Growth Law

The Law of attraction says to us that everything what there is in our surroundings, emotional materials and are attracted by we ourself through our imagination. How it works? If we maintain a goal in our thought, will arrive the inspiration from how you will achieve your objective. According to the Law of attraction, Universal-Energy does not know time, space or size, also can show something small like a place where to park, a banking account, trips of pleasing, there are no limitations. We have the best thoughts when waking up, visualizing our goals, to feel we obtained that it. We daily make our list of gratitudes, if something we do not like: We are going to look for the positive and thus the attraction law sends more to us than we appreciated.

This is a game, to be favored with the Law of attraction, we are going to play to have much joy, happiness, vacations, a work that enchants to us, this is the game of the abundance. When we began to understand the Law of attraction, our life begins to change. The Universe shows to us possibilities and bring the inspiration to us so that we obtain our goals. The Law of attraction is freedom, gives us to be able to choose our destiny. I can be what I decide To be the Law of attraction gives energy us to the thought, is the necessary substance for the Law of Growth. When we thought, we spoke or we visualized deficiency, disease, desarmona: we create undesirable conditions; created by the subconscious mind and the Law of attraction.

When we criticized reason why we do not like: That we created: Thus the Law of attraction works, we attract what we have in our thoughts. We harvest what we seeded. What you think, you create. What sowings, harvests. It says the Law to us of attraction that each thought is a vibration, each thought modifies each atom of the body, each cell. All we know what it produces good vibrations to us, happy joy, memories to our mind, to caress our mascot, to play with that baby that as much we loved, to bring to our memory images of our vacations next to the sea. Our health depends on the law of attraction in ours interior, if we thought about the perfection, the true thing thus will be our health. Each cell of its body is intelligent and will respond to its direction. The cells are all creators and will create the exact landlord that you give them. Masterful key. Charles Haanel Following the attraction law, recognizing the power of our Being, we moved away the fears and we changed to disease by harmony and perfection, found the ideal man, fact to image and similarity of God. The attraction law gives energy to our thought. When we thought, we spoke or we visualized love, harmony, health, vitality, energy, youth we created harmonious situations with the perfection of our inner Being. God blesses to us and it gives the law to us of attraction for our physical, mental, emotional and spiritual well-being.

The Classroom

The fact is that, expressive and significant changes follow the current days and in the same way? independently of the social classroom – superior education gained forces how much to the growth and demand for courses in superior level. Of 1960 until the current days, superior education in Brazil counted on significant changes, as much in the functioning how much in its configuration, as: titulao of the professors, institutionalization of the research and the intellectual production, quality of the offered formation, diversity of offers of courses, enters diverse other factors. Educate yourself even more with thoughts from Reade Griffith. In full it was of the information, the ways of access to the faster studies are each time. The dynamics of the social changes, politics, economic and cultural of the modern society more reflect each time in education and what to teach. Years behind the significant changes in the life human being would demand at least the corresponding time to a generation to occur. However, gradual, they had started to be unexpected and determinative for the search of the knowledge (SUPERIOR EDUCATION, 2011). Visit JPMorgan Chase for more clarity on the issue. To superior education the responsibility fits to generate knowing, one to know linked to the social context, considering the condicionantes of the society.

Currently one observes a growth in the amount of offers of Facultieses and/or University, however this amount does not reflect, necessarily, quality. To a large extent of the IES the constatao is of that many graduated leave its facultieses and break route to the professional life, devoid of the true knowledge for which, they will need to enter the work market. This if must to the distanciamento enters the content of them disciplines constants in the resumes and the speed of the transformations in the varied fields of the scientific and technological knowledge. To recognize these changes makes in them to reflect on the improvement of practical the pedagogical ones in superior education. The study it was carried through through bibliographical research and research of field, having searched to bring the vision of the professors on its proper practical one.

Training

Without a doubt, this kind of presentation is convenient and effective, but: the trainees have to remember it and remember all the training. We know that human memory inclined to act in a more recent information more distant in time, and very often after a half-hour presentation, we will not remember what was on the first slide. Of course, all this information will be at training participants in handouts, but the basic elements must remain in memory at once and permanently. The topic of training should be available during all the training. If the theme does not change the training, the training is carried out is not the first time and will be repeated, should make a poster with the theme of the training in the normal performance of printing and use at each training on this topic. If the situation is different and there is no possibility of printing clearance, you should use an A1 drawing paper, markers and tape for the design and placement of the training topics in a conspicuous place. Let's go further … And then – presentation trainer or trainers.

