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This PowerPoint presentation contains 7 slides but provides no titles or content for the slides. It appears to be testing the display and transition of empty slides within the PowerPoint program. The summary consists of only the slide navigation and number of slides without any descriptive information about the content of the presentation itself.§³§¡§®§°§°§²§¤§¡§¯§ª§©§¡§¸§ª§Á §ª §³§¡§®§°§µ§±§²§¡§£§§¦§¯§ª§¦
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§¥§à§Ü§å§Þ§Ö§ß§ä §â§Ñ§ã§ã§Þ§Ñ§ä§â§Ú§Ó§Ñ§Ö§ä §Þ§Ö§ç§Ñ§ß§Ú§Ù§Þ§í §ï§Ü§à§ß§à§Þ§Ú§é§Ö§ã§Ü§à§Û §Ü§à§à§â§Õ§Ú§ß§Ñ§è§Ú§Ú §ß§Ñ §Ô§Ý§à§Ò§Ñ§Ý§î§ß§à§Þ, §ß§Ñ§è§Ú§à§ß§Ñ§Ý§î§ß§à§Þ §Ú §Ü§à§â§á§à§â§Ñ§ä§Ú§Ó§ß§à§Þ §å§â§à§Ó§ß§ñ§ç, §á§à§Õ§é§Ö§â§Ü§Ú§Ó§Ñ§ñ §Ó§Ñ§Ø§ß§à§ã§ä§î §Ú§ß§ã§ä§Ú§ä§å§è§Ú§à§ß§Ñ§Ý§î§ß§í§ç §å§ã§Ý§à§Ó§Ú§Û §Õ§Ý§ñ §à§Ò§Ö§ã§á§Ö§é§Ö§ß§Ú§ñ §Ü§à§ß§Ü§å§â§Ö§ß§ä§ß§à§Û §ã§â§Ö§Õ§í §Ó §²§à§ã§ã§Ú§Ú. §±§â§Ö§Õ§ã§ä§Ñ§Ó§Ý§Ö§ß§ß§í§Ö §Þ§à§Õ§Ö§Ý§Ú §á§à§Ü§Ñ§Ù§í§Ó§Ñ§ð§ä §ß§Ö§à§Ò§ç§à§Õ§Ú§Þ§à§ã§ä§î §ã§à§é§Ö§ä§Ñ§ß§Ú§ñ §è§Ö§ß§ä§â§Ñ§Ý§Ú§Ù§à§Ó§Ñ§ß§ß§à§Û §Ú §Õ§Ö§è§Ö§ß§ä§â§Ñ§Ý§Ú§Ù§à§Ó§Ñ§ß§ß§à§Û §Ü§à§à§â§Õ§Ú§ß§Ñ§è§Ú§Ú §Õ§Ý§ñ §ï§æ§æ§Ö§Ü§ä§Ú§Ó§ß§à§Ô§à §å§á§â§Ñ§Ó§Ý§Ö§ß§Ú§ñ §á§â§à§è§Ö§ã§ã§à§Þ §æ§à§â§Þ§Ú§â§à§Ó§Ñ§ß§Ú§ñ §ï§ä§à§Û §ã§â§Ö§Õ§í. §¡§Ó§ä§à§â§í §ä§Ñ§Ü§Ø§Ö §Ñ§Ü§è§Ö§ß§ä§Ú§â§å§ð§ä §Ó§ß§Ú§Þ§Ñ§ß§Ú§Ö §ß§Ñ §â§à§Ý§Ú §Þ§Ö§Ø§Õ§å§ß§Ñ§â§à§Õ§ß§í§ç §ã§ä§Ñ§ß§Õ§Ñ§â§ä§à§Ó §Ú §Ú§ß§ã§ä§Ú§ä§å§ä§à§Ó §Ó §á§à§Õ§Õ§Ö§â§Ø§Ü§Ö §Ü§à§ß§Ü§å§â§Ö§ß§ä§à§ã§á§à§ã§à§Ò§ß§à§ã§ä§Ú §â§Ñ§Ù§Ó§Ú§Ó§Ñ§ð§ë§Ú§ç§ã§ñ §ã§ä§â§Ñ§ß.IPS IX SEMS 1
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The document discusses bad habits of teenagers in Indonesia, including smoking, engaging in gang fights, using alcohol and drugs, having free sex, and having a less attitude. It was written by Juliya Asri for STKIP Muhammadiyah Kotabumi North Lampung Academic Year 2012/2013 and suggests that addressing these bad habits could help make the country better.Punto y lineaCarmen Ruiz
