Avec ‘6th form’ au Royaume-Uni
Les systèmes sont très différents, mais il y a des avantages pour les
deux.
En France, les cours commencent à 8h et finissent à 16h, 17h ou 18h,
selon l’emploi du temps de l’élève.
Il y a deux récréations, une à 10h et une à 16h. Les élèves français
ont une pause déjeuner très longue, normalement deux heures.
La journée scolaire en Grande Bretagne est beaucoup plus court ; Elle
commence à 8h45, avec une heure pour le déjeuner, et elle finit à
3h20.
En Angleterre, on peut prendre ‘A-Levels’. On choisit 3 ou 4 matières
et on ne fait que ces matières. On choisit les matières qui seront
utiles dans son travail. Pour entrer dans l’université qu’on préfère,
il faut avoir de bonnes notes.
Le système français est très différent. On rentre au lycée a la fin de
troisième. On y étudie pendant trois ans. On doit choisir dans quelle
série on veut se spécialiser. Le baccalauréat se divise en trois
sections, le baccalauréat littéraire, le baccalauréat scientifique et
le baccalauréat économique et social, communément appelés bac L, bac S
et bac ES.
Le bac L permet d’étudier le français, les langues vivantes et la
philosophie. Le bac S, lui, accueille les élèves attires par les
matières scientifiques, c’est-à-dire les maths, la physique chimie et
les SVT (Sciences de la Vie et de la Terre). Enfin, la section ES peut
être considérée comme la voie de la culture générale. Il y a aussi le
baccalauréat professionnel (bac pro) pour les élèves qui veulent faire
un travail plus pratique, par exemple plombier.
Le bac est beaucoup plus général que les ‘A-Levels’.
C'est par la peinture, la sculpture et la musique que les artistes autochtones nord-côtiers s'expriment. Leurs œuvres illustrent la vie traditionnelle et la nature. Dans chaque communauté la musique est un moyen d'expression très important. La musique des jeunes Inuits d'aujourd'hui parle de leur quotidien et de tout ce qui constitue leur vie. Les arts visuels et la littérature raconte essentiellement des contes et des récits de vie. L'Institut culturel et éducatif montagnais (ICEM) joue un rôle essentiel dans la mise en œuvre des moyens né...
The essay starts off by stating, “One could say that the dominant scientific world-view going into the 16th century was not all that “scientific” in the modern sense of the
Plot: Within in the story, conflict is created by the characters dreams. Meursault dream in the begging of the story is that he has none. Which ultimately causes the conflict in the story. Since Meursault is emotionless and doesn’t know the difference between good and bad this creates conflict. In the story, Meursault quotes “Then I fired four times at the motionless body.” Since Meursault has no dreams, because he is emotionless, he doesn’t know the right between good and bad and we see this here. Meursault kills the Arab on the beach, which causes conflict because he is later sent to prison because of this. Camus purpose of giving Meursault no dreams, is to move the plot forward because if Meursault had dreams he would focus on them and
Entre Les Murs was an interesting movie about a teacher and his experience for a year of school. Mr. Marin, the French literature teacher the movie follows, has to deal with a racially mixed group of misbehaving students whilst trying to teach them literature. Through out the movie Mr. Marin continually corrects his students on their grammar, as teachers often do. It is understandable why his does this, as his occupation describes and does something that other teachers either should do or are already doing.
Books written in the Gilded Age are most usually an accurate representation of the lives led by those characters represented in them. They give us an in depth and up close and more personal look at the difficult and fast-changing times back then. Although Maggie and O Pioneers! differ in geographical terms, they both make me feel like I actually understand what it was like to live back then. When you compare them side by side you can see that both sides of life affect the personalities and characterizations of people depicted.
Michel Eyquem de Montaigne was born on February 28, 1533, in a time when only the wealthy received the privilege of a good education. Around 1539, Montaigne's father sent him to the College of Guyenne in Bordeaux, where, by the time he had reached his thirteenth year, had completed the curriculum under the direction of George Buchanan. Montaigne spoke well of his educators and praised their teaching techniques, but chastised the stern discipline of most of the schools during his time. He said that if one were to visit a college where lessons were in progress, nothing could be heard, save “the cries of children being beaten and of masters drunk with anger.”1 In his work, The Essays, Montaigne emphasizes some very important subjects, such as the need to teach children with gentleness, make learning an enjoyable experience, and train a child's personality. Though Montaigne's thoughts on education may be contrasting to the world today, he understood the process of learning very well. His ideas may be applied to instructional theory to this day.
