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Etiqueta: education

Effectiveness

Effectiveness

Speaking in public in a professional environment is similar to the way as we hold a normal conversation. During a normal conversation we change rhythm, its intensity, make grimacing and thus the conversation is interesting and enjoyable. For example, a film without sound effects and Visual would be a monotonous and boring movie. In addition to a good plot, obviously, a movie requires certain amount of dramatic variations and effects during its development to make it interesting and keep us tied to the Chair. Similarly to speak in public is needed to make use of special effects to attract and maintain the interest of the public.

If we don’t want to harm our presentation or exhibition to the public speaking we should implement natural techniques that we use in our everyday conversations. Some of these are: tone of voice changes of speed variation to speak the pauses and silences using body language (gestures and gestures) through the implementation of these techniques We can give strength to our message, emphasizing ideas and key concepts and keep the attention and interest of the public. At the moment, I would like to concentrate on the use of pauses to speak in public. Many people to make a business presentation, for example, try to do it as quickly as possible and exclude pauses. The result is a flurry of words ends up tiring to listeners and the exhibitor.

Use pauses to talk in public provides the following benefits: breaks allow us to take the oxygen that we need to project the voice, avoiding that we stay out of breath and to give the impression that we are agitated. This kind of breaks is well short. The breaks allow you to make a smooth transition from one topic to another within the same exposure, in this way, you as an orator can organize you briefly to delve to the next while allowing your listeners to mentally prepare and organize their thoughts. Pausing before or after issuing an important concept adds drama, for example, after a question or a surprising fact. This allows reflect the listeners and the important concepts that you want to transmit better fixed in their minds. This kind of breaks there is to use them sparingly, because if used too often loses its effect. Finally, beware of pausing every few words, for example every 7 words, or adopt any rhythmic breaks scheme because the public would pay you attention and you rewrite monotonous.

Middle English

Middle English

The word "England" in Latin, as in all the languages German group sounded like "Angley (angli), and when there was an ancient English word has changed its tone and mark and was pronounced as "Anglo (engle). And before the year 1000 ad, the term Engla-land (the land of Angles") was called Britain. And the notion of "British race" united all the Germanic tribes who settled in Britain. In the ix century ad Land north-east England have been captured by Vikings. The Vikings were from Scandinavia: from Norway and Denmark. Language in which they said belongs to the northern Germanic language group. In 954 he was killed by the ruler Kingdom of York King Eirik I, which is also called the Blood axes. And then formed a single state called England.

Eldred King of England rules. However, the political unity of the country reached only in the following century, when the ruler was the Danish king Canute, who ruled the three countries: Denmark, Norway and Britain. And a few more decades, people living in England, talked to the Scandinavian dialects. Especially long they remained in Scotland (the inhabitants of remote areas in the Old Norse language spoken before the xvii century). In the literature of the time clearly felt Scandinavian trend.

Were popular chivalric romances and ballads. In 1066, after Norman Conquest of England of land, a huge influence on the English language has the French language, which gradually moved away towards the old Scandinavian dialects. Thus began the era of education Middle English.

The Social

The Social

What she is pedagogia The first step to understand what she is pedagogia includes a revision terminolgica. We need to locate the term ‘ ‘ pedagogia’ ‘ , and to see what it falls on its delimitation and what it escapes of its court of appeals. For such, the best way to act is to compare the term ‘ ‘ pedagogia’ ‘ with others three terms that, in general, are taken wrong as its synonymous ones: ‘ ‘ philosophy of educao’ ‘ , ‘ ‘ didtica’ ‘ ‘ ‘ educao’ ‘.

The term ‘ ‘ educao’ ‘ , that is, the word that we use make reference to reference ‘ ‘ act educativo’ ‘ , nothing more it assigns of what practical the social one that identified as determined a secular and space situation in which the relation occurs teach-learning, informal deed of division or. The relation teach-learning is guided, always, for some theory, but nor always such theory can be explained in all its set and details for that they participate of such relation the professor and the student, the educator and educating in the same way that she could make one third element, the observer, are armed of one or more theories regarding the educational theories. The education, a time that is practical social of the relation the teach-learning in the time and the space, finishes in an act and never more it is happened again. Not even the same participants can repetiz it. Nor they can record it. Nor in the memory, nor by means of machines. It is a intersubjetivo phenomenon of communication that if locks up in its to unfold.