A more painful live experiences, but for which an endless number of couples have to go through, is the separation, divorce or breakup, and sometimes against his will. A lot of couples, have to leave the link, despite themselves. The reasons can be varied: because there is abuse, infidelity, unrequited love, abandonment, etc. The important thing here is to emphasize that when a relationship ends and that has been significant, undertakes a process of mourning that relates equally to both members of the couple, the children and their families. The process is painful, contentious and lives with anxiety and depression.
It is very difficult to take conscience that disrupt a serious and committed link requires a break and detachment: promises, love, friendships, families, routines, habits, expectations, a scheme of life which was planned in the long term, of a shared life. Experience the loneliness and not have more that love with which I always promised myself that we end the life together. But that illusion and that promise are made shatter in a moment. And now, what with my time, my loneliness and my strong feelings of abandonment and frustration? With whom I share it? Various feelings take place in this painful experience: the guilt the world of persons in this process literally comes down and they feel that they can never never escape from this situation, mixed feelings. There is confusion and recrimination toward each other or toward yourself. And yes I would have. And yes there was no maybe yes but I didn’t or discontinue to do this or that in general both members of the couple feel the weight of guilt in their process, which gives as a result a State of depressed mood and internal recriminations for their part in the process of deterioration of the relationship as a couple. The process seems endless, in addition to the stress caused by the event is huge.
Any process of calibration must be carried out using a weight pattern, and the results will be analysed to determine whether they are within acceptable tolerances. You must select the weights pattern, depending on the capacity of the scale. The table that is shown below complements the previous one and is a guide that helps determine the type of weight pattern that must be used in the processes of a scale based on its capacity calibration. ROUTINE maintenance the scale is characterized as a high precision instrument. For this reason the routine maintenance carried out by the operator are minimal and are limited to the following: daily activities 1. Clean the weighing pan, so it is free of dust or dirt. Lalimpieza is made with a piece of clean cloth that can be moistened with distilled water.
If it is necessary to remove any stain, apply a mild detergent. You can also use a soft hair brush to remove particles or dust that may have deposited on the saucer of pesaje.2. Clean external and internally the weighing chamber. Verify that the glasses are free from polvo.3. Verify that the adjustment of the front door of the weighing chamber mechanisms work properly. Very important: never lubricate a balance unless expressly stated by the manufacturer. Any substance that interferes with the balance mechanisms can slow its response or permanently alter the measure. Note: usually the manufacturer or its representative in specialized facilities performs maintenance of scales, following procedures which vary depending on the type and model of scale.
ASTM BASIC DEFINITIONS. American test materials society (American Society for Testing andMaterials).Calibration. Determination of the correct value of the reading of an instrument for measurement or comparison of the same against a standard or pattern. A scale is calibrated using weights pattern.Load side. Ability to scale to read the value of the masses in a consistent way, regardless of the position on the saucer of weighing.
Curriculum in Early Childhood Education. A count of the 60 different curriculum were developed under the traditional unit-based, involving cognitive psychologists such as Piaget, Bloom, Bruner and Hunt, which focused on language development and intelligence. The research focused on children at risk (level low socioeconomic status). The results of these alternative curriculum were optimal, improving levels of intelligence and language, and specifically on reading skills. The programs were based on structured cognitive activities were the best.
The Cognitive Curriculum. This type of curriculum is based on the theoretical approaches of Piaget and arises in the last years of the 60s. It is considered as a framework for future curriculum development in early childhood education. The activities that make this type of curriculum, emphasize the fact that children are self-regulating their own work, from inception to the achievement of the objectives. We try to eliminate activities which are based on rote memory and repetitive. Some of the activities undertaken include: Active learning, planning and evaluation, use of language, representation, classification, seriation, number concepts, spatial relations and temporal relations. To carry out the activities sort proposals cognitive curricula and equip classrooms and implemented procedures for planning, implementing and reviewing the activities of children. The key point is that all activities should have a clear and explicit meaning, and organized into areas or corners of the classroom.
Types of Curriculum. The first comparative studies were conducted at the beginning of the decade of the 60 had shown that stimulating preschool cognitive development of children and especially those of low socioeconomic status children. A second study in the late 60s compared the effect of different curricular programs which include the following: The Karnes Research. The study by Karnes et al (1969 – 1973) compared five preschool curriculum in a sample of children from low socio-economic backgrounds. The five curriculum that were compared were: 1. A curriculum based on the development of language skills. 2. A unit-based curriculum. 3. A community school education program similar to the previous. 4. A program based on the Montessori method. 5. A structured program for Karnes, cognitive type. The reviews were conducted during the end of the first and second year of preschool and the end of the first year of basic general education
Why some have and others not? How much time the father or the mother passes with this son? They help it to make it the duties? They follow it in the pertaining to school life? Which the vocabulary of one and another one? What it determines the learning or is not a set of on factors to the daily life of the citizen, and to say that somebody does not have capacity to learn, because it was not born pra this, is beside the point unhappy. She is necessary to think seriously about the difficulties imposed for the formalism of the mathematical language, about the difficulties imposed for the effective politician-economic model in our country, the difficulties imposed for ' ' instituio' ' school. To reflect and to infer on these subjects are a way in the brainstorming serious, not mirabolantes, nor miraculous, but efficient. Why many masons, carpenters and marceneiros, illiterates, use the theorem of Pitgoras without never having heard to speak of it? All we can develop one ' ' thought matemtico' ' , at some moment of our lives? We see in the signals of transit, boys, girls, adolescents, adults vendendo candies, fruits, toys, the most varied objects. many of these do not frequent the school or had frequented it or left to frequent have it much time. Exactly they made when it, in general presented innumerable difficulties in operating with additions, subtractions, multiplications and divisions, without counting with difficulties in the writing, reading and speaks. In short, they were failed pertaining to school, in the direction amplest of the term. now, in the signals, carries through these operations with nimbleness and naturalness, receives money from its customers, gives changes, calculates the one prices or of some products, they divide the profits. carries through these calculations with exactness most of the time and mentally. They do not erram I change in it, therefore seno goes the profit even so, or the customers, and, in both the cases, are damage.
