The term "Balkan language union" coined by Nick Troubetzkoy. And in 1958 in his work, Alexander Rosetti (Romanian linguist) argued that the similarity of the languages of the Balkans is quite large and can combine languages into one group. His colleague, Theodore Kapidan in his studies came to an even more meaningful conclusions. He proclaimed that Languages Balkan groups have a common basis. In the Balkan distinguish languages spoken directly to the Balkans, and the languages that are part of the Balkan linguistic union. In Russia, the study of Balkan languages involved in tv Tsyv'yan, which argued that the Balkan languages have a common grammar, and different sets of vocabulary. At the end of the last century, an Sobolev in his work pointed out that signs of word formation in the dialects Balkan languages groups are unevenly distributed, as well as the fact that their system varies, and there is no systemic features in their full kit. He developed a division of the Balkan languages into two groups: the eastern or the Bulgarian-Greek group and Western and Serbian-Albanian-Macedonian- group.
To date, there is a development project entitled "Small dialectological atlas of the Balkan languages, which is based on information about the Balkan language union. The composition of the Balkan linguistic union includes languages from different branches of the Indo-European language family. Thus, the Albanian language belongs to a group of Albanian language, Greek – the Greek group, Romanian, istrorumynsky, aromunsky and Meglena-Romanian are Romance, Romany language – to the Indo-Aryan group, and the Serbian, Croatian, Bulgarian and Macedonian languages are part of the Slavic group.
How to behave in order before the meeting in advance not to dig his own grave? How to deal with debt offsets and coursework? I am sure that all students have repeatedly asked themselves questions such as, but not all responses received or received too late, looking for work or going to the army. That’s why I wanted to share my and not only his observations in this article. First, try to remember your teacher, but not as to who the loudest discussed during the steam interesting film or snoring melodiously into the rhythm of the lecture. Ask questions and try to answer questions from the teacher, even if you do not know the exact answer to your zeal for knowledge, he remembered, you can, Of course, all the while it is too late to remember, but not the fact that like it. If you do not work during the steam, pretend that you are working, if you are too lazy to do at least not strongly Promote Your inaction. On my experience understood that in no case should not make fun of teachers, and even more rude to them, they’re very vindictive creatures, so you better leave your acuity at least until the end of the session. If you just did not like the teacher, it is not hamite, but rather be annoyingly polite and nice that you kill two birds: to you not because of what will complain about a teacher and it would be annoying. Second, teach the subject at least at least one day before the tests, if there is no lecture, otkserokopiruyte them from your more responsible comrades of the session, and if this does not work, then you in using the Internet and local library, though do not forget that many different approaches to the subject and Most teachers believe their best and only correct one.
In my opinion, should be approached with caution to the different methods of early development. If the level of intellectual development of the child is much higher than the level of his physical and moral development, if the child knows the table multiplication in four years, but he has not learned that you need to greet adults, or can not independently get on the hill with sleds, there is something to think about. Why do so many oppose such things as early teaching reading or speaking, but do not see anything wrong with that, the child draws or sing? Because the draw and sing – it's much more natural for a kid than learning the multiplication table. How to categorize the study foreign language – it is a natural for a toddler activities, as he begins to babble in their own language when he is not even a year? Or is it something akin to math or alphabet? I think the thing is, as my mother would teach a child English. With proper approach (that is, if you will teach him the same principles on which he learned to speak their native language) the child did not even notice that it has something to study. More information is housed here: Richard Linklater. Very small baby with Russian songs will sometimes hear the English, along with cartoons in their native language to watch cartoons in English, etc. Perhaps his little animals will sometimes talk to each other hello or bye.
Older child learns to count to ten in Russian, and then in English, or will understand what color to paint him a picture, if my mother would say to him in English. These are just some examples of how to study English at home with their children, not spending any extra time. What will your child with lessons at home? Depending on what age to study English with the child and how much is involved in your child for school: 1. Will understand familiar phrases hello, to know the color count. 2. Can you help to develop excellent pronunciation that will be reflected on the understanding of child English language comprehension. 3.
