PORTUGAL

Country Name: Portuguese Republic

Year Founded: October 5, 1910

Population: 10, 707, 924

Primary Language: Portuguese

Ethnic make-up: Homogeneous Mediterranean stock; citizens of black African descent; East Eurpeans.

Political System: Republic; parlamentary democracy.

Year Entered the EU: 1986

Representation of the EU (include party):

Type of Economy: based on services and industry, such as software and automotive.

Currency: euro

Current Exchange rate for American Currency: euros (EUR) per US dollar - 0.6734 (2008 est.), 0.7345 (2007), 0.7964 (2006), 0.8041 (2005), 0.8054 (2004)

GDP: 245 billions in PPP; 255.5 billions official exchange rate; .9% real growth rate;

Percentage of trade within the EU: EXPORTS: Spain 27.1%, Germany 12.9%, France 12.3%, UK 5.9%, US 4.8%, Angola 4.5%, Italy 4% (2007) IMPORTS: Spain 29.5%, Germany 12.9%, France 8.4%, Italy 5.2%, Netherlands 4.6% (2007)

Unemployment rate: 7.6 %

Chief Exports: agricultural products, food products, oil products, chemical products, plastics and rubber, skins and leather, wood and cork, wood pulp and paper, textile materials, clothing, footwear, minerals and mineral products, base metals, machinery and tools, vehicles and other transport material, and optical and precision

Key Imports: agricultural products, food products, oil products, chemical products, plastics and rubber, skins and leather, wood and cork, wood pulp and paper, textile materials, clothing, footwear, minerals and mineral products, base metals, machinery and tools, vehicles and other transport material, and optical and precision instruments, computer accessories and parts, semi-conductors and related devices, household goods, passenger cars new and used, and wine products

Major Religions: Roman Catholic 84.5%, other Christian 2.2%, other 0.3%, unknown 9%, none 3.9%

Surrounding Countries: the West of Spain.

Literacy Rate: Year 15 and over can read and write: 93.3 % of population.

One Interesting Fact: seizing record amounts of Latin American cocaine destined for Europe; a European gateway for Southwest Asian heroin; transshipment point for hashish from North Africa to Europe; consumer of Southwest Asian heroin

FINLAND

Country's Name: Republic of Finland (Suomen tasavalta/Republiken Finland)
Year Founded: They declared their independance from Russia on December 6, 1917.
Population: by 2009, they estimate to inhabit 5,250,275 people (by July).
Primary Language: They speak (officially) Finnish and Swedish, but they have regional languages such as Sami and other Russian speaking minorities.
Ethnic Make-up: The ethnic groups that inhabit most of Finland are Finn 93.4%, Swede 5.6%, Russian 0.5%, Estonian 0.3%, Roma (Gypsy) 0.1%, Sami 0.1% (2006)
Political System: The Constiturion of Finland defines the political system. Finland is a representative democracy with a semi-presidential parlamentary system.
Year Entered the European Union: This country entered in the EU on January 1st, 1995.
Representative of the European Union (include party):
Type of Economy: has a highly industrialized, largely free-market economy with per capita output roughly that of the UK, France, Germany, and Italy. Its key economic sector is manufacturing - principally the wood, metals, engineering, telecommunications, and electronics industries.
Currency: They use the EURO as their currency
Current Exchange rate for American Currency: euros (EUR) per US dollar - 0.6799 (2008 est.), 0.7345 (2007), 0.7964 (2006), 0.8041 (2005), 0.8054 (2004)
GDP: by 2008 was $201.2 billion in purchasing power parity; $282.2 billion in official exchange rate; and the real growth rate was of 1.5%
Percentage of Trade within the European Union: EXPORTS: Germany 10.9%, Sweden 10.7%, Russia 10.3%, US 6.4%, UK 5.8%, Netherlands 5.6% (2007). IMPORTS: Germany 15.8%, Russia 14%, Sweden 13.7%, Netherlands 6.8%, China 5.5%, UK 4.9% (2007).
Unemployment Rate: 6.4% estimated by 2008
Chief Exports: electrical and optical equipment, machinery, transport equipment, paper and pulp, chemicals, basic metals; timber
Key Imports: foodstuffs, petroleum and petroleum products, chemicals, transport equipment, iron and steel, machinery, textile yarn and fabrics, grains
Major Religions: Most Finns are members of the Evangelical Lutheran Church of Finland; a minority belong to the Finnish Orthodox Church; other protestant denominations and Roman Catholic Church are smaller as are the Muslim, Jewish and other non-Christian comminities.
Surrounding Countries: It is surrounded by Norway 727km, Sweden 614 km, and Russia 1,313 km.
Literacy Rate: definition: age 15 and over can read and write; total population: 100%; male: 100%; female: 100% (2000 est.).
One Interesting Fact: The World Economic Forum rank this country #1 in the world. Around 33% of residents have a tertiary degree, similar to Nordics and more than in most other OECD countries except Canada (44%), United States (38%) and Japan(37%).

