Mon Masque A Moi French Essay

Mon Masque A Moi French Essay Le cours dà ©ducation artistique dà ©signe un ensemble complexe denseignements et dactività ©s se prolongeant pendant et en dehors les horaires scolaires. Ces actività ©s ont leur place à   là ©cole sans pour autant à ªtre toutes intà ©grà ©es dans les programmes denseignement. Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Cet apprentissage permet daccà ©der à   la culture dans le but de faire dà ©couvrir et construire pour apprendre à   voir, et à   analyser les productions dart. Tout au long de cette session, nous avons dà ©pouillà © le programme-cadre dà ©ducation artistique (1re à   la 8e annà ©e), du curriculum de lOntario. Ceci nous amà ¨ne à   la prà ©sentation dun scà ©nario dapprentissage de la dite discipline avec une intà ©gration des à ©tudes sociales et du franà §ais afin de rendre notre travail plus vivant et motivant pour les à ©là ¨ves de 4e annà ©e. Les à ©là ¨ves à   ce niveau dà ©ducation ont dà ©jà   bien explorà © le domaine des arts plastiques spà ©cialement la technique du modelage. Les manipulations vont cependant à ªtre moins difficiles et pas à ©tranges. Il faut aussi dire quils sont bien capables de faire des recherches grà ¢ce à   loutil informatique. Mon masque à   moi est un projet qui invite là ©là ¨ve à   à ªtre à   la fois spectateur et auteur. Ce projet offre de multiples possibilità ©s dexplorations ludiques. Il convient de prà ©voir des actività ©s dexploitation, de recherche et de production autour de la culture. Selon le curriculum des à ©tudes sociales ‘lidentità © culturelle de là ©là ¨ve est faà §onnà ©e par divers à ©là ©ments familiaux, sociaux et ethnoculturels (2004:18). De par la mixture dans les à ©coles, les à ©là ¨ves sont appelà ©s ‘†¦Ãƒ   se forger une identità © empreinte douverture à   la diversità © (2008:19), mais ceci ne serait possible que si ils prennent connaissance des origines de la culture des autres. Pourquoi le masque africain? Dans toute socià ©tà © humaine, le masque na jamais à ©tà © ignorà © dà ¨s que lon fait rà ©fà ©rence à   la culture. Que ce soit lors des reprà ©sentations traditionnelles ou des festivals, le masque a sa place et joue un rà ´le bien important. Le berceau des civilisations ou encore lAfrique, est le continent qui est trà ¨s cà ©là ¨bre pour son culture en gà ©nà ©ral et son art en particulier. Le masque est un objet trà ¨s artistique à   cause de son caractà ¨re dà ©doublà © et la diversità © de ses formes et styles. Ce scà ©nario dapprentissage,  «Mon masque à   moi » traite de lart dans la culture africaine. À la fin de ce scà ©nario, les à ©là ¨ves seront parfaitement en mesure de rà ©aliser une un masque africain tout en comprenant son origine. Ce scà ©nario est stimulant pour les à ©là ¨ves, car ils doivent constamment utiliser leur capacità © de raisonnement et ils dà ©couvrent une nouvelle dimension chez les personnes quils croyaient bien connaà ®tre (leurs pairs, les membres de la communautà ©, le personnel de là ©cole). À mesure que se dà ©ploie le scà ©nario, les à ©là ¨ves sont appelà ©s à   vivre de nombreuses expà ©riences dà ©quipes, allant de lhistoire du masque africain et sa symbolisation, à   la production de leur propre masque. Chemin faisant, ils consulteront les sites internet proposà ©s ou de leur choix en rapport avec la culture du masque africain. Cette leà §on sera proposà ©e aux à ©là ¨ves pendant le mois de fà ©vrier qui n est autre que le mois de la cà ©là ©bration de lhistoire des noirs. La salle de classe ayant revà ªtu les affiches officielles du mois des noirs, il est important que les à ©là ¨ves comprennent certaines facettes de lhistoire africaine. Ce scà ©nario est conà §u pour une utilisation immà ©diate pendant le mois de fà ©vrier. Il sy trouve en annexe une sà ©rie de documents utiles, qui faciliteront la tà ¢che aux enseignants: fiches pour les à ©là ¨ves, grilles dobservation, lettre aux parents, pictogrammes, à ©valuations formatives. Les adaptations nà ©cessaires pour les à ©là ¨ves en difficultà © et plusieurs actività ©s denrichissement permettent de qualifier ce scà ©nario denseignement diffà ©rencià © I. Tà ¢che globale I-1 Tableau de compà ©tences visà ©es Classe cible: 4à ¨me annà ©e du primaire Titre du projet: Mon masque à   moi Durà ©e du projet: 150 min Disciplines Éducation artistique Franà §ais Études sociales Domaines Arts visuels Écriture Communication orale Canada et le monde Compà ©tences visà ©es -Analyse critique et apprà ©ciation des productions artistiques -Application du processus de crà ©ation artistique Habiletà ©s de la pensà ©e Utilisation des habilità ©s de traitement de linformation Communication Expression et organisation des idà ©es et de linformation Connaissance et comprà ©hension Connaissance des à ©là ©ments à   là ©tude. Habiletà ©s de la pensà ©e Utilisation des habiletà ©s de planification. Communication Communication des idà ©es et de linformation, de faà §on orale, à ©crite et visuelle, à   des fins prà ©cises et pour des auditoires spà ©cifiques. Utilisation des conventions et de la terminologie à   là ©tude. Attentes Exprimer ses sentiments, ses idà ©es et son apprà ©ciation à   là ©gard de diverses productions artistiques, les siennes, celles de ses camarades et celles dartistes, en se servant de termes simples mais justes Produire une varià ©tà © dÅ“uvres à   deux et trois dimensions en appliquant les techniques apprises et en suivant sommairement les à ©tapes du processus artistique. -Planifier ses projets dà ©criture en utilisant des stratà ©gies et des outils de prà © à ©criture. -Produire des messages varià ©s, avec ou sans à ©change, en fonction de la situation de communication. Populations -Expliquer et comprendre les composantes de la culture et le fonctionnement des groupes Contenus dapprentissage Choisir une Å“uvre et justifier sa prà ©fà ©rence en se rà ©fà ©rant aux à ©là ©ments clà ©s, à   son và ©cu et à   ses intà ©rà ªts personnels (expliquer sa prà ©fà ©rence pour un masque) Expliquer les idà ©es et les à ©motions à ©voquà ©es dans diverses productions artistiques. Utiliser, seul ou en groupe, diffà ©rentes stratà ©gies de prà © à ©criture pour produire des textes Produire divers actes langagiers. Prendre la parole spontanà ©ment dans un contexte formel ou informel : de travaux dà ©quipe, aux à ©tapes de la planification, de la gestion, de la rà ©alisation et de lobjectivation Groupe- identità ©- communautà ©-reprà ©sentation Rà ©pertorier des articles en lien avec lactività © Dà ©montrer des attitudes positives à   là ©gard de ses obligations et nommer les contraintes qui simposent à   lactività ©. Expliquer comment un masque peut reprà ©senter un groupe de personnes Utiliser le vocabulaire approprià © au sujet à   là ©tude. I-2 Approches denseignement et stratà ©gies dapprentissage Afin de permettre la rà ©ussite chez le plus grand nombre dà ©là ¨ves possible, lenseignant devra prendre en considà ©ration les diffà ©rents styles dapprentissage des à ©là ¨ves et modifier son style denseignement en consà ©quence. Pour cette leà §on, les approches et stratà ©gies suivantes devront à ªtre privilà ©già ©es afin de permettre une rà ©ussite optimale des à ©là ¨ves: Approches denseignement Le travail en projet †¢ Permet à   là ©là ¨ve la libertà © de sexprimer par la crà ©atività ©; †¢ donne place à   lautonomie et la responsabilità ©; †¢ permet de respecter le rythme de là ©là ¨ve. Lintà ©gration des matià ¨res †¢ Prà ©sente un contexte plus rà ©el de la vie quotidienne; †¢ permet de revisiter les notions apprises dans dautres matià ¨res; †¢ motive davantage là ©là ¨ve, donne un sens à   ses apprentissages. Lapproche coopà ©rative †¢ Donne à   lenseignant le rà ´le de  « facilitateur  » dans là ©change; †¢ favorise lautonomie, puisque les à ©là ¨ves apprennent les concepts dorganisation et de planification par eux-mà ªmes; †¢ permet un apprentissage centrà © sur les à ©là ¨ves plutà ´t que sur lenseignant. Stratà ©gies dapprentissage Le travail de recherche †¢ Aide à   retenir lattention de