A Nation Changed essays

Debate on vaccination Essay Example | Topics and Well Written Essays - 1750 words

Discussion on inoculation - Essay Example For example, the inoculation against smallpox utilized cowpox, which was a poxvirus looking like smallpox to shield against it yet didn't bring about any significant sickness. Inoculations are finished during the early stages of a person’s life despite the fact that this doesn't impede a grown-up to go for immunization. Kids pass on of illnesses every year since they are defenseless to contaminations because of their delicate resistant frameworks. They are feeble on the grounds that they are youthful, and their bodies have not manufactured insusceptibilities to these maladies. In this way, the most ideal approach to shield youngsters from such ailments is through immunization (Sprigg 32). A few guardians accept that antibodies are undependable for their kids. Be that as it may, it is increasingly difficult when a youthful life is taken by the contamination of an exceptional infection in light of the fact that the youngster was not immunized. Illnesses slaughter youngsters every year. Youngsters are progressively defenseless to disease because of their weak safe frameworks. They are feeble on the grounds that they have not yet remained alive enough to create systems for battling diseases. â€Å"†¦Unlike therapeutic treatment, immunization gives a lifetime of assurance from destructive diseases†¦and guarantee more beneficial kids, families and communities.† (Seth). In spite of the fact that inoculating kids can help forestall certain sicknesses, there are as yet many parent that are declining to immunize their kids. Antibodies against malady, for example, polio and MMR ought to be compulsory for all youngsters who wish to go to class. These inoculations can control the spread of savage infections, help ensure youngsters that can't get immunized and can set aside family time and cash. Notwithstanding, numerous guardians and watchmen have fizzled or would not take their kids for inoculation because of various belief systems that have been proliferated about immunization after some time. A portion of the belief systems have been realized by fears while others by misguided judgments about the procedure of inoculation

Felicitations!

Felicitations! Today we’re happy to announce that Khan Academy is live en Français. You can access our content all in French whether you’re from Paris or Port-au-Prince.  Just visit fr.khanacademy.org to start learning in French. We thought it would be fun to show you some of the team of dedicated translators who helped make this possible. Merci to one and all and thanks for your hard work and enthusiasm in making this happen! Mathieu Bardeau After a Masters degree in management at Edhec Business School, I put into practice what I had been taught, and joined the media industry. Working with the Khan Academy is great because it combines my skills in addition, subtraction, and even multiplication, with my passion for telling stories. Thomas Blasselle I am a math addict! I taught math after college, and eventually became a school book editor specializing in various sciences subjects. Khan Academy’s math look more like what I believe maths should be: a living matter made of reflection and research. Pierre Bondareff I am a physics and chemistry teacher and recently also got my PhD in physics. When I heard about Khan Academy, I was immediately very enthusiastic to participate in this modern adventure. I like teaching to others and Khan Academy allows me to do it in a very direct way. Wherever you are, with a well-working education system or not, an internet connection will be enough to connect yourself on the website and to learn at your pace. Bastien Bruneau I specialized in renewable energy at Ecole Polytechnique, where I am still working for my PhD on plasmas and photovoltaic research. I strongly believe that the Khan Academy brings something new and innovative to the way knowledge is passed on. Romain Cariou I am at the beginning of the end of my thesis on material science and photovoltaic cells, at the Ecole Polytechnique. When I was a student, YouTube was more full of videos of cats and babies, rather than Newtons Laws, Matrix or Stereochemistry. The democratic way of sharing knowledge with Khan Academys approach of is a great initiative; all you need is internet and a little curiosity to benefit from it. Eloa Chosson Ive always been captivated by mathematics. After I graduated from the Toulouse School of Economics, I went to Australia and ended up training horses on remote stations where most children are taught by their parents through a homeschooling system. I thus got a grasp of the importance of distance education and this is why I decided to get involved in the Khan Academy project. I now enjoy translating Sals videos because of his innovative approach and his way of making maths concepts easy to understand and remember. Isabelle Dautriche I am a PhD student at Ecole Normale Supérieure, working on language acquisition (how do infants acquire their native language?) Making some videos for Khan Academy is a great combination with my PhD because when my research gets stuck, I can do a 10min video which will be useful for kids, teenagers and adults. Perhaps this is actually the most useful job that I’ll ever have! Yassine El Ouarzazi I grew up in Casablanca, Morocco, and moved to France when I was 17 to go to engineering school.  I have a passion for science and education, and I immediately fell in love with Khan Academy after watching Salman Khans TED talk. I hope this project will help my two kids and millions of other ones in my continent of origin, Africa, to have access to a free world-class education for anyone anywhere. Ramïn Farhangi After getting an Engineering degree from Cornell University and Ecole Centrale Paris, I now live my passion as a Math/Physics teacher in Madrid. I joined the Khan Academy team in France because its fun to make videos, it improves my teaching skills, and because I help providing the world (and notably developing countries) with high quality lessons.Working for Khan Academy has indeed given my life more meaning! Lydie Morel I graduated from a PhD of Neuroscience and spent four years in Boston where I learned English and discovered Salman Khan and his work with the Khan Academy. When I got the lucky opportunity to join the Bibliothèque sans Frontières’ team of translators, I grabbed it! As a kid, I used to play with math exercises in my free time: I always tried to help my schoolmates see the elegant, logic and fun aspects of mathematics.   Muy-Cheng Peich I am currently almost at the end of a PhD in social cognition which focuses on social interaction deficits in neurodegenerative diseases. I have always loved helping others understand things that fascinated me or things that I had found challenging to learn. I strongly believe in the use of technologies to reduce social inequality in education- that’s one the reasons why I joined BSF as the head of the education department. Sophie Pelloux After a PhD in biology, I finally became a general practitioner. I have always been interested in education, in medicine and beyond, and I strongly believe that each student should learn at his/her own pace. I discovered Khan Academy several years ago, while I was trying to help my cousins understand math. One of their issues at that time was that the content was available in English but not in French I am glad to see that the mathematical part is now ready to run in French, and to have the opportunity to translate the health content videos! Nicolas Roux I am currently involved in a PhD where I study water resource in arctic areas, where permafrost (frozen ground) makes access difficult. Teaching is for me as important as research, so I naturally saw in Khan Academy a unique opportunity to reach a larger audience than the one classic teaching could ever possibly allow me to reach. Also a special thanks to the translation team at  Bibliothèques Sans  Frontière!