the netherlands

Country Name The netherlands

Year Founded 1579

Population 16,715,999 (July 2009 est.)

Primary Language Dutch (official), Frisian (official)

Ethnic Make-up
Dutch 80.7%, EU 5%, Indonesian 2.4%, Turkish 2.2%, Surinamese 2%, Moroccan 2%, Netherlands Antilles & Aruba 0.8%, other 4.8% (2008 est.)

Political System constitutional monarchy

Year Entered the European Union 1999

Type of Economy free market capitalist

Currency euro

Current Exchange rate for American Currency 1 Euro = 1.3517 U.S. dollars

GDP $909.5 billion (2008 est.)

Percentage of Trade within the European Union Germany 24.4%, Belgium 13.6%, UK 9.1%, France 8.5%, Italy 5.1%, US 4.3% (2007)

Unemployment Rate 2.9%

Chief Exports machinery and transport equipment, chemicals, fuels, foodstuffs, clothing

Key Imports machinery and transport equipment, chemicals, fuels, foodstuffs, clothing

Major Religions Roman Catholic 30%, Dutch Reformed 11%, Calvinist 6%, other Protestant 3%, Muslim 5.8%, other 2.2%, none 42% (2006)

Surrounding Countries Germany Belgium

Literacy Rate 99%

One Interesting Fact dutch people are the tallest with an average height of 184cm for men and 170cm for women

Bulgaria

• Country Name: Republic of Bulgaria
• Year Founded: In the late 7th century
• Population: 7,204,687 persons
• Primary Language: Bulgarian 84.5%
• Ethnic Make-up: Bulgarian 83.9%, Turk 9.4%, Roma 4.7%, other 2% (including Macedonian, Armenian, Tatar, Circassian)
• Political System: Parliamentary democracy
• Year Entered the European Union: Entered the EU on 1 January 2007
• Representative of the European Union (include party): Meglena Kuneva; political partyà Nacionalno dviženie za stabilnost i vǎzhod (ELDR)
• Type of Economy: is free market economy
• Currency: is the Lev - or in the plural form, Leva
• Current Exchange rate for American Currency: leva (BGN) per US dollar - 1.3171
• GDP: Total: $93.8 billion; Per capita: $12,370
• Percentage of Trade within the European Union: European nations accounted for over 51 percent of Bulgaria's foreign trade exchange over the first three months of 2003, a research of the National Statistical Institute shows. Italy, Germany and Greece remain Bulgaria's top trade partners within the EU. These countries make for 63 percent of Bulgaria's exports to the union and over 64 percent of the imports.
• Unemployment Rate: 6.3%
• Chief Exports: clothing, footwear, iron and steel, machinery and equipment, fuels
• Key Imports: machinery and equipment; metals and ores; chemicals and plastics; fuels, minerals, and raw materials
• Major Religions: Bulgarian Orthodox 82.6%, Muslim 12.2%, other Christian 1.2%, other 4%
• Surrounding Countries: Greece 494 km, Macedonia 148 km, Romania 608 km, Serbia 318 km, Turkey 240 km
• Literacy Rate: definition: age 15 and over can read and write; total population: 98.2%; male: 98.7%; female: 97.7%
• One Interesting Fact: Bulgaria ranks 3rd in Europe (after Greece and Italy) for its number of archaeological treasures

