Aristotle Metaphysics

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Before starting the study on the four causes and the slight knowledge of principle in Aristotle, she is necessary to have an idea of what it is and what consists its metaphysics. Made this, I will treat to display the subject considered and central of our study that is the briefing of the four causes with the principle notion. Aristotle, according to Giovanni Reale, divides sciences in three parts, the theoretical ones, practical and the productive poiticas or, being the most important of them theoretical ones, that they are constituted by the mathematics, the physics and metaphysics. This last one being most important of all, ' ' therefore he is of it and in function of it that all other sciences acquire significado&#039 just; '. (1) First philosophy was the name that Aristotle gave to its science, later called of metaphysics for posterior thinkers it. The term first philosophy was used for Aristotle in opposition to the philosophy second, that is, to the physics.

E since it is in opposition to the physics could not have another name Metaphysical seno. Metaphysics is the study of what it is beyond the physics, of everything what the physics cannot explain. Therefore, it studies the supply-sensible universe, the being and the truth of the being. Supply-sensible in what he says respect to the holy ghost, the same God, since for Aristotle, being is substance and God is the first substance that cause all the others. Reale says that ' ' research on God is not alone a moment of the Metaphysical research, but it is the essential moment and fundador' ' (2) e, if did not exist a supply-sensible substance also would not exist metaphysics and the physics would be the first philosophy. Metaphysics is a free science, therefore it finds in same itself its end, that is, its purpose and, its objective and its object are not in material things as in other sciences, but in same itself.

Complete Psychological Workmanships

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The imperative commands that them is joy for all, but joy embezzled in the object technician. Eduardo Riaviz – Modernity, after-modernity fundamentalismo (a lacaniana reading) We live in times characterized for the excesses, where the joy takes the place of the ideals, of the flags. To be professor ' educado' in the old school, of the effort in the search of the objectives in long stated period, it is difficult, therefore we have a youth ' educada' in the school of the easinesses and not the effort. Can be asked to which the exit for the professors to contain its distresses and its questions? It will be that reply for these questions exists? Ernest Friederichs Mandelli BIBLIOGRAPHICAL REFERENCES PAIN, J. Introduction to the reading of Lacan: The unconscious one structuralized in the language. Translation of Carlos Eduardo Kings; Supervision technique of the translation of Claude Corbisier, Porto Alegre: Medical arts, 1989. 203 P.

_____. Introduction to the reading of Lacan: Structure of the citizen. Translation of Patrician Chittoni Branches; Supervision technique of Francisco Franke Settineri, Porto Alegre: Medical arts South, 1995. 2v. 258 P. FREUD, S.

Brazilian Standard Edition of the Complete Psychological Workmanships of Sigmund Freud. Rio De Janeiro: Imago, 1976. KINGS, AYRTON KINGS, et all. Where if He hides the Desire To learn of the Pupil. Available from: . Access on: 01 NOV 2011. SAINTS, Fanoel Messias of. The transference and the failure pertaining to school. In: COLOQUIO OF THE LEPSI IP/FE-USP, 5. , 2004, So Paulo. Available from: . Access on: 30 OUT. 2011 RIAVIZ, Eduardo – Modernity, After-Modernity Fundamentalismo (a Lacaniana Reading).

The Creation

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In this in case that, the question of what it is better for education could be defined if the educators had ampler understanding of the meaning pedagogical of the set of the curricular proposals used in the educational system and of the used didactic materials, in classrooms, for the accomplishment of the pertaining to school activities. The use of the didactic materials, the knowledge of the curricular proposals of geometry and mathematics and the construction of the mathematical and geometric knowledge are pedagogical actions that would have to consider the main reasons of the existence of the school, that is, the acquisition, the preservation, the creation and the magnifying of the set of knowledge of the pupils so that they can more contribute for the improvement of the conditions of life and the creation of a society joust. In this perspective, D' Ambrosio (1996) and Borba (2004) affirm that the mathematical education also can contribute for a formation that promotes an education of quality and that it has as objective the development of the pupils of integral form, enabling them to assume the role of transforming citizens of the society. In this educative action, the classroom is the place where the professor and the pupils jointly argue the basic knowledge of the learning and the problems of the daily life. In accordance with Freinet and Salengros (1977), this is real a pedagogical method and concrete that it looks to offer to the pupils an education condizente with its practical proper necessities and by means of the daily ones. However, so that this occurs in satisfactory way, the necessity exists of that the professors organize the teach-learning of the form geometry to become it an activity that stimulates the auto-reorganization of the mathematical knowledge of the pupils. Thus, the professors must be intent to the errors and the rightnesss of the pupils so that they can search the improvement of the pedagogical work and obtain, of this form, to take care of the educational necessities of these pupils.

Deafness In The Third Age

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No matter how hard the medicine is evolved and that the longevity and the quality of life of the people of the third better age are each time, in our society, to age still is a painful process. It is so difficult to accept, how much to admit. Complicated more still, is one of the biggest causes of isolation. ' ' What normally it happens is that the individual of third age does not perceive that he is being deaf or it does not obtain to in time admit to arrive to have a preventive treatment. But as we can detect such losses and as to treat in time to prevent them its consequences.

He is proven cientifacamente that the auditory deficiency in human beings evolves, as the age. Of 35 the 54 years the average loss is of 4%, between 55 and 64 years, of 15% and in the individuals with more than 75 years. Perceived the auditory difficulty the patient will have to be directed for medical evaluation. The examination of the hearing (audiometria) allows to determine the degree and the type of the auditory loss. On the basis of these data and in the indicated treatment more: physician, surgical or of whitewashing. The objective of the treatment is to enable the cominicao of aged so that they are apt to function in a better level, in such a way social one with the improvement of the auditory perception that if relates with the speed and the auditory precision of synthesis, localization and understanding, beyond the improvement of the cognitiva function of the attention.

The Best

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The law cites in its 1 chapter, obligatorily, the inclusion of the POUNDS as component curricular for the courses of teaching formation, in average level and the courses of graduation and after graduation related to the education and qualification of the deaf person, guaranteeing to the deaf person one better agreement and an adjusted communication more, therefore the law supports the presence of an Interpreter of POUNDS inside of the classroom to make possible the access all the curricular contents and school for all excessively the pedagogical activities. The schools, many times, are the consequence of the society where they are inserted, leaving to take in consideration the difficulties found in relation to the communication, agreement and understanding, being focando all existing deficiency in the deaf person, forgetting them operating parts it process teach-learning. The deaf child in elapsing of its academic life finds many obstacles make that it to fail. In this direction, the school fits to detect the problems, to decide them in adjusted way, to create subsidies so that this exchange of information occurs of the best possible form to take care of the necessities of this pupil. At first moment if it becomes necessary a knowledge of the joined difficulties so that the school can offer conditions and create a support program to brighten up such difficulty. The education of the deaf person still is an controversial subject that requires much attention in the area of the education, therefore still observes deaf citizens, that after years and years of escolarizao many limitations present, does not know to read and to write, being thus they finish not dominating academic the contents necessary. The current national politics of education praises the education integrator, that one that would have to take care of to all, also the special carriers of necessities, supporting itself with Declaration of Salamanca (Spain), in 1994, that it has as objective main to promote the education for all. .