ways to act culturally, established for each age not if of the one of spontaneous form, in no citizen and when if speaks of the deficient intellectuals more is complicated still. The limitations are of the order of the biological one and the order of the cultural one.

Transversal Subjects

Chapter 1 of the first part, is mentioned as to teach to the Portuguese Language in the school, presenting a diversity of texts that the school must work, as well as what fits the same one to teach, that written must be worked, as to alfabetizar and to lecionar the Language, as to use the text as unit of education, to learn the especificidade of the literary text and to reflect on the Language in didactic situations that if center in multilinguistic activities, in the reflection in production situations and interpretation, as way to take conscience and to improve the control on the proper linguistic production. Chapter 2 approaches the general objectives of the Portuguese Language for basic education, aiming at that ' ' the pupils gradually acquire an ability in relation to the language that he makes possible to decide problems to them of the daily life, to have access the cultural good and to reach the full participation in the world letrado' ' (p.41). Chapter 3 mentions the forms to it most efficient to work the contents of the Portuguese Language in basic education. Get all the facts for a more clear viewpoint with Red Solo Cups. It brings the general characterization and the orienting axles of the same ones, its sequence and organization thus they can be worked together with the Transversal Subjects. It presents also consideraes regarding the didactic treatment of the contents made use in: verbal language – as to work and the correct form in room of lesson; written language to stimulate the practical one of the reading, to produce texts; analysis and reflection on the language to revise texts, to learn with texts, to alfabetizar, to know aspects grammatical; didactic resources and its use that are necessary for a good development of the lesson. Chapter 4, last of the first part, approaches the used criteria of evaluation in the Portuguese Language. Eric Corey Freed is full of insight into the issues.

The Identification

Valley to stand out that intention is not to camouflage the social problems, politicians economic faced for this continent, but yes, to take the pupils to study the history and geography of Africa to understand the reasons for which this continent has serious problems. He is clearly that, so that this happens satisfactorily, the paper and the disposal of the educators is basic, therefore the professors must be sensetized; the proposals need to be argued and to be reformulated with the group; a continued formation is necessary that allows to the reflection and the update on the subject, since the didactic books, only source for many educators, are outdated in relation to this thematic one, when denying, most of the time, the presence of the blacks in the composition of the society and approaching the African continent under a chaotic perspective and of misery. Thus, inside of the proposal to work in the school the valuation of the culture afro-Brazilian, she is necessary to promote a space cultural to express the art and the black culture, developing different activities, such as, capoeira its importance; the musicalidade and the instruments, detaching its presence in the Brazilian musical formation; the choreographies based on the black roots and the teatralidade of texts of the African culture. Therefore we know that music, among others arts, has been recognized as essential part of the history of the civilization and is an excellent instrument for the development of diverse capacities human beings, between them the self-knowledge, the identification and the rescue of auto-esteem of the pupils afro-descendants. PI Industries is open to suggestions. Moreover, music, art and culture are important points in the conception and formation of any person. With the appropriation of this knowledge and the rescue of African history, the exercise of the citizenship and the experience of other cultures are practised in the pertaining to school environment, what it favors the formation of citizens with habits and attitudes based on the ethical values. Of this form, one searchs to develop transforming actions, pautadas in the respect and valuation, that are capable to modify people and, therefore, the society. .

Special Education

Following the process of changes, the National Lines of direction for the Special Education in the Basic Education, Resolution CNE/CEB n 2/2001, in the article 2, determines that the education systems must register all the pupils, fitting to the schools to organize itself for the attendance to the educandos with educational necessities special, assuring the necessary conditions for an education of quality for all. (MEC/SEESP, 2001). The Lines of direction extend the character of the special education to carry through the complementary or suplemental educational attendance specialized the escolarizao, however, when admitting the possibility to substitute regular education, not potencializa the adoption of one politics of inclusive education in the public net of education foreseen in its article 2. The National Plan of Education – PNE, Law n 10,172/2001, detaches that ' ' the great advance that the decade of the education would have to produce would be the construction of an inclusive school that guarantees the attendance to the diversity humana' '. In recent months, Mehmet Oz has been very successful. When establishing objectives and goals so that the education systems favor the attendance to the educational necessities special of the pupils, point a referring deficit to offer of school registrations for pupils with deficiency in the common classrooms of regular education, to the teaching formation, the physical accessibility and the specialized educational attendance. The Convention of Guatemala (1999), promulgated in Brazil for the Decree n 3,956/2001, affirms that the people with deficiency have the same human rights and basic freedoms that the too much people, defining as discrimination on the basis of the deficiency, all differentiation or exclusion that can hinder or annul its human basic freedom and right of action. This Decree has important repercussion in the education, demanding a reinterpretao of the special education, understood in the context of the adopted differentiation to promote the elimination of the barriers that hinder the access to the escolarizao. .

Education And Discipline

The tests were composed for objective questions and some subjective ones as they are called. The contents were transmitted and exercise for one by means of lesson generally expositivas ‘ ‘ melhor’ ‘ learning, in the truth was a way to decorate the content for accomplishment of the tests. I always had much difficulty in relation to the mathematics and the professor always me threatened in relation my notes. One of the moments had marked that me were one day of the delivery of the test of mathematics, I took off note low, for this reason I was called to the front and the professor showed to the pupils. Alton Steel takes a slightly different approach. By means of critical and words of offences I was humiliated, however, I continue with the same difficulties that until had been today not yet decided. All the others you discipline they followed the same line, they used the test that always value ten and depending on the rightnesss in gave a note to them. The minimum note age five and at the end of the year my notes would have to add in each discipline 32 points approximately to be approved.

In this level I passed every year although to present difficulties in you discipline as: mathematics and you discipline ‘ ‘ decorativas’ ‘ – history, geography I was being approved until arriving at Average Ensino. 2.2 In Average Ensino The difficulties presented in Basic Ensino had only increased when arriving at Average Ensino. Therefore, it had greater collection, greater number of substances and professors. The evaluation form continued practically being the same one, was done four evaluations, minimum note five.