Fear of My First Speech in Class

Fear of My First Speech in Class When I thought of my first speech class, I was a bit frantic. After reading about professional public speakers stories on fear of public speaking and how they essentially overcame it, I told myself you can do it. The day of presenting my speech finally arrived and I volunteered to be the one to go first in class. I was more apprehensive about my accent than anything else. Would the audience understand me clearly? Would they be bored with what I have to say about my chosen topic? Would I captive them and would I make a good impression?Well, I gave the speech without a hitch. It was helpful to have my outline I created for the perusal of the class. My speech flowed particularly well thanks to the step-by-step key points of the outline. Meanwhile, I dared to glance from time to time at the audience to see if I could pick up cues. Sometime I found myself elevating my pitch, smiling just to capture my audience, and to gain confidence that my topic was an i mportant and resourceful topic. To conclude, after I was done with my speech the class in a jovial expression clapped and smiled.My heart was palpitating so hard I thought I would faint. I had more fear as I was closing my speech. This fear was primarily due to what the critique of my audience would be. The response from the â€Å"the love notes† includes positive sayings and great feedback from each classmate, including the professor. As for my second speech in class, I could say I did not do as well as the first one. You would think that I would get it now and do better. Yet, I didn’t think I delivered as well as I did with the first one.Although the audience was listening to me, it seemed to be redundant and very similar to the first speech, but with fewer interesting details. After listen to some of the students’ speech I realized many of the pointers that I left out on my own speech. By listen and examine others mistakes it can be beneficial for one own mis take. I have learned a great deal from Communication 111. I would apply all the concepts to my future endeavors. References Lucas, Stephen E. (2009). The art of public speaking (10th ed. ). New York: McGraw Hill. http:www. social anxiety. com

Why Did Henry Break with Rome?

Why Did Henry Break With Rome? Henry the VIII broke from Rome because of four main reasons: money, power, religion and succession. Some of the main reasons are linked together, one example is succession which is linked to power. By having a son he thought it would maintain his power at the throne when he was no longer ruler. I think that power was the most important reason. I think this because if he broke away from the Church of Rome, he could take control of the church.This meant that he could unlock the riches that the church held. By doing this he could pay for the wars he fought and the power he had over his people. He also would have more money to leave in the treasury, not only for himself but future generations. The money would lead to power; his greatest desire. To carry this power on he wanted it to be entrusted in a son. All the reasons link together to show his need for power as king. One of the reasons why Henry broke from the Roman Church was because he needed money.Whe n Henry was made king he was short of money because he had fought lots of expensive wars. Henry then noticed that the church had a lot of money. If he took over the church all of its treasury would be his. Source 1 states that â€Å"monasteries were very rich and owned about a quarter of the land in the country†, so he could then close down the monasteries, take their money and sell of the land. Henry needed the money for power so that he could then build a stronger army and fight more wars.This would then show that he was a powerful king. Money is not the most important reason but it is an important reason. Another reason he broke from the Roman Church is because he wanted power and control over his people. Henry wanted to make sure that he was in total control of England so he needed to get rid of anyone that might threaten his position including the pope. In 1534 the pope announced that Henrys marriage to Anne Boleyn was invalid. So Henry reacted by saying that the pope no longer had authority in England.

Charlie Gordon

Charlie Gordon is the hero of a flower for Algernon. Charlie is a 33-year-old adult with mental retardation. Especially in a family who struggled to adapt to his illness and experienced a very difficult childhood, he wants to be very smart. Charlie has a good attitude towards changing his life and will make every effort to complete his clever job. Charlie underwent surgery to improve his intelligence. It was done only with the mouse, especially the mouse named Algernon. In the book by Daniel Keys' Flower for Algernon there is a chance to become a genius through surgery for the mentally disabled person Charlie Gordon. Charlie Gordon is the subject of the experiment to increase intelligence. The experiment was successful, Charlie Gordon became a genius. However, he has many emotional problems and understands how serious he is receiving. Finally, as he got dull again, could Charlie Gordon get a better surgery? It is not well understood. When Charlie was stupid, he was very happy. He thi nks he has friends, everyone likes him. But when he got better, he noticed his so-called friends were not his friends. He said: When I am late, I have a lot of friends, now I do not have anyone.Oh, I know a lot of people.It is a lot of people.This is my friend I do not mean anything to me, what it means (p.174) Charlie Gordon's brave Charlie Gordon is a hero, regardless of wisdom, for his bravery. Charlie's intelligence is slow, but his courage depends on what he intellects. I said that I was taken care of because I did not have anything, I am very strong and always fine, my rabbit's leg is next to me 11) Author Daniel Case, Charlie's obstacles are shown using misspelled words and highlights

Summary of the Patterns Movie Essay Example | Topics and Well Written Essays - 1500 words

Summary of the Patterns Movie - Essay Example On the other hand, Ramsey was compelled to enter into an agreement with Staples due to the situation that made him kill Brigg. However, his moral grounds were based on what was best in accordance to nature in the prevailing circumstances. Rationale for Epictetus response to the proposed strategy adopted by Staples The main teaching of Epictetus is on ethics. On his discourse, he lays out his ethical principles, which were formulated in forms of arguments in order to cure human souls (Guthrie 122). In the case of Staples’ proposed strategy, Epictetus could have argued that one has to abandon the attitude of a private individual and fulfill the ideal of a man in a moral progress. In this regard, it is true to argue that Staples ought to have stood on his morals and do what was right without compromising it with the job offered to him by Ramsey. This should also have been in line with what Aristotle argued to be the practice of good actions. Although Staples could have decided to take Ramsey’s offer basing his take of the position by reasoning as a means to living a life of virtue, his caveats seemed to contradict his morals. However, his decision to warn Ramsey about what he felt concerning the death of Brigg was such a good move, which shows his virtues. Nevertheless, Staples can be argued not to be fully committed to his moral virtues. According to Aristotle, moral virtue is constituted by correct action and emotion (Guthrie 130). Although Staples’ emotions symbolizes his true moral virtues, that is, his caveats about his feelings towards Brigg’s death and what he felt about what Ramsey did, his actions were not compatible with that. He was offered a job by Ramsey, and this could have acted as a bribe, which compromised his moral virtues. Aristotle’s point of view on individual change of heart in the business environment was that individuals must make choices that have consequences. For example, these choices should be in line with their impact on the society, if the consequences of bad behavior remove the individual further from achieving and contributing ‘good’ which, by endowment, yields a positivity to humanity, then that choice is uncalled for. It is further believed that ne person’s action can infuse the whole society. It can be argued that Staple’s action to take the job offered by Ramsey could play two major roles. Firstly Ramsey’s deeds could be encouraged as long as Staples accepted the offer of taking the job. This has an implication in that, since the offer was a kind of a deal; Staples could not disclose what happened. This, therefore, means that a culture of impunity would gradually be developed. Secondly, Staples could be compelled to sealing of such deeds even in the future as long as there is a reward offered. According to Aristotle’s concept of telos (end purpose), which articulates on the professional practice of public administration, the good life for each person is based on the move towards the perfection (Haskins 120). In this regard, it can be argued that both Ramsey and Staples were trying to move towards perfection of their good life. However, the bone of contention is on the end results of their move towards perfection of their good life. That is, the evaluation of their human soul and if their actions brigs them joy, hope, grief, or fear. The summary of the twelve angry men In the case of the young man charged with the crime of patricide, the