Memory And Memory Of Computers - 868 Words

Memory Have you ever wanted to know how certain files, documents and so on are being saved and what led this to occur? The memory of computers is quite fascinating and there is so much that goes into saving something on a computer. There are different types of memory that is found on computers that is needed to make things work and that would be acceptable to the user. The main two that is quite known in the computer world would be Primary and Secondary memory. There are 2 types that make up the Primary memory and that would be Random Access Memory (RAM) and Read only memory (ROM). The secondary memory consists of a hard disk drive, flash drive and zip drive. There are also optical discs that are included. One thing that is special in terms of computers would be the Primary memory. Primary memory is divided into 2 types. The first type would be random access memory. RAM is in charge of keeping data in a stored area so that it can be reached by the processor when necessary. RAM does a really good job at laying away data in such a random basis. An article from the PC World have shown that in this generation RAM has increased tremendously; it is said that â€Å" A review of systems that the PC World test center has grown from a little over 90 MB to about 2 GB, spiking whenever Microsoft releases a new version of Windows† (Stafford pg. 84). RAM has 2 forms, they are Static RAM and Dynamic RAM. Static RAMShow MoreRelatedComputer Memory1614 Words   |  7 PagesComputer Memory Basics Although memory is technically any form of electronic storage, it is used most often to identify fast, temporary forms of storage. If your computers CPU had to constantly access the hard drive to retrieve every piece of data it needs, it would operate very slowly. When the information is kept in memory, the CPU can access it much more quickly. Most forms of memory are intended to store data temporarily. As you can see in the diagram above, the CPU accesses memory accordingRead MoreComputer Memory2193 Words   |  9 PagesA. VOLATILE MEMORY Volatile memory, also known as volatile storage, is computer memory that requires power to maintain the stored information, unlike non-volatile memory which does not require a maintained power supply. It has been less popularly known as term Dynamic random access memory (DRAM) is a type of random access memory that stores each bit of data in a separate capacitor within an integrated circuit. Since real capacitors leak charge, the information eventually fades unless the capacitorRead MoreComputer Memory3238 Words   |  13 PagesComputer Memory 1.Introduction: Just like humans, computers rely a lot on memory. They need to process and store data, just like we do. However, computers store data in digital format, which means the information can always be called up exactly the way it was stored. computer memory - an electronic memory device; a memory and the CPU form the central part of a computer to which peripherals are attached 1.1History of memory: In the early 1940s, memory technology mostly permitted a capacityRead MoreComputer Science : Memory Management1149 Words   |  5 Pages Memory Management Navid Salehvaziri Virginia International University â€Æ' Abstract Memory management is a field of computer science that involves the act of managing computer memory to use it more efficient. That means how the computer allocate portion of memory to programs at different levels of priority to make faster program execution regard to memory space limitation. There are many techniques that are developed to reach this goal at many levels. This article try to introduce memory managementRead MoreComputer Memory Hacking Essay908 Words   |  4 PagesComputer Memory Hacking NAME Professor CIS 106 November 20, 2014 Technology continues to evolve exponentially. However these technological advancements continue to pose a threat to both individuals and information resources of companies and governments. There is therefore the need to protect one’s data and information due to the emerging threats and risks. Hacking is where third parties create a backdoor version of a hardware and software so as to manipulate or unlockRead MoreComputer Memory Hacking Essay835 Words   |  4 PagesComputer  Memory  Hacking                      Computer  Memory  Hacking   Rebecca  M.  Shepherd   CIS  106  Intoduction  to  Information  Technology   Professor  Dima  Salman   Stayer  University  Ã‚   November  23,  2014                                 Computer  Memory  Hacking    Hacking  of  memory  or  hacking  of  RAM  describes  when  a  person  or  person(s)  gains   unauthorized  access  to  the  RAM  (random  access  memory)  of  a  computer  system.  There  a  couple   of  reasons  that  one  might  participate  in  hacking  the  memory  of  a  computer  system.  One  reason  Read MoreThe Computer Memory Interference Test Essay1356 Words   |  6 PagesIntroduction The Computer Memory Interference Test (CMIT) is a test that is designed to evaluate how memory is affected by a myriad of different variables. With results from this test, scientists are able to determine if an individual has a serious memory disorder such as Alzheimer’s, or other cognitive disorders such as Autism. This test can also determine how memory is affected by different cultures and lifestyles. This study will concentrate on lifestyle; more specifically, it will focus on theRead MoreAn Array Is Stored In A Continuous Sequential Memory Computers762 Words   |  4 Pagesrepresented in a larger format requires more complex circuitry and more time for executing the codes. Either of them will slow the program execution. 3. An array is stored in a continuous sequential memory locations. Where the first element is stored in the lowest address. Linked list is stored in memory as unordered 7 non continuous set of list element. Where each consisting of a data value and a pointer to the next data list element. Arrays Linked List Compact easier to read or write Not compactRead MoreComputer Security : Memory Controlr Overflow731 Words   |  3 Pagesbuffers, or memory allocations exploits eventually giving the attacker full control over a compromised system. This takes place when a process or programme writes or attempts to write data onto a static sized memory block than it was initially allocated. By taking advantage of the buffer overflow attacker are always aiming to completely take control of the whole system by elevating their privileges to the Admin rights. To successfully attain this they identify a function pointer in memory that theyRead MoreEffects Of Computers On Memory : Cognitive Consequences Of Having Information At Our Fingertips1045 Words   |  5 PagesEffects on Memory: Cognitive Consequences of Having Information at Our Fingertips†, was written by Betsy Sparrow, Jenny Liu, and Daniel M. Wegner. The article was published in Science Magazine. The readers that the author intends to reach are people in the science field, or those interested in knowing more about how computers can affect the brain, specifically cognitive abilities. The purpose of the author’s writing this article is to inform readers about the effects computers have on memory and how

