The Cellist of Sarajevo

The Cellist of Sarajevo Shirley Shi My prediction for the novel, The Cellist of Sarajevo, is that the novel is going to be out the siege in Sarajevo. It’s also going to be out a survival story for different kinds of characters in the novel. For example, on the inside flap of the novel, it said that a character in the story name Arrow, who is a counter sniper in the novel tries to protect the cellist from danger. The cellist had to stay in front of a bakery store, where a bomb killed twenty two people to play some tunes in memory of them. The disclaimer of the novel tells the reader some information about what the novel is about, but not a lot of information. For example, the Toronto Star said â€Å"In this story of a battered city and its suffering residents, art is just a trinket. Art offers precious albeit fleeting, moments of solace and hope†¦profoundly stirring† This comment helps the reader to understand that the residents are suffering but it did not say how they are suffering. The comment only said why they are suffering and from what they are suffering. The residents are suffering from living in a battered city. The quotations in the novel helps the reader to understand the deeper meaning of a character or it can help the reader to understand the setting or the actions of what the character is doing. The first few chapter of the novel is about the cellist. This first part of the book is the exposition of the novel. The cellist job was to play music in front of a bakery, where a bombed killed twenty two people, who were waiting in line to buy bread. The cellist had to stay in front of that bakery for twenty two days and play his cellist in memory of those who died. This first part of the book helps the reader to understand the cellist a little bit and also helps the reader to wonder how the cellist in the novel is going to survive because the cellist is out in the open, where he is not protected by a barrier or any protection. Arrow, a counter sniper, life had changed when she became a sniper. She doesn’t shoot at civilians, like the men on the hills, but she shoots at soldiers. Before, her life was normal, she was living her life like an average teenager girl, but when the war started; her attitude toward things had changed from been normal to un-normal. One of her internal conflict is within herself. After the world around her had started to change, she started to change herself. She didn’t want to be the girl who is always nice to everyone anymore. â€Å"I’m Arrow, I hate them, the woman you knew hated nobody† One of her external force would be â€Å"To hate people because they hated her first, and then to hate them because of what they’ve done to her, has created a desire to separate the part of her that will fight back, from the part that never wanted to fight in the first place†¦Ã¢â‚¬  (13). This quotation tells the reader that she is having a conflict with the people that affected her to change, which as we know from the quote that the people that affected her was the men on the hills. Another one of her external force is â€Å"For a moment she’s unsure, unable to read their gestures. † This quotation tells the reader that she is having conflicts with the soldiers that are on the street beneath the building that she is in. She is not sure on whether she should shoot at them or not because she is not sure about of what there gestures. Kenan, the second main character in the novel, also had internal and external conflicts during the siege in Sarajevo. His internal conflict would be been a coward. He is scared of death. He is worried about what will his wife and kids would think if they found out that he is dead. â€Å"As the door to the apartment closes behind him he presses his back to it and slides to the ground†¦He doesn’t want to go†. (26). This quotation tells the reader that Kenan is a coward because is not strong enough to face the outside world. If he wasn’t a coward then he would have just closed the door and left already with the six canisters in his hands, but instead he just sits on the outside of his door of his apartment afraid like a frightened dog. One of his external conflicts is not able to go out and get some clean water from the brewery because of the men on the hills. The men are on the hills will shoot civilians from anywhere without them knowing. He doesn’t want his wife and his kids to know that he is dead because he knows that his wife will never recover from it. Instead he just wants the war to be over so he and his family could have their own normal life back. .. That the men on the hills can kill anyone, anywhere, anytime they like†¦Ã¢â‚¬  (25). This quotation tells the reader why Kenan is so afraid to go out and do his task, which is going to the brewery. The brewery is not close to his apartment so he has to walk a long way and he has to carry Mrs. Ristovski’s two water bottle s with her along the way. What makes him even more afraid of dying is walking slowly. The difference between his canisters and Mrs, Ristovski;s water bottles is that The canisters that Kenan has have handles on them but the water bottles that Mrs. Ristovski has does not have handles so it’s harder for Kenan to carry them because without the handles he can’t tie his own canisters with her water bottles. He wants to be able to run as quick as he can when there is danger. Dragan, the last main character in the novel was scared of death too. The external conflict is whenever he tries to cross a intersection on a street that he was on, he always wait until its clear to cross because he is worried that the men on the hills will shoot bullets from anywhere, and may shoot him dead. The internal conflict is when he is not sure whether he can cross the street or not. â€Å"Dragan is one of those who waits behind the protection of a concrete wall for a sign or a feeling that it’s ok to cross. He’s never quite sure what could possibly happen that might make a difference, but sooner or later he always feels that the time to cross has come. † (40). This quotation tells the reader that Dragan can’t make up his mind. He wants to cross the intersection but he doesn’t have the courage to do so. The Cellist of Sarajevo The Cellist of Sarajevo Shirley Shi My prediction for the novel, The Cellist of Sarajevo, is that the novel is going to be out the siege in Sarajevo. It’s also going to be out a survival story for different kinds of characters in the novel. For example, on the inside flap of the novel, it said that a character in the story name Arrow, who is a counter sniper in the novel tries to protect the cellist from danger. The cellist had to stay in front of a bakery store, where a bomb killed twenty two people to play some tunes in memory of them. The disclaimer of the novel tells the reader some information about what the novel is about, but not a lot of information. For example, the Toronto Star said â€Å"In this story of a battered city and its suffering residents, art is just a trinket. Art offers precious albeit fleeting, moments of solace and hope†¦profoundly stirring† This comment helps the reader to understand that the residents are suffering but it did not say how they are suffering. The comment only said why they are suffering and from what they are suffering. The residents are suffering from living in a battered city. The quotations in the novel helps the reader to understand the deeper meaning of a character or it can help the reader to understand the setting or the actions of what the character is doing. The first few chapter of the novel is about the cellist. This first part of the book is the exposition of the novel. The cellist job was to play music in front of a bakery, where a bombed killed twenty two people, who were waiting in line to buy bread. The cellist had to stay in front of that bakery for twenty two days and play his cellist in memory of those who died. This first part of the book helps the reader to understand the cellist a little bit and also helps the reader to wonder how the cellist in the novel is going to survive because the cellist is out in the open, where he is not protected by a barrier or any protection. Arrow, a counter sniper, life had changed when she became a sniper. She doesn’t shoot at civilians, like the men on the hills, but she shoots at soldiers. Before, her life was normal, she was living her life like an average teenager girl, but when the war started; her attitude toward things had changed from been normal to un-normal. One of her internal conflict is within herself. After the world around her had started to change, she started to change herself. She didn’t want to be the girl who is always nice to everyone anymore. â€Å"I’m Arrow, I hate them, the woman you knew hated nobody† One of her external force would be â€Å"To hate people because they hated her first, and then to hate them because of what they’ve done to her, has created a desire to separate the part of her that will fight back, from the part that never wanted to fight in the first place†¦Ã¢â‚¬  (13). This quotation tells the reader that she is having a conflict with the people that affected her to change, which as we know from the quote that the people that affected her was the men on the hills. Another one of her external force is â€Å"For a moment she’s unsure, unable to read their gestures. † This quotation tells the reader that she is having conflicts with the soldiers that are on the street beneath the building that she is in. She is not sure on whether she should shoot at them or not because she is not sure about of what there gestures. Kenan, the second main character in the novel, also had internal and external conflicts during the siege in Sarajevo. His internal conflict would be been a coward. He is scared of death. He is worried about what will his wife and kids would think if they found out that he is dead. â€Å"As the door to the apartment closes behind him he presses his back to it and slides to the ground†¦He doesn’t want to go†. (26). This quotation tells the reader that Kenan is a coward because is not strong enough to face the outside world. If he wasn’t a coward then he would have just closed the door and left already with the six canisters in his hands, but instead he just sits on the outside of his door of his apartment afraid like a frightened dog. One of his external conflicts is not able to go out and get some clean water from the brewery because of the men on the hills. The men are on the hills will shoot civilians from anywhere without them knowing. He doesn’t want his wife and his kids to know that he is dead because he knows that his wife will never recover from it. Instead he just wants the war to be over so he and his family could have their own normal life back. .. That the men on the hills can kill anyone, anywhere, anytime they like†¦Ã¢â‚¬  (25). This quotation tells the reader why Kenan is so afraid to go out and do his task, which is going to the brewery. The brewery is not close to his apartment so he has to walk a long way and he has to carry Mrs. Ristovski’s two water bottle s with her along the way. What makes him even more afraid of dying is walking slowly. The difference between his canisters and Mrs, Ristovski;s water bottles is that The canisters that Kenan has have handles on them but the water bottles that Mrs. Ristovski has does not have handles so it’s harder for Kenan to carry them because without the handles he can’t tie his own canisters with her water bottles. He wants to be able to run as quick as he can when there is danger. Dragan, the last main character in the novel was scared of death too. The external conflict is whenever he tries to cross a intersection on a street that he was on, he always wait until its clear to cross because he is worried that the men on the hills will shoot bullets from anywhere, and may shoot him dead. The internal conflict is when he is not sure whether he can cross the street or not. â€Å"Dragan is one of those who waits behind the protection of a concrete wall for a sign or a feeling that it’s ok to cross. He’s never quite sure what could possibly happen that might make a difference, but sooner or later he always feels that the time to cross has come. † (40). This quotation tells the reader that Dragan can’t make up his mind. He wants to cross the intersection but he doesn’t have the courage to do so.

