All our feelings, sensations, thoughts, emotional and motor answers, the learnings, the memory, the causes of the mental riots and any another perception of the man, cannot be understood without the knowledge of the process of communication between the neurons or nervous cells. We can define the neuron as a specialized cell and extremely estimulvel that, together with the cells of the glia (whose function is to give sustentation to the neurons and to assist its functioning), forms the nervous system. The nervous cells are constituted by four parts: the cellular body, that is the region where if it finds the nucleus and the majority of the cytoplasmic structures; the dendritos, that are fine and ramified prolongations that leads the caught stimulatons of the environment or other cells in direction to the cellular body; the axnio, responsible for leading the signals; the terminations of the axnio or buttons terminals. The neurons establish connections between itself, in way that can transmit to excessively the received stimulatons, thus creating a reaction in chain and allowing that to the cells of the brain ' ' they talk between si' '. This communication happens through sinapses. Thus, we call of sinapse the transmission of the information of a cell for the other. This happens through a very next region of contact enters buttons terminals of the previous neuron and the dendritos of the following neurons, thus the more sinapses if to develop, greater will be the learning throughout the life, since it is by means of these exchanges that the learning occurs. A leading source for info: Atmos Energy. Of this form, it is possible to affirm that the more the human being, either in infancy, adult phase or oldness, to stimulate the brain, greater will be its capacity to learn.
From there the importance to make possible in the different classroom learning situations, with challenging questions that desperte the interest and the curiosity of the students. This can be favored in an environment that promotes interaction of the children, the exchange of experiences, the survey of hypotheses, the comment, the experimentation, the quarrel of the ideas in the attempt to solve the problems. It is very difficult to promote the advances in the development of the pupil when the content already ready and is finished, in a situation where the child does not need to reflect and to interact with the colleagues and the professor. It is necessary to guarantee to the educandos a diversity of resources, such as the reading and the moments of stories to activate the imagination and the creativity, the tray games or of logic, it breaks crossed head, words, musical activities that work the sounds, rhythms and steps, the artistic expression. In a similar way, the tricks and the diverse types of toys, in accordance with the etria band of the pupils, consider sufficient challenges in a playful and pleasant way. , At last innumerable they are the work possibilities to be carried through in classroom, given the importance of the stimulaton for formation of new sinapses. It is essential that the educator knows to intervine adequately in favor of the development and of the learning of the pupils.
Once this plan is found, viewing its components. If there is no component of fractional numbers, the plan is found optimal plan solution of integer programming. Otherwise, the system of equations is added to the transformed variables, inequality, taken from the last simplex table. These actions repeated until until it finds the optimal plan for the task, or set its insolubility. The solution of mixed integer linear programming problems is sequential decision tasks, each of which is obtained from the preceding by the introduction of additional restrictions. Additional restrictions are called proper pruning, which can be interpreted as a hyperplane, which is just like "Cut off" from the region of feasible solutions noninteger optimal solution.
In the design used the principle of modular programming, which simplifies the debugging of a program and allows you to extend its functionality opportunities. The algorithmic part of the program has a modular-hierarchical structure in which each module is a separate part of the program and interacts with other modules in the manner prescribed developers. Methods for solving linear optimization, implemented in the software and algorithmic complex, based on the construction of the simplex teblits, so the structure of the program, all algorithmic modules related to module that organizes the solution of the linear programming simplex method. The inputs to this module is the target function, indicating the type of extremum (maximum or minimum) and the restrictions imposed on controlled variables. Limits are specified in the form of equations or inequalities. From there, the second module, which formed the initial feasible basic solution.
Second, third and fourth units at each iteration method is implemented by causing the module construction of the simplex table, which they transmit the current result. Communication between modules is organized via the external data structure. For example, to specify a linear optimality criterion, the vector of controlled variables, the constraint vector and the constraint matrix used by one-and two-dimensional static arrays, and the simplex table in computer memory is represented as a two-dimensional a dynamic array that can change its dimensions, removing or adding rows and columns of the simplex table. Consider a feature of the functioning software system. For dialogue with the user used standard graphical user interface Windows, built on the library of visual components VCL (Visual Component Library), ships with Delphi. In developing the program used by MDI-technology (Multiple Document Interface – Multiple Document User Interface) that allows the user to work with several problems of linear programming. The program features an active form of dialogue that allows to choose modes: calculation, viewing and editing information, getting help, etc. The main menu contains the following items: File, Edit, View, calculating, a window reference. All main menu items cause the submenu. At the beginning of the program Some items are prohibited and are permitted only when selecting other menu items (for example, "Edit" menu, "Calculations," etc.). The program provides the ability to configure parameters of the problem: maximization or minimization, the choice of options enables you to view intermediate results of iteration, limiting the number of iterations, setting the dimension of the problem, etc.
