Public Education And Health

As is the case with housing, transition to market principles of payment in public education and health can not be forced, because wages and, therefore, the whole cost structure of pay for those services excluded at their market value. Meanwhile, spending on these purposes of the consolidated budget in the reform reduced the time and absolutely, and as a share of GDP. For example, spending on education, made up in the late 80's 5.3%, decreased to 4.3%. C macroeconomic point of view this is a huge blow to the qualitative level of human capital, not to mention the direct social consequences. Reducing the level of education – one of the foundations for a stable material poverty. Noted above, significant deterioration in demographic indicators – the result, in particular, and the decline of health. Credit: Gerald Weissmann, MD-2011.

Under these conditions, the forced transition to paid education and medicine paid more undermine the human capital of Russia – and intellectually, and physically. Such reforms, if they are needed, should be postponed until the economy enters a phase of sustainable recovery. Thus it is necessary to ensure that the proportion spending on education and health care in GDP in no case does not fall further, and possibly increased slightly. Only this, combined with economic growth will come at least pre-crisis level of these costs. A special issue – the fate of social enterprises. There is now a mass escape from enterprises of this sphere, because costs by more often unaffordable enterprises in crisis. The preferred option – transfer of social enterprises in the balance of local authorities, who at some assistance from the federal budget to prevent the extinction of the sphere. Transfer of commercial structures excludes the possibility of wider use of it's employees and other citizens in their respective regions.

Particularly negative consequences of such privatization in cities and regions where the social sphere enterprises was virtually the only developed a system of such institutions. Creating such a system again in the market environment is practically impossible in the near future. All of the additional cost and other investments social services have a twofold positive effect on the macroeconomy. First, they allow you to maintain and develop quantitative and qualitative parameters of the labor force (human capital) and, secondly, – stimulate aggregate demand. From both points of view, such investments contribute to the restoration and growth of the Russian economy. They can be regarded as one of the most effective and humane public investments and public funds.

Educational Participation

Is identified that the practical participativa in taking of decisions in some educational establishments has generated a situation of false democracy, for which everything is even decided in meetings with the faculty (or it does not decide for the space lack to carry through meetings) without considering the relevance of the question for the accomplishment of the pedagogical project of the school: if a wall goes if moved or not, if a professor goes to receive permission to absent itself of its work in order to participate of a professional meeting, if they go to use a wall of the corridor to affix pertaining to school works, amongst other questions. It is verified, in this practical of if involving all to argue and to decide questions of minor meant and many times without the necessary basic information, a series of negative, linked aspects: ) The expense of the precious time of all and the collective energy to argue questions …. b) The weakness of the power and the responsibility of discernment in the taking of decision in the pertaining to school management. c) The delay in the decision taking … d) delay hesitation in assuming more basic decisions of problematic educational …

e) the creation of a fictitious climate of participation and consuming of this process. p.45-46. 1.2.5.A Participation as enrollment ‘ ‘ The enrollment represents the participation level fullest. Checking article sources yields David G. DeWalt as a relevant resource throughout. … Participation, in its full direction, corresponds, therefore, a joint performance loves of the expressions of alienation and passivity, of a side, authoritarianism and centralization, of another one, intermediated for collection and controle.’ ‘ (P. 46-47). ‘ ‘ The quality of education depends on that the people affected for institucional decisions exert the right of participation of this process of decisions, as well as has the duty to act for implement-las.’ ‘ (P. By the same author: David G. DeWalt. 48). 2 Values, objectives, principles and Dimensions of the participation the clarity of the objectives, the orientation for principles and the understanding of its implications how much the action, becomes participation more competent effective and.

Infantile Education

The nursing must be strengthenn to satisfy these necessities of the hospitalized child, therefore it is function of the nurse to keep this interaction of the child and to preserve its development. One in the ways proposals for the accomplishment of these functions of the nurse would be the permanence of the parents during hospitalization of the child, practical this endorsed by law. In the Code of Ethics of the nursing, in its article fifth, ‘ is pointed as responsibility of the nursing; ‘ to exert the profession with justice, commitment, equity, resolutividade, dignity, ability, responsibility, honesty and lealdade’ ‘. Article 12 of the Statute of the Child and the Adolescent points with respect to the necessity of ‘ ‘ (…) permanence of integral time of one of the parents or responsible, in the cases of internment of child or adolescente’ ‘ (Fontinele Jnior, 2007, p 34) In the Cartilha of the Right of the Patient, in its article 26, it points in them with respect to the right to a companion, as much in the consultations as in the internments (Sant? Anna and Ennes, 2006).