Sweden

Sweden

v Is a Nordic country on the Scandinavian Peninsula in Northern Europe.

v Country name:

conventional long form: Kingdom of Sweden

conventional short form: Sweden

local long form: Konungariket Sverige

local short form: Sverige

v Location:

Northern Europe, bordering the Baltic Sea, Gulf of Bothnia, Kattegat, and Skagerrak, between Finland and Norway.

v Area:

- Total 449,964 km2 (55th)

173,732 sq mi

- Water (%) 8.7

Population

- 2008 census 9,234,2094

- Density 20/km2 (194th) 52/sq mi

v Capital (and largest city) is Stockholm.

v At 450,000 km² (174,000 sq mi), Sweden is the third largest country in the European Union in terms of area, and it has a total population of over 9.2 million. Sweden has a low population density of 20 people per km² (52 per square mile), but is much higher in the southern half of the country. Sweden's capital is Stockholm, which is also the largest city in the country (population of 1.3 million in the urban area and with 2 million in the metropolitan area).

v Languages:

Swedish, small Sami- and Finnish-speaking minorities

v The primary language of Sweden is Swedish, a North Germanic language, related and very similar to Danish and Norwegian, but differing in pronunciation and orthography.

v Before the 11th century, Swedes adhered to Norse paganism, worshiping Æsir gods, with its centre at the Temple in Uppsala. With Christianization in the 11th century, the laws of the country were changed, forbidding worship of other deities into the late 19th century.

v The first literary text from Sweden is the Rök Runestone, carved during the Viking Age circa 800 AD. With the conversion of the land to Christianity around 1100 AD, Sweden entered the Middle Ages, during which monastic writers preferred to use Latin.

v Ethnic groups: 83.3% Swedish, Sami. Other 16.7%

v Ethnic groups:

v indigenous population: Swedes with Finnish and Sami minorities; foreign-born or first-generation immigrants: Finns, Yugoslavs, Danes, Norwegians, Greeks, Turks

v Religions:

Lutheran 87%, other (includes Roman Catholic, Orthodox, Baptist, Muslim, Jewish, and Buddhist) 13%

v Demonym: Swedish or Swedes

v Government: Parliamentary democracy and Constitutional monarchy

- Monarch King Carl XVI Gustaf

- Prime Minister Fredrik Reinfeldt

- Speaker of the Riksdag Per Westerberg

v EU accession 1 January 1995

v Economy

Aided by peace and neutrality for the whole of the 20th century, Sweden has achieved an enviable standard of living under a mixed system of high-tech capitalism and extensive welfare benefits. It has a modern distribution system, excellent internal and external communications, and a skilled labor force. In September 2003, Swedish voters turned down entry into the euro system concerned about the impact on the economy and sovereignty. Timber, hydropower, and iron ore constitute the resource base of an economy heavily oriented toward foreign trade. Privately owned firms account for about 90% of industrial output, of which the engineering sector accounts for 50% of output and exports. Agriculture accounts for only 1% of GDP and 2% of employment. Until 2008, Sweden was in the midst of a sustained economic upswing, boosted by increased domestic demand and strong exports. This and robust finances offered the center-right government considerable scope to implement its reform program aimed at increasing employment, reducing welfare dependence, and streamlining the state's role in the economy. Despite strong finances and underlying fundamentals, the Swedish economy slid into recession in the third quarter of 2008 and growth continued downward in the fourth as deteriorating global conditions reduced export demand and consumption. On 3 February 2009, the Swedish Government announced a $6 billon rescue package for the banking sector.

v GDP (PPP) 2008 estimate

- Total $335.405 billion[4] (30th)

- Per capita $37,525 (IMF) (16th)

