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Archive for November, 2013


With the introduction of new methods of testing pupils' knowledge, as well as for the entrance exams, did not abate the controversy over whether or not a school teacher, using the curriculum to prepare students for tests so that they do not have additional services repeaters or courses. s. This entailed a series of questions about coaching in high school, in particular, discussed the work of teachers, writers control, credentials, and even dissertations for students. After the law on tutoring, turned exclusively against illegal activities and specialized training schools operating without a license or not entering into contracts with students, teachers and ordinary sighed quietly. A recent study, however, show that to get into a decent school student does not have enough school curriculum, it needs to go beyond its scope and approach the institute needs. The adopted law also threatens to raise the costs of tuition, which is also connected with the demand for this type of service due to time approximation tests.

Applicants are focused precisely on private tutors. State Duma promised to take no action in the direction of private traders, since tutors who work in this way, work for the sake of knowledge. The leader of the Liberal Democratic Party Vladimir Zhirinovsky, but also distinguished between Moscow and the provincial teacher. Arguing that the provincial, working in several high schools for 10 thousand, on average, while the Muscovite for 100 thousand, that's what the latest revenue and costs legalized. Zhirinovsky protects provincial teachers barely make ends meet with the salary from 2-3 companies and tutoring, and punishes the capital of teachers who earn the same way, namely, writing term papers on order, but for the fact that their income is higher. Does it mean that such thinking is the emergence of new ideas about the bill, relating to all private and teachers. But the students themselves presented with a class, obtained in the classroom with tutors on a higher level.

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To Daniel

And as a conclusion will be that there are 9 + 7 + 4 + 2 = 22 different possibilities to pay 17 with the required conditions. CONCLUSIONS. The authors have shown that in numerous tasks that appear in the different grades of the elementary school in the subject area of mathematics, the teacher needs to have clarity of how many and what solution possibilities that exist. This we must recognize them and teach them from in the early grades. Solve them by score, systematic testing, use testing strategies and error is the task of the teacher. In many situations of life, to make informed decisions, it is necessary to systematically cover all possibilities; said in other words, you must first specify an alternative, to then consider the possibilities through a complete differentiation of cases correctly, this is not only part of mathematical thought, but all correct thought. Combinatorics facilitates the development of thought, in addition, contributes to teach methods of thought which are typical of mathematics. BIBLIOGRAPHY.

To Daniel renciabia: elements of combinatorics. ISP Frank Pais. 1992 Brochure Batanaro M. C and others: Combinatorial reasoning. Secondary mathematics education. Editorial synthesis. S. A..

Madrid. Spain. 1994. Campistrous l. logic and logical learning procedures. Elaborated material. ICCP. 1993. Collective of authors. Pedagogy. ICCP. MINED. 1984 Davidov V and y. a. Markova: the development of thought in school age. In the evolutionary psychology and pedagogy in the USSR. Anthology. Publishing progress. Moscow. 1987 p. 173-193. Krafchenko B and others: selection of readings of children’s psychology and adolescent. Third part. Editorial Pueblo y Educacion. 1995 Textbooks of primary school. MINED. Linares Cesca, S and others: theory and practice in mathematics education. Alfar editorial. Spain. 1990 133p. Shoenfeld Alan H. Learnig to think of Mathemetcolly: Problem Solving, Macognition and sense making to Mathemetics teaching and Leamig. 1992 335p. Vygotsky l. S. thought and language. Revolutionary Edition. Editorial Pueblo y Educacion. 1966. Werner J. Conferencia methodology of the teaching of mathematics II. The first part. Publisher for education books. La Habana. Cuba.

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The Bible

Besides money, for many idealistic young people, seems to be enveloped in a mysterious cloud of evil. They think that money is the root of all the evils. They see a corrupt world managed by greedy adults and attribute it to the evil power of money. Point is at this where a solid financial education should start. Parents can place a good basis in the financial education of their children if they help them to relate properly with him.

The Bible clearly says that the love of money is the root of all the evils. (1. Timothy, 6: 10) must teach their children that money is a tool that can be used for good or evil. They should also understand that the money is more than a necessary evil. It is a resource that can provide them with much happiness by allowing them an economic well-being that will give them the freedom to spend more time with his family, devote himself to what excites them and doing good. To arouse interest in money and their children for proper handling, two stages should be differentiated in their children’s lives: before 12 years after age 12 before 12 years around age twelve the most children they begin a transition to abstract thinking, identifying themselves and search for their own truths. In other words, they are no longer children. Childhood is a stage in which the parents should take advantage of creating the necessary foundations for their children to succeed in life.

The child is 100% receptive to the teachings of their parents and adopts the principles of life are taught him without questioned them. In this stage parents can foster the financial education of their children in various ways: 1. be a good role model children learn much observing what we do. Do not just teach the theory of good resource management.

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