quarta-feira, 19 de junho de 2013

Audio books: all pros and no cons.
What is an audio book? An audio book is a recording of the contents of a book read aloud, created and  distributed on CDs, cassette tapes or other digital formats. They have become quite popular since first being introduced – roughly 20 years ago – with the CD format in the lead for sales.
One of the pros for audio books is the fact that they support multi-tasking, and can also be stored into small devices for easy listening, like an iPod or MP3 Player. For example, you may listen to one and retrieve the information you would from a regular book while exercising, cleaning around the house, or just while in the car driving. You would not be able to do any of those activities while reading a regular book. But while listening to an audio book this becomes possible.
Another pro supporting audio books is the effect it has on children’s motivation and learning. Teaching  them to read has never been any easier or enjoyable in their favor. By using different types of toys from favorite cartoon characters to interact with audio books, children are able to learn a usually difficult subject quite easily while also having a good time.

My final pro supporting an audio book is the fact that people who are unable to read regular books,  due to certain problems they cannot help such as blindness, are certainly able to listen to audio books to gather the contents they may need from a regular book. This is a major pro that is a big help to a lot of people around the world, with no con to argue against it. So why not go and check out some audio  books today and find out for yourself how useful and how fun they are? There are loads of free digital  audio books as well. Therefore, you can test the water for free as well.   ( to be studied for the next P2 )

domingo, 26 de maio de 2013

Texts to study to P1

1

When most of us hear the word chocolate, we picture a bar, a box of bonbons, or a bunny. The verb that comes to mind is probably “eat,” not “drink,” and the most apt adjective would seem to be “sweet.” But for about 90 percent of chocolate’s long history, it was strictly a beverage, and sugar didn’t have anything to do with it. […] Sweetened chocolate didn’t appear until Europeans discovered the Americas and sampled the native cuisine. […] Chocolate didn’t suit the ‘foreigners’ tastebuds at first – one described it in his writings as “a bitter drink for pigs”– but once mixed with honey or cane sugar, it quickly became popular throughout Spain. […] The creation of the first modern chocolate bar is credited to Joseph Fry, who in 1847 discovered that he could make a moldable chocolate paste by adding melted cacao butter back into Dutch cocoa. By 1868, a little company called Cadbury was marketing boxes of chocolate candies in England. Milk chocolate hit the market a few years later, pioneered by another name that may ring a bell – Nestle.

2

Pranav Mistry, 28 year old, of Indian origin, is the mastermind behind the sixth sense technology. He invented ‘Sixth Sense / WUW ( Wear UR World)’ which is a wearable gestural, user friendly interface which links the physical world around us with digital information and uses hand gestures to interact with them. He is a PhD student at MIT and he won the ‘Invention of the Year 2009’ – by Popular Science. The device sees what we see but it lets out information that we want to know while viewing the object. It can project information on any surface, be it a wall, table or any other object and uses hand / arm movements to help us interact with the projected information. The device brings us closer to reality and assists us in making right decisions by providing the relevant information, thereby, making the entire world a computer.

3
 
The World Wide Web has become a more popular source of information for student papers, and many questions have arisen about how to avoid plagiarizing these sources. In most cases, the same rules apply as to a printed source: when a writer must refer to ideas or quote from a WWW site, she must cite that source. […] These rules also apply to other uses of textual or visual information from WWW sites; for example, if a student is constructing a web page as a class project, and copies graphics or visual information from other sites, she must also provide information about the source of this information. In this case, it might be a good idea to obtain permission from the WWW site’s owner before using the graphics.
 
 
This will help you a lot. I have not uploaded all texts, naturally. It´s just a way of saving your time during the P1. Remember to bring your dictionaries because without them it´s almost impossible to do it.
Yours Isaac.

quarta-feira, 17 de abril de 2013


Projeto
Profissões  2013

Objetivos

·  Interação com o mundo das profissões, mercado de trabalho e aptidões. 

·  Tornar mais fácil a escolha da profissão e curso universitário a seguir.

·  Valorização dos profissionais de várias áreas através da pesquisa que será proposta.