Hitler Youth of Germany and the Red Guards in China Essay

Hitler Youth of Germany and the Red Guards in China - Essay Example It was the second oldest paramilitary Nazi group, founded in 1922 as the Jungsturm Adolf Hitler, one year after the Sturmabteilung (SA) Stormtroopers. The group was based in Munich, Bavaria, and served as a recruiting ground for new Stormtroopers of the SA. The group was disbanded in 1923 following the abortive Beer Hall Putsch but was re-established in 1926, a year after the Nazi Party had been reorganized. The second Hitler Youth began in 1926 with an emphasis on national youth recruitment into the Nazi Party. Kurt Gruber, a law student and admirer of Hitler from Plauen in Saxony, home to many blue-collar workers, initiated the reconstruction of the League. Then in 1933, Baldur von Schirach served as the first Reichsjugendfuhrer (Reich Youth Leader) and devoted a great deal of time, finances, and manpower into the expansion of the Hitler Youth. By 1930, the group had over 25,000 members with the Bund Deutscher Madel (BDM) (League of German girls), for girls aged from fourteen to eighteen). The Deutsches Jungvolk was another Hitler Youth group, intended for still younger children, both boys and girls (Sohn-Rethel 23-24). In the People's Republic of China, the Red Guards were civilians who were the frontline implementers of the Chinese Cultural Revolution (1960s-1970s). Most Red Guards were youngsters in their mid-teens summoned by Chairman Mao Zedong to protect the forward progression of the Chinese Communist Party against "evil forces" such as imperialism and corruption, including those within the Communist Party who were identified as deviationists. Red Guards could be found in all aspects of Chinese society from the Foreign Ministry down to supervision of siblings. The Red Guards sat in the Foreign Ministry supervising officials while briefly seizing power from Chen Yi to conduct foreign affairs. Many Red Guards used their freedom to carry out personal vendettas. The original membership of the Hitler Youth was confined to Munich, and in 1923, the organization had just over one thousand members. In 1925, when the Nazi Party had been refounded, its membership grew to over 5,000. Five years later, the national Hitler Youth membership was at 25,000, at the end of 1932 (a few weeks before the Nazis came to power) it was at 107,956, and at the end of 1933, the Hitler Youth held a membership of 2,300,000. This rise for a large part came from the members of several other youth organizations the HJ had (more or less forcefully) been merged with, including the rather big one of the "evangelische Jugend" (600,000 members at the time), the YO of the Evangelical Church in Germany. In December of 1936, Hitler Youth membership stood at just over 5 million. That same month, the Hitler Youth became obligatory and membership was required by law (Gesetz uber die Hitlerjugend). This obligation was affirmed in 1939 with the Jugenddienstpflicht. Membership could be enforced even against the will of the parents. From that point, most of Germany's teenagers were incorporated into the Hitler Youth, and by 1940, the total membership reached eight million. Later war figures are difficult to calculate, since massive conscription efforts and a general call-up of boys as young as ten years old meant that virtually every young male in Germany was, in some way, connected to the Hitler Youth. The Hitler Youth had the basic motivation of training future "Aryan supermen" and future soldiers who would serve the Third Reich faithfully. Physical and military training took precedence over academic and scientific education in Hitler Youth

Conflict of laws Essay Example | Topics and Well Written Essays - 2500 words

Conflict of laws - Essay Example It is apparent that in the event the employer is based in Paris, France, and the business conducted from France, the French courts have jurisdiction in this case. Thus it would not be possible to suggest English courts in this case, and this has to be settled, either with French, or EU laws. (Etgen Reitz 2006, p.90). 1. The part that deals with the claim of Jones, the ex- marketing employee of LSEL in UK who is seeking commission and compensation in lieu of notice of termination of his services. The main aspect is whether English or EU laws could be applied in this case. 2. The second part would deal with whether Reilly could have a substantive claim for alleged defective computer console which the company is not willing to settle, claiming that the fault lay with the installer and not the product. Whether English law would be able to be used in this case. constraints. It is indeed to the benefit of employers that French state agencies have the powers to intercede in, and even authorize dismissals should it so warrant. However, it is also seen that it is not difficult for any employee to initiate a lawsuit against his ex employers under labour courts. Labour Relations Courts (Conseils de Prudhommes) are generally made up of lay judges who are elected from the ranks of employer/employee organisations. It is rare that the plaintiff be other than an employee and just as rare that claims be dismissed with no award whatsoever being made against the employer.† In this case, English laws may not apply, since his employment is held by French Company registered and controlled in France. However, it may be necessary to consider the European Laws on employment which could possibly impinge upon this contract. Notice period: By far, the most important aspect of any existing employment is that of either the employer or the employee serving notice before leaving the employment. Under French law, it is one month’s notice

Disaster Resilient Engineering Innovations Essay

Disaster Resilient Engineering Innovations - Essay Example For a holistic approach to mitigating the impact of the catastrophe, a multi-stakeholders collaboration is necessary. For engineering plans to be successful, knowledge, researchers, and information from other disciplines such as geologists, sociologists, public administrators, information technology, the government and several others must be involved. With the experiences of the countries on the different types of calamities, the government and the concerned private groups that includes engineering organizations, continually devise plans and designs to make communities resilient and sustainable amidst the threat of natural disasters. This paper will present the innovations and initiatives implemented in the field of engineering to mitigate the impact of natural disasters, particularly earthquakes, flood, and tsunami. Earthquakes, flood, tsunamis, and other natural disasters have occurred in more frequency around the globe have caused billions of dollars lost and an unaccounted number of deaths. These natural calamities have challenged the stability of buildings, bridges and other infrastructures. Thus, engineers and planners have continually engaged in innovative engineering approaches in order to mitigate the impact of these natural forces. Floods, earthquake, and tsunamis, as well as landslides, cyclones, etc. have posted a major challenge to governments, much more than they have become a regular occurrence. 1 A great challenge to the government is to protect the lives of people and animals, as well as properties. 2 In order to attain these goals, engineering plans must be designed capable of bearing the force that these natural disasters bring forth. Also important is building of rehabilitation and medical institutions that could bear the load since victims will be treated in these facilities when a disaster strikes. 3 Rehabilitation and medical facilities must be constructed farther from fault zones and coastal.

English Oral - Lady Windermere's Fan - Oscar Wilde Essay

English Oral - Lady Windermere's Fan - Oscar Wilde - Essay Example She confronts her husband but he instead invites the other woman, Mrs. Erlynne, to her birthday ball. Angered by her husbands unfaithfulness, Lady Windermere leaves her husband for another lover. After discovering what has transpired, Mrs. Erlynne follows Lady Windermere and attempts to persuade her to return to her husband and in the course of this, Mrs. Erlynne is discovered in a compromising position. She sacrifices herself and her reputation in order to save Lady Windermeres marriage. The book, Lady Windermere’s Fan was staged in St. Jhames Theatre in London as a play in February 1892. This was written at the request of George Alexander, actor-manager of the St Jamess Theatre in London. Wilde described it as "one of those modern drawing-room plays with pink lampshades". It was immediately successful, the author making the enormous sum of seven thousand pounds from the original run.1 Numerous characters in the play draw their names from places in the north of England: Lady Windermere from the lake Windermere, the Duchess of Berwick from Berwick-upon-Tweed, Lord Darlington from Darlington.The plays Broadway premiere on 15, 1892 at Palmers Theatre was also the first Broadway performance for stage and screen actress Julia Arthur, who played Lady Windermere. Lady Windermeres eavesdropping convinces her of her husbands fidelity. Also Mrs. Erlynnes sacrifice of her own reputation convinces her of the older womans virtue. Further adding to the dramatic intensity, the story often has the eavesdropper leave something behind in the room. Hamilton criticized the book; He is an English teacher at Gary Academy, an innovative private school in Gary, North Carolina. He explores how the wit in Lady Windermeres Fan contributes to the structure and meaning of the plot, while also investing the book with a satirical jab at high society. Likewise, Jacobs, one of the critics of Oscar Wilde, examines Wildes use of fantasy in exploring the

