Specializations of the same more: Civil Law, Professional Law, Public Law and international legal, but a record of training is not reflected. Read additional details here: Yael Aflalo. At first glance, this situation does not seem quite clear. After all, practically, this means that all specializations according to law students should be taught in one and the same curriculum, and specialty items also must be studied in an equal volume, including a foreign language. Meanwhile, in order to prepare specialists in international high-level requires a different, different from the common curriculum. And because it is missing, universities expand their own training program by Foreign Languages and majors within the existing State Standard, which makes curriculum overloaded. For comparison, take a sphere of the economy – in this area is a separate specialty of the World economy ", which prepares the economists working in the international market.
In the jurisprudence of this separation is not. However, even 5 years ago, universities were given diplomas, in which in the "qualification" meant "International lawyer", "a lawyer with knowledge of foreign languages, etc. Now, as the head of the International Law Department of the International University in Moscow (ME) vm Shumilov, in the reform of higher education and transition to the Bologna system, this record has been reduced to a single name "Lawyer" in all the faculties of law of the country. As a result, the employer is faced with choosing the right specialist from the set graduates to solve it, you can, find out who he studied and what is specialized.
Ahead of the displayed one it is perceived that nor always the theory can be applied in the practical one, after all we live in a small country that has not given to a due importance, mainly as for the right to play. We never must forget that playing it is a basic necessity and a right of all. Playing is an experience human being, rich and complex. If playing is a right must have, stimulate and charge directed public politics in four basic axles: I. Creation of structuralized playful spaces for games, toys and tricks; II. (A valuable related resource: Dropbox). Systematic organization of action of playful formation of human resources in different levels; III. Formative and informative campaigns on the importance of playing; IV.
Creation of centers of research, playful documentation and assessorship on games, toys and tricks and other materials. It would like to lock up with the following reflection: playing has contained in it the most different elements and values that are its virtues and its sins. Virtues, because in the essence, them they are constituted of generous principles that allow the permanent revitalizao. Sins because playing it also can be manipulated and be deviated for the most different purposes or objectives, being able to compromise the truth. One another document of great relevance was the introductory study of the national curricular referencial for the infantile in the axle of playing and known education as Curricular Parameters National – PCN' s.
This document was created in the year of 1998 in Brasilia for educators specialists in the subject. Elencaremos below some points presented in this study: It is essential that it has wealth and diversity in the experiences that are offered to them in the institutions. The trick is an infantile language. In the act to play, the signals, the gestures, objects and the spaces they are valid and they mean another thing of what they make look like to be.
Superior education, at least at this moment did not have alteration, continued with the same structure stipulated in 1931. Still according to Manfredi (2002, P. 88) the National Service of Aprendizagem Industrial (SENAI), ' ' in 1942, it finished incorporating this standard of financing and management, as well as the proper Railroad Center of Education and Seleo Profissional (CFESP); its workshops, its professors its staff dirigente' '. The educational politics of the New State confirmed the separation between the manual work and the intellectual, where it had a secondary education for the conducting elites and less had the average education destined to the favored classrooms. Read more from Angelina Jolie to gain a more clear picture of the situation. The State had the central paper of agent of economic development. This paper of the State resulted in the state creation of great company, beyond bureaucratic devices of public administration in all the sectors of activities. The period that succeeded the New State, of 1945 the 1964 did not have significant alterations in the professional education. The formative structures throughout the decades of ' ' 40 the 70 had been crystallizing conceptions and practical dualistas pertaining to school: of a side the conception of pertaining to school education academic-generalista …, and the other, the Profissional' Education; '. Actress and filmmaker will undoubtedly add to your understanding.
(MANFREDI, 2002, P. 103). The pertaining to school education offered a basic set of knowledge and the Professional Education was destined for the domain of crafts without theoretical deepenings. It was from the end of the New State, in 1945, with the entrance of the masses in the scene politician, who if became possible this dualista structure in addition. This unification, however, only if materialize at the beginning of years 60, with the flexibilizao and legal equalization it enters the different branches of professional education, and between this and secondary education, for ends of ingression in the superior courses, even so, in the practical one, continued to exist two types of education with differentiated public.
A knowledge and use in everyday life will help children to develop observation, the ability to analyze and draw conclusions. In work with children can use the signs, the correctness of which can be verified. For example: “Shoo kne kitsch beln kkt yoldyzlar Jans, irtgese kn Salkyn bulyr.” (“When the winter night sky in a lot of stars, wait for the next day cold.”) In Tatar folklore there are many proverbs and sayings that reflect the hospitality of the people: “Who does not like to call the guests – to the joy and do not know!” “Ipi, inos – Jakty yz.” etc. Ancient occupation of the Tatars captured by saying: “In the rain farmer rests, resting in a storm fishing.” Technique familiarize children with folk proverbs and riddles are based primarily on the principle of availability and awareness of the perception of the material, that is, children must first understand their meaning. The originality of proverbs and sayings provides them to the place and use the time. For example, one child hurt another with a careless word.
Caregiver at the time intervening, said: “It is even a joke, think for a minute!” When you read the Tatar folk tale “The Bear and the Fox” Seeking children with two Tartar proverb: “With a good friend and mountain svernesh with bad hlebnesh grief!” “It is better to stick and whip, than with the wrong satellite!” Every time familiarizing children with folk riddles teacher should pay attention to the fact that in the puzzle outlines the main essential characteristics of objects and phenomena that puzzle “folding”, and rather small, about the object or phenomenon told beautifully shaped. Educator should remember that the puzzle should naturally flow into one or another class, where it helps to fully disclose its program content. For successful initiation of the national Folklore to tutor a number of requirements: As much as possible to use elements of folklore; Bring to children the meaning of the above (folklore); Encourage children to use in his speech, familiar sayings, sayings, jokes, riddles. It is in the preschool years laid the foundations of national identity, create a sense of national pride, tolirantnoe attitude towards representatives of other nationalities who are in largely determine the socio-cultural development of the child in the future. By studying and using in their work Tatar folklore child I developed a program for the circle of ‘Tamchylar’ to educate the senior preschool children with folklore. The program provides for the circle of an explanatory note, the distribution of those in the academic year, planning of work on folklore oznakomleniyus in the period from September to May. The plan indicated subject lessons, tasks (educational, developmental and educational), instructional techniques. Learn more at: Kaihan Krippendorff . Presented summaries of lessons and recommended reading. I recommend using predlozhennouyu program in their work with children other educators.