The theme of power being abused is carried out in both I Only Came to Use the Phone and Lord of the Flies. The reasoning as to why we would see this theme as the base for both stories is because it is such a common theme; it is known that everyone craves power because of the self-satisfaction they gain from it. The authors of these stories realizing that, used the theme of abuse of power to create chaos within the story and create interest, and they did this by having their characters go after something that makes themselves feel powerful. In Lord of the Flies it was the powerful feeling of hunting for the boys, and in I Only Came to Use the Phone it was the power that the Matron had over Maria by sexually harassing her. Although those two examples seem as though it is people who abuse power it goes beyond that; as if the evil within everyone is awaken by power and that evil is what succumbs them to abuse the power.
An analysis of Mycerinus and Kha-merer-nebty II and Augustus of Primaporta, reveals that there are many similarities, but also many differences between these two pieces of sculpture. These similarities and differences are found in the subject, style, and function of both works of art.
The famous French playwright Moliere once said, “The greater the obstacle, the more glory in overcoming it.” Throughout our lives, we often are faced with hardships that cause us to change ourselves, the people around us, and the situation itself. Because of this, it may reveal our true characteristics to show who we truly are. In the memoirs “The Glass Castle” by Jeannette Walls and “Warriors Don't Cry” by Melba Patillo, they vividly illustrate the story of how they faced their struggles. They both prevailed because of their tenacious mind sets, but handled the situations in both different and similar ways. The characteristics of the characters Jeannette and Melba show the similarities and differences between the characters.
Some people think that if they could only change one aspect of their lives, it would be perfect. They do not realize that anything that is changed could come with unintended consequences. “The Monkey’s Paw” by W.W. Jacobs and “The Third Wish” by Joan Aiken both illustrate this theme. They demonstrate this by granting the main character three wishes, but with each wish that is granted, brings undesirable consequences. The main idea of this essay is to compare and contrast “The Monkey’s Paw” and “The Third Wish.” Although the “The Monkey’s Paw” and “The Third Wish” are both fantasies and have similar themes, they have different main characters, wishes, and resolutions.
Both the films, The Blind Side and Rudy, address many common issues. Two in particular that stand out are education and sports. Both Michael Oher and Daniel Ruettiger (Rudy) pursue their education in order to follow their dreams. In these cases, both dreamed of becoming college football players. The long journeys they take to reach their goals bring out each characters motivation and dedication to get to the top.
Le Monde des Jeunes - French Paper Pour celebrer notre centieme anniversaire on fera un reportage especial, dans lequel on va faire une comparaison entre Londre et Paris. !!! Londres contre Paris!!! Mon experience personelle de Paris etait un peu limitee donc j'y ai visite seulemont une fois. Mais je connais Londre comme mes poches.
©tait trés cool - il y'avais un parc thème á l'intérieur et un casino grand.
Luxembourg is a country located in Western Europe, mainly composed of French and Germanic speaking and cultures. Luxembourg has an area of nearly 2,586 square kilometers making it one of the smallest sovereign states in Europe. In 2012 Luxembourg had a small population of 524,853 which is ranked 8th of least populous countries in Europe. Luxembourg ranked in size 179th out of 194 independent countries of the world. Luxembourg borders Belgium to the West, Germany to the East, and France to the South. The country being a representative democracy is headed by Grand Duke Henri. Luxembourg has a very developed and advanced economy, ranking to be with one of the world’s highest Gross Domestic Product per capita. Luxembourg is made up of a high income
French culture and society has evolved from many different aspects of French life. From the mastery of French cuisine to the meaning of French art, the French have changed and evolved in many ways to produce a specific modern culture, the dignified culture of the French. One thing that parallels the progress and continuation of French culture is the role of women throughout France. Compared to other nations, the role and rights of women in France were confronted earlier and Women’s suffrage was enacted earlier. The role of women in France, because of the early change in perception of women, enabled France to develop faster and with less conflict than other competing nations.