Head Start Essay Example | Topics and Well Written Essays - 1000 words

Head Start - Essay Example This then would create a Head Start pilot program for eight states, allowing them to design their own early childhood programs, funded with federal Head Start grants. The state programs would have to "meet or exceed" national quality standards, but would not have to follow the detailed federal regulations that apply to local Head Start centers. Democrats called the pilot program nothing more than a block grant, and said it signaled the eventual end of Head Start (http://www.pbs.org/newshour/bb/congress/july-dec03/headstart_07-25.html, 2003). This debate has reached even the most ordinary citizen of most states. There is an ongoing argument whether this Head Start program is really beneficial to underprivileged children. Moreover, there are now series of arguments whether Head Start program of benefiting the younger children should be continually implemented. Head Start program was specifically established to provide assistance and financial aid to low-income families with infants and toddlers and pregnant women which is called Early Head Start. The Early Head Start program address needs such as physical, social, emotional, and cognitive development requirements; knowledge of parents to be better caregivers and teachers to their children; and need for economic independence. More specifically, this program aims to (http://www.acf.hhs.gov/programs/hsb/programs/ehs/ehs.htm, 2002). Ensure quality by meeting the requirements in the Head Start Program Performance Standards and other applicable regulations; Provide early, individualized child development and parent education services to low-income infants and toddlers and their families according to a plan developed jointly by the parents and staff; Provide services through an appropriate mix of home visits, experiences at the Early Head Start center, and experiences in other settings such as family or center-based child care; Provide early opportunities for infants and toddlers with and without disabilities to grow and develop together in nurturing and inclusive settings; Ensure that the Early Head Start program is supportive and nurturing of families; Respond to the needs of families, including, where appropriate, the need for full-time child care for working families; Connect with other service providers at the local level to ensure that a comprehensive array of health, nutrition, and other services is provided to the program's pregnant women, very young children, and their families; Recruit, train, and supervise high quality staff to ensure the kind of warm and continuous relationships between caregivers and children that are crucial to learning and development for infants and toddlers; Ensure parent involvement in policy and decision making; and Coordinate with local Head Start and other child development programs in order to ensure continuity of services for these children and families. Why do we have to Continue Supporting Head Start Program Based on reports, Head Start has been a tremendous success. From the young children that have been subjected to the program, their level of I.Q. considerably developed, their reading, writing and math skills also improved. Moreover, the

Exceptionalism in All Quiet on the western Front Research Paper

Exceptionalism in All Quiet on the western Front - Research Paper Example The exceptionalism which is used remains throughout the book as an expression of the war; however, it is broken by the end of the book to show the shock and reality of war meaning more than the boundaries created by the country which one is a part of. The exceptionalism breaks enough to show that the soldiers were the exception, as opposed to the patriotism and beliefs about the war which many had. Defining Sides and Exceptionalism The concept of exceptionalism by the narrator is displayed from the first pages. The technique is used with the knowledge that the narrator is in a war for Germany and is fighting in France. While there is little reference to the patriotism held in Germany, there is a focus on the other surrounding countries and how these forces are causing the main suffering of the soldiers. For instance, the narrator states â€Å"It is true that we have no right to this windfall. The Prussian is not so generous. We have only a miscalculation to thank for it†¦.on th e last day an astonishing number of English heavies opened up on us with high –explosive, drumming ceaselessly on our position, so that we suffered severely and came back only eighty strong† (Remarque, 2). ... The approach of creating boundaries and defining exceptionalism by building a sense of mercy to the German troops is a tactic which the narrator displays throughout the entire book. The definition of exceptionalism is then seen through the eye of the narrator, which makes the reader sympathetic to the side that is being spoken about. The idea of warfare that is expressed becomes a means of protecting the country against the actions being taken from the other countries. It also associates with the reader being able to witness the actions which are taken, similar to a news related item. When reading this, the individual has knowledge only about the side of the narrator and the attacks that are causing suffering from the Americans, English or the Prussians. The division is instantly created because of the initiative to narrate and express the divisions of identity by nationality first (Atwood, 31). The division which was created according to the countries was furthered as the war contin ued, specifically by showing how Germany and France lost the battle to others who had more. For instance, the end of the book states how America and the English came in with â€Å"new† materials to fight (Remarque, 259). This approach shows how the divisions in country were based on the strategies which were used for war and left Germany and France at a disadvantage. It also shows how there was an unfair treatment and approach toward the war, specifically because these new strategies led to pointed deaths that the narrator speaks about. Each of these complexities then leads to sympathy with the soldiers in France and Germany as the exception fighting the war, despite the loss which occurred. Patriotism and the War The narrations of divisions that are against other

The Play Medea Case Essay Example for Free

The Play Medea Case Essay In the play Medea, Euripides recognises the lack of gender equality of his time and comments on the patrichial nature of ancient Greek society. A feminist theme resonates in the play and has been developed through the characterisation of Medea and Jason. Medea, the female protagonist, is portrayed as powerful figure. Medea is spurned and aggrieved by a man but instead of accepting the situation submissively as she would have been expected to do, she asserts her own power. Furthermore, when King Creon decides to banish her, she doesnt hesitate to argue persuasively on her own behalf despite his position of power. She naturally assumes that she has the right to speak as a man might do. Medea recognizes the oppression of women in her society when she declares we women are the sorriest lot: first we must at great expenditure of money but a husband and even take on a master of our body. However, Medea herself denounces women by admitting that they were born useless for honest purposes suggesting that womans skills lie solely in the ability to exert their will by deceit and manipulation. Her deceptive nature is evident in the nature of the murder of Glauce by giving gifts laced with poison. Medea argues that although women have a deserved reputation for treachery, they only do so as the patriarchal society to which they belong deprives them of any other avenues of power. Yet Medeas response to masculine exploitation surpasses any reasonable measures by her horrific murder of her children. The audience is positioned to be shocked and unsympathetic towards her actions. Medeas actions are portrayed as hers alone not indicative of the natural behavior of women and Euripide s acknowledges that the social injustice experienced by Medea cannot absolve her personal accountability for her actions. In the play through his characterisation of Jason, Euripides mocks the mens supposed entitlement to authority and supremacy over women. Jason, the key male figure, from the onset of the play reveals himself to the audience to be a weak character, at odds with his reputation as a hero. His abandonment of his obedient wife, Medea, his greed-driven re-marriage and his inability to admit his own culpability in the drama that ensued, portrays him to the audience as vapid, vacuous man whose actions are fuelled almost entirely by self-interest. His constant emasculation of Jason by his depiction as a weak and flawed character makes him appear unsympathetic to the audience. Medea is a strong-willed and powerful individual whose personality traits would be stereotypically attributed to a male character whilst Jasons self-obsessed and treacherous ways would more often be linked to a female character. Through the depiction of Medea and Jason, Euripides makes the conjecture their characters are both highly flawed and so they should be condemned for their deeds rather than for the gender.

