Offre d'emploi:

A escola Cultura Francesa em Taubaté está precisando de professores de francês.
Os interessados devem entrar em contato com Philippe ou Luciana Vannier
Cultura Francesa www.culturafrancesa.org
Av Juscelino Kubitcheck de Oliveira 193 centro
12010-6000 Taubaté SP
(12) 3631-1934

Concurso Docente UNICAMP

Concurso Docente UNICAMP

Departamento de Teoria Literária
Área: Literatura Geral e Comparada
Inscrições: 04/09/2008 a 03/10/2008, publicação no DOE, 03/09/2008, pg 104/105
Cargo: Professor Doutor
Regime: RTP
Edital no site http://www.sg.unicamp.br/procsel/pdf/01P165932008.pdf
Processo 01-P-16593/2008
Contato: Gilmar Dias da Silva - ATU gilmar@iel.unicamp.br
Telefone: (19) 3521-1500

Traducao - USP

FUNDAMENTOS METODOLÓGICOS DA TRADUÇÃO EM FRANCÊS NA USP

PERÍODO DO CURSO:
07.10 a 11.12.2008
Terça-feira: das 14h30 às 17h30
Quinta-feira: 15 às 17h

Conferências de Jean Foucambert na USP

A área de Língua e Literatura Francesa do DLM-FFLCH-USP e a área de Metodologia do Ensino de Línguas do Departamento de Metodologia do Ensino e Educação Comparada da Faculdade de Educação da USP (FEUSP) convidam para as conferências:

La Lecture en France et au Brésil

Jean Foucambert

Data: 29/09/2008 (Segunda-feira)
Horário: 10:00
Local: Sala 266 do Prédio de Letras
Obs: Possibilidade de tradução consecutiva para o português





Avaliação em leitura: língua estrangeira e língua materna

Jean Foucambert

Data: Dia 1º de Outubro, às 9:30
Local: Auditório da FEUSP
Av. da Universidade, 308 – Bloco B

Récitation de poèmes

Nous aimerions compter sur vous pour la soirée de poèmes

qui aura lieu le 29 novembre 2008.

La première réunion, pour le choix des poèmes, sera le 27 septembre 2008

(samedi), de 9h30 à 11h30 à l'APFESP.



Informations et inscriptions: 3284-5551

The Democrats' Missing History

By JEFFREY LORD

As Democrats prepare to nominate Sen. Barack Obama to be the first black president, the Democratic National Committee and its chairman, Howard Dean, have whitewashed the party's horrific and lengthy record of racism. The omission is in the section of the DNC Web site that describes the party's history. The missing history raises the obvious question of whether the Democrats, unable or simply unwilling to put their party on record as taking direct responsibility for one of the worst racial crimes of the ages, will be able to run a campaign free of the racial animosities it has regularly brought both to American presidential campaigns and American political and social life in general.


What else to make of the official party history as presented by the DNC on its Web site? It is a history so sanitized of historical reality it makes Stalin look like David McCullough.

The DNC Web site section labeled "Party History," linked here, is in fact scrubbed clean of the not-so-little dirty secret that fueled Democrats' political successes for over a century and a half and made American life a hell on earth for black Americans. Literally, the DNC official history, which begins with the creation of the party in 1800, gets to the creation of the DNC itself in 1848 and then--poof!--the next sentence says: "As the 19th Century came to a close, the American electorate changed more and more rapidly." It quickly heads into a riff on poor immigrants coming to America.

In a stroke, 52 years of Democratic history vanishes. Disappeared faster than the truth in the Clinton administration. Why would this be? Allow me to sketch in a few facts from those missing 52 years. For that matter, lets add in the facts from the party history before and after those 52 years, since they aren't mentioned by the Democrats' National Committee either.

* * *

So what's missing?

· There is no reference to the number of Democratic Party platforms supporting slavery. There were six from 1840 through 1860.
· There is no reference to the number of Democratic presidents who owned slaves. There were seven from 1800 through 1861
· There is no reference to the number of Democratic Party platforms that either supported segregation outright or were silent on the subject. There were 20, from 1868 through 1948.
· There is no reference to "Jim Crow" as in "Jim Crow laws," nor is there reference to the role Democrats played in creating them. These were the post-Civil War laws passed enthusiastically by Democrats in that pesky 52-year part of the DNC's missing years. These laws segregated public schools, public transportation, restaurants, rest rooms and public places in general (everything from water coolers to beaches). The reason Rosa Parks became famous is that she sat in the "whites only" front section of a bus, the "whites only" designation the direct result of Democrats.
· There is no reference to the formation of the Ku Klux Klan, which, according to Columbia University historian Eric Foner, became "a military force serving the interests of the Democratic Party."
· Nor is there reference to University of North Carolina historian Allen Trelease's description of the Klan as the "terrorist arm of the Democratic Party."
· There is no reference to the fact Democrats opposed the 13th, 14th and 15th amendments to the Constitution. The 13th banned slavery. The 14th effectively overturned the infamous 1857 Dred Scott decision (made by Democratic pro-slavery Supreme Court justices) by guaranteeing due process and equal protection to former slaves. The 15th gave black Americans the right to vote.
· There is no reference to the fact that Democrats opposed the Civil Rights Act of 1866. It was passed by the Republican Congress over the veto of President Andrew Johnson, who had been a Democrat before joining Lincoln's ticket in 1864. The law was designed to provide blacks with the right to own private property, sign contracts, sue and serve as witnesses in a legal proceeding.
· There is no reference to the Democrats' opposition to the Civil Rights Act of 1875. It was passed by a Republican Congress and signed into law by President Ulysses Grant. The law prohibited racial discrimination in public places and public accommodations.
· There is no reference to the Democrats' 1904 platform, which devotes a section to "Sectional and Racial Agitation," claiming the GOP's protests against segregation and the denial of voting rights to blacks sought to "revive the dead and hateful race and sectional animosities in any part of our common country," which in turn "means confusion, distraction of business, and the reopening of wounds now happily healed."
· There is no reference to four Democratic platforms, 1908-20, that are silent on blacks, segregation, lynching and voting rights as racial problems in the country mount. By contrast the GOP platforms of those years specifically address "Rights of the Negro" (1908), oppose lynching (in 1912, 1920, 1924, 1928) and, as the New Deal kicks in, speak out about the dangers of making blacks "wards of the state."
· There is no reference to the Democratic Convention of 1924, known to history as the "Klanbake." The 103-ballot convention was held in Madison Square Garden. Hundreds of delegates were members of the Ku Klux Klan, the Klan so powerful that a plank condemning Klan violence was defeated outright. To celebrate, the Klan staged a rally with 10,000 hooded Klansmen in a field in New Jersey directly across the Hudson from the site of the convention. Attended by hundreds of cheering convention delegates, the rally featured burning crosses and calls for violence against African-Americans and Catholics.
· There is no reference to the fact that it was Democrats who segregated the federal government, at the direction of President Woodrow Wilson upon taking office in 1913. There \is a reference to the fact that President Harry Truman integrated the military after World War II.
· There is reference to the fact that Democrats created the Federal Reserve Board, passed labor and child welfare laws, and created Social Security with Wilson's New Freedom and FDR's New Deal.
· There is no mention that these programs were created as the result of an agreement to ignore segregation and the lynching of blacks. Neither is there a reference to the thousands of local officials, state legislators, state governors, U.S. congressmen and U.S. senators who were elected as supporters of slavery and then segregation between 1800 and 1965. Nor is there reference to the deal with the devil that left segregation and lynching as a way of life in return for election support for three post-Civil War Democratic presidents, Grover Cleveland, Woodrow Wilson and Franklin Roosevelt.
· There is no reference that three-fourths of the opposition to the 1964 Civil Rights Bill in the U.S. House came from Democrats, or that 80% of the "nay" vote in the Senate came from Democrats. Certainly there is no reference to the fact that the opposition included future Democratic Senate leader Robert Byrd of West Virginia (a former Klan member) and Tennessee Senator Albert Gore Sr., father of Vice President Al Gore.
Last but certainly not least,
· there is no reference to the fact that Birmingham, Ala., Public Safety Commissioner Bull Connor, who infamously unleashed dogs and fire hoses on civil rights protestors, was in fact--yes indeed--a member of both the Democratic National Committee and the Ku Klux Klan.