GDP (nominal) 2008 estimate

- Total $454.839 billion (18th)

- Per capita $55,623 (IMF) (8th)

defying genocide

As events unfolded, what were Damas Gisimba's concerns?
his concerns were based on the welfare of the people in the orphanage, mostly to find water for all of the children when they were in a hot dry place. He then worried about the militias that were coming to the orphanage. These were more than likely to kill all of the children, but didn’t.
1) What role did the international community play during the genocide?
i believe that if they took part it was minimal or nothing at all
2) Does the international community have the responsibility of assisting countries threatened by genocide?
i opine that someone should be in charge of it and who better than a powerful aliance between countries.
3) How can students get involved and make their voices heard against genocide?
any student can get involved with this by making the situation known or spreading knowledge and when many people follow this student it becomes more known and on and on.
Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
no
When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?
i think that helping is the right thing but one cant really help without knowing facts about who or what their defending

Defying genocide

3. As events unfolded, what were Damas Gisimba's concerns?
Well, his concerns were based on the welfare of the people in the orphanage, the food and mostly to find water for all of the children when they were in such a hot place. Then came the militias that threatened to kill all of the people at the orphanage.

Defying Genocide

First & Fourth Set
1. What did Damas Gisimba, Carl Wilkens, and Simon Weil Lipman value, and what risks did they take by holding onto their values?
They all value love, trust, help those in need and see all people as our own image. They all risked their lives by trying to help others. They all hold onto love and generosity and forgot about the possibility of resulting killed by Nazis or Hutus. For example, Damas Gisimba saw Tusis in his own image and he maintain the posture that if they had to suffer or die he must also.

6. What are examples of different forms of hatred in the global community?
Attacks of terrorism, like the one on September 11th; discrimination towards homosexuals; racial discrimination, like between Afro-Americans and Americans, Mexicans and Americans; Columbine massacre in a high school; Holocaust; etc.


Second & Third Set
1. What role did the international community play during the genocide?
During the Rwandan genocide, the international community seemed as a country far away. At first there was unity, they had a feeling that the UN protected them, but when it started they abandoned them.

2. Does the international community have the responsibility of assisting countries threatened by genocide?
Yes, it should try to convey agreements in conflicts between nations

3. How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
I think we first need to take conscience and inform ourselves more about, there is some much to learn. Then and most important, we need to take action by making campaigns in school, researching, subscribing to the previous website, etc.

4. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
Yes, I have. In the gym, a guy that was walking in a running machine suddenly fell from it and started to convulse. Witnesses immediately reacted, lifted him, and took him to the nearest hospital.

5. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?
They all have a moral responsibility, and those bystanders that are health professionals (doctors, nurses, etc.) besides the moral have an ethic responsibility with their job. When they intervene they risk their lives and the one being helped. When they do not intervene sometimes it is at risk their moral integrity.

GENOCIDE

2nd and 3rd set

1. What role did the international community play during the genocide? In the Rwanda genocide, it didn't was of much help, because Gisimba says that fe felt as if the International Community was very far from the country; so probably the organization just turned its back against him.

2. Does the international community has the responsibilty of assisting countries threatened by genocide? Yes, it must act to prevent genocide and crimes against humanity. It also checks that human rights are fully respected, promoted, protected, and implemented to make sure that genocide never happens again.

3. How can students get involved and make their voices be heard against genocide?
Maybe we can make school campaigns against genocide to show other students what all these is about and why it is important to do something to prevent it.

4. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened? Yes, the last winter vacations I was spending the day learning in the emergency room of a hospital, when suddenly at noon a guy who was driving a motorcycle and was ran over by a car, was brought on an ambulance accompained by a lady who didn't even know him, but was really worried about him, and decided to help him.

5. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved? Well, I think that offering your help depends on the moral of the person, it may be a responsibilty but not an obligation, that's why many don't do it; but personally, I will offer my help to a person in need, because if I don't, I know that later I will feel too guilty. I think that bystanders in most of the cases they don't lose anything by helping others, but in extreme cases, which I think are less, they may risk their own lives to save others; and when they don't get involved, they just let things happen, and don't make any change.