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El documento habla sobre los elementos b¨¢sicos del arte como la l¨ªnea, el punto y el plano. Explica que la l¨ªnea est¨¢ formada por puntos y rectas y puede ser recta, curva, quebrada, mixta u oblicua.Edital de convoca??o_-_alvar?esVando Marinho
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O documento convoca candidatos aprovados em concurso p¨²blico para realizarem prova objetiva no dia 15 de junho de 2014. Fornece instru??es como hor¨¢rio, local e materiais permitidos durante a prova. Tamb¨¦m lista nome e local da prova de cada candidato.¤·¤°¤µÕhÃ÷
¤·¤°¤µÕhÃ÷Yukiharu Kawamura
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O documento discute as principais a??es tribut¨¢rias no Brasil, incluindo a??es declarat¨®rias, anulat¨®rias, de consigna??o em pagamento, embargos ¨¤ execu??o e exce??o de pr¨¦-executividade. Apresenta os requisitos e efeitos dessas a??es, bem como debates doutrin¨¢rios sobre temas controvertidos como efeitos da coisa julgada e dep¨®sito judicial.Modulpenulisanth2 62008
Modulpenulisanth2 62008Shabanun Salwa Yusof
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Modul ini membahas penulisan karangan genre naratif untuk tingkat sekolah dasar dari tingkat 2 hingga 6. Modul ini membangun format karangan naratif berjudul "Perkemahan" dengan mempertimbangkan kosa kata, penjelasan kosa kata, pengembangan ide, dan struktur kalimat yang sesuai dengan tingkat perkembangan peserta didik.§´§Ö§à§â§Ö§ä§Ú§é§Ö§ã§Ü§Ú§Ö §Ñ§ã§á§Ö§Ü§ä§í §ï§Ü§à§ß§à§Þ§Ú§é§Ö§ã§Ü§à§Ô§à §â§Ö§Ô§å§Ý§Ú§â§à§Ó§Ñ§ß§Ú§ñ §ã§á§à§â§ä§Ñ
§´§Ö§à§â§Ö§ä§Ú§é§Ö§ã§Ü§Ú§Ö §Ñ§ã§á§Ö§Ü§ä§í §ï§Ü§à§ß§à§Þ§Ú§é§Ö§ã§Ü§à§Ô§à §â§Ö§Ô§å§Ý§Ú§â§à§Ó§Ñ§ß§Ú§ñ §ã§á§à§â§ä§ÑITMO University
