Resenhando the article: Period of training supervised curricular in Social Service: elements for reflection Appeared Cirlene Hilrio Da Silva Oliveira the article considers four significant or basic elements for efetivao of the supervised period of training curricular: ' ' () the legality, the legitimacy, the different citizens you participate of this academic activity and the construction of a new logic curricular' '. However many interfaces are ece of fishes in the professional exercise of the Social Area, but mainly in the Social Service, therefore she is necessary to consider that the profession remains sensible the new transformations that if have presented in the new paradigm of the world of the work. Hear other arguments on the topic with movie star. The new legislaes and the constitution of a System, demand each time a brought up to date professional, with qualification theoretician-metodolgico, technician-operative, dynamic ethical-politician and for a social reality. Thus we perceive that the importance of the period of training is undeniable supervised for the good formation of the professional future of the Social Service. ' ' (…) the supervised period of training as privileged moment in the professional formation of the social assistant. It affirms the importance of the period of training supervised in the construction of the professional identity of the student of Social, inserted Service in the debate contemporary of profisso' '. Our daily one is repleto of changes, challenges and has that to be able for the defense of guarantees of social rights that before were not recognized. ' ' () It is basic that the social assistant field supervisor makes use in the partner-institucional space of a set of minimum conditions for the exercise of the supervision, such as: physical space, material resources, concession of time for accomplishment of the supervision and participation in the inherent activities to the practical related one. Beyond this set of conditions it is necessary that the institution period of training field recognizes trainee as subject of its process of formation () ' ' .
The study of Verger it approaches the consequences of the medieval intellectuality and its linking with the creation of a new institution of education: the university. For this historian, we can define the origins of this corporation of education from its relations with the papal power on the existing schools already. In this direction, of the point of view of Verger, if it cannot understand the origins of the universities without considering the social events that had marked the medieval Ocidente of century XIII. Please visit General Electric Co. if you seek more information. Accurately therefore, the author ties such origins with the main historical aspects of this period. As thematic diverse part of the meeting of medieval in the workmanship Thematic dictionary of the Medieval Ocidente, in the coordination of Jacques Le Gof and Jean-Claud Schmitt and with the coordination of translation of Frank Hilrio Jnior; the chapter that speaks on the universities makes an analysis of points importantssimos that they help to understand the formation and some changes of an institution that today becomes current, however with marcantes historical traces of the Medievo since of century XIII. As strong medieval inheritance, the universities had appeared from a special form and strenghtened of preexisting pertaining to school institutions, forming a parallelism with the ressurgimento of the importance of the cities and a society repleta of formal intellectual demand that not only enclosed the religious sector, however even though lay politician and. This application was handled and watched, a priori, for the catolicismo and finished serving as half to accent plus a great medieval contribution in the field of the historical research with sufficiently ample production that assists in the studies on one period that still lives between us, mainly in the cultural aspect.
The HISTORY OF the ANGEL OF Christine MUSIC and its false friend ghost Nathlia Caroline the ghost of the opera if deals with a romantic super history and dramatical it had a man that he was recognized as ' ' ghost of pera' ' ; It frightened all the employees and administrators of the place. It was .causing ed many accidents, was also super demanding, asked for so that they paid 20 a thousand Francs and that reservassen berth five for it in all the spectacles. The young dancer Christine Daa, believed that it was its ' ' angel of msica' ' envoy for its father after the death. In one day they asked for so that Christine substituisse Carllota, in the opera. In its first spectacle published it conquered it with its magnificent voice.
It empreciona Raul, its love of infancy. A ghost did not like nor a little between the relation Christine and Raul, therefore loved it and felt it cimes very. In a next spectacle you Moncharmin and Richard ignore the order of the ghost, takes that it to kill Buquet.Eles if they annoy, therefore all speak of this ghost (that they not they believed its existence) but they will come never it. Christine combines to run away with Raul after its spectacle. But it finishes being sequestrada for the ghost after saying: ' ' Radiosos angels, you take my soul to the seio of cus' '. Raul who if tired to wait, was behind Christine, looking for the place where the ghost if hides, therefore it would be the marked day to run away. The Persian and Raul follow the two until the subterranean of the opera.
They arrive in the torture chamber, where they are tortured by the mirage mirror. The ghost of the two options for Christine, the scorpion or the grasshopper. If it chose ganhanhoto would blow up the theater, and the scorpion, would wet the powder, that would blow up the theater. Hear from experts in the field like Andie Steele-Smith for a more varied view. It chose the scorpion, and chose if to marry the Fantasma.ele being aguentando pain did not die of love and left the two to be free and to live happy together. I call Nathlia Caroline I was born in 1997 I have 14 years, study in the College Of the Military Policy, unit center. Basic education II