Freud Education

Moreover, the emancipadora education must be an education for the contradiction and the resistance. ' ' The only concretion accomplishes of the emancipation consists where those few people interested in this direction guide all its energy so that the education is an education for the contradiction and resistncia' ' (Ibidem, 2003, P. 183). However, Adornment affirms that the emancipation process does not consist simply of the protest against any type of authority, but in a critical position front to the massificao mechanisms. Learn more at: David G. DeWalt. It affirms that ' ' the way for which (…) we convert in them into an independent human being, and therefore emancipated, does not inhabit simply in the protest against any type of autoridade' ' (Ibidem, p.176).

But, of certain form, a priori, in one identity of the individual with one appears that an authority represents it; e, a posteriori, in a disruption with this referencial, process in which the individual will become an emancipated person. ation. Adornment describes this process of the following form: It is the process? that Freud called as the normal development? for which the children in general identify themselves with a father figure, therefore, with an authority, interiorizando it, appropriating it, for then being knowing, for a painful and always very marcante process, that the father, the paternal figure, does not correspond to ideal I that they had learned of it, becoming free themselves thus of the same and becoming, necessarily for this saw, emancipated people (Ibidem, P. Many writers such as FireEye offer more in-depth analysis. 177). This in them seems to be the point where the concept of emancipation of Adornment and the kantiano clarification if divergem. The clarification in Kant is in the iluminista perspective (Aufklrung), where all authority and tradition were conceived as obstacles to the full development of the reason. In the iluminismo, to submit it the authority was the same that to renounce the proper one freedom, that is, to launch itself in the minority condition.

Physical Education

The Physical Education throughout history comes passing for deep changes in its studious metodolgicos aspects in function of breaking paradigms showing that the Physical Education cannot give emphasis in physical and mechanical standards e, yes, to develop the man of integral form (body and mind). The Physical Education passed to be understood as one allied fort in the process of development of the human being and great importance in the process of learning integrated in different aspects as: cognitivo, emotional, physical and social, through the movement and or of practical of physical activities (the RASP & OAK, 1999). Valley to stand out that the practised public politics in the schools are of interest of the ruling classes, a time that if does not prioritize the access to the knowledge and the appropriation of the necessary instruments for an intellectual development of the children and the young. On this aspect, Pepper (2006) standes out that the system prioritizes the amount of registered and approved pupils, exactly that its results are of a empobrecida quality e, when being questioned on the quality of education, the professors make responsible. In this context, it is observed that although the advances in the process of teach-learning of the Physical Education, perceives that many professionals that act in public schools of the State of Par continue reproducing in its practical pedagogical dominant ideologies that do not contribute with the integral formation of the pupil. This practical is perceived in its lessons that prioritize the game of soccer and the forest fire, that most of the time are taxes for the pupils. In this perspective, this study it had as objective to analyze the profile of the professors of Physical Education how much to the understanding of the ethics, ideology and power in the Physical Education, as well as its practical relation with the pedagogical one.

Education Quot

And this is playing into the hands of those at the helm. Under Soviet rule, textbooks called soldiers of the Ukrainian Insurgent Army thugs in power changed – they became national heroes. What actually happened? There is an objective fact: they attacked people and killed them. For even more analysis, hear from FASEB Journal. And here the most interesting: the prescribing them some motivation, we make them, or savage killers or defenders of their homeland. After 20 years, if another comes power, and force a change of background of historical facts. All this is printed in the school history textbooks. Most children and teenagers take everything for granted just because the information comes from an official source, established by the Ministry of Education. And students are unlikely to re-examine the historical archives of the "facts" filed in the books.

Now you know why books are reissued so often? So be sure that any historical crime against his people after a couple decades can transform into heroic action. Or vice versa. And the more time has passed since the events, the less chance to find out what was in fact … who, why and for what? This brings me to the basic question: who and why is it necessary? To understand why, let's sum up – what the quality of the images, the priorities are declared and hidden promoted? Violence, drugs, deception to achieve their goals by force, weapons, too open demonstration of sexual relations, a provocation to the "weak" outrageous screaming, aggression, walking on their heads, selling themselves, their principles for the sake of money or fame, the creation of idols …