Multicultural Education versus the Common Culture

Modernized education particularly makes it possible for every individual to develop as a fine individual that he ought to be. As a primary part of the society, each individual is entitled to an education that is made to give him the needed knowledge that he ought to receive for him to have a better outlook on life.   Certainly, education’s main aim is to create a possibility for each individual to develop as a fine member of the human society. The common set-up of education has been originated from the local-based teaching and learning process. The students are taught by their teachers in a classroom with which the students belong to one race and are mostly having the same situation in an economic perspective. However, the common culture in providing education to the younger generation of each civilization already changed with the introduction of the new technologies and the modern system of economy as suggested by the global trade. Through the aims of economists to create a global market of people who are interconnected for the sake of the advancement of global economy, the introduction of modern technological communication devices were also made possible. The creation of network connections through the utilization of Internet has been a primary result of the said globalization movement. On the other face of the situation, it could be observed that another result of the said movement towards economic liberalization is that there are numerous immigrants who opt to transfer places or even countries to be able to cope up with the major changes in the society especially with regards the economic progress. As a result, several classrooms around the world are subjected to assisting students from different cultures, different races that are also having their own individual capabilities as per based form the race that they primarily belong to. Aside form this, the primary subjects that used to be the only topics that are discussed within the four walls of the classroom increased and were added up with particular social issues that mainly concerns the multi-racial classes that they handle. For this reason, this paper shall discuss the ethical issues, the educational problems and the teaching adjustments that are taken by educators in presenting their lessons to their classes. By doing so, the author of this paper then aims to particularly address the issues brought about by modernization towards the common culture that used to be the basis of knowledge enhancement during the past decades of human society. The importance of education in the human society has mainly made it a reason of debate among education enthusiasts and experts who are concerned on which type of education is actually more efficient for the society; common culture education or the multicultural education, which is currently a trend in the field of education. To know both sides of the argument, knowing what the both ids of the debate pertain to, would help much in the clearing of the issue. What is the Common Culture all about? Mostly, traditional educational institutions plainly deal with the outlined lessons that are supposed to be taught to the students. This includes subjects such as Mathematics, Language, Science, Crafts or Home Economics and History. These particular subjects are taught to a group of students who are coming from the same race and are having a common ground. Hence, the focus of the education is more on providing the students with the necessary knowledge that they need to incur for better individual developments rather than focusing on the social involvement of the young learners. It is by the outlined pattern of teaching common education that only the essential factors of life are taught to the students within the classrooms. While on the other hand, the social current events are to be learned by the students on their own way as it is pictured as a common responsibility of humans as major parts of the society. According to those who takes side in this part of the issue, common education helps the students understand the lessons fully since they are asked to focus only on the most essential factors of education that they need to know which are believed to have a great impact upon their lives later on. (Mayor, 1992, 13) Furthermore, the arguments pertain to the fact that teachers who are commissioned to teach only based on common culture education have a greater capability of addressing to their subjects more closely because they are less pressured to see to it that the students are also able to grasp the other subjects that are added up in multicultural education. (Cortes, 1976, 45) The Nature of Multicultural Education Because of the globalization movement that is presently adapted to by different countries around the world, immigration has become a common trend especially among entrepreneurs and other workers who find better lives in living abroad. As a result, education too has taken a new face of development. Because of the said advancements, the situation within classrooms became a mixture of students from different races trying to cope up with the subjects that are taught to them in a different setting as compared to their original locality’s traditional practice of teaching and educating students. To support this particular fact, the following report pertains to the fact that immigration is a great cause of social divisibility: â€Å"Most new immigrants to the United States are coming from Spanish speaking Latin American nations and from Asia rather than from Europe. Between 1981 and 1990, 87% of the legal immigrants to the United States came from non-European nations while 10% came from Europe. Most Asian immigrants came from China, Korea, the Philippines, and India while Mexico and nations in the Caribbean were leading sources of immigrants from the Americas.† (U.S. Bureau of the Census, 1994). True, many students in the United States alone came from different races around the world. Hence, to be able to create a common ground among the students, the inculcation of social studies within the curriculum is then realized to be among the most effective practice of teaching culturally divided students. As a result, Baker’s study on the issue has the following findings: â€Å"Teachers currently find themselves adrift in a seemingly endless sea of school reform literature and policies. Moreover, the often acrimonious, and increasingly politicized public debates about educational issues (phonics versus whole language, immersion versus English as a second language, basic skills versus problem solving)†¦ these practitioners face additional challenges, including poverty, violence, overcrowding, and huge bureaucracies, which drain precious energy from the primary goal of opening students’ minds.† (Baker, 97, Internet) From the findings cited above, it could be noticed that one of the particular results of the said adaptation to multicultural-based learning is the stress that is placed upon the teachers and the students. In addition, the subjects are doubled and thus more works and research are supposed to be completed, especially focusing upon social events that are currently reported. Certainly, these situations within the classrooms makes it hard for the educators and the learners to grasp as much as their minds could with the bundle of responsibilities that are required to them for learning their multi-cultural based subjects. In a more concise discussion, it could be observed that multicultural education simply aims to attend to the needs of the students of the present generation. Since globalization caused immigrants to fly to different countries abroad, attending to their needs as students is also essential for social development. The Ethical Issues Although the created curriculum for international classes are designed to help the students understand humanity as a whole and not as an individual race, it could not be denied that these particular subjects raise the questions of discrimination between the students. Most often than not, its either superiority or inferiority that the students feel towards their own race when they are given the chance to join international classes. Actually, the creation of international learning classes aims to open up the minds of the students to the fact that they are of a great importance to a growing society of a developed human civilization. This is the reason why it is necessary to address ethics within the subjects that are taught in classrooms. This is because of the fact that the lessons may address several issues on the connection of culture towards the particular ethical practices of the society. The educators should carefully address this while assisting their students understands the lessons that they ought to grasp. To be able to avoid being subjected to particular issues of ethics and problems alike, it is suggested that the students are taught about cultural equality starting from their pre-school years. â€Å"Young children can develop stereotypic viewpoints of cultures different from their own when similarities among all individuals are not emphasized. Teachers can help eliminate stereotypes by presenting material and activities that enable children to learn the similarities of all individuals. Circle time is particularly helpful in this respect, as it provides children with a feeling of group identity and introduces them to the variety of cultures represented in the class (Dixon and Fraser, 1986). This suggestion would actually work if the students are made to realize that discrimination is a social sickness that keeps the human civilization form progressing to the best possibilities that they could be, making their differences work for the sake of social development. The Involvement of Technology Technology has a great role in providing students from different countries the education that they need to know through the utilization of the Internet. People from all over the world are able to access education within the convenience that they are satisfied with. A part of this particular educational innovation with the integration of teaching and technology, it has been possible for this particular educational set up to host cultural crossover among students. It is through this particular advancement that students are able to learn about their classmates’ cultural background in a broader view of their importance in the society. It is by this process that the students are given a chance to see others in a more balanced way. Conclusion Education is a provision given to everyone. Not a single person should be denied of this provision whatever race he may come from. People from over the world are making several progresses pertaining to becoming globally connected to each other. The cultural crossover as a result of the globalization movement should then be used for the betterment of the entire human society. Through education and accurate knowledge of others’ worth to the society, the social issues and the ethical questions that are raised because of the differences of the races from each other could be gradually eliminated. Yes, education itself is the key to a more peaceful, progressive society that has particularly burst-out from a multicultural society. BIBLIOGRAPHY Dixon, G.T. & Fraser, S. (1986). â€Å"Teaching Preschoolers in a Multilingual Classroom.† CHILDHOOD EDUCATION, 62, 4, 272-275. U.S. Bureau of the Census (1994). Statistical Abstract of the United States (114th ed.). Washington, D.C.: U.S. Government Printing Office. Cortes, Metcalf and Hawke (1976). Understanding You and Them: Tips for Teaching About Ethnicity. Bolder Colorado: ERIC Clearinghouse for Social Studies Education and Social Science Education Consortium. Gill, D., Mayor, B., & Blair, M. (Eds.) (1992). Racism and Education: Structures and Strategies. London: Sage Publications Ltd. Hanvey, Robert G. (1978). An Attainable Global Perspective. Next Steps in Global Education: A Handbook For Curriculum Development, ed. William Kniep. New York: The American Forum. Internet Sources: Frederick J. Baker. (1999). Multicultural Versus Global Education: Why Not Two Sides of the Same Coin? http://www.csupomona.edu/~jis/1999/baker.pdf. (April 9, 2007).

Media Influence On Nursing Image

?The media and especially Hollywood have been one of the most influential factors on how the public view nursing as a profession. As nurses we need to recognize both the negative and positive images the media have on nursing and try in our day to day interactions with the general public to change these perceptions. Negative stereotypes are everywhere and involve almost everyone no matter what profession or business you are in. A nurse has long been stereotyped as â€Å"helper† and still is in today’s world.Many patients I work with now still feel that, when they are admitted to the hospital the nurse is to do everything for them including catering to their activities of daily living, although they can do it themselves. For example, I assist a patient out of bed to the wash basin to wash their face and brush their teeth and they sit waiting for the nurse to come in and perform these tasks as’ it is their duty’. Here I have to redirect and encourage them to do as much as the can and staff will assist to take of the rest. It is safe to say the media and especially television seem to get a’ kick’ out of portraying nurses negatively.Almost all TV shows I can think of portray nurses in a negative way. Although there may be a positive as seen in ‘Mercy’ where the doctor told the interns, ‘these are the nurses, they should be your be your best friend, they most times know more than you do’ holds so much truth in that statement and should be seen as a positive. The same show over shadows this positive with numerous negative behaviors of the same nurses. I am not a big fan of television but happened to see one episode of’ Nurse Jackie’ that made me very upset. I can just imagine the negative image of the uneducated public watching such a television show.At Halloween the nurse is portrayed as a sex symbol in tight, short and skimpy costumes, when in fact nurses are neatly attired and depict professionalism on and off the job. It is our duty as nurses to practice professionalism at all times so that the public can differentiate the Hollywood portrayed TV nurse as opposed to the professional nurse they will meet in the healthcare system. We can talk to the public at health fairs, church, schools etc. about the nurse’s roles and scope in nursing practice so they will have informed impressions of nurses. Media Influence On Nursing Image The media and especially Hollywood have been one of the most influential factors on how the public view nursing as a profession. As nurses we need to recognize both the negative and positive images the media have on nursing and try in our day to day interactions with the general public to change these perceptions. Negative stereotypes are everywhere and involve almost everyone no matter what profession or business you are in. A nurse has long been stereotyped as â€Å"helper† and still is in today’s world.Many patients I work with now still feel that, when they are admitted to the hospital the nurse is to do everything for them including catering to their activities of daily living, although they can do it themselves. For example, I assist a patient out of bed to the wash basin to wash their face and brush their teeth and they sit waiting for the nurse to come in and perform these tasks as’ it is their duty’. Here I have to redirect and encourage them to d o as much as the can and staff will assist to take of the rest. It is safe to say the media and especially television seem to get a’ kick’ out of portraying nurses negatively.Almost all TV shows I can think of portray nurses in a negative way. Although there may be a positive as seen in ‘Mercy’ where the doctor told the interns, ‘these are the nurses, they should be your be your best friend, they most times know more than you do’ holds so much truth in that statement and should be seen as a positive. The same show over shadows this positive with numerous negative behaviors of the same nurses. I am not a big fan of television but happened to see one episode of’ Nurse Jackie’ that made me very upset. I can just imagine the negative image of the uneducated public watching such a television show.At Halloween the nurse is portrayed as a sex symbol in tight, short and skimpy costumes, when in fact nurses are neatly attired and depict p rofessionalism on and off the job. It is our duty as nurses to practice professionalism at all times so that the public can differentiate the Hollywood portrayed TV nurse as opposed to the professional nurse they will meet in the healthcare system. We can talk to the public at health fairs, church, schools etc. about the nurse’s roles and scope in nursing practice so they will have informed impressions of nurses.

