The Writing Services Provided by Professors

The Writing Services Provided by ProfessorsBefore even thinking about writing a term paper or a dissertation, you should take into consideration the writing services that the professors in your university can offer. One of the things that they will be able to do for you is provide you with pointers when it comes to determining whether you will be able to write the dissertation or term paper according to their specific instructions.The first thing that they will do is ask you to give them an outline of the topic that you would like to write about. Of course, this is a bit cumbersome for those who have not yet mastered the art of writing in the type of language they need to.Many students find it easier to compose their essays in the way that is required by the instructor who assigned the essay outlines. After they are finished with that, they will be expected to follow the guidelines of the professor that writing the term paper. However, if you will actually think about it, they alread y know these steps as well.When you are looking for the correct assistance for your academic essays, you should also remember that the university is not the only place that provides this service. You can find many local universities that have the same type of people who can help you with your writing assignments.You will just have to search for a few, and you will easily find one that suits your needs. There are so many different varieties of those that you can choose from, that it might seem too confusing for you to choose one.Of course, many universities will also offer the services that will provide you with employment opportunities in the future. If you find out that your professor has a good reputation in his area of studies, you might be able to get a job after you finish college.Writing assignments can be very daunting for some students, but it does not mean that they will have to give up on their studies. You can easily overcome these obstacles and become the best person tha t you can be with the help of the right advice from the professors that you will be dealing with in your university.

Death of a Salesman Family Relationships Free Essays

Battle between Father and Son Family relationships always have a way of playing a key role for the duration of most literary pieces. According to Arthur Miller’s novel, Death of a Salesman, the interaction of Willy and his sons, Happy and Biff, shows that family ties usually are connected either physically or emotionally in some way or another. Willy Loman is just like every father in a father/son bond, yet all he wants is to be a part of his son’s life. We will write a custom essay sample on Death of a Salesman Family Relationships or any similar topic only for you Order Now Even though Biff and Happy admire and have so much love for their father when they are younger, later down the road when they are older suddenly they realize he had failed to prepare them for the real society in life. Many people would say that in the play that the father/son relationship would be considered merely ironic. In a sense, one might consider that a poor relationship stems more from the lack of love and attention from the father. With that in mind however, the Loman family’s circumstances would be considered the complete and utter opposite. Ever since the day Willy Lomans’ first son was born, he vowed for his life goal to be the perfect father (1214). Throughout his life, he becomes enthralled with becoming the absolute ideal father, so to speak. It’s displayed through Willy’s actions and even his words that all he wishes for his son’s is for them to be what he sees as successful (1216). Although Willy may not be considered the best salesman out there, he has the constant urge to keep believing he needs to keep trying harder in order to give off the impression to people that he’s an excellent provider. With all his troubles, sacrifices he makes, and even his final suicide they all end up being for his sons, and not nearly for himself. Father Loman’s constant need to try and better his way of becoming a perfect father to his son’s drives him to believe that if he commits suicide he could better provide a different life that he wished he could’ve given to his son’s (1277). From the first line to the last, Willy had the instinct to think that if he did so much for his boy’s he had hoped that someday he would be considered an even greater father than his own was by making the so many sacrifices he did. All Willy really wants is to be a part of his son’s lives and, Miller shows this by the example of when in the play Biff comes home to recollect himself, Willy seems to think this as a failure because he would rather see his eldest son be likely more successful rather than his youngest, Happy. Hereafter, Willy tries to take matter into his own hands, ‘I’ll get him a job selling, he could be big in no time’, he says to Linda (1215). Partially due to Willy’s consistency in Biff’s life conflicts start to erupt more partially to do with the fact being that they had different ideas of what the ‘American Dream† really is. With Biff believing that the most inspiring job to a man is working outdoors, his father disregarded by saying that working on the road selling was the greatest job a man could possibly have (1276). The boys are clearly not at all fully functioning adults because of their upbringing throughout their life. Another major issue in the play with the father/son relationship between Willy and his sons is the amount of love shown towards them. The continuous support from