Les changements philosophique etaientelles au cuaser par les emeutes Essay

Les changements philosophique etaientelles au cuaser par les emeutes en Mai 1968 - Essay Example Pour Baudrillard l'poque contmporaine se caracterise par l'abandon de la ralit, et cet abandon s'est ralis par une vitesse de liberation semblable celle ncessit par un corps pour s'chapper la gravit d'une planete. Cette vitesse de liberation est dtrmine par l'acceleration de la technologie , et aussi par la vitesse des autres changes - conomique , politique , sexuel . La vitesse de liberation impose par le dveloppment scintifique a dbut l'poque duquel on vient de parler. Le plus important vnement philosophique qui s'est produit cette poque- l fut l'apparition du structuralisme thoris au domain philosophique par Michel Foucault . Le changement , en bref , est rerprsent par la substitution de la notion de idologie , comme reprsentation du monde , avec celle de structure , ou , dans la trminologie foulcauldienne , " l'archologie du savoir " . Ce terme parle par lui-mme de cette rvolution du pense - l'archologie se focalise sur la structure du savoir , ca veut dire , la philosophie et la pense en gnral n'examinent plus seulement les ides et les formes , mais aussi la structure dinamique de choses , ce qui transforme toute pense en discours . LaLa thorie du discours de Foucault vient de remplacer , ainsi , les philosophies idologiques de Marx , Sartre et Althusser. Au coeur de ces philosophies il y avait l'humanisme , qui a pris des formes diffrents pour chaque d'entre eux. Le fait le plus important a signaler ici est que toute ces philosophies ont cherch , comme idologies , trouver un but pratique pour leur thorie , soit-il politique ou social ou conomique. Louis Althusser (1986) a essay de thoriser le marxisme , en observant le changement essentiel qui s'est produit , a un certain moment dans ce courrant , et qui a dtrmin la transformation de l'humanisme initial , qu'il nomme "humanisme rationaliste -liberal " en un " anti-humanisme thorique ". Cette transformation du statut de l'humanisme est survenue quand prtentions thoriques ont t rejetes en reconnaissant la fonction pratique de l'idologie . (Althusser , 1986: 236). Cela a signifi aussi la rupture de avec la philosophie de l'homme , et au mme temps , avec toute anthropologie ou humanisme philosophiques , ainsi comme elles taient dfini la premire tape du marxisme . Ainsi , le marxisme et au fond une idologie , et concepte est pour Althusser indispensable quand il s'agit de la socit humaine : Seule une conception idologique du monde a pu imaginer des socits sans idologies , et admettre l'ide utopique d'un monde ou l' idologie disparaitrait sans laisser de trace, pour etre remplace par la science. (Althusser , 1986: 239 ) L'idologie ne peut pas disparaitre du milieu de la socit humaine , et se manifeste toujours en un ou pluiseurs de ses formes : morale , rligion , art. De mme, l'existentialisme de Sartre a chrch s'approcher l'idologie marxiste , en affirmant la philosophie de l'action , et la "condamnation de l'homme libert " , ce que veut dire que l'homme , a toujours la possibilit du choix , cette chose l tant la principale cause de l'anxiet pour l'homme; donc , l'homme est ce qui'le fait : Quand nous disons que l'homme se choisit , nous entendons que chacun d'entre nous se choisit , mais par l nous

Foundations of the law of Obligations Essay Example | Topics and Well Written Essays - 2000 words

