Media Fair Reflection

For our final unit in English this year we studied media. Everyone made a poster about a topic of their choice, and then we shared our work with the other class. The media fair took place yesterday and its purpose was to share our work with our classmates. I looked at quite a few posters on interesting topics.

Raveena’s poster was about pole dancing and how the media considers it a sexual form of dance. Her sources also discussed the argument that pole dancing can have great physical benefits and is a valid source of exercise. One interesting point she brought up was that pole dancing originated in India and the Middle East during cultural festivals, so why does it have the reputation in society that it does now? By choosing a somewhat controversial topic, her poster was very interesting (and very nicely presented).


Raveena’s Poster

Aruna’s poster was about how bisexuality is portrayed in the media. The main conclusion she came to with her research was that many people think of bisexuality as something temporary or invalid rather than a legitimate orientation. While there was some positive representation through TV shows and songs, all three of the more directly opinion-based sources had a generally negative perspective on the topic. Another disappointing aspect of this discussion was that quite often bisexual people get targeted by everyone, even the LGBT community, for not “making a choice” between genders.

Aruna's Poster

Aruna’s Poster

Finally Monika’s poster was about body image and dieting. She looked primarily at advertisements and social media for her sources, which brought up some interesting points in discussion. In society and the media there is a clear beauty standard about women’s bodies, but at the same time, people are warned that dieting will be harmful for their health. This topic is very hypocritical of the media, as it is the thing that sets these standards in the first place, but then when people do things to try to match them they are told that it is not something they should do. This in turn creates the notion that one would have to look a certain way while keeping up their regular eating habits, which simply does not work for most people.

Monika's Poster

Monika’s Poster

There were several other interesting topics, but these were a few that caught my attention and I found brought up important points in discussion. Some of the other posters I looked at were about Kim Jong Un, school uniforms and the Illuminati. I found that the most interesting posters were the ones that found several different point of views through their text types and used these to draw different conclusions about society.

Chapitre 8: Mise en Train

Activité 1: Tu as compris?
1. Where did Sandrine move from? Where does she live now?
She moved from a small village to the city of Abidjan.
2. Where does Koffi live? Does he like it there?
He lives in Abidjan and he likes it there.
3. What was it like where Sandrine used to live? What did she do there?
She lived in a small village where after school, they would do work outside and listen to music together. Because it was so small, there was a strong sense of community.
4. According to Sandrine, what is Abidjan like?
She thinks that the city is too big and that people don’t know each other as well.
5. What does Koffi offer to do?
He offers to go into the city with her and show her his favorite places.
Activité 2: Ville ou village? 

Est-ce que Sandrine parle de son village ou d’Abidjan? 

  1. «Il y avait des chèvres.» village
  2. «On organisait des fêtes.» village
  3. «C’est tellement grand!» Abidjan
  4. «Nous étions une cinquantaine d’élèves.» village
  5. «On vit dans des appartements.» Abidjan
  6. «Les gens sont plus seuls.» Abidjan
Activité 3: C’était le bon vieux temps 

Sandrine parle de quelle image?

1. «On se promenait ensemble.» image a

2. «On chantait et on dansait.» image c

3. «On se réunissait souvent.» image b

Activité 4:Cherche les expressions

What does Sandrine say to …

  1. tell what she thinks of her life in the village? C’était…
  2. recall what she used to do? J’allais… J’avais… On travaillait…
  3. give her impressions of Abidjan? Ici, c’est…

What does Koffi say to …

  1. ask how life was in Sandrine’s village? C’était comment, là-bas dans ton village?
  2. reassure Sandrine? Ici à Abidjan, c’est pas si mal. Je suis sur que dans quelques semaines tu en tomberas amoureuse!
Activité 5: Et maintenant, à toi

Et toi, est-ce que tu as déjà déménagé? Qu’est-ce que tu regrettes? Est-ce que tu aimerais déménager maintenant? Pourquoi ou pourquoi pas?