Reading the DNC's official "Party History" of the Democrats and the race issue and civil rights is not unlike reading "In Through the Looking Glass": " 'When I use a word,' Humpty Dumpty said, in rather a scornful tone, 'it means just what I choose it to mean--neither more nor less.' "

Here's this line from the DNC: "With the election of Harry Truman, Democrats began the fight to bring down the final barriers of race . . ." Truman, of course, was elected in 1948, and to his great credit he did in fact, along with then-Minneapolis Mayor Hubert Humphrey, begin to push the Democrats towards a pro-civil-rights stance. This culminated in the passage of the 1960s civil rights laws--legislation that redid what had been done by Republicans a hundred years earlier but undone by the Democrats' support for segregation. But the notion that "Democrats began to bring down the final barriers of race" raises the obvious questions. What were these barriers doing there in the first place? And who exactly was responsible for creating them?

* * *

AS IF TO CONFIRM the "Who, me?" racial psychology behind the DNC Web site, Nancy Pelosi's Democrats passed a House resolution on July 29 sponsored by Tennessee Democrat Steve Cohen. The resolution, passed by voice vote, concludes this way:

Resolved, That the House of Representatives--
(1) acknowledges that slavery is incompatible with the basic founding principles recognized in the Declaration of Independence that all men are created equal;
(2) acknowledges the fundamental injustice, cruelty, brutality, and inhumanity of slavery and Jim Crow;
(3) apologizes to African Americans on behalf of the people of the United States, for the wrongs committed against them and their ancestors who suffered under slavery and Jim Crow; and
(4) expresses its commitment to rectify the lingering consequences of the misdeeds committed against African Americans under slavery and Jim Crow and to stop the occurrence of human rights violations in the future.
What word is missing here?

You got it. The word "Democrat." Never mentioned anywhere. As with the DNC website, all these terrible things--somehow, apparently, it seems, so they keep hearing--happened. Ms. Pelosi, Mr. Cohen and their fellow House Democrats just can't understand how. But, you know, whatever. They are sorry. Really.

Are they? Let's take them up on this.

After all those Democratic platforms and conventions that championed slavery and segregation, what do you think the chances are they will use the occasion of Mr. Obama's nomination to have the Democratic platform formally apologize for the active, frequently violent and decidedly official support of the Democratic Party for slavery, segregation, lynching, the Ku Klux Klan and all the rest?

Better yet, do you think they'll pass a resolution promising to use the funds raised from all those Jefferson-Jackson Day fundraisers to pay reparations for slavery? (Did I mention that while the DNC discusses party co-founders Jefferson and Jackson, it neglects to mention that between them the two owned an estimated 360 slaves?)

Will the NAACP and other groups seeking reparations from nongovernment entities for their role in supporting slavery (companies like Aetna, Wachovia and Chase along with educational institutions like Brown University) finally zero in on the prime historical mover behind some of the worst chapters in American history? Will they sue the Democrats?

The Democrats are poised to nominate a black man for president of the United States. But will they apologize for slavery? Will they start paying reparations not from tax dollars but their own dollars for what they have done?

Do they have the guts to publicly admit what serious history records of their deeds? Are they capable of running a campaign without playing the race card as they have played it for the better part of two centuries? Can they even escape the race psychology that has indelibly branded them as America's Party of Race?

Or, when it comes to their own responsibility for race relations in America, will they order up more of what, under the circumstances, is a very appropriate word for the DNC website?

Whitewash.

Mr. Lord is creator, co-founder and CEO of , a conservative video site. A Reagan White House political director and author, he writes from Pennsylvania.

What Happens When We Die?

By M.J. STEPHEY
Tue Sep 23, 6:40 PM ET



A fellow at New York City's Weill Cornell Medical Center, Dr. Sam Parnia is one of the world's leading experts on the scientific study of death. Last week Parnia and his colleagues at the Human Consciousness Project announced their first major undertaking: a 3-year exploration of the biology behind "out-of-body" experiences. The study, known as AWARE (AWAreness during REsuscitation), involves the collaboration of 25 major medical centers through Europe, Canada and the U.S. and will examine some 1,500 survivors of cardiac arrest. TIME spoke with Parnia about the project's origins, its skeptics and the difference between the mind and the brain.

ADVERTISEMENT

What sort of methods will this project use to try and verify people's claims of "near-death" experience?


When your heart stops beating, there is no blood getting to your brain. And so what happens is that within about 10 sec., brain activity ceases - as you would imagine. Yet paradoxically, 10% or 20% of people who are then brought back to life from that period, which may be a few minutes or over an hour, will report having consciousness. So the key thing here is, Are these real, or is it some sort of illusion? So the only way to tell is to have pictures only visible from the ceiling and nowhere else, because they claim they can see everything from the ceiling. So if we then get a series of 200 or 300 people who all were clinically dead, and yet they're able to come back and tell us what we were doing and were able see those pictures, that confirms consciousness really was continuing even though the brain wasn't functioning.


How does this project relate to society's perception of death?


People commonly perceive death as being a moment - you're either dead or you're alive. And that's a social definition we have. But the clinical definition we use is when the heart stops beating, the lungs stop working, and as a consequence the brain itself stops working. When doctors shine a light into someone's pupil, it's to demonstrate that there is no reflex present. The eye reflex is mediated by the brain stem, and that's the area that keeps us alive; if that doesn't work, then that means that the brain itself isn't working. At that point, I'll call a nurse into the room so I can certify that this patient is dead. Fifty years ago, people couldn't survive after that.


How is technology challenging the perception that death is a moment?


Nowadays, we have technology that's improved so that we can bring people back to life. In fact, there are drugs being developed right now - who knows if they'll ever make it to the market - that may actually slow down the process of brain-cell injury and death. Imagine you fast-forward to 10 years down the line; and you've given a patient, whose heart has just stopped, this amazing drug; and actually what it does is, it slows everything down so that the things that would've happened over an hour, now happen over two days. As medicine progresses, we will end up with lots and lots of ethical questions.


But what is happening to the individual at that time? What's really going on? Because there is a lack of blood flow, the cells go into a kind of a frenzy to keep themselves alive. And within about 5 min. or so they start to damage or change. After an hour or so the damage is so great that even if we restart the heart again and pump blood, the person can no longer be viable, because the cells have just been changed too much. And then the cells continue to change so that within a couple of days the body actually decomposes. So it's not a moment; it's a process that actually begins when the heart stops and culminates in the complete loss of the body, the decompositions of all the cells. However, ultimately what matters is, What's going on to a person's mind? What happens to the human mind and consciousness during death? Does that cease immediately as soon as the heart stops? Does it cease activity within the first 2 sec., the first 2 min.? Because we know that cells are continuously changing at that time. Does it stop after 10 min., after half an hour, after an hour? And at this point we don't know.


What was your first interview like with someone who had reported an out-of-body experience?


Eye-opening and very humbling. Because what you see is that, first of all, they are completely genuine people who are not looking for any kind of fame or attention. In many cases they haven't even told anybody else about it because they're afraid of what people will think of them. I have about 500 or so cases of people that I've interviewed since I first started out more than 10 years ago. It's the consistency of the experiences, the reality of what they were describing. I managed to speak to doctors and nurses who had been present who said these patients had told them exactly what had happened, and they couldn't explain it. I actually documented a few of those in my book What Happens When We Die because I wanted people to get both angles - not just the patients' side but also the doctors' side - and see how it feels for the doctors to have a patient come back and tell them what was going on. There was a cardiologist that I spoke with who said he hasn't told anyone else about it because he has no explanation for how this patient could have been able to describe in detail what he had said and done. He was so freaked out by it that he just decided not to think about it anymore.


Why do you think there is such resistance to studies like yours?


Because we're pushing through the boundaries of science, working against assumptions and perceptions that have been fixed. A lot of people hold this idea that, well, when you die, you die; that's it. Death is a moment - you know you're either dead or alive. All these things are not scientifically valid, but they're social perceptions. If you look back at the end of the 19th century, physicists at that time had been working with Newtonian laws of motion, and they really felt they had all the answers to everything that was out there in the universe. When we look at the world around us, Newtonian physics is perfectly sufficient. It explains most things that we deal with. But then it was discovered that actually when you look at motion at really small levels - beyond the level of the atoms - Newton's laws no longer apply. A new physics was needed, hence, we eventually ended up with quantum physics. It caused a lot of controversy - even Einstein himself didn't believe in it.


Now, if you look at the mind, consciousness, and the brain, the assumption that the mind and brain are the same thing is fine for most circumstances, because in 99% of circumstances we can't separate the mind and brain; they work at the exactly the same time. But then there are certain extreme examples, like when the brain shuts down, that we see that this assumption may no longer seem to hold true. So a new science is needed in the same way that we had to have a new quantum physics. The CERN particle accelerator may take us back to our roots. It may take us back to the first moments after the Big Bang, the very beginning. With our study, for the first time, we have the technology and the means to be able to investigate this. To see what happens at the end for us. Does something continue?

5 Secrets

5 Secrets Every Online Writer Should Know
Make the right business connections in the world’s
fastest-growing freelance marketplace.