Foundations of the law of Obligations - Essay Example The defendant responded to the offer with a counter-offer by setting out new terms and conditions and excluding the price variation clause (Koffman and Macdonald 134). The counter-offer contained an acknowledgement slip that explicitly set out that the buyer’s conditions would form the basis of the contract. The plaintiff signed the acknowledgement slip and delivered it back to the buyer. Plaintiff (seller) retuned the cover letter stating that delivery was to be ‘in accordance with our revised quotation of May 23rd’. The Court held that the counter-offer by Ex-cell Co extinguished the validity of the original offer by Butler Machine Co thus price variation clause did not form part of the contract. In addition, by signing the tear-off acknowledgement slip send by Ex-Cell Co, Butler Machine Co had signified and validly accepted a new offer thus destroying their original offer. The issues that arose centered on the battle of forms when parties send their own terms a nd conditions that they seek to be applied to the contract (Taylor and Taylor 153). In this case, the terms and conditions send by the last party to communicate usually form the basis of the contract and thus the valid terms and conditions for the contract were those send by buyer (Ex-Cell C0). The majority adopted the ‘mirror image’ approach to valid contract formation by asserting that acceptance must mirror the terms contained in the offer. According to this mirror image approach, a buyer’s order that contains variations of the seller’s offer quotation should not be construed as an acceptance, but a counter-offer (Charman78). Young asserts that a legally binding contract requires offer and acceptance, but some unusual commercial transactions may entail negotiations that are evidenced by a series of passing of documents such as quotation, purchase order and acknowledgement of the purchase order ( 89). United Kingdom still conforms to the ‘last shot rule’ in determining the battle of forms contract cases since a counter-offer rejects the original offer (Mulcahy 102). This traditional way of analysis of the offer and acceptance is evident in the case of Trollope & Colls Ltd v Atomic Power Construction Ltd (1963) 1. W.L.R 333 when the court held that a counter-offer kills the original offer. Acceptance of the counter-offer must be communicated in order to form a valid contract as evidenced by the requirement of acknowledgement slip by Ex-Cell Co (Poole 18) Under the United Nations Convention on Contracts for the International sale of goods (CISG), Article 19 (1) asserts that an offer that purports to be an acceptance, but contains additional terms, limitations and conditions is a rejection of the initial offer and amounts to a counter-offer (Richards 321). Article 19 (1) clarifies that additional terms that affect the quality, price and time of delivery to the extent of the liability of one party are considered to alter t he original offer materially thus amounts to counter-offer (Bix 190). Under the principles of European contract law, Article 2.208, a reply by offeree that contains new terms is rejection of the initial offer. UNIDROIT PICC Article 2.11 on battle of forms, a counter-offer rejects original offer while Article 2.22 requires the parties to indicate in advance or immediately of their

Women, marriage, and shame in the nineteenth century France Term Paper

Women, marriage, and shame in the nineteenth century France - Term Paper Example Flaubert relates the marriage and the shame Emma had to endure with the other ordinary women of France and the way French trends were followed by them. Emma, in the beginning of novel, is presented as a beautiful, sharp and happy girl but, after marriage is referred to as a troubled, unhappy and unsatisfied house wife and mother, while at the end of the novel, she portraits herself as a tragic heroine and kills herself. Emma Bovary (Madame Bovary): Madame Bovary, was the young and beautiful wife of a doctor named â€Å"Charles†. She lived in the world of imaginations and fantasy. For Emma, life was nothing but a bundle of excitements. She was not only beautiful, but was also very intelligent and sharp. But, unfortunately, she could not develop her mind as a cautious adult woman. She could not utilize her intelligence and be well-aware of the world and her surroundings. The world in which Emma would live was far more different from the actual world. Emma had a very extremely ro mantic view and imagination of the world. She strongly believed in romance and excitement related to romance. This opinion of her about a beautiful and romantic world differed from the real world. As Emma was in a habit of reading romantic books and novels, this habit drove her even more towards the heights of passion for romance. She grew even more desperate to experience it. After she met Charles, she felt that she was having a great compatibility with him as both of them enjoyed each other’s company. They would spend a lot of time meeting each other which would please not only Emma but also Charles. Soon with the consent of Emma’s father, they got married. But, unexpectedly Emma started getting bored after marriage and started losing interest in her husband. Therefore, Emma’s opinion about marriage and her excitement about romance in the married life perished away. She became quite disillusioned, dull and miserable about her married life as her husband Charle s was very good but a bit dull and boring and was not able to come up with the expectations of his wife, rather the imaginations of his wife. This dissatisfaction with her married life led Emma to two marital affairs. This was because she was trying to seek for more romantic pleasure and wanted to make her life risky and excited. Emma, after marriage, soon gave birth to a daughter who was named â€Å"Berthe†. This could prove to be a change and a reason to get excited fir Emma but even motherhood seemed boring to her and was again disappointed with her life Women in the 19th century France: Women in 19th century France, were quite different and far more responsible and loyal than the way Emma was described I the novel. They not only had to look after their home but also earn for their family. They would work in different fields performing different jobs in order to act as a helping hand for their husband. They would usually work outside their homes without their children, hus band and other members of the family being neglected. Working outside the home would make them face uncountable and unimaginable sorts of challenges which they would face readily and bravely and then would take good care of their family as well. Some women would work indoors as well, such as maids, laundry women, tailors etc. This would not only keep them safe from the challenges of the outer world but also provide them with the income to help their family. But, these kinds of indoor jobs were not always helpful and enough for their family, therefore, majority of them had to go out to