Surrealist Photography Essay Example | Topics and Well Written Essays - 1750 words

Surrealist Photography - Essay Example The essay "Surrealist Photography" analyzes photography and surrealism. Phantasmagorical is characterized by fantastic imagery and incongruous juxtapositions. J.C. Powys defines it as the â€Å"incongruous imagery in surreal art and literature†. Beginning mostly in Europe, with some Americans participating, Surrealism featured a number of rebellious and strange artists. They used disjunctive and bizarre comparisons and contexts to try to break through to a cultural subconscious. In the course of making their art, they wanted to expose the hypocrisy that lay at the heart of what they considered to be a decadent, bourgeois world that only they truly understood. The work of Sigmund Freud and his understanding of the human mind had a great impact on the development of surrealism, but the similarly new field of photography truly opened up the field to new speculation. The ideas of Sigmund Freud, which are now relatively widely known, combined with the spiritual goals of Expressioni sm to give rise to Surrealism and its expression of the inner dream-state of the artist. Freud’s ideas include the subdivisions of the human mind into the subconscious and the conscious. Within this distinction, Freud says the true, natural inner nature of the man can only be found within the much larger and mostly secret labyrinth of the subconscious mind. While this subconscious mind cannot be directly accessed by the conscious mind, hints and suggestions from it can be received through dream imagery. Some processes become conscious easily.

The President Can Only Read One Page (Line from US TV Series The West Essay - 1

The President Can Only Read One Page (Line from US TV Series The West Wing) - Essay Example You’ll remember this was a major issue during the financial crisis as Goldman Sachs was advising clients on investments, while making investments that ran counter to the very equities they were recommending. This is bad for us because it limits our activities and the amount of revenue we can bring in. There are a number of potential arguments you can adopt. One perspective contends that just because Goldman Sachs was morally bankrupt doesn’t mean that the entire industry needs to suffer ("Sec pitches budget," 2012). Another perspective argues that implementing the Volcker Rule will unnecessarily restrict banking and investment in the United States. Additionally, individuals have argued that if this regulation passed it would hurt the banks’ abilities to compete internationally (Patterson, 2012). While these are strong arguments, it may also be more effective by arguing that its passage should be delayed and reconsidered ("Dodd-frank criticism roundup:," 2012). Dodd-frank act - sec. (2012). Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CGsQFjAB&url=http://www.sec.gov/about/laws/wallstreetreform-cpa.pdf&ei=q1NuT-_7Oebj0QGpwoW3Bg&usg=AFQjCNGj12VcoYHuakKquosc4ObHaJE_bw&sig2=lJrCl2Tt00CivlDZYr9gtw Khimm, S. (2012). Banks’ preemptive strike against dodd-frank. Retrieved from

Is the desire to obtain a degree simply another example of objet petit Outline

Is the desire to obtain a degree simply another example of objet petit a - Outline Example This paper seeks to explore whether the desire to obtain a degree is simply another example of objet petit a or not and in doing so the theoretical perspectives of Lacan on desire and fantasy are also analysed. The objet petit a, in fact, operates due to the fascination of the subject towards the object and the internal and external perspectives of the subject also are significant. It is therefore imperative to analyse the fascination of the subject towards attaining a degree in the case of a person who wishes ardently for this object. The effects of objet petit a intensify as this fascination grows. However, one should bear in mind that â€Å"the object petit a, or at least the fascinating effect the object which bears it has upon the subject who is under its thrall, has no â€Å"objective† reality independently of this subject† (Sharpe 2005). Thus, Lacan purports that the subject never losses the object as he/she has never possessed it in reality. On the other hand the objet petit a is the desire for a fundamentally lost object. An individual who fails to accomplish his long cherished dream of obtaining a degree is subject to the fascinating effect of the object. On the oth er hand, it is quite evident that the subject cherishes a very strong desire for this fundamentally lost object (objet petit a) towards attaining the degree. One needs to distinguish between Lacan’s conception of fantasy and objet petit a. The fundamental fantasy of an individual stems from â€Å"small unconscious rebellions of subjects against the losses that they take themselves to have endured when they acceded to socialization† (Sharpe 2005). Thus, every individual tends to fantasise a lost object and for Lacan this lost object is nothing but the objet petit a-the object cause of desire. Here, the subject too experiences ‘small unconscious rebellions’ against his loss of the

Brazos Co-Mark Case Study Example | Topics and Well Written Essays - 750 words

Brazos Co-Mark - Case Study Example in proving to the potential lenders that the CoMark deal has been carefully evaluated and will be able to generate the money needed to offset the loan given. As a result of the tough economic times brought about by the economic recession of 2008, apart from lenders being more careful the corporate bond market is also not as attractive since investors are very careful with their dollars. Sellers on the other hand as in the case of the founders of CoMark are very hesitant as they expect continued recovery and as such would take their time before committing to transactions. As the economy continues to recover however, the investment environment should become favourable going forward and as such the investment in CoMark will yield returns. The fallen oil prices should also mean a friendlier investment environment. So as to guarantee return on the investment in the CoMark deal as well as assure lenders and potential investors of value due diligence must be taken in every aspect. The first area of due diligence is the company’s profile and its industry. CoMark is strategic in the sense that unlike peers in the industry, it is completely integrated with own production and sales forces. As such the company is easy leverage upon. Firstly it can control prices and also effectively management investment with sales persons involved from the production to the final point where the product is sold. CoMark’s marketing strategy of selling to the end users, majority of whom are government agencies, educational institutions and the private sector is differentiated. As such on this end therefore the company is capable of withstanding recession thus will prefer to go ahead with the investment. Second is the management aspect, CoMark is a family owned business which fits well in the strategy of Brazos. It is well managed and has unique business model in the entire industry hence will approve the deal. The other area of due diligence is the company’s cash flow; CoMark strategy

Me experience from the Engineering management Essay

Me experience from the Engineering management - Essay Example Most engineering companies or engineers emphasize more on technical ability as the most important requirement; this is good but, for success in the engineering professional, technical ability should be accompanied by management and leadership skills. An engineer with no ability to influence other people, manage priorities and make good decisions might not realize his full potential; this is because the technical skill does not contribute a lot to team management. Sometimes engineering with technical skill and no management and leadership skills are forced to go for training in leadership skills, presentation skills, communication skills and business skills; therefore, the executive management supports the training. This experience has taught me that to compete in the engineering profession; I should not only sharpen my technical skills but also leadership and management skills. In any profession, one must work together with others to attain the goals set by the organization; therefor e, teamwork is crucial; this means that any one joining engineering profession should be ready to work together with other engineers and technical experts, and this calls for teamwork. Teamwork calls for trust, because lack of trust hinders teamwork, after my second year, I had an experience in Engineering design group with an NGO; this program was meant to empower the urban youth and artisans economically. This project required teamwork; the university students had to team up with the urban artisans to come up with effective machines for the production of briquettes. During this program, acquired skills on communication, coordination with others, sharing of information, listening to other people opinions and understanding others; am willing to keep this experience with me and improve on the skills learnt by experiencing other teams. All teams are not the same because of different team members and tasks; therefore, it will be good for me to engage with many different groups and lear n more on how to be effective in teams. This will help me to have vast knowledge on teamwork, and compete well in the job market as a graduate. There are also university projects, which require student involvements, this projects are done in teams, and I would not waste this chance with good avenues for developing teamwork skills. Students are people we will combine efforts in the same field or even rivals, and working with them will give me a different experience of cooperating with people on the same level and with different views. This will help me to know how people with the same level of education take issue and their contribution and general behavior. This will give me an idea of what I expect from people in the same profession. Sometimes engineers do not realize how much they lose by not having management skills; most engineering firms are headed by people who have done business and management courses, while those with who have done engineering courses are left to head only d epartments in the firm. It is time for engineers to wake and work on their management skills for them to take up those big positions in big engineering firms. I want to be more competitive when applying for a job in engineering firms and other related firms; immediately after graduating with bachelors in engineering, I will enroll for a diploma in management; this is to equip myself with management skills through training. A diploma in management and a degree in engineering will give me a better chance to get management positions in engineering firms; this is when compared to my fellow graduates with only a bachelors degree. Apart from gaining top management positions, engineers always head projects in a firm, one need to be able to organize resources of both time money and human force to attain the goal of

Why you shouldn't drink and drive Essay Example | Topics and Well Written Essays - 500 words