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§³§ä§Ñ§ä§î§ñ §Ñ§ß§Ñ§Ý§Ú§Ù§Ú§â§å§Ö§ä §ã§à§Ó§â§Ö§Þ§Ö§ß§ß§à§Ö §ï§Ü§à§ß§à§Þ§Ú§é§Ö§ã§Ü§à§Ö §â§Ö§Ô§å§Ý§Ú§â§à§Ó§Ñ§ß§Ú§Ö §Ó §â§à§ã§ã§Ú§Û§ã§Ü§à§Þ §ã§á§à§â§ä§Ö, §á§à§Õ§é§Ö§â§Ü§Ú§Ó§Ñ§ñ §ß§Ö§à§Ò§ç§à§Õ§Ú§Þ§à§ã§ä§î §á§â§Ú§Þ§Ö§ß§Ö§ß§Ú§ñ §Ú§ß§ã§ä§Ú§ä§å§è§Ú§à§ß§Ñ§Ý§î§ß§à§Ô§à §á§à§Õ§ç§à§Õ§Ñ. §°§Ò§ã§å§Ø§Õ§Ñ§ð§ä§ã§ñ §á§â§à§Ò§Ý§Ö§Þ§í §Ó§Ý§Ú§ñ§ß§Ú§ñ §Ô§à§ã§å§Õ§Ñ§â§ã§ä§Ó§Ö§ß§ß§à§Ô§à §á§Ö§â§Ö§â§Ñ§ã§á§â§Ö§Õ§Ö§Ý§Ö§ß§Ú§ñ §â§Ö§ã§å§â§ã§à§Ó §ß§Ñ §ã§á§à§â§ä, §Ñ §ä§Ñ§Ü§Ø§Ö §â§à§Ý§î §Ô§à§ã§å§Õ§Ñ§â§ã§ä§Ó§Ñ §Ó §â§Ñ§Ù§Ó§Ú§ä§Ú§Ú §Ü§Ñ§Ü §Þ§Ñ§ã§ã§à§Ó§à§Ô§à, §ä§Ñ§Ü §Ú §á§â§à§æ§Ö§ã§ã§Ú§à§ß§Ñ§Ý§î§ß§à§Ô§à §ã§á§à§â§ä§Ñ. §¥§Ý§ñ §å§ã§á§Ö§ê§ß§à§Û §ä§â§Ñ§ß§ã§æ§à§â§Þ§Ñ§è§Ú§Ú §ã§á§à§â§ä§Ú§Ó§ß§à§Û §Ú§ß§æ§â§Ñ§ã§ä§â§å§Ü§ä§å§â§í §ä§â§Ö§Ò§å§Ö§ä§ã§ñ §ã§à§Ù§Õ§Ñ§ß§Ú§Ö §ß§à§Ó§í§ç §Ú§ß§ã§ä§Ú§ä§å§ä§à§Ó, §ã§á§à§ã§à§Ò§ã§ä§Ó§å§ð§ë§Ú§ç §Ò§à§Ý§Ö§Ö §ï§æ§æ§Ö§Ü§ä§Ú§Ó§ß§à§Þ§å §å§á§â§Ñ§Ó§Ý§Ö§ß§Ú§ð §Ú §æ§Ú§ß§Ñ§ß§ã§Ú§â§à§Ó§Ñ§ß§Ú§ð §ã§á§à§â§ä§Ñ §Ó §å§ã§Ý§à§Ó§Ú§ñ§ç §â§í§ß§à§é§ß§à§Û §ï§Ü§à§ß§à§Þ§Ú§Ü§Ú.§±§à§Ü§Ñ§Ù§Ñ§ä§Ö§Ý§Ú §Ù§Ñ§ä§â§Ñ§ä §Ú §â§Ö§Ù§å§Ý§î§ä§Ñ§ä§à§Ó §Ó §ã§à§Ó§â§Ö§Þ§Ö§ß§ß§à§Û §Ò§ð§Õ§Ø§Ö§ä§ß§à§Û §á§à§Ý§Ú§ä§Ú§Ü§Ö
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§³§ä§Ñ§ä§î§ñ §â§Ñ§ã§ã§Þ§Ñ§ä§â§Ú§Ó§Ñ§Ö§ä §Ó§ß§Ö§Õ§â§Ö§ß§Ú§Ö §ä§Ö§ç§ß§à§Ý§à§Ô§Ú§Ú §Ò§ð§Õ§Ø§Ö§ä§Ú§â§à§Ó§Ñ§ß§Ú§ñ, §à§â§Ú§Ö§ß§ä§Ú§â§à§Ó§Ñ§ß§ß§à§Ô§à §ß§Ñ §â§Ö§Ù§å§Ý§î§ä§Ñ§ä (§¢§°§²) §Ó §²§à§ã§ã§Ú§Ú, §Ñ§Ü§è§Ö§ß§ä§Ú§â§å§ñ §Ó§ß§Ú§Þ§Ñ§ß§Ú§Ö §ß§Ñ §Ü§Ý§ð§é§Ö§Ó§í§ç §á§à§Ü§Ñ§Ù§Ñ§ä§Ö§Ý§ñ§ç §â§Ö§Ù§å§Ý§î§ä§Ñ§ä§à§Ó §Ú §ß§à§â§Þ§Ñ§ä§Ú§Ó§Ñ§ç §Ù§Ñ§ä§â§Ñ§ä. §°§Ò§ã§å§Ø§Õ§Ñ§Ö§ä§ã§ñ §ß§Ö§à§Ò§ç§à§Õ§Ú§Þ§à§ã§ä§î §ã§ä§Ñ§ß§Õ§Ñ§â§ä§Ú§Ù§Ñ§è§Ú§Ú §Ò§ð§Õ§Ø§Ö§ä§ß§í§ç §å§ã§Ý§å§Ô §Ú §â§Ñ§Ù§â§Ñ§Ò§à§ä§Ü§Ú §á§à§Ü§Ñ§Ù§Ñ§ä§Ö§Ý§Ö§Û §â§Ö§Ù§å§Ý§î§ä§Ñ§ä§Ú§Ó§ß§à§ã§ä§Ú §Õ§Ý§ñ §á§à§Ó§í§ê§Ö§ß§Ú§ñ §ï§æ§æ§Ö§Ü§ä§Ú§Ó§ß§à§ã§ä§Ú §å§á§â§Ñ§Ó§Ý§Ö§ß§Ú§ñ §Ò§ð§Õ§Ø§Ö§ä§ß§í§Þ§Ú §ã§â§Ö§Õ§ã§ä§Ó§Ñ§Þ§Ú. §£§í§Õ§Ö§Ý§ñ§ð§ä§ã§ñ §ß§Ö§â§Ö§ê§Ö§ß§ß§í§Ö §Ó§à§á§â§à§ã§í §Ú §Ù§Ñ§Õ§Ñ§é§Ú, §ä§â§Ö§Ò§å§ð§ë§Ú§Ö §Ó§ß§Ú§Þ§Ñ§ß§Ú§ñ §Õ§Ý§ñ §å§ã§á§Ö§ê§ß§à§Û §â§Ö§Ñ§Ý§Ú§Ù§Ñ§è§Ú§Ú §¢§°§² §Ó §ã§à§è§Ú§Ñ§Ý§î§ß§à§Û §ã§æ§Ö§â§Ö.Apresenta??oJess¨¦ de Sousa
