What is Reiki?
Yesterday I started my first training level of Reiki.
Reiki is a method of relaxation and improved health by laying on of hands. It is a holistic technique to harmonize energy dealing with all aspects of the individual, including body, emotions, mind and intellect. The word Reiki comes from a combination of two Japanese words - Rei and Ki, meaning Universal Life Energy. Rei (universal source) directs energy through the practitioner to the individual using the Ki (life energy). This can result in several beneficial effects such as stress reduction, relaxation and a sense of peace, security and well-being.
Tuesday, December 28, 2010
Sunday, November 14, 2010
Hormonal Breakouts From Birth Control
Letting Go ahead leave before knowing
Letting go, not be indifferent but just admit that we can act in place of someone else.
Letting go is not cut ties but realize that it does not have control of others.
Letting go is not to be passive, but instead take a lesson of the consequences of an event.
Letting go is to acknowledge its limits, meaning that the final result is not in our hands.
Release taken, not wanting to change or blame others, but give the best of oneself.
Letting go is not caring for others but feel concerned by them.
Letting go, this is not "assist" but encouraged.
Letting go is not to judge, but give others the right to be with all its imperfections as a field experience.
Letting go is not to deal with whatever happens, but let others handle their own fate, a source of enlightenment.
Letting go is not mothered the others, but allow them to face reality.
Letting go, not reject, accept it instead.
Letting go is not harassing, lecturing or scolding, but try to identify their own weaknesses and to discard it.
Letting go is not to adapt things to their own desires, but take each day as it comes and enjoy it without forgetting to help yourself.
Letting go is not correct or criticize others, but strive to become what we dream of becoming.
let go, it's not regretting the past, but live and grow for the future in the here and now.
Letting go is to fear less and less to love more.
Anonymous
Letting go, not be indifferent but just admit that we can act in place of someone else.
Letting go is not cut ties but realize that it does not have control of others.
Letting go is not to be passive, but instead take a lesson of the consequences of an event.
Letting go is to acknowledge its limits, meaning that the final result is not in our hands.
Release taken, not wanting to change or blame others, but give the best of oneself.
Letting go is not caring for others but feel concerned by them.
Letting go, this is not "assist" but encouraged.
Letting go is not to judge, but give others the right to be with all its imperfections as a field experience.
Letting go is not to deal with whatever happens, but let others handle their own fate, a source of enlightenment.
Letting go is not mothered the others, but allow them to face reality.
Letting go, not reject, accept it instead.
Letting go is not harassing, lecturing or scolding, but try to identify their own weaknesses and to discard it.
Letting go is not to adapt things to their own desires, but take each day as it comes and enjoy it without forgetting to help yourself.
Letting go is not correct or criticize others, but strive to become what we dream of becoming.
let go, it's not regretting the past, but live and grow for the future in the here and now.
Letting go is to fear less and less to love more.
Anonymous
Friday, October 15, 2010
Rabbit Christmas Tree Needles
Bio
An internationally featured consultant, coach, trainer, and facilitator, Marquis has a passion for improving the quality of life for those he works with. He is a Genuine Contact™ Co-Owner with extensive experience in making use of Open Space Technology ingredients for organizational transformation and a call to action.
Marquis is the founding president of Collège des Grands Lacs and a former president of the Canadian Association for Distance Education, now renamed the Canadian Network for Innovation in Education. Since the early 90's, he has overseen several international development projects. He has been involved with the World Bank as: Chief Technical Advisor for the Education Development project in Lebanon, Evaluator for the Vocational Training Reform project in Tunisia, and Advisor to the African Virtual University. As a team member on an Asian Development Bank project in the Maldives, he was responsible for providing distance education expertise to the country’s Human Capital Development Framework. He provided guidance to UNESCO’s Institute for Information Technologies in Education in Russia. He facilitated Institutes on open and distance learning and development for the Commonwealth of Learning.
An internationally featured consultant, coach, trainer, and facilitator, Marquis has a passion for improving the quality of life for those he works with. He is a Genuine Contact™ Co-Owner with extensive experience in making use of Open Space Technology ingredients for organizational transformation and a call to action.
Marquis is the founding president of Collège des Grands Lacs and a former president of the Canadian Association for Distance Education, now renamed the Canadian Network for Innovation in Education. Since the early 90's, he has overseen several international development projects. He has been involved with the World Bank as: Chief Technical Advisor for the Education Development project in Lebanon, Evaluator for the Vocational Training Reform project in Tunisia, and Advisor to the African Virtual University. As a team member on an Asian Development Bank project in the Maldives, he was responsible for providing distance education expertise to the country’s Human Capital Development Framework. He provided guidance to UNESCO’s Institute for Information Technologies in Education in Russia. He facilitated Institutes on open and distance learning and development for the Commonwealth of Learning.
Tuesday, October 5, 2010
Electronic Bowlercade Directions
Marquis Bureau Training Workshop: The Animation holistic, 5, 6 and November 11, 2010 in Gatineau
Animation holistic
(Module 2 of the Genuine Contact Program)
Available in Gatineau 5, 6 and 11 November 2010 in collaboration with CAP Santé Outaouais
Registration
workshop of Animation holistic prepares participants for leadership steeped in authenticity and conduct organizational processes that produce results and do a job that important. We invite you to this highly experiential workshop of three days to learn how to: •
contact with the creative potential of your organization by accessing multiple intelligences (mental, spiritual, emotional and physical) and learning styles of individuals; •
work holistically to design meetings (in person or virtual) and organizational processes that engage people and inspire collective action;
• mobilize both qu'intergénérationnelles homogeneous teams to deliver results and transform your business Working in a place that nurtures life.
Learning button interior condition of the leader, an imprint of connection with the collective sense, simple tools and practical skills and knowledge to work with the organizational system.
What this workshop will bring
You will leave this workshop with interactive and experiential processes and practical tools and holistic approaches to help you: •
work with both the essence and the form of Animation holistic design meetings that engage participants in a manner that allows them to discover their passion and ownership what matters most;
• tap into the potential and the collective genius of individuals and your entire organization;
• maximize learning and results in each meeting, whether workshops training, business meetings or discussion groups, engaging the "whole brain" and the "whole person - mind, body, heart and spirit;
• build teams and collaboration while working to important business issues;
• be aware of the implications of actions and behaviors of the facilitator or leader and effective use of self;
• prepare you to facilitate and pay attention to your health and your personal balance;
• engage multiple intelligences and various learning styles of participants;
• work with information, knowledge and wisdom that come from sources other than the five senses;
• specify how to integrate and enhance your current knowledge and experience entertainment in a holistic process of organizing meetings or organizational process;
• Activate the connection of each individual to its purpose, inviting the alignment This rationale personal with the group and inspire individual and collective action;
• Exploring Animation as a holistic approach to leadership and operating system that supports the ongoing health and stability of an organization and
• conduct effective process of transformation and change.
Our approach Our training model is rooted in experience. The animation process of the workshop is that of holistic entertainment. As part of their learning, so participants will have an experience of this methodology and seen at work its power as a process of assembly. The emphasis on self as a facilitator will benefit participants in any situation where they are to conduct groups.
The three-day program includes learning the essence and holistic form of animation, the establishment of a genuine encounter with itself as a facilitator or leader, and learning simple tools and practical work in depth with the groups and organizations. A space is reserved for active experimentation and for discussions based on learning needs. Participants may begin planning a meeting in holistic Animation during the workshop.
The workshop includes a workbook to support lifelong learning. Audio CDs and video are also available at an additional cost (in English) as an additional learning tool. All participants have access to support and mentoring as a result of the workshop: French by the network Genuine Contact in Francophone and English by the International Network of Genuine Contact Professional . The workshop facilitation methodology is one of the four mandatory workshops to participate in the workshop Training of trainers Genuine Contact (Working with Open Space Technology, Entertainment holistic, intercultural conflict resolution and Genuine Contact Organisation).