Colorectal Cancer The Third Most Common Type Of Cancer

Introduction Colorectal cancer (CRC) is ranked as the third most common type of cancer in women. Furthermore, it is the fourth most dominant kind of cancer in men recorded all over the world. Consequently, CRC accounts for over a million new cases and more than half a million deaths every year. Colonoscopy allows early discovery and removal of precancerous lesions and may, therefore, effectively prevent or reduce the risk of Colorectal cancer. Although studies under hugely standardized conditions have shown that colonoscopy is linked with a 76% to 90% risk reduction of colorectal cancer in individuals with colorectal polyps, its effectiveness in preventing this type of cancer, especially in the community environment, is not clear. The aim†¦show more content†¦Biases The main bias noted in the research investigation was the selection of the respondents, which had limitations and restrictions on age, sex, and previous colonoscopy results. Essentially, such considerations ended up biasing the research investigation. Confounding The study had a higher possibility of a residual confounding bias because the measure of association between the use of previous colonoscopy results was bound to be mixed up other factors under investigation that could not give an opportunity for getting the most accurate results. In this study, the conclusions indicated that risk reduction of colorectal cancer was observed for both the right-sided and left-sided colon cancer. Methods Study Design, Sample, and Population. The study employed a case-control and population-based design that was carried out in the Rhine-Neckar region in the southwestern part of Germany that has a population of more than two million individuals. Initially, the study required eligible patients aged 30 years or older, had experienced their first diagnosis of invasive primary colorectal cancer, were able to communicate in German, and were mentally and physically capable to participate in the study. The report of the study was based on an enormous number of control patients (n _ 1945) and case patients (n _ 2399) who were recruited from January 2003 to December 2007. Furthermore, a total of 22

Microbiology and Unknown Bacteria Lab Free Essays

Unknown Bacteria Lab Report Introduction The purpose to this lab was to identify an unknown bacteria from a mixed culture provided to us by our instructor. This study was done by applying all of the methods that have been instructed on thus far in microbiology laboratory class. Each test performed, provided us with some key information about the unknown organism in question and how the bacteria function. We will write a custom essay sample on Microbiology and Unknown Bacteria Lab or any similar topic only for you Order Now Over a two week period, eight prepared types of test media were provided to identify the assigned unknown mixed cultures. Not all of these tests were performed on every culture, as some were used only for gram positive or gram negative bacteria. The tests performed and what constituted a positive or negative test are as follows: Lab day 1; today in lab we obtained the unknown mixed culture â€Å"041†and one brain-heart infusion agar (BHIA). The first step was the preparation of the medium, the bottom of the BHIA dish was labeled with the bacterium number, initials, and section; then divided into four quadrants. The second step, we used the septic technique to transfer a small amount of culture with a flame-sterilized inoculating loop to the first quadrant, flamed and cooled the loop again then transferred a small amount of the culture from the first quadrant to the second using the quadrant streaking method as illustrated on page 18 of the lab manual, repeating this process until all four quadrants were properly streaked. Lab day 2; we collected our BHIA medium and began by identifying the morphology and cell-to cell arrangements of the colonies. Two different colonies were observed, the first colony was yellow in color and larger in size and the white colored colony was slightly smaller in size. As instructed, each colony was prepared for gram staining, one slide for the large yellow colony and one for the smaller white colony. After properly gram staining the slides as directed in chapter six of the lab manual, the smears were examined under†¦ How to cite Microbiology and Unknown Bacteria Lab, Papers

