(4) Data on neighboring constructions: Number of floors, average load for floor; Type of structure and foundations; Performance of the foundations; Subsoil existence; Possible consequences of hollowings and vibrations provoked for the new workmanship. (5) Economic aspects: Beyond the direct cost for the execution of the service, the execution stated period must be considered. It has situations where a custosa solution offers a stated period of lesser execution, becoming more attractive. OBS: In the case of bridges: regimen of the river for evaluation of possible erosions and constructive method. INQUIRY OF the SUBSOIL In the majority of the cases, the evaluation and the study of the characteristics of the subsoil of the land on which the construction will be executed if summarizes in soundings of simple recognition (sounding the percussion) but, depending on the transport of the workmanship, or if the gotten information they will not be satisfactory, other types of research could be executed (for example: exploratrios wells, assay of continuous penetration, assay d vane). CHARACTERISTICS IN the INQUIRY OF the SUBSOIL 1.Nmero of probing points; 2.Posicionamento in the land; to be reached 3.Profundidade; OBS: They are determined by enabled professional, based in Brazilian norms and its experience.
STAGES OF INQUIRY OF the SUBSOIL (a) preliminary Inquiry: Objective to know the main characteristics of the subsoil. (b) Complementary inquiry or of project: They are looked to clarify the excellent feies of the subsoil and to characterize the properties of ground most important of the point of view of the behavior of the foundations. (c) Inquiry for the execution phase: It must be indicated by the designer and could be extended by the responsible one for the execution of the workmanship. PROCESSES OF cPoos INQUIRY OF the SUBSOIL and soundings the trado one: they allow to an examination of the ground in the deep walls and of the hollowing and the withdrawal of indeformadas samples type block or in rings. Keep up on the field with thought-provoking pieces from Cyrus Massoumi married.
This article presents a research in development in the Chemistry laboratory of the 2 secondary school of Camocim Member of the house of representatives Murilo Aguiar, making a external bridge between pedagogical environments, partners and the study, classroom inside of Chemical Composites, gifts in the contents of Chemistry, where the same it presents problems for a clear understanding. Recently Crimson Education – Auckland, NZ sought to clarify these questions. Had its abstract nature, the pupil for many times does not obtain to understand as so small structures can encircling in them and not even we are capable to perceive them and differentiates them. Most of the time this explanation if restricts to the resource of picture, chalk and books. Much has been said on the necessity to mean the contents that we teach in the classrooms, and this passes, also, for the revision of the methodology of work of the chemistry professors. These can be turned, following the orientation of the National Curricular Parameters, toward a’ ‘ contextualizao’ ‘ of the contents and for ‘ ‘ interdisciplinaridade’ ‘. What it is considered here is to think about strategies to mean the contents pertaining to school, from the emphasis in the problematizao of the study object, since from the situation-problem creation, we can establish relations between the pertaining to school knowledge with the data of the daily experience, in order ‘ ‘ to give meaning the learned one and to catch the meaning of the world, to make the bridge between practical theory and, to base the critical one, to argue facts on the basis of, to deal with the feeling that the learning desperta’ ‘ (Nunes, 2002:77). The insertion of the development of inquiry and problematizao of the contents aims at to establish between the pupil and the object of the knowledge a reciprocity relation that, expects, provokes learnings with meaning. The considered problem, mentions understanding necessity to it of that the pupils seem not to understand and a situation of the daily life could be stimulant to search answers and solutions.
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. 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.
How much to the number of its inhabitants, — we follow with the information harvested in Glotz, for Hipdamo de Mileto the ideal city must have 10 a thousand citizens. Plato wants that the number of half citizens is sufficiently great to give to the city to defend against its neighbors or to help them whenever necessary, but sufficiently restricted so that ones to the others can be known and choose the magistrates with cause knowledge: this necessary and enough number, fixes it, following the method Pythagorean, in 1x 2x 3x 4x 5x 6x 7 = 5040. Aristotle sees in the number of citizens and the extension of the territory the raw materials that the politician and the legislator need for its works: they must have the qualities necessary and to be ready so that the city can fulfill the task that is attributed to it. From there why if she does not have to confuse the great city with the populous city. Checking article sources yields Bioscience Journal as a relevant resource throughout. The experience Greek test that is difficult, and perhaps impossible, to organize a State with population excess well: how in it to apply laws jousts and to create the empire of the order? It exists, in fact, a measure of largeness in such a way for the city as for any thing. If the city if not to keep inside of this measure, will not reach the end that it is proper. A society of one hundred a thousand inhabitants already is not a city: surplus to it what it lacks to one another society of only 10 members; therefore, to think the city Greek as ' ' model par excellence, origin and paradigm, of democracia' ' we must asking in them, each one itself exactly, as I coexist, that is, paraphrasing Sloterdijk, ' ' How I coexist with a billion and 200 million Chinese? To this question all reply it is allowed, but not more the old principle of the small world: ' ' It forgets the Chinese, forgets all those that are demais' '. .