Modo de ação

Os alunos durante os próximos meses cumprirão etapas relacionadas a essa conscientização cobrindo os objetivos através de entrevistas, palestras, amostras, seminários e todas as formas de pesquisas que forem pertinentes a essa ação esclarecedora e direcionadora.

Os alunos se dividirão em grupos e o critério será a afinidade por área.                   

Após a escolha das áreas, será pedida a escolha de algumas profissões de cada uma delas. Pelo menos 4 profissões para cada área.

Os alunos terão que cumprir as seguintes tarefas:

Pesquisa   e  Miniseminários

O que será cobrado:

1º) As matérias que cada profissional escolhido deve estudar em suas respectivas faculdades;

2º) As divisões e especialidades que cada uma dessas profissões possui;

3º) O campo de ação que essas profissões abrangem;

4º) As profissões escolhidas e o mercado de trabalho com números reais;

5º) As dificuldades encontradas em cada profissão;

6º) Visão social (reflexão) sobre as profissões escolhidas;

Todo esse material será apresentado em forma escrita à coordenação e para toda a turma em forma de miniseminários. Cada grupo defenderá sua profissão e a razão de sua escolha. A coordenação fará o controle dessas apresentações e pesquisas para que elas sejam transformadas na nota da P1 do 4º Bimestre. Essa nota não será geral para o grupo. Os alunos poderão apresentar notas diferentes seguindo o mesmo critério da Feira de Ciências/Cultural. Por isso, o grupo deverá entregar um relatório onde será comentada a participação de cada membro do grupo. A coordenação mediará os possíveis conflitos e divergências.





Apresentação de Profissionais das Áreas escolhidas.

Os alunos deverão entrevistar, filmar ou trazer pessoas das áreas escolhidas para que elas possam relatar suas experiências. Em cada área, o número ideal de profissionais seria 3, entretanto com     2 (dois) profissionais a tarefa já será considerada cumprida.

Visitas a locais onde as profissões escolhidas são exercidas.

Os resultados dessas visitas poderão ser apresentados pelos grupos em forma de fotografias, vídeos ou qualquer outra forma de mídia onde toda a turma possa partilhar essa experiência.



Datas (caso haja alguma modificação nas datas, os grupos serão avisados)

Entrega das pesquisas escritas (0-5 pontos) :     15 de agosto de 2013.

Apresentação dos seminários: 

01 de Outubro  (   Exatas  )

03 de Outubro ( outras ) 
08 deOutubro    ( Biomédicas )


Sempre à tarde a partir das 14 horas para que não haja a perda de aulas e comprometimento dos conteúdos. Os alunos que freqüentam cursos ou trabalham deverão trazer documento da instituição onde freqüenta em papel oficial com assinatura do responsável (diretor, gerente, etc) com telefone para confirmação. Caso isso não seja feito, o aluno terá sua nota anulada nesse dia.

Apresentação de profissionais: (0-5 pontos) 
29 de outubro   EXATAS   ( minimo 3 palestrantes )
31 de outubro  OUTRAS  ( mínimo 3 palestrantes )
05 de Novembro BIOMÉDICAS   ( mínimo 2 palestrantes )

Serão quatro encontros. Cada área terá um dia específico. Haverá chamada e cada aluno só poderá ter 1 falta. Cada outra falta valerá um ponto a menos ( -1) em sua nota geral ao final do processo.

Nota final do grupo = 5 + 10 + 5 / 2


As notas serão liberadas concomitantemente às notas da Feira de Ciências.

quarta-feira, 10 de abril de 2013

B I O P H I L I A

Love of living systems
The term "biophilia" literally means "love of life or living systems." It was first used by Erich Fromm to describe a psychological orientation of being attracted to all that is alive and vital.[3] Wilson uses the term in the same sense when he suggests that biophilia describes "the connections that human beings subconsciously seek with the rest of life.” He proposed the possibility that the deep affiliations humans have with nature are rooted in our biology. Unlike phobias, which are the aversions and fears that people have of things in the natural world, philias are the attractions and positive feelings that people have toward certain habitats, activities, and objects in their natural surroundings.
To many people, "nature" means plants as in a park or forest, but the weather and animals are also closely involved. In the book Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations edited by Peter Kahn and Stephen Kellert,[4] the importance of animals, especially those with which a child can develop a nurturing relationship, is emphasised particularly for early and middle childhood. Chapter 7 of the same book reports on the help that animals can provide to children with autistic-spectrum disorders.[5]