Marx And Freud Essays - Marxian Economics, Commodity, Surplus Value

Marx And Freud ) In Capital, Marx analyzes the commodity form, its characteristics, and the kind of society that rises with it. What is his argument about the nature of commodity exchanges? On what foundation of this analysis, he attempts to force the secret of profit making in capitalism. How does he demonstrate the way the way in which capital produces profit? Marx reference to commodity can be seen in two forms, use and exchange value, every useful value can be looked at from two points of view, quality, and quantity. A use value is a commodity that is useful. Use value is dealing with definite qualities, such as a dozen of vases or yards of material. Only by consumption, use value becomes a reality. Exchange value can be viewed as a quantitative relation. Goods are changed according to their equality of one another; for example, three tons of rice may equal a ton of iron. Use value commodities differ in qualities whereas exchange values differ in quantities. All products of commodity have only one thing in common and that they are all required in labor. When a product is transferred to another, where that product will serve as a use value by means of exchange, it becomes a commodity. Marx claims, The common substance that manifest itself in the exchange -value of commodities whenever they are exchanged, are their value. Although the exchange-value of commodities is only expressed in value, one has to consider the nature of value independently of this, its form. The value of each commodity is determined by the labor time it took to produce it in that society. What determines value of anything is the amount of labor socially necessary in its production. If product exchange at the amount of labour time socially necessary in their production then it would mean that the worker should be paid the value of their labor, the value of the commodities they create, but then where does product come from? How do capitalist makes money? Well capitalists are only interested in making profit, and they make it from surplus value. The capitalist does not purchase labor but labor power; the ability to labor possessed by most people. Labor power has a value like any other commodity. The value power is determined by the cost of subsistence, the money needed to buy all the products that the worker needs to reproduce their labor power. The capitalist pay other capitalist for the value of an intermediate good and equipment purchases from them, but the worker was only paid the value of the good and services in that a working class family needed to get by. This of course is considerably less than the value that the worker imparted to the products. The capitalist starts with a capita l, that is money then purchases raw material and labor, paying the value of each, then sells the product of its value, then takes that profit and starts over again purchasing the same thing over, (M-C-M). This is how commodity turns their money into capital, giving raise to The Labor theory, which says labor is what determines the value. Marx says that we fetish money, worship it, we give this object of power that it really doesn't deserve and in the process of making money capitalist exploits the worker, working them longer hours and less pay. The capitalist works the laborer longer hours and pays him less money. The capitalist makes a profit by the surplus value that is produced by the labour. If it took 40 hours to produce raw materials, and 30 hours direct labor, its value will be an equivalent amount of 70 hours of labour, but the worker puts in a 10 hour day even though it only takes 6 hours to produce a product, therefore the capitalist profits 4 hours each day, giving the capitalist his surplus value. Which gives him profit? 2) According to Freud, what accounts for the fundamental unhappiness of humans within civilized life? Is Specific in tracing his argument regarding the nature of civilization, what comes to oppose it and own civilization defends against this opposition? Freud believed that real happiness does not exist in a civilized life because there are forces that

Free Essays on Around The World In 80 Days

Around the World in Eighty Days by Jules Verne is a novel about the adventures of Phileas Fogg and his servant Passerpartout. One day while Phileas Fogg is with some friends, he reads in a newspaper that it is possible to travel around the world in eighty days. No one believes this is true, except Phileas. Then Phileas bets them that he could make the journey in eighty or under days, and then leaves along with his servant immediately. The thing Jules Verne concentrates most on during Around the World in Eighty Days is how precise Phileas Fogg is. In the beginning, Mr. Fogg fires his servant because the water he brought him to shave in was four degrees of the correct temperature. I thought this was quite comic. When Mr. Fogg hires Passerpartout, he instructs him exactly when to prepare breakfast, exactly how hot his water should be and many other silly things. When Phileas is talking to his friends after making his bet he told them exactly when he would return and exactly where he would be. One thing about Around the World in Eighty Days is this entire notion of taking eighty days to travel around the world. When Jules Verne wrote this book, he probably had no idea about how much the world would advance. Today, with the technology we have, we can physically travel around the world in about a day. But also today, we have the power to travel around the world in about eight seconds with computers.... Free Essays on Around The World In 80 Days Free Essays on Around The World In 80 Days Around the World in Eighty Days by Jules Verne is a novel about the adventures of Phileas Fogg and his servant Passerpartout. One day while Phileas Fogg is with some friends, he reads in a newspaper that it is possible to travel around the world in eighty days. No one believes this is true, except Phileas. Then Phileas bets them that he could make the journey in eighty or under days, and then leaves along with his servant immediately. The thing Jules Verne concentrates most on during Around the World in Eighty Days is how precise Phileas Fogg is. In the beginning, Mr. Fogg fires his servant because the water he brought him to shave in was four degrees of the correct temperature. I thought this was quite comic. When Mr. Fogg hires Passerpartout, he instructs him exactly when to prepare breakfast, exactly how hot his water should be and many other silly things. When Phileas is talking to his friends after making his bet he told them exactly when he would return and exactly where he would be. One thing about Around the World in Eighty Days is this entire notion of taking eighty days to travel around the world. When Jules Verne wrote this book, he probably had no idea about how much the world would advance. Today, with the technology we have, we can physically travel around the world in about a day. But also today, we have the power to travel around the world in about eight seconds with computers....