Why you shouldn't drink and drive - Essay Example One reason for not drinking and driving is that it can cause accidents that may in return cause deaths and injuries that may be either permanent or temporary depending on the brutality of the accident. Deaths lead to loss of loved ones that leave gaps in the family. If the deceased person was the breadwinner in the family, the people left behind have problems on providing their needs. In case of a parent loss if the children left behind are young, they will have hardships living without the support of their parents and this may lead to mental imbalance that may lead to health problems to the affected. Injuries can lead to disabilities, which make the affected more dependent on the other members of the family that can increase family expenses. Overbey states this as, â€Å"to reduce drunk driving and the deaths and injuries that it causes† (Overbey, 55), showing the need to avoid drunk driving owing to the consequences to self, family, friends, government, and the society. The second reason why a person should not drink and drive is to avoid penalties imposed on drunk drivers. One will be prosecuted for felony if having prior convictions even if no accidents occurred. In Florida, one can be charged with a felony if an accident is caused and particularly if someone is injured. If the accident results to death, one can be charged with manslaughter or vehicle homicide, which can lead to tears or decades imprisonment. Depending on the state, one can be subject to the following penalties or an offense resulting from drunk driving: a fine up to several thousand dollars, possible jail term, and probation, revocation of the drivers’ license or temporary impounding of the vehicle. All this can be avoided by not drinking and driving. Mendralla and Janet (45) give advice to a person requested to drive while drunk to respond as â€Å"I do not want to risk losing my license† (Mendralla and Janet, 45), showing that drunk

Neanderthal Term Paper Example | Topics and Well Written Essays - 500 words

Neanderthal - Term Paper Example The group of mammals was named Neanderthals under homo sapiens as dubbed as homo sapiens neanderthalensis (Trinkaus, 1978). From the studies conducted on the skeletons, it has been theorized that the Neanderthals lived during the ice age, thus their name. Researchers based their conclusions basically from the general features of the skeletal remains where it was observed that the Neanderthals had short limbs and a deep, wide ribcage which allowed lesser surface area exposed to the atmosphere and making the internal organs embedded deep within the body to make them warm (bbc.co.uk, 2005). Aside from showing their ability to adapt to the extreme cold during the ice age because of their physical features, they also tell about their way of living. For instance, the bone structures show an exaggerated massiveness in the trunk and limbs of the Neanderthal males and females (Trinkaus, 1978). This could be traced to how they got their food, through hunting. Professor John Shea (bbc.co.uk, 2005) concludes from studying the hunting materials of the Neanderthals that the spears they used were not purposely shot fro m afar but were used on a face to face encounter with their prey. Because the tools were not as sharp to have been used in attacking from a distance, the theory is that, the Neanderthals had to wait on the wild animals until they get near before attacking them. This explains the muscle developments of the Neanderthals as shown by the skeletons and also helps to give light to the fractures found in some of the Neanderthal bones. For instance, Shanidar 3 (Trinkaus, 1978) has a scar o the rib which, based from studies, is theorized to be from an injury during a fight with a fellow Neanderthal or an accidental injury. The predecessors of the homo sapiens were found to have a similar brain size to the modern man (bbc.co.uk, 2005; Tattersall

Race and Ethnicity Essay Example for Free

Race and Ethnicity Essay Crash is highly ambiguous in the depiction of multiculturalism in American society. Almost all the ethnicities depicted in Crash question the perception others have their particular group, but at the same time affirm the different stereotypes surrounding their ethnic group. For example, one of the black characters (‘Anthony’) remarks that they should be afraid in a white neighborhood, due to their group’s association with crime. Following this intelligent observation, he and his friend (‘Peter’) proceed to steal a car from a white couple (Rick and Jean Cabot), affirming the stereotype whites have of them. Another example would be the Persian-American father, who is accused by a gun-store owner to be a danger to society, The father denies this fact, but ends up shooting a child. This ambiguous portrayal shows us one of the dilemmas of Multiculturalism in American society. While it strives to acknowledge diversity, it also promotes color consciousness by rejecting color-blind solutions. To quote Gordon and Newfield â€Å"Multiculturalism in the 1980’s sponsored renewed protests against white racism and yet it appeared to replace the emphasis on race and racism with an emphasis on cultural diversity. Multiculturalism rejected racial subordination but seemed sometimes to support itâ€Å". While Gordon and Newfield also attest that â€Å"multiculturalism often avoided race. It designated cultures†, but multiculturalism in Crash inexorably comes down to race and ethnicity. The characters in Crash think in terms of race or ethnicity, not culture. Despite the fact that every major character is culturally ‘American’, race is the definitive factor in determining identity. The upper-class African-American Cameron is accused of not being ‘black’ enough. The Persian-American father is angered that he is mistaken for being an Arab (traditionally considered to be part of the Hamitic race), while both ethnicities can be considered part of Islamic culture. The Asian-American characters and the Cambodian immigrants are first and foremost ‘Asian’ and no attempt is made to distinguish them culturally. This can clearly be seen at the end of the movie; Anthony drops the Cambodians off in Chinatown, an ‘Asian’ neighborhood, inhabited by Chinese-Americans whose culture and language is completely foreign to the Cambodians. Furthermore everyone from South-American is labeled as Latino or Hispanic, despite the fact that Brazilians are culturally and linguistically Portuguese and that Argentina is more ‘white’ than the United States. Detective Ria is called Mexican (the most common Hispanic group in Los Angeles) multiple times in the movie, despite having a shared Puerto Rican and El-Salvadorian background. One must understand that there is a racial divide or a perceived racial divide in American society, not just between the white American majority and minority groups but between different minority groups as well. This is best seen during Crash’s opening scene, where a ‘native’ Asian-American woman (Kim Lee) accuses the ‘native’ Hispanic Ria of being an illegal immigrant in broken English. Another example would be the privileged African-American Cameron. After an attempted carjacking, he is mistaken for one of the carjackers, due to his belligerent attitude and encounters a racial divide that completely nullifies his privileged position. In other words, his upper-class job gave him a degree of ‘whiteness’, which dissipates when he is mistaken for a ‘black’ thug. The racial divide is best described by Ronald Takaki, a Japanese-American and a professor on multicultural American during an encounter with a taxi driver. The taxi driver asked how long he had been in the US; Takaki interpreted his question in terms of race: â€Å"Somehow I did not look ‘American’ to him; my eyes and complexion looked foreign. Suddenly we both became aware of a racial divide between us†. For the taxi driver, an Asian man speaking good English was somehow remarkable and likely made his comment without any racist connotations. For the Japanese-American Takaki, it was a reminder that the notion of ‘Americaness’ was still closely related to race. Another Academic, Schlesinger notes that â€Å"The bonds of cohesion in our society are sufficiently fragile, or so it seems to me, that it makes no sense to strain them by encouraging and exalting cultural and linguistic apartheid. The American identity will never be fixed and final; it will always be in the making†. Despite being an assimilationist, Schlesinger has a valid argument, at least with this quote. ‘American’ is not a fixed identity; it means different things to different minority groups. For the Asian-American woman, speaking broken English raised no questions regarding her Asian-American identity, while the Hispanic Ria was dumbfounded by the fact that the women accused her of being an illegal in broken English. Schlesinger correctly notes how fragile the bonds between the different ethnic groups are. This returns in Crash, where almost every ‘multicultural’ interaction is the result of a crash or conflict. As Gordon and Newfield point out in their essay, multiculturalism might have placed the emphasis on cultural diversity, rather than race or racism, but it has done little to deal with the underlying racial divide that exists in American society. Bibliography â€Å"Argentina Demographics Profile 2010†, Index Mundi, accessed 10-3-2010, http://www. indexmundi. com/argentina/demographics_profile. html Avery Gordon and Christopher Newfield, Mapping Multiculturalism (Minneapolis: University of Minnesota Press, 1996), 3-4 Schlesinger, Arthur M. , The Disuniting of America: Reflections on a Multicultural Society (New York: Norton, 1992) 137-138 Takaki, Ronald, A Different Mirror: A History of Multicultural America (New York: Back Bay Books, 1993) 1-2.

Act I of the Crucible Essay Example for Free

Act I of the Crucible Essay In reading the overture, before any dialogue takes place, we are given a small glimpse into the world of the Salemites. Miller speaks briefly of the town and the surrounding wilderness. The placement of Salem, surrounded by the impenetrable forest already starts building tension. The simple fact that forest is present prevents escape from Salem and therefore the inhabitants of Salem are unable to physically remove themselves from their problems and conflicts within the community. The forest itself is described as: dark and threatening, by Miller. This introduces an almost intangible danger and constant threat to the play. This alone will make the Salemites feel trapped; this pressured feeling being reflected throughout the play. More significant is the way in which the forest is said to be: over their shoulders. This creates a feeling that the inhabitants of Salem are being overshadowed by this great threat. As the play is a battle between light and dark, good and evil, this is particularly meaningful as it shows Salem being overpowered by the darkness. It also adds to the feelings of threat and menace the Salemites feel because it implies an unseen something watching them. When viewed in a historical context the forest serves another purpose. At the time of writing McCarthyism was sweeping America. Although more obvious parallels are drawn later in the play I believe the forest represents the looming threat of being accused a communist sympathiser. The audience would empathise with the Salemites through this shared threat; this link would have been used by Miller to give the entire play more impact. Another way in which Miller creates a feeling of tension is through the language used in both stage directions and in the speech of the characters. Miller uses power words to create an atmosphere of tension throughout the play. On the first page with speech, page six, words such as: frightened, trouble and fury. It is evident from the start that Salem is not the perfect pilgrim village it is meant, and used, to be. The fact that something is wrong in this village, wrong enough to make a minister weep, and react with such violence grabs the attention of the audience instantly. The stage directions are particularly telling of the moods of characters. Page seventeen sees Abigail and Proctor alone for the first time and the tension between them is clearly visible. For example Abigail has stood as though on tiptoe, absorbing his presence, when someone is on tiptoe their entire body goes tense as though anticipating something. This may be a very literal way of showing us tension between Proctor and Abigail. Later, on the same page, Abigail springs into his path. Again the word spring suggests she has been coiled, tense, awaiting his movement and it is this anticipation that Miller uses to great effect when showing us chemistry between two characters. Of all things, perhaps the fear of the unknown is the most potent. Miller uses this from the start and builds tension around the fact that the audience has as little or less information about the preceding events as the characters. As both the audience and characters are apparently in the dark about events surrounding Bettys condition there is again a link draw up between the two, this is used to the same effect as the McCarthyism link. Speech patterns also show the stress of the characters involved. For example, most characters start to shorten their words and speak in a far more rigid fashion than usual when feeling threatened or angry. These monosyllabic phrases litter the play and show the audience the rising conflicts in the community. On page twenty-six this is especially apparent. He had no right to sell it, says Putnam to Proctor. All the words in this sentence are monosyllabic, sharp and to the point. It is these changes that show the audience how the characters are really feeling. Miller uses these phrases to both show tension and to create it between characters throughout the play. Repetition plays an immense part in The Crucible. Specific words such as evil, unnatural and most obviously Devil are repeated to the point where they are appearing almost every page. Only Proctor and Paris seem set against the idea of supernatural tampering and even when the village is faced with a mass of evidence which supports more mundane explanations of events the cries of witchcraft are still as loud. It appears as if the Salemites want to believe Lucifer himself is threatening them. There is probably a lot of truth in that statement. The Salemites had fled England but a few generations ago and had done so to avoid persecution because of their beliefs. Now the Salemites are trapped and alone. It is ironic perhaps that their flight to freedom has in reality increased their isolation. Now they have no one to fight either. They were truly alone; perhaps the manic belief in Lucifers conquest of Salem was a release, an enemy against which they could fight the good fight. Without the unconverted heathens England offered it what was left but fighting the Devil himself or looking to your neighbour for anything that could be seen as an unholy blemish? The Salemites belief in the Devils power in Salem may have been started by the girls but was carried onwards and taken higher by almost all of the inhabitants of Salem, possibly because they wanted to believe in the corruption of their village. This scenario, as presented by Miller in Act I of The Crucible is at the core of all tension throughout the play. Miller makes us see how incredibly dangerous society can be when in the grip of hysteria, the audience of then would have known all too well. Through uses of different devices Miller feeds and augments the underlying tension at key moments until we realise that some dreadful act must take place before the village will realises what it has done. What action could be interpreted as the Devils work in a society gone mad? As we see from Goody Nurses and Proctors hanging, anything.