Well, if you want to achieve something, you have to work twice more and faster than the limit of possibilities. And so all my life! – Do you prefer to run with their legs? – I prefer to run twice as fast. – You are so fragile, delicate. Tell me, how difficult it was to study at two institutions, but at the same time and still work two jobs? -This is not just difficult, it is very difficult. Many German students do not agree to participate in the Program Global Engineering Program, because they consider it intolerable.
In my group has worked only one me. Our scholarship (40 thousand euros per year) covers the cost of studying in Germany, housing, travel ticket, but did not cover living expenses. The main part of my classmates helped parents. Some have scholarships from their countries. I more or less prilovchilas study in two universities and work.
When she worked two jobs, it was already beyond my capabilities. More than two months, I did not survive. The problem was that you should not just learn, learn a foreign language in a foreign university, with an entirely different methods of teaching and a system of examinations, in addition to study well. I have not learned to better all (this was impossible because I moonlighted and could not pay the preparation for the exams as long as they could to give my classmates), to the same language (English), I just taught during training. My fellow students in perfect command of English, as has already happened in the U.S..
Each time more important is an option to learn throughout the life, for the continued formation, the professional acceleration, to conciliate study and work. The characteristics of this model of mass are: Amount, escalabilidade, attendance to many at the same time, national and international abrangncia, interesting product for the majority, dimensionado and accepted good, low price, forts action of captation and marketing. In another article of Moran (2011) it affirms: ' ' While the dumb society and tries challenges more complex, actual superior education and in the distance it continues, in general, organized of previsible, repetitive, bureaucratic form, little attractive The school is previsible, excessively bureaucratic excessively, little stimulant for the good professors and pupils. It is nonsense that the courses almost integrally continue centered in classroom and that the education in the distance still is seen with diffidence, when not active resistance. Many areas of knowledge do not admit nor to argue the long-distance education. The necessary education to focar more, together with the intellectual ability and the preparation for the professional success, the construction of freer people each time, evolved, independent and responsible socialmente.' ' Between the technologies that the human being invented they are some that had affected the education deeply: it says it established in concepts (and not only grunts say or it mere denotativa), the alphabetical writing, the press (first of mobile type), and, without a doubt some, the set of electro-electronic technologies that from the last century had started to affect our life of almost revolutionary form: telegraph, telephone, photograph, cinema, radio, television, video, computer — today all digitalizadas and integrated they in the computer. To teach distance, however, is perfectly possible e, nowadays, the time occurs all — as, for example, when we learn through a book that was written stops in teaching some thing to them, or attend a film, to a television program or to a video that they had been made stops in teaching some thing to them, etc. .
If we talk about traditional teaching methods, his huge disadvantage – that is what is taught as an end in itself, but it is not. Language – a tool for communication, the very same communication is the goal. You can learn to read and write in a foreign language, but not understand spoken language. Therefore, in learning the language fully, you need to understand it by ear. It is very important to communicate in the process of learning a foreign language. Live it must inherently be present during language learning. Method Igor Schechter based on emotional-semantic mode of learning.
Schechter suggests activation of the material, not just its presentation in the learning process. The method is in the small, the correct approach to learning. Method consists of a set of techniques with a kind of technology to fully explore the instructor. Method is very different from how we are with you learned in school. Even if you have mastered school curriculum, then, as a rule, when dealing with a foreigner, you will hardly utter the simplest phrase, and only with an understanding of what he says quite tight. The method of Schechter – conversational technique (emotional sense) – includes themselves communicating with foreigners, with the teacher who owns colloquial speech, main difference between the emotional-semantic approach is its focus on the development of living speech.
