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