J’ai déménagé deux fois dans ma vie, mais c’était quand j’étais très jeune, et je ne me souviens pas beaucoup. Maintenant, j’aimerais déménager parce que ce serait une expérience nouvelle et intéressante.

Chapitre 7: Mise en Train

1. Tu as Compris?

  1. How does Bruno feel at the beginning of the story?
    1. He feels tired and a bit sick.
  2. What three things do Céline and Hector ask him about?
    1. His diet, how much he sleeps, and his exercise habits.
  3. What do they suggest to help him feel better?
    1. They suggest that he should eat better, go to sleep earlier and for longer, and do more exercise.
  4. Where do Hector and Bruno go? What do they do there?
    1. They go to the gym and do various exercises (including weightlifting and jumping jacks).
  5. How does Bruno feel at the end of the story?
    1. He hurts his ankle while doing the exercise, and just feels worse than before.

2. Fais ton choix

  1. Bruno s’est couché vers…
    1. dix heures.
    2. onze heures et demie.
    3. minuit.
  2. Au petit déjeuner, Bruno…
    1. a mangé une pomme.
    2. a mangé des céréales.
    3. n’a rien mangé.
  3. D’après Céline, il est important de…
    1. se coucher tard.
    2. bien se nourrir.
    3. sauter des repas.
  4. Bruno fait du sport…
    1. rarement.
    2. souvent.
    3. de temps en temps.
  5. D’après Hector, pour élever le rythme cardiaque, il faut…
    1. s’échauffer.
    2. tonifier les muscles.
    3. faire de l’aérobic.
  6. Bruno s’est fait mal…
    1. à la main.
    2. à la cheville.
    3. à la tête.

3. Cherche les expressions

What does Céline or Hector say to … 

  1. find out what is wrong with Bruno?
    1. Qu’est-ce que tu as, Bruno?
  2. give him advice?
    1. Tu ne dois pas…
  3. justify their advice?
    1. Il est important de… C’est bon pour toi.
  4. offer encouragement?
    1. Encore un effort.
    2. Courage!

What does Bruno say to…

  1. tell how he’s feeling?
    1. Je me sens tout…
    2. Je suis…
  2. express his discouragement?
    1. Je n’en peux plus!
    2. Je suis déjà crevé.
  3. complain about an injury?
    1. Aïe!
    2. J’ai mal à…
  4. express his annoyance with his friend?
    1. J’en ai marre de tes conseils!

4. Qu’est-ce qu’ils disent?

  1. Bruno is leaning his head on his hand. He looks tired.
     “Je me sens tout raplapla.”
  2. Bruno is sitting at the café. He’s slumped in his chair. His stomach is growling.
    “J’ai sauté le petit déjeuner ce matin.”
  3. Bruno is sitting down. Hector is leaning over him and Céline is standing nearby.
     “Il est important de bien se nourrir.”
  4. Bruno is lying on a bench lifting weights. Hector is spotting for him.
     “Il faut tonifier ses muscles.”

5. Et maintenant, à toi!

Qu’est-ce que tu penses des conseils que les amis de Bruno lui donnent? Qu’est-ce que tu voudrais lui conseiller, toi? Qu’est-ce que tu fais quand tes amis te donnent des conseils sur ta santé?

Je pense que les conseils des amis de Bruno sont biens, mais ils ont été un peu trop puissants. Je voudrais lui conseiller d’essayer de changer ses habits progressivement, parce que peut-être ça serait plus facile. Mes amies ne jamais me donner des conseils sur ma santé, mais je m’attend que je change aussi mes habits progressivement.

Chapitre 4: Mise en Train

1. Tu as compris?

1. Why are the students taking pictures?

For a photography-based school competition about Martinique.

2. What do Agnès and Jean-Philippe take pictures of?

Places such as the tropical forest and the beaches.

3. What do they emphasize in their presentation of Martinique?

The touristic experience of the island.