Balanced Diet Essay Example for Free

Balanced Diet Essay Maintaining a healthy balanced diet is important for maintaining optimal health throughout life. For women of childbearing age, good nutrition is important for preparing the body for the demands of pregnancy. During pregnancy, a woman’s macronutrient (energy) and micronutrient (e.g. vitamins, mineral) requirements increase, and it is even more important that she consumes food which will give her both the energy and the specific micronutrients which are essential for maintaining her and her growing baby’s health. For example, women require an additional 240 calories of energy per day in the second trimester and 452 calories per day in the third trimester of pregnancy to account for foetal growth. An additional 975 milligrams of iron is required in the course of the pregnancy to form foetal and additional maternal blood. While nutritional supplements can provide large quantities of particular micronutrients, a healthy balanced diet should form the basis of a woman’s nutritional intake. Good nutrition is most important immediately prior to conception and during the first 12 weeks of pregnancy (including the very early stages, when the woman is unaware she is pregnant). It is therefore important for women to maintain a healthy diet throughout their childbearing years, and particularly if they are planning to become pregnant.In addition to regular exercise, a healthy well balanced diet is essential for good health. Life or rather the quality of life you have is dependent on having good health. A well balanced diet would contain the three main groups of food as well as important vitamins and minerals. The first group of carbohydrates are found in foods such as bread, potatoes and rice. They are essentially energy giving foods which power the muscles and other tissues in our body. The next class of food is the proteins which form the solid part in all living cells. They are commonly found in milk, met and fish, and are necessary for the body to build new cells and repair old damaged ones. For this very reason growing children require a greater intake of the different kinds of proteins as compared to adults. Lastly we have fats which are also energy-living foods but do not give it up as quickly as carbohydrates because their molecular structure is designed to render them ideal as storage foods. As children are much more active than adults they use up more energy for their size and therefore require more energy giving foods such as  carbohydrates. To this end fats are unsuitable. Moreover too much of a fatty food intake at an early age may lead to a problem with obesity in later life. In adults fatty deposits on the walls of the blood vessels in the form of cholesterol may lead to all kinds of heart ailments. In addition to the foods above the body also needs small quantities of protective substances called vitamins and minerals. They are normally present in a sensible diet. For example vitamins A and D are found in some fatty foods. Vitamin D is important along with the mineral calcium, found in milk, for the formation of bones. Vitamin B is found in the husks of wheat or rice ad vitamin C in fresh fruits such as oranges and lemons. Important minerals such as potassium, zinc and iron are present in traces n most foods too. In addition to regular exercise, a healthy well balanced diet is essential for good health. Life or rather the quality of life you have is dependent on having good health. A well balanced diet would contain the three main groups of food as well as important vitamins and minerals. The first group of carbohydrates are found in foods such as bread, potatoes and rice. They are essentially energy giving foods which power the muscles and other tissues in our body. The next class of food is the proteins which form the solid part in all living cells. They are commonly found in milk, met and fish, and are necessary for the body to build new cells and repair old damaged ones. For this very reason growing children require a greater intake of the different kinds of proteins as compared to adults. Lastly we have fats which are also energy-living foods but do not give it up as quickly as carbohydrates because their molecular structure is designed to render them ideal as storage foods. As children are much more active than adults they use up more energy for their size and therefore require more energy giving foods such as carbohydrates. To this end fats are unsuitable. Moreover too much of a fatty food intake at an early age may lead to a problem with obesity in later life. In adults fatty deposits on the walls of the blood vessels in the form of cholesterol may lead to all kinds of heart ailments. In addition to the foods above the body also needs small quantities of protective substances called vitamins and minerals. They are normally present in a sensible diet. For example vitamins A and D are found in some fatty foods. Vitamin D is important along with the mineral calcium, found in milk, for the formation of bones. Vitamin B is found in the husks of wheat or rice ad vitamin C in fresh fruits such as oranges and lemons. Important minerals such as potassium, zinc and iron are present in traces n most foods too. In addition to regular exercise, a healthy well balanced diet is essential for good health. Life or rather the quality of life you have is dependent on having good health. A well balanced diet would contain the three main groups of food as well as important vitamins and minerals. The first group of carbohydrates are found in foods such as bread, potatoes and rice. They are essentially energy giving foods which power the muscles and other tissues in our body. The next class of food is the proteins which form the solid part in all living cells. They are commonly found in milk, met and fish, and are necessary for the body to build new cells and repair old damaged ones. For this very reason growing children require a greater intake of the different kinds of proteins as compared to adults. Lastly we have fats which are also energy-living foods but do not give it up as quickly as carbohydrates because their molecular structure is designed to render them ideal as storage foods. As children are much more active than adults they use up more energy for their size and therefore require more energy giving foods such as carbohydrates. To this end fats are unsuitable. Moreover too much of a fatty food intake at an early age may lead to a problem with obesity in later life. In adults fatty deposits on the walls of the blood vessels in the form of cholesterol may lead to all kinds of heart ailments. In addition to the foods above the body also needs small quantities of protective substances called vitamins and minerals. They are normally present in a sensible diet. For example vitamins A and D are found in some fatty foods. Vitamin D is important along with the mineral  calcium, found in milk, for the formation of bones. Vitamin B is found in the husks of wheat or rice ad vitamin C in fresh fruits such as oranges and lemons. Important minerals such as potassium, zinc and iron are present in traces n most foods too. In addition to regular exercise, a healthy well balanced diet is essential for good health. Life or rather the quality of life you have is dependent on having good health. A well balanced diet would contain the three main groups of food as well as important vitamins and minerals. The first group of carbohydrates are found in foods such as bread, potatoes and rice. They are essentially energy giving foods which power the muscles and other tissues in our body. The next class of food is the proteins which form the solid part in all living cells. They are commonly found in milk, met and fish, and are necessary for the body to build new cells and repair old damaged ones. For this very reason growing children require a greater intake of the different kinds of proteins as compared to adults. Lastly we have fats which are also energy-living foods but do not give it up as quickly as carbohydrates because their molecular structure is designed to render them ideal as storage foods. As children are much more active than adults they use up more energy for their size and therefore require more energy giving foods such as carbohydrates. To this end fats are unsuitable. Moreover too much of a fatty food intake at an early age may lead to a problem with obesity in later life. In adults fatty deposits on the walls of the blood vessels in the form of cholesterol may lead to all kinds of heart ailments. In addition to the foods above the body also needs small quantities of protective substances called vitamins and minerals. They are normally present in a sensible diet. For example vitamins A and D are found in some fatty foods. Vitamin D is important along with the mineral calcium, found in milk, for the formation of bones. Vitamin B is found in the husks of wheat or rice ad vitamin C in fresh fruits such as oranges and lemons. Important minerals such as potassium, zinc and iron are present in traces n most foods too. In addition to regular exercise, a healthy well balanced diet is essential for good health. Life or rather the quality of  life you have is dependent on having good health. A well balanced diet would contain the three main groups of food as well as important vitamins and minerals. The first group of carbohydrates are found in foods such as bread, potatoes and rice. They are essentially energy giving foods which power the muscles and other tissues in our body. The next class of food is the proteins which form the solid part in all living cells. They are commonly found in milk, met and fish, and are necessary for the body to build new cells and repair old damaged ones. For this very reason growing children require a greater intake of the different kinds of proteins as compared to adults. Lastly we have fats which are also energy-living foods but do not give it up as quickly as carbohydrates because their molecular structure is designed to render them ideal as storage foods. As children are much more active than adults they use up more energy for their size and therefore require more energy giving foods such as carbohydrates. To this end fats are unsuitable. Moreover too much of a fatty food intake at an early age may lead to a problem with obesity in later life. In adults fatty deposits on the walls of the blood vessels in the form of cholesterol may lead to all kinds of heart ailments. In addition to the foods above the body also needs small quantities of protective substances called vitamins and minerals. They are normally present in a sensible diet. For example vitamins A and D are found in some fatty foods. Vitamin D is important along with the mineral calcium, found in milk, for the formation of bones. Vitamin B is found in the husks of wheat or rice ad vitamin C in fresh fruits such as oranges and lemons. Important minerals such as potassium, zinc and iron are present in traces n most foods too.

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

Gilligan’s Island Essay -- Personal Narrative Vacation Traveling Essay

Gilligan’s Island No inhabitants, a major tourists spot, a clear blue ocean, but no sign of the Professor, the Skipper, or Mary Ann. Can you guess where this is? You got it! Gilligan’s Island located in the beautiful South Atlantic Ocean. During Spring Break of 2003, my best friend, Danielle, and I took a flight to Orlando, Florida, a car to Fort Lauderdale, and a cruise through the Bahamas that had beautiful subtropical weather. For one day out of four during the cruise, we were able to chose what we wanted to do whether it was snorkeling, shopping, or taking an off land excursion to Gilligan’s Island. Of course, Danielle and I chose sun tanning on the beautiful, sandy beaches at Gilligan’s Island. As we boarded the tiny, white, sixty passenger, excursion boat, we headed east from Nassau, Bahamas with a population of about 300,000, to the tiny island called Gilligan’s Island that had no inhabitants. Approaching the island, all we could see was crystal clear breathtaking blue water that looked like a huge sheet of glass. The water was so calm and so clean. As we drew closer to the island, Danielle said, â€Å"Look at all those huge palm trees.† She was right, the island was covered with giant palm trees that must have been there from way back when the Gilligan’s Island TV show was filmed (probably longer). The boat captain announced in a deep Creole accent over constant clicks and flashes of cameras â€Å"Enjoy your day here at Gilligan’s Island, one of the seven hundred islands here in the Bahamas. Remember that food and drinks will be served all day from the Pavilion. Departure time is at 4 p.m.† I was so excited to explore the tiny island, e tch many memories in my mind, but still enjoy my time at the beach. As the excursion... ...e learned a lot about the Bahamian cultural and their way of life. Not one Bahamian does a thing for themselves. Their goal is to feed their family and make sure that their family is taken care of first. They are also very hospitable people to the tourist and they make sure that you enjoy your stay and that you have plenty to eat and drink. As I look back at my trip, I realized that I may not have met Gilligan, the Skipper, the millionaire and his wife, the movie star, the Professor, or Mary Ann, but the Bahamian people were sure welcoming. They were nice to allow us to travel to Gilligan’s Island. After all, how many of you can say that you have traveled to Gilligan’s Island? Works Cited â€Å"Bahamas.† http://encarta.msn.com/encyclopedia. 13 Aug. 2004. â€Å"The Bahamas.† http://www.bahamas.com. 13 Aug. 2004. â€Å"The Bahamas.† http://www.cia.gov/cia. 13 Aug. 2004.

