As in any business (maintenance), installation of interior doors in a certain sequence. Tell a little about the sequence of repair in principle. Any overhaul starts with a complete dismantling of old structures (partitions, walls, windows, doors, floors, ceilings, etc etc). In turn, dismantle has a certain sequence and, for example, removal and installation of new windows is better to start after the completion of draft finishing the interior (plaster walls, screed floors) to avoid deterioration of new products due to potential inaccuracy artists performing similar work. After you complete dismantling, rough finishing the interior and installation of windows you can move on to the fine finish of the room. In our view it should start with the ceiling, then walls and finally the floor. Doors – is the final stage of repair and an essential element of the interior, after the doors should only be done plinth! In our publication we try to understand why the interior doors must be placed after the completion of repairs. We start from a distance. For correct sizing of future doors A minimum finished rough sex (ie sex, which made screed) and rough walls (plaster) as well as any zamerschik need to know, as a minimum height, width and thickness of the doorway. In addition, inviting it is at this stage, you can discuss not only the actual size of openings and issue standard or nonstandard doors you will, but the issue corrections actual size of doorways under after all standard doors which tend to be cheaper by 30-40% than the "nonstandard".
Reflection on the beddings of the Psicopedagogia. The first sight the term suggests to be about an application of psychology to the pedagogia, however its definition does not reflect to the meaning that this term assumes in reason of its birth. In this direction while production of scientific knowledge, the psicopedagogia that was born of the necessity of improves the understanding of the process of the learning. The learning problems another one would not be a mere application of one, but yes as organization of a new area, appealing to the knowledge and thinking about its object of study. How much to the sprouting of the psicopedagogia when mentioning the attempts of explanation for the failure pertaining to school for other ways that not pedagogical and psychological it, the used inquiry to explain alarming indices of the failure pertaining to school involve exclusively individual factors as: malnutrition, neurological, psychological and social. The psicopedagogia cannot be thought simply as an application as an application of psychology to the pedagogia. The object of central study is structuralized around the learning process human being, its evolutivos and pathological standards (symptoms). It studies the act to learn to teach taking in account the internal and external reality of the learning, looking for to study the construction of the knowledge with equality to the cognitivo, affective and social aspect in the society, not restricting the school, but also the family and the community. Initially it was a subsidiary action of the medicine and psychology when assuming as independent and complementary knowledge, of an object of study in the learning process. In the preventive work we can speak in different levels of prevention, the First level psicopedagogo acts in the educative process (problems in the learning); as the level the objective is to diminish and to deal with the problems of installed learning already; the Third level the objective is to eliminate the upheavals already installed in clinical procedure with all its applications. To if coming across with new theory concerning alfabetizao, psicopedagogo, together with other professionals of the school elaborates compatible methods of education with the new conceptions of the process. She is necessary that psicopedagogo knows what is to teach and what is to learn, as to intervene the system and educative method; the structural problems intervined in the sprouting of the upheaval of the learning in the pertaining to school process. In the clinical work we must conceive the citizen that learns as a epistmico citizen (with limits of the knowledge), implying disgnostic procedures and therapeutical, that consider conception of the diagnosis of as the citizen learns and the desire to know. The pedagogia and the psicopedagogia, are not enough to apprehend the study of the object, because the psicopedagogia bring the indefinies and contradictions of a science whose limits are of the proper life human being, the process of learning and its 0 variable supporting practical its, appealing to other areas as the philosophy, neurology, sociology, the linguistics and psychoanalysis.