4. What do Stéphane and Lisette take pictures of?

People doing their jobs and those areas.

5. What are they trying to show in their photo-essay?

Everyday life for different people on the island.

2. Pourquoi?

Complète les phrases suivantes:

  1. L’île est verte toute l’année… d. parce qu’il y a toujours un peu de pluie.
  2. C’est un paradis pour les pêcheurs… c. parce que le climat est doux et la mer est toujours bleue.
  3. Beaucoup de gens se lèvent à 4h… e. parce que le travail commence très tôt.
  4. C’est une île très colorée… a. parce qu’il y a des fleurs de toutes les couleurs.
  5. On aime se balader ensemble le samedi après-midi ou le dimanche… b. parce que c’est quand la famille peut être réunie.
3. A qui, les photos?

Voici des photos prises par Agnès, Jean-Philippe, Stéphane et Lisette. D’après ce que tu sais sur les thèmes de leurs reportages photographiques, dis qui a pris chaque photo.

1. Stéphane et Lisette

2. Agnès et Jean-Philippe

3. Stéphane et Lisette

4. Agnès et Jean-Philippe

5. Agnès et Jean-Philippe

4. Cherche les expressions
In Un concours photographique what do the students say to… 
1. suggest that they participate in the photo contest?

C’est une bonne idée, ce reportage photographique. Ça te tente de le faire avec moi?

2. accept a suggestion?

Pourquoi pas? Il y a beaucoup de choses à voir.

3. describe what’s on the island?

La mer, le sable, le soleil, les cocotiers, l’eau couleur turquoise, les sports nautiques… La Martinique — c’est magnifique!

4. describe the weather?

Chez nous, il fait beau, chaud même parfois, mais il y a toujours un peu de pluie.

5. tell when and how often they do something?

Le samedi après-midi ou le dimanche, c’est quand la famille peut être réunie. On aime bien jouer aux jeux de société ou se balader ensemble.

5. Et maintenant, à toi

Imagine que tu vas faire un reportage photographique sur ta ville ou sur ton état. Qu’est-ce que tu vas prendre comme photos?

Je vais prendre des photos de la nature et le temps de Yokohama. Parce que la ville est plus petit que Tokyo, il serait intéressante de présenter au sujet de l’environnement de la ville.

Hosting Major Events

Do the benefits of hosting a major tournament outweigh the costs?

There has already been a lot of discussion about the 2022 FIFA World Cup that will take place in Qatar. Both potential benefits and costs of the event have been identified. Firstly, because the temperatures reach such extremes during the summer (40-50° Celsius), the event will be postponed to the winter of that year. If the games were to take place in the summer, the circumstances would affect the players at extreme levels. This results in the cost of abandoning the traditional program of having the World Cup tournament in the summer.

The economic aspect of this event will have both benefits and costs. Watching the World Cup increases the amount of people interested in the host country. This will result in an increase in tourism and therefore overall investment in Qatar. Whenever a major event takes place, a lot of infrastructure is necessary to host the event. For most countries, hosting the World Cup creates several jobs for the workers needed to build these things. However, since the country’s citizens are very rich they have had to import foreign workers willing to take the jobs. Therefore, the money spent on these workers will not benefit Qatar’s own economy at all. At the same time, the country will benefit from the subway system and several roads that are being built for the event. After the World Cup is over, these new systems will lead to efficiency benefits for its citizens that will increase the country’s economic growth.

Another issue essential to the event is the new stadiums. What is common for most countries that host the World Cup is that after the event, the stadiums that cost a large amount of money to build serve almost no purpose. For the most part, they will simply have been a waste of money. However, there is now discussion of  building stadiums in Qatar that can easily be taken back down after they are built. This would then cancel out some of these costs.

After evaluating a few of the benefits and costs of the 2022 FIFA World Cup, it is clear that the costs may actually outweigh the benefits. There are definitely more cons than pros for this event. Because of the country’s wealth, however, some of these costs may not seem very significant. In conclusion, the benefits of this event will not outweigh its costs.