Hamlet Ophelia Shakespeare

Hamlet Ophelia Shakespeare Hamlet The Bad Shakespeares tragedy of Hamlet is considered to be Shakespeares finest tragedy. Throughout this play Hamlet experiences a variety of emotions however it is the emotions that are portrayed in Act III that define his character. Hamlet is presented in an unfavorable light based on his dealing with Ophelia, his mother and the killing of Polonius. In Act III Hamlets true personality came through and he was portrayed as a heartless person based on his actions with various characters. Hamlets dealing with Ophelia revealed that he was dishonest and was harsh in the way he spoke with her. Ophelia had confronted Hamlet about the letters and gifts that he had given her and he lied saying I never gave you aught (3.4.98). Hamlet later embarrasses her by telling her that he once loved her however he doesnt now. Poor Ophelia is ashamed and says I was the more deceived (3.1.122). Ophelia truly believed that Hamlet had loved her however he is now denying everything, including the letters and gifts that he gave her. Of course the abuse does not stop there. Hamlet tells Ophelia to Get thee to a nunnery (3.1.123) so that she wont breed more sinners and then chastises her for acting like a whore and painting (3.1.143) her face. Hamlet rebukes her saying that God has given you one face and you make yourselves another (3.1.143-144). Ophelia was disheartened that Hamlets noble mind is here oerthrown (3.1.150). Hamlet certainly showed himself to be offensive and harsh and his actions would hurt anyones feelings. Hamlets revenge on women certainly did not stop with Ophelia. The next woman to receive Hamlets wrath is his own mother, Gertrude. Gertrude called Hamlet to her room to try and find out what was wrong with him. However, Hamlet had decided that he was going to be cruel, not unnatural (3.2.370). Hamlet was going to tell his mother what he thought of her and was going to speak daggers to her but use none (3.2.371); he was going to be malicious with his words. Hamlet proceeded to tell Gertrude that because she had married her first husbands brother so quickly the heavens were sick at the act (3.4.52). She had married such a wonderful man and when he died she married Claudius and dropped from such a lofty position. Hamlet told her that she stewed in corruption, honeying and making love (3.4.94). Gertrude was so hurt by this that she begged that he speak No more (3.4.103). Hamlet yelled at her to Confess yourself to heaven. Repent whats past (3.4.151-152). Poor Gertrude could only respond that thou hast cleft my heart in twain (3.4.158); Hamlet had broken her heart. Hamlets tone and actions were so scary and erratic to Gertrude that she asked him if Thou wilt not murder me (3.4.22)? Hamlet is definitely portraying an individual that is heartless and without soul. An individual that has a conscience, self respect or dignity would never resort to terrifying their mother. Hamlets reign of terror ended with him killing Polonius. When Hamlet had scared his mother so much she called out for help and Polonius replied from behind the curtains. Hamlet said How now, a rat (3.4.25) and stabs through the curtain not knowing who was behind it. This would appear to have been an accident however when Hamlet realized that it was Polonius he did not show any remorse. Hamlet was expecting it to be Claudius behind the curtain however when he found out that it was Polonius he said I took thee for thy better (3.4.33; he thought it was someone more important. Hamlet then proceeded to call him a wretched, rash, intruding fool (3.4.32). Hamlet just killed a man and yet shows no grief or remorse over his actions. Instead he simply tells the rat that he got what he deserved. At the end of the scene he drags Polonius out of the room without dignity or care. In conclusion, Hamlet proved to everyone that he is truly a sinful person with no respect for human life or the feelings of others. Hamlet even referred to himself as proud, revengeful, ambitious (3.1.126). Throughout Act III Hamlet lied, berated and killed for his own benefit. These are not the qualities that someone of a positive nature would possess. The dealings that Hamlet had with Ophelia, his mother and the killing of Polonius prove that Hamlet is a negative force to be reckoned with which was clearly determined in Act III.

Racism in Literature Essay -- Racial Relations, Strange Fruit

Racism, a disease of the ignorant, is a horrific part of society, and has reared its ugly head throughout history, and is continuing to do the same today. Racism comes in many shapes and forms, directed towards a variation of cultures. It can end lives and tear communities apart. Often times, there are people who see racism, and are inspired to write about it, with the goal in mind to make a difference and change societies belief. Abel Meeropol and Harper Lee had that goal in common, when writing â€Å"Strange Fruit†, a poem about lynching, and To Kill a Mockingbird, a novel about a persecuting southern to. Both the contrast made and the word choice are effective parts of the poem. Symbolism and satire are also big parts. The theme of racism is also important, which is supported by the title and the author’s tone. To begin, the contrast within the poem, and the word choice were all very meaningful, and helped develop the poem into the amazing piece of literature it is. First, the contrast of hideous events in the beautiful south is quite an eye opener. The author paints a beautiful image of the setting, with â€Å"Pastoral scene of the gallant south†¦ Scent of magnolia sweet and fresh† (5). Then, in the next lines, the reader learns of the horrific events that have occurred, taking the beauty out of the land. â€Å"Black body swinging in the poplar trees. The bulging eyes and twisted mouth†(3). The second meaningful part of the poem is having every word hit home. Abel Meeropol knew how to take words, and use them for a way in which he could shock the reader, and make him or her have an empty guilty feeling in the pit of his or her stomach. Next, numbness has become a feeling that is felt too often, and that option is thrown out the window wi... ...which can be looked at like being racist towards others is a sin. However, unlike in â€Å"Strange Fruit†, the tone in To Kill a Mockingbird is very innocent, due to the point of view of a child. This supports the theme because it shows the reader why racism is wrong, without any bias, or bitterness. Incredible authors can make the reader feel strong emotions through their words, and take on a new perspective on the world, and life itself. Abel Meeropol, author of the poem â€Å"Strange Fruit†, and Harper Lee, author of the novel To Kill a Mockingbird, did a great job of beginning to knock down the mental stone walls people have built overtime, and making them see the wrongness of racism. The authors both used inner-contrast, word choice, symbolism, satire, and the theme of racism, supported by the title and tone, to create incredible, groundbreaking works of literature.

Corporate Diversity Program :: essays research papers fc

CORPORATE DIVERSITY PROGRAM   Ã‚  Ã‚  Ã‚  Ã‚  My company is one of the leading suppliers and distributors of HVAC (Heating, Ventilating, and Air Conditioning). We are a rather large company, with approximately one hundred employees, somewhat diverse, and also quite profitable. Recently, I received a memo stating that a diversity program was to be established. Diversity is certain qualities in other people that are different than your own. It could be age, gender, race, ethnic background, or sexual preference. It even includes income, religion, and education. A diversity program is intended to center on issues surrounding work relationships. It is meant to explore the specialties and uniqueness of diverse individuals.   Ã‚  Ã‚  Ã‚  Ã‚  The workplace needs all types of diversity. It is said to have a positive effect. We need diversity to become more inventive and open to change. The article â€Å"We’d Love To Hire Them, But†¦Ã¢â‚¬  on page 311 of Ore‘s â€Å"The Social Construction of Difference and Inequalityâ€Å" focuses on race and employment. Evidence from studies suggest that expectations on certain groups can strongly influence job placement. The production of a worker is shaped by relationships with co-workers. Potential and existing employees are not only evaluated by race, but also by their class. This seems to occur less often, only because class is more difficult to distinguish. It is not easily observed, but detected to employers by one’s clothing, educational background, speech, skills, and place of residence. Productivity coincides with social relationships. It seems as though behavior, not only job skills, are closely related to effective communication s between employees and employers. It has also been suggested that good relations between workers causes higher productivity and increased morale and corporate loyalty.   Ã‚  Ã‚  Ã‚  Ã‚  Corporation is defined in the dictionary as an organized body, especially a business, that has been granted a state charter recognizing it as a separate legal entity having its own rights, privileges, and liabilities distinct from those of the individuals within the entity. A corporation can acquire assets, enter into contracts, sue or be sued, and pay taxes in its own name. Corporations issue shares of stock to individuals supplying ownership capital and issue bonds to individuals lending money to the business. The corporation is a desirable organization for a business entity for a variety of reasons including the increased capability such an entity has to raise capital. Most large firms, especially those engaged in manufacturing, are organized as corporations. All stocks sold in the primary market and traded in the secondary market are shares of corporate ownership.

