The fact that in the far north there were anomalous zones, based on available historical data, it was known long ago. It is believed that the first Russian scientist who became interested in the north of the Kola Peninsula and established there in the twenties of last century, a scientific expedition was Professor Alexander Barchenko. In 1921, on orders from St. To broaden your perception, visit Jon Medved. Petersburg Institute for the Study of brain and mental activity, he went on the Kola Peninsula to explore Lapland ceremonies of shamans and the mysterious phenomenon "meryachene," or as they called this phenomenon the scientists – polar psychosis. I read a biography of Professor Barchenko, which could find editions of the let.Poluchiv good education for those days at the medical faculty of Kazan and of Tartu / Tartu / University Alexander Barchenko arranged to serve in the ministry of finance, but soon engaged in literary work. The list of his scientific and literary pursuits are so vast, that you begin to wonder and admire the genius of this cheloveka.On conducted experiments in telepathy and spoke with the public lectures, writing non-fiction novels, put forward a variety of scientific hypothesis, he wrote papers on parapsychology and palm reading, studying various ancient mystical teachings and legends. CARES Act is often quoted on this topic. Many sources write that, perhaps because it is the support of Academician spondylitis Barchenko managed to organize in a complex and turbulent times of civil war that ekspeditsiyu.Iz this already suggests how important states were the issues raised before this expedition. Professor Alexander Barchenko put forward an interesting hypothesis about the existence in the distant past, an advanced civilization, who died as a result of planetary catastrophe. . Visit Mylan for more clarity on the issue.
It represents a reflection way on the problems faced for the children with Syndrome of Down, assenting a bigger understanding regarding the inclusion. Search to pass correct information about the subject and reflecting on the problems and impasses faced for the children with the syndrome, contributing with the reduction of the preconception stops with the same ones. Its acceptance for the society and consequentemente, its inclusion and permanence in lcus pedagogical. Our exposition was fruit of a bibliographical survey on syndrome of Down, preconception and stigma, by which the people with the syndrome are submitted, same in full century XXI. As well as, to verify the registers of some authors on the pertaining to school inclusion of the children with Syndrome of Down. PALAVRAS-CHAVE: Syndrome of Down, pedagogical inclusion and lcus.
Introduction the subject considered for the present study focuses the Syndrome of Down, having as main focus to study the pertaining to school inclusion of the children with the syndrome. In an exculpatory scope for which it comes passing the society is pertinent to say more in inclusion and equality of rights. The dictionaries of the Portuguese Language, define the inclusion as the practical one to insert, to be part, as subject asset, of a context. Such definition is shared and more gone deep for Sassaki, Rasp and Blacksmith. Throughout the years, the educational system comes passing for constant transformations. The education directed toward people with deficiency also folloies this change. But, as to make so that this inclusion really happens?
and doing the same in education, where as products pass through an assembly line, they think that students go through the same learning processes are evaluated under the same criteria, receive instruction in and out standardized standardized, thus making education in a simple training of instrumental rationality, where the teacher has a key role and determines what students should learn and how they should learn, naively believing that everyone learns the same way at the same speed, promoting comparison and competitiveness and creating a culture of winners and losers, lacking emotional strength and sense of life. The holistic educator, known for interconnection of the four levels Holarctic: the world of matter, life, knowledge and spirit, and understand that the higher Holon, the spirit is the most important education humans it leads to transcendence and the evolution of consciousness of each individual thus bringing humanity to its evolution from the beige meme, which is an unconscious psychological stage, which sails between his instincts, a survival level Basics have priority, food, water, heat, sex and security, to the green meme, which exceeds the objective, it is sensitive to human subjectivity, the values of global ethics, taking interest in ecological conservation, respect for land and human rights and the thought of winning the first degree, to move then to the second-tier thinking that begins with the meme (state and consciousness) yellow, which is inclusive, that no longer sees things as isolated, and the corresponding second-tier thinking. Passing from the sphere of knowledge to the field of spirituality, wisdom and transpersonal consciousness is the death of egocentric consciousness and the awakening of spiritual being. .
The great majority, 53.2% opted to agronomy, followed of medicine veterinary medicine with 25%. It is verified that great majority of the pupils intends to continue in the farming area. These preferences suffer influence related to some aspects such as: the origin of the majority of the pupils to be agricultural; the influence that the course technician in farming exerts on the pupils; still the chance that the pupils see of if deepening the professional area which opted since average education, in the case the course in study. To lock up the inquiry in relation to the academic pretensions of the pupils, the same ones they had answered you discipline if them and methodology used in the course technician in farming had influenced in the enunciated taking of decision in the previous questions and why. The option yes was answered by the majority of the interviewed ones, with 80,4% and the main evidenced reason was related the characteristic that the course has of through its contents, to suggest what the pupil will work or study future. That is, the course presents of clear form the contents in way that the pupils if see in the future playing this or that activity, and through this future visualization they in accordance with takes the decisions the ability level that imagine to have.
The IMPORTANCE OF the ADMINISTRATION IN ACTIVITIES AGROPECURIASA to leave of the vision of the pupils, searched to identify to which the importance of the administration in the farming activities. For the same ones they had been in such a way questioned to this respect beyond being questioned how much which knowledge is more important, of the technique or the administration followed of why of the reply. They had been questioned still, if the farming course technician in of this more space the related knowledge the administration, the professional future of the pupils would be better, worse or it would not influence.