[edit] Product of biological evolution

Human preferences toward things in nature, while refined through experience and culture, are hypothetically the product of biological evolution. For example, adult mammals (especially humans) are generally attracted to baby mammal faces and find them appealing across species. The large eyes and small features of any young mammal face are far more appealing than those of the mature adults. The biophilia hypothesis suggests that the positive emotional response that adult mammals have toward baby mammals across species helps increase the survival rates of all mammals.
Similarly, the hypothesis helps explain why ordinary people care for and sometimes risk their lives to save domestic and wild animals, and keep plants and flowers in and around their homes. In other words, our natural love for life helps sustain life.
Very often, flowers also indicate later potential for food. Most of the fruits start their development as flowers. For our ancestors, it has been crucial to spot, detect and remember the plants that later will provide nutrition.
It is also well known, that people remember best the things that include some type of feelings. This seems to work both ways. The things that are crucial to survive, seems to have developed genetic memorymark. Genetic memorymarks are also known as instincts.

quinta-feira, 4 de abril de 2013



Trabalho adicional do grupo EM3. ( Valor   3.5 )  Entrega até o dia 16 de Abril.
Professor Isaac Gonzaga de Oliveira.
Entregar digitalizado (cd) , digitado ( papel)  ou via email. (email até às 12:00 / meio dia do dia 16 de Abril)                         isaac.gonzaga@terra.com.br
Cada dupla deve colocar os dois nomes em seus trabalhos.
Trabalhos escritos à mão deverão ter grafia legível. Caso o mesmo não aconteça, o trabalho não será avaliado.

Descreva o ambiente em que o elfo vivia. ( máximo 3 linhas )
Qual a relação entre a moça e o crime?   ( máximo 3 linhas )
O que o elfo sussurava no ouvido da moça? Isso aconteceu somente em uma situação?   
( máximo 4 linhas )
Como o irmão da moça a enganou?    ( máximo 3 linhas )
Qual a relação entre o jasmim e a moça?    ( máximo 3 linhas )
Como a moça morreu? Descreva. ( máximo 4 linhas )
Como as abelhas entraram nessa história e qual a função dessa intervenção da natureza sobre o acontecido?   ( máximo 3 linhas )
O que aconteceu com o elfo ao final da história?   ( máximo 3 linhas )
Como você classificaria esse conto?   ( máximo 3 linhas )

The Elf of The Rose                                          Hans Christian Andersen