Join Search jobs Post jobs

If you're a new writer just starting a freelance career, you're probably feeling a little bit frustrated. Competition for online freelance writing, for beginners as well as for experienced writers, is fierce. How's a new writer to get a break? Here are some essential tips for successful online freelance writing for beginners.

1. Writing for free makes you look unprofessional. When visiting job boards, you'll find hundreds of non-paying gigs. These are ads targeted to new freelance writers, and they all say something like, "Although this is a non-paying gig, you'll get plenty of experience and exposure." Really, they're just looking for a hand-out. Any professional editor or potential client who sees these types of clips listed on your resume will not be impressed, since most publications looking for writers to work for free aren't professional publications. They will publish practically anything, because no professional quality writer would think of giving their work away to them without payment. If you want to volunteer your time and skills, then write for a respected charity in exchange for a published clip which really will look good on your resume.

2. You can create your own writing samples. Most online writing job ads state that they want to see clips or writing samples. One of the easiest ways to create your own writing samples is to start your own website or blog and use it to write about topics you're interested in getting paid to write about. Then, when you apply for freelance writing jobs, you can include a link to a relevant article on your site or blog. You'll find that many potential employers are more interested in seeing your writing style and ability to cover a topic than they are in whether you've written for big name publications.

3. If you're going to write for the web, learn about SEO. These days, most people who want to hire a freelance writer to write for their websites are looking for writers who understand search engine optimization. Website owners want people using search engines to find their sites. To do this, the website content must include the keywords people are searching for. For freelance writers, this means learning to incorporate keywords into their writing. Writing a keyword-optimized article is much more difficult than just writing a straight article, because you'll have to incorporate some tricky phrases into the text in a way that makes sense. Before you start applying for web writing jobs, you'll probably want to familiarize yourself with SEO and practice writing a few keyword articles for your own website.

4. Freelance jobs that offer to pay you in ad revenue will earn you little to nothing. A new trend for website and blog owners is to hire writers and offer to pay them a percentage of advertising revenue. Usually, the reason they offer ad revenue as payment is because they don't have the money to pay a writer. Trouble is, anyone who doesn't have enough money to pay a writer is probably running a very new site or blog, and they don't have money to pay for advertising either. This means that there will be very few visitors coming to this website, and little to no traffic means no one will be there to click on the ads. Thus, there will be little to no ad revenue to be earned. A website needs to have hundreds of thousands of visitors per day to bring in even a few hundred dollars per month in ad revenue. Bottom line, these types of offers are a waste of your time. If you want to earn ad revenue dollars, simply sign up with Google Adsense and add some advertisements to your own blog or website.

5. Don't fall for low-paying job offers. When you visit freelance writing job boards, you'll find a lot of ridiculously insulting job offers, like people who offer to pay you a dollar or two per article. These ads will tell you that if you write ten articles per day, you can earn $500 or more per month. If you're financially strapped, this may sound like an offer you're willing to consider. However, it's virtually impossible to write ten articles per day, and at such a low pay rate, the amount of work you'll put into it simply isn't worth it. In a month or less, you'll be burnt out and looking for a new career choice.

If you're looking for high-quality, well paying freelance opportunities, visit GoFreelance. You'll find hundreds of freelance writing, freelance editing, and freelance proofreading jobs that will offer decent pay rates for interesting work you'll enjoy. Since new jobs are added every day, you'll be sure of finding enough steady work to keep you busy.

Source

The United States of Mind

Certain regional stereotypes have long since become cliches: The stressed-out New Yorker. The laid-back Californian.

But the conscientious Floridian? The neurotic Kentuckian?

You bet -- at least, according to new research on the geography of personality. Based on more than 600,000 questionnaires and published in the journal Perspectives on Psychological Science, the study maps regional clusters of personality traits, then overlays state-by-state data on crime, health and economic development in search of correlations.

View Interactive
The Geography of Personality
View an interactive map of states' personality profiles, with details on each state's rankings in all five categories.
Even after controlling for variables such as race, income and education levels, a state's dominant personality turns out to be strongly linked to certain outcomes. Amiable states, like Minnesota, tend to be lower in crime. Dutiful states -- an eclectic bunch that includes New Mexico, North Carolina and Utah -- produce a disproportionate share of mathematicians. States that rank high in openness to new ideas are quite creative, as measured by per-capita patent production. But they're also high-crime and a bit aloof. Apparently, Californians don't much like socializing, the research suggests.

As for high-anxiety states, that group includes not just Type A New York and New Jersey, but also states stressed by poverty, such as West Virginia and Mississippi. As a group, these neurotic states tend to have higher rates of heart disease and lower life expectancy.

Lead researcher Peter Jason Rentfrow, lecturer at the University of Cambridge in England, said he was startled to find such correlations. "That just blew me away," he said.

Psychologists unaffiliated with the study say it's intriguing but limited. There's no way to unravel the chicken-and-egg question: Do states tend to nurture specific personalities because of their histories, cultures, even climates? Or do Americans, seeking kindred spirits, migrate to the states where they feel at home? Maybe both forces are at work -- but in what balance?

Another issue: The personality maps may reinforce stereotypes and tempt us to draw overly simplistic conclusions, said Toni Schmader, a psychologist at the University of Arizona. Knowing Arizona ranks low in neuroticism, Ms. Schmader said, she might conclude that sunny weather makes for sunny dispositions. But if the data had turned out the other way, the sun could just as easily be blamed for high neuroticism -- for driving Arizonans stir crazy by keeping them cooped up in air conditioning.

"We tend to reject information that doesn't agree with our stereotypes," Ms. Schmader said.

Cross-cultural psychology was all the rage in the 1930s and 1940s, driven by a craze among anthropologists for comparing child-rearing practices in modern and pre-industrial societies. But the discipline fell out of favor, partly because of concerns that the comparisons were driven more by value judgments than standardized assessments.

In the past decade, the field has been reinvigorated by the development of a 44-question personality test that evaluates five traits: extraversion, agreeableness, conscientiousness, neuroticism and openness. Some psychologists disagree with this matrix; others would add traits such as honesty. But the assessment, called the Big Five Inventory, has been widely used in scientific research.

Mr. Rentfrow came to the field full of questions gleaned from a life spent hop-scotching across America. Why were his neighbors in Texas so relaxed, so courteous, so obsessed with sports? Why did New Yorkers seem so tense and inward-focused, often brusque to the point of rudeness?

Eager to dig deeper, Mr. Rentfrow turned to a huge collection of psychological tests administered online from 1999 to 2005.

The assessments were linked to each respondent's current residence, so there was no way to tell if a New Yorker was a New Yorker born and bred, or had just moved from Kansas. But that suited Mr. Rentfrow's purposes. He wasn't trying to gauge how life in New York had shaped any one individual. His goal was a psychological snapshot of the state, and for that he needed to include even recent migrants -- who may, after all, have been drawn to New York because the big-city bustle suited their personality.

Mr. Rentfrow said his sample was proportionate to the U.S. population by state and race. Though it underrepresented the extremes of poor and rich, that shouldn't skew the results, he said.

While the findings broadly uphold regional stereotypes, there are more than a few surprises. The flinty pragmatists of New England? They're not as dutiful as they may seem, ranking at the bottom of the "conscientious" scale. High scores for openness to new ideas strongly correlates to liberal social values and Democratic voting habits. But three of the top ten "open" states -- Nevada, Colorado and Virginia -- traditionally vote Republican in presidential politics. (All three are prime battlegrounds this election.)

And what of the unexpected finding that North Dakota is the most outgoing state in the union? Yes, North Dakota, the same state memorialized years ago in the movie "Fargo" as a frozen wasteland of taciturn souls. Turns out you can be a laconic extrovert, at least in the world of psychology. The trait is defined in part by strong social networks and tight community bonds, which are characteristic of small towns across the Great Plains. (Though not, apparently, small towns in New England, which ranks quite low on the extraversion scale.)

The findings pleased Nebraska Gov. Dave Heineman, who said it was nice to have scientific proof that his state is super-friendly. "That's the Nebraska I know," he said.

But Las Vegas Mayor Oscar B. Goodman can't understand how Nevada got ranked so low in agreeableness. "We're probably the most agreeable folks in the world, because we have to treat visitors with a great deal of kindness ... to get a big tip," he said.

In Florida, meanwhile, tourism official Dia Kuykendall groped to explain her state's high "conscientious" ranking. She was having trouble reconciling that with, say, the party scene on Miami Beach. "Conscientious of how they look?" she wondered.

The research did give Ms. Kuykendall an idea for a new Florida tourism pitch: "Come visit us, we're not neurotic!"