là ©là ¨ve sur le contenu à   là ©tude; †¢ aide là ©là ¨ve à   obtenir de linformation et lincite à   trouver ses rà ©ponses sans toujours passer par lenseignante. Le projet †¢ Suscite la motivation de là ©là ¨ve par le sens concret de ses apprentissages; †¢ favorise le dà ©veloppement des stratà ©gies cognitives et mà ©tacognitives. Le questionnement oral †¢ Lors des prà ©sentations, le questionnement oral  « ouvert  » permet aux à ©là ¨ves dà ©montrant un style dapprentissage verbal de clarifier leur prà ©sentation. Il est nà ©cessaire et important que lenseignant prenne en considà ©ration les attentes du programme-cadre, lannà ©e dà ©tude en cours et les besoins de ses à ©là ¨ves en difficultà ©. Ces trois facteurs vont lamener à   faire un bon choix pour les options qui correspondent le mieux aux besoins des à ©là ¨ves en difficultà ©. I-3 Rà ©capitulatif du projet Intentions pà ©dagogiques * En apprendre plus sur les objets dart des pays de lAfrique francophone * Faire une recherche et travailler avec les Tics. Production finale * Crà ©ation dun masque africain et prà ©sentation de son chef- dÅ“uvre. Discipline principale * Éducation artistique Disciplines secondaires * Franà §ais et Études sociales Technologies utilisà ©es * Ordinateur et logiciel de traitement de texte Premià ¨re leà §on: voyage vers lart africain Deuxià ¨me leà §on: mon masque à   moi Lobjectif de cette leà §on est damener les à ©là ¨ves à   rà ©aliser une affiche en utilisant internet comme seule socle de recherche. Rà ©alisation dune affiche descriptive dun objet dart (masque). Organisation physique Matà ©riel requis Actività © 1: Prà ©paration du voyage * Une carte dAfrique * Copies du questionnaire * Crayons de plomb * Corbeil des enveloppes[1] Actività © 2: Laffiche * Ordinateur muni dinternet * Imprimante * Logiciel de traitement de texte Dispositif pà ©dagogique Pour lactività ©1, les à ©là ¨ves sont assis à   leur pupitre et le travail se fait individuellement. Pour lactività ©2, les à ©là ¨ves sont dans la salle informatique et le travail se fait en dyade. Actività © damorce Rà ©alisation Actività © 1 (30 min) Élà ©ment dà ©clencheur (5min) Lenseignant devra: * prà ©senter aux à ©là ¨ves lobjectif du projet * Puis leur montrer la vidà ©o[2] sur lart africain. Connaissances antà ©rieures (25 min) Pour la và ©rification des connaissances antà ©rieuresdes à ©là ¨ves au sujet de lAfrique, lenseignant devra: * Distribuer le questionnaire (annexe 2) aux à ©là ¨ves; * prà ©ciser que cest un travail à   faire individuellement; * rà ©pondre aux questions à   laide de son crayon de plomb aprà ¨s avoir pris soin de marquer son nom sur la feuille de travail; * prà ©voir 15 min pour rà ©pondre au questionnaire; * prendre 10 min pour apporter à ©là ©ments de rà ©ponses aux questions. La correction est collective. * former ensuite des groupes de deux; * expliquer que dans lenveloppe se trouve le nom du pays de leur prochaine actività ©. * inviter un membre de chaque groupe à   choisir une enveloppe. Actività © principale Actività © 2 (45 min) Afin de produire une belle affiche, les à ©là ¨ves pour cette actività © vont travailler avec loutil informatique. Ils vont utiliser internet pour trouver des informations pertinentes et intà ©ressantes pour leur affiche. Cette actività © se passe en salle informatique. Le travail se fait en dyade. Lenseignant devra: * demander aux à ©là ¨ves de se rendre en salle des ordinateurs. * remettre la fiche des instructions du travail à   faire (Annexe 3) * inviter les à ©là ¨ves à   consulter le modà ¨le de la production attendue au babillard de là ©ducation artistique de la classe (Annexe 4) si nà ©cessaire. pendant que les à ©là ¨ves travaillent, lenseignant circule dans la salle et contrà ´le là ©volution de leur travail. Il vient en aide à   ceux qui sont dans le besoin ou qui à ©prouvent des difficultà ©s. A la fin de la pà ©riode, les à ©là ¨ves qui nauront pas fini auront une dizaine de minutes en plus pour complà ©ter leur travail. Objectivation Lenseignant aprà ¨s avoir invità © les à ©là ¨ves à   regagner la salle de classe devra chercher à   savoir: * Comment ils ont trouvà © la leà §on, * Les difficultà ©s rencontrà ©es, * Ce quils ont aimà ©. II-2 Deuxià ¨me leà §on Mon masque à   moi (75 min) Planification Titre de la leà §on: Durà ©e de la leà §on: Objectif de la leà §on: Mon masque à   moi 75 min Lobjectif est de dà ©velopper chez les à ©là ¨ves les habiletà ©s motrices et faire la reproduction dun objet dart en lien avec celui de leur affiche. Matà ©riel requis Actività © 3: reproduction du masque * Carton mousse de dimension 29,7x 42 ou format A3 * Des bà ¢tons de pate à   modeler de diffà ©rentes couleurs * Spatules pour pate à   modeler * Rouleaux à   pà ¢tisserie * Assiettes en carton Actività © 4: exposition artistique * Les masques, * Les affiches, * Les feuilles dapprà ©ciation Technique: Regroupement Modelage Actività © 3: travail individuel Actività © 4: travail en dyade (groupe de lactività © 2) Dispositif organisationnel Actività © 3: Dans la salle des arts car les à ©là ¨ves ont besoin despace Actività © 4: salle de classe Miseensituation Rà ©alisation Lenseignant rà ©sume les actività ©s faites par les à ©là ¨ves dans la premià ¨re leà §on. Il dit aux à ©là ¨ves que la premià ¨re leà §on a aiguisà © leurs connaissances sur lAfrique et les a amenà © vers la confection dune affiche reprà ©sentant une Å“uvre dart descriptive. Ils ont compris que les Africains sont de faà §on gà ©nà ©rale de parfaits artisans car ils redonnent vie aux masques et crà ©ent des là ©gendes. expà ©rimentation Actività © 3 Cette actività © consiste à   la reproduction du masque que les à ©là ¨ves ont eu à   choisir pour leur affiche. Lenseignant aprà ¨s avoir pris soin de laminer les affiches des à ©là ¨ves va leur remettre leur copie afin quils puissent travailler en observant le masque quils ont eux mà ªme choisi. Lenseignant devrales directives suivantes: * Les crità ¨res de la production à   savoir: faire ressortir au moins deux à ©là ©ments soient les yeux, le nez, la bouche, les oreilles, par la technique du modelage * Seul lusage de la pate à   modeler et le matà ©riel fourni (rouleau pour aplatir la pate, spatule pour le dà ©coupage, lassiette en carton pour donner la forme du visage) est permis; * Le masque devra à ªtre prà ©sentà © sur le carton mousse fourni. * La dà ©coration du masque est une touche personnelle cest-à  - dire facultative. Il informe les à ©là ¨ves que cette actività © dure une pà ©riode de 40 min et quaprà ¨s ils devront faire une prà ©sentation de leur affiche et de leur masque en salle de classe. Actività © 4 Cette actività © est tout simplement la prà ©sentation des chefs-dÅ“uvre. Les à ©là ¨ves retournent en salle de classe avec leur travail. * Les masques sont exposà ©s dans la classe. * Lenseignant distribue les feuilles dapprà ©ciation aux à ©là ¨ves, * Il demande aux à ©là ¨ves de dà ©terminer sur la feuille dapprà ©ciation (annexe 6) * Les informe que le masque le plus aimà © sera remis à   la direction de là ©cole et sera exposà © dans une vitrine de là ©cole. Objectivation Les masques vont faire lobjet dune exposition dans la classe. Les à ©là ¨ves pourraient identifier sur la feuille dapprà ©ciation le masque quils ont aimà © et le plus drà ´le. Ils expliqueront leur choix en quelques lignes. Sur la mà ªme feuille, ils pourraient aussi faire un retour sur leur propre masque et dire si oui ou non ils ont aimà © lexpà ©rience. III. Intà ©gration des apprentissages Afin de faciliter le transfert des acquis et faire un lien avec la tà ¢che principale, lenseignant devra faire un rà ©capitulatif une fois le projet terminà ©. Vos travaux sont excellents, je suis trà ¨s fier de votre travail. Les efforts de chacun dentre vous sont visibles et rà ©compensà ©s par le rà ©sultat de son travail final. Quen pensez-vous? Êtes-vous fiers de votre Å“uvre? Quest ce qui a à ©tà © le plus facile pour vous? Quest-ce qui a à ©tà © plus difficile à   accomplir? Quelle actività © avez-vous le plus aimà ©? Quavez-vous