growing up had molded the Lomans into men who always fled back home whenever a problem approached. Biff says to Willy, ‘I never got anywhere because you blew me so full of hot air I could not stand taking orders from anybody! ’ (1275). The Loman brothers were babied so much all through their childhood they never got a real chance of growing up and trying to choose for themselves of what they really wanted in their own lives. Being raised to only know to want one thing like selling, for example, puts pressure on everyone else especially the eldest, Biff. In real life today we are faced with decisions of what is next after high school; In Death of a Salesman, Biff was pressured primarily from his father to be a famous football player but then when things turn for the worst he suddenly loses everything and nothing to live for but selling like his father, which is not his true idea of what the ‘American Dream’ is supposed to be. The father/son bond in Arthur Miller’s Death of a Salesman, leads to a tragedy of downfall in the Loman family. Willy’s longing effort to be the perfect father did not have much success for him in the life he tried to accomplish living. Once finding out that he still had his sons’ love he was immediately overwhelmed with it all. Suicide was Willy’s last resort to try and make up for what he wasn’t able to provide for his son’s growing up to give them the money from the accident. His immediate departure in the end left Happy, Linda, and Biff in despair and uncertainty of what was really going on through Willy’s thought process. How to cite Death of a Salesman Family Relationships, Essays

Point Of View free essay sample

â€Å"Robert and the Dog† Point of view in a story is something I find extremely interesting, simply because of the obvious fact that every single one of us have our own way of seeing things. Every one of us has a different point of view. For instance, when it is raining outside, my first thought would probably express some sort of happiness. The majority of people in Norway, would, on the other hand, probably complain. It’s all about perception. Analyzing literature gives us the advantage and opportunity of seeing things in perspective, particularly if the story is written in 3.person point of view. In the following text to come, I will be discussing a bit about the short stories â€Å"Robert and the Dog†, â€Å"A Shocking Accident† and â€Å"The Raft†. Jumping into my thoughts about these three (wonderfully written) texts, you will have the opportunity to receive these stories the way I have understood them. We will write a custom essay sample on Point of view or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ken Saro- Wiwa was borned in 1941 and passed away in 1995. Being 54 years old, he died at relatively short age, due to the fact that he was executed because he fought for the interest of the minority Ogoni people in Niger Delta. He has with other words a lot of experience when it comes to oppression. In â€Å"Robert and the Dog†, we meet a father of six children in Nigeria. He is overly happy with his employers (he is a steward) who treat him strangely well. In the first paragraph, we understand that he’s used to being oppressed. Living in Norway in 2013, we take it for granted that our employers don’t lose their tempers or shout at us, and it is a fact that they call us by our first name. For Robert, however, this is something to be â€Å"extremely grateful† for. He begins â€Å"to feel like a human being†. Graham Greene was born in 1994 and passed away in 1991. He was bipolar, and maybe that’s a part of the reason why he has created Jerome in â€Å"A Shocking Accident† with such weird and infrequent way of thinking. While â€Å"Robert and the Dog† goes deep into how a middle –aged Nigerian man thinks, â€Å"A Shocking Accident† has a British young boy in mind. Jerome has the impression and conclusion that his father â€Å"was a member of the British Secret Service†, while in reality he was probably and more like just a boring, average â€Å"widowed author†. The difference between irony in both of these two stories, is that in Robert and the Dog, it’s more about cultural perceptions, while in this story it’s more irony in a nutshell. â€Å"Robert and the Dog† is written in third person limited point of view, seen through Robert’s eyes. In order to understand the situation through the sight of Robert, we need to know a bit about him as a character. Robert is a steward in Nigeria, and the employers are from the western world. In the first paragraph, we understand that he’s used to being oppressed. Living in Norway in 2013, we take it for granted that our employers don’t lose their tempers or shout at us, and it is a fact that they call us by our first name. For Robert, however, this is something to be â€Å"extremely grateful† for. He begins â€Å"to feel like a human being†. Eventually the dog Bingo comes in, and even though Bingo doesn’t do anything (he’s just there with his owners, Roberts employers), he still plays the role as the antagonist. He’s the â€Å"only source of worry†. Robert immediately sees how the owners of the dog almost treat him better than himself, a human being. He gets to the conclusion that â€Å"the dog was doing better than himself†. In the third paragraph, the narrator tells us that Robert lives in the filth in a small apartment with his wife and six children. Always repairing the â€Å"nightly to exercise his authority over his household†, he likes having control. He looks at himself as a man worthy of being heard and obeyed. When he, however, goes to work, he realizes that he acts