Social scientists suggest other applications for the research as well. In the Northeast "stress belt," health officials might consider programs to help folks relax. In the Midwest, a dutiful state like Kansas might look to woo more innovative personalities, perhaps by nurturing an artists' enclave or encouraging young chefs to start restaurants, said Richard Florida, an economic development analyst who has written extensively on geography and psychology.

"Most cities are still trapped in the idea that they can recruit a call center or build a big stadium" to spur revitalization, Mr. Florida said. "This is a big wake-up call for policy makers."

It's also a wake-up call for proud residents of the great state of wherever -- some of whom aren't fond of the findings. Mr. Rentfrow said he's had to help some of them feel better. Yes, North Dakota and Wyoming rank quite low in openness to new ideas. But why label them narrow-minded and insular? Say, instead, he suggests, that they value tradition. New York may be neurotic, but he offers another way to put it: "It's a state in touch with its feelings."

Or take a cue from Ted Ownby, who studies Southern culture at the University of Mississippi. His state came up highly neurotic -- and he suspects his neighbors would be proud.

"Here in the home of William Faulkner," Mr. Ownby said, "we take intense, almost perverse neuroticism as a sign of emotional depth."

Write to Stephanie Simon at stephanie.simon@wsj.com

Palestras sobre Imigracao Quebec

Novo ciclo de Palestras Informativas Sobre a Imigracao Quebec tem inicio, para maiores informacoes e inscricao clique AQUI

Avoid this easy email scam

"Forgot your password" links the easy way in for hackers

Never mind creating a password with at least eight characters, two of which are numbers, one of which is a capital letter, and one of which is a symbol like (*&^%$). The easiest way for a hacker to weasel into your account is likely the "Forgot your password?" link.

"Forgot your password?" features are older than the Internet, providing businesses and site owners a simple way to let a user reset a forgotten password, provided he can verify his credentials by asking a few personal questions that only the rightful user should know.

For years the archetypical question was, of course, the "Mother's maiden name" challenge. In recent years, additional challenges have emerged, such as asking the street you grew up on, your favorite pet, and grandparents' first names.

Is all of this stuff really secure? More than one researcher is sounding the alarm over these tools, noting that while this data may have been private a decade ago, in an era of personal blogs, online resumes, and rampant social networking services, "personal" information drawn from your past is now widely available for public consumption. According to a researcher at PARC, you can even buy black market directories of personal information "like dog's names," for about $15 per batch. It's certainly a lot easier than guessing passwords like AHFplug41*.

Think this doesn't happen? There aren't any statistics available, but these hacks are widely suspected in myriad cases where accounts have been compromised. (Even Paris Hilton is said to have fallen prey to the "what is your dog's name?" password reset hack. It doesn't help to have one of the most infamous dogs in America...) But if you need more proof, check out this "how I did it" step by step guide to hacking a password from one writer at Scientific American. In about an hour, it seems, our researcher managed to compromise one (willing) victim's life entirely through password reset links.

MSNBC has an exhaustive amount of additional information on the issue, but the takeaway is clear: If you provide information for password reset systems, don't use data (like other people's names and addresses) that can be easily discovered or guessed. Better yet, consider creating a second tier of passwords you use for questions like these, and keep them written down and locked in a safe if you must. In other words: Your mother's maiden name may really be Jones, but that you can't pretend it wasn't Mxlpxlxl!7631.

Yahoo

Vagas Professores para Frances

A Eufonia Idiomas precisa de professor (com urgência) para dar aulas no Bairro da Saúde.
Maiores informações ligar para: 5078-7500 (falar com Arlete) ou enviar e-mail com curriculum para eufoniaidiomas@terra.com.br.

L’apprentissage du français par internet

L’apprentissage du français par internet


DATA: 20/09/08

Horário – das 9h00 às 17h00

Local: Colégio santa cruz


PARTICIPAÇÃO: Serão emitidos certificados de participação com indicação da carga horária cumprida.


Preços : Sócios da APFESP (anuidade 2007 em dia): R$ 20,00

Estudantes de Francês: R$ 25,00

Não sócios e outros: R$ 40,00



INSCRIÇÕES E INFORMAÇÕES: APFESP - Sao Paulo

A Estrutura de uma Aula

Estrutura da Aula

Apresentação
1.Despertar a atenção e o interesse do
aluno utilizando estímulos adequados.

(voce pode usar um texto adequado ao nivel do seu aluno e claro relacionado com o que voce vai ensinar - uma música - jogos etc)

2.Deixar claro para o aluno o que se espera dele.

(se o aluno sabe onde voce espera que ele chegue com essa aula, ou com o ponto gramatical que estao estudando, fica realmente mais facil!)

3.Apresentar os pontos mais importantes do assunto numa síntese interessante e motivadora.

(se voce vai por exemplo ensinar o alfabeto, os artigos, atos de comunicacao como 'apresentacoes' voce pode apresentar esses pontos e dizer para o que servem - por exemplo o aluno adulto pode se sentir meio tolo aprendendo o alfabeto, mas se voce explica para ele o quanto soletrar é importante numa viagem ao exterior, na alfandega, no hotel etc, ele percebe que sua aula tem valor pratico)

Desenvolvimento
1.apresentar o assunto, esclarecer dúvidas em linguagem clara e precisa.

(no caso da gramatica, explicar o uso do ponto gramatical)

2.ilustrar com exemplos.
(faca frases modelos, se for conveniente use textos para ilustrar)

3.Orientar as atividades de fixação

(utilizando procedimentos didáticos adequados - Voce da o modelo seu aluno em seguida refaz a frase usando a sua como base - se houver tempo faca exercicios escritos tambem! - se nao houver o aluno deve fazer em casa)

Conclusão
1.Síntese dos pontos principais, checar se ainda existem dúvidas.

(o ideal seria repassar os pontos estudados e pedir exemplos dessa vez sem o modelo. No caso de princiantes continue com o modelo)

2.Direções sobre o que o aluno deve desenvolver pessoalmente.

( o trabalho extra-classe deve ser muito bem explicado, como voce vai perceber rapido, sua funcao mais importante nao é ensinar a materia mas ensinar a estudar, o aluno brasileiro geralmente nao sabe estudar)

Feedback

(Retomar a materia vista na aula anterior, fazendo perguntas, ou na forma de exercicios).

Fixação e a transferência da aprendizagem

( Nao avance a materia sem que haja fixacao! Esse é grande trunfo do professor particular. Os cursos em grupo precisam avancar independente do aluno ter realmente absorvido ou nao. Nao permita que isso aconteca no seu curso. Nao abra mao da sua maior vantagem!)

Avaliacao
Avaliar o nível de desempenho do aluno.
(Deixe sempre muito claro que o objetivo é preencher possíveis lacunas do aprendizado - Voce vai perceber que seus alunos chegam de outros cursos com essas lacunas e voce precisar detectar para entao poder preenche-las. Quando for muito experiente voce vai detectar essas lacunas no decorrer das aulas.Entretanto uma avaliaçao oral e escrita pode ajudar a otimizar esse processo)

7 Counterintuitive Ways to Save Money

TREINE SEU INGLES PARA NAO FALAR ASSIM PLEASE! :)

by Jeffrey Strain

Saturday, August 16, 2008

provided by TheStreet.com

Earnest attempts to save money here and there don't always add up to much. When traditional methods fail, it's time to consider a few counterintuitive options.
Spend Money
If you want to get the most for your money, you are going to have to spend. One of the biggest mistakes people make when they are trying to get their finances in order is to stop spending money alogether.
Not all spending is the same. You should limit unnecessary purchases, but spending on essential upkeep, preventive measures and items that will save money in the long run is vital for getting and keeping your finances in order.