Buy American Act for Government Contracts Essay Example | Topics and Well Written Essays - 750 words

Buy American Act for Government Contracts - Essay Example The provisions of the Buy American Act therefore ensure that materials for use in developing public facilities are product of the United States. The particularly designated materials under the act’s control are iron, steel, and their products. If a construction material is a product of foreign raw materials then it only qualifies for application in developing public facilities if at least fifty percent of its raw materials are domestic (Ncsl, 2009). The act however grants leaf for application of such ‘non-domestic’ materials, in the specified category, under three conditions. The first condition is if the material is not domestically produced in either desirable quality or quantity. Leaf is also granted in cases where application of domestic products under the category would inflate costs by more at least 25 percent. A leaf is similarly granted for use of ‘non-domestic’ materials if application of domestic materials would be contrary to the interest o f the American people. A contract under such waiver is however supposed to be reported in an official and written form. BAA regulations however exempt some countries, countries with trade ties to the United States. These countries enjoy the benefits as though their products were manufactured in the United States (Ncsl, 2009). Personal position over the Buy American Requirements The Buy American Requirements’ provisions are discriminatory, unfair and against the spirit of globalization and international trade. Selective waiver of the provision to some countries identifies discrimination against the countries to which total waiver is denied. The waiver is particularly designed to favor developed countries that have advanced technology into ‘large-scale’ production. Developing countries for example lacks the capacity to supply higher quantity of materials than can be produced by the United States’ domestic resources. This therefore means that only countries w ith high production capacity can trade in the regulated materials in America. It is similarly irrational to expect a developing country to exceed the United States in production capacity if both countries have the raw material. The act therefore significantly cuts off developing companies from trade in the specified materials in public facility development. While restricting trade with a foreign country would be rational, basing the reason on quantity is unfair to both the countries that with to trade in the restricted goods and the American taxpayers. This is because cheaper and higher quality materials could be derived from other countries whose production capacity might be lower than that of the United States. I therefore hold the opinion that the act is unfair and discriminatory may negatively influence the spirit of international trade between the United States and some countries (Ludwig, n.d). The Buy American requirement and the government position of a â€Å"free marketâ₠¬  The provisions of the Buy America act completely contradict claims of a free market in the United States economy. This is because the natural forces of demand and supply control a free market as opposed to establishment of control measures by the act. Developing rules to control the market such as restricting market access to specified sellers therefore undermines the doctrine of a free market system. This is because under free market economy, which America claims to have, trade initiatives are directed by people’s ‘self-interest’

