Tag: education

Interior Design

In recent years, among the modern disciplines is the main specialty designer position. But that's just not everyone can explain what is its primary purpose. Perhaps, in the creation of modern collections of fashionable clothes, but perhaps – in the development of the updated car? However, most people are accustomed to linking the activities of the designer with design of housing, with a specialization – Interior Design. In other words, the designer – a technologist living. All of which gets to the idea the designer is not only beautiful, but comfortable and functional.

The designer designs the object-spatial environment, "urging" her to the needs of the individual and society. Interior decorations, household appliances, dishes, choice of materials for finishing – we always come into contact with the result of a designer. Everything that touched the hand and the thought of a designer – is fine. After all, the designer creates not only a thing or interiors, it constructs an image of human life, new features of objects. Designer as an artist represents his idea did not paint on canvas or a chisel in stone, but with the help of builders, engineers, creating household items, interior, thereby bringing the aesthetic principle directly into our lives. The designer always satisfies our hunger for beauty, creates our artistic taste. But the true designer requires special knowledge and skills in order to implement their ideas. He needs to see clearly in front of him, that such a practical construction, the location of those present in the house of technical communications to its excellent Creative ideas do not conflict with the harsh reality – the technical characteristics of the room.

Students of the designers have to learn about the development of different styles that exist in the art of interior design. Besides the newly-born designer should have an idea of lighting the room, on the general principles in housing, the interior, finishing materials and equipment. Acquire these skills the most, of course, possible in many institutions of higher learning, only you yourself know how much it would take to complete such training. And you can complete the courses interior design and the knowledge and skills much faster. Note that design courses can complete its own, after all is wanted. And then you yourself will be able to develop a design project of apartments, to design the interior, pick up finishes, and, of course, know very well and understanding of the design styles of interior.

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Pablo Freire

When it is said while still alive pertaining to school and society, does not have as not to cite the master Pablo Freire (1999), when it says that the alone education does not transform the society, without it neither the dumb society. If option is progressive, if it is not in favor of the life and not of the death, the fairness and not of the injustice, the right and not of the will, the convivncia with the different one and not of its negation, another way is not had if not to live the option that if it chose. To incarnate it, diminishing, thus, in the distance between what one says and what becomes. As if it can observe, the relation family X school requires, then, of the professors a taking of conscience of that, the meetings based on subjects theoreticians to speak of the problems of the educandos, on low notes, do not provide a beginning of partnership. In a question-answer forum John Savignano was the first to reply. The school must search to construct by means of an elaborated and conscientious intervention the creation of reflection spaces and experiences of life in an educative community, instituting above all the approach between the two institutions (family-school). In the only Paragraph of Chapter IV of the Statute of the Child and the Adolescent (BRAZIL, 1990), it says that ' ' he is right of the responsible parents or to have science of the pedagogical process, as well as participating of the definition of the proposals educacionais' ' , that is, to bring the families for the pertaining to school conviviality already is prescribed in the Statute of the Child and of the Adolescent what this lacking is to materialize it, it is to put the Law in practical. Family and school are abutments to the human being; they are signals of existencial reference. How much better it will be the partnership between both, more significant will be the results in the formation of educating/son.

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Geography

For the professors it is not clearly what it can be a geographic education, because acentuadamente is even related who in the initial years are important to enable the pupils to the reading, writing, and accomplishment of the four operations. Of the depositions the exception is expressive of that Geography if restricts to one few activities to make mockups, to construct passages, to draw plants of the room, the school, the room. More serious is the affirmation that not necessarily is needed to take in account the sizes and the distances, that the important one is to make the drawings. It does not have, therefore attention with the scale, the legend and nor with the social matters that can happen of the done constataes. They also affirm that the existing material is not adjusted and that in the majority of the organized cases they inexist of form information necessary to carry through the planning of education; Although in the legislation it is defined that they are contents important to be worked has much difficulty in giving account in significant way for the work with the related contents.

The PCNs defines that for the first cycle, ' ' the study of Geography it must mainly approach relative questions to the presence and the paper of the nature and its relation with the action of the individuals, of social groups e, general form, the society in the construction of the geographic space. For in such a way, the local landscape and the lived space are the references it professor to organize its trabalho.' ' (P. 127) ' ' In as the cycle, the study of Geography it must mainly approach the different relations between the cities and the field in its social, cultural and ambient dimensions and considering the paper of the work, the technologies, the information, the communication and the transport.

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Sensations Education

On the other hand, he will have to contain objectives how much to conversational the practical ambientao and of careful abilities and dialogues, abilities of critical and creative thought, and, finally, abilities of philosophical inquiry. In this perspective, the lessons of Philosophy must be come back toward an analysis of the reality, perpassando for questions concerning the proper pupils and of the professor. But, this does not happen without scienter on the part of the educator, who stops arriving at this objective, must create an environment, in its questionador, classroom, concrete, in which the pupil has the thought freedom, seen autonomy and either as one to be capable to produce and to transform the reality where it lives. CURRICULAR STRUCTURE OF PHILOSOPHY IN THE INFANTILE EDUCATION AND LESSON OF PHILOSOPHY IN THE INFANTILE EDUCATION In it I capitulate VII and VIII Wedge (2002) backwards a light the question of the structure curricular of the philosophy in the infantile education and the lesson of philosophy in the infantile education. According to author the resume of philosophy in the infantile education must have as axle reflexivas attitudes, thematic questions, philosophical abilities. Each teacher will have to elaborate a program of attitudes that looking for to develop definitive subjects and ability in the pupil. As Wedge the thematic questions can turn on the following thematic fields: Sensations or pulses of liking; Friendship or ethical pulso; Courage or libertarian pulso; the tolerance before difference or the democratic pulso. It must be removed generating words of conversion or quarrel which must suggest you intrigue this child. It must correspond to the partner-emotional and intellectual interest of the child (doubt, fear, suspense, curiosity etc.). The teacher must provoke the development of philosophical abilities by means of determined operators who as author are usual expressions, that appear in the questions of the teachers stimulating the development of certain abilities (Who were in such place? What you understood therefore) The operated ones must provoke the pupils to produce answers constructed from definitive tools of thoughts that are expressions that the pupils use to organize its answers to the questions initiated for the operators.

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