949 resultados para Coordination and harmonization
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Incluye Bibliografía
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Includes bibliography
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Incluye Bibliografía
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The similarities of competition provisions in integration and other intraregional agreements and the dissemination of this information could serve as a basis for progress in cooperation and convergence on this issue in the region. The negotiation processes that have taken place for these agreements have also enhanced communication between the national agencies concerned, leading to processes of learning and harmonization; these processes could be strengthened as part of the current efforts of administrating and implementing trade agreements. This edition of the FAL Bulletin reviews the information available in order to see how progress can be made on this issue on the basis of the analysis and bibliography of Álvarez and others (2006), and Silva and Álvarez (2006).
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Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. Results: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. Conclusion: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)