When we talk about sources of energy or energy resources, it is important to make a distinction, because not all energy sources mean the same thing. It is necessary to distinguish between renewable and non renewable energy, because the two are referred to types of different natural resources whose use has different consequences. Both renewable and non-renewable energies imply the use of a resource for energy production, but not all types of energy resources are the same. Some mean a destructive environmental impact, and it can contaminate the environment. We present here two types of energies.
Renewable energy refers to the types of energy that are obtained from theoretically inexhaustible natural resources, such as wind or the Earth’s heat. It is important to highlight that in reality nature has no actual resources, but the man offers elements of nature, and are apparently inexhaustible human scale does not indicate that they are eternally. The types of renewable energies are classified according to the type of natural resource use, and we can distinguish the most important as: * solar * wind power * geothermal energy * hydraulic power * energy tidal non-renewable energy, these are the types of energy which used energy sources present in nature in limited quantities, and that if they deplete are irreplaceable does not exist a production system for the same. The first of them are fossil fuels such as coal, natural gas or oil, which comes from the fossil remains of organisms buried beneath the Earth millions of years ago. Secondly we have the nuclear fuel such as uranium and plutonium, which are transformed into energy by a nuclear reactor. These are cheap and not generate emissions, but it generates very dangerous radioactive waste and can cause disasters to the environment.
Thus being able to interact with the way where they are inceridas getting an auto knowledge of proper itself. ntena with the other children, er part delaividades lque through the games It is noticed necessity to stimulate the infantile games and tricks that provide to the movement the child. The movement games must be part integrated in the process teach-learning, therefore it assists in the integral development of child. When analyzing ludicidade, we conveniamos to say that an educator must be always deepening the knowledge and searching new alternatives to materialize playful education as a learning form. Oportunizando the game of adequate form establishes a good relationship with the group, providing respect, differences of abilities, limits, rules and work in team. Thus the school if becomes an livened up environment and pleasant for the child where it feels itself valued, raising its auto-they esteem which will reflect in the results of the learning. We cannot leave to provide to the children pleasant moments where it puts into motion itself by means of toys, for judging that we do not have toys to offer them.
We saw by means of the confection of toys that can be made wonders with sucatas, without spending nothing, only making use of our criatividades and imagination. Therefore we must be well cliente that practical the pedagogical one must offer moments of significant experiences so that the children find pleasure and develops the abilities of its body of creative and livened up form. That after reflections of this article let us feel more pleasure and motivation in constructing to new games, reaproveitando the reciclvel material, thus also we are collaborating with the preservation of the environment and giving more brightness in the look of each child who arrives until our hands.
Is it promoting the qualities of leadership in their children? Or they are learning to simply follow instructions? Today’s world need responsible leaders who have a genuine vocation for service. However, a true education for leadership is not easy to find. Traditional education systems do not prepare our children for leadership. Rather teaches them to fulfill orders and to be good followers. Then, how to train leaders who will have the necessary qualities to be able to lead to future generations? Here are three very effective ways to foster the qualities of leadership in children: 1.-the first that anything, teach them to their children to obey. However, when they question their instructions, answer them with respect. Is not enough to say: because I say so! Take advantage of every opportunity to teach them the because of life. This will give a good foundation so that they can make their own decisions in the future.
2 Let them make mistakes. And when fails, not make them feel ashamed or guilty. Rather than help them to find how to do it better the next time. Children must have the freedom to make mistakes within a secure framework. If they feel criticized, they will learn not to take risks.
And it is precisely the capacity to know a risk to measure what makes a good leader. 3 Let them make their own decisions. Many times mothers just tell their children what they should do and the only thing they have to do them is to obey. Maybe this works for the tasks of school, but so will not forge the character of a future leader or entrepreneur. Men and women learn to lead a company when they are taught from guys to have ordered parts and to contribute to their family’s needs with tasks around the home without having to tell them what they should do. Does not create that their young children are not able to do this. You will be astonished how much a child of 8 years can help. Will also be amazed of how happy you will be when Ud gives them a responsibility and them It shows that you are confident that they are able to meet with her. The challenges children love. They like to participate in Affairs of real life with her parents. Opposite to their children with challenging real-life situations and then allow them to learn the lessons of life through the mistakes that make. If they don’t learn it now, their mistakes cost them much more expensive when they are adults and have to learn these lessons with his own family in tow. Think about the way they educate their children. Ask yourself, I am training my children to be leaders or I’m training them so they just follow instructions?