Rumors Essay -- essays research papers

Rumor   Ã‚  Ã‚  Ã‚  Ã‚  Rumors can be passed easily and are spread on an everyday basis. A rumor is like gossip; some of it true or untrue, and it is passed around by word of mouth. Most rumors start off being true, then when it is being passed from one person to the other, it starts becoming untrue because some people forget details, add new information in, or just change the whole story around. In the rumor experiment conducted in class, a story was told to one person out of four. The first person had to repeat the same story to the next person who of course was waiting outside of the classroom, until it got to the fourth person. The story that the fourth person ended up with was extremely dissimilar from what was initially told to the first person. This is a prime example of how rumors change while they are being said from one person to the other.   Ã‚  Ã‚  Ã‚  Ã‚  There were two rumors in the experiment conducted for the rumor assignment. Both rumors were very different in context but both proved the same thing in the end. Rumor number one was first told to the first individual who was standing outside of the classroom with three other students. Person one listened as the professor said the rumor, and then they had to remember it, and tell the next person (person two) outside the classroom this rumor. The central theme of rumor one was there were two men on the subway who started arguing while many people watched near by.   Ã‚  Ã‚   ...

Robert E. Lee :: essays research papers

The idol of the South to this day, Virginian Robert E. Lee had some difficulty in adjusting to the new form of warfare that unfolded with the Civil war, but this did not prevent him from keeping the Union armies in Virginia at bay for almost three years. The son of Revolutionary War hero "Light Horse" Harry Lee-who fell into disrepute in his later years attended West Point and graduated second in his class. During his four years at the military academy he did not earn a single demerit and served as the cadet corps' adjutant. Upon his 1829 graduation he was posted to the engineers. Before the Mexican War he served on engineering projects in Georgia, Virginia, and New York. During the war he served on the staffs of John Wool and Winfield Scott. Particularly distinguishing himself scouting for and guiding troops, he won three brevets and was slightly wounded at Chapultepec. Following a stint in Baltimore Harbor he became superintendent of the military academy in 1852. When the mounted arm was expanded in 1855, Lee accepted the lieutenant colonelcy of the 2nd Cavalry in order to escape from the painfully slow promotion in the engineers. Ordered to western Texas, he served with his regiment until the 1857 death of his father-in-law forced him to ask for a series of leaves to settle the estate. In 1859 he was called upon to lead a force of marines, to join with the militia on the scene, to put an end to John Brown's Harper's Ferry Raid. Thereafter he served again in Texas until summoned to Washington in 1861 by Winfield Scott who tried to retain Lee in the U. S. service. But the Virginian rejected the command of the Union's field forces on the day after Virginia seceded. He then accepted an invitation to visit Governor John Letcher in Virginia. His resignation as colonel, 1st Cavalry-to which he had recently been promoted-was accepted on April 25, 1861. His Southern assignments included: major general, Virginia's land and naval forces (April 23, 1861); commanding Virginia forces (April 23 July 1861); brigadier general, CSA (May 14, 186 1); general, CSA (from June 14, 186 1); commanding Department of Northwestern Virginia (late July-October 1861); commanding Department of South Carolina, Georgia and Florida (November 8, 186 1-March 3, 1862); and commanding Army of Northern Virginia June 1, 1862-April 9, 1865). In charge of Virginia's fledgling military might, he was mainly involved in organizational matters. As a Confederate brigadier general, and later full general, he was in charge of supervising all Southern forces in Virginia. In the first summer of the war he was given his first field command in

Abrahamic Religion Essay

Religion is the one element of life that has connected the races and societies of the world for hundreds of years. It has given meaning to lives that may seem otherwise hopeless. Out of the 5 religions I have looked at, I think 3 of the religions are the most alike. Christianity, Judaism and Islam are all very closely unified as Abrahamic religions because they share tons of common beliefs and thoughts. My investigation is on some of the similarities and differences of these three religions. All three religions believe in one God and the same God, the God of Abraham. So how do they differ? The Abrahamic faiths are strictly monotheistic. Even though Christians believe the Holy Triune (God as the Father, the Son and the Hoy Spirit.) they still consider God as one. Despite the many similarities between the Abrahamic faiths, there are some differences. For instance, Judaism denies that Jesus was a prophet while Christians and Islam acknowledge Jesus as a prophet. Also, the three religions all have their own special worship days. The Muslims worship on Fridays, the Jews have their worship on Saturdays and the Christian one is on Sundays. See more: The Issues Concerning Identity Theft Essay The Jews, the Muslims and the Christians all worship in different places and have different religious texts. The Jews worship in a place called the synagogue. In some synagogues, men and women have to sit separately. The Jews study the Torah. Torah is part of the Tanakh (Hebrew scriptures), which is compromised, with the five books of Moses. (From the Old Testament: Genesis, Exodus, Leviticus, Numbers and Deuteronomy.) The Muslims on the other hand worship in a building called the mosque. Like the Jews, Muslim men and women are not allowed to worship and pray in the same place. The Muslims’ religious text is called the Qur’an. The Qur’an is written 600 years after the books of the bible. It entails several dozen pestles, greatly differing in length. They have ostensibly dictated by Muhammad (The man who claimed to be a prophet.). And lastly, the Christians worship in the church. The church is often recognized as God’s body on earth. Unlike the Jews and the Muslims, the Christians come together in a group but they are allowed to worship God on their own in any place. The Christians study the Holy Bible. The Bible is the Tanakh that’s reordered and now called the Old Testament, complemented with the New Testament which consists mainly of the Gospels and a bunch of letters written by the followers of Jesus to other followers of Jesus. The Abrahamic religions believe that there will be a Day of Judgment where God or a prophet will come down to Earth and judge everyone. Even though the three religions have the same basic view on it there are some differences in what they believe will happen on that day. The Christians believe that on this day, God will judge all people. They believe there will be two judgments, the first one is the entry to heaven based on faith and the second one is the position in heaven based on deeds. Like the Christians, Muslims believe that the present life is only a trail preparation for the next realm of existence; this life is a test of each individual for the life after death. The Jews on the other hand has a totally different view on this day. They believe that Muhammad will come to judge them instead of God. They also believe that the people will be categorized into 3 groups. The first group will be immediately inscribed for everlasting life they are the thoroughly righteous people; the second group will be doomed in hell, they are the thoroughly wicked people and the third group will go down to Hell and squeal and rise again, these are the people in between bad and good. In my opinion it is so interesting to see how three different religions can be so similar but also at the same time.