IN the midst of a garden grew a rose-tree, in full blossom, and in the prettiest of all the roses lived an elf. He was such a little wee thing, that no human eye could see him. Behind each leaf of the rose he had a sleeping chamber. He was as well formed and as beautiful as a little child could be, and had wings that reached from his shoulders to his feet. Oh, what sweet fragrance there was in his chambers! and how clean and beautiful were the walls! for they were the blushing leaves of the rose.
During the whole day he enjoyed himself in the warm sunshine, flew from flower to flower, and danced on the wings of the flying butterflies. Then he took it into his head to measure how many steps he would have to go through the roads and cross-roads that are on the leaf of a linden-tree. What we call the veins on a leaf, he took for roads; ay, and very long roads they were for him; for before he had half finished his task, the sun went down: he had commenced his work too late. It became very cold, the dew fell, and the wind blew; so he thought the best thing he could do would be to return home. He hurried himself as much as he could; but he found the roses all closed up, and he could not get in; not a single rose stood open. The poor little elf was very much frightened. He had never before been out at night, but had always slumbered secretly behind the warm rose-leaves. Oh, this would certainly be his death. At the other end of the garden, he knew there was an arbor, overgrown with beautiful honey-suckles. The blossoms looked like large painted horns; and he thought to himself, he would go and sleep in one of these till the morning. He flew thither; but “hush!” two people were in the arbor,—a handsome young man and a beautiful lady. They sat side by side, and wished that they might never be obliged to part. They loved each other much more than the best child can love its father and mother.
“But we must part,” said the young man; “your brother does not like our engagement, and therefore he sends me so far away on business, over mountains and seas. Farewell, my sweet bride; for so you are to me.”
And then they kissed each other, and the girl wept, and gave him a rose; but before she did so, she pressed a kiss upon it so fervently that the flower opened. Then the little elf flew in, and leaned his head on the delicate, fragrant walls. Here he could plainly hear them say, “Farewell, farewell;” and he felt that the rose had been placed on the young man’s breast. Oh, how his heart did beat! The little elf could not go to sleep, it thumped so loudly. The young man took it out as he walked through the dark wood alone, and kissed the flower so often and so violently, that the little elf was almost crushed. He could feel through the leaf how hot the lips of the young man were, and the rose had opened, as if from the heat of the noonday sun.
There came another man, who looked gloomy and wicked. He was the wicked brother of the beautiful maiden. He drew out a sharp knife, and while the other was kissing the rose, the wicked man stabbed him to death; then he cut off his head, and buried it with the body in the soft earth under the linden-tree.
“Now he is gone, and will soon be forgotten,” thought the wicked brother; “he will never come back again. He was going on a long journey over mountains and seas; it is easy for a man to lose his life in such a journey. My sister will suppose he is dead; for he cannot come back, and she will not dare to question me about him.”
Then he scattered the dry leaves over the light earth with his foot, and went home through the darkness; but he went not alone, as he thought,—the little elf accompanied him. He sat in a dry rolled-up linden-leaf, which had fallen from the tree on to the wicked man’s head, as he was digging the grave. The hat was on the head now, which made it very dark, and the little elf shuddered with fright and indignation at the wicked deed.
It was the dawn of morning before the wicked man reached home; he took off his hat, and went into his sister’s room. There lay the beautiful, blooming girl, dreaming of him whom she loved so, and who was now, she supposed, travelling far away over mountain and sea. Her wicked brother stopped over her, and laughed hideously, as fiends only can laugh. The dry leaf fell out of his hair upon the counterpane; but he did not notice it, and went to get a little sleep during the early morning hours. But the elf slipped out of the withered leaf, placed himself by the ear of the sleeping girl, and told her, as in a dream, of the horrid murder; described the place where her brother had slain her lover, and buried his body; and told her of the linden-tree, in full blossom, that stood close by.
“That you may not think this is only a dream that I have told you,” he said, “you will find on your bed a withered leaf.”
Then she awoke, and found it there. Oh, what bitter tears she shed! and she could not open her heart to any one for relief.