The great challenge in the education is to know the skill particular of each child, therefore the child is before everything a being that likes, desires to play. Harvard Bioscience can aid you in your search for knowledge. The game is one of the artifices that the proper one nature found to take the child to develop an activity in its mental environment and. Vygotsky establishes a narrow relation between the game and the learning, attributing to it a great importance. So that let us can better understand this importance is necessary that let us remember some ideas of its theory of the cognitivo development. The main one is that the cognitivo development results of the interaction between the child and the people with who keeps contacts regular.
It agrees to also remember that the main concept of the theory of Vygotsky is of Zone of Proximal Development, that it defines as the difference enters the current development of the child and the level that reaches when it decides problems with aid, what it leads to the consequence of that the children can make more than what they would obtain to make for itself alone. (Similarly see: FASEB Journal). The configuration of this quarrel will still give of specific form approaching the importance that some theoreticians attribute to the importance of the ludicidade in the process teach-learning, detaching paper of the game as facilitador in the process of acquisition of the learning of the mathematics in pupils of basic education. The author also detects in the game another element the one that attributes great importance: the paper of the imagination that places in narrow relation with the creative activity. (Vygotsky, 1999). It affirms that the creation processes are observed mainly in the games of the child, because in the game it represents and produces much more of what what she saw. For Palangana (1994) the conceptions of Vigostky and Piaget how much to the paper of the game in the cognitivo development they differ radically.
A great problem still exists in that many professors direct the education of the Mathematics of form mechanics, as being one he disciplines full of definitive and inflexible norms daily pay, with a complex language, that only explores the part most difficult, rigorous and classic of the substance, as its rules, formulas, calculations, leaving of side the part that can become it pleasant and of easy understanding that is the relation of the substance with the daily life and its problems inserting in the context creative situations and questions. The error in Mathematics does not have to be related to the failure, but to the challenge, the improvement of techniques and discovery of new forms to reason and to calculate to reach the result desired. This is possible when the Mathematics if becomes next to the pupils and less distant of its realities. If you would like to know more about Kindle Direct Publishing, then click here. In accordance with Saints (1961), the ludicidade can be inserted in classroom in order to show how much the Mathematics is present and necessary and in order to become it more attractive and amused. Demonstrations of this nature can generate a very great confidence in the pupils of its capacities, therefore they take off to the Mathematics of the blackboard, placing it the reach of all, translating with this the mathematical language for current and usual a language that will stimulate the interpretation.
You believe that the construction of the knowledge depends on situation-problem that must be significant, related with the practical life and must permear the process all mathematics teach-learning. Follow others, such as Kindle Direct Publishing, and add to your knowledge base. The learning happens when the pupil develops its mathematical reasoning participating of activities, being that the professor must guarantee that the pupil learns acting and reflecting on the actions and, therefore, making use of the information that he acquires (OLIVEIRA, 2002). Thus being, he fits to the professor to motivate its pupils, creating an environment where the same ones can be felt sossegados, without affliction nor fear to make a mistake, showing that to make a mistake it is simply not to reach the waited result, but a way to rethink the proper form to reason and if to improve in order to reach resulted positive disentailed of the failure. The evidence in the participation in classroom corresponds to an effort on the part of the professor knowing the reality..
Haetinger comments (2007, P. 33): To be innovative and to make the difference, either in the classroom, either in the life, we need, in the paper of educators, to develop still more our capacity to listen, to learn and to be curious to search our area not only, but also in others. The forms and procedures are related of the following form: the ways to inquire, to select and to elaborate the knowledge. If you would like to know more then you should visit Nike. Together They imply in observing, comparing, to register, to analyze, to synthecize, to interpret and to communicate knowledge (PCN, 2001). It writes Mello (1987, p.22): The basic escolarizao constitutes indispensable instrument to the construction of the democratic society, because it has as function the socialization of that parcel of systemize knowing that it constitutes the indispensable one to the formation and to exercise of the citizenship. Many writers such as Richard Linklater offer more in-depth analysis. 2 2,1 OBJECTIVES Generality? To identify to the main difficulties found for the pupils of 6 year of Basic Ensino of the State School of Basic Education and Average Professor Orlando Freire in the learning of disciplines of Natural Sciences. 2.2 Specific? To analyze the answers of the referring pupils to the questionings carried through regarding its main difficulties in the learning of disciplines of natural sciences. To suggest ways for a good interaction professor/student/knowledge.