Facilitator
Marquis Bureau is co-owner of Courage Group International inc. He is facilitator, consultant, trainer and coach in the areas of personal and organizational transformation. He has provided training, seminars and made presentations to various audiences for over two decades, both in Quebec and abroad. This passionate proponent of openness and authenticity is particularly interested in practices regarding health and balance organizational and personal. He is part owner of the Genuine Contact Program and is actively involved in Francophone Network of Open Space. For him, learning is able to innovate. Innovating means changing the way we view the world to be better.
Blog
For more information, call 819-766-2873 or marquis@groupecourage.com.
Animation holistic
(Module 2 of the Genuine Contact Program)
Available in Gatineau 5, 6 and 11 November 2010 in collaboration with CAP Santé Outaouais
Registration
workshop of Animation holistic prepares participants for leadership steeped in authenticity and conduct organizational processes that produce results and do a job that important. We invite you to this highly experiential workshop of three days to learn how to: •
contact with the creative potential of your organization by accessing multiple intelligences (mental, spiritual, emotional and physical) and learning styles of individuals; •
work holistically to design meetings (in person or virtual) and organizational processes that engage people and inspire collective action;
• mobilize both qu'intergénérationnelles homogeneous teams to deliver results and transform your business Working in a place that nurtures life.
Learning button interior condition of the leader, an imprint of connection with the collective sense, simple tools and practical skills and knowledge to work with the organizational system.
What this workshop will bring
You will leave this workshop with interactive and experiential processes and practical tools and holistic approaches to help you: •
work with both the essence and the form of Animation holistic design meetings that engage participants in a manner that allows them to discover their passion and ownership what matters most;
• tap into the potential and the collective genius of individuals and your entire organization;
• maximize learning and results in each meeting, whether workshops training, business meetings or discussion groups, engaging the "whole brain" and the "whole person - mind, body, heart and spirit;
• build teams and collaboration while working to important business issues;
• be aware of the implications of actions and behaviors of the facilitator or leader and effective use of self;
• prepare you to facilitate and pay attention to your health and your personal balance;
• engage multiple intelligences and various learning styles of participants;
• work with information, knowledge and wisdom that come from sources other than the five senses;
• specify how to integrate and enhance your current knowledge and experience entertainment in a holistic process of organizing meetings or organizational process;
• Activate the connection of each individual to its purpose, inviting the alignment This rationale personal with the group and inspire individual and collective action;
• Exploring Animation as a holistic approach to leadership and operating system that supports the ongoing health and stability of an organization and
• conduct effective process of transformation and change.
Our approach Our training model is rooted in experience. The animation process of the workshop is that of holistic entertainment. As part of their learning, so participants will have an experience of this methodology and seen at work its power as a process of assembly. The emphasis on self as a facilitator will benefit participants in any situation where they are to conduct groups.
The three-day program includes learning the essence and holistic form of animation, the establishment of a genuine encounter with itself as a facilitator or leader, and learning simple tools and practical work in depth with the groups and organizations. A space is reserved for active experimentation and for discussions based on learning needs. Participants may begin planning a meeting in holistic Animation during the workshop.
The workshop includes a workbook to support lifelong learning. Audio CDs and video are also available at an additional cost (in English) as an additional learning tool. All participants have access to support and mentoring as a result of the workshop: French by the network Genuine Contact in Francophone and English by the International Network of Genuine Contact Professional . The workshop facilitation methodology is one of the four mandatory workshops to participate in the workshop Training of trainers Genuine Contact (Working with Open Space Technology, Entertainment holistic, intercultural conflict resolution and Genuine Contact Organisation).
Facilitator
Marquis Bureau is co-owner of Courage Group International inc. He is facilitator, consultant, trainer and coach in the areas of personal and organizational transformation. He has provided training, seminars and made presentations to various audiences for over two decades, both in Quebec and abroad. This passionate proponent of openness and authenticity is particularly interested in practices regarding health and balance organizational and personal. He is part owner of the Genuine Contact Program and is actively involved in Francophone Network of Open Space. For him, learning is able to innovate. Innovating means changing the way we view the world to be better.
Blog
For more information, call 819-766-2873 or marquis@groupecourage.com.
Monday, October 4, 2010
Short Hair Styles For Petite Women
Animation at St Paul
Tomorrow, I will animate a group of twenty students at the Université Saint-Paul located in Ottawa.
Program:
1. The key skills, in my opinion and through my experience, to promote dialogue and authentic communication.
2. What makes it difficult to have genuine communication in groups. How do I support people to build a relationship with others, especially when there is tension or conflict?
Through this workshop, I present the ingredients used in animation holistic and Open Space to promote a genuine and open communication.
Thanks Sophie Menard, director of curriculum in animation.
holistic training in Animation will be offered on 5, 6 and 11 November 2010, CAP Santé Outaouais in Gatineau. Contact Marquis Bureau (info@mbureau.com) for more information.
Tomorrow, I will animate a group of twenty students at the Université Saint-Paul located in Ottawa.
Program:
1. The key skills, in my opinion and through my experience, to promote dialogue and authentic communication.
2. What makes it difficult to have genuine communication in groups. How do I support people to build a relationship with others, especially when there is tension or conflict?
Through this workshop, I present the ingredients used in animation holistic and Open Space to promote a genuine and open communication.
Thanks Sophie Menard, director of curriculum in animation.
holistic training in Animation will be offered on 5, 6 and 11 November 2010, CAP Santé Outaouais in Gatineau. Contact Marquis Bureau (info@mbureau.com) for more information.
Sunday, September 12, 2010
Cereal Companies Market Share
http://recit.org/bloom/ The site aims to help understanding of the revised Bloom's taxonomy in the context of learning tasks and integration of ICT.
The site offers examples of progression of cognitive processes by integrating ICT.
Tuesday, September 7, 2010
Pokemon Fire Red Rom Psp Trade
Workshops 3rd pole of Buckingham
All my workshops are rooted in experience. The animation is based on a holistic approach to training, ensuring to transmit knowledge and skills in a way that challenges the whole person.
This fall, I will offer 5 workshops at the Boutique The third cluster
400-C Buckingham Avenue
Gatineau (Buckingham), Québec 819 617-3400
September 27, 2010 at 19 h - A compass to give meaning to his life - Part 1 The Wheel of Life, Wisdom ancestral and contemporary
A Circle of Life or Wheel of Life is a Circle of Power, power over our own lives. That is why the Indians called it the Medicine Wheel, in fact, in their terminology, "Medicine" means "power" and "power" meant "knowledge." We could therefore define the Medicine Wheel as "the circle of knowledge that gives us power over our lives. " We invite you to discover a tool that encourages balance and personal health.
For online booking
September 28, 2010 at 19 h - A compass to make sense of his e vi - Part 2 The Wheel of Life, to balance and personal health
For resevation online
October 4, 2010 at 19 h - The spiritual, health, balance
The spiritual encompasses the entire life of a person's development, his health, his need for absolute . He is interested in being whole human. It identifies issues that inhabit it, his lifestyle, his life goals, beliefs and well-being or discomfort. It is not surprising that when we put it on hold for a period shorter or longer in our lives, it produces what is commonly known diseases of the soul: a crisis of meaning, existential vacuum, burnout, depression, etc.. You are invited to come and explore a holistic approach, an approach that targets the whole person.
For online booking
October 5, 2010 at 19 h - Openness and the detachment
The frantic race to the performance and success is largely forgotten, empties us of our substance. Too busy, too tired, we no longer see where the real wealth, while it is inside us, in the contemplative gaze focused towards the universe. The true culture lies in openness to the world, rather than closing on itself and its possessions. And this openness is not without a certain detachment. Come explore certain principles and ingredients that promote openness.