Urban Legend of The Boo Hag Essay -- Urban Legends

The Boo Hag Background Urban legends survive through time by having three elements: â€Å"a strong basic story-appeal, a foundation in actual belief, and a meaningful message or ‘moral’† (Brunvand 10). These characteristics are not only inherent in the content of the story, but also in the performance of the story to an audience. Like an actor on stage, storytellers have the responsibility of keeping a story entertaining, yet believable, through their gestures and attitude while telling the story. One particularly interesting legend involving magic and witchcraft, which was performed to me by an old friend from high school, is entitled â€Å"The Boo Hag.† The storyteller was an eighteen-year old male attending the University. Currently a sophomore, he was raised as a Catholic in Maryland. Upon visiting me a couple of weeks ago on a Saturday night, we relaxed over some calzones in my dorm as we began to watch television and listen to music. Flipping through the channels, we came across the Sci-Fi network, sparking a sudden interest in both of us to talk about scary stories. We began to discuss the local urban legends, myths, and horror stories that we knew, and he began to tell a story that he heard from a friend down in South Carolina during his freshman year. It went like this. Story So†¦There was this man named Phil who lived in South Carolina. He was a nice, simple man who worked hard as a farmer. Though he was doing well for himself, he felt lonely. You see, he had been divorced two times already, and he really wanted some companionship in his life. He decided to travel into the town square. It was there that he saw one of the most beautiful women he had ever seen. Desperate to meet someone, he approach... ...rall appeal as an entertaining and engrossing story, and the morals that it conveys, all of which can be related to our society, that it has the potential to remain a folk tale in our culture for many years to come. Works Cited Brunvand, Jan Harold. The Vanishing Hitchhiker: American Urban Legends & Their Meanings. New York: W. W. Norton, 1981. Dominey, Craig. The Boo-Hag: Gullah. The Moonlit Road. 5 April 2008 http://www.themoonlitroad.com/archives/boohag/boohag_cbg002.html. Dominey, Craig. The Boo-Hag Origin. The Moonlit Road. 5 April 2008 http://www.themoonlitroad.com/archives/boohag/boohag_cbg001.html. McKissack, Patricia C and Onawumi Jean Moss. Precious and the Boo Hag. Atheneum/Anne Schwartz Books, 2005. Schlosser, S.E. Boo Hag. American Folklore. 5 April 2008 http://www.americanfolklore.net/folktales/tx7.html.

Hnd Business Environment Essay

According to the my selected organization they used external recruitment in practice to attract candidates, They post a job vacancies on weekend newspaper . What is advertisement? Advertising is a one-way communication whose purpose is to inform potential customers about products and services and how to obtain them For Recruitment – To provide information that will attract a significant pool of qualified candidates and discourage unqualified ones from applying Use of Advertisements in Recruitment Process. Creating awareness of Job Opportunities in the specified field of Interest. Finding Desirable Candidates Keeping an competitive edge over competitors as more advertisements attracts best of the job seekers. Advertisement is the fastest way to spread recruitment hiring information . Selection: Is the process of discovering the qualifications & characteristics of the job applicant in order to establish their likely  suitability for the job position. A good selection requires a methodical approach to the problem of finding the best matched person for the job . Selection Process Preliminary Interview Selection Tests Employment Interview Reference and Background Analysis Physical Examination Job Offer Employment Contract . Use of psychological test in selection Why choose testing Objectivity – good psychological tests are standardised on a large sample and provide normative data across a wide range of demographics and age cohorts. Well selected tests will allow you to demonstrate talents that may otherwise not be evident. Validity – psychometric tests are a more valid method of assessment than interviews, academic achievement & reference checks, and when utilised in combination (for example in an assessment centre) are highly predictive of future job performance. Cost – the cost of selection errors is large for both the employer and the employee. Psychometric tests help to minimise costs while maximizing potential fit between the candidate and the job. Army Alpha and Beta tests (WW1) – developed out of an urgent need to select personnel with specific aptitudes for training in specialist and strategic roles. Today – Psychological tests widely used in selection practices. USES OF TESTS Evaluation of right candidate Proper selection of candidate Identifying the candidates personality Places Where Psychological Testing Is Used Colleges or Educational Institutes Army,Navy etc. Bank Airlines Companies Schools So, now a days in most of the places candidates are evaluated on the basis of the psychological test. Advantages can result in lower turnover due if applicants are selected for traits that are highly correlated with employees who have high longevity within the organization can reveal more information about applicant’s  abilities and interests can identify interpersonal traits that may be needed for certain jobs Disadvantages difficult to measure personality traits that may not be well defined applicant’s training and experience may have greater impact on job performance than applicant’s personality responses by applicant may may be altered by applicant’s desire to respond in a way they feel would result in their selection lack of diversity if all selected applicants have same personality traits cost may be prohibitive for both the test and interpretation of results lack of evidence to support validity of use of personality tests Tips Select traits carefully : An employer that selects applicants with high degree of ‘assertiveness’, ‘independence’, and ‘self-confidence’ may end up excluding females significantly more than males which would result in adverse impact. Select tests carefully: Any tests should have been analyzed for (high) reliability and (low) adverse impact. Not used exclusively: Personality tests should not be the sole instrument used for selecting applicants. Rather, they should be used in conjunction with other procedures as one element of the selection process. Applicants should not be selected on the basis of personality tests alone. . Stages In Selection Process: Stage 1: Screening Of Application Forms . Stage 2: Tests–Intelligence, Aptitude, Technical, Psychometric, Ability, Interest. Stage 3: Selection Interview. Stage 4: Selection Decision . RECRUITMENT PROCESS PRACTICE . RECRUITMENT PROCESS FOR FRESHER WRITTEN /APPTITUDE. GROUP DISCUSSION. PSYCHOMETRIC TEST(CONDITIONAL). TECHNICAL INTERVIEWS(CONDITIONAL). HR INTERVIEWS. RECRUITMENT PROCESS FOR HIGHER POST PSYCHOMETRIC TEST. BUSINESS GAME. HR INTERVIEWS. SELECTION PROCEDURE/STEPS – PRELIMINARY SCREENING – WRITTEN TEST – PSYCHOLOGICAL TEST -INTERVIEW – PHYSICAL TEST – REFERENCE – FINAL SELECTION . . Difficulties in Recruitment process Talent Acquistion. Expensive. Time Constraint. Retention of employees. Managing low attrition rate. Budget. Challenges in Recruitent & Selection: Talent Shortage Attrition Rate Reservations and other Gov. Policies Remoteness of Job Scrutinity of employee’s credentials . – Basic Different. Between Recruitment and Selection: Recruitment searching for and attracting applicants qualified to fill vacant positions Selection- Analyzing the qualifications of applicants and deciding upon those who show the most potential Take part in the selection process †¦.. How do you come to know about no. of candidates to be recruited? ïÆ'   First do check about current workforce which is on bench and having the required skill then we decide about no. of candidate to be recruited. What’s the first process of recruitment? ïÆ'   If the recruitment is on small level and the skillset is easily available then we scan our database for candidates but if the recruitment is very large and skillset is presice (or scarcity of skillset ) then we give the advertise in news papers. †¦.. What is the next step you follow ? ïÆ'   We shortlisted the resume on  the basis of skill and experience and availability of skill set in market, then we invite them for further process like Aptitude Test ,Group Discussion, Interview. †¦. What kind of professionals can find job opportunities with the company? ïÆ'   We have a rigorous recruitment process to ensure that we hire the best talent in the industry. All our HR processes are competency based. Educational qualifications are function dependent. In addition to a good education, we look for candidates with high potential, integrity and the ability to lead the organisation in future. Our main focus is on `internal growth’ and hence we look for candidates who are steady, interested in building a career with Wipro and who bring a new perspective to the organisation. †¦ What kind of retention policies do you implement to fight attrition? ïÆ'   Our values and culture, freedom and autonomy, exciting challenges and opportunities for career advancement are our key retention tools. We work in a highly charged environment with talented and successful people that motivate one and all. We believe that apart from salaries, employees seek fast growth, exciting work environment and opportunity to make a difference through entrepreneurial ventures, amongst other things. Each employee has a career growth plan in place. Based on the career plan we give each of them opportunity to work in various functions to get a wide and varied exposure. We also have a compensation design, which aggressively differentiates between performers and non-performers. We also purge ETHICS OF RECRUITING AND SELECTION Executives are often surprised to discover how many ethical dimensions exist in recruiting, probably because selection is typically viewed as a practical, rather than philosophical, decision-support system. Our experience has demonstrated that personal and corporate ethics influence not only who is selected, but how jobs are defined and who becomes a candidate. In the pages that follow, we will explore the implications of those (often subtle) ethical issues that impact every employment decision. We will  highlight our belief that there is a moral imperative attached to the recruitment and selection process which can be stated as arriving at a decision which — within the constraints of time, economics and the law — places the future of the candidate and that of the employer in the least possible jeopardy. It is epitomized by choosing a candidate who will be challenged while succeeding and who contributes to the organization’s goal attainment by adding uniquely to its fabric of talents. Making an ethical personnel selection involves gathering and carefully analyzing all relevant data so that the decision is wisely drawn, balancing the short and long-term benefits — as well as the liabilities — which could accrue to the organization and the individual. To achieve such an optimal result requires thoughtful vigilance throughout the planning, sourcing, interviewing and referencing process. www.integrepartners.com (o) 312-819-5900, (f) 312-819-5924 1 The legislations of Recruitment and Selection The contents of this section include: Data protection and freedom of information legislation Equality legislation Types of discrimination – direct and indirect ‘Lawful’ discrimination Liability What you can and can’t ask candidates Equality and Diversity policy Individual merit principle Good practice guide for interviewing (personal questions) Data protection and freedom of information legislation Data protection and freedom of information legislation are important considerations during the recruitment and selection process. Generally, personal data is only to be obtained for specified and lawful purposes (such as obtaining information for selection purposes) and relevant to employment. All information is to be confidentially maintained (e.g. Appointing Committee members must not discuss with anyone other than HR and other Committee members any candidate details). Appointing Committee members should be aware that all documentation (hard copies and electronic copies) about a candidate is potentially disclosable at their request (i.e. application to the University’s Data Protection and Freedom of Information Office). This includes: shortlisting notes interview notes notes on tests references It is, however, important that notes have sufficient detail so that decisions are fully transparent. This is both in the interests of candidates (who are increasingly seeking feedback on why they were rejected) and of the Appointment Committee members in the event there is a complaint. It is difficult, if not impossible, to recall specific details of a specific candidate months later in the event that accusations of unfair treatment are made. Equality legislation There are a number of pieces of legislation impacting the recruitment and selection process. They include: Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 / Amendment Act 2000 Parental Leave Regulations 1999 The Disability Discrimination Act 1996, 2005, 2006 EU Directive 1000/78/EC on Equal Treatment in Employment Equality Act 2006 Work and Families Act 2006 Collectively these Acts prohibit discrimination in employment (including the recruitment and selection process) on any of the following grounds: gender marital status family status disability colour race nationality, national or ethnic origin religion or beliefs sexual orientation age Types of discrimination – direct and indirect Direct Discrimination Direct discrimination is where an individual is treated less favourably than another because of sex, marital status, colour, nation origin, disability etc. An example would be rejecting all women candidates for positions traditionally held by men (e.g. security), or advertising for ‘young researchers’ (rather than ‘early career researchers’). Indirect Discrimination Indirect discrimination is where everyone is treated the same but there are requirements that disproportionately impact members of a group protected from discrimination (e.g. women, members of a particular religion or race). An example would be height or weight or strength requirements that discriminate against women but cannot be demonstrated to be related to the ability to competently perform the job in question. Indirect discrimination is the most common form of discrimination though often inadvertent and unintentional. However, the legality of the recruitment and selection process does not rest on good intentions and cannot be used as a defence to a complaint.