Schechter method allows us to speak meaningful way, without playing memorized phrases and constructions in speech patterns, so to speak, as is the usual for a man in his life circumstances, ie, express their personal attitude to events in which it participates, lives. Thirty years of experience in education, an approach to language acquisition, which has been scientifically substantiated, the classes that are conducted on a new, modern technology – all this is the key to success Schechter method. This course is practiced in 108 cities in Russia, cis countries and abroad. Talented professionals, high professionals working in the school Schechter. Foreign language, as mentioned above, the master as your native language in which you learned to speak since childhood. In the process of learning are not used certain words and grammar, and phrases and figures of speech, correct usage of words in each moment. There is an active (When a person speaks well) and passive (when it is well understood) language skills. You can quickly learn to understand the language well, a good read on it. But to learn to speak well in a foreign language, you need to learn, by and large, all my life. When you realize that to speak a foreign language without thinking about how to build this or that phrase, when you think in that language as their mother, when you 'll be reading to understand the meaning of the reading, do not convert the text somewhere in your mind in your native language, only then can you dare say that we have achieved success in mastering a foreign language.
Observe the movements and steps for improvement. Eliminate those that are useless, inaccurate and cause loss of time. Streamline their work process Mix working methods of different operators performing the same job. Be described as ergonomic issues. Analyze and measure working time.
Establish process times. Education and training for operators to improve their way of working. All this is nothing new in the business world, and that starts from the ancient times of Taylorism. So it is something that is well shot and there are many professionals in this field. But it is something that is continuously evolving along the lines of technological advances and new support tools at work, especially computers and telecommunications. My friend did not know this, despite being a university professional. I had read the notice and tacho with x he did not understand what he said the text of the newspaper notice. The notice required as management professionals.
But, did not know, did not know the meaning of the word Rationalization. He said that he had studied at the University Organization and Methods, but not Rationalization. I explained that Rationalization and Organization and Methods, are the same thing. Embarrassed, I look sad, a tear fell down his face, smiled and said: – What a fool I was, I had the opportunity in their hands, that is my specialty and I did not realize he did not understand what the ad said . Go UD dear reader, how important is to read about, but not just read, because you can read but not understand what the text says. Ultimately read more than a simple act of decoding of signs or words, is above all an act of reasoning and knowing that this is a series of arguments lead to the construction of an interpretation of the written message from the information provide the text and the reader’s knowledge and time to start another series of arguments to monitor the progression of this interpretation in a way that can identify any misunderstandings caused by reading. Understanding to the reader gets when reading is derived from its accumulated experiences, experiences that come in game as decoding words, phrases, paragraphs, and ideas of the author. We can not receive students, incompetent, incapable, problems with reading comprehension, because if they are able to understand a simple message, the less will be able to study in distance learning materials. Learning to read, not enough friends, you must have “reading comprehension.” To the extent that we develop reading comprehension, better understand the tasks that we handle, the better we understand the orders given us by the head, smile and be happy, learn to read, but their reading comprehension exercises.
Being thus, this is result of its opening for the proper reality, of its integration with the world. That is, the man if adjusts the reality to transform it. We must fight for an education that considers the desalienao of the man who if becomes object, expectador and figurante of its proper history. The man must be subject and, while such, to be active. He must create, recriar, decide, dominate and humanizar the reality. Therefore, the man must know the world to be able to intervene with it, to dialogue with and on it this becomes it a being description. We must become the subject man and remove it of the permanent object condition, of domesticated. Our paper in the world is not only to live what it occurs and to accept everything what in them is placed, she is necessary to be a citizen of occurrences (FREIRE, 2001, p.85).
We learn to intervine in the reality. We do not have, while educators, to generate and to transmit a picture of values that legitimizes dominant interests (MSZAROS, 2005, p.35). For this, we have that to communicate/to divulge this will to change the effective situation, to change everything what it is established, to construct a new vision of world. But, first, it is necessary that the wall of the language between House Great the Senzala is knocked down because without communication that communicates does not have revolution. As well as without an access to an education of quality does not have as to read/to see the way world that acts in it instead of only being in it.