The window stood open the whole day, and the little elf could easily have reached the roses, or any of the flowers; but he could not find it in his heart to leave one so afflicted. In the window stood a bush bearing monthly roses. He seated himself in one of the flowers, and gazed on the poor girl. Her brother often came into the room, and would be quite cheerful, in spite of his base conduct; so she dare not say a word to him of her heart’s grief.
As soon as night came on, she slipped out of the house, and went into the wood, to the spot where the linden-tree stood; and after removing the leaves from the earth, she turned it up, and there found him who had been murdered. Oh, how she wept and prayed that she also might die! Gladly would she have taken the body home with her; but that was impossible; so she took up the poor head with the closed eyes, kissed the cold lips, and shook the mould out of the beautiful hair.
“I will keep this,” said she; and as soon as she had covered the body again with the earth and leaves, she took the head and a little sprig of jasmine that bloomed in the wood, near the spot where he was buried, and carried them home with her. As soon as she was in her room, she took the largest flower-pot she could find, and in this she placed the head of the dead man, covered it up with earth, and planted the twig of jasmine in it.
“Farewell, farewell,” whispered the little elf. He could not any longer endure to witness all this agony of grief, he therefore flew away to his own rose in the garden. But the rose was faded; only a few dry leaves still clung to the green hedge behind it.
“Alas! how soon all that is good and beautiful passes away,” sighed the elf.
After a while he found another rose, which became his home, for among its delicate fragrant leaves he could dwell in safety. Every morning he flew to the window of the poor girl, and always found her weeping by the flower pot. The bitter tears fell upon the jasmine twig, and each day, as she became paler and paler, the sprig appeared to grow greener and fresher. One shoot after another sprouted forth, and little white buds blossomed, which the poor girl fondly kissed. But her wicked brother scolded her, and asked her if she was going mad. He could not imagine why she was weeping over that flower-pot, and it annoyed him. He did not know whose closed eyes were there, nor what red lips were fading beneath the earth. And one day she sat and leaned her head against the flower-pot, and the little elf of the rose found her asleep. Then he seated himself by her ear, talked to her of that evening in the arbor, of the sweet perfume of the rose, and the loves of the elves. Sweetly she dreamed, and while she dreamt, her life passed away calmly and gently, and her spirit was with him whom she loved, in heaven. And the jasmine opened its large white bells, and spread forth its sweet fragrance; it had no other way of showing its grief for the dead. But the wicked brother considered the beautiful blooming plant as his own property, left to him by his sister, and he placed it in his sleeping room, close by his bed, for it was very lovely in appearance, and the fragrance sweet and delightful. The little elf of the rose followed it, and flew from flower to flower, telling each little spirit that dwelt in them the story of the murdered young man, whose head now formed part of the earth beneath them, and of the wicked brother and the poor sister. “We know it,” said each little spirit in the flowers, “we know it, for have we not sprung from the eyes and lips of the murdered one. We know it, we know it,” and the flowers nodded with their heads in a peculiar manner. The elf of the rose could not understand how they could rest so quietly in the matter, so he flew to the bees, who were gathering honey, and told them of the wicked brother. And the bees told it to their queen, who commanded that the next morning they should go and kill the murderer. But during the night, the first after the sister’s death, while the brother was sleeping in his bed, close to where he had placed the fragrant jasmine, every flower cup opened, and invisibly the little spirits stole out, armed with poisonous spears. They placed themselves by the ear of the sleeper, told him dreadful dreams and then flew across his lips, and pricked his tongue with their poisoned spears. “Now have we revenged the dead,” said they, and flew back into the white bells of the jasmine flowers. When the morning came, and as soon as the window was opened, the rose elf, with the queen bee, and the whole swarm of bees, rushed in to kill him. But he was already dead. People were standing round the bed, and saying that the scent of the jasmine had killed him. Then the elf of the rose understood the revenge of the flowers, and explained it to the queen bee, and she, with the whole swarm, buzzed about the flower-pot. The bees could not be driven away. Then a man took it up to remove it, and one of the bees stung him in the hand, so that he let the flower-pot fall, and it was broken to pieces. Then every one saw the whitened skull, and they knew the dead man in the bed was a murderer. And the queen bee hummed in the air, and sang of the revenge of the flowers, and of the elf of the rose and said that behind the smallest leaf dwells One, who can discover evil deeds, and punish them also.




