My Point of View

Michael Douglas and Sharon Stone). It deals with the addiction of cigarettes and the smoking in the movies. Joe E shows us (all) the consequences of smoking in the movies on all the people (actors, viewers, him) • L.1 to 22: A militant Smoker/ His bad boy past/ defending smokers and their rights • L.22 to 32: A turning point/ disruptism in his life • L.32 to 54: His attempt of redemption / His fight against Smoking/ a reversal of situation I) Pro-smoking activism The good life consisted

n’est pas encore définie . Elle se déroulera à Thérèse d’Avila, et sera corrigée par les professeurs de Thérèse d’Avila. Rappel du déroulement de l’épreuve : Le candidat tire au sort une des 4 notions étudiées en classe : Places and forms of power, The notion of progress, spaces and exchanges, myths and heroes. Il a 10 minutes de préparation. Il présente la notion en oral en continu : 5 minutes. Il s’entretient avec l’examinateur qui le questionne en prenant appuis sur l’exposé entendu : 5 minutes

d’Al Gore sur le réchauffement climatique « An Inconvenient Truth ». Chanson : Wake Up America by Miley Cyrus Extrait du film “The Day after Tomorrow” by Roland Emmerich (2004). Webquests. Etude en parallèle de deux peintures : Bridge over a Pond of Water Lilies – Cl. Monet – 1899 and Show me the Monet – Banksy – 2002 (cf. dernière page). Liste non-exhaustive! Tâches intermédiaires Créer un quiz pour connaître les attitudes éco-citoyennes de ses camarades. Comprendre une courte vidéo

Freud and Dora: Story, History, Case study Critical Summary Paper of Steven Marcus’s article on Freud’s Dora In “Fragment of an analysis of a case hysteria (“Dora”)”, the object of the study (Dora) appears to be totally opposed to her doctor, Freud, considered by Marcus as a modern writer. To the reader at first Dora represents innocence and inexperience (both mentally and sexually), when Freud represents both scientific knowledge and experience and maybe Freud’s logical control over

John Maynard Keynes, qui a révolutionné l’économie, au point que ses différents courants se définissent aujourd’hui par rapport à sa pensée, est un pur produit de Cambridge. Il a fréquenté l’élite intellectuelle de cette ville universitaire dès son plus jeune âge. Passionné par la politique, il a pris position sur les dossiers chauds de son temps, notamment en tant que journaliste, mais aussi en tant qu’acteur de la vie économique et politique. Il quitte momentanément l’enseignement à Cambridge pour

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the collector’s edition of Madame Bovary. As promised in my email, I am sending you one of my little “studies” in comparative translation. What you see is no great literary feat. I simply cut and pasted the different translations from my vast collection into a Microsoft Word 5.1 chart for MAC. I have written some of my own thoughts, colored, to be sure, by my readings of the secondary literature. Your professional interest in English, your knowledge of French and your study of the creative process

Vocabulaire: In my opinion In my view For my part To my mind As for me = Quand à moi Toss = Avaler d'un coup, tirage au sort, lancer Dolly = Poupée, chariot Fiddled = Trafiqué Fiddler = Joueur de violon, magouilleur A boardinghouse = Une pension de famille To sue = Intenter des poursuites judiciaire Dismay = Consternation Held = Tenue (tenir) Held in = Qui se tiens à Soar = Monter en fleche, grimper, Glanced = Jeta un regard Glance = coup d'œil, regard rapide Glanced over

double sens, the writen memory of the character called David & the fictionnal transmutation of Dickens’s memory. The narrative covers a period of time which starts with David’s birth and ends with his personnal & professional success. This narrative thus constantly moves from the past to the present and from the present to the past. The vision of the past and the remembering consciousness are unifying factors but also a choice of ambivalence. The different aspects of the past in David Copperfield

busier and busier. The figures of unemployment are placing work into one of the most important values of our society. Do people work to live or live to work? We’ll give some arguments leading to both points of view. Firstly, everybody knows that to live people have to earn money and, to earn money you have to work! Without any coin in pocket, people can’t really go far. That’s why most people are seeking for a job. The figures of unemployment show this phenomenon (8% of jobless people in France).