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O documento discute as normas ortogr¨¢ficas da l¨ªngua portuguesa ao longo do tempo, incluindo:
1) As normas de 1911 que simplificaram a ortografia portuguesa pela primeira vez;
2) Os acordos subsequentes entre Portugal e Brasil em 1931, 1945 e 1990 para unificar a ortografia, embora compromissos tivessem que ser feitos;
3) As regras atuais de acentua??o gr¨¢fica, incluindo palavras ox¨ªtonas, parox¨ªtonas e proparox¨ªtonas.§¡§§¤§¦§¢§²§¡§ª§¹§¦§³§¬§ª§« §®§¦§´§°§¥ §°§±§²§¦§¥§¦§§¦§¯§ª§Á §±§°§§¯§°§¤§° §®§¯§°§¨§¦§³§´§£§¡ §±§²§°§³§´§½§· §²§¡§©§²§¦§©§°§£ §£ §¥§£§µ§·§±§°§...
§¡§§¤§¦§¢§²§¡§ª§¹§¦§³§¬§ª§« §®§¦§´§°§¥ §°§±§²§¦§¥§¦§§¦§¯§ª§Á §±§°§§¯§°§¤§° §®§¯§°§¨§¦§³§´§£§¡ §±§²§°§³§´§½§· §²§¡§©§²§¦§©§°§£ §£ §¥§£§µ§·§±§°§...ITMO University
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§¥§à§Ü§å§Þ§Ö§ß§ä §à§á§Ú§ã§í§Ó§Ñ§Ö§ä §Ñ§Ý§Ô§Ö§Ò§â§Ñ§Ú§é§Ö§ã§Ü§Ú§Û §Þ§Ö§ä§à§Õ §á§à§Ú§ã§Ü§Ñ §á§à§Ý§ß§à§Ô§à §Þ§ß§à§Ø§Ö§ã§ä§Ó§Ñ §á§â§à§ã§ä§í§ç §â§Ñ§Ù§â§Ö§Ù§à§Ó §Ó §Õ§Ó§å§ç§á§à§Ý§ð§ã§ß§í§ç §ã§Ö§ä§ñ§ç, §Ú§ã§á§à§Ý§î§Ù§å§ñ §Ñ§Ý§Ô§Ö§Ò§â§å §Ü§å§Ò§Ú§é§Ö§ã§Ü§Ú§ç §Ü§à§Þ§á§Ý§Ö§Ü§ã§à§Ó. §°§ã§ß§à§Ó§ß§à§Ö §Ó§ß§Ú§Þ§Ñ§ß§Ú§Ö §å§Õ§Ö§Ý§ñ§Ö§ä§ã§ñ §ã§à§Ù§Õ§Ñ§ß§Ú§ð §ï§æ§æ§Ö§Ü§ä§Ú§Ó§ß§à§Û §á§â§à§è§Ö§Õ§å§â§í §Õ§Ý§ñ §â§Ö§ê§Ö§ß§Ú§ñ §ï§ä§à§Û §Ù§Ñ§Õ§Ñ§é§Ú, §à§ã§ß§à§Ó§Ñ§ß§ß§à§Û §ß§Ñ §Ò§å§Ý§Ö§Ó§í§ç §ã§ä§â§å§Ü§ä§å§â§ß§í§ç §æ§å§ß§Ü§è§Ú§ñ§ç §Ú §á§â§à§ã§ä§í§ç §è§Ö§á§ñ§ç. §£§ã§Ö §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§ß§í§Ö §Þ§Ö§ä§à§Õ§í §Ú §Ñ§Ý§Ô§à§â§Ú§ä§Þ§í §ß§Ñ§á§â§Ñ§Ó§Ý§Ö§ß§í §ß§Ñ §á§â§Ö§à§Õ§à§Ý§Ö§ß§Ú§Ö §Ü§à§Þ§Ò§Ú§ß§Ñ§ä§à§â§ß§í§ç §ã§Ý§à§Ø§ß§à§ã§ä§Ö§Û, §Ó§à§Ù§ß§Ú§Ü§Ñ§ð§ë§Ú§ç §á§â§Ú §Ñ§ß§Ñ§Ý§Ú§Ù§Ö §ã§ä§â§å§Ü§ä§å§â§ß§à §ã§Ý§à§Ø§ß§í§ç §Ô§â§Ñ§æ§à§Ó.±Ê°ù±ð²õ±ð²Ô³Ù²¹³¦¾±¨®²Ô1Johanna Caraguay
