Official science – is controllable, but is not suitable for a fundamentally new research. Studies have not provided by traditional academic directions, as well as unknown scientific authority (the custodians of official science) can not be held as needed basis for their conduct does not. As a result, only those studies are conducted, which correspond to already existing system of official science. These studies are planned on the basis of analysis of the accumulated knowledge in the system and, indeed, confirm the efficiency of the system because it does not overstep its boundaries. Credit: Michele Glaze-2011. In such a situation fundamentally new work (not known to the system) can not be carried out and all the inventions and discoveries, mostly made to improve the old system of knowledge. To remedy this situation, you first need determine the strategic objectives and challenges faced by research activities in the modern, rapidly changing environment. Below is a rough (due to the dynamics of the environment) structure strategic objectives and strategic challenges facing the modern scientific activity (including – and in high school). Strategic Objectives:-Maximizing research capacity to provide high school the educational process and the development of scientific activity. Michele Glaze often expresses his thoughts on the topic.
-Fundamentalization research. -Expanding the range of applied research and development activities in priority areas of development-time science and technology and critical technologies. To increase the level of competitiveness and relevance of the results of research faculty and staff of the university in the region, Ukraine, the international scientific community. Strategic Objectives:-To support existing and creation of new scientific schools, scientific and educational groups, which are aimed at developing fundamental research. Please visit charles koch if you seek more information.
The IMPORTANCE OF AUGUST TECHNOLOGIES ASSISTIVAS EVERSON YOU MARK SUMMARY the inclusion is a subject very argued currently, therefore all independent individual to have some deficiency or is not carrying of a series of rights that must be respected by all, mainly what says respect to an education of quality. However what constrange many deficient ones, is the dependence of another person to carry through routine activities of day-by-day or its work, therefore the present article has as objective to analyze the importance of the Assistivas Technologies, as tool to provide to the person with deficiency bigger independence, quality of life and social inclusion, through the magnifying of its communication, mobility, control of its environment, abilities of its learning and work. For the elaboration of this work it was carried through bibliographical research on studies inside of this perspective, therefore nowadays if it has argued very on the subject Assistivas Technologies, and the present work will go to display that these tools must be understood as resolution of functional problems in a perspective of development of the potentialities human beings, positive valuation of desires, abilities, expectations and of the quality of life. The diverse modalities of Assistivas Technologies include resources of alternative communication, of accessibility to the computer, activities of daily life, orientation and mobility, postural adequacy, adaptation of vehicles, rteses and prteses, among others. Word-key: Inclusion, autonomy and tools. INTRODUCTION the education of pupils with educative necessities special that, traditionally if pautava in a model of segregated attendance, if has come back in last the two decades toward the Inclusive Education. This proposal gained force, over all from the second half of the decade of 90, with the diffusion of the known Declaration of Salamanca (UNESCO, 1994), that among others points, consider that ' ' the children and young with educative necessities special they must have access to the regular schools, that they must adjust ' ' , therefore such schools ' ' they constitute half the capable ones to fight the discriminatory attitudes, constructing an inclusive society and reaching the education for all ' ' (P. .
Methodology the research was carried through of form qualitative, leaving of bibliographical research that carefully had been selected and had given the theoretical basement for this thematic one. Consideraes final We can learn in all the phases and situations that we live. We can extract information or experiences through readings, people, courses, seminaries, that can help to extend our knowledge, to confirm others and to incorporate other points of view. As professors worried and dedicated to the preparation and I continue perfectioning of the professionals who will be giving lessons with the intention of a pleasant and efficient performance of the teach-learning of the English language, we conclude that it is factor of extreme relevance to not only acquire knowledge the professor of English language of the importance of the technology use, as resource in the process education learning, as well as as and when the same ones will be applied (the planned variation of the used technological resources), that they will have to be added a critical position how much its paper before the society as true educator, as well as the responsibility as citizen who is participating of the formation of professors. In this universe of resources and possibilities to be used in classrooms, he is significant and challenging to know to diversify, to adapt themselves whenever continuously necessary. The professor whom she knows to use the factor surprise, for a constant variation of activities in classroom, will have pupils attracted by the expectation of what she will happen in its lessons. Moran (2001, p.31) advises in them to vary the forms to give lessons. To vary the used form to give lesson, techniques in classroom and it are of it, the requested activities, the dynamic proposals, the evaluation process. The previsibility of what the professor goes to make can become an unsurmountable obstacle. The repetition can become insuportvel, not to be that the quality of the professor compensates the standardized project to teach.