For online booking
October 12, 2010 at 19 h - Four way of leadership: a creative power
Exercises personal leadership is to be empowered to transform their quality of life. This search processing takes the path of courage, authenticity, compassion, and openness. We invite you to realize your creative power
For online booking
All my workshops are rooted in experience. The animation is based on a holistic approach to training, ensuring to transmit knowledge and skills in a way that challenges the whole person.
This fall, I will offer 5 workshops at the Boutique The third cluster
400-C Buckingham Avenue
Gatineau (Buckingham), Québec 819 617-3400
September 27, 2010 at 19 h - A compass to give meaning to his life - Part 1 The Wheel of Life, Wisdom ancestral and contemporary
A Circle of Life or Wheel of Life is a Circle of Power, power over our own lives. That is why the Indians called it the Medicine Wheel, in fact, in their terminology, "Medicine" means "power" and "power" meant "knowledge." We could therefore define the Medicine Wheel as "the circle of knowledge that gives us power over our lives. " We invite you to discover a tool that encourages balance and personal health.
For online booking
September 28, 2010 at 19 h - A compass to make sense of his e vi - Part 2 The Wheel of Life, to balance and personal health
For resevation online
October 4, 2010 at 19 h - The spiritual, health, balance
The spiritual encompasses the entire life of a person's development, his health, his need for absolute . He is interested in being whole human. It identifies issues that inhabit it, his lifestyle, his life goals, beliefs and well-being or discomfort. It is not surprising that when we put it on hold for a period shorter or longer in our lives, it produces what is commonly known diseases of the soul: a crisis of meaning, existential vacuum, burnout, depression, etc.. You are invited to come and explore a holistic approach, an approach that targets the whole person.
For online booking
October 5, 2010 at 19 h - Openness and the detachment
The frantic race to the performance and success is largely forgotten, empties us of our substance. Too busy, too tired, we no longer see where the real wealth, while it is inside us, in the contemplative gaze focused towards the universe. The true culture lies in openness to the world, rather than closing on itself and its possessions. And this openness is not without a certain detachment. Come explore certain principles and ingredients that promote openness.
For online booking
October 12, 2010 at 19 h - Four way of leadership: a creative power
Exercises personal leadership is to be empowered to transform their quality of life. This search processing takes the path of courage, authenticity, compassion, and openness. We invite you to realize your creative power
For online booking
Tuesday, August 31, 2010
Willa Struśińska
It's back! Learn about mind maps at the CRDP
As part of its "Wednesdays at the CRDP," the CRDP Nord - Pas de Calais offers training to mental maps for teachers of the Academy of Lille.
Program:
Download 2 free chapters of " Boost your efficiency with Freemind, and FREEPLAN XMind "written by Pierre Mongin and Xavier Delengaigne
As part of its "Wednesdays at the CRDP," the CRDP Nord - Pas de Calais offers training to mental maps for teachers of the Academy of Lille.
Click on image to enlarge
Program:
- Session 1: Principles of mind mapping by hand and use the software FREEPLAN
- Session 2: Development on FREEPLAN, discovery concept mapping and CmapTools software use
Download 2 free chapters of " Boost your efficiency with Freemind, and FREEPLAN XMind "written by Pierre Mongin and Xavier Delengaigne
Welcome back everyone!
Saturday, August 21, 2010
Best Bridge Camera For Continuous Shooting
CIVICUS, 20 to 23 August 2010 in Montreal
Each year, the World Assembly of CIVICUS offers fifty activities grouped around the general theme, the theme and sub-themes of the year. Activities include plenary sessions, roundtables, workshops, networking sessions and formal events.
I am pleased to host an Open Forum with Jean-Sebastien Bouchard and Jean Fuller.
Each year, the World Assembly of CIVICUS offers fifty activities grouped around the general theme, the theme and sub-themes of the year. Activities include plenary sessions, roundtables, workshops, networking sessions and formal events.
I am pleased to host an Open Forum with Jean-Sebastien Bouchard and Jean Fuller.
Thursday, August 5, 2010
Most Famous Sports Uniform Numbers
card: Mental Emotional Intelligence Units
today I discovered the website "Map Art Mind" and especially the last card uploaded by Nitya Wakhlu: Emotional Intelligence.
"My vision for the school based on two assumptions: first, that not everyone has the same abilities or the same interests, and we do not learn all the same way. [...] The second hypothesis is more painful is that it is impossible today for anyone to grasp the knowledge in its entirety. "Gardner said.
We are all intelligent, but all in very different ways. Unfortunately, our school system is still too focused on verbal intelligence and linguistic intelligence, mathematical logic ... I have devoted a page the site Ideas ASH to Multiple Intelligences, I then presented the eight intelligences identified by Howard Gardner, namely:
- musical rhythmic intelligence
- Intrapersonal intelligence
- The Interpersonal intelligence
- bodily kinesthetic intelligence
- verbal linguistic intelligence
- visual spatial intelligence
- logical mathematical intelligence
- Intelligence naturalist
Spiritual intelligence, ninth intelligence now being considered, is defined by the ability we have to ask ourselves about the meaning and origin of things.
intrapersonal and interpersonal intelligences largely correspond to what is called emotional intelligence.
For Daniel Goleman, "Emotional intelligence is the ability to identify, interpret and manage their own emotions and cope with those of others." It would contribute to 80% to the success of our lives .
Therer According to Jean, a teacher at the University of Liege, "the general capacity unites many skills specific constant interference:
- confidence
- empathy
- assertiveness
- congruence
- resilience
- self-motivation ...
Emotional intelligence is key, too often overlooked, success and perhaps happiness. "
To learn more about Nitya Wakhlu card:
View Map or download: http:/
Visit the page devoted to ideas ASH Multiple Intelligences:
Friday, July 16, 2010
Pokémon Dawn Clothes
Ulis localized for inclusive education
2.3 The operation of Ulis is under the responsibility of the headteacher who:
3.1 The operation of Ulis urges all actors stay
3.2 The role of the coordinator is stated:
4. The Ulis, a device for the dynamic construction of the course the student's disability
4.2 In general and technological lycée:
4.3 In vocational school (LP):
5. The Ulis, steering fitted to the educational needs of students with disabilities
Official Gazette No. 28 of July 15, 2010
device group within an institution of the second degree
NOR: MENE1015813C
Circular ° 2010-088 of 18-6-2010
MEN - DGESCO B2-2
text sent to the Rectors Academy
Act No. 2005-102 of 11 February 2005 to equal rights and opportunities, participation and citizenship of people with disabilities the principle of priority enrollment of students with disabilities in mainstream schools, enrollment in specialized being the exception.
Articles D. 351-3 to D. 351-20 of the Education Code shall specify the procedures for implementation of training pathways for students with disabilities.
In the second degree as in the first, state of health or disabilities of some students may generate fatigue, slowness, learning difficulties or special educational needs who can not objectively be considered within the regular classroom. These students need more schooling arrangements flexible and diverse educational terms, they are offered by educational integration units (IPU) at the college since 1995 and 2001 in high school.
Effective September 1, 2010, all collective devices implanted in college and high school for the education of students with disabilities or disabling diseases are referred to local units for Inclusive Education (Ulis) and one of the terms implementation of educational access for these students.
This circular is to update the details of how to organize and operational arrangements of collective education of disabled students in secondary education.