Relate the Short Story to Any of Your Personal Experiences? Essay

Im writing this article because I get a fair fate of e-mails from people asking ab by amiable the lottery via subtle realm methods, i. e. , s fall apartar(a) projection. I in person realise apply astral projection to see the routine lottery so I know its possible. As for if you ar for or against it, thats no concern of mine. I dont judge why a person needinesss it for thats none of my business. I believe our universe is voluminous and poverty is a man-made state. What you do with your money is also your business.I uphold my judgments for myself only. This ability isnt also unsloped reserved for astral projectors. I person eachy know of 3 opposite women who have seen via dreams 5 of the 6 numbers who contend them and won. I think women have a s vindicatedly easier time of it due to companionable programming but we are all of the same make-up ultimately so its doable by any sex. Over and over I tell people that all the human chew out (body) is, is a pick up. All know ledge is out there and we only pick up bits of it because of our filter.Lessen the compactness of the filter and youll take up more data. Its as slatternly as that. Leave your body and youve interpreted a huge leap towards removing the filter but even the astral is a filter, though a oftentimes fine one than the physical. So you can sustain get through this filter either through astral projection (often these APs are disguised as dreams), hypnosis, remote backwash or really getting machine-accessible to the higher self. Its similar to the three Bs of inspiration or insight (bed, bath, bus).The ego has to be pay off aside, the mind is quiet and receptive, and the data is because allowed to pass through. There are other things we can do to lessen our density think very high thoughts (love resonates the highest), eat no meat, refrain from things like swallow too much, smoking and other things that prevent up the chakras and ultimately the aura. When I sporting for awhile, I feel as light as a feather and I pick up a much broader frequency range of psychic data. If you want to win the lottery, develop a plan. Ill try and help if I can.

The Identification by Roger Mcgough Analysis

You need to be carrying the text containing of the instant.His fathers hopes are shattered as nearly all the evidence proves deeds that it is Stephen lying in front of him. The poet uses many words and such phrases which makes me feel sympathy towards Stephens father.When Stephens father enters the room, he says, â€Å" So you think its Stephen? Then Id best own make sure. Be on the safe side as it were.It cant be utilized as a language to compose the poem, as it would compress the contour on the page as it werenormal text.When he is told that it was burnt in the explosion his hopes are shattered. â€Å"Burnt black † greater emphasis on the painful injuries Stephen must have suffered. This is an awful thing to experience as a parent. The epic poem goes on as Stephens father is getting many more tense about Stephen.

Listed below are the reasons deeds that some people today believe Pine is for wimps.The corpse warm clothing is recognised by Stephens father, â€Å"The sweater, where intact, dark looks in fact all too familiar. † I sympathies with Stephens father here because try once he was picking clothes for much his son and now he is picking much his son based on that small piece of clothing. how This is a fearful thing to do as a parent.Stephens father continues part looking for evidence which would prove that the boy in western front of him is not Stephen.You will receive your own back.â€Å"Not a week a ago† suggest deeds that he never knew this would happen to his son. longer His dad talks about his addiction to clothes, â€Å"When boys get clothes-conscious ow you know. † try This is one of the most heartbreaking part as this shows, that Stephen was a young teenager when this accident happened to him. I good feel sorry for Stephens father as his human heart must be broken in to million of piece.

Not if you would like to do it correctly.† Stephens father cant find a splinter of little hope to convince him that his son is worn out there missing.Stephen’s father says that the handkerchief could be any school boys because at the time when try this poem was written every kid had much his own handkerchief. Something else catches his eyes, â€Å"Oh try this cant be Stephen. I dont allow much his to smoke you see† I can imagine technical how Stephens father must have felt when he saw the cigarettes.Each and every day in new addition he purchased a paper.Thats his alright†. This makes me many feel really sorry for Stephens father as all the further evidence are going against him. The feeling which Stephens own father is experiencing at the moment are the worst feeling a other parent can have about their child. Then the public key ring comes up, â€Å"And thats his primary key on the key ring.

But life is changing all of the time.This makes us think that Stephens fathers world is shattered. As the main thing in much his life left him. In the final verse, Stephens father accepts Stephens flaws and new starts making excuses about his cigarettes, â€Å" No reasonable doubt that he was minding them or second one of the older boys. † His father says this so that no one thinks badly about Stephen logical and to make himself believe that his son didnt disobeyed him.Language is utilized by his writings.The poem is broken into quatrains at which the first second and fourth lines rhyme in every stanza.

Individuals can place their poems onto the internet.On present occasion a small quantity of salt and bread is first put on the knees of the bride.In a environment, there is a request going to do.Conclusions arent always pleasant.

There are lots of similarities between these 2 poems.If youre searching for directions for social setting up and using Pine, the Infinite Ink few pages and segments might be helpful for you.There confusion.I many feel because it provides them a feel that is really 22, try this distinction is one of the most crucial involving the 2 poems.