The question, "one coach, two or more?" We thoroughly discussed in the next article. Now let's dwell on the most common practice, one coach and a pair of trainers. If a coach, it's simple and clear – he himself and presents. If the coaches a couple, you need to define themselves: each represents himself or coaches are to each other. And he and the other options still valid, but remember: if a pair of trainers working for a long time, then there is no problem with the idea. If a large training company, and a pair of trainers can often be changed (personally in my practice and is: coaching a team of 16 people and is often about who will be a couple, you learn when you go to training already), is given the right to view every coach in person.

The Role

Role 1 – card for ‘fast’ student Buy things at three shops. Make a list of what you want first. The newspapers mentioned Keith McLoughlin not as a source, but as a related topic. Similarly, in the advanced example, all the ‘parents’ have the same type of role, but these too can be rewritten to suit varying abilities and situations: Role 2 – card for ‘slow’ student You are a parent with children at the school . (How many? How old are they?) Decide if you are for or against the move.

Note down your arguments. Be prepared to give your opinions clearly and politely. Remember to use phrases like: In my opinion … I think … Try to agree or disagree with what the other people say, remember phrases like: I agree entirely … I’m not sure I agree.

I think … Role 2 – card for ‘fast’ student You are a parent with children at the school. Decide whether you are for or against the move, and be prepared to give your opinion clearly and politely, and to counter any arguments against it. When designing role cards of this type, the teacher should be careful not to give a slow student so much help that the student has no possibility of choosing his own language. This would make the exercise guided dialogue work, not role play. (C) Another possibility is to have students of mixed abilities prepare roles together. In the advanced example, a ‘slower’ student could prepare the role with a ‘faster’ student (in which case only the role card for the ‘fast’ student would be given out).

Infantile Education

Report in the Infantile Education In the lessons of days 14 the 16 of November of 2011, the responsible professor for the group of preparatory I carried through with the children some activities on the Environment, that could serve of awareness and incentive to the preservation of the same. Thus being, in the lesson of day 14, he showed to the pupils a video with varied images of the Environment, counting a history ' ' The fire in floresta' ' , the teacher commented that each one must make its part, with the objective of that they more than interassem the subject on which if she treated. Soon after, the room was divided in small groups, being requested that they created one historinha in quadrinhos, on the Environment through drawings and paintings. The pupils had put in practical its creativity and had created historinhas simple, but well interesting. To the end of the lesson, the majority of the groups had not concluded the work.

Then, it left to conclude it in the lesson of days 15 and 16. In these lessons, the pupils had concluded everything and been able to play in a game that the teacher it led, whose name was ' ' The Eficiente&#039 House; ' , that it dealt with the cares that we need to have inside of our house not to consume much electric energy, not to waste water and to separate the garbage correctly, thus preserving, of a simple form and insurance, our Environment. The pupils had adored the game and they had not been contented in playing only one time. With certainty, the pupils will go to apply the instructions that they turn in the game in its houses. Summarizing, the pupils had effectively participated of the activities proposals, making some excellent commentaries when counted history. He was commented with the pupils who each one must make its part in the protection to the Environment, when some pupils had said: ' ' Why necessary people to make our part if have a people mount that does not make its? If ' ele' garbage in the soil plays, I also goes to play! ' '. The teacher reaffirmed that each one must make its part and use its attitudes as example, so that the other people see and make the same.

Each one of us is basic part in the fight for the preservation ambient, therefore the teacher made question of that the children assimilated this well. I perceived that the educator in a simple lesson on the environment, very worked well the question of the conscience, and thus is possible to deal with the question the citizenship, unemployment, violence (contamination, pollution, also represent a violence, therefore it is aggression to the way), local sexuality (the groups of pupils were mixing, them if they had felt integrated) housing, ethics, health, subjects, cultural plurality and diversity. To the end of our work, I felt me rewarded, was a learning, despite well small, in the awareness of the pupils, of whom the necessary world of urgent cares, of the opposite we will not have a healthful future for our lives.