French Nouns With Two Genders

French Nouns With Two Genders The gender of French nouns tends to be a sticky grammar point for students, especially when it does not exist in their mother tongue. Although getting the gender right is very important, most of the time the wrong gender will not hinder your ability to understand or to communicate in French, because most words have a single gender. For example, un bureau (desk) is masculine and une chaise (chair) is feminine. Saying une bureau or un chaise is incorrect, but still understandable. Other words have two different forms for masculine and feminine versions ( un avocat/une avocate, un acteur/une actrice) or a single form that refers to a man or a woman depending on which article is used ( un touriste/une touriste, un artiste/une artiste). However, there are a number of French nouns which are identical in pronunciation (and often spelling as well) but which have different meanings depending on whether they are masculine or feminine. Probably a good idea to memorize this list. Aide un aide - male assistant une aide - help, assistance, female assistant Air/Aire un air - air, look, aria une aire - area, zone, eyrie Aller/Allà ©e un aller - one-way trip une allà ©e - avenue, path, aisle Auteur/Hauteur un auteur - author une hauteur - height Bal/Balle le bal - dance la balle - ball (sports) Bar/Barre le bar - bar/pub, bass (fish) la barre - bar/rod, barre, helm Barbe/Barbes le barbe - barb la barbe - beard les barbes (f) - ragged edge Barde le barde - bard (poet) la barde - bard (armor for a horse, fat wrapped around meat) Basilic/Basilique le basilic - basil, basilisk la basilique - basilica Basque le basque - Basque language la basque - tails (of a jacket) Boum le boum - bang, explosion, (fam) success la boum - (inf) party Bout/Boue le bout - tip, end la boue - mud Bugle le bugle - bugle la bugle - bugleweed But/Butte le but - aim, goal, purpose la butte - hillock, mound Cache le cache - card/mask (for hiding s.t.) la cache - cache, hiding place Capital/Capitale le capital - capital, money la capitale - capital city, capital letter Carpe le carpe - carpus la carpe - carp Cartouche le cartouche - (archeology) cartouche la cartouche - cartridge, carton Casse le casse - break-in, robber la casse - breaking, damage, breakages Cave le cave - (familiar) idiot, sucker la cave - basement, cellar Central/Centrale le central - center court, (telephone) exchange la centrale - station, plant, group Cerf/Serre le cerf - stag la serre - greenhouse Champagne le champagne - champagne la Champagne - Champagne region Chà ªne/Chaà ®ne le chà ªne - oak tree/wood la chaà ®ne - chain, channel, stereo Chà ¨vre le chà ¨vre - goat cheese la chà ¨vre - goat Chine le chine - china, rice paper la chine - second-hand / used trade la Chine - China Chose le chose - thingie, contraption la chose - thing Claque le claque - opera hat, (familiar) brothel la claque - slap Coche le coche - stagecoach la coche - check mark, tick (on a form) Col/Colle le col - collar, neck la colle - glue Coq/Coque le coq - rooster la coque - hull, fuselage, cockle Cours/Court/Cour le cours - class le court - (tennis) court la cour - courtyard, court of law Crà ¨me le crà ¨me - coffee with cream la crà ¨me - cream Crà ªpe le crà ªpe - crepe material la crà ªpe - thin pancake Cric/Crique le cric - jack la crique - creek, inlet Critique le critique - male critic la critique - criticism, review, female critic Diesel le diesel - diesel fuel la diesel - diesel automobile Enseigne un enseigne - ensign (rank) une enseigne - sign, ensign (flag, banner) Espace un espace - space, room une espace - printing space une Espace - car model from Renault Fait/Faà ®te/Fà ªte le fait - fact le faà ®te - summit, rooftop la fà ªte - party Faune le faune - faun la faune - fauna Faux le faux - fake, forgery, falsehood la faux - scythe Fil/File le fil - thread, yarn, string la file - line, queue Finale le finale - finale (music) la finale - final (sports) Foie/Foi/Fois le foie - liver la foi - faith une fois - once, one time Foret/Forà ªt le foret - drill bit la forà ªt - forest Foudre le foudre - (ironic) leader, large cask la foudre - lightning Garde le garde - guard, warden, keeper la garde - guard duty, custody, private nurse Gà ¨ne/Gà ªne le gà ¨ne - gene la gà ªne - trouble, bother, embarrassment Geste le geste - gesture la geste - gest, epic poem Gà ®te le gà ®te - shelter, cottage; bottom round (meat) la gà ®te - list, inclination of a ship Greffe le greffe - court clerks office la greffe - transplant, graft Guide/Guides le guide - guide (book, tour) la guide - girl scout/guide les guides (f) - reins Icone/Icà ´ne un icone - icon (computer) une icà ´ne - icon (art, celebrity) Interligne un interligne - space (typography) une interligne - lead (typography) Jars/Jarre le jars - gander la jarre - jar Kermà ¨s/Kermesse le kermà ¨s - scale insect, kermes (tree) la kermesse - fair, bazaar, charity party Krach/Craque le krach - stock market crash la craque - (familiar) whopping lie Lac/Laque le lac - lake la laque - lacquer, shellac, hairspray Là ©gume le là ©gume - vegetable la grosse là ©gume (informal) - big shot Lieu/Lieue le lieu - place la lieue - league Livre le livre - book la livre - pound (currency and weight) Maire/Mer/Mà ¨re le maire - mayor la mer - sea la mà ¨re - mother Mal/Mà ¢le/Malle le mal - evil le mà ¢le - male la malle - trunk Manche le manche - handle la manche - sleeve la Manche - English Channel ManÅ“uvre le manÅ“uvre - laborer la manÅ“uvre - maneuver, operation Manille le manille - Manila cigar, Manila hat la manille - (card game) manille; Manille shackle Manque le manque - lack, shortage, fault la manque - (familiar) crummy, second-rate Mari le mari - husband la mari - marijuana (apocope of la marijuana) Marie - feminine name Martyr/Martyre le martyr - male martyr le martyre - martyrdom, agony la martyre - female martyr Marue/Mors le Maure - Moor le mors - bit (horse-riding) Mort le mort - dead body la mort - death Mauve le mauve - mauve la mauve - mallow plant Mec/Mecque le mec (informal) - guy, bloke la Mecque - Mecca Mà ©got le mà ©got - cigarette butt la mà ©got - cigarette Mà ©moire le mà ©moire - memo, report, memoirs la mà ©moire - memory Merci le merci - thanks la merci - mercy Mi/Mie le mi - mi (musical note E) la mie - soft part of bread Mi-Temps le mi-temps   - (work) part-time la mi-temps - (sports) half, half-time Micro-Onde le micro-onde - microwave oven la micro-onde - microwave (electromagnetic radiation) Mite/Mythe le mite - moth la mythe - myth Mode le mode - method, way, mood la mode - fashion Moral/Morale le moral - morale la morale - moral (of a story), morals Mou/Moue le mou - softness la moue - pout Moule le moule - mold la moule - mussel Mousse le mousse - ships boy (apprentice) la mousse - moss, froth, foam, mousse Mur/Mà »re le mur - wall la mà »re - blackberry Nocturne le nocturne - night hunter (bird), nocturn (religion), nocturne (music, art) la nocturne - late night store opening, sports match, meeting Å“uvre un Å“uvre - body of work une Å“uvre - piece of work, task Office un office - office, bureau une office - pantry Ombre un ombre - grayling (fish) une ombre - shade, shadow Orange orange (m) - orange (color) une orange - orange (fruit) Page le page - page boy la page - page (of a book) Pair/Pà ¨re/Paire le pair - peer le pà ¨re - father la paire - pair Pà ¢ques/Pà ¢que Pà ¢ques (m) - Easter la pà ¢que - Passover les Pà ¢ques (f) - Easter Parallà ¨le le parallà ¨le - parallel (figurative) la parallà ¨le - parallel line Pendule le pendule - pendulum la pendule - clock Personne personne (m) - (negative pronoun) no one la personne - person Pet/Paie/Paix le pet - (familiar) fart la paie - pay la paix - peace Physique le physique - physique, face la physique - physics Plastique le plastique - plastic la plastique - modeling arts, body shape Platine le platine - platinum la platine - turntable, deck, strip of metal Poche le poche - paperback book la poche - pocket, pouch Poà ªle le poà ªle - stove la poà ªle - frying pan Poids/Pois/Poix le poids - weight le pois - pea, dot la poix - pitch, tar Poignet/Poignà ©e le poignet - wrist, (shirt) cuff la poignà ©e - handful, fistful; handle Poison le poison - poison, (informal) unpleasant man or boy la poison - (informal) unpleasant woman or girl Politique le politique - politician la politique - politics, policy Ponte le ponte - (informal) big shot la ponte - laying eggs, clutch of eggs Poste le poste - job, post, tv/radio set la poste - post office, mail/post Pot/Peau le pot - jar, pot, tin, can la peau - skin Pub le pub - pub/bar la pub - ad (apocope of publicità ©) Pupille le pupille - male ward la pupille - pupil (eye), female ward Rade le rade (slang) - bar, bistro la rade - harbor Radio le radio - radio operator la radio - radio, X ray Rai/Raie le rai - spoke (wheel) la raie - line, furrow, scratch (fish) skate, ray Rà ©clame le rà ©clame - (falconry) the cry to recall the bird la rà ©clame - publicity; en rà ©clame - on sale Relà ¢che le relà ¢che - rest, respite, break** la relà ¢che - rest, respite, break**, port of call**For these meanings, relà ¢che can be masculine or feminine. Renne/Reine/Rà ªne le renne - reindeer la reine - queen la rà ªne - rein Rà ªve/Rave le rà ªve - dream la rave - rave party (but not rave meaning turnip, which is pronounced differently) Rose le rose - pink (color) la rose - rose (flower) Roux/Roue le roux - red, redhead, roux (soup base) la roue - wheel Secrà ©taire le secrà ©taire - male secretary, writing desk, secretary la secrà ©taire - female secretary Sel/Selle le sel - salt la selle - saddle Soi/Soie le soi - self, id la soie - silk Sol/Sole le sol - ground, floor, soil la sole - sole (fish) Solde le solde - balance (account), sale la solde - pay Somme le somme - snooze, nap la somme - sum, amount Souris le souris - smile (archaic) la souris - mouse Tic/Tique le tic - tic, twitch la tique - tick Tour le tour - tour, turn, trick la tour - tower, rook (chess) Tout/Toux le tout - whole la toux - cough Trompette le trompette - trumpeter la trompette - trumpet Vague le vague - vagueness la vague - wave Vapeur le vapeur - steamer la vapeur - steam, haze, vapor Vase le vase - vase la vase - silt, mud Vigile le vigile - night watchman la vigile - vigil Visa le visa - visa (to enter a country) la visa - Visa (credit card) Voile le voile - veil la voile - sail