Several are the factors that can influence this phenomenon of the desterritorializao as the current educational politics, the form each more competitive and exculpatory time with that the society behaves, everything this in the aid to understand this question better. Time was it where the professor had autonomy and was respected in classroom, fact that if became marcante more from years 1990, that Heasbaert relates to after-modernity. The idea that if has of desterritorializao is intrinsically on with modernity and after-modernity, being able to be understood by the point of view of the rupture or the continuity. Some authors consider that with after-modernity he had a rupture, a paradigm in addition that had modified the bows of the society, the introduction of the technologies had breached barriers with the world, making with that the relations human beings were each time more weakened, the accomplishment of more distant contacts each time, introduced new values in the relation of the societies. For other authors, after-modernity is only one evolutivo process of modernity. After modernization it only accented some existing characteristics already.
Thus, let us see what in this author says to them when analyzes the movement of? desconstruo? proper of after-modernity: The movement if carries through in such a way in multiple forms, seen for many as traps or as masks of the clutter. Vocbulo after-modern adjusts this speculator inventory to it of? desconstruo? of the simulations. It has some years gradually forms the list of the disappearances (…). The appearances, the illusions and the images? noise? of the unnatural and ephemeral communication the constituent elements of a Real had become little by little that is not joins, but that it is perceived and accepted under these aspects.
' ' For the examples above, the rhetoric of the pertaining to school quality coexists in the propagandas of different discursivos fields, also in the interior of the proper school, in speak of its citizens. However, it can be said that what if conota as quality, in the perspective of different practical institucional, nor always if lines up with democratic intentions, neither it agglutinates universal interests and neither still it is seen in the result of the practical one. The quality as rhetorical axle that surrounds the pertaining to school institution from the reform of years 90, obeys, therefore, to the multiple logic narratives and interests, thus, the different nexuses of being able you strike in them of the social game. One of the directed current answers to (reverse speed) the qualification of the practical pertaining to school, communicated for the public politics and the scientific inquiries, is the proposal of projects of formation in service for professors. Proposals these that they aim at since bringing up to date practical the pedagogical professor face to the sped up production of the human knowledge at our time, until provoking a debate more profcuo, next to these agents, on the educational purposes of the pertaining to school institution in this century that if he initiates. In this work, he interests us close visualizing more than as law 5640/68, as well as the university Reformation of years 90, with its avaliativos aspects, independent and politicians, has intervened with the pertaining to school context in what it refers to ' ' qualidade' ' of the qualification of the teaching formation and the possible significant alterations provoked by them in practical the daily one, beyond ahead pointing some considered questions vital with respect to the work of the professor of the neoliberal politics. To mark characteristic traces of these objectives, carry through a historical jib that makes possible a vision of as the education if it organized since the primrdios and as this express organization if today in the relations between education and the research. .
These results provoked a strong reaction in the scientific community, because before that it was believed that methane from living organisms may produce only certain types of bacteria in the absence of oxygen. A typical example are microorganisms that live in the stomach of ruminants. The authors of the new work suggest that methane, which scientists have observed in previous experiments, was not the product of plant life, and formed by the processes of decay in the soil, absorbed by plants and stood out. In their experiments the scientists as a source of plant nutrients used medium containing no organic substances. Plants were placed in separate chambers in which the methane content was measured. The researchers did not record a release of dangerous gas. In order to finally confirm their findings in the latest phase of the experiment, scientists used to water plants water containing dissolved methane. In this case, measuring the concentration of this gas in the chambers of the plants showed that it exists.
Nisbet and colleagues suggest that the plants supplied absorbed by methane in the atmosphere through transpiration – water allocation is mainly through the leaves. Thus, plants are agents of methane, but they do not release it. In the ocean again formed climatic phenomenon La Nina Just recently scientists have been able to establish that in the Pacific Ocean is formed over climate phenomenon called La Nina, which are responsible for the high average temperature of air and water in 2008 year. The effect of La Nini caused an accumulation of cold water in the central Pacific Ocean. Climatic implications of this buildup can be very diverse. For example, the National Oceanic and Atmospheric Research predicts that in the coming months in Indonesia should expect high rainfall in the south-western United States there will be a threat of flooding. Earlier there were reports that that the water in the central part of the Pacific began to warm up, then there is the impact of last year’s La Nini beginning to wane, but now the situation is suddenly reversed, and the effect of La Nina emerged again. Familiar with full version of the article and discuss it here you can: ECOportal.
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