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Project

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COMPUNERILE ŞCOLARE
Compunerea şcolară se defineşte, în mod generic, ca o lucrare scrisă, pe o temă liber aleasă ori propusă de un profesor sau impusă de manual, respectând regula celor trei unităţi (introducere, cuprins şi încheiere sau ipoteză, demonstraţie, concluzie – în cazul compunerii argumentative) şi realizată după un plan prestabilit.
După regulile psihopedagogiei, formarea deprinderilor de a compune vizează:
• nivelul dezvoltarii fizice (antrenarea continua a simturilor),
• nivelul dezvoltarii intelectuale (deprinderea de a povesti evenimente sau intamplari in ordine logica, de a identifica asemanari - deosebiri),
• dezvoltarea socio – afectiva (relatia individ – grup, acceptarea celorlalti membri ai grupului),
• nivelul dezvoltarii psihologice (spiritul ludic).
Exprimarea corecta, orala si scrisa – obiectiv important al procesului de invatamant – mai ales în clasele gimnaziale – constituie unul din instrumentele de baza ale muncii intelectuale, fata de care nu poate fi conceputa dezvoltarea intelectuala viitoare a elevilor. Ca si in cazul invatarii celorlalte instrumente ale muncii intelectuale - a cititului, a scrisului, a calcului aritmetic - capacitatea de exprimare se formeaza si se perfectioneaza prin solicitarea efortului intelectual al elevilor. Compunerile realizeaza pe de o parte o sinteza a ceea ce invata elevii la disciplina Limba si literatura romana, iar pe de alta parte, ele constituie cel mai potrivit prilej de valorificare a experientei de viata a elevilor, de manifestare a imaginatiei si a fanteziei lor creatoare.
Compunerea este o lucrare scrisa in care ideile sunt organizate in functie de un anumit subiect si un anumit scop. Compunerile pot fi de mai multe feluri si anume:
1. compozitii pe baza textelor literare (comentariul literar, caracterizarea unui personaj, analiza literara),
2. compozitii epistolare (biletul, scrisoarea, cu variantele sale),
3. compozitii cu caracter oratoric (alocutiunea, discursul),
4. compozitii cu caracter publicistic (stirea, informatia, anuntul publicitar, articolul, interviul),
5. compuneri libere, creatoare (descrieri, naratiuni, evocari).
O alta clasificare a compunerilor se poate realiza astfel:
1. dupa forma activitatii efectuate, compunerile sunt: orale si scrise,
2. dupa principala efectuarii, exista compuneri colective si individuale,
3. dupa principala sursa care sprijina si stimuleaza elaborarea, se pot elabora compuneri pe baza unor ilustratii, a unui text cunoscut, bazate pe experienta proprie sau pe imaginatia creatoare a elevilor,
4. dupa natura lor, dupa preponderenta unuia sau altuia dintre modurile de expunere, sunt narative si descriptive.
Etapele realizarii unei compuneri literare sau stiintifice sunt:
1. Documentarea – stabilirea temei, a scopului, informarea din diverse surse, observatii din realitatea vietii,
2. Intocmirea planului de idei – organizarea ideilor intr-un plan ideatic general (idei principale si secundare),
3. Dezvoltarea ideilor – pentru fiecare idee principala se noteaza in schema ideile secundare, observatiile, argumentele,
4. Redactarea compunerii – urmarind planul realizat anterior, tipul compunerii, partile compunerii: introducerea, cuprinsul si incheierea,
5. Verificarea compunerii – se reciteste compunerea, se corecteaza, se reformuleaza anumite formulari,
6. Analiza compunerii si notarea ei – discutarea compunerii cu elevii, analiza si aprecierea compunerii.
Pregatirea si elaborarea compunerii este un proces complex si de lunga durata, care presupune inarmarea elevilor cu abilitati si cunostinte necesare pentru aceste activitati. Elevii trebuie sa parcurga etapele compunerii, sa le inteleaga nu pe cale teoretica, ci prin exercitiu practic.
GRAFIA. Ca urmare a ritmului accelerat in care elevii trebuie sa-si ia notite, dar si a scaderii interesului pentru ceea ce numim „scriere caligrafica”, in ultima vreme se asista la proliferarea unei grafii ilizibile. Trebuie ca parintii sa contribuie la efortul de invatare al elevilor in vederea formarii corecte a deprinderilor de scriere in timpul liber, de concepere a unui text tinand cont de anumite reguli.