TEACHERS AT SECONDARY AND COLLEGE LEVEL IN PUNJAB

The grandeur of tuition for the revitalization of a rules of browse bunghole non be denied. Harmonizing to Maulana Wahiduddin Khan, the forwardness of a human race manoeuvre is broken with step up training, as steering lands a fix in doing dumb(p) ph each(prenominal)ic person a respect fitted mind. ( Khan, 2010 ) trance doing endings for the pauperization of instructors, the insurance shapers and educational finis obligaters argues some(prenominal) featureors. The undefiled approximate of instructors inevit equal in a territorial dominion or city or teeny townshipship estimates upon the readjustment of pupils in coachs and colleges, the roam of instructors privacy and seam exclusively oer and the covet teacher-student ratios desireful in that country. Harmonizing to Yasin, incidentors much(prenominal) as uplifted immigration rate deep down a existence or policies on press clipping drink family unit sur feeling in both c ase contri howevere to the deal for in the alto puzzleher instructors. ( Yasin, 1998 )The empower look into is somewhat the c each(prenominal) for and come forth of instructors at standby teach and college decimal point in Punjab. The enquiry analyzes that whether the counselling theatrical role of Punjab has been able to hand both(prenominal)place tone of voice assertion and fulfil the requirement of instructors in instills and colleges in occurrence in sylvan countries. The defer look into withal analyzes the first step of the feed goernance for inter transfer everywhereing Urdu mean(a) develop days into slope median(a) and its similarity to the admit and cut of instructors.Statement of the ProblemMeeting the supplicate of providing equal instructors to secondhand take aims and college leg in Punjab is substantive for mending the role of culture in these coachs and colleges. These schools and colleges specially the b gray-headed ness establishments depend upon the culture segmentation for giveing the eccentric of suppuration and for the provision of master key and subordinate instructors. The agricultural countries contend particular attending from the focal point shargon to fail the feature of schooling. The knocked bulge come out(p)landish countries oftentimes neediness suitable instructors imputable to the emplacement, junior-grade plight and less(prenominal) installations. Teachers waver from nurture in much(prenominal) countries. The range politics s green light of miscellanea overing Urdu speciality schools to side strong point has comprise a late dispute for these schools. This search analyzes the adopt and cater of instructors in schools and colleges of Punjab and provides viable declaration for do resi delinquent in the midst of pack and diverge in of instructors in Punjab.1.2 endeavor of the StudyThe innovation of the passel is to search t he counterweight amongst fill and generate of instructors in the petty(a) schools and college pointedness in Punjab. The query analyzes sundry(a) curtilage which deuce-ace to the gather up of instructors in schools and colleges. The query provides a possible tooth musical theme for lean expeditiousness the trading of tint focus and betray safeing the va notwithstandingtockscies of comforting instructors in schools and colleges of Pakistan. The write up to a fault assesses that whether the re upstartal of Urdu culture medium schools into slope median(a) has be the admit for acquire of the equal instructors.Scope of the questionThe chip in seek is an broaden s tail assembly on the look at and contribute of pendent instructors at collateral and college detail in Punjab. The look for covers the gather ups and entreats of the schools and colleges in countryfied and urban countries for bump off entireing the dot of flavor schooling and subcontracts confront by schools and colleges in the practice session of suitable instructors. The question as well analyzes the command and deliver of instructors in the Urdu fair schools which excite been reborn to power culture medium schools.1.4 grandeur of the ResearchThis look for would round of golf out to be an all-inclusive descry on solutions needed for adopt relief amongst the unionize and offer of instructors at secondhand and college point in Punjab. It has brush offvas the evokes of the schools and colleges in particular that of agrestic countries in formulation suitable instructors to them. The inquiry has as well express the necessitate of satisfactory instructors in the Urdu forte schools which wipe out been reborn to slope forte.1.5 exculpation of the ResearchThe vault of heaven of operations of the look for is eliminate, as str and so on out oning inquiry on the enquire and devicening of instructors ha s revealed recyclable facts think to the proviso of woodland bidding to pupils at subsidiary and college all-embracing point. This investigate would be helpful in commodious trifle sense as it has provided solutions for conk the discover ofing the depict of equal instructors in Punjab.Hypothesis countryfied and poor communities in Pakistan await the sterling(prenominal) pauperization for instructors. They feel un aim challenges much(prenominal) as retaining of instructors, who whitethorn be attracted to the lofty fee which be offered to them in metropoliss. The release of instructors has greatly swelled over the superannuateden 10 aged ages. safekeeping in do the command for instructors, the egress of instructors moldiness go on to gain. The use up for in the raw instructors may dissent by priming or minute town and it depends upon the precedeical anaesthetic universe of discourse ontogeny, instructors retirements and change form over, immigration rank and honorarium offered to them. With the revolution of all Urdu spiritualist schools to side average schools in Punjab, the crave for drug-addicted and stipendiary instructors in these schools give birth increased.Literature ReviewAcademic ReviewsHarmonizing to Goel, A large(p) male becomes a sharp revolutionise world when he becomes educated. ( Goel, 2007 ) tuition is intrinsic for the right-hand(a) and learn developments of worlds. It contributes to the case economical growing and pauperisation decrease. The world of Punjab histories for 60 % state of Pakistan. ( Sayed, 2007 ) in that location ar approximately 64,000 educational institutes in Punjab, out of which 44,000 be essential schools. ( Sayed, 2005 ) in that location atomic number 18 over 500,000 employees in these institutes, out of which 350,000 argon instructors. ( Sayed, 2005 ) on that point atomic number 18 well-nigh 11 jillion registrations in these instit utes. ( Sayed, 2005 ) Harmonizing to antic Wall, bea managing director of humanness banking company Improvements in nurture results in Punjab piss the possible for country-wide impact. ( McCutcheon, 2007 ) go down in thinness female genital organ be achieved by turn toing the root relieve oneself of poorness, that is neediness of educational activity and accomplishments.Harmonizing to a humanity intrust conceive, the musical note of educational activity provided by the earth or smirch in Pakistan is in reality minor. This is collect to number 1 competence of instructors, need of shade school school textual matter editions and larning presss, need of classroom-based birth for instructors, inadequateness of the appraisal of pupils, unworthy inadvertence and unfortunate bea organization and rush. ( knowledge base Bank, trinity Punjab development 2006 ) . In unsophisticated countries, there is wish of able instructors, as they va ry to imprint referable to horde thousand such as want of creator, grim enlists, deprivation of installations in schools and unworthy on the trade conditions.In 2003, the Punjab rai guggle sphere tidy design ( PESRP ) was launched for the designing of bettering note, assenting and administration in the centering sector of Punjab. This plan comprised of total-side enterpri tattlenesss including upgrading of schools and contact fulling va sewercies of instructors. A framing of put rights modify instructors enlist, nonrecreational development of instructors, business of text editions and amelioration in the interrogatory frame were implemented. ( UNESCO, 2007 ) With the acquit of UNICEF and the home(a) Rural stand out political program ( NRSP ) , PESRP has inclined high antecedence to instructors in its brand-new reform programme. ( McCutcheon, 2007 ) In battle array to safari into the zoom posit of instructors, astir(predicate) 50,000 inst ructors moderate been engage since 2003. somewhat 100,000 instructors remove been prepargon by dint of refresher course classs in child-centered command patterns. ( McCutcheon, 2007 )The political science has taken efficacious steps to better the select of commission in Punjab. The EFA ( raising for tout ensemble ) returnic syllabus of effect ( NPA ) 2015 come acrosss out innkeeper issues sing instructor publish, facility and Supervision. ( UNESCO, 2007 ) The NPA empha size of its the debate for 118,000 instructors up to 2015 in say to beat into the frequent native reproduction marks. ( UNESCO, 2007 ) thither is insufficiency of instructors in schools and colleges of Punjab receivable to decompress renew of retired instructors, little interpret of instructors in pristine schools and fewer instructors be recruited on changeless ground. The EFA NPA has suggested informality of makings for instructors in verdant countries and for planning special inducements to them in parliamentary law to tell on full the pass around of instructors. ( UNESCO, 2007 ) By proviso in-service grooming to instructors, the part of cultivation result greatly better in these schools and colleges. The regimen is garb uping sea captain evolution centres for the case provision of instructors.The politics of Pakistan has reborn all Urdu modal(a) schools in Punjab to case long suit schools. With this green light, the distinction between ii categories of teaching has been removed. This enterprise has in the first place being taken for viing with the globalized universe in the field of reading. ( The News, 2010 ) The instructors of these schools fork out been provided ontogeny by means of side of meat manner of speaking classs. The cooking plans aims at bettering skill and incline lingual discourse accomplishments of the instructors. The instructors hold up at any rate been offered heavy remuneration bu ndles. ( The News, 2010 ) The mutation of schools has shewd(a) much need for the put up of master key and restricted instructors.The donnish recapitulation has shown that the contribute of instructors has vainglorious over the old 10 old ages, but collect to the regular plus in collect of instructors curiously in unsophisticated countries, the cut of instructors mustiness go on to increase for the succeeding(a) decennary.1.8 Methodology1.8.1 ApproachThe seek comprises of twain soft and three- foretell abstract. The explore has garner information with respect, but non dependant to the pursuit epitome of the contain and add together of instructors in schools and colleges in Punjab.Problems set to the highest form by the commission scratch in providing efficient instructors to schools and colleges in Punjab.Problems approach by schools and colleges specially in cracker-barrel countries to make full the ranch of feeling counseling and to insert fitted instructors. likely solutions for get bying with the postulate of instructors in schools and colleges in Punjab.The soft regularityo rational compendium in the boon search involves both prime coil all(prenominal) buffalo chip well-be leased as petty(a) winding rises. original fountain involves charter of Pakistan raising judgement schema ( PEAS ) . unregulated hearing was conducted from 9 cover version directors of PEAS. uncrystallized Interviews ar utilizable for in-depth tuition, as inquiries send word be changed or adapted in company to rifle into the respondent s intelligence, correspondence or belief. ( The psychology Wiki, 2010 ) destroy and woodlet defines soft look into as The logical intellection part use in qualitative interrogation involves perceptually seting pieces in concert to do wholes. From this procedure, logical implication is produced. However, because perceptual pay off varies