Scrimp now on items and services that can help prevent larger expenses in the long run--such as routine car maintenance and energy-saving bulbs--and you could pay for it later.
Don't Stay Home in Front of the TV
While staying home is certainly less expensive than going out with your friends, it isn't likely to improve your financial situation significantly. In fact, it can cost you a lot of money.
Instead of staying home and lamenting that you can't afford to go out, take the initiative. Sign up for some classes to improve your job prospects and learn new cost-cutting skills so that next year you don't have to sit at home thinking about the things that you want but still can't afford.
Don't Spend Time Learning How to Invest
When you are first starting to improve your finances, don't make learning how to invest a priority. Instead, put your investing on autopilot and follow the advice of Warren Buffett: "The best way to own common stocks is through an index fund."
Once you've mastered your finances and have saved a nice nest egg, then you'll have time to research individual stocks. Until then, your time will be much better spent on improving your finances through other means.
Don't Leave Your Investments to Experts
Do your own investment research. This research should include getting experts' opinion, but don't rely on it exclusively.
You should make the final decision for your circumstances. Giving your finances completely over to someone else to take care of, no matter how much of an expert he or she may be, is asking for financial trouble.
Don't Let Salary Determine Job Choice
One of the worst financial mistakes you can make is to base your job choice on salary alone.
More from Yahoo! Finance: • How to Find and Understand Your Credit Score
• 25 Ways to Save More Each Month
• 8 Who Saw the Credit Crisis Coming
Visit the Banking & Budgeting Center
For long-term earning and financial health, you're almost always better off choosing the job you will find most satisfying.
Even if the salary is lower at the outset, you'll be more productive -- and more likely to advance -- if you're engaged and motivated.
Don't Buy What Is Cheapest
"Cheap" rarely means "the best value." To get the most out of your hard-earned money, you must think value rather than price. A car that is inexpensive, but costs a lot to drive and needs frequent repairs has less value than a car with a higher price tag but costs less to run and maintain.
This concept of buying value over price can be applied to anything and will mean that you rarely buy items which are the least expensive.
Don't Buy Things That Are on Sale
Much like things that are on the cheap, things that are on sale are rarely the best value.
There are two major problems with most items on sale: They are often something that you really don't need, and even if you do need them, you can usually find an alternative with better value.
If it's not something you'd buy even if it weren't on sale, it's a purchase you shouldn't make.
When you find something on sale that you do need, don't buy it without looking at other options. If you need the item and there aren't better options, buy away.


Copyrighted, TheStreet.Com. All rights reserved.

Survivalism

In the 1970s, widespread fear of imminent natural and artificial disasters and societal collapse led to the development of survivalism, a subculture based on the anticipation of catastrophic events and the preparations involved in surviving disaster. Survivalists stockpile food and water, build shelters, and learn skills that they believe will help them live through apocalyptic chaos. Today, many survivalists exchange information via the Internet. What are Alpha-Rubicon and the Zombie Squad?

Source

Ciclo de Conferências na USP

Ciclo de Conferências na USP

promovido pela área de Língua e Literatura Francesa
"Approche sémiolinguistique et interculturelle
de la lecture en Langue étrangère"

Prof. Dr. Marc-Félix SOUCHON-FAURE
(Universidade de Franche-Comté, França)

De 19 a 22 de agosto de 2008, das 14h30 às 17h30
Local: Sala 260 do Prédio de Letras da FFLCH-USP

Inscrições pelo e-mail monitoriafrances@gmail.com aos cuidados deSamara Lócio, de 11 a 18 de agosto. Enviar nome completo, telefone decontato e os dias de participação

Vagas Professores de Frances

O Senac Anália Franco, próximo ao metrô Carrão, está precisando com urgência de um professor de francês para dar aula às sextas à noite, das 19:00 às 22:10.
Quem tiver interesse, escreva rapidamente para Carolina Barbosa - email: carolbarbosal@yahoo.com.br


Appel à candidature pour un poste de "professor substituto"
(équivalent à un contrat temporaire de maître de conférences) de littérature française à l'université de Brasília. L'exigence (minime) est celle d'un diplôme universitaire (licence ou équivalent) en Lettres/Français. La durée du contrat est d'un an, renouvelable.
Pour toute information, s'adresser aux contacts disponibles dans le site du TEL: http://www.unb.br/il/tel/

Conférence de Nathalie Beau

Conférence de Nathalie Beau

Conférence-Rencontre, organisée en partenariat avec l'Alliance Française et de l'Université Mackenzie en marge de la biennale du livre de SP.

Conférence-Rencontre avec une partie finale questions-réponses du samedi 23 aoûtdans les installations de l'Alliance Française du centre.

Cet évenement se tiendra de 10h00 à 12h00.
Thématique retenue : Panorama de la littérature jeunesse contemporaine en France.

Les inscriptions seront centralisées à l'Alliance Française et traitées par XavierPerson.mailto:XavierPerson.xavier.person@aliancafrancesa.com.br

Tél: 3017 5684

ENCONTRO LITERÁRIO

ALIANÇA FRANCESA PROMOVE
ENCONTRO LITERÁRIO

A Aliança Francesa de São Paulo recebe no próximo sábado, dia 16 de agosto, o escritor francês Stéphane Audeguy para um encontro literário. O autor é considerado um dos maiores nomes da literatura francesa contemporânea.

Entre suas obras estão A Teoria das Nuvens e Filho Único, este último com lançamento previsto durante a Bienal do Livro de São Paulo. Audeguy já conquistou destacadas premiações como o Grand Prix Maurice Genevoix da Academia Francesa de Letras, em 2005, e o Deux-Magots em 2006.

A palestra gratuita será realizada em francês e as inscrições podem ser feitas pelo bibli@aliancafrancesa.com.br ou pelo 11/3017-5695. Vagas limitadas.

Encontro Literário com Stéphane Audeguy
Data: Sábado, dia 16 de agosto
Horário: 10h
Endereço: Rua General Jardim, 182

A Tradução Especializada no Brasil

Mesa redonda por ocasião da entrega do 9° Prêmio União Latina/CBL de Tradução Especializadana 20a Bienal Internacional do Livro de São Paulo.

São Paulo, 16 de agosto de 2008

Programa

16:00 - Abertura
16:15 - Entrega do 9° Prêmio União Latina de Tradução Especializada- Câmara Brasileira do Livro 2008 (Representantes da Câmara Brasileira do Livro e da União Latina. Premiados: tradutores e editoras)

16:45 - Mesa redonda: A Tradução Especializada no BrasilOradores: Paulo Henriques Britto, Ana Julia Perroti-Garcia, Lenita M. R. Esteves, Antonio Paulo (Tony) Berber Sardinha, Tamara Barile, Cícero Sandroni (por confirmar)

17:45 - DebateCoquetelInscrições obrigatórias (gratuitas): dtil@unilat.orgDados a fornecer : Nome, sobrenome, instituição (ou profissão, ou universidade, no caso de estudantes), endereço completo, telefone, celular, correio eletrônico.A confirmação da inscrição é obrigatória para ingresso no auditório.

Local: Pavilhão de Exposições do Anhembi - Auditório A - Expositor
Av. Olavo Fontoura, 1209
02012-021- Santana - São Paulo ­ SP

Inscrições : União Latina//DTIL : dtil@unilat.org

Curso de Frances FFLCH - USP

O Centro de Línguas da FFLCH-USP tem o prazer de comunicar que estão abertas as inscrições para as Vagas remanescentes dos Cursos do 2º semestre de 2008.
Para mais informações, consulte o site do Centro de Línguas

www.fflch.usp.br/cl

Concurso Publico Para Professores

UNIVERSIDADE ESTADUAL DE LONDRINA UEL
PRÓ-REITORIA DE RECURSOS HUMANOS

CAIXA POSTAL 6001 - CAMPUS UNIVERSITÁRIO
CEP 86051-990 - LONDRINA/PARANÁ

para provimento no cargo de Professor de Ensino Superior

Edital 210/2008-PRORH

Inscrições de 18 a 22 de agosto de 2008

Edital disponível no site: www.uel.br/prorh

em Processos de Seleção - Carreira Docente

Para acesso direto ao Edital e Anexos clique no link abaixo:

http://www.uel.br/prorh/index.php?content=selecao/concdoc/210_08/index.htm

Em caso de dúvida entre em contato pelos telefones:(43) 3371-4302 ou 3371-4569

Praticando Frances

Uma boa maneira de praticar um idioma é atraves da sua musica! A melodia ajuda a memorizar frases inteiras, expressões idiomaticas, e as melodias lentas ajudam a gravar o som de certas silabas de dificil aprendizado.

Aproveite essa apresentação não só pelo idioma mas também para conhecer pessoas com os mesmos interesses e enriquecer sua rede de contatos!

Abracos a todos!

Festival C'est si bon

Festival C'est si bon

O 7º Festival Internacional de Cultura Francesa C'est si bon, vai oferecer uma série de atividades artísticas que permitirão um entrelaçamento de traços culturais entre franceses e brasileiros. Da dança à gastronomia, das artes plásticas à musica, do cinema à degustação de vinhos. A atração internacional de 2008 será o cantor e compositor Benjamin Sportés e também será homenageada a grande escritora francesa Simone de Beauvoir com o aniversário dos seus 100 anos.
Dias 26 e 27 de julho, na Rua Normandia, em Moema, São Paulo
Horário: das 13h00 às 22h00
____________________________________________________________________________________________________

Partida da Jocelin e do Marcelo

Ontem foi a partida de Jocelin e Marcelo!!! Quanta emoção!!!

Antes de mais nada gostaria de agradecer Rô e Fê por gentilmente cederem o seu horário de aula para que pudéssemos ir no aeroporto! (voces são demais!)

