November 28, 2012

Posted by Nancy at 12:37pm EDT

Some authors were worried in defining fear dislexia to it to only put in 1975, Critchley told that to World Federation of according to neurology, the dislexia and an upheaval revealed for difficulty in the learning of the reading, independent of the conventional instruction, adequate intelligence and sociocultural chance. (Route 2006) the complexity of the agreement of what it is Dislexia, directly is tied with the agreement of the human being: of who we are; of what it is Memory and Thought Thought and Language; of as we learn and of why we can find easinesses until brilliant, mescladas of difficulties until basic in our individual process of learning. The biggest problem to assimilate this reality is in the archaic concept of that: ' ' who is good, is good in tudo' ' ; that is, the person, because intelligent, has that to know everything and to be adept in everything what she makes. Some children with normal QI and good adaptativo functioning in fact present difficulties to learn to read, to write or to calculate. The typical label for the problem is incapacity to learn, even so vocs also finds terms with dislexia (literally ' ' incapacity to read compreensivelmente' ') or minimum cerebral injury. The official definition of this problem in the same way includes the assumption of that the difficulty elapses of some type or damage of the central nervous system, for which many definitions of the TDAH estimate some type of biological base. READING AND DISLEXIA the dislexia is characterized for the difficulty to acquire the reading in the habitual age without it has any atony or sensorial deficiency. They associate it the dislexia ortogrficas difficulties, and from there the name the disortogrfica term dislexia-. Between 5 15% of the children in accordance with research, tries these difficulties. The obligator escolaridade, with access of almost the totality of the population to the written language, became more evident the upheaval.

November 17, 2012

Posted by Nancy at 9:39pm EDT

I. an analytical problem 1. Enunciated a gardener it plants bulbs of tulips in parterre. A third of those bulbs will be red tulips, the quarter will be white, one sixth yellow part will be black and another one sixth part. Finally, it plants 3 bulbs of pink tulips. How many bulbs have planted the gardener? 2. To select the incognito We say that x will be the total number of planted bulbs, being x, therefore, positive an integral number (natural).

Note: we choose an incognito and we imagined that we are preparations to know the answer. 3. To write a problem as an equation To write a problem as an equation means to write the literal statement like an algebraic expression. The gardener plants of the red tulips, of the white tulips, of the black tulips, the yellow tulips and finally he plants 3 tulips of pink color. Altogether, he has planted x bulbs of tulips.

We can express the total number of bulbs of a different form, by means of the sum of the number of bulbs of each color. It is to say, they have been planted, the following bulbs: This allows us to write the equation: That is to say, we establish an equality between the incognito (x), or total number of planted bulbs, and the sum of each one of the types of bulb. 4. Returning to the problem: verification of the result the pool must have 12 ms of length so that the areas of the way and the pool are equal. We can verify that the area of the pool is of 96 ms (8 12 = 96) and that the area of the way also is of 96 ms ((12 16) 96 = 96); in order to calculate the area of the way we have reduced him to the great rectangle the area of the pool. To see all the complete information in Writing the text of a problem like equation original Author and source of the article.

November 15, 2012

Posted by Nancy at 2:00am EDT

The writing of after-modern history, associate to the model of Foucault, aims at the dissolution of this historicista metafrica form. For the author, the despistemologizao of the historical conscience this related in first place, descontextualizao in substitution the historicista and positivista contextualizao, where if it studies the past in independent and independent parts, a decisive trace of after-modern history. In as place the dissolution of the metafrica organization that it looks to unify the past and to cause a false depth, being this finishes seen of disagreeable form for the after-modern history, that it searchs to separate the historical phenomena of its roots of the past. The consequences of this change in the historical boarding, discard of the historiografia any pretension of a total representation of the past. The text is seen as object, and not as mimese of the past. The use of instruments of critical literary, natural to the one after-modernismo as the calculation the mathematics.

The after-modern historiografia is based on the production of a linguistic object that exerts the cultural function of a past not? gift. The objective of the ones after-modernistas is to underneath take off the carpet of the feet of modernismo and of science. The historical interpretations of the past first become reconhecveis, acquiring identities through the contrast with other interpretations of the past, them are what they are based in what they are not. After-modernismo it recognizes in the aesthetic nature of the historiografia. This recognition is described for the same author in the Historiografia text and after-modernismo in the following way: ' ' Joo believes that X, or Joo waits that X, where X is a particular allegation. The question is that (…) never it will be substituted by another allegation, exactly being this equivalent the x, or resulted direct of this. After all, we do not know if Joo in fact is cliente of the consequences of its belief or hope in X.' ' (Pgs.122, 123) Through the historiografia after modernista, he finds in the history of the mentalities has a rupture with the essencialista tradition. The narrative and the speech are subjects very argued in after-modernity.

History after-modern refined our agreement of a history that did not have as to be tematizada to apartir of traditional epistemolgica history. This heterogeneous phenomenon of the historiografia in them took off ignorance in relation to the text as representation of the past, being this influenced directly for the culture and formation of writes who it, therefore being impossible to reach a supposed neutrality. Historicismo bibliography, after modernismo and historiografia (Frank R. Ankersmit) Historiografia and after-modernismo. Source: (Frank R. Ankersmit)

November 09, 2012

Posted by Nancy at 9:39pm EDT

It has difficulties that it has relation with the discrimination of the necessary sequncia and the order of mathematical facts, even so occurs rare, also can exist difficulties in comparative evaluations: greater-minor, more-little. Being able still to have emotional factor that makes it difficult or same he blocks the mathematical thought, not making possible concentration in the mathematical logic. However dislxicas people well are endowed in mathematics, having had abilities of visualization in three dimensions help that them to assimilate concepts with more clarity and rapidity that the not dislxicos ones, being common the possibility to decide complexes mentally mathematical problems, exactly not being capable to decompose this calculation in stages. Although with this particularitity and because of this, these people, surprising they can have enormous difficulties in basic arithmetical calculations. when presents difficulties in direction, route of memorization and sequncia, can present difficulties that in contrast hinder, that its dons mathematicians can be evidenced, already other dislxicos, do not find great difficulties, being able to develop arithmetical calculations, however to if coming across with an abstraction? incgnita' ' they do not obtain to decode. It still has the dislxicos whose central problem is in the difficulty of focar the attention, as of some form always the component of the attention in dislexia exists, some specialists had nominated this difficulty of learning from its aspect of attention deficiency, with the assignments: ' ' Attention Defircit Desorder-ADD' ' (Riot of Deficiency of Attention? DDA); ' ' Attention Deficit Hyperativity Desorder? ADHD' ' (Riot of Deficiency of Attention with Hiperatividade? DDAH). For an oscillation in the level of the capacity of concentration of these people exists, in some days they can better correspond to the expectation of learning in the pertaining to school environment and in others they present if dispersed, seeming to have forgotten everything already they had learned.