ASEZAREA IN PAGINA. Inca din clasele mici, elevii fac exercitii de asezare in pagina si de respectare a marginilor si a alineatului. Daca se formeaza corect aceste deprinderi, ele vor fi respectate toata viata, iar scrisul va fi intotdeauna frumos si caligrafic. Legatura dintre titlu si continut presupune atat intelegerea clara a cerintelor formulate prin titlu, cat si necesitatea ca ele sa fie rezolvate in cuprinsu compunerii. Formularea titlului trebuie sa fie concisa, clara, in concordanta cu textul elaborat.
PREZENTAREA IDEILOR. Compunerea scolara isi propune sa contribuie si la disciplinarea gandirii elevilor, la formarea capacitatii de a-si ordona impresiile, gandurile si sentimentele si de a le prezenta logic, corect si expresiv.
Compunerile cu destinatie oficiala: Sunt frecvente in viata cotidiana si au intrebuintare practica.
1. Cererea este o compunere prin care se solicita unei institutii, intreprinderi sau organizatii un anumit lucru si cuprinde: • formula de adresare, • numele si prenumele, functia, adresa completa a solicitantului, • continutul propriu-zis si motivatia acestuia, • semnatura, • functia adresantului si institutia.
2. Procesul verbal este un act oficial, in care se inregistreaza o anumita constare sau se consemneaza, pe scurt, discutiile si hotararile unei anumite adunari. Procesul verbal este de mai multe feluri: • procesul verbal de constatare, • procesul verbal de contraventii, • procesul verbal de predare – primire, • procesul verbal de consemnare.
3. Memoriul este o prezentare amanuntita si documentata a unei anumite probleme, a unei situatii anume. Structura sa este urmatoare: • numele si prenumele, functia si adresa celui care l-a intocmit, • prezentarea si analiza problemei, • solutii preconizate, • semnatura, • functia adresantului si institutia.
4. Raportul cuprinde o relatare asupra unei activitati (personale si colective). Structura sa este urmatoare: • prezentarea faptelor care au determinat efectuarea activitatii sau semnalarea unei situatii, • expunerea activitatii propriu – zise, • concluzii si propuneri, • semnatura.
5. Referatul cuprinde relatarea unei activitati sau prezentarea unei carti. Structura sa este urmatoarea: • prezentarea succinta a probemei abordate, • descrierea cercetarilor, a activitatii sau a cartii, • concluzii si parerea personala. • numele si prenumele celui care l-a intocmit.
Toate compunerile cu destinatie oficiala se caracterizeaza prin obiectivitate, argumentare logica si clara, concizie. Compunerile corespondenta spre deosebire de compunerile cu destinatie oficiala, acest tip de compunere are un caracter privat, vizand raporturile dintre indivizi. De aceea, ele poarta pecetea personalitatii autorului si ii ofera acestuia posibilitatea de a-si manifesta originalitatea.
1. Biletul are un continut simplu, prin care se transmit stiri sumare, o rugaminte, o precizare, o scuza. Se foloseste intre persoane egale ca pozitie sociala, varsta, grad de rudenie. Exprimarea este simpla, nepretentioasa, dar nu neglijenta.
2. Telegrama are ca si principala caracteristica concizia, obtinuta prin suprimarea unor elemente de relatie – propozitii, conjunctii – fara ca prin aceasta sa fie prejudiciata intelegerea celor transmise. De cele mai multe ori, telegrama cuprinde o singura informatie, enuntata lapidar. Este de mai multe feluri si anume: * telegrama de felicitare, * telegrama de multumire, * telegrama de condoleante, * telegrama oficiala.
3. Scrisoarea este alaturi de mesajele pe internet cel mai raspandit tip de corespondenta utilizat. Aceasta inseamna comunicare, dar si evidentierea unei inclinatii artistice. De regula, cand transmitem ceva – ganduri, idei, sentimente –avem in vedere ca formularea sa releve si atitudinea afectiva, concretizata intr-o anume modalitate de expresie, diferentiata in functie de continutul comunicarii si de persoana careia ii este adresata. Scrisoarea poate fi de mai multe feluri si anume: • scrisoarea familiala, • scrisoarea amicala, • scrisoarea de felicitare, • scrisoarea de multumire, • scrisoarea de dragoste, • scrisoarea de condoleante, • scrisoarea de justificare, • scrisoarea oficiala, • scrisoarea literara. Regulile care trebuie sa fie respectate in alcatuirea unei scrisori sunt; - nu se scrie cu creionul, - scrisul trebuie sa fie lizibil, - nu sunt admise stresaturi, corecturi, - hartia trebuie sa fie nesifonata, - corespondenta se dateaza, se noteaza si localitatea din care a fost expediata, - adresa destinatarului scrisa pe plic trebuie sa fie completa si scrisa corect, - respectarea normelor ortografice si de punctuatie este obligatorie, - concizia si precizia celor scrise, - aspectul ingrijit acordat acestui tip de corespondenta.