Who more suffered (coitada) It was the doll. Already the clothes estraalhada and crumpled up carinha had All. As much had pulled for it, That the poor person became torn it the way, Having lost estopa turns yellow That the filling formed it. E, to the end of as much fatigue, Coming back the ball and the peteca, Both, because of the fight, Had been without the doll In this poem the canonic narrator tells the conflict enters two girls because of a doll. He has a projected moral effect in the poem in order to consider a pedagogical narrative that serves as a lesson so that the girls do not destroy the friendship in virtue of a presumption boyfriend. The poem receives a round configuration that if closes in same itself, without leaving a space for another interpretation, when placing an authoritarian narrator with an anti-symmetrical position in relation the narrative. The poem condemns a behavior and teaches virtues.
The child starts to live then a private life of work, violence, sex and starts to be tutored person, in such a way finishes being imprisoned to the bourgeois concepts of education. The narrator of this poem becomes infancy an object to be said of is, where the child has the lowered or extinguished voice ' ' She is mine! ' '. In 2003, Manoel de Barros publishes a poem ' ' Vi one borboleta' ' that it approaches and it corroborates with the infancy idea proposal for Clarice Lispector: Vi a butterfly Seated in the arms of the morning It was stopped Under of another butterfly. They did not make racket Nor blinked. Only the wind it rolled up skirts of them. In this, the child already is not more object and starts to be subject, the infantile being is inside of the scene. It sees and recognizes the sex practised for the butterflies and with a malice tone he detaches in last estrofe the scene of the sexual act.
The most important school of medicine was of Alexandria established in century III the B.C. Having information that are not the heart that is the center of the information more yes the nervous system, spoke already of the circulatrio system, the liver, the reproductive system. It had also recommendations of physical exercises and the hygiene to have a healthful life. The most important school of Medicine was of Alexandria established in century III the B.C. Having information that are not the heart that is the center of the information more yes the center of the nervous system, spoke already of the circulatrio system, the liver, the reproductive system and the vision.
It also recommended to physical exercises and the hygiene to have a healthful life. 10) The Olmpicos Games in Old Greece the sport also is developed only with the Greeks. Until then, the exercises executed for man was involuntary, only in search of the hunting for survival. The Greeks had initiated with the cult to the body and in homage the Zeus had inaugurated the Olmpicos Games. Each city-state, that is, cities with sovereign governments, only congregated to each four years when they were congregated in a religious festival in the city of Olmpia, leaving of side its divergences.
Although initially to possess a local character, only no longer final of century VIII the C. the games had started to count on participants of all the parts of the region Greek of the Peloponeso. 11) The modalities the first games limited it an only race with about 192 meters. In 724 the C. introduced a new similar modality to current the 400 flat meters. In 708 the C., added pentatlo later (competition formed for five athletical modalities including fight, jump of distance, race, launching of record and launching of dart free) and the pancrcio (similar fight to boxe. In 680 the C.
In interviews from our Center students of different schools could see that the subject not be this teaching as regular in the IPI, some students refer to having followed the course the first three courses, others greeted her in the last two years of the race and some received a summary of the content and others did not receive it. As described previously, it is easy to determine that the student today joined the University with gaps of knowledge, not mastered the basics of the physical elements that are of great importance for the correct development of the process of learning at this level. 2. MATERIALS AND METHODS. For the elaboration of the research is several methods of research inside of those who have applied: theoretical methods: the historico-logico, which allowed to penetrate into the object of research, background and development until our days. Documentary analysis, to systematize the bibliographic references and methodological documents that underpin the teaching process learning in each one of the levels basic medium, higher and university environment. Empirical methods: surveys and pedagogical testing methods were used. Allowing accumulating evidence, criteria and information that facilitated qualitatively assess the magnitude of the problem. Our students and pedagogical tests interviews were conducted at ninth and twelfth grade in schools of the municipality of Artemis and students to students enrolled in the third year of the career of technical means in Informatics of the municipality of Bauta and surveys to the IPI science teachers, being formed in the following way: pedagogical test applied to students of 9th grade of the ESBU Pedro Ortiz Cabrera of the municipality of Artemis. 1. The table contains values for distance and time.