just like the dog when the employers treat him nice. While being the readers, we understand that the employers are coming from a completely different background and experiences, with different circumstances and conditions. In the end of the story, the employers go on a vacation, leaving Bingo alone with Robert. We, as the readers, know how much hatred this protagonist (Robert) has grown towards the dog, and we have realized why. How can this dog be fed and cleaned every day, when his children are starving in the filth a couple of distances away and the dog gets the opportunity to see the doctor? While growing up in the rich and wealthy side of the world, the first thought that comes to mind, is how cruel Robert was when leaving the dog to die and giving his children the dog’s food. We, nevertheless, also understand the facts that he basically saved his children from starving. Isn’t saving his own six children better than having to let one dog die? After reading â€Å"Robert and the Dog†, we comprehend how dehumanizing we have become, when our first reaction is the cruelty of Robert as he left the dog to die. We also  understand that we should start considering to help and have the same sympathy and reaction when it comes to human beings. â€Å"A Shocking accident† We also have a completely different text that basically plays on irony and humor: â€Å"A Shocking Accident† by Graham Greene. This short story is also written in the third person limited point of view, as we see things from Jerome’s mind. In the first paragraph, we know that Jerome is a warden at a prep school in Britain. â€Å"To his eight birthday†, he thought of his father as someone with an extremely exciting life; he was probably working for British Secret Service, Jerome thought – just to be informed that his father died when a pig fell on him. Jerome’s first thought in this scene was, â€Å"What happened to the pig?† Who thinks that as a first thought? Isn’t that a bit strange? Indeed, I would agree. We get the impression of a weird, unusual boy – and most of us can’t understand his way of thinking. Point of View free essay sample The three points of view are first person, third person limited, and third person omniscient. First person is when the narrator is a character in the story. Third limited is telling from one characters perspective, and omniscient is an all seeing, all knowing narrator. Situational irony is defined as a contradiction between what is expected to happen and what actually happens. Narrator point of view creates situational irony in the four selections: â€Å"The Sniper†, â€Å"Charles†, â€Å"The Open Window†, and â€Å"Incident in a Rose Garden. † In â€Å"Charles† by Shirley Jackson, the narrator used first person limited point of view. The irony in the story is that Laurie is Charles, Who was been getting in trouble in school. The point of view in this story creates situational irony because it is narrated my Laurie’s mother. Laurie’s mom doesn’t know that her son made up Charles to avoid getting in trouble with his parents. We will write a custom essay sample on Point of View or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"We don’t have any Charles in the kindergarten. † The only person that knows that Charles is Laurie is Laurie. The mother and father were judging Charles’s parents, because he kept getting in trouble. I want to get a look at her. † They were the parents all along. In â€Å"The Sniper† by Liam O’Flaherty, The narrator used third person limited point of view. The situational irony in this story is that the sniper thought he was shooting his enemy, but he was really shooting his brother. â€Å"Then the sniper turned over the dead body and looked into his brothers’ face. † Due to the point of view in this story, not even the narrator knew at first that he was shooting his brother, because the narrator only saw what the sniper saw. In â€Å"The Open Window† by Saki, the narrator used third person omniscient, all seeing, all knowing. The Irony in â€Å"The Open Window† Is that we expect Vera to be kind, but it turns out that she is a liar. â€Å"Romance at short was her specialty. † The narrator is all seeing all knowing, and knows everything about Vera. At the end of the story we find out that Vera is not as we thought she was. Lastly, in â€Å"Incident in a Rose garden,† the narrator used first person point of view to create situational irony. The irony in this story was that the grim reaper wasn’t looking for the gardener, but for the gardener’s master, who had told the grim reaper to leave his property. The reaper only approached the gardener to find where his master was. â€Å"As soon as he beckoned, I ran,† â€Å"I take it you are he? † In conclusion, narrator point of view created situational irony in the four selections: â€Å"The Sniper†, â€Å"Charles†, â€Å"The Open Window†, and â€Å"Incident in a Rose Garden. †

computer science essays