Tolorating Teen Pregnancy

Priscilla Dunlap Mrs. Rodriguez Writing 122 / Per. 4 10 May 2010 To Tolerate or Not To Tolerate Teen pregnancy costs the United States over $7 billion annually according to the National Campaign of Prevention. Although this number is astronomically high, the money donated is in fact put to good use. Students (7-12 grades) cannot comprehend the amount of responsibility, anxiety, and stress a teenage parent undergoes. As high school students do not have to face these factors they are inconsiderate to the amount of work a teen parent actually takes on. Nearly half (46%) of all 15–19-year-olds in the United States have had sex at least once according to MSNBC News. Every one of these teens partaking in sexual activity has the possibility of impregnating or becoming impregnated. Although, this same 46% of sexually active teens are probably against teen parents having financial aid from our government. Why? If they were in the same position their view may change. We as young adults should be more tolerant of teen parent’s financial needs and be more considerate to the struggles they are undergoing. One in three teen girls in the United States is estimated to get pregnant at least once before age 20, according to About. com. While this is better than a decade ago, when the number was four in ten girls, it is still too high. Pregnancy has very important consequences for teen girls and teen boys, and their children. Having a baby as a teen makes it much harder for a boy or girl to reach their goals, such as finishing high school, going on to college, getting a good job, or getting married when they grow up, and poses additional challenges to the child as well. In a baby's first year alone, a parent can easily spend an average of $9,000-$11,000 annually according to surebaby. com. This money is for necessities, it is not optional. A teen parent has no realistic way of obtaining this money without support of some kind. What if the family of the teen decides to not or cannot help? The teen is left with no choice but to seek help from our government. It would be un-American to turn them away and make them live on the streets. So in what ways does our government help? Our government and local community have developed numerous support programs such as; Women, Infant, and Child (WIC); offered at most local health departments. They offer a monthly supply of peanut butter, bread, milk, cereal, cheese, and formula just to name a few. Medicaid: which provides socialized medicine care, and it is to help those who cannot afford insurance on their own. Depending on income and whether it increases or decreases, a child is qualified until he/she is eighteen years old. Pediatrician: Every baby needs a doctor. Another form of assistance that is provided to teen parents that is the most beneficial and is absolutely necessary is housing. Maternity group homes house unfortunate teen parents that have no were else to go. We as a nation cannot, and will not have a pregnant girl be living on the streets. Maternity Group homes provide housing and other support services for pregnant or parenting teenagers. They include house rules, supervision, limit of stay, and other standards witch help them stay structured. They are funded by local, state, and national networks. Almost all maternity group homes are operated and managed by community-based organizations. Some may have religious affiliations, while others are secular. The cost of operating maternity group homes varies depending on location, staffing, services provided, number of families served, and other factors. Among homes surveyed by SPAN in 2001, the annual cost per family ranged from $5,000 to $85,000, with a mean of about $36,000. Yet, when it comes to providing a home to a homeless teen and their child, the cost is priceless. The next controversial issue that arises is educational aid from the government for teen moms. We will provide education to convicts in hopes that they become a positive influence on society but we discourage education being provided to teen parents? Some students see it as unfair that teen parents do get benefits such as President Obama’s new grant that pays for a teen parent’s education. But those individuals are simply selfish. Why wouldn’t we want to make education available to struggling teen parents? It costs a teen parent the same amount of money as college tuition to simply raise a child. Thus being they are obviously paying the same amount as the average student, just in a different way. If we educate those young individuals we are providing them with the opportunity to provide their child with a better life and a lesser chance of their child following the same paths their parent did. This in turn will benefit our society as a whole. It simply does not make since to rob an individual who is willing to work hard the chance of a better life, especially when they are raising the upcoming generation of America. Each year in the U. S. almost one million teenagers become pregnant at huge costs to themselves, their children, and society. While the facts are clear, the issues of teenage pregnancy are complicated by our conflicting attitudes and behaviors. We as young Americans must put ourselves in someone else’s shoes for a day and consider their struggles. Teen pregnancy should never be promoted, yet the way to fix is not to shun. We should simply be more opened minded. Work Cited 1. â€Å"Baby Care†. Sure Baby. 16 April, 2010 . 2. Couric, Katie. â€Å"The 411: Teens and Sex†. MSNBC News. 15 April, 2010 . 3. Hoffman, Saul. â€Å"Cost of Teen Childbearing â€Å". The National Campaign against teen pregnancy. 16 April, 2010 . 4. Hulsey, Lara. â€Å"What Are Maternity Group Homes? â€Å". MatheMatica Policy Research. 16 april, 2010 . 5. Lowen, Linda. â€Å"Teen Pregnancy Statistics in the US†. About: Women’s Issues. 16 April, 2010 .

Business in context

What responses do you have to the reading or video e. G. Fresh understandings, opinions, Insights or questions? What connections does the related additional reading or video have with the required reading or video? How does It reinforce or critique the ideas In the required reading/evolved? This reading presents us the approach of utilitarianism, real life cases that related to utilitarianism, three common mistakes that people usually make when they applying Utilitarianism and the difficulties of measuring utility.Case 1 When Ford motor company was having dilemma of modifying pinto's gas tank or keep the original design, they chose to use utilitarian approach to calculate the utility of tooth options and the result Is cost over benefit, so they chose to risk their customers' lives rather than correcting their poorly designed cars. Case 2 Lawrence summers The director of the white house wrote a memo that proposed shipping wastes form rich countries to poor countries is a beneficial ac tion to world's welfare and he make 4 arguments and I think the first 3 are supported by utilitarianism. Understandings: utilitarianism support that the right action is one that produces the most utility and minimizing the negatives, and the utility that reduced by the action Is not only for the person performing the action but also for all person involved in the action. Question: In the end of the reading it clearly states that health and life is beyond measuring, but Ford company and Lawrence they are putting a price on each person. Is not it would considering as an UN-ethical action? If it is not then I think we are nothing but slaves In this world.In my opinion the additional video is not quit related to the required reading. Peter singer's ethics says that every Individual has their own interests and It Is perfectly normal that we want to spend our money on expensive reduces under our own desires, but it will be considering as ethical action if a person spend money on contribut ing the would instead of buying luxuries. And he also states that the purpose of life is making the world a better place by one's actions and presence. Lecture 2 Required Reading Reference: Shaw, W. Barry, B. & Sandburs, G. (2009). Moral issues In business (1st Asia-Pacific De. ). Melbourne, Australia: Coinage (Kantian ethics). Up 71-78 Lecture 2 Dilation Reading Reference: California Newsreel. (2008, December 2). Health for Sale . Retrieved from: http:// www. Youth. Com/watch? V=Jukeboxes Record a brief description of what the required reading was about. What responses do you have to the reading or video e. G. Fresh understandings, opinions, insights or questions?What connections does the related additional reading or video have with the required reading or video? How does It reinforce or critique the Ideas In the required reading/evolved? Kantian ethics consequences are, and the performer must motive by good wills. An action might looks like an ethical action but if it was motive by self-interests or there concerns then this action will be considering as lack of moral worth (recording to the shop assistant case) Formulate an universal law that applies on all our actions is what Kant wanted.And this categorical imperative rule is the measurement of ethic or UN-ethic. Understanding: After reading this article I realized that everything we do has a propose, if the foundation of the propose is good will then it is ethical, but if the propose is not based on good will then it is not ethical. Question: What if an action is following one's good will but in the same time it might break the universal law? This video is about UN-ethical behaviors of the world pharmaceutical market. 5% of drags were used on 11% of the people who need them and can afford them, But only 15% of drags were used on 89% of people who need them but do not have the money to buy them. And some drags are no longer producing because the people who need them could not afford them, the poor people are not the target of pharmaceutical market. This kind of behaviors is UN-ethical because drags were meant to help people not only focus on making profit, companies ignored the poor is not an action of good will recording to Kantian theory.