1. The Ulis, an appropriate response to the needs of some students with disabilities
1.1 The title of Les Ulis is a coherent response to the needs of disabled students having:
1.1 The title of Les Ulis is a coherent response to the needs of disabled students having:
-
TFC: Disorders cognitive or mental (including SLI writing and speech); -
PDD: pervasive developmental disorders (including autism); -
TFM: disorders of motor functions (including dyspraxia disorder); -
TFA: Disorders of auditory function; -
MVT: visual function disorders; -
TMA: multiple disorders associated with (multi-disability or disabling illness).
These names do not constitute, Les Ulis, an administrative classification. They allow the academic authority to make a map of Les Ulis, mentioning the major axes of their organization and offer to all partners a better readability.
1.2 Ulis have three characteristics that make them an essential place in the range of responses that the National Education brings the needs of disabled students in secondary education:
1.2 Ulis have three characteristics that make them an essential place in the range of responses that the National Education brings the needs of disabled students in secondary education:
-
They are a collective in which some disabled students are offered an educational organization tailored to their specific needs and allowing implementation of their personalized education projects. -
They are integral parts of the school in which they operate. Students school under Ulis students are full of the establishment and registration takes place in the division appropriate to their personalized schooling project (WEPP). -
Within the catchment area and to offer students a wider choice of vocational training, Ulis can be organized as a network of several vocational schools. The purpose of Ulis networking is to share training facilities available to facilitate the matching of young professional project with his personal project of schooling.
2. The Ulis, organization and operation consistent
2.1 The terms of organization and functioning of Ulis are designed for the purpose of implementing the PPS students. These are intended to attend classes in a regular class of the correspondent level of education mentioned in their PPS. However, when the learning objectives planned for them require arrangements adapted requiring consolidation and implementation by the coordinator (see below), they will be in a specific place, meeting the requirements of learning (learning materials appropriate, conditions of hygiene and safety).
2.1 The terms of organization and functioning of Ulis are designed for the purpose of implementing the PPS students. These are intended to attend classes in a regular class of the correspondent level of education mentioned in their PPS. However, when the learning objectives planned for them require arrangements adapted requiring consolidation and implementation by the coordinator (see below), they will be in a specific place, meeting the requirements of learning (learning materials appropriate, conditions of hygiene and safety).
Thus, it is desirable that the number of students enrolled under a Ulis exceeds not ten.
2.2 The existence of Ulis in Les Ulis facility or institution with a network "headend" requires:
-
a project of Les Ulis, part of (or ) project (s) stay at the project Ulis can articulate PPS students involved with each other and the school plan. This project relates to and involves all the professionals of the establishment, he meets the same rigorous assessment that the proposed facility. Students at Ulis participate in activities organized for all students under the school plan; -
a conventional setting: the different partners involved in the creation of Ulis formalize their commitment by signing an agreement that specifies the conditions for the participation of each and sets specific obligations of each party.
-
conducting the enrollment of students in the institution after notification of the decision CDAPH designating the college or school in which students will attend school; -
ensures compliance with guidelines set; -
integrates into the overall workload, the means necessary to ensure the lessons to students at Ulis. It ensures the regularity of consultation between stakeholders; -
organizes the evaluation of the project.
3.1 The operation of Ulis urges all actors stay
-
As part of monitoring and guidance of students, imposed by Decree No. 93-55 of January 13, 1993, teachers working with students of Ulis part in meetings of the monitoring teams of education provided Article L. 112-2-1 of the Education Code. Depending on circumstances, the headteacher and teachers who support students participating in these meetings of the SSE. They are appointed by the school head. It also organizes meetings around the coordinator on the operation of Les Ulis. -
The Senior Education ensure the participation of students in Ulis in education, culture and sports and good organization of collective life time (food, permanence, recreation). -
By vocational school, the head of works, by his knowledge repositories degrees, naturally plays a key role in informing the choice of vocational guidance for handicapped students, adaptations in the educational field vocational training, securing the technical platforms that will host the young and looking for internships. -
The personal service of health promotion for students and school social service, and guidance counselor / psychologist contribute to the functioning of Les Ulis.
-
Ulis Each has a coordinator responsible for organizing the system and the adaptation of teaching. This function is provided by a classroom teacher of Capa-SH or 2CA-SH, a full member of the school and teams to monitor the enrollment of each student with a disability. -
The coordinator of theUlis is a specialist education with students with disabilities, thus adapting learning situations to situations of disability. As such, its primary mission is in part attributable to hourly status, a mission of teaching students face to provide students with disabilities when they need it, learning situations that require their disability. His expertise allows him to analyze the impact that disabilities have on learning processes undertaken by students in order to propose the most suitable education. All students receive Ulis teaching adapted from the coordinator, not necessarily at the same time, this teaching takes place under conditions of amalgamation or of the reference class. In addition, the coordinator organizes the work of disabled students under its responsibility according to information given by the PPS and in conjunction with ESS. Finally, if not primarily intended to provide professional support to teachers who are not specialized, it is yet to establish a contact essential. -
The teacher assigned a Ulis holds the option of Capa-SH or 2CA-SH is best suited to the project the device. It is the academic authority to arrest for each of Ulis or options that qualify to practice in Ulis considered several options that can allow a teacher to act as coordinator in a given account of Ulis its characteristics and its project.
More than for other students, for students to Ulis, successful phase of orientation should give rise to specific preparation, detailed in a section dedicated to the guidance within the PPS. This component, known as custom project orientation (PPO) integrated into the PPS, mobilized students and their families, institutions of origin and destination and academic authorities, under the guidance and procedures that the Trust 'they put in place. Students benefit from the devices Ulis ordinary preparation for these transitions: pathways of discovery and trades training, coaching, training or upgrading bridges, personal interviews Guidance personalized and implemented in high schools (general and technical, professional).
Particular attention is also paid to what students have Ulis, at the passing of examinations and assessments, assistance and facilities adapted to their situation. Regarding the examination preparation, and the aid arrangements must be consistent with Articles D. 351-27 in D. 351-32 of the Education Code. The headteacher ensures that students are informed at the earliest adequate procedures to file a planning application, and that they are supported in their efforts if they wish.
Finally, the question of paratransit students Ulis, especially to the place of any course or to the place of a specific subject teaching (EPS) must be a careful preparation, especially with the local authorities concerned.
4.1 In college:
4.1 In college:
-
Like other students, students enrolled in college Ulis are holding a personalized booklet skills (LPC) which are mentioned in the skills of the "common core of knowledge and skills," validated throughout their career. -
For students whose Ulis PPS does not provide access to the national certificate, the award of the Certificate of General Education (CFG) is given as provided in sections D. 332-23 et seq of the Education Code. -
activities offered to all students in the course of discovery in trades and training, from the fifth grade, must be adjusted specific needs of students in Les Ulis. -
For students whose PPS provides after school in the college access to vocational skills training, internships in companies, organized by treaty (including specifying the terms and transportation financing and that using human and material potential) to verify the relevance of the professional project. -
The conventionnement possible with Segpa or a nursing home can facilitate a first approach to career fields by offering students activities pre-diversified business.
-
For students whose Ulis PPS provides for the preparation of a general education diploma or technological, educational team, particularly the coordinator Ulis, accompanies the project to further study and prepares students for special working conditions they will encounter in higher education. -
Students will also benefit from all available personalized support, which will be implemented from the academic year 2010 under the high school reform. -
The academic advisor will contact the appropriate time with the corresponding handicap of higher education to ensure the transition.
-
Ulis in the LP is organized to make them accessible to disabled students courses that are taught. It is possible to organize a network of Ulis in vocational high schools to broaden the supply training given to students with disabilities. -
For students Ulis LP in which the project provides personalized schooling directly social and professional integration in sheltered or mainstream schools with special support, special attention is paid to: -
to build social skills and self-supported on the repository of teaching preventive-health-environment (RB No. 30 dated July 23, 2009); -
knowledge and skills that structure the 7th skill the common core of knowledge and skills (Appendix to RB No. 40 of October 29, 2009).
