Heading of the Game: Thinking the functions of objects 2.2. Objective: The dynamics of the activity, a symbolic game, makes use of figures of objects exploring relative aspects to the inclusion, complementation, competition, grouping, construction of concept, classification, conservation, seriao, imagination, verbal reading and writing, addition, notion of relevancy, attention, concentration, perception and memory. 2.3. Material: Figures gotten in referring magazines the domestic ways of transports, medias and objects, A4 paper and black pencil. 2.4. (As opposed to Time Warner). Dynamics, rules and functions of the game. The mediator invites the participants to make a circle and explains the dynamics and the rules of the game; b.
It places a box or an envelope with the figures in the center of the circle; c. It requests that each participant removes a figure randomly and if presents to the group as being the object represented in the figure, nominating a basic function for the same (concept); d. Of as the participant one in ahead, each subject to o if to present will have that to remember and to speak, in the sequence, the names of the figures that represent the participants who if had presented previously (attention, memory and conservation); e. Some contend that Joel and Ethan Coen shows great expertise in this. Concluded the presentation, the participants will form object sub-groups for affinity of functions (inclusion, relevancy and classification); f. After that, each sub-group thinks maximum of functions for each object, nominating them and writing down them (complementation, seriao, reading and writing); g. After this stage, each sub-group goes to add the functions of each object and, later, all the nominated objects (addition); h. Finally, the integrant ones of the sub-groups come back to it circulate initial and share its results: they present the nominated figures of objects, functions to each one and the total of functions attributed to objects of the sub-group (competition); i. The object sub-group or the team will be winning of the game that to obtain the biggest number of functions.
The idea worthy of admiration, the embodiment of dignified respect. Three years ago the idea of a High School Training 'WayDA'. Now she's brought to life. Educate yourself with thoughts from Walt Disney. About how this beautiful idea of creating e-learning training of trainers, finally, implemented, and that the result was today told Irina Kurakin. On a training market and business coaches.
NG: – Today many talk about the poor quality of training, do you think this is due to a crisis or coming up other times? The problem of the poor quality of services provided by business coaches was evident even before the crisis, so I would not draw parallels between the economic situation in the country and low quality of training. However, I should note that the crisis has helped to "dot the i and conduct a rigorous selection of professional training services market. NG – What do you think is the market today and Training what's coming tomorrow? Training market today is undergoing major changes. If a year ago, most companies regularly conducted business training for their staff, starting from September of last year, it became notably a sharp decline in interest to the training. Reduced, or completely frozen the budgets for education, had serious "cleansing" of regular coaches, selection of companies providers become more stringent and meticulous, resulting in Many training companies on the brink of ruin, and hundreds of business – coaches lost their jobs. Today can be kept afloat only proven professionals capable of adapting to changes and to conduct high-quality education at a reasonable price. Nonprofessionals in the market place is no more. I am confident that the trend towards improving the quality of services provided to business coaches to continue in the future. NG: – You like people interested in the development of the Training Market, which would advise people who want to become a business coach? The man who decided to master this profession needs to understand that being a business – after passing a three-day coach training for trainers is impossible.
Today, there is ample evidence that the Japanese and Korean languages have much in common and are related languages. In Hattori, Starostin and Murayama, a topic more fully disclosed. However, it should not be forget the fact that the evidence relied on, at least not sufficiently clear lexical and phonological data. If we consider this method, we can distinguish the following basic principles of comparing two languages. First, the restoration was carried out prayaponskogo phonology, and prakoreyskogo praaltayskogo language. Second, a comparison of vocabulary and basic dictionary of languages. After all this, especially compared vocabulary on which to build language, and it was concluded that the percentage of lexical similarity is large enough so that one could assume that drevnekoreysky drevneyaponsky and languages are related.
This confirms as family of modern Korean and Japanese languages. But this method has weak points. For example, lexical and phonological similarity – this is not a sufficient argument for the claim that languages are related. It is known that these two levels of language are less stable than the structure and morphology. And so, in the first place to determine the relationship of languages to consider their structural similarity, and then move on to lexical and phonological systems. But none of the authors do not take into account. Restoring the same phonological systems of both languages can not be called true 100%, as within each group or language family has its own phonetic laws, and refer to them as it would be universal, at least, wrong.