Comparing versions of Romeo and Juliet

How successful have movie adaptations of R+J been at capturing the original themes of fate and forbidden love?

When comparing different movie adaptations of Romeo and Juliet to Shakespeare’s original, there are several elements to consider. Both the 1968 Zeffirelli version and the 1996 Luhrmann version take the challenge of capturing the play’s original themes of fate and forbidden love. By using changes in setting and plot, the Luhrmann version best captures and emphasizes these important themes.

Set in the traditional Shakespearean setting, Zeffirelli’s film does a great job of telling the classic story of Romeo and Juliet. Although the concept of forbidden love is clearly there, its effect on the audience does not seem strong enough to live up to Shakespeare’s intentions. The film was almost exactly as one would expect an adaptation of Romeo and Juliet to be, but as it followed the plot and told the story, it lost some of the intensity belonging to the play. For example, it is clear in the film that the Capulet’s and Montague’s are feuding enemies. However it does not convey the lovers’ relationship as as forbidden as in Luhrmann’s adaptation. Also, Zeffirelli’s version of the play does not completely capture the idea of bad luck and fate controlling what happens to the couple. The events seem more unfortunate than frustrating for the audience to watch, and a stronger presence of this would have improved the adaptation significantly.

In Luhrmann’s film, the theme of forbidden love is emphasized through different symbols. In the original play, one would expect Mantua to be somewhat of a neighboring town to Verona. However, in the modern alternate version of California Luhrmann uses, Mantua is extremely deserted. This emphasizes the severity of Romeo’s banishment from Verona. This sense of isolation is a symbol of Romeo and Juliet’s forbidden relationship, and accurately represents the consequences they are warned of. Another recurring symbol in Luhrmann’s film is the metaphor of water separating the lovers. When they first see each other, it is through a fish tank. This is a metaphor for the situation between their two families: they can see each other, but there is a barrier keeping them apart. These creative choices really show the obstacles between Romeo and Juliet, and help the audience understand the theme’s presence.

In Luhrmann’s film, the presence of bad luck is highlighted throughout. For example, Romeo does receive the letter warning about Juliet’s situation, but he steps on it and doesn’t notice it is there. A major difference between Luhrmann’s version and the other two is the scene of Romeo’s and Juliet’s deaths. In his film, Juliet wakes up as Romeo is drinking the poison, and he finds out that she is indeed alive just before he himself dies. This adds to the intensity of the moment extremely, and captures the theme of fate and bad luck perfectly. The events that already have such bad timing in the original are emphasized to fit the film’s dramatic style. This brings out a very important theme of the play at a level that Zeffirelli’s adaptation simply did not achieve.

When comparing the power of the themes of fate and forbidden love in two different film adaptations of Romeo and Juliet it is clear that Luhrmann’s version is stronger. Where Luhrmann uses great metaphors and recurring concepts to portray these themes, Zeffirelli simply tells them through the story. While this still does the job, it does not leave as much of an impact on the audience. Whether or not this means Luhrmann’s film is a better adaptation as a whole, it definitely triumphed in this category of evaluation. These themes are simply such an important part of Shakespeare’s play, and the power of these make a big difference in the overall success of an adaptation.

Tourism in Rome

“Are the costs greater than the benefits of tourism?”

Explain the break down in nationalities of international tourism in Rome:

  • 12 million tourists in 2012
  • 70% tourists international
  • China (+20%)
  • Russia, US (increasing)
  • France, Germany (+5%)

Who are the top 4 nationalities that visit the country and how and why may they have changed in recent times?


  1. Switzerland
  2. Germany
  3. France
  4. Austria


  1. China
  2. Russia, US
  3. France, Germany

Tourism in Rome also grew 5% in 2013 compared to 2012. What is clear from the above information is that tourism has recently become much more international in Rome, with China, Russia and the US rising to the top of the list. Around the world, far more people are traveling from China anyways.