Ulis The Coordinator develops, in conjunction with partners to accompany the student actions to let him know the dimensions of the social and professional life he will have to meet in pursuit of his project training and integration.
-
employability prospects for students with disabilities more than others, depend heavily on the possibility for them to do internships in industry. In this respect, a partnership with Cape Jobs can be very useful. As part of the implementation of PPS, these courses should help to assess the potential of student work in a professional and thus clarify its integration project. As for other students looking for internships rests with the teaching staff in connection with the head of research. A conventionnement may be provided with a nursing home providing vocational training or FSC, provided they have a technical platform for the implementation of training standards. -
From the beginning of the course in LP, the provisions necessary for the continuity of the proposed training and integration at the end of Ulis will be considered and discussed at regular meetings of the monitoring team of schooling. The modes of integration proposed by the MDPH should be anticipated and prepared in connection with the referent employability. -
Disabled Students in Ulis LP has, as a student, the booklet custom skills (LPC) who accompanied him during his school years. Whatever the purpose of schooling the young, the LPC is the preferred tool for assessing Skills acquired by it, and must be as long as possible, even after leaving school. -
Finally, students leaving Ulis LP without being able to access a recognized qualification are awarded a certificate of professional skills acquired in training preparing for a CAP (a model certificate of competency is attached).
Ulis is piloting and monitoring the academic adviser of the ASH President. Ulis map is adopted annually by the Rector on the proposal of IA-DSDEN. It is determined in particular by the following criteria:
-
characteristics of the school population concerned: number of disabled students, age distribution and basin etc.. ; -
geographical features of the academy, distance, density of schools, areas of isolation, etc.. ; -
map vocational training, river training, in conjunction with relevant partners and local authorities; -
resources for educational or therapeutic support, taking account in particular the organization of health care provision and Programs interdepartmental support (Priac ).
The purpose of this map is to provide a territorial network of the Academy. In preparing its proposals, each IA-DSDEN relies primarily on the work of departmental technical group composed of representatives of decentralized government, established by section D. 312.10.13 of the Code of Social Action and families. Ulis map is validated against the academic level to ensure coherence and complementarity with the medico-social care and health care supply-driven in the regional health agencies (ARS). The representative bodies (county councils or academic Education, joint technical committees) are consulted in the creation of Les Ulis. The partners involved in the training and employability are associated with this mapping. The MDPH are kept informed of developments in the map of Les Ulis.
The NEI county-ASH, inspectors, regional education inspectors Academy (IA-IPR), including IA-IPR-EVS, and NEI-AND-EG, are responsible for regular evaluation of Les Ulis. This evaluation aims to measure the effectiveness of Ulis projects and their impact on the education of students involved. It is based on progress reports prepared under the authority of principals.
departmental plans, academic and national continuing education include measures aimed at teachers involved in Les Ulis. They also provide specific actions for teachers Holders of 2CA-SH or SH-Capa. Teachers hold the 2CA-SH or SH-Capa Ulis may participate in educational training activities of the department, organized by the departmental team of special education and the education of students with disabilities (ASH) and educational activities carried up by the disciplinary inspection body: IEN-EG and ET-IA-IPR.
This circular supersedes Circular No. 2001-035 of 21 February 2001.
For the Minister of National Education, Government spokesman,
and by delegation,
The Director General of School Education,
Jean-Michel Blanquer
Appendix
Tuesday, July 13, 2010
Recommendation Letter Sample In Dentistry
The mind mapping by Catherine Lenglet
Seen on http://creative-network.blogspot.com/
Seen on http://creative-network.blogspot.com/
Visit Catherine Lenglet Design Knowledge
"Convinced of the need to change our relationship to knowledge , including modes of cognition and more visual forms of language, she develops the concept of Design Knowledge ® since 2005. It forms today "s designers to design practice knowledge ® in the conduct and sharing their projects and also teaches this discipline at the ESCP-EAP. "
Saturday, July 3, 2010
Slogans For Wedding Planning Businesses
Revolutionize education!
education separates many people from their natural talents
..." In response to both poignant and funny in his famous 2006 presentation, Sir Ken Robinson argues for a personalized learning instead of teaching standardized - it is about creating conditions where natural talents children can thrive. "
French translation by Stéphane Faroult.
Friday, June 25, 2010
Pregnancy Conceiving In Urdu
Appropriating the language in kindergarten
Seen on Mindomo :
A map drawn by C. Balas to consider the issue of appropriation of language in school.
Thursday, June 24, 2010
Games Were U Can Get Pregnant
Boost your efficiency with FreeMind, and FREEPLAN XMind
You want to know about free software mind mapping?
No problem!
FreeMind, FREEPLAN XMind and have no secrets for you:
Boost your efficiency with FreeMind, and FREEPLAN XMind
DELENGAIGNE Xavier and Pierre Mongin
released on July 1, 2010
Eyrolles
This second edition is enhanced by two chapters on FREEPLAN and XMind. Do not hesitate! You can now order it from amazon.fr .
Want to know more? A site visit for all The mindmapping
Thank Pierre Mongin and Xavier Delengaigne to share with us their experience and practice of mind mapping.
Happy reading!
Wednesday, June 23, 2010
Quotes For Picniks On Faceb
Everyone is creative and
How to Improve your creative thinking
How To Mind Map With Tony Buzan
Tuesday, June 22, 2010
List Of The Original 151 Pokémon
Mathematics Teachers
I highly recommend a site visit by Françoise-DUQUESNE Belfer, senior lecturer in science education at the INS HEA, which I had the chance to benefit from interventions during my training at CAPA-SH. A site rich in resources, To better understand the needs in learning mathematics students with disabilities or serious difficulties
You will find particularly in the "Research Activities and Publications:
- Early learning math
Good visit, enjoy!
Sunday, June 20, 2010
Meltonian Shoe Cream Where To Buy
disabilities / speech: partnerships, interactions and complementarities Dyspraxia and Dyscalculia
Next publication of ANAE No. 109 Vol 21, Volume 4 - September 2010, coordinated by Dominique CRUNELLE, Director of the Institute of Speech Lille.
For more information: Blog the ANAE Saturday, June 19, 2010
Nip Slip Milani Denise
Lu on http://pontt.over-blog.org/
Rehabilitation Skills logico-mathematical
of children with dyspraxia visuospatial
Report Internship in Speech specialized Sandrine GOBLET (Master 2 Logopedics)
Read the article on PONTT
Read the report Sandrine GOBLET (pdf)
Friday, June 18, 2010
Is The Government Hiding Aliens From Us
Assisting in the development of tracks remediation after the psychological assessment
Seen on http://www.inshea. com / :
Seen on http://www.inshea. com / :
Assisting in the development of remedial tracks
after psychological assessment
A publication of the ASH website of the Academy of Nice , slideshow Beatrice Quattrocchi-Risso, psychologist, teachers RASED presented during the training day at the IUFM May 25, 2010.
- WISC IV
- Processing Speed Index (IVT)
- Verbal Comprehension Index (VCI)
- Perceptual Reasoning Index (PRI)
- Index of Working Memory (LMI)
- What disturbs the learning
- Memory
- Attention
- Visual perception
- decoding information
- Self-esteem
How Do You Reset A Briefcase
specific learning disabilities ASH
Firstly THANK YOU to the association APEDYS (Association of Parents of dyslexic children have added this week a link to the blog Ideas ASH and WELCOME to you that many, have followed this link.