appris en gà ©nà ©ral du projet? Pensez-vous qu partir de vos chefs-dÅ“uvre vous pourriez entreprendre le mà ªme genre dactività © en lien avec un autre domaine? La danse par exemple? Conclusion Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Elle favorise aussi la prà ©servation de la culture et des traditions. Par là ©tude des arts, il peut arriver que les à ©là ¨ves amà ©liorent leurs aptitudes et leur comprà ©hension du monde qui les entoure. Le scà ©nario dapprentissage que vous venez de lire invite les à ©là ¨ves à   sassumer entant que artiste-chercheur. Ils ont eu loccasion de faire une recherche sur internet et de pouvoir choisir un objet dart quils ont apprà ©cià © à   sa juste valeur en produisant une description de ce dernier. Ce scà ©nario est de type intà ©grà © et complet, à   savoir quil rassemble des approches et stratà ©gies denseignement qui vont dune part faciliter une adaptation pour les à ©là ¨ves prà ©sentant difficultà ©s et dautre part, permettre la rà ©ussite des à ©là ¨ves de la classe. Nous avons joint lutile à   lagrà ©able en fusionnant les à ©tudes sociales, les à ©tudes artistiques et le franà §ais tout en respectant les objectifs des attentes du programme-cadre des à ©tudes artistiques du curriculum de lOntario avec des actività ©s vivantes et passionnantes. Cest un scà ©nario trà ¨s motivant car lenfant est au centre de lapprentissage ce qui lui donne confiance, le motive, lui permet dacquà ©rir des connaissances grà ¢ce aux diffà ©rentes actività ©s prà ©sentà ©es, laide à   voir ses progrà ¨s, et le guide vers une à ©valuation positive. Questionnaire sur la prà ©paration du voyage virtuel 1. De quel continent les noirs sont ils originaires? 2. Nomme trois pays de ce continent: 3. Choisis trois pays francophones sur cette liste: Cameroun, Gabon, Nigà ©ria, Afrique du sud, Cà ´te divoire, Algà ©rie, Maroc. 4. De la mà ªme liste, choisis deux pays francophones dAfrique noire: 5. LAfrique a t- elle une capitale? Si oui nomme la; et si non pourquoi? 6. Nomme une personne noire cà ©là ¨bre et sa profession Travail à   faire 1- Aller sur le site: www.artisanat-africain.com 2- Cliquer sur longlet  «masques africains » 3- Choisir le masque correspondant au pays de recherche 4- Pour laffiche:  · Nom du masque  · Image sur masque  · Petite description du masque choisi NB: un exemple de la production attendue est affichà © au babillard pour à ©ducation artistique en salle de classe. Annexe 6 Feuille dapprà ©ciation [1] Dans chaque enveloppe se trouve une carte ayant le nom dun pays dAfrique francophone. [2] Vidà ©o disponible en ligne sur http://www.youtube.com/watch?v=TZdGIl39pwMfeature=related

Crimes and Misdemeanors Essay

For the past fifty years, director and actor Woody Allen has evoked much laughter from his neurotic-style comedies. Less recognized, however, is his fascinating ability in utilizing both his stunning, humorous wit along with several philosophical concepts. Such a combination creates an engaged and thoroughly entertained audience, as well as a mentally-stimulated one. In his movie â€Å"Crimes and Misdemeanors,† the philosophical concepts Allen touches upon deal with ethical and moral issues. What does ‘do the right thing’ really entail; why not do the opposite if it leads to one’s personal success? In the absence of a God, who’s to say whether the choices we make are right or wrong? Answering these questions say much about the way one sees the world. This movie investigates such questions by intertwining two separate, parallel plots: the tragic story of Judah, and the comedic story led by Cliff Stern . There are two key moral positions that underlie the entire movie: Those with faith in God perceive the world as morally structured, forgiving, and full of true meaning. Those who do not believe in a God see the world as empty, pitiless, and devoid of meaning. After watching this movie for the third time, a consistent metaphor that integrates these positions revealed itself. Throughout the movie, nearly every scene visually and verbally involves the use of ‘eyes’ to symbolize our perceptions on how we see the world, and how people do not see themselves and events the way others may see it. Although there are several elements, characters, and events worthy of an individual analysis, this paper will concentrate on how Allen’s film represents eyes to unveil hidden truths. To illustrate the use of ‘eyes’ in this film I will investigate its role in the lives of Judah, Cliff, and Rabbi Ben. Keep in mind that all four of these characters each wear over-emphasized glasses. Within the first few minutes of the film, Judah reveals he makes his living as an ophthalmologist. Judah’s occupation certainly comes as no coincidence, for it stems from his religious past. During a speech at a charity dinner, Judah relates to the audience this past: â€Å"I’m a man of science. I’ve always been a skeptic, but I was raised quite religiously, and while I challenged it even as a child, some of that feeling must have stuck with me. † He continues to say that his father once told him, â€Å"the eyes of God are on us always. Although he revokes his religious background, it’s apparent that this ‘feeling that stuck with him’ manifested itself in his occupation; in order to fill a void which religion would fill. With the removal of â€Å"God’s eyes,† Judah made the, perhaps unconscious, decision to take up a job that deals with seei ng†¦ thus assuming the role of God. He rhetorically asks the audience, â€Å"What were God’s eyes like? Unimaginably penetrating, intense eyes I assumed. † Judah’s relationship with his father left him with a sense of awe and fear of these â€Å"intense eyes† that could see past his deceitful acts. So, his concern with vision arises from his compulsion to hide the blemishes of his character. It’s evident that Judah sees himself as a moral man: wealth, success, and a valuable role in the community are reinforced by images of him wearing a tuxedo as he’s accompanied by his family. This â€Å"family man† portrayal describes Judah’s external appearance. Wouldn’t a man blessed with this amount of success persisted in doing â€Å"the right thing† all along? Judah’s morality is put into question once his mistress sends a letter to his wife, exposing Judah’s devious actions (Judah destroys the letter immediately before his wife sees it). Judah saw no troubles in fooling around, for his efforts made him happy and he was never caught (there is no God to see his immoral choices). The letter breaks Judah’s illusions of this fantasy world he’s been living. Judah says â€Å"it’s as if I’ve awaken from a dream,† to reinforce how he must now face reality. Interestingly enough, at this point Judah now wears a pair of glasses, when forced to look at his values and actions from a different perspective. So in Judah’s case, these glasses represent his inability to see the true nature of the world, which has now directly confronted him. Judah’s brother, Jack (who sets up for the mistress to be killed), accuses him of not â€Å"living in the real world,† due to his state of wealth and privilege. Judah’s success composes this blindness he has of the â€Å"real world. † Jack, defined as pragmatic and amoral, lives in this apparent â€Å"real world† for he represents honesty and a lack of illusions even though he exemplifies unjustness. Essentially Judah and Jack adhere to the same moral, or immoral, compass. However Jack acknowledges his lack of morality, while Judah’s success leads him to falsely believe he embodies ‘rightness. Jack represents the dark and immoral side of Judah’s consciousness. With his mistress unable to listen to â€Å"logic† and â€Å"reason† Judah states, â€Å"I manage to keep free of that real world, but suddenly it’s found me. † Darkness overpowering Judah’s conscious, results in the death of his mistress. Post-murder, guilt plagues Judah, leading him to consider confessing. The camera consistently focuses on his eyes, showing the audience Judah’s shock and dismay towards his own behavior. Afflicted with hallucinations