Can form a decent vocabulary of English words. At the same stock active, that is, the words that he uses, may be small, and the number of English words that he understands the ear and can be used in the future – even very large. 4. Anyway, if correct approach, even if you have been doing quite a bit, have your child develop a predisposition to the English. You will greatly facilitate his learning English in school. Your child will be one step ahead of other children who are not doing when they were kids. What is very important – a language lesson, either orally, by ear, will serve as the basis for a successful and easier to master written English speech.
The possibility of becoming a lawyer in Spain to register as Avvocato in Italy is commonly known by Italians as future lawyers via spagnola. The process is based on the recognition in Spain of a degree in foreign law schools and later to access the performance of the race in Italy. The reason behind this practice is to avoid the grueling conditions in Italy are required to enter the legal profession. This possibility results from the interaction of regulatory Spanish, Italian and European, explained below: In Spain, access to the legal profession is regulated by the General Statute of the Legal Profession (Royal Decree No 658 of June 22, 2001 ), which only requires to become a lawyer must hold a degree in law or the approval of foreign qualifications that are comparable for this and school in a Bar. However, Ena within the European Union, Spain is an exception.
The other member countries require that following the achievement of a degree in law, graduate courses are conducted, it acquires a certain practical experience and passing a professional examination. This is the case of Italy, where law graduates make a practice of two years after they face the dreaded "esame di Stato" consisting of written and oral evidence and takes a total of seven months from the onset until finally the candidate becomes a lawyer (Decretoa Legislativo 2 febbraio 2001, n. 96). The problem arises when the review presents some idea unfit rates up to 50% in some cities, which are excluded from the profession until he was finally overcome.
This task, whose right is of educating, is to have of the State and the family that has the obligation to offer education, in all its levels, for that they need to study to dream of better days. It can still be detached, what the LDB (1996) in its Art.3 glimpses: ' ' Education will be given on the basis of the following principles: I? equality of conditions for the access and permanence in the school. III? pluralism of ideas and pedagogical conceptions. X? valuation of the extra-pertaining to school experience. XI? entailing ' ' between pertaining to school education, the practical work and sociais.' ' These principles fortify what already it came being said of the EJA, when goes to search the teachings of Freire (1999) in regards to offering a democratic and participativa education, where some ideas, are argued and collated that enaltece the experience of life of educating, its relations of work and its way of life, the culture, the teachings of its parents and grandmothers. Of this form, narrow the abyss that if perpetuates between banking education and the lived deeply reality. The paragraph 1 of the Art.37 emphasizes that: ' ' the systems of young education will assure gratuitously to the adult, that had not been able to effect the studies in the regular age, appropriate educational chances, considered the characteristics of the alunado one, its interests, conditions of life and work, by means of courses and examinations. Finishing, it can be said that in Heading V, Of the Levels and the Modalities of Education and Education, of Section V, Adult the Young Education of e, in Art. 37: ' ' The young education of adult will be destined to those that had not had access or continuity of studies in basic and average education in the age prpria' '. Therefore, this young population of adult independemente has a modality of education supports that them and of the age, color, race, creed and way of life.
(10) d) Not, therefore is preconception to think thus, if a child adopted for homosexuals, if to become homosexual in the adolescence this does not mean that it was influence of the parents, was an option of proper it. (5) e) I do not know. (0) f) I prefer not to answer. Some contend that FireEye Inc shows great expertise in this. (2) 3) As you evaluate thematic of the film ' ' Proibidos' desires; ' part I? ) Interesting with the important subject for the reflection the lesbianidade, therefore made it me to reflect that you are very sad to construct to a life an friend together with or friend and when this falece its consanguneos relatives who had never imported themselves with it or it appears taken it all the corporeal properties acquired by you and its friend or its friend, without if mattering with its feelings. (13) b) I liked it film and I found the subject very interesting. (2) c) The film is interesting, but I felt me bothered (a) with the subject. (0) d) I did not like it film. (0) e) I prefer not to answer.