This post is reserved for you ;-)
Teacher referent for the education of students with disabilities, I accompany the students throughout their school careers. Among them, many children and adolescents have specific learning disabilities: dyslexia, dysgraphia, dyscalculia, dyspraxia, dysphasia, attention deficit disorder. I testify today on the difficult path that must take all these kids and their families: the first questions about the difficulties in daily life and in school life, the many approaches, concerns, rehabilitations, moments of hope and discouragement, the time of diagnosis, misunderstandings, the eyes of others, applications to the MDPH, the arrangement of examinations, fighting every day ... I meet these kids, I take the time to listen, to accompany them and together, in partnership with parents, with teachers, with all professionals involved in rehabilitation, we implement the Custom Project Schooling. Not always easy ... but in my area, all professionals (speech therapists, occupational therapists, psychomotor ...) participate in meetings of the Monitoring Team Schooling and we are very helpful.
My first observation on the ground, when I accepted this position 3 years ago, it was the real ignorance of what are really these disorders, that ignorance leads to misunderstanding all these young and difficult to define precisely the possible adaptations to implement in the classroom. That's why I participated several times in training offered to teachers around the TSA, as well as conferences in the North by the associations APEDYS, Future Dysphasia, dyspraxia But Fantasy ADHD France. Hence arose the "information pages TSA Site Ideas ASH.
To see through the website and blog ideas ASH:
specific cognitive disorders and specific learning disabilities : information, assistance in the identification, indicators, useful links .. .
Since then, I continue to seek ways to help these students school, and I publish regularly on the blog Ideas ASH in this direction. I offer many links to articles / tools that I think are interesting, but also the ability to use mind maps to circumvent the difficulties of written language acquisition. All blog posts are categorized, you can find eg
hope that you find on the ideas ASH help you need, I invite you to enrich this blog by bringing your testimony, questions, new links ...
Enjoy!
Wednesday, June 16, 2010
Scope Mount For Hawkens Rifle
Ideas on Mind Mapping software and
Panorama and testing of the main tools for Homecoming Mapping Experts June 7, 2010, by Philippe and Jerome Boukobza Dard
What a joy to discover one of my cards in this presentation! Thank you ;-)
Bereavement Sayings In Spanish
otherwise
Read the newsletter of the LSI-HEA, a publication edited by Bruno Hourst:
Guide to teach otherwise (+ CD-Rom)
according to the theory of multiple intelligences of Howard Gardner
Round 3. Paris: Retz, 2009, 272 p.
Author (s): Danièle
Adad, Bihannic Pascal, Claudine Chevalier dell'Angelo Michele Savage, Dominique Deve-Bourquin Aline El adrham, Veronique Garas, Benedict Lasnier, Didier Mendibil Patricia Richard.
This book, based on the theory of multiple intelligences formulated by psychologist Howard Gardner proposes for each discipline (math, French, history, geography, science and technology, visual arts, music education and EPS), a set from February to June notional targets sequences for the program cycle 3.
The CD-ROM contains all text and graphic material.
Bruno Hourst Website: Wellness learn
Also, take a detour by the page or Better Learning Page Multiple Intelligences Site Ideas ASH!
Sunday, June 13, 2010
Vancomycin Resistant Enterococci Infection
guide to teaching the mind map, a management tool effectively with mental
Seen on Mindomo.com
A map drawn by Muriel Segonds
Saturday, June 12, 2010
Tuesday, March 2, 2010
6v Leadacid Battery Charger Circuit Diagram
HISTORY OF THE FRENCH LANGUAGE FRENCH IN SWITZERLAND
.
.
Language, communication instrument par excellence, is fixed by writing.
In our society where writing has been of paramount importance, the history of mankind can be broadly divided into two parts: before and after writing.
Indeed, the invention of writing revolutionized life. It allowed men to communicate with each other at distances greater than that of earshot. She brought permanence to the spoken language - One might even say its eternity.
Initially, there was the image. It was first adapted to the idea and then the sounds of speech.
alphabet we use is a "chance". We took our "system" to the Romans because only Christian texts were translated into Latin and were preserved using the Latin script. The function of writing was to preserve for religious holy texts. Before them, the Greeks relied on the system of the Phoenicians who invented the alphabet, itself born of a remodeling of cuneiform writing. Ideographic systems used in Mesopotamia, Egypt, China (+ / - 3000 BC) are not, either, an original creation. They are the combination of two modes of communication that had preceded them: the word and image.
I call it exploitation by a group of a system of vocal signs whose group is the author. It differs from the communication system in that it allows animals to associate an object or an idea to a combination of sounds. It offers the individual the opportunity to plan ahead and turn around in the past.
Anthropologists agree that the origin of language date of homo erectus, there is more than a million years. They assume, however, that his faculty of speech was very rudimentary.
But it is very difficult to trace the origins of language because there is no material trace of its evolution ...
The visual image is a proposal made to the group. It combines two data: a surface (a wall, a piece of ground, a piece of wood ...) and figures, traces, stains, marks ... whether or not produced by the hand of man.
image, unlike language, is not a system. It does not require the presence of the transmitter and receiver.
writing has appeared when the visual sign system that was supposed to transmit messages from the gods became the medium of men. First pictograms, it has evolved thanks to the scribes who used stylized images to signify concepts.
From the image, the men came to the signs which were grouped in certain ways to describe in words, things, ideas.
Around 2500 BC. AD cuneiform allowed to write literary texts (fables, proverbs ...).
The technique has evolved writing: use of reeds, clay tablets, paper, printing ...
A long walk to reach us, where writing is carried throughout the world in seconds thanks to the vectors of the Internet.
linguistics (the scientific study of human language (language voice), as is done in a language) has become a science in itself. Long confined to grammar, analysis phonetics and historical approach, she studied how to use appropriate language and under what rules. In the early twentieth century, thanks to Ferdinand de Saussure, Geneva (1857-1913), one has instead sought to understand how languages were used to determine their evolution and their mutual relations.
Beside of this science was born another science: graphology. The assumption is that the act of writing is nothing but a hand movement governed by the brain and therefore the particular expression of an individual. Graphology is trying to interpret the personality through writing. Young science, it still inspires distrust of its application areas and potential hasty conclusions.
The handwriting analysis begins with the observation of the document and note the graphic signs most frequently to establish the "definition" of writing. Then comes the psychological interpretation based on many parameters: speed of writing, shape, direction, size, continuity, order, pressure related ...
Semantics is the scientific study of the meaning of linguistic units and their combinations. It focuses on the study of language on the level of meaning: synonymy, changes of meaning of a word structure vocabulary ...
The semantic field is all the different meanings of the same word in different contexts where it is located. In each expression, the same word has a specific meaning different:
Ex: Part
1. Habitable space of a housing defined by walls or partitions. A three-room apartment (or a three-piece).
2. Piece of flat metal, Gener. shaped into a disk, and serving as exchange value of money. A room of one franc.
3. Dramatic work. A play in three acts.
4. Written document used to provide information, to establish a fact, etc.. Documents folder. Receipts ...
The lexicon is the set of words forming the language of a community and considered abstractly as one of the elements constituting the code of the language.
The lexical field is a series of words that have common properties and refer to the same idea or concept.
Where did the French?
The French language like all languages has been built through history. The meeting peoples, wars and alliances, trade singles neighborhood, our ancestors have adapted their language to be understood by their fellows.
Before coming to us, words have undergone many changes either in their form or their meaning.
There are about five thousand years, the people who lived in our region was part of a vast cultural area that stretched into the heart of Bohemia. People were related by language, culture and lifestyle. We now call "the Celtic world." They spoke the Gaulish.
The legions of Julius Caesar conquered Gaul 52 BC. AD and their language is gradually becoming the language of the territory.
From the year 200, the Franks who came from Germany ravaged Roman Gaul. However, they adopt the language of the vanquished by the addition of a few dozen words pott - pot suppa - soup, ...
