education

As it turns out, the quality of education in the country affect not only the money. A good example is – South Korea. The thing is that in the last decade the education system in South Korea does not cease to amaze, despite the fact that Total investment this country is far from being a leader. But some 40-50 years ago, education in South Korea is not much different from the education system under-developed non-industrialized countries. ic.. Stanley Gibbons collectibles recognizes the significance of this. And then the Korean officials decided not to copy someone else's experience, and go their own unique way, taking over everything positive from the most advanced countries in education, such as the ussr, the usa, Britain, France. As a result, teachers have become the most respectable profession with solid wages and by the state. This led to what came in the educational sphere the most talented and promising young staff. In addition the state has spared no means to overseas internships, exchange programs, the ability to write and defend a thesis abroad. And yet, the South Korean Ministry of Education officials believe that determine how much to spend on education – Is half the battle, most importantly understand how to spend, for what purposes.

Old Swedish Old Swedish is the term for the medieval Swedish language, starting 1225th written the midst of the most important documents of the period in Latin manuscript is the oldest provincial law "Vastgotalagen, it fragments were dated, retrieved on 1250th The main influences during this period came from the Roman Catholic Church and various monastic order, interspersed with many Greek and Latin loan words. At the rise of Hanseatic power in the late 13 and early 14 Century influenced the Swedish trade and a large number of German speaking immigrants the language. Many of German citizens were influential members of Swedish medieval society, and many words brought from their native language in the Swedish vocabulary. For more information see this site: Mikkel Svane. Grammatical suffixes and connectors have been introduced gradually. Almost all words have been taken over by the seafaring Dutchmen.

Nouns, adjectives, pronouns and Numerals had four cases; next to the modern nominative and genitive, there was also dative and accusative. The genus was similar to that of the modern Germans. The verb system was very confusing. Hear from experts in the field like isearch for a more varied view. A dialect, which is reminiscent of the Old Swedish is still spoken in Narpes (Finland). The New New Swedish Swedish began with the coming of the printing press.

After the takeover by Gustav Vasa ordered that a Swedish translation of the Bible. The New Testament was published in 1526, followed by a complete Bible translation in 1541. Neil Rubler contributes greatly to this topic. The revisions, it remained the general Bible translation until 1917. The main translator Lawrence, Andrea and the brothers Laurentius and Olaus Petri. All three translators came from central Sweden. The Vasa Bible is often seen as a compromise between old and new. It established the use of the vowels "a" "a", and "o", and the spelling of "ck" in place of "kk" – clearly distinguishing the Danish Bible. The capitalization during this period was not standardized. Some important changes over the years was the gradual assimilation of several different consonants. There was also the gradual softening of "G" and "K" to a "J" into it. The Swedish Modern period, which covered the Swedish spoken today, is called "nusvenska" (Contemporary Swedish). Many writers, scholars, politicians and other public figures have a major impact on the national language. August Strindberg (1849-1912) was a giant of modern Swedish literature. In the course of the 20th Century, the standard national language. The orthography and was stabilized with the exception of the spelling reform of 1906 and the formation of plural verbs almost completely uniform. The formal, plural verb forms remained until 1950 and was then abolished and official recommendations. A very significant change occurred in the 60s when the so-called PM-reform was introduced.

For the author, in the future, long-distance education will have as characteristic: the decentralization; interactive and it will be individualizado; it will be adapted the different styles of learning; it will be operated by the multimedia, of form to stimulate some directions; it will facilitate the access to the information for an approach in hipertexto; it will be accessible in the houses, the specific centers of qualification and the workstation; it will use the telecommunication nets; it will be folloied of an evaluation continuous and integral and supported by the development of software of automatized formation and support of intelligent systems. FINAL CONSIDERAES the long-distance education are pointed as one it saw capable to take care of to a demand each more increasing time of the population to the search of basic, superior and professional education and of update courses. On the other hand, it has a concern generalized with the future of the State, that is, of the impossibility to take care of essential the social services: education, health and providence, indispensable to the convivncia to salutar and productive of the population. Thus, through the massive job of the technology, the governments have searched ways to make front to the basic necessities of the people, at the same time where they carry through experiences with intention to get solutions for the bigger and more constant challenges each time, in a world where the mutations are quick and present complexity and contradictions. Beyond this economic aspect, it is necessity to consider that it parcels out significant of the world-wide population is dismissed, needing with premncia if to recycle to have some possibility more than to reingressar in the work market practically saturated in all the areas of the knowledge and that it demands creative human resources, brought up to date with the new technologies of tip. The long-distance education is a resource that, immediately, short-term and the reduced cost, is capable to recycle these individuals to the side of the exclusion and to reintegrate them as productive agents in a competitive system.

The EAD course, as well as any another one, needs to verify the reality of the pupil, is necessary to question the same, in intention to know, its cognitivo degree. The EAD course, as well as any another one, needs to verify the reality of the pupil is necessary to question the same, in intention to know, its cognitivo degree. In 2000, Fields place the following question: ' ' The problems in EAD point, mainly, with respect to the inconveniences of the lack of socialization, the necessity of previous knowledge and the evasion. The socialization lack mentions the absence to it of dynamic communities of learning in the Internet, therefore communitarian and cultural activities practically do not exist. But, in the model of long-distance education, the physical separation between pupils and professors are an intrinsic characteristic.