Public Policy TrendsWK5 Research Paper Example | Topics and Well Written Essays - 500 words - 1

Public Policy TrendsWK5 - Research Paper Example DOT agencies dealing with the given transport system created will hence try to oversee the project so as to ensure transparency (2012). This concept entails project management of projects they have been assigned to work on (DOT, 2012). It is the responsibility of DOT to ensure projects are carried to the later to ensure they meet the satisfaction of the state administrators and county managers since they represent the interests of the people in that given state or county (DOT, 2012). In addition, DOT often works together with state administrators to come up with long term beneficial plans for the given state (DOT, 2012). The planning of a better transport system is a function of DOT and collaborates with state administrators so as to ensure their projects are their success (DOT, 2012). In matters of development that entails transportation, it is up to state administrators to consult with DOT in order to come up with plans that may suit their needs (DOT, 2012). For any planning process to be successful, information about the given state has to be collected and evaluated (DOT, 2012). This can only be possible with the help of county managers or state administrators (DOT, 2012). Since the main function of DOT is to provide quality transport systems to the people, they have to work conjointly with state administrators to ensure the dreams of the people are met (DOT, 2012). It is the state administrators or the county managers that represent the needs of the people, while the DOT carries out instructions regarding development conveyed to it by the state administrators (DOT, 2012). The DOT also advises state administrators on various changes transportation needs to be improved (2012). It is then up to state administrators to initiate policies that advance transportation area (DOT, 2012). For instance, DOT might notice a gap on the basis of a need of building a new road or run way in