sexta-feira, 29 de março de 2013


How to Fix a Constantly Running Toilet
JULY 22, 2010 BY HEATHER SOLOS 8 COMMENTS

Dear Home-Ec 101,
The toilet, in my bathroom is constantly making noise. It sounds like water is always running. Is there any way to turn that off?
Signed,
For the Love of Pete, Someone Jiggle the Handle Already!


Heather says:
There are a few things that can go wrong inside the tank of a toilet that would cause it to leak and need to fill more often than it should.
Take a peek under and behind the toilet, if no water is present, the leak probably is occurring inside the tank. If there is water present, you may need to replace the plastic washers on the bolts securing the tank.
The inner workings of your toilet may need to be fixed or replaced. Don’t worry, this is a straightforward job. If you can put together Ikea shelves, you can handle this plumbing task. Before you go to the hardware store, see if you can turn off water at the inlet valve. Unfortunately some contractors are skipping this handy mechanism to save a few bucks and it may not exist in all homes. Look for a valve on the woven or copper pipe that connects to the bottom of the toilet tank. Turning this off prevents the tank from filling. If you don’t have an inlet valve between the water line and the tank, you may have to shut off the water at the main to fix the toilet. It’s kind of a pain, but better than making a huge mess.

Exposição: O aluno deve ser exposto a tipos diferentes de textos para que consiga ter a capacidade de analisar  os diferentes códigos, estilos e variantes através dos quais são escritos os  mesmos. Não importa se estamos utilizando um texto científico, quadrinhos, uma receita, uma bula de remédio ou instruçoes de um video game. O mais importante é que o aluno consiga identificar o código e o "background" necessário à compreensão do texto. Ele deverá responder à perguntas objetivas ou subjetivas, como também estar preparado para tarefas como relacionar, traduzir, completar, colocar em ordem, e muitas outras ligadas a esse texto . 

Conselho: variar o tipo de leitura. 

Fator determinante para uma boa desenvoltura em relação à leitura e decodificação de textos em Inglês: um nível razoável de conhecimentos gerais em Língua Portuguesa. O aluno que não possui o conhecimento esperado para sua faixa etária dentro do seu nível escolar, naturalmente, poderá ler ou traduzir um texto e não compreendê-lo devido a sua falta de background.

terça-feira, 26 de março de 2013






CALENDÁRIO PEDAGÓGICO / 2013

1º BIMESTRE
Período de Provas (P1)
De 18 a 27/03

Período de Provas (P2)
De 10 a 17/04

Requerimento para 2ª Chamada
Até 19/04
6ª feira
2ª Chamada
De 24 a 26/04
P1 e P2   Manhã: 7h30 e Tarde: 12h40
Resultado para Recuperação 1 (R1)
30/04
3ª feira – No horário de aula
Recuperação 1 (R1) 
De 02 a 08/05
Os alunos que não estiverem em R3 serão liberados: Manhã: 11h10 / Tarde: 16h20.
Conselho de Classe 1 (CC 1)
14/05 (3ª feira)
Os alunos do 6º ao Ensino Médio sairão às 09h10 turno manhã e às 14h20 turno da tarde.
Boletim (on-line)
16/05
5ª feira – Liberação: www.rakelrechuem.com.br



2º BIMESTRE
Período de Provas (P1)
De 27/05 a 07/06

Período de Provas (P2)
De 24/06 a 01/07

Requerimento para 2ª Chamada
Até 02/07
3ª feira
2ª Chamada
De 04 a 08/07
P1 e P2   Manhã: 7h30 e Tarde: 12h40
Resultado para Recuperação 2 (R2)
11/07
5ª feira – No horário de aula
Recuperação  2
De 12 a 18/07
Manhã: De 7h30 às 9h10 e Tarde: De 12h40 às 14h20
Conselho de Classe 2 (CC 2)
31/07
4ª feira
Boletim  (on-line)
02/08
6ª feira – Liberação: www.rakelrechuem.com.br


3º BIMESTRE
Reinício do ano letivo
01/08
5ª feira
Período de Provas (P1)
De 19 a 28/08

Período de Provas (P2)
De 17 a 24/09

Requerimento para 2ª Chamada
Até 26/09
5ª feira
2ª Chamada
De 30/09 a 02/10
P1 e P2   Manhã: 7h30 e Tarde: 12h40
Resultado para Recuperação 3 (R3)
04/10
6ª feira –  No horário de aula
Recuperação 3 (R3) 
De 07 a 11/10
Os alunos que não estiverem em R3 serão liberados: Manhã: 11h10 / Tarde: 16h20.
Conselho de Classe 3 (CC 3)
17/10
Os alunos do 6º ao Ensino Médio serão liberados na 5ª feira:  Manhã:  9h10  / Tarde: 14h20
Boletim (on-line)
19/10
Sábado  – Liberação: www.rakelrechuem.com.br



4º BIMESTRE
P 1 
25/10
6ª feira - Feira de Ciências
Período de Provas (P2)
De 21 a 29/11
M: De 7h30 às 9h10        T: De 12h40 às 14h20
Resultado para Prova Final
04/12
4ª feira – No horário de aula
Prova Final
De 06 a 12/12
Manhã: De 7h30 às 9h10  /  Tarde:   De 12h40 às 14h20
Conselho de Classe 4 (CC 4)
17/12
3ª feira – Ensino Médio
Conselho de Classe 4 (CC 4)
18/12
4ª feira – Ensino Fundamental
Conselho de Promoção
20/12
6ª feira
Entrega do Resultado Final
23/12
2ª feira – Horário: De 8h às 11h