Bom, depois de mais de duas horas no nosso querido trânsito paulistano (tenho certeza de que vocês que já estão no Canadá têm muita saudade das horas sem fim que ficavam parados no engarrafamento :) Infelizmente chegamos tarde para encontrar Marcelo, pois seu embarque era mais cedo.

Falamos com ele no celular e ele nos atendeu da sala de embarque!

A despedida da Jô foi emocionante por ela e pela familia dela que é realmente muito especial! Fiquei muito feliz por poder participar desse momento o que nunca havia sido possível antes, pois estava sempre em aula. Por isso mais uma vez obrigada R e F pelo carinho de vocês nos proporcionando esse momento tão especial!

Marcelo e Jocelin, estaremos sempre torcendo por vocês, e em breve de bem mais perto!

Abraços e até breve!

Video Imperdivel

Algumas universidades americanas apresentam hoje o que eles chamam de 'Last Lecture" nessas séries de palestras top professores fazem reflexões profundas sobre assuntos que em sua opinião são importantes. O que voce faria se tivesse poucos meses de vida? O que voce mudaria? Se voce tivesse um ultima chance?

A diferença nesse caso é que Randy Pausch, fez uma "Last Lecture" e essa realmente é a sua ultima chance. Ele tem 46 anos, tres filhinhos e foi diagnosticado com um cancer devastador.

Por isso sua palestra foi muito mais do que um exercício acadêmico, ele fala da sua propria realidade, sem auto-piedade, sem drama, com toda sua alegria de viver. Fica claro que ele não está vivendo um processo de negação... trata-se de um homem que quer deixar a melhor herança possível para seus filhos: valôres... e alegria de viv

Veja o vídeo no You Tube

Despedida Jocelin, Marcelo e Mirian

Foi emocioanante nosso encontro para a despedida de Marcelo, Jocelin e por incrivel que pareça também a minha.

Também comemoramos o me aniversário, mas o que nos emocionou foi a lembrança das nossas trajetórias. Todos esses anos construindo como grupo e nos preparando para uma nova vida!

Emocionante nos lembrarmos dos nossos amigos que já estão lá e que nos ajudaram a formar esse grupo com a força que ele tem hoje.

Me orgulha muito pensar que os que já estão no Canadá estão recebendo os que estão indo agora. Me alegra saber que nossa turma que está lá está integrada e se saindo muito bem na terra nova.

Todos foram muito bem preparados, colhemos frutos dos nossos grupos de estudos e da seriedade com que todos encararam esse preparo. Sei que a nova geraçao de imigrantes fará bonito também!

Esse até breve é muito encorajador. Temos a 'terceira' geraçao, que ainda vai fazer entrevista e chegará provavelmente no primeiro semestre do ano que vem. E esses também estão se preparando com seriedade e serão recebidos por nós!

Quero mais uma vez agradecer o carinho de todos! Foi um momento inesquecível!

L'imparfait

Voce pediu um help e aí está :)

Formation

L'imparfait est un verbe dont la forme est très régulière. On prend le radical de la 1er personne du pluriel du present du indicatif et on ajoute les terminaisons:
-ais, -ais, -ait, -ions, -iez, -aient.

Exemple: vouloir ---> nous voul-ons Je voulais nous voulions
tu voulais vous vouliez
il voulait ils voulaient

Un seul verbe est irrégulier: être j'étais nous étions
tu étais vous étiez
il était ils étaient

L'imparfait des verbes qui se terminent en -ier et -yer, à la 1re et à la 2e personne
du pluriel, il peut sembler étrange, mais il est tout a fait régulier.

- étudier = Avant, au Brésil , nous étudiions le latin.
= Vous aussi, vous l'étudiiez?

- payer = Avant, nous payions en cruzados, maitenant nous payons en reais.

......................................................................................................................


Valeurs temporelles

L'imparfait exprime un temps continu, de durée indéfinie, sans que soient indiqués, sauf par le context, un début ou une fin précis.

Il a quatre valeurs essentielles.

- Il sert à décrire le 'present' d'une époque antérieur

= Au Moyen Âge, les femmes qui travaillaient avaient plus de liberté qu'on ne le pense: elles parlaient haut et fort, aimaient les plaisanteries même très 'osées'
et se faisaient respecter, voir craindre, chez elles.

- Il sert à planter le le décor sur lequel vont se détacher des actions, des événements (au passé composé ou au passé simple)

= Le bar était plein, tout le monde buvais, chantais et riait. Tout à coup, la porte s'ouvrit brusquement et trois hommes, revolver au poing...

ou à les commenter
= Le voyage a été épouvantable: Il y avait des embouteillages, il pleuvait et les enfants étaient insuportables.

- Il peut exprimer la répétition dans le passé ou l'habitude
= chaque matin, il allait faire son marché à Saint Carlos où, selon lui tout était beaucoup moins cher.

- L'imparfait de 'rupture', ou l'imparfait 'stylistique' sert à dramatiser un fait précis, ponctuel, à le mettre en relief.

= Miracle! À la 88e minute, le millieu de terrain marquait un but magnifique, donnant ainsi la victoire au Brésil!

Le roi s'adressa une dernière fois à la foule qui était là. Une minute plus tard, sa tête tombait dans le panier.

........................................................................................................................

Valeurs modales

- L'hypothèse possible
= S'il faisait beau demain, on irait pique-niquerdans la forêt. (= il est possible qu'il fasse beau demain)

- L'irréel présent
= Si j' étais toi (si j' étais à ta place), j'accepterais sa proposition.

- L'imparfait modal peut également traduire l' expression
- du souhait = Ah, si tu m'aimais!
- du regret = Si j'étais plus jeune!
- de la suggestion = Bon, et si on se mettait au travail?
- de l'éventualité = Et si cette histoire était vraie?

- L'imparfait de politesse
On fait une demande de manière détournée, atténué. Par discrétion, la personne qui fait une demande prend comme une distance avec sa question. cet imparfait s'utilise avec des verbes de désir ou avec le verbe venir.

= Pardon, monsieur. Je voulais vous demander un tout petit renseignement.
= Bonjour, madame, je venais pour l'appartement. Il est toujours libre?

L'imparfait 'dramatique'
On évoque un fait qui ne s'est pas produit mais qui a failli se produire.

= Je suis arrivé á la gare juste à l'heure. J'ai corru, corru... une minute de plus et je manquais mon train.

=Sans la rapidité des pompiers, la maison flambait complètement.

Cet imparfait 'dramatique' correspond `a un conditionnel passé. C'est un irréel du passé.

= Si je n'avais pas couru, j' aurais manqué mon train.
= Si les pompiers n'étaient pas arrivés si vite, la maison aurait flambé.

Dicas Legais

http://www.centreeureka.org/



Procurando trabalho em Montreal:

Clique aqui

http://www.cam.org/~cremcv/





http://www.toutmontreal.com/

Respostas Exercícios

Faça primeiro consulte depois :)

1- C - aille
2- D - Fais
3- B - ça fait
4- A - pourtant
5- C - auquel
6- D - qu'ils avaient négocié la réduction du temps de travail.
7- B - Il faut passer par le passage souterrain.
8- C - À des clients d'hôtel.
9- A - un mode d'emploi.
10- B - appuyer longuement sur la touche.
11- C - d'une fête dans un parc près de Paris.
12- A - à tout le monde sans exception.
13- B - est limitée en nombre de pages.
14- A - sur tous les modèles.
15- B - Les musées français réhabilitent une peintureun peu oubliée.
16- D - Les localités n'offrent pas les mêmesstructures d'accueil.
17- D - Il est souhaitable que le français soitcompris hors des frontières françaises.
18- D - les scientifiques français, pour être lus,doivent écrire en anglais.
19- B - la meilleure façon de défendre sa proprelangue est d'être plurilingue.

http://www.ciep.fr/

Exercicios Frances

Aí vai um exercício para ser feito ser feito sem consulta ok?

1- Je ne suis pas sûr(e) que ce bus .
A - va
B - alla
C - aille
D - ait .
jusqu'au château de Versailles.

2- Ton café est trop chaud ! .
A - Faites
B - Ferez
C - Feras
D - Fais
. attention à ne pas te brûler !

3- Tu as des nouvelles de Michel et Claudia ? - Non, ...
A - dans
B - ça fait
C - depuis
D - après
. combien de temps qu'ils sont partis ?

4- Elle a un compte en banque bien garni.
A - pourtant
B - bien qu'
C - en dépit d'
D - malgré
. elle se plaint de ne pas avoir assez d'argent.

5- L'avocat.
A - que
B - lequel
C - auquel
D - duquel
. nous nous sommes adressés est un des meilleurs de Paris.