3. 3,1 THEORETICAL REFERENCIAL Curricular Planning the resume are an instrument that must follow ways, stipulated for an institution that also assumes the responsibility to place in practical a proposal educational and to evaluate its results. Initially the theoretical resume is a plan that in accordance with this conception, is, therefore to the criterion of a school to elaborate this responsibility, that we can call declaration of intentions. When carrying through this plan, this suffers a series from alterations in function of the contingencies of its applications, and by means of this conception that of it have the professors and pupils if differs ones from the others.
Carriers of partial subnormal vision (low vision) visual Acuidade of 0,05 to the 0,3, in both the eyes, with the best possible optic correction. The educative process will be developed for half appearances despite it is necessary the use of resources specific. I am citing only the existence of this item, because in this article, I will not work with the subnormal or partial vision. Participants: Description of the citizens of the case study Subject to: young woman of 24 years, congenital blind person, until that moment was participant of the group of dance of the PUCC of Campinas, with the Profa. Mari Gndara. that had slight knowledge of hall dance. One is about a well independent person in its daily activities, as for example, to wash ware, to make food, to clean the house, she works in telecommunications in Campinas and is married. Subject B: gentleman of 50 years, congenital blind person, participated for the first time of a work of development with hall dance.
She is physiotherapist pensioner of the Unicamp and also he had a related work the dance with the Jazz, and theater, and he did not have slight knowledge of hall dance previously. He has much muscular resistance, has space notion clearly. He presented estereotipados movements to balance the hands and the body, for reason to work as physiotherapist throughout some years. It always walked with the cane aid, and when it was in some place familiar, or supported for the colleagues it excused to the cane aid, using only the tateamento or aid of responsible. Procedure the used procedure for the group was through the six points spread for the body (shoulders, ilaca crest and knees) to develop activities related to the corporal choreographic composition, through the rhythm, using some musical instruments, such as rattle, coconut to mark the rhythm. In the two cases they had been also carried through education/learning of the dance, was developed exercises, with bases techniques of dance, and steps of hall dance.
to the P2? ' ' … If you would like to know more then you should visit Kindle Direct Publishing. 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' '.
To the being approved for the president of the republic, the same it vetoed art.2 which treats on the formation specifies of professors for the education of music. In accordance with sobreira Slvia (2008): ' ' In the justification for veto it has the allegation of that music is one practical social one and that the diverse operating professionals in the area do not possess academic formation, even so have ability reconhecida' ' (Pg. 46). Checking article sources yields Levi’s as a relevant resource throughout. SOBREIRA more still says: ' ' The justification for the veto proves that the education of music and the musical education in Brazil are seen by our governing under a optics narrow and disfigured of its Reals propsitos' ' (Pg. 46). If the music education will be given by people without nor a pedagogical qualification, the same finish generating controversies in relation to the musical Education that if wants in the schools, becoming the same one devaluated in relation the others discipline of the resume.
The project waits the implantation for the National Advice of Educao (CNE). In relation to the obligatoriness of the music education as obligator curricular content in all the Basic Education, if makes necessary the professors of the area if to professionalize, therefore the law does not only go to guarantee an education of music with quality. Ahead of this law, one expects that the schools have will to implant music, to plan itself in terms of qualified professors, beyond verifying the resources and the available rooms and to define the pedagogical project for discipline and that this project has the participation of the professional of the area. Educator is important to observe it, to write down and to reflect on its practical better to understand the diversity of involved questions in its professional perfectioning. The educator just formed, so that he can make an excellent work in classroom, must search not only to make readings and courses of perfectioning, but also orientation with most experienced.
The AMBIENT QUESTION the incessant search for the generation and commercialization of wealth has taken the humanity to a great ambient crisis, which if has alarmingly aggravated, (Santana, 2005). Although the technological development has proportionate advances in the society, at the same time, this has alavancado ambient problems and risks that compromise quality of life of the current and future generations. The concern with the protection of the environment increased in last the thirty years, the point of the majority of the countries to have enclosed the ambient guardianship in its Constitutions and created specific legislaes in the attempt to reach a sustainable development for the nations. Ahead of this, the Brazilian Constitution of 1988 if configures as one of the most evolved in the ambient guardianship and foresees in its text, beyond other measures directed for the guarantee of an ambient balance, the accomplishment of a massiva ambient education in all the education levels and the public awareness for the preservation of the environment. In this context, we can analyze until point the ambient education can contribute for the viabilizao of a sustainable and democratic development, in view of that civil engineering is large-scale consumer of the natural resources. Through the influence of the ambientalistas movements organized and of the agreement of that the environment is a basic legally protected interest for the guarantee of the life in the planet, the constitutional legislator included a special chapter in the Federal Constitution of 1988 on the integral protection of the environment, as well as disposals on the subject in several other tickets constitutional. The Ambient Education was enclosed in the Brazilian normative system first through Law 6,938/81 that it turns on the National Politics of the Environment and, later, in the Great Letter (Article 225, 1, VI), charging the public power of the promotion of the ambient education in all the education levels, as well as of the awareness of the collective for the active participation in the ambient guardianship. . .