1st and 4th set

4. What does it mean - as both Simone Weil Lipman and Damas Gisimba state - to "see the other as yourself?" I think this is a very important phrase because basically it asks to feel empathy for the ones of your kind; to put yourself in the situation of another person, and help them when they need it, or do for that person what you would have done for yourself, or do whatever but don't abondoned them because someday you may need from that help too.

8. What would it take to banish hatred? First of all, parents and teachers at school should give lessons to teach children to love others, no matter what is their race, how to be good with others, to always help others in need, and all those things so they can grow up being righteous persons, because after all values are the most important thing in a person, and those ones should never be lost. And for older generations, I think is a little more complicated; maybe government campaigns that promote human solidarity, or maybe famous people persuading audiences, etc.
I also think that it is important to fight against hatred, because we already have several wars happening on the world, and if this situation continues WWIII can explode, and many innocent lives will die because of nonsense issues.

My questions

Second and Third set of questions

1. What role did the international community play during the genocide? International community has to do something whenever human rights are violated. The international community can learn many lessons from past traumatic experiences of genocide as well as from relevant experience of genocide-free world regions.

2. Does the international community have the responsibility of assisting countries threatened by genocide? Yes the term is used to imply the existence of common duties and obligations between them, frequently in the context of calls for the respect of human rights.

3. How can students get involved and make their voices heard against genocide? I think we as students should take this as something true that is a problem and do not led all the responsibilities to adults because we are part of a society as well and we are the future of the world, we have to make the difference. And a good way is with this website the teacher provides us.

1. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened? Yes I remember one day I was at a store and a rob took place at the same time. The only people who were there were the women at the cash register, me and the bad guy who point her with a gun. So when the guy leaved the women started crying with me and she called the police, but her husband arrived before and he started going after the guy but he never find him.

2. When someone needs help, do bystanders have the responsability to offer assistance? What do bystanders risk when they intervene and when they do not get involved? They don't have like responsability because they could help if they want or not and there's any obligation for them to help.

First and Fourth set of questions

What is "hatred?" When is it dangerous? Is a word that describes intense feelings of dislike. It can be used in a wide variety of contexts, from hatred of inanimate objects, to hatred of other people, or even entire groups of people. Hatred is dangerous when is in excess and when a person can’t control it.

Whose responsibility is it to work to end hatred or to respond when hatred provokes violence? I believe that the global monitoring of gross human rights violations is a task which has to be coordinated by a special UN task force.

Defying Genocide

Second & Third Set (Everyone has to answer this questions in the comment section)
1. What role did the international community play during the genocide?
2. Does the international community have the responsibility of assisting countries threatened by genocide?
3. How can students get involved and make their voices heard against genocide? (For suggestions, visit www.ushmm.org/conscience/alert/students/)
4. Have you ever witnessed an incident by which a bystander took the responsibility of offering assistance to someone in need of help? What happened?
5. When someone needs help, do bystanders have the responsibility to offer assistance? What do bystanders risk when they intervene and when they do not get involved?

First & Fourth Set (Questions are assigned with your name at the end of each question)
1. What did Damas Gisimba, Carl Wilkens, and Simon Weil Lipman value, and what risks did they take by holding onto their values? (Fabiola)
2. What values did the children of the orphanage demonstrate? (Martha)
3. As events unfolded, what were Damas Gisimba's concerns? (Edgar)
4. What does it mean - as both Simone Weil Lipman and Damas Gisimba state - to "see the other as yourself?" (Carolina)
5. What is "hatred?" When is it dangerous? (Liliana)
6. What are examples of different forms of hatred in the global community? (Fabiola)
7. Can hatred be banished? (Martha)
8. What would it take to banish hatred? (Carolina)
9. Whose responsibility is it to work to end hatred or to respond when hatred provokes violence? (Liliana)