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El documento describe la evoluci¨®n de la Web desde 2004 y el uso creciente de las tecnolog¨ªas Web 2.0 en la educaci¨®n, incluidas las redes sociales, blogs, podcasts, videos, wikis y feeds. Mientras que los profesores tradicionales limitan la creatividad de los estudiantes, los profesores constructivistas fomentan el uso de estas herramientas para actividades escolares. Sin embargo, tambi¨¦n existen riesgos como el acceso a informaci¨®n no apropiada a trav¨¦s de las redes sociales.Trabalho CIMEILidia Mendes
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1) O plano de aula ensina sobre adorar a Deus em qualquer circunst?ncia, contando a hist¨®ria b¨ªblica de como Josaf¨¢ confiou no Senhor contra um grande ex¨¦rcito inimigo.
2) As crian?as cantar?o hinos, ouvir?o a hist¨®ria, far?o atividades e jogos sobre o tema.
3) O objetivo ¨¦ mostrar que devemos confiar em Deus como Josaf¨¢ fez.More Related Content
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O documento discute as principais a??es tribut¨¢rias no Brasil, incluindo a??es declarat¨®rias, anulat¨®rias, de consigna??o em pagamento, embargos ¨¤ execu??o e exce??o de pr¨¦-executividade. Apresenta os requisitos e efeitos dessas a??es, bem como debates doutrin¨¢rios sobre temas controvertidos como efeitos da coisa julgada e dep¨®sito judicial.Modulpenulisanth2 62008
Modulpenulisanth2 62008Shabanun Salwa Yusof