of his religious past, he repeatedly hears the words from his father: â€Å"God sees all. Latent, unconscious beliefs in God awaken in Judah’s mind. In reference to the murder he says, â€Å"God have mercy on us, Jack† and â€Å"Without God, the world is a cesspool. † Judah’s guilt originates from his fear of getting caught as well as this â€Å"moral code† which has now been violated. Fear of â€Å"God’s eyes† or perhaps even Judahs father’s law dominate his mind as if they watch his every move, exposing his actions. The film shows Judah consistently looking left and right implying that â€Å"something† watches him. A final blatantly philosophical dialogue takes place as Judah visits his childhood house and envisions a past debate his family members had over morality. According to his father’s religious view, he will be punished even if he is not caught since â€Å"that which originates from a black deed will blossom in a foul manner. † This crime that Judah committed will some way or another be punished. As an opposition, his Aunt Mae provides the model which the film follows: â€Å"I say if he can do it and get away with it, and he chooses not to be bothered by the ethics, then he’s home free. Aunt Mae also encourages Judah’s father to â€Å"open his eyes,† disclosing the fact that six million Jews were murdered and Hitler got away with it. We all want to believe that we live in a perfect, moral world where justice is served, however this does not exhibit how the world really is. In fact, Judah proves his Aunt operates as a sort of Oracle. After a period of fear and irritability, Judah proceeds to live his happy life. Guilt passes, and the momentary belief in God grows quiet once more. One morning Judah opens his eyes and sees his conscious is guilt-free and the â€Å"crisis is lifted. Judah comes to ‘see’ that God is not watching, and in a world devoid of divine presence, all acts are permissible†¦ including murder. In Judah’s world, the â€Å"eyes of God† are attributed to himself. That determines his internal appearance. The second story line deals with a self-styled, passionate yet unsuccessful idealist filmmaker named Cliff (played by Woody Allen). In the opening of this narrative strand, Cliff delivers his beliefs on his world view to his niece after watching a movie: â€Å"Don’t listen to what your teachers tell you, just see what they look like, that’s how you’ll know what life’s really about. Cliff asserts that observing and questioning another’s motives elic its their values and true nature. Just listening and accepting the superficial, external appearance leads to a false impression and ignorance. To shatter this external appearance, Cliff uses film as a tool for exposing these lesser known ‘realities. ‘ In fact, ‘eyes’ are symbolized again through filmmaking as a method for displaying new perspectives. Relating to Judah’s world, by the film’s eye the audience maintains the ability to see past his artifice which other characters are blind to. Furthermore, in a movie that deals with God and seeing, the audience acquires those â€Å"God-like eyes† that see all; that Judah feared. In Cliff’s case, he uses film to exploit his foil, Lester. Cliff directs a documentary about television producer Lester (described as rich, famous, and successful), for a program entitled â€Å"Creative Minds. † Contrary to others, Cliff perceives Lester as shallow, pompous, and sub-mental. Lester supports his egotism by referring to his â€Å"closet full of Emmys† as an item that symbolizes material success. Cliff only directs the movie to gain financial support for his documentary about a philosopher named Professor Levy. Cliff describes his philosophical film as more substantial: â€Å"See no limos, no bimbos, no awards. This guy is just a thinker, an intellect. † The tension between Lester comes as a classic ‘flash vs. substance’ debate. Cliff prefers to create films that mentally-stimulate, rather than mindlessly entertain his audience. He wants to film quality films that matter, and have potential to change the world. Lester sees such ambitions as ‘grandiose fantasies’, favoring frivolous material that will sell and further his fame, usually synonymous with crass commercialism. In the real world, high aspirations do not pay off, you’ve got to deliver. All delivery, no essence. Flash and delivery mask our stigmas and flaws. Creativity sacrificed in return for power and money. Other characters in the film fail to see Lester’s pomposity, because they have been seduced and falsely impressed by his charisma and wealth. Cliff receives a minor victory over Lester when they preview a few scenes Cliff pulled together for the documentary. This short film reveals Lester seducing a mindless woman, compares him to Mussolini, and has his voice synced over an image of a donkey. The woman represents his shallowness, the donkey as a literal ‘jackass’, and the comparison to Mussolini represents Lester’s narcissism and hunger for power. The fact that Lester’s superficiality rewards him with power ticks Cliff off most, perhaps with a dose of jealousy. As he watches himself from this new perspective, a faint glimmer and widening of Lester’s eye acknowledges the fact that he ‘may not be perfect’ as Lester likes to put it. However he abandons the thought that he ‘deadens the sensibilities of a great democracy’ as Cliff loves to point out. In other words, this documentary was supposed to create a ‘profile of a creative mind’, however Cliff painted a picture of what he saw instead. Lester refuses to fully accept these notions, affirming this view does not represent the ‘real me’. Cliff questioned Lester’s values, and this contradiction of perceptions lead to Cliff’s removal from the film. As a sub-plot, both Cliff and Lester compete over an associate woman producer, Halley. In Cliff’s world, he believes he will truly win the girl over due to his values. The film hints at this: it shows Halley shrugging off Lester, making sarcastic comments towards him, and taking interest in Cliff’s side projects. At first, both Cliff and Halley see Lester through the same lens that the preview portrayed him as. During a wedding reception towards the end of the movie, the camera does an excellent job in illustrating how the opposite happens. A slight glimpse reveals Lester and Halley embracing each other, implying they are together. Without any words spoken, the camera depicts what Cliff thinks by focusing intensely on his eyes. A couple of things can be taken from this: Halley up until this point appears with glasses on. With Lester, she removes her glasses. Halley abandons her glasses, only after she abandons her values. With virtue thrown out the window, she nows sees the once pompous and arrogant Lester as ‘endearing’. Camera focusing on Cliff’s eyes suggests he is in utter disbelief. In his eyes, Cliff deserved the girl, for he promoted grander values. In his world, such atrocities do not occur. He utters a small phrase, â€Å"This is my worst fear realized. † The fear that the world does not operate in accordance with his inner-values. In the end, Cliff’s espoused idealism led to his ultimate downfall. Clinging to beliefs creates an illusion, an illusion that may betray us. A rabbi named Ben links together both plots. Morality, faith, and forgiveness make up Ben’s character (even Judah and Cliff refer to Ben as a ‘saint’). Ben embodies all the qualities that Judah’s father possessed, they both adhere to religious beliefs. At his core, Ben conceives â€Å"Without moral structure, there’s no basis to know how to live! † Ben relies upon objective, absolute rules to guide his behavior. Contrary to Jack, Ben represents the latent religious beliefs of Judah’s unconscious. However, Ben’s vision appears to deteriorate as the movie progresses. Ben literally goes blind in the movie. Figuratively Ben’s blindness foreshadows the coming ‘sins’ that occur, and signifies the immoral atmosphere that underlies this movie. Also, Ben’s blindness generalizes the fact that all religions are blind to the cruelty and corruption of the