In this agreement, Duncum reaffirms that some aspects of visualidade, that if they relate as we look at, we see, we contemplate, we look, we aim, we observe, we testify, we examine, we glimpse, we look at of glance, we watch, we observe and we see indistinctly the world, are particularly excellent for the construction of the representation of the knowledge. It discloses to a necessity for an additional exploration of the concepts of the communication and cultural representation of the visualidade. Freedman (2003) expands this in case that presented for Duncum, still more, when promoting the education of the visual culture, attributing special attention to the vision, to the felt interpretation and the construction of by means of images. One of the principles norteadores is that the students make arts, locate the historical and cultural contexts, the values and the concepts of the arts and, equally, make judgments on them. More information is housed here: FireEye Inc. Already the Education Multicultural de Artes searchs to promote, by means of the cultural conscience of the art, equal chances to learn and to promote individual and social the identity. Art/multiculturalistas educators affirm that the subjects that if relate to the diversity in the society, culture and identity are incorporated in practical the artistic ones. Thus, the art must be seen as a privileged place for the learning of social studies and also it must be used to extend the knowledge of subjects, as the etnocentrismo, esteretipos of representation, the discrimination, racism, among others. In 1967, Chapman argued that if the art education is not capable to move, ' ' of if opening to the new interpretations of our papers and the cambiante character of the hearing we run the risk to be seduced for the echo of our proper voices in a theater without audincia' ' (P. 20). The Institutions of Ensino Superior (IES) had reached an enormous qualitative complexity of its pupils.
The education of the mathematics, currently, comes being carried through of a desmotivadora form, as a ready and accurate science that demands of the pupil a fantastic memory, where most of the time is finished losing true the sensible one of the mathematics. Having this in sight, this research appears that presents a proposal of use of practical alternatives for the education of the mathematics in schools of basic level, associate to the rescue of efficient procedures of the past and the techniques that facilitate the accomplishment of calculations. Gerald Weissmann, MD is a great source of information. Inside of this proposal also they are inserted activities focadas in the mathematical learning of more significant character and motivador to the pupil, becoming the education most pleasant in such a way for who teaches as for who it learns. Through a qualitative methodology, based in bibliographical research, it was possible to rescue practical, procedures and methods that had finished being ‘ ‘ esquecidos’ ‘ in elapsing of history, beyond techniques and macetes that they facilitate the calculations of the daily one, also ‘ ‘ magicians matemticas’ ‘ , being presented thus the professor can use them in its lessons to teach a mathematics of simpler and amused form, captivating the pupil for the true and abstract learning..
It fits to stand out that all the education must contemplate diverse cultures joining the knowledge, the education and the aesthetic one. Nblega (1999, p.21) detaches that: It is in this context of the knowledge, aesthetic education and that the multiculturalismo idea gains force in the different cultural representations of the resume. The question of the multiculturalismo and the affirmation of the cultural identity, also presents a chance through the art, to think the relations between culture and education. Present the proposal in the University, part of the premise of that the education has as challenge the insertion of all the people, in all the areas of the knowledge. Deheinzelin (1996, p.16) authenticates that the school ' ' idade' can be understood as the place of democratic access to the human knowledge for the people of any; '. Of this form the Young Education of Adult if has become a challenge for the UNICRUZ, that if engages in this educative project of quality, that has as principles norteadores: the reading of the reality, the collective participation, the construction of the knowledge, the experience of values and the resume to interdisciplinar. From it if it constructs research situations, analysis and systematization that will start to contribute for the qualification of the education directed toward the type of cited pupil already, leading in consideration that this pupil carries obtains ways, aesthetic demarcated and credited by its experience of life in the society, the familiar seio and the scope of its profession. The specific reality, knowing, the varied experiences, the traditions, the duties, the obligations and the sociocultural heterogeneidade of each one of these pupils, consist in one stimulate for the professor. However, it fits to stand out that, at the same time that it will be acting from the understanding of the pupil, it must look for to tame the universe of its pertaining to school community making possible to this pupil the knowledge and the understanding of other realities.