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Modul ini membahas penulisan karangan genre naratif untuk tingkat sekolah dasar dari tingkat 2 hingga 6. Modul ini membangun format karangan naratif berjudul "Perkemahan" dengan mempertimbangkan kosa kata, penjelasan kosa kata, pengembangan ide, dan struktur kalimat yang sesuai dengan tingkat perkembangan peserta didik.§´§Ö§à§â§Ö§ä§Ú§é§Ö§ã§Ü§Ú§Ö §Ñ§ã§á§Ö§Ü§ä§í §ï§Ü§à§ß§à§Þ§Ú§é§Ö§ã§Ü§à§Ô§à §â§Ö§Ô§å§Ý§Ú§â§à§Ó§Ñ§ß§Ú§ñ §ã§á§à§â§ä§Ñ
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§³§ä§Ñ§ä§î§ñ §â§Ñ§ã§ã§Þ§Ñ§ä§â§Ú§Ó§Ñ§Ö§ä §Ó§ß§Ö§Õ§â§Ö§ß§Ú§Ö §ä§Ö§ç§ß§à§Ý§à§Ô§Ú§Ú §Ò§ð§Õ§Ø§Ö§ä§Ú§â§à§Ó§Ñ§ß§Ú§ñ, §à§â§Ú§Ö§ß§ä§Ú§â§à§Ó§Ñ§ß§ß§à§Ô§à §ß§Ñ §â§Ö§Ù§å§Ý§î§ä§Ñ§ä (§¢§°§²) §Ó §²§à§ã§ã§Ú§Ú, §Ñ§Ü§è§Ö§ß§ä§Ú§â§å§ñ §Ó§ß§Ú§Þ§Ñ§ß§Ú§Ö §ß§Ñ §Ü§Ý§ð§é§Ö§Ó§í§ç §á§à§Ü§Ñ§Ù§Ñ§ä§Ö§Ý§ñ§ç §â§Ö§Ù§å§Ý§î§ä§Ñ§ä§à§Ó §Ú §ß§à§â§Þ§Ñ§ä§Ú§Ó§Ñ§ç §Ù§Ñ§ä§â§Ñ§ä. §°§Ò§ã§å§Ø§Õ§Ñ§Ö§ä§ã§ñ §ß§Ö§à§Ò§ç§à§Õ§Ú§Þ§à§ã§ä§î §ã§ä§Ñ§ß§Õ§Ñ§â§ä§Ú§Ù§Ñ§è§Ú§Ú §Ò§ð§Õ§Ø§Ö§ä§ß§í§ç §å§ã§Ý§å§Ô §Ú §â§Ñ§Ù§â§Ñ§Ò§à§ä§Ü§Ú §á§à§Ü§Ñ§Ù§Ñ§ä§Ö§Ý§Ö§Û §â§Ö§Ù§å§Ý§î§ä§Ñ§ä§Ú§Ó§ß§à§ã§ä§Ú §Õ§Ý§ñ §á§à§Ó§í§ê§Ö§ß§Ú§ñ §ï§æ§æ§Ö§Ü§ä§Ú§Ó§ß§à§ã§ä§Ú §å§á§â§Ñ§Ó§Ý§Ö§ß§Ú§ñ §Ò§ð§Õ§Ø§Ö§ä§ß§í§Þ§Ú §ã§â§Ö§Õ§ã§ä§Ó§Ñ§Þ§Ú. §£§í§Õ§Ö§Ý§ñ§ð§ä§ã§ñ §ß§Ö§â§Ö§ê§Ö§ß§ß§í§Ö §Ó§à§á§â§à§ã§í §Ú §Ù§Ñ§Õ§Ñ§é§Ú, §ä§â§Ö§Ò§å§ð§ë§Ú§Ö §Ó§ß§Ú§Þ§Ñ§ß§Ú§ñ §Õ§Ý§ñ §å§ã§á§Ö§ê§ß§à§Û §â§Ö§Ñ§Ý§Ú§Ù§Ñ§è§Ú§Ú §¢§°§² §Ó §ã§à§è§Ú§Ñ§Ý§î§ß§à§Û §ã§æ§Ö§â§Ö.Apresenta??oJess¨¦ de Sousa
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O documento discute as normas ortogr¨¢ficas da l¨ªngua portuguesa ao longo do tempo, incluindo:
1) As normas de 1911 que simplificaram a ortografia portuguesa pela primeira vez;
2) Os acordos subsequentes entre Portugal e Brasil em 1931, 1945 e 1990 para unificar a ortografia, embora compromissos tivessem que ser feitos;
3) As regras atuais de acentua??o gr¨¢fica, incluindo palavras ox¨ªtonas, parox¨ªtonas e proparox¨ªtonas.§¡§§¤§¦§¢§²§¡§ª§¹§¦§³§¬§ª§« §®§¦§´§°§¥ §°§±§²§¦§¥§¦§§¦§¯§ª§Á §±§°§§¯§°§¤§° §®§¯§°§¨§¦§³§´§£§¡ §±§²§°§³§´§½§· §²§¡§©§²§¦§©§°§£ §£ §¥§£§µ§·§±§°§...