In the South, the Saracens have also left some 300 Arabic words together algebra and chess. Some words have followed their path to get to us in forms that leave no imagine they also come from Arabic. The words of Arabic origin represent about 5.1% of our language.
The trade has brought new words in Aztecs: tomatl - tomato ayacotl - bean; cacautl - Peanuts in the Dutch: boek - book; ringhband - ribbon of Bulgaria: jaourt, Inuit: anorak and Hindi: pajamas.
German has given about 200 words including accordion, beer, camping, blockades, ramp, scamp, sauerkraut, target, dollar, ersatz, mischievous, kepi, shell, sword, drink, waltz, casement windows ...
The Italian has made about 1,000 words, balcony, bank, fool, compass, brigade, canon, concerto, confetti, parade, courtier, credit, dilettante, squadron, bankruptcy, mural, graffiti, incognito, opera, page, picturesque , scenario, soldier, music theory, tenor ...
English gave some 300 words including: apricot, adjuvant, banana, bizarre, brother, helmet, cedilla, chocolate, cigar, guerrilla, boastful, corn, bully, watchtower, mosquito, romance, nap ...
English has given and still gives currently dozens of new words: knife - knife, bat - boat barma steak, box, budget, because casting committee, football, forecast, grog, hardware, robbery , look, marketing, match, punch, rail rout, record, roast beef sandwich, sketch, software, stock, string, toast, tunnel, zoom ... which does not fail to ask some problems called anglicisms.
Russian boyar brought, Cossack, hut, mammoth, peasant, samovar, steppe ...
Science eager to appropriate terms were coined words based on Latin and Greek roots.
But words do not come only from abroad: there was upon our territories dozens of languages and dialects, and sometimes the words of these regions entered the language: boulend (baker) of Picard; Merk (market ) of Norman; bizou, bijour, gibberish, bagpipes, Breton domendu and a multitude of words from the Provencal with the word "love", shopping, cicada.
Closer to home, slang or rather we bring the new slang words: pitch, shell, pin ...
Latin, that Caesar's soldiers lead in our region (59-51 BC), is sometimes itself borrowed from Greek. It is adopted gradually by the people of Gaul (Low Latin).
past two centuries, Gallo-Roman words evolve and change shape and meaning.
In our daily lives, we still use certain words or expressions of Latin and French many words are built on the Latin prefixes or Latin roots.
Latin is the only official language. The language of the people is not unified nor fixed. In the fifth and during the VI, VII and VIII centuries, they adopt a language formed from Latin and Gallic remains: the Roman, who had a lot of regional differences. A line "La Rochelle - Grenoble" splits the territory in two. North of this line is the langue d'oil, the South, the Langue d'Oc. Constantly, the local language is "rubbing" the language of the Catholic Church. It will take until 1539, when the Ordinance of Villers-Cotterets under Francis I, which elevates the French language as a royal.
The first document is owned by the novel Oath of Strasbourg, given by Louis the German in 842. The French
derived from the Francian - dialect of the Ile de France. The langue d'oil has evolved in different local languages such as Anglo-Norman, Normandy, Picardy in the region of Amiens and the Somme, Champagne, Reims and Troyes around the Walloon and that are spoken in part of the South of Belgium to Liege. The Normans conquered southern Italy and Sicily, the French speak to Hungary and England where he became the second official language. He maintained there for 300 years and a Latin grammar, the French seem even Donat in 1400.
At the end of the eleventh century the first literary works were written Language of Oil: Anglo-Norman or Picard Champagne.
The French is becoming more important. Many Crusaders answered the call of Pope and depart for Palestine: French spreads to Syria, Lebanon, Jerusalem. The kingdoms of Jerusalem and Antioch adopt French as their official language.
Trade promote the French language becomes the language of international transactions. Trade fairs taking place in France are prestigious and attract retailers from across Europe.
In the late Middle Ages, French rayon. It is the language of the country's most populous but also the richest in Europe. Universities in France are famous and attract many foreign students. The
XIV and XV century saw the emergence of the French language itself, which abandoned the use of "cases" Latin.
The modern French settled permanently in the seventeenth century with Malherbe, Descartes, Corneille, Pascal, Racine, Molière, Boileau, La Bruyere, Bossuet ... The fixity of language owes much to the French Academy, founded in 1635 by Cardinal Richelieu. The French then becomes an affair of state.
Towards the end of the sixteenth century that French will see competition from English and Italian (this is the time of D'ante and Petrarch, Machiavelli and the wealth of Florence, Venice and Genoa).
The seventeenth century marks the return of French. Louis XIV is at its peak and the Versailles court enjoys great prestige. France has long feathers: Molière, Racine, La Fontaine. Many foreign scholars living in France. Revocation of the Edict of Nantes (1685) causes the flight of many French Protestants who settled in Germany, Austria, Switzerland, ...
the eighteenth century, treaties were written in French. It will also diplomatic language until the war 14-18. In the current German and Italian, many chamberlains, officers, painters, ... speak French. The princes write in excellent French and their children are often educated by French tutors.
The nineteenth century marks the apogee of French in the wake of the revolution. Correspondence of the Russian state are in French. European sovereigns are among themselves in French. The Olympic Charter establishes the French as an official language alongside English. The opening and closing are in French and then translated into the language of the host country. French colonization allows the French to establish themselves again around the world.
The twentieth century saw two world wars to shake the colonial empires. Colonized countries gained their independence. The expansion of French seems to stop.
.
The French language is a woman.
And this woman is so beautiful, so proud, if modest,
so bold so touching, so voluptuous, so chaste,
so noble, so familiar, so crazy, wise,
we love her with all his soul,
and we never tried being unfaithful.
.
Anatole France
.
Language, communication instrument par excellence, is fixed by writing.
In our society where writing has been of paramount importance, the history of mankind can be broadly divided into two parts: before and after writing.
Indeed, the invention of writing revolutionized life. It allowed men to communicate with each other at distances greater than that of earshot. She brought permanence to the spoken language - One might even say its eternity.
Initially, there was the image. It was first adapted to the idea and then the sounds of speech.
alphabet we use is a "chance". We took our "system" to the Romans because only Christian texts were translated into Latin and were preserved using the Latin script. The function of writing was to preserve for religious holy texts. Before them, the Greeks relied on the system of the Phoenicians who invented the alphabet, itself born of a remodeling of cuneiform writing. Ideographic systems used in Mesopotamia, Egypt, China (+ / - 3000 BC) are not, either, an original creation. They are the combination of two modes of communication that had preceded them: the word and image.
I call it exploitation by a group of a system of vocal signs whose group is the author. It differs from the communication system in that it allows animals to associate an object or an idea to a combination of sounds. It offers the individual the opportunity to plan ahead and turn around in the past.
Anthropologists agree that the origin of language date of homo erectus, there is more than a million years. They assume, however, that his faculty of speech was very rudimentary.
But it is very difficult to trace the origins of language because there is no material trace of its evolution ...
The visual image is a proposal made to the group. It combines two data: a surface (a wall, a piece of ground, a piece of wood ...) and figures, traces, stains, marks ... whether or not produced by the hand of man.
image, unlike language, is not a system. It does not require the presence of the transmitter and receiver.
writing has appeared when the visual sign system that was supposed to transmit messages from the gods became the medium of men. First pictograms, it has evolved thanks to the scribes who used stylized images to signify concepts.
From the image, the men came to the signs which were grouped in certain ways to describe in words, things, ideas.
Around 2500 BC. AD cuneiform allowed to write literary texts (fables, proverbs ...).
The technique has evolved writing: use of reeds, clay tablets, paper, printing ...