world. When Ben asks Judah if his issues with the mistress were resolved, he bluffs saying the woman eventually ‘gave up and moved away’. Ben responds â€Å"You got lucky! † Completely oblivious and blind to the actual murder, Ben trusts Judah’s word. As Judah’s success led to his blindness, Ben’s religion does as well. Judah points out Ben resides in the â€Å"kingdom of heaven. † In order to have faith one must disregard the negative, reinforce the positive, and believe we live in a just world. Through the lens of this â€Å"kingdom of heaven† justice is served. By dimming the lights on sinful acts, one can happily live about their life in sheltered ignorance. As the film comes to an end, a scene presents Ben sporting a pair of black glasses. These glasses indicate Ben has gone fully blind, and so has all moralities in this movie. By the end of the film, God abandoned all of society. The universe is indifferent to our actions: an apparent depiction of how the real world truly exists. â€Å"Crimes and Misdemeanors† illustrates an existential truth. We all have fantasies, stories we tell ourselves about our expectations of the world. These expectations usually fail to correlate with the way the world really is. We live in an imperfect and Godless world. The murderer prospers, the virtuous man fails, and the superficial succeed. The good guy does not always get the girl. Open your eyes, realize that all meaning is man-made. Realize that without an objective law mankind is free. Free to choose how we develop ourselves in this world, and where we look to for meaning. The individual is the arbiter on how to live. Our actions define us, not our dogmas. In the words of Professor Levy: â€Å"We define ourselves by the choices we make. We are, in fact, the sum total of our choices. Events unfold so unpredictably, so unfairly. It is only we, with your capacity to love that gives meaning to the indifferent universe. †

Belbin’s Theory Essay

When a team is performing at its best, usually each team member has clear responsibilities . Belbin suggests that, by understanding the role within a particular team, people can develop strengths and manage weaknesses as a team member. Belbin’s 1981 book Management Teams presented conclusions from his work studying how members of teams interacted during business games run at Henley Management College. Amongst his key conclusions was the proposition that an effective team has members that cover eight (later nine) key roles in managing the team and how it carries out its work. He categorized those roles into three groups: Action Oriented, People Oriented, and Thought Oriented. Each team role is associated with typical behavioural and interpersonal strengths. Belbin also defined characteristic weaknesses that tend to accompany each team role. He called the characteristic weaknesses of team-roles the ‘allowable’ weaknesses; as for any behavioural weakness, these are a reas to be aware of and potentially improve. Belbin suggested that, in order for a team to operate effectively, it needed a balance of nine different roles. Plant: Plants are creative, unorthodox and generators of ideas. If an innovative solution to a problem is needed, a Plant is a good person to ask. A good Plant will be bright and free-thinking. Plants can tend to ignore incidentals and refrain from getting bogged down in detail. The Plant bears a strong resemblance to the popular caricature of the absent-minded professor/inventor, and often has a hard time communicating ideas to others. Multiple Plants in a team can lead to misunderstandings, as many ideas are generated without sufficient discernment or the impetus to follow the ideas through to action. Resource Investigator: The Resource Investigator gives a team a rush of enthusiasm at the start of the project by vigorously pursuing contacts and opportunities. He or she is focused outside the team, and has a finger firmly on the pulse of the outside world. Where a Plant c reates new ideas, a Resource Investigator will quite happily appropriate them from other companies or people. A good Resource Investigator is a maker of possibilities and an excellent networker, but has a tendency to lose momentum towards the end of a project and to forget small details. Chairman (1981) / Co-ordinator (1988): The â€Å"Chairman/Co-ordinator† ensures that all members  of the team are able to contribute to discussions and decisions of the team. Their concern is for fairness and equity among team members. Those who want to make decisions quickly, or unilaterally, may feel frustrated by their insistence on consulting with all members, but this can often improve the quality of decisions made by the team. Clarifies goals; helps allocate roles, responsibilities, and duties; articulates group conclusions Shaper: A dynamic team-member who loves a challenge and thrives on pressure. This member possesses the drive and courage required to overcome obstacles. Seeks patterns in group work; pushes group toward agreement and decisions; challenges others Monitor-Evaluator: A sober, strategic and discerning member, who tries to see all options and judge accurately. This member contributes a measured and dispassionate analysis and, through objectivity, stops the team committing itself to a misguided task. Analyzes problems and complex issues; monitors progress and prevents mistakes; assesses the contributions of others; sees all options; judges accurately Team Worker: The â€Å"Team Worker† is concerned to ensure that interpersonal relationships within the team are maintained. They are sensitive to atmospheres and may be the first to approach another team member who feels slighted, excluded or otherwise attacked but has not expressed their discomfort. The Team Worker’s concern with people factors can frustrate those who are keen to move quickly, but their skills ensure long-term cohesion within the team. Gives personal support and help to others; socially oriented and sensitive to others; resolves conflicts; calms the waters; serves as an in-group diplomat Company Worker (1981) / Implementer (1988): The â€Å"Implementer† is the practical thinker who can create systems and processes that will produce what the team wants. Taking a problem and working out how it can be practically addressed is their strength. Being strongly rooted in the real world, they may frustrate other team members by their perceived lack of enthusiasm for inspiring visions and radical thinking, but their ability to turn those radical ideas into workable solutions is important. Completer Finisher: The â€Å"Completer Finisher† is the detail person within the team. They have a great eye for spotting flaws and gaps and for knowing exactly where the team is in relation to its schedule. Team members who have less preference for detail work may be frustrated by their analytical and meticulous approach, but the work of the Completer Finisher ensures the  quality and timeliness of the output of the team. Emphasizes the need for meeting schedules, deadlines, and completing tasks; searches out errors Specialist (1988): Belbin later added a ninth role, the â€Å"Specialist†, who brings ‘specialist’ knowledge to the team. Single-minded, self-starting, dedicated; provides unique or rare expertise and skills Specialists are passionate about learning in their own particular field. As a result, they are likely to be a fountain of knowledge and will enjoy imparting this knowledge to others. They also strive to improve and build upon their expertise. If there is anything they do not know the answer to, they will happily go and find out. Specialists bring a high level of concentration, ability, and skill in their discipline to the team, but can only contribute on that specialism and will tend to be uninterested in anything which lies outside its narrow confines. Note that Belbin was not arguing that every team has to have a minimum of nine members. Individuals within the team may take on more than one role each. As long as all the roles are filled, the team will be more likely to be effective.

