North Star Academy

Prepare your child for college at the North Star Academy of Minnesota.

The Academy

Being the main improvement pointed for 63% of interviewed the increase of the movement in the square, what it diminishes the unreliability of the place and increases the relations of sociability in the neighborhood. Of the total, 17% had affirmed not to know/to perceive the improvement, 10% pointed the reform that the square received for inauguration of the equipment as main improvement and 10% pointed other reasons, as incentive to the use of the square for the aged ones. Graph ‘ ‘ opinion of interviewed regarding which the improvements the ATI trouxe’ ‘ Almost all the interviewed ones had told that the implantation of the ATI brought improvements for the square, between which more movement for the space, that is, a bigger flow of people. In according to place, they had not known to answer where the ATI improved the functioning of the square. In third place, they tell that the implementation of the Academy improved the square as all. For these data, we can perceive that the Academy has assisted to keep in better conditions, according to using. Through the field research, we obtain to discover as if it finds the functioning of the Square Mayan Kalina, its structure, its equipment, flow of people.

Talking with the users of the square we could observe that they like local, and accept the implementation to it of the Academy of the Third Age well. On the ATI, we would like to complement that the constant presence of employees of the medical area would be important, to measure the pressure of users who practise the physical activities, and also that they were gifts for eventual accidents that can occur; clearly, the constant presence of a physical educator for better use of the equipment of the ATI. On the structure of the place, it if it finds in good situation, but this fact seems that alone it was possible, after the square having been ‘ ‘ adotada’ ‘ for a private company.

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Imperial Academy

Delaroche for master, who is today the most philosophical painter and most aesthetic than I know. (…) he studies anatomy and drawing, because our school is very weak in the drawing. For the old classicista academy of the beginning of century XIX, the good drawing was basic and was valid, beyond expositions, prizes in trip. The study of the comment of the figure human being it exactly continued with considerable importance in the resume of the above-mentioned courses after the Reforms and it is until today in the courses that still invigorate in the current School of Beautiful Arts. The body is a representative expression and its apprehension through the drawn forms seems to return to us certainty to it of that we are one. If you have read about Richard Linklater already – you may have come to the same conclusion. Exactly in fracionando in body and soul, in adobe and light, meat and spirit, I and another one, etc. ON the EPITOME: ' ' Epitome of relative anatomy to bellas arts followed of hum compendium of physiologia of the passions and some consideraes geraes on the ratios with the divisions of the human body; offerecido to the alumnos of the Imperial Academy of the Bellas Arts of Rio De Janeiro ' ' (M.D.J.VI n. 0039) served as well as complete manual of the time on the anatomy and the study of the fisionomia human being.

Writing for Charles Lebrun, was based on main treat the anatomical ones applied in the French academy since century XVII and was translated Portuguese for Taunay in 1837, bringing? taboas of XI and XI? it makes important and interesting studies on the movement of the muscles in the passions of the soul in the compendium on the ecstasy. ' ' … he the maximum grain of admiration. When to this feeling if it joins the veneration, and that mere intellectual its objecto does not occupy seno the spirit, the head if lies down of the left side; sobrancellas and pupilla if dirigem directamente for top; the mouth is half open, with its cantos hum little raised.

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The Difficulty

to the P2? ' ' … Falar in inclusion of special carriers of necessities is not only to say that the pertaining to school vacant is guaranteed, is necessary to assure quality of education. You are welcome he goes to advance the necessity carrier to be in a school bank if it does not go to have chance to learn as the too much pupils. The true inclusion is in the guarantee of learning, and learning of qualidade' '. We can perceive that this definition brings again to tona, the guarantee of the learning, that was cited above as one the controversial subjects concerning the process of inclusion of PPEE in the regular net of education. to the P3? ' ' …

I do not know very. But I find that it would be the process of adequacy of the education net so that thus can offer to an education adjusted for the carrying pupils of educational necessities especiais' '. Now we observe a conception that takes in consideration a primordial factor in this process of inclusion, that says respect to the structure of the schools, subject this that deserves much attention to if arguing the process of inclusion of PNEE in the regular net of education. to the P4 — ' ' … Is a complicated half thing, but for what I could understand it says respect to the access of pupils PNEE the said school ' ' normal' ' , of one it forms conscientious, with all possible support so that if it guarantees the learning and evolution of the pupils. The guarantee of the learning is perceived again as important condition in the inclusion process. In relation if to feel prepared to work with groups who possess PNEEs, all had said that not, and they had presented the following justifications: ' ' … Sincerely, not. Why? Because I saw in my experience the difficulty that I had, and I not yet I know to deal with pupils who have necessities especiais' '.

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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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