Central The aim is you find elements that allow US you comprehend you what extent the daily activities create opportunities, or allow, the construction of autonomy. We start building an understanding about what autonomy is, then we debate about the rolls of to teacher in this process and, in third moment, we want you demonstrate that autonomy is constituted on the relations, on the collective, being an alternative of group individual performance that overcomes the egocentric position of supremacy of the isolated. We can declares that among the various and significant rolls of the school, one of them is you contribute will be the student you learn and you develop ways of self-administration, and you become co-responsible will be his constitution an ontologically unfinished being that lives to his/her own condition, his lives intimate nature, you exercise, you try while it has been done. Therefore, there is not an absolute autonomy, it is substract that each one can try the condition of an only individual of himself and the world around him in the web of relations performed due you the living of mankind. Key words: Autonomy. Pedagogical actions. School.
On the autonomy understanding The survival of the school, as institution that if worries about the learning and generation and the transformation of the knowledge, is associated with its capacity to remain next to the problems that they are occurring in the society hodierna and to its capacity to answer with agility to the interpellations that to appear. The tensions lived for the education, in this context, send to the quarrel of the autonomy degree that the school also possesss front to these processes and to an analysis of the possibility of an independent action on the part of the professor. The effort of ours reflection if of the one in the direction to deal with the autonomy while principle to be assumed by the school and the professor.
It is said that they were more tolerant than the Catholics and allowed to practice their faith in freedom to those who lived in its conquered territories. But that is medieval history. Islam today is the intolerance and the death cult. Why this change? To Wahhabism, an archaic, closed exegesis of the Qur’an, which is not a book of spiritual elevation, but of war and hatred, written by an individual who always walked with the sword in hand, as adequately described Muhammad, Benedicto XVI, in his controversial message that generated protests and acts of vandalism in the Islamic world. Scary modern Islamic Warrior originated in Wahhabism, which proclaims a way of life similar to that practised by Muhammad.
It began at the end of the 19th century in Saudi Arabia and the draws the Muslim Brotherhood, the organization from which derive all Sunni terrorist groups. Wahhabism is the mainstream of radical islam, and is spread mainly by the saudi Royal family, which invests huge sums in the construction of mosques around the world to catechize the faithful to join the Jihad. Its goal is to impose Islam as the true religion. Wahhabism instilled through the insidious Koranic interpretations of magnets, disseminated through school textbooks, and encouraged by Islamic Governments, is responsible for the wild behavior of Muslims today. With Islam peaceful coexistence, may not exist while their convictions are oppressed to this extremist line.
Islam is the third inherited totalitarian trend of the 20th century along with Nazism and communism, but have a big difference with the other two: Islam is not only a tyrannical thought, is a religion. National socialism and communism are human conceptions which are subject to be discussed.
In the conception of Gramsci the education must take the people of the common sense to the good-sense. The good-sense is the capacity of agreement of the reality, of the knowledge of the requirements of the action in such way that acting of the man in such a way in the individual scope, how much collective, either clarified for philosophical conscience, that is, this maximum of explanation of the directions that guide practical ours, so that it is not one practical mechanics, instinctive or one practical total conditional one as it occurs, for example, of the too much beings livings creature. Its to act is not lead by intellectually elaborated significaes. In accordance with MORIN, 2004.p.47 As the objective of the education said Durkheim magnificently is not to transmit always more numerous knowledge to the pupil, but ' ' to create in it an interior and deep state a species of spirit polarity that has guided in a direction defined, not during infancy, but for all via' '. The education fits to cultivate common-sense, the philosophical conscience and consequentemente the exercise of the critical reflection. When it is looked at to the education, in general way, as formative process, is always this idea, that is of tradition of the philosophy occidental person. It is when the individual I left the daily pay-conscience for conscience in the case of the expression of the common sense for the philosophical conscience, that is the formative paper of the intellectual development of all human being. The questioning, that is, the investigation, however, is that the common sense does not obtain to see pra that the philosophy serves. No longer necessary good-sense of the philosophical investigations has intention to sharpen the desire of correction search and accumulates to know: this is not science and yes philosophical questions. The formative process as if of the one in the school that is the ideology and eventually an ideology that if opposes to another one, that is what it is asked for of the school.