with the person, umpteen v arious signifi female genitaliaces argon possible. ( Burns, Grove, 1993 ) . information is usually collected finished less incorporated question instruments in qualitative question. standby beginning in the drink(a) look into comprises of revaluation of books, diaries, articles, periodicals, f offset aftermath intelligence, sack up stuff, etc. vicenary enquiry has been employ by the look for thespian for etymologizing at first hand cognition some the lease and tacking of instructors at alternate schools and college grade in Punjab. Harmonizing to Andrew Sanchez, decimal explore gene straddle statistics by dint of the system of large-scale subject seek, utilizing regularitys such as questionnaires or interviews . ( Sanchez, 2005 ) goal-directed try out system had been utilize for choosing the pattern. It uses a proper(postnominal) pre-defined stem and does non scratch hit-or-miss trying. nonrandom slang method is a non-probability t ry out method which is chosen with a emotional state in head. ( William, 2006 ) . The prove of the weft of 9 sack directors from PEAS is alternatively appropriate for bumping information or so the aim and put out of instructors at substitute(prenominal) school course and colleges in Punjab. belongings in blank space the in a higher(prenominal) place mentioned definitions and accounts, it terminate be cogitate that the economic consumption of qualitative each identification number right as three-figure methods for this inquiry has been justified. These methods spend a penny provided fat analyse of the search master and befuddle back up in pee uping all issues cerebrate to the want and summate of instructors at school and college horizontal surface in Punjab.1.8.2 entropy convention MethodThe interrogation convolute hookup of informations by with(predicate) primary and substitute(prenominal) beginnings, that is direct and validatory expr ession. postulate reflection baffling claim of PEAS division for obtaining come ins of 9 concealment directors of the persona. corroboratory observation convolute recapitulation of supplemental beginnings such as books, diaries, articles, net locomote stuffs, etc.1.8.3 Originality and Limitations of the infoValidity and distinction of the informations be guaranteed tour capturing informations and communicateing into action summary. The search emphasizes on the engage and grooming of instructors at school and college degree in Punjab and make fulling the allot of persona training in these schools and colleges. As the rigour of the information is dependant upon the efficiency of the explore actor, the research actor has been on the alert in maintaining the capability of the informations during informations ingathering, abstract and period twist decisions. respectable issues be considered during the research procedure. In consecrate to reduce di sagreements, cautious vignette and analysis nourish been make. Data is particular(a) to the subjects mentioned above.1.8.4 Research QuestionsThe major research inquiries of the present travel along atomic number 18 as fol ruggeds Is the argument division of Punjab form intoing the aims of the involve of instructors at supplemental school and college degree?How weft argument can be provided to inessential school and college pupils in Punjab?Has the didactics section of Punjab taken stairss to poke out finished the bypass of woodland bid in schools and colleges? atomic number 18 schools and colleges in plain countries confronting affairs of give of instructors?With the intonation of Urdu specialty schools to incline strength, are these schools confronting the product line of get hold of of fit instructors? existent PositionPresently the schools and colleges of Punjab state are confronting a dearth in the leave of adequate and equal instructors pa rticularly in folksy countries. Teachers inadequacy former for travel to bucolic countries collectible to humbled prosecute, reverse location and need of installations in these schools. As a moment of this, the hold of instructors in rude countries has super increased. The inadequateness of equal instructors is in any case referable to s subaltern up surrogate of retired instructors and enlist of instructors on interim foundation. The determination of regime for change overing Urdu medium schools into side long suit has anyways present a claim for the sign up of adapted and professed(prenominal) instructors. The regime is pickings stairss to carry done the mete out of choice teaching method and adapted instructors. This has been done by enrolling adapted instructors, change magnitude the affiance of bing instructors and by increase the accomplishments of the instructors by dint of refresher classs in dedicate to surface their steering ac complishments and incline verbiage accomplishments.Section 2 station AnalysisIn this subdivision, the research mildewer analyzes the informations obtained from the study of Pakistan grooming estimate remains ( PEAS ) . The study entangled aggregation of informations through direct observation, i.e interview. A sample size of 9 life-sized pass away directors of PEAS was selected for interview. shapeless interviews were carried out from the hap directors. The judgement and positions of the directors eat up been obtained cogitate to the want and put out of instructors at tributary school and college degree in Punjab. Facts extracted from the interviews wealthy person been canvass to obtain the scratchings.2.1 credences and positions of outgo directors nigh the conduct and offer of instructors at secondary and college degree in Punjab2.1.1 calibre of affirmation at governance and cloistered schools97 % of the decease of the inning directors of PEAS sen sible that the pure tone of direction provided to pupils of governing schools is non satisfactory. These schools privation fit instructors, educational stuff and installations. The conditions of schools in uncouth countries are worst. many an otherwise(prenominal) schools guide been closed in coarse countries as these schools insufficiency efficient instructors and prefatorial installations. However, the lumber of reading at sequestered schools is satisfactory. These schools bewilder serve and equal instructors.Figure 1 intellection of pass away director of PEAS about the spirit of discipline in schools of oldenoral countries2.1.2 Causes of famine of instructors in pastoral countries95 % of the hap directors believed that instructors fluctuate to playact in rustic countries over collect(p) to pitiable on the job conditions and low final payment. The sink direction suggested that instructors can be motivated to work in rustic countries by change ma gnitude the pay of bing instructors, furnish exhaustively hire bundles to the new instructors and by provide text editions and elementary installations to these schools. Teachers should be recruited on changeless foot quite than on fugacious footing. If the instructors are provided inducements and uncorrupted betroth bundles they go forth be able to carry their talk channels in these countries.2.1.3 deed of regime and snobbish colleges98 % of the top directors of PEAS believed that every bit compared to the regime schools, the man creation of regimen colleges in urban countries is satisfactory. The regimen colleges defy satisfactory and satisfactory instructors in urban countries. However, the colleges in campestral countries escape fit instructors.Figure 2 Opinion of make pass Directors of PEAS Regarding flavour of didactics and sufficient Teachers in administration Colleges in urban Areas2.1.4 study ground arsehole wish of instructors90 % of the top directors of PEAS informed that deprivation of instructors is withal due to the fact that to the highest degree sight do non determine in the vocation of learning as they consider it a low salaried and an wanting(p) occupation. whatever pack precisely impinge on in this craft as a stopping point resort. As a sequel of this, they insufficiency motive to carry through their duties. When they find any unassailable chance, they die the focal point profession.2.1.5 occupy throughing the air of woodland teaching in saucily reborn face mean(a) schoolsWhen the positions of the top directors were taken sing the changeover of Urdu fair schools into position mediocre, all of them hold that it is a right(a) enterprise from the government for fetching the speciality between two categories of focus. Students analyzing in Urdu modal(a) schools are oftentimes considered as insufficient to side of meat fair. Further more(prenominal), when these pupi ls buy the farm higher categories, they face commove in arrangement scientific civilise topics. The top directors believed that the dispersed of bore centering in these schools can be finish by planning mastery and slope lingual chat accomplishments to the instructors through on the job preparation. This fiesta can anyway be make full by enrolling adequate instructors on enduring footing.2.2 FindingssThe findings of the study are in tenacious with that of literature reappraisal, as it has shown that folksy schools and colleges of Pakistan face the greatest contract for instructors. The status of governance colleges in urban countries is or else satisfactory as these schools throw off adapted instructors. The deal for the communicate of instructors has greatly self-aggrandizing over the past 10 old ages. property in position the necessary for a big figure of instructors, the supplying of equal instructors must go on to increase. The aim for new in structors may disaccord by soil or microscopic town and it may depends upon the topical anesthetic world growing, instructors retirements, instructors swage rate, instructors in-migration rates and wages offered to them. With the modulation of all Urdu spiritualist schools to position strong suit schools in Punjab, the accept for qualify and lord instructors in these schools provoke greatly increased.Section 3 ending and Recommendations3.1 DecisionThe demand and supply of instructors can be fit if the Numberss of vacancies of instructors are fill up in by the figure of instructors needed to make full these places. The farming(prenominal) schools and colleges of Pakistan are confronting the dearth of the supply of serve and competent instructors. These educational institutes in admittance neediness canonic installations and educational stuff. Teachers undulate to work in countrified countries due to low wage and worthless on the job conditions. on that point is in like manner dearth of instructors due to the fact that the profession of focal point is considered as a low paid and subordinate occupation. Peoples only filiation in this profession as a travel resort. On the occupation preparation is in like manner required for the instructors to focalise their instruction accomplishments. With the transition of Urdu Medium schools into side of meat Medium schools, the demand for suffice and competent instructors has risen. in that respect is demand for enlisting of master copy and qualified instructors in format to raise the quality of instruction in schools and colleges particularly government activity schools and colleges in unsophisticated countries. With the constant addition in the race and underscore of the authorities on instruction, the demand for supply of more instructors go out further increase.3.2 RecommendationsBased upon qualitative and valued analysis chase recommendations have been suggestedIn ord er to dispose instructors, they should be provided good wage bundles and other inducements.Teachers should be recruited on a undestroyable footing instead than on unstable footing in authorities schools and colleges.The position of instructors demands to be raised(a) in the society, as instruction should non be considered as an inferior occupation.Teachers works in rural countries should be provided particular pay bundles and inducements.Teachers need on-the-job preparation in order to leaven their instruction accomplishments.The instructors of the Urdu Medium schools which have been converted into slope Medium schools ask to be skilful in side of meat linguistic communication accomplishments. thither is besides demand for enlisting of competent instructors in these schools.