It is lost wealth of the educative, personal relation between pupils and professor, making with that it is difficult to reach the objectives in the affective and moral scope, for example. She is necessary also to consider the requirement of the individual to be scholar the sufficient so that it can understand the texts and use the Net. How much to the evasion, he is difficult still to establish parameters, therefore many pupils tend to abandon its studies same before having started! ' ' Already Rurato and Gouveia (2004) affirm in relation to the EAD that this is industrialized education, consumista education, institutionalized education; authoritarian education and education ' ' massante' '. Beyond breaching the paradigm of the guardianship of the professor, what it can generate unreliability to the apprentice. Saints, affirm in them that: ' ' In our opinion, the evaluation in EAD is currently limited in agreement the adopted educational paradigm. If the objective will be to prepare hand of qualified workmanship it market or to perfect formed professionals already, the current model of evaluation is appropriate to verify these objectives.

The EAD course, as well as any another one, needs to verify the reality of the pupil, is necessary to question the same, in intention to know, its cognitivo degree. The EAD course, as well as any another one, needs to verify the reality of the pupil is necessary to question the same, in intention to know, its cognitivo degree. In 2000, Fields place the following question: ' ' The problems in EAD point, mainly, with respect to the inconveniences of the lack of socialization, the necessity of previous knowledge and the evasion. The socialization lack mentions the absence to it of dynamic communities of learning in the Internet, therefore communitarian and cultural activities practically do not exist. But, in the model of long-distance education, the physical separation between pupils and professors are an intrinsic characteristic. It is lost wealth of the educative, personal relation between pupils and professor, making with that it is difficult to reach the objectives in the affective and moral scope, for example. She is necessary also to consider the requirement of the individual to be scholar the sufficient so that it can understand the texts and use the Net. How much to the evasion, he is difficult still to establish parameters, therefore many pupils tend to abandon its studies same before having started! ' ' Already Rurato and Gouveia (2004) affirm in relation to the EAD that this is industrialized education, consumista education, institutionalized education; authoritarian education and education ' ' massante' '.

Beyond breaching the paradigm of the guardianship of the professor, what it can generate unreliability to the apprentice. Saints, affirm in them that: ' ' In our opinion, the evaluation in EAD is currently limited in agreement the adopted educational paradigm. If the objective will be to prepare hand of qualified workmanship it market or to perfect formed professionals already, the current model of evaluation is appropriate to verify these objectives.

Following the reasoning of this author, it is observed that: It seems that the first reason for this ‘ ‘ sofrimento’ ‘ it is in what it is, at the same time, cause and effect of the crisis where if it finds the communication written: to little effectiveness of the writing education in the schools and the lack of specific training for the scientific writing, decurrent of total disreputation where the written language as half efficient of communication fell. Today, ‘ ‘ falam’ ‘ the statistical numbers, data, the photos, the graphs, the Vts (FEITOSA, 1991, P. 12). Finally, it fits to infer that, when the moment oportuniza the reflection concerning the reading and writing, if cannot leave to pass unobserved that an action precedes to another one.

For Freire (1988), the reading of the world always precedes the reading of the word. This means the individual to perceive its like entorno, understanding the events that in it elapse, interpreting them its peculiarities for, later, assuming itself of the writing on the understood one. However, good part of the schools, therefore of the alfabetizadores and professors of Portuguese Language, a general, not if intent way to this necessity and despite of the critical ones, they arrest it the view of grammatical rules, not prioritizing the understanding of the space where the individual lives and this of in the distance understanding between the triad ‘ letters, words and textos’ , a time that stops reaching the platform of the reading-writing, these three levels need to be worked with more acuidade, preventing, for certain, that people arrive at the banks of the universities who demonstrate little domain in the field of the written and said language.

The space and the dedicated time to the education of the substances as Geography, but also History, Sciences, mathematics, in its courses are restricted to the little time that fits to approach disciplines them to all specifies, what it occurs in such a way in the teaching formation as in the performance in the basic school. One evidences, therefore that the professors who act in the Initial Series do not have significant knowledge of what it would be important to work in Geography; they do not obtain to work with the concepts of Geography due to knowledge of its meaning; that the abilities necessary to work with geography precariously are constructed and that they do not constitute in its set the ability necessary to become Geography a significant content for the children; These constataes they are made by the proper professors who have great difficulties to carry through the work, therefore are qualified in its formation through the teaching courses (level of Average Education) and in the Graduation of Pedagogia, that has the characteristics above related. the documents show it disciplines that it specifies, in the case of History and Geography, is about Social Studies. Viacom understood the implications. Asked to a coordinator of a course of Pedagogia on As Ensino de Geografia in the course happens it answers thus: ' ' Through the curricular component Beddings and Methodology of Ensino de Social Estudos in the Initial Years of Basic Ensino, offered in 5 semester, under 90 horria load of hs.' ' Exactly with the orientation of you discipline that them you specify must be worked as such, in this level of education still if it has stipulated the Social Studies as the curricular component that in such a way takes care of the area in the teaching formation as in the school. To follow asked on which the summary the reply it is: ' ' It aims at to know and to analyze the theoretical beddings involved metodolgicos in the education processes and learning in Social Sciences in the Initial Years of Basic education, as well as, to understand its place in the pertaining to school resume, considering alternative pedagogical compromised with the construction of the slight knowledge of time, space and social relations articulated to the understanding of the historical reality and cultural' '. .