Effective Team and Performance Management Essay - 2

Effective Team and Performance Management - Essay Example . Precisely, this discussion demonstrates personal and interpersonal awareness in addition to skill formation and development. The main reason for describing the personal and interpersonal awareness within a given team is to attempt explaining or creating an understanding of the effective management and performance of such groups. Effective team and performance management are the main epicenters of this discussion. In order to obtain the objective of the discussion, this paper is divided into three main parts excluding the introduction. The parts include reflection, alternative action, and overall learning. Reflection section of the discussion attempts to identify the key issues besides describing each of mentioned issues. In addition, the section provides an analysis of key issues involved while carrying out the activities of the team within the three contexts; investigating crime, lost on the moon, and egg challenge. Alternative action section identifies the recurring/overarching problems within the team whilst conducting its specific activities, avoidance of such problems, and impact of team members in ensuring that activities of team were effectively achieved. Lastly, the overall learning (conclusion) section identifies aspects learnt in the tasks and their relevance to future professional life. Team The team comprising of 6 members, 4 ladies and 2 gentlemen was formed on the basis of persons from different nationalities from Africa and Asia. Three main activities formed part of the seminar activities for purposes of understanding personal and interpersonal characteristics. The activities included lost on the moon, crime investigation in Park near Cambridge City Centre, and the egg flying contest. All these formed the seminar activities, which were aimed at evaluating effective management of teams or groups. Reflection During formation of the team of the four ladies and two gentlemen, I realized that there was so much potential not only in me but also other team members. Though anxious, I found it enjoyable and exciting to engage with people that were like strangers to me. Anxiety is one of the indicators within a person as described by Myers Briggs (Elwyn, Greenhalgh, and Mcfarlance, 2001, p.119). The first step was to introduce each other. In this process, team members wer e uneasy given the fact that they did not know each other. The idea of introduction to get to know each other was borrowed from Tuckman’s (1965) group forming stage. During the forming stage, Tuckman (1965) identifies that team members are always anxious due to being strangers. Other than problems of introduction, the team within its introduction stage had no clear specific individual roles and responsibilities, chain of command, and hierarchy of authority. What’s more, it is difficult to explicitly define roles and responsibilities of every member during the formation stage (Tuckman, 1965; Landale, 1999, p38). As Goleman (2002, p.253); Irvine et al (2002); and Kilman (1974) identify, there was a possibility of diversity conflict especially following that members of the team came from diverse backgrounds. The second activity within the formation stage involved identification of a team leader. Without a team leader, a group will not be spearheaded to the right direction since no one particular person will be responsible for initiating and directing activities

Make a structuralist analysis of a film or films of your choice. As Essay

Make a structuralist analysis of a film or films of your choice. As part of your analysis discuss the type of structuralist analysis you are using - Essay Example For that reason, this essay will focus on the work of Akira Kurosawa. Anyone who has been to the movies might have noticed that as you leave, there is a lot of animation in the people as they talk about the movie they saw. Often times, as people leave a movie, they seem quite happy. We can attribute this happiness to having been entertained, but it probably goes beyond just entertainment. Especially in the first few moments following the viewing of a movie, people seem to be still involved in the film in a very noticeable way. Then, perhaps a little after the feelings have somewhat subsided and they’re moving around again in their own lives. For 90 minutes or more prior they had suspended their disbelief and become a part of the film they were watching.1 For the period of the film and for perhaps a brief time following it, the viewer has had an experience of, â€Å". . . self-development, identification, catharsis and insight.†2 The film experience allows the viewer to experience the challenge of action, to be a hero or heroine, to feel that first love again, to fulfill dreams and ambitions. If we are to consider the interaction of the viewer in the film, as the viewer relates to the characters, as the viewer fulfills fantasy, dreams and daydreams; the term â€Å"entertainment† then takes on an enlarged meaning. In considering the film watching experience, similarities between that experience and the experience of a dream can be found. For instance, the individual sense of seeing the picture on the screen from afar, and the sense of fulfillment that comes from having viewed action or heroism, for instance, is not so different than dreams that evolve to be worked out on the stage of the mind’s subconscious and as viewed by the mind’s eye. The ultimate personal benefit of film and dreaming are therefore very similar