Slumdog Millionaire

• Compare and contrast three pivotal choices or decisions made by Jamal and Salim. How do their choices affect their respective paths in life or “destinies”?
  - When they both were little kids, Salim got furious because Jamal’s duration in the latrine causes him to lose a client. Salim took revenge and locked Jamal inside so that he missed the movie star’s visit. Salim ends up in a dense crowd of noisy fans and Jamal dives into the latrine’s pit and due to its terrible stink he opens himself a way through the crowd and gets the movie star’s autograph.
  - When Salim notices the bad intentions of the guy that help them and took them over the slum, he makes the decision of betraying the guy and saving his brother from being hurt, yet leaves Latika with him as revenge. Though this keeps them save for a while from the hands of that bad guy, the paths of the boys and Latika later interject.
  - After killing the man that he left Latika with, he decides to join the gangster of Mumbai and work for him. He becomes a selfish and ambitious man that just follows orders. Jamal, by the other hand, decides not to belong to that world of guns and violence and works modestly as a tea guy assistant.

• Is ethical decision-making possible when one must make choices based on survival? Do seemingly “bad” choices make a person bad?
  No, I think that in a moment when we don’t have that much time, we make decisions that will guarantee one’s life and safety rather than any other issue. For the second question I consider that although we sometimes make bad choices or decisions in life, it doesn’t converts us in bad persons, as long as, after them we try to repair the damage or consequences we’d caused.

• What do you think the film is saying about the globalization of culture through media? We see the game show “Who Wants to be a Millionaire?” adapted in the Indian culture. Is this a sign of progress? Why or why not? What is this film staying about the effect of money on culture?
  As we saw in class, the concept of globalization perfectly fits or can be applied to this movie. Globalization is the increasing level of interconnections among people throughout the world. The Indian adaptation of the game show “Who Wants to be a Millionaire?” is a clear example that the Indian culture is not letting itself behind, instead it tries to keep in touch with the rest of the world is up to, in this case money. The film emphasizes the importance of money for people and what can someone do to acquire the desired wealth. The protagonists, Jamal & Latika, are against this way of thinking or view of life. They’re happiness resides in being together, not money.

Slumdog Millionaire

By: Carolina Santa Cruz Marquez

1. What does the title mean? How does the title and the contrasts within it provide symbolic summary of the film?
In the title “Slumdog” refers to a person who lives in slums, which are places where a lot of trash is deposit, so they are very poor people. So when you joined the phrase all together “Slumdog Millionaire” you can imagine that this movie will be about a poor person who has suffered too much in his life, but now he is being rewarded for all that pain by becoming rich.

2. Early in the film we see the young Jamal dive into a latrine pit to steal a glimpse at a visiting movie star. How does his single-mindedness to see this movie star reveal his determination? What other examples do you see in the film of his determination?
He showed that he had the courage to stand up on difficult situations no matter what risk it take. Some other examples can be when he decides to go to the house where Latika was living, though he knew he could be killed; in fact a lot of his actions proved that he will do whatever he could, up until the point of risking his own life, to be with Latika, who was the person he loved the most.

3. In the film, the theme of destiny is a central theme. What does it mean that all Jamal desires is just out of his reach? (The prized autograph, Latika, his brother, the answers, etc.)
It means that he had to fight on order to get what he want, and the series of events will take him to get those things no matter what it costs.

slumdog questions

1.      7) In one exchange of dialogue in the film during the interrogation of Jamal, the police inspectors discuss the impossibility of what Jamal knows.

Police Inspector: Doctors... Lawyers... never get past 60 thousand rupees. He's on 6 million. [pause]

Police Inspector: What can our slum dog possibly know?

Jamal Malik: [quietly] The answers.

Discuss the irony in the film that Jamal “knows too much” and is suspected of cheating. Discuss the irony that in the end, his poverty may make him rich. What point is the film making? What is real wealth?

Well, in this scene it was like saying that it was impossible for someone of his status to have enough knowledge to answer those questions when educated people couldn't answer them. In the end it basically states that the education one gets on the street is just as or more valuable than school education and proves that status doesn’t really matter, but the experiences that every person live are what make each individual who and what they are.