Explain the impact financially that tourism has in your country using examples to back up your answer.

Even though Italy’s economy has been declining, it gains a lot of money from tourism. With 12 million tourists arriving in Rome in 2012, there has been a positive economic outcome of 7.3 billion euros. Out of that,

  • 26.5% of expenses hotels
  • 17.2% restaurants, etc.
  • 20.2% clothing shopping

Explain the benefits versus the costs associated with tourism (environmental damage for instance) and how the promotion of sustainable or eco tourism could help this issue.

There are both benefits and costs of tourism around the world, and in Rome as well. The biggest cost to Rome from tourism is that it has become more of a tourist attraction than a city to live in. Many people are worried that the character of the city will change because of low quality facilities that focus on tourism rather than enjoying the city. Eco tourism could help with these problems by letting tourists experience the real city, and keep the monuments and famous sites clean. On the other hand, there are great benefits to Rome’s growth as a touristic destination. It exposes visitors to its sites and gives them the experiences of seeing things different to what they know. There have also been great economic advantages for the city, with a positive outcome of over 7 billion euros in 2012.


Bystander Effect

The bystander effect is the action, or rather inaction, of a crowd when a dangerous situation is taking place. An example of the bystander effect is the case of Axel Casian’s murder. In 2008, the two year-old was murdered by his father while a large group of people stood by and did nothing to stop the incident or protect the child. (“Axel Sergio Casian.” Modbee. N.p., 14 June 2008. Web. 15 Apr. 2015.) Although a few witnesses looked to find a solution that wouldn’t get them hurt, they didn’t act upon these thoughts. The witnesses later said they had been afraid to intervene (Bulwa, Demian. “Inaction in Boy’s Killing Called Justified.” SFGate. N.p., 18 June 2008. Web. 15 Apr. 2015.)

This suggests that the main cause of their inaction was audience inhibition. This seems logical, as the child’s father was brutally stomping him to death, and the witnesses did not know what to expect from him. However, the fact that no one called the police until it was too late suggests a different cause. This was most likely a sense of diffusion of responsibility, everyone expecting someone else to act first. However, experts later explained that the crowd’s actions were justified because they were not “psychologically prepared” to do anything about the situation.

There are some ways people can try to limit or prevent the bystander effect. Psychologists suggest that during an emergency, being aware of the effects the bystander effect is having on you can help you overcome it. However, this depends on whether or not you acknowledge the effect during the situation. (Cherry, Kendra. “What Is the Bystander Effect?” About Education. N.p., n.d. Web. 16 Apr. 2015.) On the other hand, if you are the person who needs help, singling out a certain person from the crowd watching can help. When specifically asked for help, people are more likely to oblige.

In an emergency situation, knowing the person in danger personally makes a big difference with how likely you are to help. Another few ways to limit the bystander effect are: feeling guilty about not helping, being observant, prior knowledge of emergency situations and being in a good mood. (Cherry, Kendra. “How to Overcome the Bystander Effect.” About Education. N.p., n.d. Web. 16 Apr. 2015.)

The issue of the bystander effect is a difficult one to tackle, but hopefully with awareness and quick-thinking, we will be able to limit its effect on us during threatening situations.

Classical Conditioning

1) What association is the product you filmed trying to achieve?

The commercial that we filmed for Taylormade golf clubs associates using the golf clubs with becoming a professional golf player. Because of this the audience will buy the golf clubs, believing this will help them play.

2) What principle of advertising is it using?

It uses a form of the principle of authority by featuring a golf champion.

3) Does the advert make you want the product? Why, why not?

If the advert had been made with professional aid it would have been much more effective and if the product we were advertising actually existed it would have helped. However, with what was available, I think the advert looks promising as it uses advertising techniques and could be further developed in the future with other peoples input.

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