Young Adult Literature Essay Example for Free

Young Adult Literature Essay In our experiences as teachers or media specialists, many of us have noticed the same phenomenon: adolescent males often tend to enjoy literature less than their female counterparts. Of course, as middle school and high school teachers and media specialists, we have no control over the early reading experiences or instruction a male child receives, and since the patterns of reading behavior have been established long before he reaches our classroom, it may seem impossible to help him become an avid reader. But it is not impossible. In fact, helping a male become an enthusiastic reader may be as simple as offering a kind of literature that will engage him with intriguing plots, fast-paced action, and characters who not only catch his interest, but who mirror the life that he is living. Recent critical studies of the subject matter and themes of young adult literature have included focuses on the presentation of female gender roles (Hayn Sherrill, 1996), readers responses to the portrayal of racial minorities (Chevalier Houser, 1997), and literary attention to teens struggles with spirituality (Mendt, 1997). However, little direct, specific attention has been given to writers portrayals of adolescent male characters in fiction or non-fiction. Nevertheless, the growing canon of adolescent literature has produced a rich base of fiction that both portrays and appeals to all types of males. Researchers have shown that introducing YA literature to males improves their reading ability (Ballash 1994). These findings, however, have also pointed out the bias that many teachers hold against YA literature. Since its inception, generally considered to coincide with the 1967 publication of Hintons The Outsiders and Zindels The Pigman, young adult literature has fought an uphill battle to be given some of the classroom space normally reserved for the classical canon. According to Christenbury (1995), its use is limited mostly to higher elementary and middle school grades, where it is included in curricula as an incentive for poor readers. In this case, the strongest argument for using young adult literature- its readability and high interest level- is also the strongest argument that critics use for not including it in the highest grades. It is my argument that YA literature, because of its range of authors and story types, is an appropriate literature for every adolescent male, whether he be a prepubescent fourth grader, or a college-bound senior who needs compelling material that speaks to him. Aidan Chambers, author of challenging YA fiction and a critic of childrens literature, maintains that every group needs its own literature (Chambers 1996). According to Chambers, adolescents constitute a minority in our modern society, and like any minority, adolescents need a literature to call their own. Chambers even goes so far as to consider adolescents an oppressed group that needs to shed its shackles. To help with the process, Chambers began writing thought-provoking fiction and plays for his teen students in England, even before Hinton and Zindel emerged on the scene. While not as militant in their insistence that adolescents receive special attention as Chambers, others have noted a need for young adults to identify with the protagonists in the books they read (Small 1980). In his study published in Literature In The Secondary School, Applebee (1993) notes that most of the books in the literary canon where not intended for, and do not feature, adolescents. However, the only two books of the 20th century books to crack the canonical top ten, Salingers Catcher in the Rye and Lees To Kill A Mockingbird, both feature adolescent protagonists. Literary theory and criticism have labeled these books with their stamp of approval, and their appeal, for many readers, is far greater. Why? One answer lies in the fact that the adolescent male characters, Holden Caufield and Jem, mirror social, emotional, and spiritual conflicts that our male adolescents are facing. As Hipple, Comer, and Boren (1997), Monseau (1994), and Small (1980) suggest, reading adolescent literature can play a significant role in the emotional and mental health of an adolescent. As teachers, we need to find books that help our young males become more literate. The question for teachers and media specialists is this: Which books are good choices, ones that will draw in young adult male readers? What follows is a short list of young adult novels with male protagonists, sorted by theme. It is likely that many of these books are already on the shelves of middle and high school classrooms, and in students home collections. The list is intended as a beginninga resource that might offer teachers and media specialists a glimpse at the variety of young adult books that they can recommend specifically to adolescent males. The result might be that the males become readers in todays middle and high school classrooms, and beyond. Young Adult Literature