Notes, abstracts, papers, exams and problems of Teaching & Education

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Pragmatic

Classified in Teaching & Education

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Briefly write about the concept of presupposition and explain the three different kinds presented by Green (1989) in her taxonomy. Provide examples of each type. Presuppositions are a kind of linguistic inference. The difference with implicatures is that these are based on contextual assumptions while presuppositions are built into the linguistic structure of the sentences that trigger them. Presupposition triggers: The linguistic expressions that trigger the presuppositions. E.g. Karl’s car broke down- presupposition Karl owns a car. Presupposition trigger: broke down. Green presented taxonomy (classification) and found three main kinds of presuppositions Existence presuppositions: the most representative case. It concerns the existence

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Fernando Alonso biografía

Classified in Teaching & Education

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Fernando Alonso is a Spanish Formula One racing driver, who is currently racing for Ferrari and he has got two World Champion.

Fernando is famous for won the Formula One World  Championship title at the age of 24 years and 58 days, breaking Emerson Fittipaldi's record of being the youngest Formula One World Drivers Champion. Fernando is one of the world´s best drivers of Formula One.

Fernando Alonso was born on 29 July 1981 in Oviedo. When he was a child, Fernando won four Spanish karting championships.At the age of 18 years he won the Euro Open championship.After that In 2000  Fernando was  closer to Formula One with a seat in a Formula 3000 car. Fernando started his Formula One career with Minardi in 2001 before moving to Renault in 2002.

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Modalization y modulation

Classified in Teaching & Education

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D Modalization: Information exchanged: arguing on it.

A)PROBABILITY: Speaker introduces certainly about probability of experience. 1.INTERNAL: 1.- Modal operator H:Must M:could/will L:Might/may 2.-Modal adjunct H:certainly M:Probably L:Possibly

2.EXTERNAL 1.- Direct: H:I´m sure… M:I think/ I suppose L:I guess/ reckon 2.-Indirect H: Its certain that M: It´s probable that… L: It´s possible that…

B)FRECUENCY: Speaker introduces uncertainly about frecuency of experience -INTERNAL: -Modal operator: H: Must/ M: Is to, are to/ L: caN

-Modal adjunct: H: always M: usually L: sometimes

Modulation: Goods and services exchanged: performing

1.Obligation (speaker introduces his view on addresses his view obligation to perform) -INTERNAL H: must M: should

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Educational Psychology

Posted by Javi and classified in Teaching & Education

Written at on English with a size of 38.88 KB.

1. Purpose and content of educational psychology.

A) Purpose of study are student characteristics and factors that facilitate or retard the change in the teaching-learning process. The teacher belongs to organize and structure learning experiences to produce the desired changes. The teacher should be to provide learning experiences, to be transmitted with intent to arouse in students the desire to learn (which must be significant and transcendent).

The object of study of psychology of education (and the competence of the teacher) is to know:

What to teach: including curriculum content, procedural and attitudinal skills.

Teaching: learning procedures and strategies for improving the communication of experiences and learning content.

Where developing

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General Didactics: Objectives of planning

Posted by Javi and classified in Teaching & Education

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  • Definition of objective:

The objectives are the intentions that guide educational planning and implementation of school activities are needed to meet the major educational goals explicit in our legal system. They provide a basic reference for teachers when planning their educational proposal.

  • What does the prescriptive model as to the problem of formulating goals?

This model comes in the early twentieth century, when imposing a technical mentality, particularly concerned with the profitability parameters.

Turn around quite approach the objectives. Depending on their design the curriculum, determining the content, methods and means are proposed activities and assessment arises. Arguably, the prescriptive model, the objectives are to become... Continue reading "General Didactics: Objectives of planning" »

Learning difficulties: concept, theories and classification

Classified in Teaching & Education

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THE CHILD WITH LEARNING DIFFICULTIES

There are a number of linguistic factors, biological and social factors that can serve as well a learning disability. But when they are irrelevant, the child is considered normal by family members and teachers so that the first change observed is the difficulty to learn in school. The highest proportion of children diagnosed with learning disabilities is between 8 and 11 years.