The Youth Law Leadership Institute - 1835 Words

BYLAWS of the Youth Law Leadership Institute ARTICLE I NAME AND PURPOSES Section 1.01. Name. The name of the organization is YOUTH LAW LEADERSHIP INSTITUTE, INC. Section 1.02. Purpose. The Corporation is organized for the charitable and educational purposes of providing a relevant curriculum of basic human rights, legal concepts, advocacy and leadership skills to high school aged youth. ARTICLE II MEMBERS Section 2.01. Qualifications. Membership may be granted to any individual that supports the mission and purposes of the organization, as well as has relevant education, skills or experiences that may assist in advancing the organization. Board members may also be subject to annual dues or other contributions as established and recorded by the Board of Directors. Members have the right to be informed to vote in organizational elections as well as debate at organizational meetings. Section 2.02. Termination of Membership. The Board of Directors, by affirmative vote of two-thirds of all of the members of the Board, may suspend or expel a member, and may, by a majority vote or those present at any regularly constituted meeting, terminate the membership of any member who becomes ineligible for membership, or suspend or expel any member who shall be in default in the payment of dues. Section 2.03. Resignation. Any member may resign by filing a written resignation with the Secretary or the President; however, such resignation shall not relieve the member soShow MoreRelatedYouth Violence, Three Strike Legislation And Drugs1660 Words   |  7 PagesAbstract Youth violence, three-strike legislation and drugs in communities present major challenges facing criminal justice leaders. In this report, the use of literature review to capture the statistics and factual material has been instrumental. Apparently, the rates of youth violence remains relatively high despite the attempts to enact legislations such as the three-strike law. Drugs and related offenses have also plagued many communities. To address these issues, the report provide various relevantRead MoreA Fellowship At Schaefer Centre Of Public Policy875 Words   |  4 Pageswhole.Having lived and schooled in three different countries, I have seen firsthand the impact of policy on the lives of citizens. In my own home country, public policy is the missing link in growth and sustainable development.The breakdown of rule of law, absence of institutions and absolute corruption has sent the economy to the grave. Zimbabwe, once the bread basket of Africa, is now a dustbowl with over 13 million citizens surviving on international Aid. I am fully convinced that, better standardsRead MorePublic Administration And The Non Profit Sector Essay721 Words   |  3 Pagesprofession and describe your work responsibilities? I currently work as a temporary receptionist at Children s Institute, Inc. (CII). As a receptionist, I mostly provide the day to day administration of CII front desk reception and informed parents about our Head Start program. CII is a non-profit organization, and offers many programs and services such as early childhood programs, youth growth, and family support. 3. What is your experience and involvement in public administration or the non-profitRead MoreCombatting the Crime and Violence in the Inner City of Kingston, Jamaica1284 Words   |  6 Pagesviolence, education gap and unemployment have significantly affected the youths. The scourge of crime and violence reportedly scarred the inner city youths, hence the NCB Foundation sought to avert some of those challenges. It has since helped by contributing to the improvement of the lives of those most vulnerable and at-risk youths. Therefore, the intention of this study is to assess the contributions of the NCB Foundation on youth in the community of Denham Town. Definition/ConceptualizationRead MoreThe Effects Of Bullying On Children s Involvement1730 Words   |  7 Pagesequipment and devices such as cell phones, computers, and tablets as well as communication tools including text messages, chat, social media sites such as facebook, twitter, snapchat and other websites (U.S.DOHHS, 2015). Figure 1 shows Percentages of youths who use social media networks and percentages of those who use the social network that experience cyberbullying in 2014. Before the internet kids only had to worry about physical bullying at school or on the playground, getting beat up for yourRead MoreParenting Vs Today s Parenting1334 Words   |  6 Pagesstyles. In our current time world, technology has encased most youth into an almost brainwashed state of mind. On the other hand, those kids who prefer to be outside playing always have to deal with â€Å"Stranger Danger† and overall parental trust issues. Parents in the past seemed to have more trust overall in their community and their children. Both parents or guardians worked to provide for their children. This really matured most of the youth that were left at home alone. It taught them self managementRead MoreCase Study : Step By Step1193 Words   |  5 PagesQuiggle Group, America s Choice Title Company and Red, White and Blue Vending Company), the graduate of UCLA, Dan Quiggle plays a significant model role in leadership. From 1989-1998, Dan gained his unique leadership experience by working in President Ronald Reagan’s post-election office. Dan serves as Dean of Faculty for the leadership Institute based in Washington and his service as the Florida State Chairman of Americans for Prosperity. He is an outstanding Entrepreneur whom his America’s ChoiceRead MoreRosa Parks Biography1005 Words   |  5 Pagesquotation embodies Rosa Parks’s philosophy as a person. Rosa Parks is a great example of that philosophy because of what she did. On December 1, 1955 Rosa Parks was coming home from a tiring day at work and was sitting on the bus. At that time the law was if a white person needed your seat, a coloured person would have to give up their seat for the white person. Mrs. Parks was tired of this way so she refused the bus drivers request and that small action made all the difference. Rosa’s actions leadRead MoreImplementing The President s Task Force On 21st Century Policing Es say1749 Words   |  7 Pageslikely to obey the law when they believe that those who are enforcing it. Law enforcement agencies should establish culture of transparency and accountability that will build public trust and legitimacy (Final report of the resident’s task force on 21st century policing, 2015). Law enforcement mindset must transfer from the warrior state to the guardian. This transition will build trust and legitimacy with the agencies and the public. Internal and external policies must guiding law enforcement practicesRead MoreW.E.B. Du Bois vs. Booker T. Washington1344 Words   |  6 Pagesand 1915 there were many theories of how African Americans were going to achieve first-class citizenship. At this time first-class citizenship was determined by at least three aspects: political power, civil rights, and the higher education of Negro youth. Two prominent black leaders arose in order to accomplish this feat. They had two different ideas for one goal. These two black leaders during this time were Booker T. Washington and W.E.B. Du Bois. Booker T. Washington was considered at this time

Hsbc Swot Analysis - 4574 Words

SWOT Analysis – HSBC Strengths-- *Significant presence in each of the worlds financial markets. Principal Subsidiaries: Asia-Pacific: †¢ HSBC Bank Australia Limited †¢ HSBC Bank China Company Limited †¢ The Hong Kong and Shanghai Banking Corporation Limited †¢ Hang Seng Bank Ltd †¢ HSBC Bank Malaysia Berhad †¢ HSBC Bank Philippines Ltd Europe: †¢ HSBC Bank Armenia †¢ HSBC France †¢ HSBC Trinkaus und Burkhardt AG †¢ HSBC Turkey †¢ HSBC Bank International †¢ HSBC Bank Malta plc †¢ HSBC Private bank UK ltd †¢ HSBC Bank plc Latin America: †¢ HSBC Bank Argentina SA †¢ HSBC Bank Brazil SA †¢ HSBC Bank Colombia SA †¢ HSBC Mexico SA †¢ HSBC Bank El Salvador †¢ Middle East and North Africa: †¢ HSBC Bank Middle East Ltd †¢ HSBC Bank Egypt†¦show more content†¦Customers have a dedicated Premier Relationship Manager, global 24 hour access to call centres, free banking services and preferential rates. A HSBC Premier customer receives the HSBC Premier services in all countries that offer HSBC Premier, without having to meet that countrys qualifying criteria. *International Finance. Since HSBC is a multinational company itself, it is well-qualified to advise other companies on aspects of international business. With offices around the world, for the cosmopolitan client, HSBC often cannot be beaten in this area. HSBC knows how to succeed in MA and organic and effective growth-- it was mostly an Asian bank until it took over a UK bank in 1992 and now has become the worlds second-largest bank by profit. *China. HSBC is the Hong Kong Shanghai Banking Corporation and it has 140 years of experience in China. Since China is the place to be nowadays for businesses and banks, HSBC benefits for being both an old Chinese company and trusted by the Chinese people. The best news for HSBC is that as other companies grow in China, it does, too, because it gains new clients and new global opportunities with each passing day. HSBC has the largest network of any foreign bank in China and deeply understands the Chinese market and customer. In a world that is increasingly going Chinas way, this