6- Le président :
" Nous avons négocié la réduction du temps de travail à 35 heures par semaine ". Il a indiqué .
A - qu'ils auraient négocié la réduction du tempsdetravail.
B - qu'ils négocieraient la réduction du temps de>travail.
C - qu'ils négociaient la réduction du temps detravail.
D - qu'ils avaient négocié la réduction du temps detravail.


" PIETONS UTILISEZ LE PASSAGE SOUTERRAIN "

7- Que signifie ce panneau ?
A - Le passage souterrain est fermé.
B - Il faut passer par le passage souterrain.
C - Les piétons ne peuvent pas traverser.
D - Le passage souterrain n'est pas sûr.


8- "N'emportez pas les serviettes de bain à la plage"A qui est destinée cette annonce ?
A - À des marchands de glace.
B - À des maîtres nageurs.
C - À des clients d'hôtel.
D - À des clients de restaurant.


9- " Allumez votre téléphone " Pour allumer votre téléphone, maintenez la touche enfoncée jusqu'à ce que le téléphone s'allume. Si vous avez besoin de retirer la batterie, vousdevez d'abord éteindre votre téléphone. Pour cela,appuyez sur la touche jusqu'à ce que l'écrans'éteigne.Votre premier appel Composez d'abord le numéro de votre correspondantpuis lancez l'appel en appuyant sur la touche OK.

Dimensions : 132 x 50 x 26 mm. Poids : 154 g

.9- Vous venez de lire :
A - un mode d'emploi.
B - une publicité.
C - une annonce.
D - un résumé.


10- Pour utiliser l'appareil, il faut :
A - faire le numéro du correspondant.
B - appuyer longuement sur la touche .
C - appuyer une fois sur la touche OK.
D - éteindre d'abord la batterie.


" MAIRIE DE PARIS "

La Mairie de Paris et l'association Paris-Bambelle organisent une fête, de janvier à décembre 2002, auxportes de Paris, dans le bois de Boulogne. La nouvelle parade ImaginAir sera présentée aupublicdès le 1er janvier. Entrée du parc gratuite pour les enfants de moins de4 ans. Départ des cars toutes les demi-heures, devant lamairie. Les voitures pourront se garer à l'entrée du>bois."

11- Ce document parle :
A - d'une visite de la mairie de Paris.
B - d'une fête organisée dans Paris.
C - d'une fête dans un parc près de Paris.
D - d'une exposition pour l'année 2002.

12- A qui s'adresse-t-il? :
A - à tout le monde sans exception.
B - à tous les automobilistes.
C - uniquement aux enfants.
D - seulement aux Parisiens


" L'E-book : le livre électronique "

Le livre électronique n'est pas un rêve, il enexiste déjà plusieurs modèles, de différentes tailles, avecun écran couleur ou noir et blanc. Equipé d'un écran tactile, ce livre électronique pèse à peine plus d'un kilo et peut stocker jusqu'à l'équivalent de trente titres de 500 pages. Pour charger le contenu d'unlivre dans la mémoire de cet objet, où qu'on soit dansle monde, il suffit de le brancher à une prisetéléphonique ou à un mobile. L'e-book se connecte à Internet sur le site d'une bibliothèque virtuelle. Il ne reste ensuite au lecteur qu'à faire son choix. Le livre est téléchargé en quelques minutes et le comptedu lecteur débité automatiquement. Les mal voyants,pour une fois, ne sont pas oubliés puisque les pages pourront s'afficher avec sept tailles de caractères.L'écran tactile permet une lecture non linéaire, comme sur le web. En effleurant un mot sur cet écran, onpasse à une autre page.

13- La capacité de l'e-book :
A - est totalement illimitée.
B - est limitée en nombre de pages.
C - dépend souvent du fournisseur.
D - dépend en partie du lecteur.

14- L'écran tactile est disponible :
A - sur tous les modèles.
B - sur les modèles couleur.
C - sur les modèles noir et blanc.
D - sur les modèles pour mal voyants

Lisez le paragraphe suivant. Un seul résumé est exact. Choisissez la bonne réponse.

Les musées français, en cette année 2000, ont décidéde célébrer le Grand Siècle : celui de Louis XIV, de Versailles, mais également d'une peinture long temps délaissée parce qu'assimilée à la grandeur et à lapompe un peu sévère et religieuse qui présidait àl'esprit du temps.

15- Résumé du paragraphe :
A - En cette année 2000, les musées français ont décidé de rendre hommage au roi Louis XIV. B - Les musées français réhabilitent une peinture un peu oubliée.
C - Tous les musées exposeront les œuvres duchâteau de Versailles.
D - La peinture religieuse, représentative du siècle de Louis XIV, sera exposée à Versailles.

- Marmots, boulot, dodo et autres tempos ? Lors de la dernière conférence de la famille, le gouvernement a promis de faire un effort financier important pour permettre la création de crèches,halte-garderies afin d'accueillir 25 000 à 30 000enfants de plus. Alors que plus de 80% des femmes de25 à 49 ans travaillent, seulement 9% des enfants sont accueillis en crèches. Plus de 50% sont gardés par un des parents, généralement la mère, et 26% par un membre de la famille ou du voisinage. Le nombre de places en crèches a augmenté de façoninsuffisante depuis 10 ans, de plus, du point de vuegéographique, les familles sont loin d'être sur un pied d'égalité, ainsi pour 100 enfants, on dispose de33 places à Paris mais seulement de 12 places dans la>banlieue est. Les attentes des familles évoluent avec la société :elles souhaitent davantage de structures collectiveset une plus grande souplesse d'accueil.

16- Quelles sont les idées qui se trouvent exprimées dans le texte ?
A -La majorité des enfants est gardée dans des crèches.
B - Beaucoup de femmes préfèrent s'occuper elles-mêmes de leurs enfants.
C - Les enfants n'aiment pas aller dans les centresd'accueil.
D - Les localités n'offrent pas les mêmes structures d'accueil.

Partager la connaissance

Il est tout à fait naturel que les Français parlent et écrivent dans leur langue. Mais il est souhaitable,aussi, qu'ils soient entendus, lus et compris, et pas seulement à l'intérieur de l'hexagone. Voilà lesdonnées d'un problème auquel sont confrontés les chercheurs scientifiques de notre pays et qui n'a pas,jusqu'ici, trouvé de solution satisfaisante. Par satisfaisante, j'entends, bien sûr, de nature à satisfaire tout le monde. D'abord satisfaire les chercheurs eux-mêmes, qui sont jugés par leurs pairs sur leur notoriété internationale. Sur un demi-milliond'articles scientifiques publiés chaque année, un gros tiers vient des Etats-Unis d'Amérique, un petit tiersde l'Europe, un douzième du Japon, et le rested'ailleurs. La France contribue pour un sixième à laproduction européenne. Ce sixième de tiers, disons ce vingtième des publications scientifiques mondiales,n'est utile que s'il vient s'agréger au corps>universel des connaissances, disent à juste titre les scientifiques. Il doit donc être connu, c'est-à-direlu par les auteurs, non francophones pour l'essentiel,des dix-neuf autres. De là à annoncer qu'un articleécrit en français ne contribue pas à l'avancement dela science et à la réputation de l'auteur avec la même efficacité que s'il était écrit en anglo-américain,langue massivement majoritaire dans la production scientifique, il n'y a qu'un pas à franchir. Il estmaintenant franchi, quel que soit le regret que l'onpuisse en avoir. Les scientifiques français écrivent en anglais. Les journaux scientifiques français, deplus en plus européens d'ailleurs, publient un peu enfrançais et beaucoup en anglais. [.] Mais à quoi bons'attarder sur ces affaires de langues lorsqu'ils'agit de sciences, entend-on parfois dire. Le langage des chimistes est celui des formules, les mathématiciens s'expriment par équations et, plus généralement, la langue de la science est celle del'informatique. Discours réductionniste que personnene peut prendre vraiment au sérieux. [.] Pour conclure, un conseil aux francophones. Vous souhaitez>défendre notre langue : apprenez les langues desautres. Ainsi, lorsque vous parlerez français, ici oulà, dans le reste du monde, vous pourrez le faire entoute assurance, sachant qu'il vous serait loisible decommuter sur un autre registre si cela s'avérait nécessaire, ou simplement courtois.Hubert Curien. Le Monde diplomatique - avril 199517- Comment comprenez-vous " Il est souhaitable,aussi,qu'ils soient entendus, lus et compris et pas seulement à l'intérieur de l'hexagone. " :

A - Il est souhaitable que le Français soit totalement compris en France.
B - Il est souhaitable que les Français se comprennent tous entre eux.
C - Il est souhaitable que les français comprennent les langues étrangères.
D - Il est souhaitable que le français soit compris hors des frontières françaises.