for Reluctant Male Readers Nature and Adventure Stories Paulsen, Gary. Hatchet (1987). Brian is flying to Canada in a two-seater airplane. When the pilot dies mid-flight, Brian has to land the plane himself. He is then faced with surviving the wilderness using only his wits and a hatchet. Cross, Gillian. On The Edge (1985). This novel tells the dramatic story of Tug, who is kidnapped by ruthless terrorists, and whose mother is a powerful newspaper publisher. Hobbs, Will. The Big Wander (1992). Clays uncle is missing. To find him Clay embarks on a big wander into the canyons of Arizona. Rylant, Cynthia. The Islander (1998). Orphaned Daniel lives a dull life with his grandfather on an island in British Columbia- until the day a mermaid appears on the shore. Identity Stories Hinton, SE. The Outsiders (1966). This is the classic story of Pony Boy trying to find his identity while staying loyal to his gang, the Greasers. Cormier, Robert. The Chocolate War (1974). Jerry Renault refuses to participate in his private schools traditional chocolate sale, turning teachers and students alike against him. Philbrick, Rodman. Freak the Mighty (1993). Max is too huge to be normal, and Kevin, though brilliant, is labeled a freak because of his physical deformity. These two outcasts form a team to go on adventures within their own hometown. Chambers, Aidan. Dance on My Grave (1982). Hal, a shy but bright kid, is arrested for dancing on the grave of his friend, Barry. As the novel unfolds, Hal reveals his reasons for performing this bizarre ritual. A challenging novel, but one that repays the readers effort. Sports Stories Crutcher, Chris. Ironman (1995). Beau is a superb athlete who rejects popular sports and his father in order to become a tri-athletic ironman. Lipsyte, Robert. The Contender (1967). To escape the drugs and thugs of his Harlem neighborhood, Alfred takes up boxing, a sport that teaches him more than how to beat up someone. Weaver, Will. Striking Out (1995). Five years after his brothers death, Billy leads his family out of mourning because of his newly discovered prowess at baseball. Myers, Walter Dean. Hoops (1981). Lonnie Jacksons basketball skills are recognized by a former pro who teaches him about the game, and about the incredible pressures that go along with it. Genre Stories Lowry, Lois. The Giver (1993). Twelve-year-old Jonas lives in a futuristic world where everyone is perfectly content. So is he, until his visions lead him to be chosen as Receiver, the one person who knows the truth. Tolkien, J.R.R. The Lord of the Rings (1965). This is the epic tale of Frodo the hobbits quest to save Middle Earth from evil. Avi. Wolfrider (1986). Andys life is turned upside down when an anonymous caller claims to have killed someone. Cormier, Robert. Tenderness (1997). It is difficult to cause readers to sympathize with a serial murderer, but Cormier does just that when Eric Poole goes on a hunt for tenderness. Historical Stories Weisel, Elie. Night (1982). The Holocaust is seen through the eyes of young Weisel, who survived the ghettos and concentration camps as a teenager. This short book is certainly not for adolescent readers exclusively, but a powerful addition to secondary school classroom libraries. Denenberg, Barry. An American Hero : The True Story of Charles A. Lindberg (1996). Lucky Lindy was many thingsaviator, grieving parent, fighter pilot, and Nazi sympathizer. Here all aspects of this complex mans life are presented with a fair, even hand. Myers, Walter Dean. Fallen Angels (1988). When Perry cant escape Harlem by going to college, he goes off to war in Vietnam. Works Cited Applebee, A. Literature In The Secondary School. NCTE, 1993. Ballash, Karen M. Remedial High School Readers Can Recover, Too! Journal of Reading. May 1994. Chambers, Aidan. Tell Me : Children, Reading, And Talk. Stenhouse, 1993. Chevalier, M. and Houser, N. Preservice Teachers Multicultural Self-Development through Adolescent Fiction, Journal of Adolescent Adult Literacy, March, 1997. Hayn, J. and Sherrill, D. Female Protagonists in Multicultural Young Adult Literature: Sources and Strategies, The ALAN Review, Fall 1996. Hipple, T. Comer, M. and Boren, D. Twenty Recent Novels (and More) about Adolescents for Bibliotherapy, Professional School Counseling, Oct 1997. Mendt, K. L. Spiritual Themes in Young Adult Books, The ALAN Review, Spring, 1996. Monseau, Virginia R. Studying Cormiers Protagonists: Achieving Power through Young Adult Literature, The ALAN Review, Fall, 1994. Small, R. C. The Young Adult Novel as a Mirror of the Teenage World, Texas Tech Journal of Education, Winter, 1980. Young Adult Literature Cited Avi. Wolfrider. Collier Books, 1986. Cormier, R. Tenderness. Delacorte, 1997. Cormier, R. The Chocolate War. Dell, 1974. Chambers, A. Dance on My Grave. Harper and Row, 1982. Cross, G. On the Edge. Holiday House, 1985. Crutcher, Chris. Ironman. Greenwillow Books, 1995. Denenberg, Barry. An American Hero : The True Story of Charles A. Lindberg. Scholastic, 1996.