is quite a boon to HSBC. *Listed in London. HSBC isShow MoreRelatedHsbc Swot Analysis954 Words   |  4 PagesHere are the strengths, weaknesses, opportunities and threats of HSBC, The Worlds Local Bank. Strengths-- *International Finance. Since HSBC is a multinational company itself, it is well-qualified to advise other companies on aspects of international business. With offices around the world, for the cosmopolitan client, HSBC often cannot be beaten in this area. HSBC knows how to succeed in MA and organic and effective growth-- it was mostly an Asian bank until it took over a UKRead MoreBusiness Success For A Business1204 Words   |  5 Pagesor global challengers† (para 9) In order for businesses to move forward toward business success, they must prepare for the future challenges. Problem solving and decision-making are essential to this success as well. Using tools such as business analysis can be quite beneficial in identifying the business needs, identifying possible weaknesses and providing the basis for solving problems and making the right decisions. In addition, analytical tools are helpful in providing the basis for a competitiveRead MoreManagement Report2973 Words   |  12 Pages1.0 Introduction This report is presented to Senior Management team. The aim of this report is to provide an analysis of Vietnam and Steve Madden brand. In addition, this report also gives solutions to consider the opening of new branch of Steve Madden in Vietnam. Steve Madden is a company from USA that manufacture footwear. Nowadays, Asia becomes the good prospect for western countries to expand their company to earn more profit. Vietnam is one of the developing countries that can be a goodRead MoreQuestions On Advancing Career Development1188 Words   |  5 Pageswhich will be my future career target also. Analysis of Industry: Industry analysis can be analyzed by Porter’s 5 Forces model used to design the marketing strategy for operations. The main objective of this study is that by creating dissimilarity between the industries that can facilitate to identify the formation of the business boundaries decisions. Major role of Porter’s five forces is to understand that what is industry? Porter’s Five Forces Analysis: This outline has the following steps to understandRead MoreIs Lebanon Bank And Hsbc Which Is Global Bank1188 Words   |  5 PagesSWOT analysis is an acronym for Strength weaknesses, opportunities, and threats and is an organized arranging technique that assesses those four components of an undertaking or business wander. A SWOT investigation can be completed for an organization, item, place, industry, or individual. It includes determining the target of the business wander or extend and recognizing the inside and outside variables that are ideal and unfavorable to accomplish that goal. In this article am going to discuss AudiRead MoreSWOT Analysis of the Balanced Scorecard in the UK Banking Sector1334 Words   |  6 Pageseconomical environment has experienced a lot of changes in the past decade while the application of the Balanced Scorecard remained the same during this period. This article is aimed at analyzing the function of the Scorecard in the UK banking sector with SWOT me thod, then judge if it is possible for BSC to upgrade its performance in the banking industry in the UK. NatWest is the largest commercial bank in the UK. It is a member of The Royal Bank of Scotland Group now. NatWest is a bank with a long historyRead MoreFactors Affecting An Employee Performance1349 Words   |  6 PagesIntroduction Motivation can be defined as a process that enhances an employee’s intensity, direction, passion and level of effort toward attaining a goal as the part of the company. HSBC is an international bank and always tries to give its employees the best motivation through the facilities comparatively better than other banks. It has two factors to motivate their employees- Extrinsic or Hygiene Factors and Intrinsic or Motivational Factors. Extrinsic or Hygiene Factors are those external factorsRead MoreRisk Management at Hsbc2578 Words   |  11 PagesStrategic Risk Management HSBC Market Risk Evaluation Table of contents 1. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 HSBC and Research Qestion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 2. Methodology. 3 3. Analysis 4 3.1Managing Risk at HSBC and SWOT Analysis 4 3.2Credit Risk 6 3.3 Market Risk 7 3.3 Operational risk 9 4. Discussion 11 Scenarios 11 5. Conclusions 12 5. Perspectives 12 6. References 13 7. Annex index 24 1. Introduction Starting with the early 90’s the focus onRead MoreAnalysis and Comparison of Hsbc and Barclays Bank3023 Words   |  13 PagesAnalysis And Comparison Of Hsbc And Barclays Bank Finance Essay This report compares financial performance of two major banks of UK i.e. HSBC Bank Plc and Barclays Bank Plc on the basis of their Balance sheets and profit and loss accounts for the year 2009. This report also provides SWOT analysis of both banks i.e. HSBC and Barclays Bank Plc and provides an insight into their Banking Strategies. The key financial indicators for evaluating financial performance of any bank are Profit Before Tax, CapitalRead MoreGolf Course SWOT Analysis954 Words   |  4 PagesBombay Presidency Golf Club (BPGC) Case Study †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Introduction Vision Mission Strategic Objectives External Relevant Factors Key Success Factors SWOT Analysis References BPGC Case Study Topics †¢ Established in 1927 in city of Mumbai, under the name â€Å"The New Club Ltd.† †¢ Has 18 holes over 6148 yards and a Par score of 70 †¢ Underwent extensive redesign and modifications in 2009. Redesigned by world class designers Nelson Haworth †¢ Among the eleven water

Educational Reform Research Bilingual Education

Educational Reform Research Paper: Bilingual Education By Sylvia C. Pipitone Houston Baptist University EDUC 6315 American Educational Reform December 1, 2014 Bilingual education, by definition, is an instructional strategy in which students learn to read and write in their native tongue while gradually transitioning to English. Although this definition seems straightforward, much confusion exists nationwide over exactly what bilingual education is. Programs taught in English are often called bilingual education if the students in that program are classified as English Language Learners (ELL’s) or Limited English Proficient (LEP’s). â€Å"To be clear, then, as to the definition: bilingual education is instruction provided to students in their native tongue in all subjects in a self-contained classroom with other students who speak the same language. The students are also taught English, by their bilingual education teacher† (Rossell, 2009 p. 4). Bilingual education is at the center of an ongoing debate among educators, government officials and parents of children whose primary language is not English. The premise of proponents of bilingual education is that children need to have instruction in both their native language and English, which would allow them to be fluent in both languages. Others argue that learners need instruction in the English language with use of their native language only as a transitory tool, which would lead to aShow MoreRelatedPower Of The Students During The History Of American Education Essay984 Words   |  4 PagesPower to the Students Throughout the history of American education, students have faced many dilemmas that have caused interference to the community in many ways. For the past half century many of the educational reform movements (e.g., school desegregation, head start, and bilingual education) have attempted to promote racial and class equality in education. So why is it that these reform movements haven’t been successful in equalizing educational opportunities? There have been notable achievement gapsRead MoreBilingual Education Is Effective Teaching Strategies For English Language Learners1265 Words   |  6 Pages Now, let us tackle into what an experienced bilingual afterschool program coordinator and a nonprofit organization, the National Association for Bilingual Education, have to say regarding the filed of English Language Learning. To gain more insight from a professional standpoint, I have had the honor to interview the coordinator of an afterschool program for immigrant children and fa milies, where I have been doing my service learning for the past two years. The program coordinator’s beliefs areRead MoreLegal and historical implications with bilingual education Essay886 Words   |  4 PagesIntro There are many legal and historical implications with bilingual education. Article One Sheltered instruction: An empowerment framework for English language learners by Helen Abadiano and Jesse Turner discuss the movement in the early 1900s to develop standards for bilingual education in response to â€Å"Goals 2000: Educate America Act† along with other legislation designed to promote higher expectations in academia for all students (Abadiano Turner, 2003). Abadiano and Turner note thatRead MoreChicano Culture And The Chicano Community1130 Words   |  5 PagesCaucasian people. Especially the Chicano community. The Chicano community were treated unfairly and didn t get the education that they needed. In order to get the necessary requirements that they needed to be successful. They found the answer in the form of walkouts. The walkouts resulted in reforming the