18- Selon l'auteur,
A - les scientifiques lisent essentiellement les articles écrits en français.
B - les scientifiques n'apprécient pas le contenudes articles écrits en français.
C - les scientifiques français lisent majoritairement les articles écrits en anglais.
D - les scientifiques français, pour être lus,doivent écrire en anglais.

19- La conclusion de l'auteur est que
A - il n'est pas impoli pour un Français de parlerfrançais à l'étranger.
B - la meilleure façon de défendre sa propre langueest d'être plurilingue.
C - tous les Français peuvent parler une langue étrangère si cela est nécessaire.
D - le devoir des francophones est de parler français en toute occasion.

Respostas acima

Le portfolio

Le portfolio, un passeport vers l'emploi Emploi-Québec a comme mission d'aider les sans-emploi à réintégrer le marché du travail. C'est dans cetes prit que le centre local d'emploi (CLE) de Terrebonne a conçu l'activité Bilan des compétences -portfolio. Les personnes qui y participent découvrent leurs points forts, apprennent à mettre en valeur leurs réalisations et à reconnaître leurs succès. Nombreux sont ceux et celles qui reprennent ainsi confiance en eux-mêmes et se trouvent un emploi. La preuve en est que plus de 80 % des personnes ayant participé à cette activité ont réintégré le marché du travail. Voici un aperçu de ce que permet ce genre de démarche.

LE BILAN DES COMPÉTENCES
Imaginez le bilan de vos compétences comme une photographie de vos habiletés. Toutefois, cet exercice est plus qu'un simple inventaire de vos compétences. Il vous permet de déterminer les habiletés que vous avez en fonction de l'emploi que vous aimeriez décrocher. Vous avez ensuite plus de facilité à souligner vos points forts dans votre lettre de présentation ou pendant une entrevue d'embauche. Le bilan des compétences vous permet : d'explorer les différentes formations qui pourraient vous aider à mettre à jour vos connaissances; de faire le point sur vos expériences de travail, de bénévolat et de loisirs; d'évaluer vos compétences; de définir vos points forts et ceux qui le sont moins; de découvrir vos atouts. En faisant un tel bilan, peut-être allez-vous constater qu'il vous manque certaines compétences pour obtenir l'emploi que vous souhaitez. Est-ce qu'une activité de formation pourrait vous aider? Y a-t-il un autre métier intéressant qui vous conviendrait mieux? Si au contraire votre bilan indique que vous possédez les compétences nécessaires, vous pourrez passer à la préparation de votre portfolio. - Voir un exemple de bilan des compétences. LE

PORTFOLIO
Le portfolio est un outil de recherche d'emploi que vous pouvez adapter à l'entreprise visée et au poste convoité. Vous allez chercher dans votre bilan de compétences les habiletés qui correspondent à l'emploi que vous aimeriez occuper. Si, dans une offre d'emploi, il y a une compétence que vous possédez et que vous n'aviez pas mentionnée dans votre bilan, vous pouvez l'ajouter. Selon M. Jean Lemay, conseiller aux entreprises à Emploi-Québec, «le portfolio reflète bien leshabiletés des candidates et des candidats, et permet àl'employeur de cerner leur profil. De plus, il peut être lu en moins de trois minutes». Dans votre portfolio, vous devez : tracer votre portrait professionnel et décrire votre objectif de carrière. mentionner les établissements d'enseignement que vous avez fréquentés. indiquer les emplois que vous avez occupés (si vousn'avez jamais occupé d'emploi, vous pouvez quand même décrire le travail que vous avez fait pour d'autres, y compris le bénévolat). énumérer vos compétences et décrire une situation où vous avez démontré chacune de vos compétences, soit au travail ou dans vos loisirs. Si vous avez des documents qui prouvent votre savoir-faire, comme des photographies, des évaluations positives de votre travail, des lettres de remerciement ou de félicitations, joignez-les à votreportfolio. - Voir un exemple de portfolio. Emploi-Québec offre de nombreux services auxpersonnes à la recherche d'un emploi.

Visitez emploiquebec.net ou communiquez avec votrecentre local d'emploi (CLE).

Qual o seu nível?

DÉBUTANT
Pour acquérir ou revoir les bases et se faire comprendre dans des situations élémentaires.

INTERMÉDIAIRE
Pour se remettre à niveau et communiquer facilement dans un pays étranger.

AVANCÉ
Pour perfectionner sa maîtrise d'une langue et communiquer aisément dans toutes les situations courantes.

AFFAIRES
Pour maîtriser parfaitement la langue des affaires et faire face aux situations de la vie professionnelle.

PERSONNALISÉ
Pour un cheminement avec le suivi d'un tuteur qualifié.

L'élément clé - Idioma e Adaptaçao

L'établissement des immigrants, on peut le diviser endeux phases immédiates:1- d'un toit, de nourriture, de vêtements,d'information et d'orientation, de COURS DE LANGUES debase et d'autres services d'accueil (les servicesvarient en raison des priorités des villes). 2- d'une FORMATION LINGUISTIQUE avancée et spécifiqueà l'occupation, de perfectionnement pour acquérir descompétencesdans le but de trouver un emploi stable.Les faibles niveaux de littérature en anglais ou enfrançais constituent un grave problème chez lesnouveaux arrivants. Les barrières linguistiquesempêchent les gens de faire des choixéclairés en matière de sujets importants, dans lescliniques desanté communautaire, les tribunaux et les conseilsscolaires. Lacommunication est une part essentielle de laprestation de services qui touchent la santé,l'éducation, les questions juridiques. Les nouveauxarrivants qui ne maîtrisent pas la langue française ouanglaise sont souvent incapables de communiquer avecles fournisseurs de services en dehors du secteur del'établissement. Le Québec assume la responsabilité de ses propresservices d'établissement des nouveaux arrivants depuis1991. Y compris des cours de langues. Depuis 1995, legouvernement fédéral a tenté de faire assumer laresponsabilité de l'établissement au secteur privainsi que par les gouvernements provinciaux. L'Albertaet l'Ontario ont négocié leurs propres ententes avecle gouvernement fédéral. La Colombie-Britannique et le Manitoba assument leurspropres service d'établissement. LaColombie-Britannique, le Québec et et laplupart des provinces maritimes n'enseignent que lestrois premieres niveau de langue (formation de base),tandis que le Manitoba offre des cours jusqu'au niveauhuit, y compris des cours de langue spécifiques àl'occupation. Cependant, les experts estiment qu'ilfaut au moins cinq à sept ans aux apprenants d'anglais ou de français àl'élémentaire pour acquérir les compétenceslinguistiques nécessaires pour réussir au secondaire. L'enseignement de la langue aux immigrants est unélément clé de l'établissement parce que il existe unlien entre la hausse des revenus d'emploi et lacapacité d'utiliser l'une des deux langues officiellesdu Canada. 90% des immigrants au Canada n'ont nil'anglais ni le français comme langue première. Lafacilité d'expression dans une langue est un facteurdéterminant du revenu et de l'emploi. La langue comptepour beaucoup dans l'établissement personnel. Bon nombre des personnes qui arrivent au pays pours'y établir souffrent d'isolement parce qu'elles neparlent pas suffisamment bien l'anglais ou lefrançais, n'ont pas un logement adéquat,vivent dans la pauvreté et sont vulnérables àl'exploitation parce qu'ils ne connaissent pas leursdroits dans des domaines comme la location, l'emploiou la formation d'appoint ou scolaire. Ils ne saventpas très bien où obtenir de l'aide pour diversproblèmes. Les recherches indiquent que les nouveauxarrivants se tournent d'abord vers les compatriotes,mais il peut arriver que ces personnes ne soient pastrès versées dans le contexte qui détermine lesdroits. Le besoin et l'emploi aux cliniques et tribunaux deprofessionnels multilingues aurait l'avantaged'augmenter les chances d'emploi pour les personnesformées à l'étranger. Actuellement, au stade de programme pilote à Toronto,le cours de langues de niveau avancé consiste à offrirdela formation linguistique adaptée à des professionsparticulières, qui permettra aux nouveaux arrivantsd'améliorer à la fois leurs compétences linguistiqueset leurs perspectives d'emploi.

D'autres pistes pour vous: http://www.multilingolegal.ca/ http://www.etablissement.org/index.asp http://www.cleonet.ca/ http://www.hcf.on.ca/ http://www.thementoringpartnership.com/ http://www.ociso.org/ http://overview.careeredge.ca/ http://www.chambertalentpool.com/ http://emploiquebec.net/francais/entreprises/recrutement/aide/immigrants.htm http://www.thecalgaryfoundation.org/ http://www.maytree.com/ http://www.wrien.com/en/index.shtml http://www.tcf.ca/ Source: http://www.lcc.gc.ca/default-en.asp