computer science essays Computer science is one of the fastest growing career fields in modern history. Dating back only a few decades to the late 1950s and early 1960s, it has become one of the leading industries in the world today. Developed through the technological architecture of electrical engineering and the computational language of mathematics, the science of computer technology has provided considerable recognition and financial gain for many of its well deserving pioneers. Originally conceived as an organizational solution to the massive amounts of information kept on nothing more than paper, computers have evolved and advanced to become a common part of modern day life. In the early days of the computers age, the newest and most complex computers took up no less than an entire building or very large room. It was inconceivable that these machines would after only about fifty years be many times more powerful and small enough to be held with tweezers With the introduction of miniature circuitry and transistors, the days of vacuum tubes and computers that filled entire buildings are long gone and the centerpiece of the todays computer industry is the CPU, one of the modern marvels of science and technology. It is essentially the brain of the computer and though it is the main determining factor in the processing power of the computer as a whole, many other parts of the machine are just as important in overall performance. Many people dont know this and that is how computer corporations have cheated people out of their money for so many years by selling them cheap systems with high megahertz numbers for the processors in them. This is one reason for the success of the computer industry. When people find out that they have been cheated, they will try to ...

Meanings of French Homophones

Meanings of French Homophones Homophones are words that have the same pronunciation but different meanings and, sometimes, spellings. Therefore, French homophones can cause difficulties in oral comprehension and spelling. These pages should help you to understand the difference between the most common French homophones. French Homophones: A a - first letter of the French alphabeta - third person singular conjugation of avoir (to have)  Ã‚  Ã‚  Il a une question - He has a question (preposition) - to, at, in  Ã‚  Ã‚  Je vais la banque - Im going to the bankabaisse(s) - singular conjugations of abaisser (to lower)  Ã‚  Ã‚  Abaisse le drapeau - Lower the flagune abaisse - rolled-out pastry  Ã‚  Ã‚  Jai fait une abaisse de 5 mm - I rolled out the pastry to 5 mmune abbesse - abbess  Ã‚  Ã‚  Labbesse habite au couvent - The abbess lives in the conventaccro - (inf adj) hooked, addictedun accro - addict, lover  Ã‚  Ã‚  Je suis accro de franà §ais - Im a French lover/addictun accroc - tear, blotai - first person singular present indicative conjugation of avoir (to have)  Ã‚  Ã‚  Jai une idà ©e - I have an ideaaie - first person singular subjunctive of avoiraient - third person plural subjunctive of avoiraies - second person singular subjunctive of avoirait - third person singular subjunctive of avoires - second person singular present indicative of à ªtre (to be)est - third person singular present indicative of à ªtreet - (conjunction) and  Ã‚  Ã‚  Il est grand et beau - He is tall and handsomeun aide - male assistant  Ã‚  Ã‚  Je vais embaucher un aide - Im going to hire an assistantune aide - help, assistance, female assistant  Ã‚  Ã‚  Jai besoin de votre aide - I need your helpair, aire - see rune amande - almond  Ã‚  Ã‚  Jaime bien la pà ¢te aux amandes - I really like almond pasteune amende - fine  Ã‚  Ã‚  Tu dois payer une amende de 50 euros - You have to pay a 50-euro finean - year  Ã‚  Ã‚  Jhabite ici depuis un an - Ive lived here for a yearen (adverbial pronoun) - of it/them  Ã‚  Ã‚  Jen veux trois - I want three of themen (preposition) - to, in  Ã‚  Ã‚  Je vais en France - Im going to Franceaoà »t - August  Ã‚  Ã‚  Il ny a pas de cours en aoà »t - There are no classes in AugustHou ! - Boo! une houe - hoele houx - hollyou (coordinating conjunction) - or  Ã‚  Ã‚  Cest toi ou moi ? - Is it your turn or mine?oà ¹ (relative pronoun) - where  Ã‚  Ã‚  Oà ¹ vas-tu ? - Where are you going?au (contraction of le) - to the  Ã‚  Ã‚  Je vais au marchà © - Im going to the marketaux - to the (contraction of les)eau - watero - the letter ooh (interjection) - ohaussità ´t (adverb) - immediately  Ã‚  Ã‚  Aussità ´t dit, aussità ´t fait - No sooner said than doneaussi tà ´t - as/so early  Ã‚  Ã‚  Jarriverai aussi tà ´t que possible - I will arrive as early as possibleun autel - altar  Ã‚  Ã‚  Il y a toujours des fleurs sur lautel - There are always flowers on the altarun hà ´tel - hotel  Ã‚  Ã‚  Je cherche un hà ´tel Paris - Im looking for a hotel in Parisun auteur - author  Ã‚  Ã‚  Cest un auteur connu - Hes a well-known authorune hauteur - height  Ã‚  Ã‚  Quelle est la hauteur de la porte ? - How tall is the door?un avocat - avocadoun avocat - lawyer B b - the second letter of the alphabetbà ©e - open-mouthed  Ã‚  Ã‚  Il reste bouche bà ©e - He is standing open-mouthed (in wonder)bai (horse) - bayune baie - bay  Ã‚  Ã‚  Jhabite prà ¨s de la baie - I live near the bayune baie - berryun bar - bar/pub  Ã‚  Ã‚  Il y a un bar amà ©ricain prà ¨s dici - Theres an American bar nearbyun bar - bass  Ã‚  Ã‚  Je ne sais pas prà ©parer le bar - I dont know how to prepare bassune barre - bar (rod), barre, helm  Ã‚  Ã‚  Pourquoi y a-t-il une barre ici ? - Why is there a bar here?