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1000 tulosta hakusanalla Jessica Patricia Cruel Angulo; Rosa Clemencia Cruel Angulo; Galo René Fernández Díaz

Torus Mandibular y Palatino

Torus Mandibular y Palatino

Jessica Patricia Arredondo Muñoz; Héctor Villarreal; Leticia Zarate

Editorial Academica Espanola
2018
pokkari
La hiperostosis se define como la neo formaci n de car cter benigno del tejido seo o la hipertrofia difusa o localizada del mismo. En la cavidad oral puede afectar la superficie lingual de la mand bula (torus mandibular) o del paladar duro (torus palatino) o presentarse en forma de exostosis de localizaci n m ltiple. Cl nicamente, se manifiesta como prominencias compactas recubiertas por mucosa de aspecto sano, generalmente, asintom ticas.
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Las profesiones en femenino

Las profesiones en femenino

Jessica García Patricia Ramírez

Bubok Publishing S.L.
2014
pokkari
La incorporacion de la mujer almundo laboral es uno de los grandes logros sociales del siglo XX. Susconsecuencias se han reflejado en todos los ambitos de la vida y han tenidorepercusiones en todos los niveles, especialmente en el linguistico. No muy atrasquedan los tiempos en los que la Real Academia Espanola definia las variantesfemeninas coronela como "la esposadel coronel" y medica como "la esposadel medico." La presencia de la mujer en profesiones que, hasta hacerelativamente poco, eran patrimonio exclusivo de los hombres ha generadodebates de gran interes. Uno de los mas recientes en espanol fue el que surgioen torno a la designacion de Angela Merkel como la cancillera o la canciller deAlemania. En esta situacion, que notenia precedentes en los gobiernos de ninguno de los paises del mundo, lalengua espanola opto por la forma masculina precedida del articulo femenino la, aceptada desde el principio por losmedios de comunicacion y por las autoridades linguisticas.
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Pacto nacional pela alfabetização na idade certa

Pacto nacional pela alfabetização na idade certa

Jéssica Maís Antunes; Patrícia Dos Santos Moura

Novas Edicoes Academicas
2021
pokkari
Nesta pesquisa, tomo o Pacto Nacional pela Alfabetiza o na Idade Certa (PNAIC) como uma pol tica p blica de forma o de professores, ou seja, uma a o governamental, analisando-a como pr tica discursiva, fundamentada nos trabalhos de Michel Foucault (1996; 2009; 2010), investigando de que forma estas pr ticas e as rela es que prov m destas pol ticas colocam os discursos sobre a alfabetiza o em funcionamento, gerando condutas na pr tica pedag gica. A partir deste contexto metodol gico, como tamb m, procuro analisar a implementa o do PNAIC na regi o de Pelotas/RS e seus efeitos pedag gicos nas pr ticas formativas, como tamb m verificar a sua produtividade nas condutas docentes.
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Der Pädagoge bei der Bewältigung von Trauerfällen im Unterricht im Krankenhaus

Der Pädagoge bei der Bewältigung von Trauerfällen im Unterricht im Krankenhaus

Patrícia Aparecida de Araujo; Jéssica La Eras

Verlag Unser Wissen
2024
pokkari
Der Lehrer in der Krankenhausklasse hat die Aufgabe, den Sch lern dabei zu helfen, ihre begrenzten Gedanken zu definieren, ihre ngste zu erkennen und mitzuteilen. Der didaktische Ansatz f r hospitalisierte Sch ler folgt dem gleichen curricularen Rahmen, der in regul ren Schulen angeboten wird. Neben der Vermittlung des Lehr-Lern-Prozesses und der Vermittlung von Inhalten muss der P dagoge ein st rker humanisiertes Profil und eine differenzierte Sichtweise der p dagogischen Praxis haben. Diese p dagogische Fachkraft verwandelt das Umfeld des Schmerzes, in dem die Krankheit im Mittelpunkt steht, in eine neue Lebensperspektive.
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The educator coping with bereavement in the hospital classroom

The educator coping with bereavement in the hospital classroom

Patrícia Aparecida de Araujo; Jéssica La Eras

Our Knowledge Publishing
2024
pokkari
The teacher in the hospital class has the mission of helping students to define their limited thoughts, recognise and communicate their fears. The didactic approach to hospitalised students follows the same curricular framework offered in regular schools. In addition to mediating the teaching-learning process and transmitting content, the educator must have a more humanised profile and a differentiated view of educational praxis. This education professional transforms the environment of pain, with its focus on the disease, into a new perspective on life.
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L'éducateur face au deuil dans la salle de classe de l'hôpital

L'éducateur face au deuil dans la salle de classe de l'hôpital

Patrícia Aparecida de Araujo; Jéssica La Eras

Editions Notre Savoir
2024
pokkari
L'enseignant de la classe hospitali re a pour mission d'aider les l ves d finir leurs pens es limit es, reconna tre et communiquer leurs peurs. L'approche didactique des l ves hospitalis s suit le m me cadre curriculaire que celui propos dans les coles ordinaires. Outre la m diation du processus d'enseignement et d'apprentissage et la transmission de contenus, l' ducateur doit avoir un profil plus humanis et une vision diff renci e de la pratique ducative. Ce professionnel de l' ducation transforme l'environnement de la douleur, centr sur la maladie, en une nouvelle perspective de vie.
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L'educatore che affronta il lutto in classe in ospedale

L'educatore che affronta il lutto in classe in ospedale

Patrícia Aparecida de Araujo; Jéssica La Eras

Edizioni Sapienza
2024
pokkari
L'insegnante nella classe ospedaliera ha il compito di aiutare gli studenti a definire i loro pensieri limitati, a riconoscere e comunicare le loro paure. L'approccio didattico agli studenti ospedalizzati segue lo stesso quadro curricolare offerto nelle scuole normali. Oltre a mediare il processo di insegnamento-apprendimento e a trasmettere contenuti, l'educatore deve avere un profilo pi umanizzato e una visione differenziata della prassi educativa. Questo professionista dell'educazione trasforma l'ambiente del dolore, con la sua attenzione alla malattia, in una nuova prospettiva di vita.
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When Critical Multiculturalism Meets Mathematics

When Critical Multiculturalism Meets Mathematics

Patricia L. Marshall; Jessica T. DeCuir-Gunby; Allison W. McCulloch

Rowman Littlefield
2015
sidottu
When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project’s broader impact. Emphasizing both qualitative and quantitative findings makes this book ideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.’s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers’ recognition and acceptance of the compatibility between the study’s two components.
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When Critical Multiculturalism Meets Mathematics

When Critical Multiculturalism Meets Mathematics

Patricia L. Marshall; Jessica T. DeCuir-Gunby; Allison W. McCulloch

Rowman Littlefield
2015
nidottu
When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project’s broader impact. Emphasizing both qualitative and quantitative findings makes this book ideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.’s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers’ recognition and acceptance of the compatibility between the study’s two components.
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