Compunerea literara. Trebuie sa fie redactata ingrijit, scrisul elevilor sa fie corect din punct de vedere gramatical, sa fie respectate alineatele si asezarea in pagina. Acestea sunt de mai multe feluri: - compuneri narative pe baza unui sir de intrebari, - compuneri narative pe baza unui sir de ilustratii, - compuneri pe baza unui plan de idei dat, - compuneri pornind de la inceputul dat, - compuneri cu sfarsitul dat, - compuneri libere. Odata inteles mecanismul de alcatuire a unei compuneri, indiferent de felul acesteia, elevul din ciclul gimnazial alcătuieste compuneri frumoase, in care utilizeaza cuvinte si expresii noi, folosesc imaginatia si parerea personala. Astfel, lectura are un rol foarte important in acest proces complex si de lunga durata.
Fiinţa socială, omul a simţit de timpuriu nevoia comunicării raţionale; şi-a exteriorizat astfel trebuinţele, intenţiile sau soluţiile practice, dar a comunicat şi gânduri şi sentimente. Toate activităţile de comunicare, fie că au loc în ore special destinate, fie că se desfăşoară în toate împrejurările în care elevii sunt puşi în situaţia de a exersa actul vorbirii, au o contribuţie marcantă în cultivarea crativităţii. Pentru a deschide toate orizonturile, şcoala utilizează compunerea, un exerciţiu complex, în care se concretizează atât deprinderile de exprimare corectă, cât şi cele care ţin de organizarea logică a unui text. O compoziţe sau o compunere este o comunicare verbală fixată spaţial. Se impune eliminată prejudecata că prin compunere s-ar putea înţelege doar ceea ce este comunicat în scris. Nu apare deloc inadecvat că prin compunere se înţelege un text – latină textus = urzeală, ţesătură, care ţese, structurează un mesaj ce poate fi emis şi perceput oral sau scris. Compunerea e un ansamblu frastic interrelaţional, caracterizat de continuitatea şi stabilitatea sensului. În accepţia didactică, prin compoziţie, compunere, se mai înţelege şi exerciţiu de formare şi de dezvoltare a priceperilor şi deprinderilor de a alcătui comunicări orale şi scris, care să satisfacă standardele de textualizare, exerciţii de dezvoltare a exprimării elevilor. Exerciţiile de compunere au ca scop fundamental formarea şi cultivarea exprimării elevilor, pentru a corespunde cerinţelor impuse de folosirea corectă a limbii literare, pentru comunicarea observaţiilor, gândurilor, stărilor sufleteşti, în relaţie cu viaţa, ambianţa socio - culturală. Compunerile contribuie, hotărâtor, la cultivarea şi cizelarea spiritului.
Compunerea are un rol definitoriu şi în stimularea personalităţii elevului. Activitatea de comunicare, prin elaborarea de compuneri, realizează, pe de o parte, o sinteză a tot ce elevii învaţă şi la celelalte obiecte de învăţământ mai ales sub raportul corectutudinii exprimării, iar, pe de altă parte, constituie un prilej de valorificare a experienţei de viaţă, de manifestare a imaginaţiei şi fanteziei lor creatoare. În organizarea şi desfăşurarea orelor de compunere, lucrul cel mai important este nivelul activităţii creatoare a elevilor. De aceea e necesară o ierarhizare a compunerilor din acest punct de vedere. Astfel, de la simple compuneri pe baza unor texte citite care conţin elemente creatoare, se trece la compuneri după un şir se ilustraţii, după un tablou, apoi la cele cu început dat sau cu sfârşit dat. Compunerile libere orale sau scrise prezintă cel mai înalt grad de creaţie, cea mai evidentă notă de originalitate. Activitatea pe text, analiza trebuie folosită pentru solicitarea efotului de gândire al elevilor. Ideile principale dintr-un text şi apoi ideea de bază a textului pot fi formulate în moduri diferite. Participarea afectivă a elevilor este hotărâtoare, fiecare căutând o formulare adecvată. Intervenţia creatoare a elevilor poate consta şi în exprimarea opiniei personale, a punctelor de vedere proprii cu privire la faptele analizate în text. Compunera şcolară, atat în gimnaziu, cat şi în liceu, urmăreşte obiective comune, diferenţiate în funcţie de particularităţile de vârstă şi de nivelul de pregătire a elevilor.
Bibliografie:
1. Parfene, Constantin, Metodica studierii limbii şi literaturii române în şcoală, Polirom, 1999.
2. Eftenie, Nicolae, Introducere în metodica studierii limbii şi literaturii române, Piteşti, 2000.

