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Archive for September, 2012

April Education

The processes are understood for ambient education by means of which the individual and the collective construct to social values, knowledge, abilities, attitudes and abilities directed toward the conservation of the environment, public easement of the people, essential to the healthy quality of life and its support. Art. 2.

the ambient education is an essential and permanent component of the national education, having to be present, of articulated form, in all the levels and modalities of the educative process, in formal and not formal character. Art. 3. As ampler educative party to suit, all they have right to the ambient education, charging: II – to the educative institutions, to promote the ambient education in way integrated to the educational programs that develop; VI – to the society as a whole, to keep permanent attention to the formation of values, attitudes and abilities that propitiate the individual and collective performance directed toward the prevention, the identification and the solution of ambient problems. Art.

4. Is basic principles of the ambient education: III – the pluralism of ideas and pedagogical conceptions, in the perspective of the Inter, multi and trans-disciplinaridade; IV – the entailing between the ethics, the education, the work and practical the social ones; V – the guarantee of continuity and permanence of the educative process; VI – the permanent critical evaluation of the educative process; Art. 5. Is objective basic of the ambient education: I – the development of an integrated understanding of the environment in its multiple complex relations, involving ecological, psychological, legal aspects, social, economic, scientific, cultural and ethical politicians; III – the stimulaton and the reinforcement of an ambient problematic critical conscience on and the social one; IV – the incentive to individual and collective, permanent and responsible the participation, in the preservation of the balance of the environment, understanding itself prohibited it of the ambient quality as a non-separable value of the exercise of the citizenship; VII – the reinforcement of the citizenship, self-determination of the peoples and solidarity as beddings for the future of the humanity.

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Keith Jenkins Professors

How much to ' ' intenes' ' of the historians/professors/educators, Keith Jenkins it writes that they suffer the influence from the way that the familiar fence, pressures, pressures of the academy, etc., still we must remember that the same ones are agents of the state and, to be ' ' good agentes' ' they must follow the indications and recommendations of the state, we must remembering in them that the education grating is not made by us and nor for them historians/professors/educators, but yes, for the state. Professors would have the historians//educators ' ' trarem' ' the state, reading and arguing other authors or under a different perspective? In my opinion the reply it is yes, however since nor all are made use to live this experience, us academics we would have ' ' trair' ' , not only our professors, as the authors which we do not agree; as to make it? Following the recommendations of the proper Jenkins, looking at of a different perspective, giving a new felt and meaning each ' ' coisa' ' , or as Manoel de Barros says: ' ' To give to the comb functions of not combing until it it is to the disposal of being a begonia or one gravanha' '. The diacrnica order imposed by the accepted state and for us, comes of certain form ' ' norteando' ' the thought and the behavior of the modern man/contemporary. The diacrnica logic this in all the spaces, in the proper esquadrinhamento of the building where we study, according to Prof. Msc. Clementino Walnut Souza this esquadrinhamento this gift in the distribution you even discipline of them, let us see: ' ' the distribution you discipline of them in the course starts of a form continues and linear, the central idea in this distribution is to demonstrate the evolutiva and chronological form of the resume that points with respect to a conception of historicista history, continuous, objective and fundante.

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Requirement Person

2 negative Actions in the familiar environment The uninformed family, without professional orientation tends to act guided for taboos cultivated for the society or for pride to have as superendowed member one, believing to have in house a genius with guarantee of success in the future. Many people of the family for judging to be adept a genius tend to believe that person with ability above average will be able to develop itself alone and that she does not need support in its process of development. Innumerable attitudes are observed in relation to the people with high abilities. Between them they are: Requirement of good academic performance, the exploration of the talentos special of the person for public exhibitionism, depreciation of the talent (mainly when he is artistic or esportivo), comparison with other members of the family or others of the same etria band, supervaluation of the special talent and esquecimento other values that are part of the integral formation of the person human being. The superendowed one as any person needs the establishment of behavior norms, of the imposition of limits (with the had justifications), of respect to its style of learning and its potential. Romeu Sassaki when dealing with the subject inclusion make reference to multiple reference the learning styles and intelligences: The learning styles are the way as each one of us learns better and multiple intelligences constitute the abilities that we can use to learn any thing and to carry through our objectives. It has a narrow relation between learning styles and multiple intelligences. (SASSAKI, 2006, p.132) She is necessary to understand that the high abilities if reveal in diverse areas, are phenomena that generally appear precociously and if it develops in each stage of the life correctly will have been stimulated, but that the familiar environment or the pertaining to school could be hindered at some moment if will not be challenging and propitious to the learning.

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Brazilian Literary Production

Iriane Trindade and Milena Oliveira Summary: Many of the done readings of the romance ' ' Sad End of Policarpo Quaresma' ' , it has as mote the proud nationalism characterized by the protagonist Policarpo Quaresma, however, the text also can be read as a feminine representation of the time, very detached well through three personages, Ismnia, Adelaide and Olga. It is in this perspective that we develop this work, with intention to analyze the feminine representations boarded in ' ' Sad End of Policarpo Quaresma' '. (Abstract) novel Many of the readings of the ' ' Sad End of Policarpo Quaresma, ' ' has theme the overweening nationalism characterized by the protagonist Policarpo Quaresma, to however, the text also it might be read a representation of women at the teams, very well highlighted by three characters. It is this perspective that we develop this work, aiming you analyze the representations of women covered in ' ' Sad End of Policarpo Quaresma presented Article the Miriam teacher Branches, of disciplines Study of the Brazilian Literary Production, of course of Vernculas Letters of the University of the State of the Bahia-UNEB, Campus XXI, as requisite for complementation of the note. Academics of II the Nocturnal Semester, the University of the State of the Bahia-UNEB, Campus XXI.

Daily pay workmanship, characterized for criticizes to the government and the retraction of the Brazilian social problems, in which the author demonstrates in the history of Major Policarpo Quaresma, public officer aficionado by Brazil. The question of the nationalism argues mainly, but also it says of the disobediences politicians of the country, the nepotism, the recklessness of them to be able public and a social order and exculpatory politics. As it is possible to observe, the romance in allows innumerable possibilities them of analyses and understanding, however, we will go delimiting in them to only argue the questions of the feminine representations of the time, as well as analyzing the historical context in which if they had developed these personages.

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