Review of relevant literature Research Paper Example | Topics and Well Written Essays - 750 words

Review of relevant literature - Research Paper Example E-wastes have serious health and environmental implications that emanate from the different components contained. They contain lead particles that are toxic and can affect the nervous systems of humans when consumed. Possible means of consumption include through deposits in drinking water. Mercury can cause dysfunction of the genitourinary system of the body. Cadmium is one of the components of e-wastes that have toxic elements that affect the kidney. They are possible escalators of kidney failures. The polycyclic aromatic hydrocarbons, a component that is in e-wastes is equally dangerous. These hydrocarbons have causal effects on skins as diseases and deep irritation. Water pollution is a serious environmental effect of e-wastes. Contamination of soils and subsequent degradation of soil productivity is a notable effect of e-wastes that are not properly disposed. The ever-increasing cases of disorders, caused by contamination from the components of e-wastes, calls for interventions a nd remedial strategies. A study on the effects of e-wastes, therefore, would contribute to the knowledge on the impacts of e-wastes on human health and the environment. This provides justification of the study because of its contribution to the knowledge aimed at sensitization of the public on the environmental and health effects of e-wastes. ... Although developed countries find the process of e-waste recycling by use of modern and proper technologies to be efficient, they do not have viable systems set in place to manage the high amount of waste produced. Improper e-waste disposal by developed countries is among the major environmental threats to developing countries since developed countries tend to dispose their excess e-waste in developing countries. Because of the lack of or improper mechanisms by developing countries to address the challenge of hazardous e-waste disposed on their lands, it is essential to educate the average person on ways of managing e-waste. It is noteworthy that the average persons, who constitute a high proportion of the population of developing countries, are prone to the effects of e-waste. This prompts the research on the various ways that the average person can use in the management of e-waste. Kumar proposes the use of formal recyclers as the major players in the waste recycling sector (893). The average person should use methods that are hygienic and inexpensive in the management of e-wastes. This research, therefore, offers an insight into some of the best methods that are applicable by the average person in managing e-wastes. Advancement in technology, according to Kalana, is among the escalators of increased amount of e-wastes in the environment (132). The study by Kalana identifies diverse methods that households can apply in the management of e-waste that continue to pose a great threat to them because of the increase in technological innovations. The study area, Shah Alam, Selangor, consists of middle-income earners and, therefore has a high number of the

The Development Context Essay -- Politics Political Economics Essays

The Development Context This study falls at the intersection of several key themes or debates in International Development. These include the debate about the role and effectiveness of official international assistance agencies, the body of thought on the micropolitical forces which shape the development assistance process, and the debate over the ecological limits to and sustainabiltiy of economic growth. The following sections will review the most important concepts and some of the authors associated with those themes. 1) What do international donor agencies do, and do they do it well? Some discussion has been given in the literature to approach taken by international donor agencies to development assistance. For the most part, this discussion has focused on the fact that large governmental and bureaucratic agencies lack the flexibility to adapt to changing conditions and be effective at grassroots-level implementation. In a scathing condemnation of official international development assistance, Korten (1990) asserts that such efforts are defined by the bounds of bureaucratic convenience, and that there has been a strong preference in international assistance for short-term, narrowly-focused, and self-interested efforts.' Hellinger et al. (1988), in an assessment of the U.S. Agency for International Development, suggest that even when more farsighted and well-designed approaches emerge, they "face internal structures, operational procedures, and reward systems geared to promote objectives related primarily to expansionary ' David C. Korten, Getting to the 21st Century, West Hartford, CT: Kumarian Press, 1990, pp. 36-137. and survival interests of the AID bureaucracyi' In the context of this criticism and dom... ...r: Lynne Rienner. 1988. Hirschmann, David. "Women and Political Participation in Africa". Public Domain. 1990. Kasfir, Nelson. "Explaining Ethnic Political Participation". (in State of Development in the Third World. Princeton: Princeton University Press. 1986.) Kolenda, Pauline. Caste in Contemporary India: Beyond Organic Solidarity. Prospect Heights, IL: Waveland Press. 1985. Korten, David C. Getting to the 21st Century. West Hartford, CT: Kumarian Press. 1990. Lipsky, Michael. "The Rationing of Services in Street-Level Bureaucracies". Street-Level Bureaucracy. New York: Sage Foundation. 1980. Meadows, Donella et al. Beyond the Limits. Post Mills, VT: Chelsea Green. 1992. Robertson, C. and I. Berger. Women and Class in Africa. New York: Holmes & Meier. 1986. Ibid, p. 24. Samarasinghe, Vidya. "Hangin' in at the Margin". Public Domain. 1992.