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...seek a Project Manager in their Washington DC offices. Provides program support to team members as needed related to projects and program activities. Tasks include task tracking, program change management support, administrative support and project and program reporting. Helps with the preparation of project and program schedules and coordinates the necessary internal and external resources to fulfill the project and program activities within the prescribed time frames and funding parameters to ensure project and program objectives and stakeholders expectations are met. Specific responsibilities include: * Coordinates activities within the project life-cycle including initiation, planning, execution, monitoring and control phases. * * Helps with the preparation of Project and Program Weekly Status report as necessary and upload to the Project Server in a timely fashion. * Generates various other Project, Program and department related status reports as needed. * Helps prepare responses for anticipated questions during the weekly ITIL meeting (in case of a Red project). * Helps Identify and schedules project deliverables, milestones, and required tasks. * Prepares change management documentation in support of the change management process and supports the Change Management meeting. * Documents all change management decisions according to the change management process * Coordinates selection and assignment of SMEs to the project team...

Words: 343 - Pages: 2

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Project

...Project Plan Outline 1.0 Goals and Objectives This section presents a general description of the project along with any general or technical constraints and/or considerations. Please include the sub-sections below. 1. Project name 2. Business goals and project goals 3. Scope 4. Time and budget constraints 5. General and technical requirements 6. Training and documentation 7. Installation 2.0 Project Estimates This section presents a set of estimates for the completion of the project, including people, hardware and software. Please include the following sub-sections. 1. People costs a. Historical or researched data used for estimates (Requires annotation listing where you got this information) b. Salary requirements 2. Equipment costs (Requires costs for all hardware and software used. It is assumed that all hardware and software will be new). a. Hardware b. Software 3. Estimation techniques and results a. Process-based (use the format shown in section 1.2.1 of the lecture) b. Second method c. Triangulation results 3.0 Project Schedule This section presents an overview of project tasks and the output of a project scheduling tool. The following sub-sections should be included: 3.1 Project task list The tasks that have been selected for the project are presented in this section. 3.2 Task network Project tasks and their dependencies are noted in this diagrammatic form. 3.3 Timeline chart A project timeline chart (Gantt chart) is presented...

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Project

...The report describes how the IT system plays an important role in the organisation. To be on the move with the world and be effective in the services they provide, Holland Rise decides to implement the IT systems across the trust. The report is all about the tasks that will be involved during the implementation of the project. Task 1- Project Manager Responsibilities • Project manager of the Holland Rise and Social Care Trust is greatly responsible for the overall success. As a project manager he/ she needs to be a creative and self-motivated person. • Efficiency: As a project manager of Care Trust IT system manager should perform honestly and efficiently. In general that can help to deliver a better success rates. • Proposal Writing: Preparing a detailed project management plan and a proposal for this Care Trust project is one of the important issue that must be the considered by the project manager. • Time, Budget and resources: Manager must set a timeframe and budget limit. He/ she should ensure that the project finishes on time within the budget allocated. Proper utilization of resources is one of the vital task of the manager. • Leadership: Project Manager must have the power to be an excellent leader. He/ she has to lead the team to bring out the best. • Work environment: Manager should create an excellent work environment for the employees by dialogue and communicating with the team member. • Problem Solver: As being a leader he/she should solve the problems...

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