Learning disabilities often occur associated. We did not find dysgraphic children, dyslexic or dyscalculic only, the most common is that certain aspects of each of these three difficulties occur in the same subject.

The child with learning difficulties is by all means avoid school work, parents and teachers need to be constantly... Continue reading "Learning difficulties: concept, theories and classification" »

Dada

Classified in Teaching & Education

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MANIPULAC. Y CUIDADO DE LOS RODAM.: Mantenerlos en sus envoltorios protectores hasta el montaje. Tapar el equipo para evitar la entrada de contaminantes en el lugar donde van a ir los rodamientos. No montar un rodamiento cerca de una máquina que suelte impurezas. No golpear directamente el rodamiento. Usar casquillo de prensa para su montaje. Herramienta de calentamiento. Lubricar con la cantidad correcta de lubricante. Usar una herramienta hidráulica.

TIPOS DE DESALINEACIÓN: paralela (descentramiento) y angular. Se pueden producir en combinación. El objetivo de alinear un eje es ajustar dos unidades rotativas de modo que el eje de ambas coincida en línea recta. Los ejes desalineados pueden causar: aumento de carga sobre el rodamiento,... Continue reading "Dada" »

Sdas

Classified in Teaching & Education

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set upestablecertraditionaltradicional
sexismsexismoUneconomicalantieconomico
showsespectaculosunrealiableno fiable
slimdelgadoviewsvisas
slowdespaciovirusvirus
smallpekeñowarningaviso
smartinteligenteweakdebil
snoopingentrometidoweaknesdebilidad
softsuaveweardesgate
spaciousespaciosowebsitepag
spellcheckrevision ortograficawheelrueda
squareplazawideancho
stableestablewideamplio
stateestadowigpeluca
steeringgobiernowindscreenparabrisas
straightrectowoodmadera
stuffycongestionadowork placementpuesto trabajo
stylisestilosoworriedpreocupado
systemsistemaworstpeor
tightceñidoyoungjoven
tinydiminutoyour hotelhotel
tinypekeñozoneszonas
toolherramienta
top-endgama alta

Aahghh

Classified in Teaching & Education

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TIPOS DE ESFUERZOS:esfuezo es todo tipo de accion externa ala q puede estar sometido1solido.-Traccion:es un esfuerzo normal o perpendicular ala seccion del cuerpo q alarga sus fibras.-Compresion es como la traccion xo negativa,acorta las fibras.-Cizalladura:esfuerzo sobre1pieza cuando sobre ella actuan fuerzas contrarias.-Flexion:la fuerza dobla el cuerpo.-Pandeo:es mezcla de flexion y complexión.-Torsion:la fuerza tiende a retorcer las piezas,este aparece en los arboles.UNION DE PIEZAS MECANICAS:-La reducción de las superficies de unión y de contacto es un objetivo a conseguir,+apoyo y – rozamiento.-La superficie de mecanizado de las piezas es mejor cuanto menor son las piezas xq es +económico.-En las superficies  planas es conveniente... Continue reading "Aahghh" »

The mainstream school and responding to special needs students

Classified in Teaching & Education

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ITEM 4

REGULAR CENTER AND THE RESPONSE TO THE SPECIAL NEEDS OF STUDENTS AND STUDENTS. EDUCATIONAL PROJECT AND THE CURRICULUM PROJECT IN CONNECTION WITH THESE STUDENTS. Curricular adaptations.

1. REGULAR CENTER AND THE RESPONSE TO STUDENTS WITH SPECIAL NEEDS

1.1. General considerations.

1.2. Guarantees the quality of teaching

1.2.1. Material and technical means.

1.2.2. Personal resources.

1.2.3. Functional and organizational measures.

1.3. Characteristics of the education of students with specific educational support needs at different educational stages.

1.4. Special Education Units in mainstream schools.

2. EDUCATIONAL PROJECT AND EDUCATIONAL RESPONSE TO STUDENTS WITH SPECIAL NEEDS.

2.1. EDUCATION PROJECT

2.2. MEASURES TO RESPOND TO THE DIVERSITY

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