End Justifies the Means

Does The End Justify The Means? First, let's try to understand the sense in which the word â€Å"justifies† is used in the familiar statement that â€Å"the end justifies the means. † After that we can consider the problem you raise about whether it is all right to employ any means – good or bad – so long as the end is good. When we say that something is â€Å"justified,† we are simply saying that it is right. Thus, for example, when we say that a college is justified in expelling a student who falls below a passing mark, we are acknowledging that the college has a right to set certain standards of performance and to require its students to meet them.Hence, the college is right in expelling the student who doesn't. In most societies, killing a human being is seen as a bad thing to do. But what do you do when a country declares war against you? The â€Å"end† in this case is the end of the war. If you do nothing and stick to your moral grounds , you will be destroyed, but the war will be over. If you take up arms to defend yourself, you are violating your moral code for the sake of stopping the war.. An enterprise can succeed only if it has a goal. To achieve that goal an effective method should be adopted.The method can be harmless with no violence in it. Or it can be hard and cruel which calls for a lot of violence. In both cases the goal is the same. Only the method of achieving it is different. The proverb, a very disputable one, means that if the goal is good the methods adopted for achieving it do not matter. It can be good or bad. The Florentine statesman, Machiavelli, in his book THE PRINCE advocated this doctrine. According to him, it is justifiable to go to any extent for achieving a good cause. It may be necessary to use violence sometimes.It will be harmful to some people. But all that can be justified if the goal is good. Some great Indian leaders and thinkers like Gandhi have opposed this doctrine. According to them it is not only necessary that goal should be good but the means adopted for achieving it should also be good. In some countries governments  resort  to anything for suppressing riots. When peaceful requests and talk fail to bring about the desired result, they use sheer force to suppress such riots. They argue that it is for the common good of the ublic. Whatever be the truth, the doctrine ‘the end justifies the means’ happens to be a very controversial one which provokes much thinking and dispute. This phrase, originating from Niccolo Machiavelli's book â€Å"The Prince†, is interpreted by some to mean doing anything whatsoever that is required to get the result you want, regardless of the methods used. It does not matter whether these methods are legal or illegal, fair or foul, kind or cruel, truth or lies, democratic or dictatorial, good or evil.Some agree that the statement is correct; however, others don’t see it that way. . When a man re aches worthy means with unworthy methods, how does that feel within a human soul? Because people have a Conscience, whenever they like it or not, people have to feel for others when they do something bad.. Another view, the benefits from something outweigh the process attained. For example if somebody cured cancer, but he/she had to kill one cancer patient to find the cure.They would say that the fact that they cured cancer made the loss of one life to save many worth it. The other way would mean something like the process makes the outcome worth it, which doesn't make much sense. On the other hand, if the end is worth the cost, then it is fine to eliminate the undesirables. However, the problems arise when judging if it is worth it, and if the undesirable might be of potential value later. For example, assassinating undesirables that are murderers is justified in that it saves future lives.

Practice Restaurant Dialogue for Ordering Food

Ordering food in a restaurant is one of the most basic tasks for English learners—after all, eating is essential and so is talking about eating— but it can also be one of the most daunting. This simple lesson is aimed at beginners who are practicing ordering for the very first time. Use this lesson, dialogue, and sample menu to help ESL students learn how to order  food in a restaurant using basic vocabulary Preparing for the Dialogues Simple dialogues will help students to order food and speak in a socially acceptable way in a restaurant while  challenging listening-comprehension exercises will help boost their passive-understanding skills. Before having students perform the dialogue below, ask them to name different types of food they might find in a restaurant. Write the vocabulary on the board and make sure students also take notes. After they do so: Give students the dialogue and menu, and ask them to read through it carefully. Point out the use of would like for asking for and making requests. You may also want to make sure they notice the use of here you are instead of please when handing someone something.Pair students and ask them to role-play ordering food in a restaurant using the menu below (or a more interesting menu you may have on hand). Both students should switch roles a number of times.If you have access to a computer, improve passive understanding by doing a  listening- comprehension  exercise, like the one found in this practice script.   Finally, ask students what are some ways  (dialogues, thematic texts, and narrative stories)  they can use to help them improve their listening-comprehension skills in English. Dialogue: Ordering Food in a Restaurant Have students pair up to practice the following dialogue, then have them switch roles. Waiter: Hello, Can I help you?.Kim: Yes, Id like to have some lunch.Waiter: Would you like a starter?Kim: Yes, Id like a bowl of chicken soup, please.Waiter: And what would you like for your main course?Kim: Id like a grilled cheese sandwich.Waiter: Would you like anything to drink?Kim: Yes, Id like a glass of Coke, please.Waiter: Would Pepsi be OK? We dont have Coke.Kim: That would be fine.Waiter:  (After Kim has her lunch.) Can I bring you anything else?Kim: No thank you. Just the bill.Waiter: Certainly.Kim: I dont have my glasses. How much is the lunch?Waiter: Thats $6.75.Kim: Here you are. Thank you very much.Waiter: Youre welcome. Have a good day.Kim: Thank you. Same to you. Sample Menu Use this menu to practice ordering food in a restaurant. Have students swap out different food and drink items to modify the above dialogue, or let them create their own dialogues. Joes Restaurant Starters Chicken Soup $2.50 Salad $3.25 Sandwiches - Main Course Ham and cheese $3.50 Tuna $3.00 Vegetarian $4.00 Grilled Cheese $2.50 Slice of Pizza $2.50 Cheeseburger $4.50 Hamburger $5.00 Spaghetti $5.50 Drinks Coffee $1.25 Tea $1.25 Soft Drinks - Coke, Sprite, Root Beer, Ice Tea $1.75