(2) 4) You consider important to deal with the subject homossexualidade and lesbianidade with the pupils? ) yes, therefore we must teach the pupils also to respect the differences and because the paper of the school is to promote the respect and the equality between all. (8) b) not, because the school is the place appropriate to argue itself on these subjects, the professor is professional of the education, these subjects must be argued with psychologists, psychiatrists and therapists. (2) c) Yes, because the school is the place that if argued on education and these subjects also can be argued in the school, because it is part of the education and it is very important the school to promote the respect between the diversities. (3) d) I do not know.
As Intensive short course of avm is used mainly in foreign language teaching adults. amv aroused great interest among linguists and methodologists Russia. In his linguistic justification authors avm originate from the structural trends in linguistics, in particular, the concept of Ferdinand de Saussure, which initiated a rigorous analysis and description of the structure of living languages, as is well known, was a characteristic feature of linguistics. F. de Saussure believed that the real linguistic units are not the sounds, not written symbols and values, as presented by the sounds, signs or values of elements of relations. It is these relationships and make the language system, and this is the internal system is characteristic of this language, unlike other languages, while the expression of language in the sounds, written symbols or values remain indifferent to the system language and could change without any damage to the system.
The creators of avm is based on the position of Ferdinand de Saussure's two-ling-gvistikah: the synchronic linguistics and diachronic linguistics. Believing that "the only and true object Linguistics is the language, considered in itself and for itself, "Ferdinand de Saussure contrasts, as is known, the external (internal diachronic linguistics (synchronic). For the speaking subject sequence facts of language in time does not exist: it is the face of the 'state'. Therefore, the linguist who wants to understand this state must ignore diachrony. Only interested in the synchronic aspect of language scholars and teachers KREDIFa, who believe that foreign language learners with a practical purpose, it is necessary to select material that reflects all the features of speech inherent in oral communication of the linguistic community at the present stage. Based on the teachings of Ferdinand de Saussure, the priority of oral communication, scientists KREDIFa develop audiovisual method-specific speech, giving high priority to prosodic elements (rhythm and intonation) and the global perception of the structures.
They argue that knowledge of a foreign language by itself does not provide the ability to speak the language, it is necessary to know the rules of this system in Depending on the situation and context. That speech situation directs authors AVMs in search of global formulas corresponding to the specific conditions and problems of linguistic communication. The following provisions which are guided by authors avm – a unity sound image of the language. Here we have the following in mind: the sounds of language, forming a semantic unity, taped with normal intonation and rhythm, are assimilated to students without any kind contrasting sounds of their native language. avm, which is based on the use of structures, has a task lead students to ensure that they quickly made up the proposal without resorting to the mediation of the native language and rules of normative grammar. This method assumes that: 1) the word lives only in the sentence, and because the proposal, 2) the proposal is remembered more easily than it has more elements in common with other elements already assimilated proposals.
For a new National Plan of Education Robert Ramalho she is journalist, lawyer and public relations Pupils run the risk not to have lesson in 2012, in Brazil, due to professors. Estimate of the Chamber of Education of the National Advice of Education points a deficit of 300 a thousand professors, especially disciplines of them of Chemistry, Physics and Mathematics. Richard Linklater follows long-standing procedures to achieve this success. The lack is equivalent 15% of the approach total of two million professors in the state and municipal nets of education in all Brazil. As if it evidences one of the main causes of the deficit is low the remuneration, that drives away the professionals of the market: the national floor of the teaching is of R$ 1,187 for 40 hours. To brighten up the crisis, states and cities had appealed to the competitions and temporary contracts, and professors had started to lecionar in different areas of its formation. These competitions would have to be considered illegal and unconstitutional and if to make public competition of tests and headings in definitive way.