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§¥§à§Ü§å§Þ§Ö§ß§ä §à§á§Ú§ã§í§Ó§Ñ§Ö§ä §Ñ§Ý§Ô§Ö§Ò§â§Ñ§Ú§é§Ö§ã§Ü§Ú§Û §Þ§Ö§ä§à§Õ §á§à§Ú§ã§Ü§Ñ §á§à§Ý§ß§à§Ô§à §Þ§ß§à§Ø§Ö§ã§ä§Ó§Ñ §á§â§à§ã§ä§í§ç §â§Ñ§Ù§â§Ö§Ù§à§Ó §Ó §Õ§Ó§å§ç§á§à§Ý§ð§ã§ß§í§ç §ã§Ö§ä§ñ§ç, §Ú§ã§á§à§Ý§î§Ù§å§ñ §Ñ§Ý§Ô§Ö§Ò§â§å §Ü§å§Ò§Ú§é§Ö§ã§Ü§Ú§ç §Ü§à§Þ§á§Ý§Ö§Ü§ã§à§Ó. §°§ã§ß§à§Ó§ß§à§Ö §Ó§ß§Ú§Þ§Ñ§ß§Ú§Ö §å§Õ§Ö§Ý§ñ§Ö§ä§ã§ñ §ã§à§Ù§Õ§Ñ§ß§Ú§ð §ï§æ§æ§Ö§Ü§ä§Ú§Ó§ß§à§Û §á§â§à§è§Ö§Õ§å§â§í §Õ§Ý§ñ §â§Ö§ê§Ö§ß§Ú§ñ §ï§ä§à§Û §Ù§Ñ§Õ§Ñ§é§Ú, §à§ã§ß§à§Ó§Ñ§ß§ß§à§Û §ß§Ñ §Ò§å§Ý§Ö§Ó§í§ç §ã§ä§â§å§Ü§ä§å§â§ß§í§ç §æ§å§ß§Ü§è§Ú§ñ§ç §Ú §á§â§à§ã§ä§í§ç §è§Ö§á§ñ§ç. §£§ã§Ö §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§ß§í§Ö §Þ§Ö§ä§à§Õ§í §Ú §Ñ§Ý§Ô§à§â§Ú§ä§Þ§í §ß§Ñ§á§â§Ñ§Ó§Ý§Ö§ß§í §ß§Ñ §á§â§Ö§à§Õ§à§Ý§Ö§ß§Ú§Ö §Ü§à§Þ§Ò§Ú§ß§Ñ§ä§à§â§ß§í§ç §ã§Ý§à§Ø§ß§à§ã§ä§Ö§Û, §Ó§à§Ù§ß§Ú§Ü§Ñ§ð§ë§Ú§ç §á§â§Ú §Ñ§ß§Ñ§Ý§Ú§Ù§Ö §ã§ä§â§å§Ü§ä§å§â§ß§à §ã§Ý§à§Ø§ß§í§ç §Ô§â§Ñ§æ§à§Ó.±Ê°ù±ð²õ±ð²Ô³Ù²¹³¦¾±¨®²Ô1Johanna Caraguay
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El documento describe la evoluci¨®n de la Web desde 2004 y el uso creciente de las tecnolog¨ªas Web 2.0 en la educaci¨®n, incluidas las redes sociales, blogs, podcasts, videos, wikis y feeds. Mientras que los profesores tradicionales limitan la creatividad de los estudiantes, los profesores constructivistas fomentan el uso de estas herramientas para actividades escolares. Sin embargo, tambi¨¦n existen riesgos como el acceso a informaci¨®n no apropiada a trav¨¦s de las redes sociales.Trabalho CIMEILidia Mendes
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1) O plano de aula ensina sobre adorar a Deus em qualquer circunst?ncia, contando a hist¨®ria b¨ªblica de como Josaf¨¢ confiou no Senhor contra um grande ex¨¦rcito inimigo.
2) As crian?as cantar?o hinos, ouvir?o a hist¨®ria, far?o atividades e jogos sobre o tema.
3) O objetivo ¨¦ mostrar que devemos confiar em Deus como Josaf¨¢ fez.§¬§å§Ù§ß§Ö§è§à§Ó §³.§°., §¬§à§â§Ö§á§Ñ§ß§à§Ó§Ñ §¯.§£. §®§Ö§ä§à§Õ§í §à§Ò§ß§Ñ§â§å§Ø§Ö§ß§Ú§ñ §Ù§ß§Ñ§ß§Ú§Û §Ó §Ù§Ñ§Õ§Ñ§é§Ö §ã§â§Ñ§Ó§ß§Ö§ß§Ú§ñ §ï...
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