A long walk to reach us, where writing is carried throughout the world in seconds thanks to the vectors of the Internet.
linguistics (the scientific study of human language (language voice), as is done in a language) has become a science in itself. Long confined to grammar, analysis phonetics and historical approach, she studied how to use appropriate language and under what rules. In the early twentieth century, thanks to Ferdinand de Saussure, Geneva (1857-1913), one has instead sought to understand how languages were used to determine their evolution and their mutual relations.
Beside of this science was born another science: graphology. The assumption is that the act of writing is nothing but a hand movement governed by the brain and therefore the particular expression of an individual. Graphology is trying to interpret the personality through writing. Young science, it still inspires distrust of its application areas and potential hasty conclusions.
The handwriting analysis begins with the observation of the document and note the graphic signs most frequently to establish the "definition" of writing. Then comes the psychological interpretation based on many parameters: speed of writing, shape, direction, size, continuity, order, pressure related ...
Semantics is the scientific study of the meaning of linguistic units and their combinations. It focuses on the study of language on the level of meaning: synonymy, changes of meaning of a word structure vocabulary ...
The semantic field is all the different meanings of the same word in different contexts where it is located. In each expression, the same word has a specific meaning different:
Ex: Part
1. Habitable space of a housing defined by walls or partitions. A three-room apartment (or a three-piece).
2. Piece of flat metal, Gener. shaped into a disk, and serving as exchange value of money. A room of one franc.
3. Dramatic work. A play in three acts.
4. Written document used to provide information, to establish a fact, etc.. Documents folder. Receipts ...
The lexicon is the set of words forming the language of a community and considered abstractly as one of the elements constituting the code of the language.
The lexical field is a series of words that have common properties and refer to the same idea or concept.
Where did the French?
The French language like all languages has been built through history. The meeting peoples, wars and alliances, trade singles neighborhood, our ancestors have adapted their language to be understood by their fellows.
Before coming to us, words have undergone many changes either in their form or their meaning.
There are about five thousand years, the people who lived in our region was part of a vast cultural area that stretched into the heart of Bohemia. People were related by language, culture and lifestyle. We now call "the Celtic world." They spoke the Gaulish.
The legions of Julius Caesar conquered Gaul 52 BC. AD and their language is gradually becoming the language of the territory.
From the year 200, the Franks who came from Germany ravaged Roman Gaul. However, they adopt the language of the vanquished by the addition of a few dozen words pott - pot suppa - soup, ...
In the South, the Saracens have also left some 300 Arabic words together algebra and chess. Some words have followed their path to get to us in forms that leave no imagine they also come from Arabic. The words of Arabic origin represent about 5.1% of our language.
The trade has brought new words in Aztecs: tomatl - tomato ayacotl - bean; cacautl - Peanuts in the Dutch: boek - book; ringhband - ribbon of Bulgaria: jaourt, Inuit: anorak and Hindi: pajamas.
German has given about 200 words including accordion, beer, camping, blockades, ramp, scamp, sauerkraut, target, dollar, ersatz, mischievous, kepi, shell, sword, drink, waltz, casement windows ...
The Italian has made about 1,000 words, balcony, bank, fool, compass, brigade, canon, concerto, confetti, parade, courtier, credit, dilettante, squadron, bankruptcy, mural, graffiti, incognito, opera, page, picturesque , scenario, soldier, music theory, tenor ...
English gave some 300 words including: apricot, adjuvant, banana, bizarre, brother, helmet, cedilla, chocolate, cigar, guerrilla, boastful, corn, bully, watchtower, mosquito, romance, nap ...
English has given and still gives currently dozens of new words: knife - knife, bat - boat barma steak, box, budget, because casting committee, football, forecast, grog, hardware, robbery , look, marketing, match, punch, rail rout, record, roast beef sandwich, sketch, software, stock, string, toast, tunnel, zoom ... which does not fail to ask some problems called anglicisms.
Russian boyar brought, Cossack, hut, mammoth, peasant, samovar, steppe ...
Science eager to appropriate terms were coined words based on Latin and Greek roots.
But words do not come only from abroad: there was upon our territories dozens of languages and dialects, and sometimes the words of these regions entered the language: boulend (baker) of Picard; Merk (market ) of Norman; bizou, bijour, gibberish, bagpipes, Breton domendu and a multitude of words from the Provencal with the word "love", shopping, cicada.
Closer to home, slang or rather we bring the new slang words: pitch, shell, pin ...
Latin, that Caesar's soldiers lead in our region (59-51 BC), is sometimes itself borrowed from Greek. It is adopted gradually by the people of Gaul (Low Latin).
past two centuries, Gallo-Roman words evolve and change shape and meaning.
In our daily lives, we still use certain words or expressions of Latin and French many words are built on the Latin prefixes or Latin roots.
Latin is the only official language. The language of the people is not unified nor fixed. In the fifth and during the VI, VII and VIII centuries, they adopt a language formed from Latin and Gallic remains: the Roman, who had a lot of regional differences. A line "La Rochelle - Grenoble" splits the territory in two. North of this line is the langue d'oil, the South, the Langue d'Oc. Constantly, the local language is "rubbing" the language of the Catholic Church. It will take until 1539, when the Ordinance of Villers-Cotterets under Francis I, which elevates the French language as a royal.
The first document is owned by the novel Oath of Strasbourg, given by Louis the German in 842. The French
derived from the Francian - dialect of the Ile de France. The langue d'oil has evolved in different local languages such as Anglo-Norman, Normandy, Picardy in the region of Amiens and the Somme, Champagne, Reims and Troyes around the Walloon and that are spoken in part of the South of Belgium to Liege. The Normans conquered southern Italy and Sicily, the French speak to Hungary and England where he became the second official language. He maintained there for 300 years and a Latin grammar, the French seem even Donat in 1400.
At the end of the eleventh century the first literary works were written Language of Oil: Anglo-Norman or Picard Champagne.
The French is becoming more important. Many Crusaders answered the call of Pope and depart for Palestine: French spreads to Syria, Lebanon, Jerusalem. The kingdoms of Jerusalem and Antioch adopt French as their official language.
Trade promote the French language becomes the language of international transactions. Trade fairs taking place in France are prestigious and attract retailers from across Europe.
In the late Middle Ages, French rayon. It is the language of the country's most populous but also the richest in Europe. Universities in France are famous and attract many foreign students. The
XIV and XV century saw the emergence of the French language itself, which abandoned the use of "cases" Latin.
The modern French settled permanently in the seventeenth century with Malherbe, Descartes, Corneille, Pascal, Racine, Molière, Boileau, La Bruyere, Bossuet ... The fixity of language owes much to the French Academy, founded in 1635 by Cardinal Richelieu. The French then becomes an affair of state.
Towards the end of the sixteenth century that French will see competition from English and Italian (this is the time of D'ante and Petrarch, Machiavelli and the wealth of Florence, Venice and Genoa).
The seventeenth century marks the return of French. Louis XIV is at its peak and the Versailles court enjoys great prestige. France has long feathers: Molière, Racine, La Fontaine. Many foreign scholars living in France. Revocation of the Edict of Nantes (1685) causes the flight of many French Protestants who settled in Germany, Austria, Switzerland, ...
the eighteenth century, treaties were written in French. It will also diplomatic language until the war 14-18. In the current German and Italian, many chamberlains, officers, painters, ... speak French. The princes write in excellent French and their children are often educated by French tutors.
The nineteenth century marks the apogee of French in the wake of the revolution. Correspondence of the Russian state are in French. European sovereigns are among themselves in French. The Olympic Charter establishes the French as an official language alongside English. The opening and closing are in French and then translated into the language of the host country. French colonization allows the French to establish themselves again around the world.
The twentieth century saw two world wars to shake the colonial empires. Colonized countries gained their independence. The expansion of French seems to stop.
Ph. Egger
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