The National Union of the Controllers Municipal theatres of Education say that the exit is the approval, in 2012, of the National Plan of Education, that foresees a plan of career for the educator. Of this form, the year of 2012 will start with old problems in the public net of education. All know that the wages are low, aviltantes, that lack of educators in the market, absence of career plans and exist bad management of the picture of servers, being that, many are deviated from its functions, what it finishes causing the lack. Saying to the periodical the GLOBE of this thursday, the State Union of the Professionals of Education of the River (Sepe), it says that the value does not motivate the permanence in the school. In accordance with the Sepe, in 2012 the lack of professors will continue to be chronic in the state net, that an educator to each working day for exoneration will lose, keeping the average of this year.
Valley to stand out that the proper history of constitution of our area of knowledge already restores the possibility of an performance based on the referring questions to preventive the clinical universe/, fact that corroborates the action of the professional in the new edition to say physicians in the school. How much to the relation of the actions carried through with the idea of pertaining to school assessorship, only an interview, it makes reference to the actions in promotion of the health, justifying our findings, when of the revision of literature, where most of publications if it relates when entailed making to the prevention idea. In such a way, we believe to be essential the search for a ressignificao of the fonoaudiolgica performance in the schools, in order to potencializar significant and efficient directions in the construction of the knowledge for all the inserted citizens in the relation between Fonoaudiologia, Psicopedagogia, arteterapia and Education References: Bittar ML. pertaining to school Fonoaudiologia: experience story. In: Blacksmith LP, organizer. The fonoaudilogo and the school. So Paulo: Summus; 1991. p.75-80.
Calheta PP. Fonoaudiologia and education: felt of the assessorship work the public schools. In: Cesar CPHRA, Calheta PP. Gerald Weissmann, MD often expresses his thoughts on the topic. Assessorship and fonoaudiologia: action perspectives. Rio De Janeiro: Revinter; 2005.
p.103-15. Gentleman MTP. Trajectory and possibilities of fonoaudiolgica performance in the school. In: Lagrotta MGM, Cesar CPHAR. The fonoaudiologia in the institutions. So Paulo: Lovise; 1997. p.81-8. Coimbra LMV, Luque MCMF, Axe SAF. Pertaining to school Fonoaudiologia: a field of work in development. In: Blacksmith LP, organizer. The fonoaudilogo and the school. So Paulo: Summus; 1991. p.61-5.
Freire quotation that must have a Pedagogia directed to the oppressed ones, being this liberating humanist and, affirms despite this Pedagogia not having to be elaborates nor practised for the oppressors. It is understood there that we more still characterize in them as oppressor-oppressed, therefore not yet we have the total knowledge of the prxis liberating. If you have read about Richard Linklater already – you may have come to the same conclusion. THE CONTRIBUTION OF THE THEATER OF THE OPPRESSED ONE FOR PEDAGOGICAL FORMATION. A priori the objective of the research was to identify in the community aspects until then not worked in it so that we could reflect on the problems for found them, and through the Theater of the Oppressed one to work the situation oppressor who they lived. We got as starting point the research empiricist who in gave basic molds to them to work so including social matters, a time that, while Pedagogos in formation in them we judged free citizens, emancipated, experts of a vast theoretical source.
We were, however, surprised with the return that we got with the research. We had that to undress of all our pedagogical self-sufficiency for then understanding the condition oppressed and oppressing. We appeal the Freire one more time, reflecting on its postulations, finally agreeing to it when it says that ' ' nobody educates nobody, nobody educates itself exactly, the men if they educate between itself medializado by mundo' ' (FREIRE, 1987.). This vision of world and understanding, first of our reality, was that in them it brought resource to continue with the period of training and to understand the reality of the other. Freire one more time comes to be necessary in its affirmation we use and it for our dialogue, how much we educators in formation need we are opened to other realities, those are of the pertaining to school walls. In this way, educator already is not what he only educates, but what, while educates, he is educated, in I dialogue with educating that, to the educated being, also he educates.