 

2.      8) The game show format brings into to focus the culture of meaningless competition. What does the spectacle of the game say about what people value today? What values do the media promote? Are they humanizing values?

              people value many things but in this particular show it shows partial interest of knowledge, but I feel that it is mostly interested in watching a fellow man fail when he gets his “just deserts” in this case his prize 

Slumdog Millionaire

12. The chaos and the constant noise and motion of Mumbai at the center of the film, (supported by a fabulous soundtrack) are contrasted with a deeper silent seeking. Describe what each of the main characters is seeking.
First of all, Jamal is seeking for love next to Latika, to which he has been in loved for quite a long time now and to which he is deeply in love. Salim, which is an ambicious man, is seeking for money, since he thinks that having a lot of money will give him all of the happiness he needs in life, but what he doesn't know is that money doesn't buy all the happiness in the whole world. And at last, Latika, is seeking for peace and love next to Jamal, to which she is also deeply in love with.
If we can analyze all of what the characters are seeking, we can see that 2 of them are seeking to non-material things, and the only one who is seeking for a material thing is Salim because he is really ambicious, but if he sometime gets to know a special person, will know that money is not everything int he world.

13. In the final scene, we see Salim and the choice he makes - filling the bathtub with money, etc. Why does he make this choice?
Salim was the most ambicious character in this movie, so when we see him in the last scene in the bathtub, he was wishing to die with the thing he loved the most, that is his money. So since he knew he was going to die, he decided to die with the money.

14. This film weaves together nightmare and impossible dream. What do you take away as the most important message or impression from the film?
For me, the most important message of the movie could be him proving the other man, who didn't think he could win the show, by winning it, and also proving himself to be a man that takes risks in life, because that is what life is about, taking risks and enjoying it as mush as possible.
I also think that the other message that the movie gives is not giving up on something is valuable to you. For example, he never gived up on losing the show, because he believed in himself and said that he could do it, taking risks, but he could do it. And he also NEVER gave up con the love he had for his love Latika. He searched for her everywhere. And this tells us that he would never give up if he knows something is worth it. So what we have to learn about this is that no one should give up their desires or wishes, because you don't know when they are going to come true.

Questions for Reflection & Discussion

9. Greed, corruption and the misuse of power are highlighted in the film through a variety of characters. How are those who have money and power glamorized in this film? What happens to the victims? Those who have money and power are the ones who ruled there, the ones that give orders, the ones that have power enough to demand population to do what they want to, here’s where the victims come. People who do not agree with them, think in a different way and know that what those powerful people do is wrong and they don’t want to follow their orders are called victims, because if you have different opinions from there we saw the consequences on the film, most of the time death. And something I noticed as well, is that you not necessarily have not to agree with them to be a victim, it happened a lot that if you are on their side too, you can suffer as well as victims do.

10. In one pivotal scene, the show’s host tells Jamal his own story about coming from the slums. He then gives Jamal the wrong answer written on the mirror in the rest room. Why did he give Jamal the wrong answer? What did Jamal do? I think it was almost obvious that he was going to tell him the wrong answer. The show’s host was definitely jealous about Jamal’s job at the show. And he even mentioned to him how in the world we knew the answers. As well, I knew Jamal wasn’t going to choose the answer the guy told him, because when he remembered how Salim betrayed him with the stuff of Latika, and he was his best friend, how in the world he was going to trust that guy who showed his negativity against Jamal since the beginning.

11. Describe how loss, chance, luck, suffering, and street smarts are also characters behind the scenes. The film explores gain and loss side by side. Triumphs are tempered with loss. Where do you see this evident? The loss I considered the most tragic was the loss of his mom, in front of his eyes. But a good example in which we saw how triumphs are tempered with loss is when he went down on the free draining because he wanted an autograph of his greatest idol so there’s like equivalence, and I think we all have triumphs and losses as well, everything is fine if they’re worth it.