LV & UV GCSE French Oral Examination Essay

There are four broad areas of questions for the general conversation section of the oral examination. These are listed below: 1. Lifestyle 2. Leisure 3. Home and environment 4. Work and education Amusez-vous bien et bon courage! Lifestyle Health 1. Qu’est-ce que tu aimes manger et boire? (State what you like to eat & drink & why, mention things you don’t like to eat & drink & why, what did you eat & drink yesterday, what is your favourite food/drink & why, is it healthy.) 2. Qu’est-ce que tu fais pour rester en forme? (Mention things you do to stay fit – what you eat & drink & how regularly, what sport/exercise you do, what you could do more of.) 3. Qu’est-ce qui n’est pas trà ¨s bon pour la santà ©? (Mention things which are not so healthy – e.g. smoking, alcohol, drugs, no exercise, do you do any of these things, how often, how could you be healthier.) 4. Qui fait la cuisine chez toi? Tu aimes bien cuisiner ? Tu le fais souvent? (State who normally does the cooking in your house, is the food good/healthy, how often do you cook, what can you cook, what did you make the last time you cooked, how was it?) Relationships and Choices 1. Quel à ¢ge as-tu? Quelle est la date de ton anniversaire? (State age, when your birthday is, how you celebrated your last birthday, what presents you received, what you would like to do for your next birthday.) 2. Quel genre de personne es-tu? (Describe what you look like, what your personality is like, what you like and don’t like doing and why.) 3. Dis-moi quelque chose au sujet de ta famille. (Talk about your brothers, sisters, parents – physical appearance, personality, what you like and don’t like doing with them and why, how well you get on with them all and why, what you did last weekend with them.) 4. Est-ce que tu as des animaux domestiques? (Discuss what your pet is, its name, age, how well you get on with it, whether you would like another or a new pet, who looks after/feeds the pet. If you don’t have any pet, say why and whether you would like a pet and why) 5. Dà ©cris ta meilleure amie. (Describe your best friend – physical appearance, personality, why she is your best friend, how long you have known her, what you did with her last week, how it was, what you plan to do with her next week.) 6. Dà ©cris l’homme de tes rà ªves ! (Describe what your dream partner would be like – physical appearance, personality, why he would be your dream partner, what is important for you in a dream partner and why.) 7. Est-ce que tu voudrais te marier et avoir des enfants à   l’avenir? (State whether you would like to get married and have children in the future and why or why not. Why is marriage important to you, what type of mother and wife would you like to be.) 8. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 9. Tes parents sont-ils sà ©và ¨res? Pourquoi (pas)? (A continuation of discussing how you get on with your parents – state what you have to do at home, what you are allowed and not allowed to do, whether you think this is fair or not, how would you like to improve your relationship with your parents.) Leisure Free time and the Media 1. Qu’est-ce que tu aimes faire pendant ton temps libre? (Mention three things you like doing in your spare time – e.g. shopping, music, sport, cinema etc, state how often you do this and with whom, say why you like these activities, say what you like to do in good/bad weather, in summer/winter.) 2. Qu’est-ce que tu n’aimes pas faire pendant ton temps libre? (State three things you don’t like doing in your spare time and why, mention something you did last week which you did not enjoy and why.) 3. Est-ce que tu aimerais essayer un nouveau passe-temps ? Pourquoi ? (Mention a new hobby you would like to try out and why, mention also one you wouldn’t want to try out and why.) 4. Tu regardes souvent la tà ©là ©? Quelle est ton à ©mission prà ©fà ©rà ©e ? (State how often you watch TV – in the week and at the weekend, with whom you watch TV, what you saw on TV yesterday, what your favourite programme is, why, describe what type of programme it is and what usually happens, state what you don’t like on TV and why.) 5. Tu vas souvent au cinà ©ma? Parle-moi du dernier film que tu as vu. (State how often and with whom you go to the cinema, what are your favourite types of film and why, describe a film which you went to see recently, what happened, who the actors were, why you liked or disliked it, to whom you would recommend this film.) 6. Aimes-tu lire? Quel type de livres aimes-tu lire? Quel est ton livre prà ©fà ©rà ©? Pourquoi ? (State how often you like to read and which types of book, talk about your favourite book – title, author, what happens, why you like it, what you would like to read in the future and why.) 7. Qu’est-ce que tu as fait le weekend dernier pendant ton temps libre? (Talk about two activities you did last weekend – what, where, with whom, how much it cost, what the weather was like, whether you enjoyed it or not.) 8. Qu’est-ce que tu vas faire le weekend prochain? (Talk about a couple of things you will do next weekend – what, with whom, where, whether you’re looking forward to it & why.) 9. Comment sont les magasins prà ¨s de chez toi? (Describe what the shopping options in your area are like, how far do you live from the shops, how you travel there, favourite types of shops and why, what you bought the last time you went shopping, is it better to travel to London for shopping, why.) 10. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 11. Est-ce que tu utilises beaucoup internet ? (Talk about how often you use the internet and what for, e.g. for homework, to write to friends and family, to listen to music and watch programmes) 12. Est-ce que tu as un tà ©là ©phone portable ? (Explain if you have a mobile phone and how often you use it. You could also talk about whether you pay for the bill or whether your parents do. Is it fair ?) 13. Est-ce que les nouvelles technologies peuvent à ªtre dangereuses ? (Talk about the possible dangers of the new techonologies, particularly the internet, but also of their benefits, e.g. the advantages of having a mobile phone) Holidays 1. Qu’est-ce que tu as fait pendant les dernià ¨res grandes vacances? (State where and with whom you went, how you travelled, where you stayed, what the accommodation was like, what you did during the day, what you ate and drank, whether you liked it, what the weather was like, mention one thing you didn’t like and why, what the people were like, whether you want to return next year.) 2. Que fais-tu normalement pendant les vacances de Noà «l? (State what you normally do in the Christmas holidays, where you go, or whether you stay at home, whom you visit, what you do, what you eat and drink, which presents you received last year, what the weather is normally like, what you would like to do in the next winter holidays.) 3. Oà ¹ iras-tu pendant les prochaines vacances? (State where you will go and why, with whom, where you will stay, what you will eat and drink, what the weather will be like, what you hope to do in the day and in the evening, how long you will stay, whether you are looking forward to it.) 4. Es-tu dà ©jà   allà ©e en France? (State whether you have been to France – e.g. Vallà ©e de la Loire, say if you liked it and why, say where you went, what you did, what the weather was like, what the food and drink were like, whether you would like to return, what the people were like, say what the main differences between France and England are for you.) 5. Que peuvent faire les touristes dans ta rà ©gion? (State whether your area is good for tourists or not, list three things tourists can do, what the transport is like, what the accommodation is like, what the weather is like in the summer, what one can do in the evening, whether there are any good restaurants in the area, which sights you’ve visited in the area, whether you would recommend the area to tourists.) 6. Est-ce que tu prà ©fà ¨res partir en vacances en famille ou avec des amis? Pourquoi ? (Explain why you prefer going on holiday with your parents or friends. Talk about the advantages and disadvantages of both options. Explain whether there are any drawbacks when going on holiday with friends. Talk about a previous experience.) Home and Environment Home and Local Area 1. Oà ¹ habites-tu? Oà ¹ se trouve cette ville/ce village? (State where you live and where it is situated, say what type of town/village it is, say why you like or dislike living there, say what is nearby, what is good for tourists, what the weather is like in summer and winter.) 2. Dà ©cris-moi ta maison. (Describe what type of house you live in and where in the town/village it is situated, how long you have lived there, list some of the rooms upstairs & downstairs, say if you have a favourite room and why, describe the furniture in your bedroom and whether you like it, describe the garden and what you like to do there. Say where you used to live when you were younger and which one you prefer) 3. Oà ¹ aimerais-tu habiter plus tard? Pourquoi ? (State where you would most like to live and why, what there is to do there, what the weather is like, whether you prefer living in a town or in the country and why, what is there to do there at night, say why you would or wouldn’t want to live abroad.) 4. Tu vas souvent dans le centre de Londres? (Say how far you live from London, how often you go there, what there is to do there, how you travel there, what you did the last time you went to London, say one thing you dislike about London and why.) 5. Qu’est-ce que tu fais d’habitude pour Noà «l/Pà ¢ques à   la maison? (State what you normally do at Easter/Christmas at home, who visits, what you eat & drink, what you did last Easter/Christmas, presents, what would you like to do at Easter/Christmas next year?) Environment 1. Quels sont les problà ¨mes d’environnement dans ta rà ©gion et dans le monde? (List some of the environmental problems in your area and state why the environment is important to you, mention some of the environmental improvements in your area and around the world.) 2. Que peut-on faire pour protà ©ger l’environnement? Que faites-vous dans ta famille pour protà ©ger l’environnement ? (Mention several ways in which one can help the environment, state what you personally and your family do to help the environment, mention one thing you did last week to help, suggest a way in which your area could be more environmentally-friendly. Explain what would happen if we didn’t do something soon.) Work and Education School and Future Plans 1. Parle-moi de ton à ©cole. (Describe your school in every aspect – name, location, number of pupils, staff, private girls’ school, times of the school day, activities at lunchtime, what the school food is like, sports’ facilities, what you like & dislike about your school.) 2. Qu’est-ce que tu à ©tudies comme matià ¨res? (Mention some of the subjects you’re learning, say why you like & dislike some, say if you have a favourite lesson & why, are there other subjects you would like to learn?) 3. Parle-moi de ton uniforme scolaire. (State what your school uniform is, do you like it, would you prefer to have no school uniform, is uniform sometimes good?) 4. Qu’est-ce que tu as l’intention d’à ©tudier l’annà ©e prochaine pour le bac? (State which subjects you would like to learn next year and why, will you stay at this school or move somewhere else, state which subjects you would not like to learn next year & why.) 5. Est-ce que tu trouves l’à ©cole stressante? (Talk about what makes life at school stressful. You could mention the amount of homework that you receive everyday, the number of tests that you have and how difficult the exams are. You could talk about how easy life used to be like in primary school) 6. Comment pourrait-on amà ©liorer ton à ©cole? (Make a couple of suggestions as to how your school could be improved – e.g. having boys, no school uniform, better food/facilities etc.) 7. Est-ce que tu veux faire des à ©tudes à   l’università ©? (State whether you would like to go to university, where, to study what, why, or why you don’t know yet.) Current and Future jobs 1. Est-ce que tu as un petit boulot? Est-ce que tu voudrais en avoir un? (State whether you have a part-time job, what you do, where you work, how much you earn, do you like it, why, what you spend you money on, or say whether you would like a part-time job, doing what, earning how much, how you go about looking for work) 2. Qu’est-ce que tu voudrais faire comme mà ©tier plus tard? Pourquoi? (State what you would like to do career-wise, type of job, how much money you would like to earn, would you like to live/work abroad, why this is a good choice for you, what is your dream job & why.) 3. Quels sont les avantages et les inconvà ©nients des diffà ©rents metiers? (Talk about 2 or 3 different professions that you may find interesting and discuss their advantages and drawbacks)