education system to better serve the Chicano community. Not only did it reform the education system for Chicanos it set up the Chicano community for generations to come. Life in the 1960s was a hardRead MoreElementary Secondary Education Act Of 1965 And Its Versions No Child Left Behind Act1488 Words   |  6 PagesEducation is valued as one of the most important aspects of socio-economic group mobilization and social elevation in the United States. Operating under a human capital ideology education in the U.S. is a means to provide education to individuals in an effort for continued economic advancement for our nation. However, as times change education fails to completely change with it. Secondary education is no longer seen as a means to earning financial stability. Primary education encompasses complexityRead MoreLegislations for English Language Learners787 Words   |  3 Pagesacquisition (Massachusetts Department of Education, 2003). In the program, all books and nearly all teaching would be in English, with the curriculum designed for children learning English. Schools are encouraged to group students by English proficiency. Once a studen t is able to do regular schoolwork in English, the student would be transferred to an English language mainstream classroom. Long before Question 2, federal laws have impacted the education of English language learners. Until the CivilRead MoreResearch Paper on California Public Education2634 Words   |  11 PagesThe California State Public Education System: Can it live up to current demands? All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. -Aristotle- It has been said many times that children are our future. That is a scary thought considering our lack of investment as a people in that future, for without a solid base of education now the bright future we hope for may never come to fruition. This Paper will look atRead More The California State Public Education System Essay examples2504 Words   |  11 PagesPublic Education System â€Å"All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.† -Aristotle-   Ã‚  Ã‚  Ã‚  Ã‚  It has been said many times that children are our future. That is a scary thought considering our lack of investment as a people in that future, for without a solid base of education now the bright future we hope for may never come to fruition. This Paper will look at the current state of the Public Education SystemRead MoreThe Struggles And Inequalities Of Mexican Americans1264 Words   |  6 PagesIn the educational setting, Mexican Americans have faced discrimination, segregation, and inequality for many years. This paper discusses the struggles and inequalities that Mexican Americans have faced in education. I will focus on different educational time periods and discuss the problems and struggles that occurred in those time periods. The time periods that I give focus to include education in the Spanish-Mexican era (1519-1848), education and early Anglo rule in the Southwest (1836-1890),Read MoreA Teacher Unions Essay1355 Words   |  6 PagesUnions have evol ved over time and have been essential in education equality and reform. Some now question the motivation behind these unions and whether or not they are now a barrier to reform, rather than a assistant. This paper will explore the evolvement of not only Teacher Unions, but the purpose and motivation behind said unions. Two of the most predominately known unions are American Federation of Teachers (AFT) and the National Education Association, NEA. History (Purpose) NEA was established

Alan Bennett talking heads Comparing A Lady of the Letters and Bed Amoung the lentils Essay Example For Students

Alan Bennett talking heads Comparing A Lady of the Letters and Bed Amoung the lentils Essay A Lady of Letters and Bed Among the Lentils are monologues about two lonely characters in the late 20th Century. Miss Ruddock is an ordinary middle-aged woman who has an obsession to write letters of complaint so it landed her in trouble. Susan is the heroine in Bed Among the Lentils, she is a vicars wife and an alcoholic. Susan lives in a loveless marriage and strongly disagrees with the role of the vicars wife; she lacks love and attention from her husband. Susan in dissatisfied with sex in her marriage rare and desiccated conjunctions that take place between Geoffrey and me and hates Geoffreys fun club and his ambition and career. On the other hand Geoffrey covers for her but everyone is aware that she is an addict. Susan is not religious and doubts that even her husband is a real believer. Everyone in the parish ignores her, even the bishop refers to her as Mrs Vicar. Being an outcast she drifted to alcoholism and later to adultery. She even failed her own vision of her old age but excused herself with lacking the temperament. It is unclear why Susan started an affair, was it to get back at Geoffrey or lack of sex or even just out of drunkenness? She did find sexual satisfaction and even showed some curiosity in Mr Rameshs religion which might mean that she disagree with the basic of Christianity. Susan does make odd comments about Jesus You never see picture of Jesus smiling, do you? It seems that she is searching for an excuse to drink and Mrs Shrubsole is as good as any. Obviously that she is trapped and unable to find way out, drinking and the affair are only extra weight on her. The awakening point is when Mr Ramesh suggested that it would be nice to try sex while she is sober. Susan joins AA. Soon there is a transformation in her outer appearance but inside she become even more isolated. Mr Ramesh is gone and Geoffrey is using Susan and her fight with the addiction as his achievement hoping to speed up his career. Susan ended up worse than at the beginning. Miss Ruddock is a guardian of local community, writing complaints to everyone about everything. She is very traditional and prejudice evens a racist. Irene does not mean to be destructive but being a busybody she did make some wrong accusations and ended up in prison. She did care for her mother until her death and stayed single since. Irene is a virgin and does not show any interest in men or sex. She is snobbish I never said she could call me Irene. She has a little contact with people, even does not know how to swear. Her compulsive writing is her way to be part of society, her only contact with outside world. She can not go along the progress, noticing that policemen wears  glasses or that neighbours do not have curtains makes her an outsider. Unfortunate interference about the child across the road and reporting about a policemen-spending time at No.56 landed her in prison. Ironically she finds a freedom in the prison This is the first taste of freedom Ive had in years. Irene needs to be needed and helping Bridget to deal with killing she has on conscience gives Irene happiness. In some ways she is a funny and interesting character, the happiest of the all Talking Heads. Irene changes her situation while Susan stayed trapped. Susan is rebellious and had conflict with herself too; Irene just can not help but tells what she thinks about everything that goes in her street but tempt to jump to conclusion. We feel sorry for Susan because as she said she ended up with two churches, sadly she was unable to break free. Irene has happy ending even she is in prison but she found herself there. .u8fa64aa95c3be5a07906f36b01016398 , .u8fa64aa95c3be5a07906f36b01016398 .postImageUrl , .u8fa64aa95c3be5a07906f36b01016398 .centered-text-area { min-height: 80px; position: relative; } .u8fa64aa95c3be5a07906f36b01016398 , .u8fa64aa95c3be5a07906f36b01016398:hover , .u8fa64aa95c3be5a07906f36b01016398:visited , .u8fa64aa95c3be5a07906f36b01016398:active { border:0!important; } .u8fa64aa95c3be5a07906f36b01016398 .clearfix:after { content: ""; display: table; clear: both; } .u8fa64aa95c3be5a07906f36b01016398 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8fa64aa95c3be5a07906f36b01016398:active , .u8fa64aa95c3be5a07906f36b01016398:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8fa64aa95c3be5a07906f36b01016398 .centered-text-area { width: 100%; position: relative ; } .u8fa64aa95c3be5a07906f36b01016398 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8fa64aa95c3be5a07906f36b01016398 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8fa64aa95c3be5a07906f36b01016398 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8fa64aa95c3be5a07906f36b01016398:hover .ctaButton { background-color: #34495E!important; } .u8fa64aa95c3be5a07906f36b01016398 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8fa64aa95c3be5a07906f36b01016398 .u8fa64aa95c3be5a07906f36b01016398-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8fa64aa95c3be5a07906f36b01016398:after { content: ""; display: block; clear: both; } READ: Inspector Goole Essay ThesisMonologues tells us more about the characters then they want to tell but it is also a one-sided story, other characters might be completely different. Obviously Bennett has some disagreement with church, police and social services, his monologues clearly shows a critique about them. He uses simple but eye-catching words to give very strong statements, he knows how to describe thoughts of lonely and even mentally disturbed character. Bennett is brilliant and has very strong narrating skills, the tragic-comic Talking Heads are full of irony but it shows us how much isolation there was in late 80s. Sadly there is even more nowadays.