(un) Beur - (informal) second-generation North African (verlan of Arabe)le beurre - butterbois - first and second person singular of boire (to drink)  Ã‚  Ã‚  Je ne bois pas dalcool - I dont drink alcoholle bois - wood  Ã‚  Ã‚  Nous avons un four bois - We have a wood stoveboit - third person singular of boirela boue - mudle bout - tipun boum - bang, explosion  Ã‚  Ã‚  Et puis boum ! tout est tombà © - And then boom! everything fell downun boum - ( familiar) success  Ã‚  Ã‚  Je nai jamais vu un tel boum - Ive never seen such (incredible) successle boum - (familiar) activity  Ã‚  Ã‚  La fà ªte est en plein boum - The partys in full swingune boum - (informal) party  Ã‚  Ã‚  La boum commence 22h - The party starts at 10pmun brin - blade (of grass)  Ã‚  Ã‚  Le chien a mangà © un brin dherbe - The dog ate a blade of grassun brin - (informal) a bit  Ã‚  Ã‚  Un brin plus haut, sil te plaà ®t - A bit higher, pleasebrun - dark-haired  Ã‚  Ã‚  Le brun est plus beau que le blond - The dark-haired man is more handsome than the blondNote: These two words arent homophones for everyone; some French speakers make a distinction between in and un. bu - past participle of of boirele but - goal (note that some people pronounce the final t)   C c  - letter of the  French alphabetces  (demonstrative adjective) - these  Ã‚  Ã‚  Jaime ces fleurs  - I like these flowerscest  - it/this is  Ã‚  Ã‚  Cest difficile de trouver un bon emploi  - Its hard to find a good jobsais  - first and second person singular present indicative of  savoir  (to know)  Ã‚  Ã‚  Je ne sais pas  - I dont knowsait  - third person singular present indicative of  savoirses  (possessive adjective) - his, her, its  Ã‚  Ã‚  Voici ses livres  - Here are his/her bookssest  - reflexive pronoun  se   third person singular of  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Il sest dà ©j habillà ©Ã‚  - He already got dressedà §a  indefinite demonstrative pronoun  - it, that  Ã‚  Ã‚  Je naime pas à §a  - I dont like thatsa  (possessive adjective) - his, her, its  Ã‚  Ã‚  Cest sa sÅ“ur  - Thats his/her sistercar  (conjunction) - since, for  Ã‚  Ã‚  La rà ©union fut annulà ©e car le prà ©sident est malade  - The meeting was canceled since the president is sickun  quart  - quarter  Ã‚  Ã‚  un kilo et quart  - one and a quarter kilosce  (indefinite demonstrative pronoun) - this, it  Ã‚  Ã‚  Ce doit à ªtre un bon restaurant  - This must be a good restaurantse  -  reflexive pronoun  Ã‚  Ã‚  Il se là ¨ve huit heures  - He gets up at 8 oclockcelle  - see  selcen  -  contraction  of  ce  Ã‚  en  (adverbial pronoun)  Ã‚  Ã‚  Cen est trop  - This is too muchcent  - one hundred  Ã‚  Ã‚  Jai cent dollars  - I have a hundred dollarsle  sang  - blood  Ã‚  Ã‚  Il y a du sang sur ta chemise  - Theres blood on your shirtsans  (preposition) - without  Ã‚  Ã‚  Je suis sorti sans manger  - I went out without eatingsen  -  se  Ã‚  en  Ã‚  Ã‚  Il sen venait tranquillement  - He was approaching unhurriedlysens  - first and second person singular of  sentir  (to feel, smell)sent  - third person singular of  sentir  Ã‚  Ã‚  Ãƒâ €¡a sent bon !   - That smells good!censà ©Ã‚  - supposed to  Ã‚  Ã‚  Je suis censà © partir midi  - Im supposed to leave at noonsensà ©Ã‚  - sensible  Ã‚  Ã‚  Cest un homme sensà ©Ã‚  - Hes a sensible mancest   vowel or mute h (due to  liaison)  Ã‚  Ã‚  Cest une bonne idà ©e  - Thats a good ideacet  - masculine  demonstrative adjective  in front of a vowel/mute h  Ã‚  Ã‚  Cet homme est beau  - That man is handsomecette  -  feminine demonstrative adjective  Ã‚  Ã‚  Cette femme est belle  - That woman is beautifulsept  - seven  Ã‚  Ã‚  Jai sept chats  - I have seven catssest   vowel or mute h  Ã‚  Ã‚  Il sest habillà © tout seul  - He got dressed all by himselfSà ¨te  - a village in southern Francecà ©tait  - it was  Ã‚  Ã‚  Cà ©tait formidable  - It was greatsà ©tait  -  se   third person singular  imperfect  of  Ãƒ ªtre  Ã‚  Ã‚  Il sà ©tait dà ©j levà ©Ã‚  - He had already gotten upsà ©taient  -  se   third pe rson plural imperfect of  Ãƒ ªtre  Ã‚  Ã‚  Elles sà ©taient habillà ©es  - They had gotten dressedla  chair  - fleshla  chaire  - pulpit, post, (university) chair  Ã‚  Ã‚  Ils vont crà ©er une chaire darabe  - Theyre going to create a chair of Arabiccher  - dear, expensive  Ã‚  Ã‚  un cher ami  - a dear friendchÅ“ur  - choir, chorus  Ã‚  Ã‚  Jaimerais bien à ©couter le chÅ“ur  - Id really like to listen to the choircÅ“ur  - heart  Ã‚  Ã‚  Il a le cÅ“ur malade  - He has a weak heartchouette  - great, nice  Ã‚  Ã‚  Je laime bien, elle est chouette  - I really like her, shes greatchouette  - owl  Ã‚  Ã‚  As-tu vu la chouette hier soir ?   - Did you see the owl last night?-ci  - this (suffix)  Ã‚  Ã‚  Cet arbre-ci est plus joli que celui-l  - This tree is prettier than that onescie  - saw  Ã‚  Ã‚  Il doit acheter une nouvelle scie  - He needs to buy a new sawsi  - if  Ã‚  Ã‚  Si tu es prà ªt...  - If youre ready...si  - yes (in response to a negative  question)  Ã‚  Ã‚  Tu ne viens pas ? Si !  - Arent you coming? Yes!six  - sixsy  -  se  Ã‚  y  (adverbial pronoun)  Ã‚  Ã‚  Il est temps de sy mettre  - Its time to get on with itun  compte  - account, count, calculationun  comte  - count  Ã‚  Ã‚  Le Comte de Monte Cristo  - The Count of Monte Cristoun  conte  - storycool  - cool  Ã‚  Ã‚  Ãƒâ€¡a cest cool  - Thats coolcoule(s)  - singular indicative conjugations of  couler  (to run, flow)  Ã‚  Ã‚  Le Rhà ´ne coule du nord au sud  - The Rhone flows from north to southle  cou  - neck  Ã‚  Ã‚  Pourquoi les girafes ont-ils de longs cous ?  - Why do giraffes have long necks?le  coup  - blow  Ã‚  Ã‚  Il a pris un coup sur la tà ªte  - He took a blow to the headle  coà »t  - cost  Ã‚  Ã‚  le coà »t de la vie  - the cost of livingla  cour  - yard, courtyard  Ã‚  Ã‚  Je vais planter des fleurs dans la cour  - Im going to plant some flowers in the yardle  cours  - course  Ã‚  Ã‚  Jai bien aimà © ce cours  - I really liked this coursecourt  - short  Ã‚  Ã‚  Ce chemin est plus court  - This way is shorterle  court  - tennis courtle  cul  - assq  - letter of the  French alphabetle  cygne  - swan  Ã‚  Ã‚  Jai vu un cygne sur là ©tang  - I saw a swan on the pondle  signe  - sign, gesture  Ã‚  Ã‚  Je ne comprends pas le signe que tu as fait  - I dont understand the sign you made D d  - letter of the  French alphabetun  dà ©Ã‚  - thimble, die  Ã‚  Ã‚  Jai besoin de deux dà ©s  - I need two dicedes  (indefinite article) - somedes  (partitive article) - somedes  (contraction of  de  Ã‚  les) - of/about thedans  (preposition) - in  Ã‚  Ã‚  Cest dans le tiroir  - Its in the drawerden  -  preposition  de  Ã‚  en  (adverbial pronoun)  Ã‚  Ã‚  Nous navons pas fini den parler  - We havent finished talking about itune  dent  - tooth  Ã‚  Ã‚  Je me brosse les dents  - Im brushing my teethdavantage  - more  Ã‚  Ã‚  En voulez-vous davantage ?  - Would you like some more?davantage  -  de avantage  (advantage)  Ã‚  Ã‚  Ce poste manque davantages  - This job doesnt have (many) advantagesde  (preposition) - of, from, about  Ã‚  Ã‚  Je suis de Californie  - Im from Californiadeux  - two  Ã‚  Ã‚  Jai deux frà ¨res  - I have two brothersNote:  These are not true homophones because they have differen t  phonetic symbols, but their pronunciation is nearly identical.dà ©goà »ter  - to disgust  Ã‚  Ã‚  Ãƒâ€¡a me dà ©goà »te  - That disgusts medà ©goutter  - to drip  Ã‚  Ã‚  De leau dà ©goutte de la table  - Water is dripping off the tableun  dessein  (formal) - design, plan, intention  Ã‚  Ã‚  Il a le dessein de le refaire  - He plans/intends to redo itun  dessin  - drawing  Ã‚  Ã‚  Cest un joli dessin  - Its a nice drawingle  diesel  - diesel fuel  Ã‚  Ã‚  Cette station na pas de diesel  - This station doesnt have any diesella  diesel  - diesel automobile  Ã‚  Ã‚  Cest une diesel  - Its a diesel car / It takes dieselun  don  - gift, talent, donation  Ã‚  Ã‚  Il a un don pour le tennis  - He has a gift for tennisdont  -  relative pronoun  Ã‚  Ã‚  Cest le livre dont je tai parlà ©Ã‚  - Its the book I told you aboutdu  (partitive article) - some  Ã‚  Ã‚  Veux-tu du pain ?   - Do you want some bread?du  - of/about the (contraction  of  de  Ã‚  le)dà »Ã‚  - past participle of  devoir  (to have to)   E e  - letter of the  French alphabeteuh  (interjection) - uh, um, er  Ã‚  Ã‚  Il y a, euh, trois choses faire  - There are, um, three things to doeux  (stressed pronoun) - them  Ã‚  Ã‚  Cest pour eux  - Its for themNote:  The letter e is not a true homophone because it has a different  phonetic symbol  than the other two, but their pronunciation is nearly identical.-à ©Ã‚  -  past participle  ending for  -er verbs  Ã‚  Ã‚  parlà ©, chantà ©, dansà ©Ã‚  - spoke, sang, danced-er  -  infinitive  ending for -er verbs  Ã‚  Ã‚  parler, chanter, danser  - to speak, to sing, to dance-ez  - ending for second person plural indicative and imperative of most verbs  Ã‚  Ã‚  (vous) parlez, chantez, dansez  - (you) speak, sing, danceeau  - see auelle  (stressed pronoun) - her  Ã‚  Ã‚  Va avec elle.  - Go with her.elle  (subject pronoun) - she  Ã‚  Ã‚  Elle le fera demain  - Shell do it tomorrow.elles  (stressed pronoun) - them  Ã‚  Ã‚  I did it for them.  - Je lai fait pour elles.elles  (subject pronoun) - they  Ã‚  Ã‚  Elles viennent avec nous ?  - Are they coming with us?l  - letter of the  French alphabeten  - see anentre  - between, among  Ã‚  Ã‚  entre toi et moi  - between you and meentre(s)  - singular conjugations of  entrer  (to enter)à ¨re  - see  res  - see aià ¨s  - see  sun  espace  - space, room  Ã‚  Ã‚  Y a-t-il de lespace ?   - Is there any room?une  espace  - printing space  Ã‚  Ã‚  Il faut mettre une espace entre ces mots  - We need to put a space between these wordsune  Espace  - car model from Renault  Ã‚  Ã‚  Je vais acheter une Espace  - Im going to buy an Espaceest,  et  - see aià ©tà ©Ã‚  - past participle of  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Qui a à ©tà © blessà ©Ã‚  ?  - Who was hurt?un  Ãƒ ©tà ©Ã‚  - summer  Ã‚  Ã‚  Jaime voyager en à ©tà ©Ã‚  - I like to travel in the summerà ªtre  - to beun  Ãƒ ªtre  - being  Ã‚  Ã‚  un à ªtre humain  - human beingun  hà ªtre  - beech tree/woodeu  - past participle of  avoir  (to have)  Ã‚  Ã‚  Je nai pas eu loccasion de le faire  - I didnt have a chance to do itu  - letter of the  French alphabet   F la  faim  - hunger  Ã‚  Ã‚  La faim dans le monde  - World hungerla  fin  - end  Ã‚  Ã‚  Cest la fin  - Thats the endun  fait  - fact  Ã‚  Ã‚  Ce nest pas mon opinion, cest un fait  - Its not my opinion, its a factun  faà ®te  - summit, rooftop(vous)  faites  - second person plural indicative and imperative of  faire  (to do, make)  Ã‚  Ã‚  Que faites-vous ?  - What are you doing?une  fà ªte  - party  Ã‚  Ã‚   quelle heure commence la fà ªte ?  - What time does the party begin?le  fard  - make-upla  phare  - lighthouseun  fil  - thread, yarn, string  Ã‚  Ã‚  Jai tirà © un fil mon pull  - I pulled a thread in my sweaterune  file  - line, queue  Ã‚  Ã‚  Il a dà ©j pris la file  - He already got in lineun  filtre  - filter  Ã‚  Ã‚  Je nai plus de filtres cafà ©Ã‚  - I dont have any more coffee filtersun  philtre  - potion  Ã‚  Ã‚  Crois-tu que les philtres damour peuvent marcher ?  - Do you thi nk love potions work?final  - (adj) final, last  Ã‚  Ã‚  Cest la scà ¨ne finale  - Its the last scenele  finale  - finale (music)  Ã‚  Ã‚  Ont-ils fait un finale ?  - Did they play a finale?la  finale  - final (sports)  Ã‚  Ã‚  Vas-tu jouer la finale ?   - Are you going to play in the final (round)?le  flan  - custard tart  Ã‚  Ã‚  Jaime bien les flans  - I really like custard tartsle  flanc  - side, flank  Ã‚  Ã‚  Il est couchà © sur le flanc  - Hes lying on his sidela  foi  - faith  Ã‚  Ã‚  Il faut avoir la foi  - You have to have faithle  foie  - liver  Ã‚  Ã‚  Je naime pas le foie de volaille  - I dont like chicken liverune  fois  - once, one time  Ã‚  Ã‚  Je lai fait une fois  - I did it oncele  fond  - bottom, back, far end  Ã‚  Ã‚  Il faut aller jusquau fond  - You have to go all the way to the backfond  - third person singular indicative of  fondre  (to melt)  Ã‚  Ã‚  La neige fond dà ©j  - The snow is already meltingfonds  - first and second person singular indicative of  fondrefont  - third person plural indicative of  faire  (to do, make)  Ã‚  Ã‚  Quest-ce quils font ?  - What are they doing?les  fonts  - baptismal fountle  foudre  - (iro nic) leader, large cask  Ã‚  Ã‚  Cest un foudre de guerre  - (sarcastic) Hes a great war leaderla  foudre  - lightning  Ã‚  Ã‚  La foudre est tombà ©e sur la maison  - Lightning struck the house  Ã‚  Ã‚  Ãƒâ€¡a a à ©tà © le  coup de foudre  - It was love at first sight G g  - letter of the  alphabetjai  (contraction  of  je   first person singular conjugation of  avoir  [to have]) - I havele  gà ¨ne  - gene  Ã‚  Ã‚  Cest un gà ¨ne dominant  - Its a dominant genela  gà ªne  - trouble, bother, embarrassment  Ã‚  Ã‚  Il à ©prouve une certaine gà ªne avaler  - Hes having trouble swallowinggà ªne(s)  - singular conjugations of  gà ªner  (to bother, embarrass)  Ã‚  Ã‚  Ãƒâ€¡a ne me gà ªne pas  - It doesnt bother mele  gà ®te  - shelter, cottage, ~ bed and breakfast  Ã‚  Ã‚  Nous avons logà © dans un gà ®te  - We stayed in a bed and breakfastla  gà ®te  - list, inclination of ship  Ã‚  Ã‚  Le bateau donne de la gà ®te  - The boat is listingle  greffe  - court clerks office  Ã‚  Ã‚  Oà ¹ se trouve le greffe ?  - Where is the court clerks office?la  greffe  - transplant, graft  Ã‚  Ã‚  Il a besoin dune greffe du cÅ“ur  - He needs a heart transplantguà ¨re  - hardlyà ‚  Ã‚  Ã‚  Il nen reste plus guà ¨re  - Theres hardly any leftla  guerre  - war  Ã‚  Ã‚  Cest une guerre civile  - Its a civil warun  guide  - guide (book or person)  Ã‚  Ã‚  Jai achetà © un guide gastronomique  - I bought a restaurant guideune  guide  ~ girl scout/guide  Ã‚  Ã‚  Ma fille veut à ªtre guide  - My daughter wants to be a girl scout/guideles  guides  (f) - reins  Ã‚  Ã‚  Il faut tirer sur les guides  - You have to pull on the reins H la  haine  - hatredn  - letter of the  alphabethauteur  - see auteurhà ªtre  - see à ªtrele  hockey  - hockey  Ã‚  Ã‚  Il joue au hockey.  - He plays hockey.le  hoquet  - hiccup  Ã‚  Ã‚  Jai le hoquet.  - I have hiccups.hà ´tel  - see autelhou,  houe,  houx  - see aoà »t French Homophones: I i  - letter of the  alphabety  -  adverbial pronoun  Ã‚  Ã‚  Il y est allà © hier  - He went there yesterdayil  (subject pronoun) - he, it  Ã‚  Ã‚  Il est mà ©decin  - Hes a doctorils  (subject pronoun) - they  Ã‚  Ã‚  Ils ne sont pas prà ªts  - They arent readyNote:  In  informal French,  il  and  ils  are commonly pronounced like  i.   J j  - letter of the  alphabetjy  -  contraction  of  je  and  y  (adverbial pronoun)  Ã‚  Ã‚  Jy vais !  - Im going!jai  - see gle  jars  - gander  Ã‚  Ã‚  Nous avons une oie et un jars  - We have one goose and one ganderla  jarre  - earthenware jar  Ã‚  Ã‚  Jai trouvà © une jarre antique  - I found an antique jarjeune  - young  Ã‚  Ã‚  Il est trà ¨s jeune  - He is very youngun/e  jeune  - young personle  jeà »ne  - fast, fasting  Ã‚  Ã‚  Cest un jour de jeà »ne  - Its a fast day L l  - see ellela  (feminine  definite article) - the  Ã‚  Ã‚  la pomme  - the applela  (feminine  direct object pronoun) - her, it  Ã‚  Ã‚  Je la vois  - I see herl  - here, there  Ã‚  Ã‚  Il nest est pas l  - Hes not therela  -  contraction  of  le  or  la   third person singular of  avoir  (to have)  Ã‚  Ã‚  Il la achetà ©Ã‚  - He bought itlas  - contraction of  le  or  la   second person singular of  avoir  Ã‚  Ã‚  Tu las vu ?  - You saw him?le  lac  - lakela  laque  - lacquer, shellac, hairsprayleur  (indirect object pronoun) - them  Ã‚  Ã‚  Je leur donne les clà ©s  - Im giving them the keysleur(s)  (possessive adjective) - their  Ã‚  Ã‚  Cest leur maison  - Its their housele(s)/la  leur(s)  (possessive pronoun) - theirs  Ã‚  Ã‚  Cest le leur  - Its theirsun  leurre  - delusion, illusion, deception, trap, lure, decoylheur  - good fortune (ironic)  Ã‚  Ã‚  Je nai pas eu lheur de le co nnaà ®tre  - I didnt have the good fortune of knowing himlheure  - hour,  time  Ã‚  Ã‚   lheure actuelle  - At the present timele  livre  - book  Ã‚  Ã‚  Comment sappelle ce livre ?  - What is this book called? la  livre  - pound  Ã‚  Ã‚  Ãƒâ€¡a pà ¨se deux livres et coà »te cinq livres  - That weighs two pounds and costs five poundslon  -  euphonic  contraction of  le  Ã‚  on  Ã‚  Ã‚  Ce que lon a fait  - What we didlont  - contraction of  le  or  la   third person plural of  avoir  Ã‚  Ã‚  Ils lont dà ©j achetà ©Ã‚  - They already bought itlong  - long  Ã‚  Ã‚  Ne sois pas trop long  - Dont take too long M ma  (possessive adjective) - my  Ã‚  Ã‚  ma mà ¨re  - my motherma  -  contraction  of  me  (object pronoun) third person singular  avoir  (to have)  Ã‚  Ã‚  Il ma vu  - He saw memas  - contraction of  me   second person singular  avoir  Ã‚  Ã‚  Tu mas regardà ©Ã‚  - You looked at mele  maire  - mayorla  mer  - seala  mà ¨re  - mothermai  - May  Ã‚  Ã‚  On est le premier mai  - Its the first of Mayla  maie  - bread boxmais  - but  Ã‚  Ã‚  Mais je ne suis pas prà ªt !  - But Im not ready!mes  (possessive adjective) - my  Ã‚  Ã‚  Oà ¹ sont mes clà ©s ?  - Where are my keys?mes  - contraction of  me   second person singular  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Tu mes trà ¨s cher  - You are very dear to memest  - contraction of  me   third person singular  Ãƒ ªtremet  - third person singular conjugation of  mettre  (to put)  Ã‚  Ã‚  Il met le pain sur la table  - Hes putting the bread on the tablemets  - first and second person singular  mettreun  mets  - dish  Ã‚  Ã‚  Tout le monde doit amener un mets partager  - Everyone needs to bring a dish to sharemaà ®tre  (adjective) - main, major, chiefle  maà ®tre  - master, teachermettre  - to putmal  - bad, badly, wrong  Ã‚  Ã‚  Jai mal dormi  - I slept badlyle  mal  - evil, pain  Ã‚  Ã‚  Jai mal la tà ªte  - I have a headachemà ¢le* - male, manly  Ã‚  Ã‚  Cest une voix mà ¢le  - Its a manly voicela  malle  - trunk (suitcase or car)  Ã‚  Ã‚  Jai dà ©j fait ma malle  - Ive already packed my trunk*This isnt a homophone for everyone; some French speakers make a distinction between  a  and  Ãƒ ¢Ã‚  marocain  - Moroccan  Ã‚  Ã‚  Il est marocain  - He is Moroccanle  maroquin  - morocco leatherune  mine  - expression, look  Ã‚  Ã‚  Il a la bonne mine  - He looks goodune  mine  - mine  Ã‚  Ã‚  Cest une mine dor  - Its a gold minemon  (possessive a djective) - my  Ã‚  Ã‚  Voici mon pà ¨re  - This is my fatherle  mont  - mountain  Ã‚  Ã‚  Jai grimpà © le mont Blanc  - I climbed Mont Blancmont  - contraction  me   third person plural conjugation of  avoir  Ã‚  Ã‚  Ils mont vu  - They saw memou  - softla  moue  - poutun  mur  - wallmà »r  - ripeune  mà »re  - blackberry N n  - see haineneuf  - new (nouveau vs neuf)neuf  - nineni  - neither  Ã‚  Ã‚  Ni lun ni lautre nest prà ªt  - Neither one is readyle  nid  - nestnie(s)  - singular conjugations of  nier  (to deny)  Ã‚  Ã‚  Il nie là ©vidence  - He is denying the obviousnient  - third person plural of  nierny  - contraction of  ne  Ã‚  y  (adverbial pronoun)  Ã‚  Ã‚  Il ny a pas de pain  - There isnt any breadle  nom  - last name, nounnon  - nonont  - contraction of  ne   third person plural conjugation of  avoir  Ã‚  Ã‚  Ils nont pas denfants  - They dont have any kids

Jacksonian era Essay Example | Topics and Well Written Essays - 250 words

Jacksonian era - Essay Example This societal approach evolved into a misogynistic approach that has carried over in some small social groupings to this day. Initially the idea was not meant to see the women as unfit for other roles or as less than men. It simply meant that because they bore the children and were the nursemaids naturally they were assumed to be better in that role, and as a result the idea became tradition which made it difficult to break when technology changed and made physical labor a part of industry and not the entire industry. Wage differences for women and men when working were generally drastic with very few exceptions to this. As a result of the poor conditions and rate of pay several successful labor unions for women were formed. One in 1863 was called the Collar Laundry Union; as a result of going on strike they won an increase in wages. Another was called the Daughters of St. Crispin and was formed in 1869; it was a group of women shoestitchers and was recognized as the first national w omen’s union. (Lewis 1) The advent of women’s unions helped shed light on the deplorable conditions and low pay suffered. The Lowell System was a brilliant system implemented by the mill owners in Lowell Massachusetts.

A)The impact of misrepresentation, mistake, duress and undue influence Essay

A)The impact of misrepresentation, mistake, duress and undue influence on the validity of a contract.b)The circumstances in whic - Essay Example For a statement to be actionable misrepresentation, it must satisfy several requirements: it must be a statement by one party of a contract, to the other party. A misrepresentation by a third party, as a general rule, shall have no effect to the contract. The statement must have been of an existing fact or law, but not an opinion (Bisset v Wilkinson). Finally, the misrepresentation must have formed part of the reason why the claimant entered into the contract. The effect of misrepresentation in a contract generally, is that it makes the contract voidable at the option of the innocent party. That is, the contract remains valid, but may be set aside by the innocent party. However, the remedy available to the innocent party depends on the type of misrepresentation. There are three types of misrepresentation: Innocent misrepresentation, negligent misrepresentation and fraudulent misrepresentation. Once one has established presence of misrepresentation, the next course of action is to det ermine the type of misrepresentation in order to determine the remedy available. There are several remedies available. The contract may be rescinded under the common law; damages may be recovered under the Misrepresentation Act 1967: the tort of deceit can provide further avenues to claim damages. Rescission is available for all types of misrepresentation. Rescission involves returning the parties to their pre-contractual position, as though the contract was never entered into; any party that has already gained benefit is required to make it up for the other party. The injured party may rescind the contract by giving notice to the injured party or by any act evidencing rescission. However, rescission is an equitable remedy, given at the discretion of the court. Some things act as a bar to rescission. They include where the injured party affirms the contract by, with full knowledge of misrepresentation, they expressly state they wish to proceed with the contract. Secondly, where the innocent party fails to take action within a reasonable time, the equitable right is lost. Finally, the court will not order rescission if restitution in integrum is impossible: that is, the parties cannot be restored to their original positions. Secondly, the injured party may recover damages under the tort of deceit. This happens if there is fraudulent misrepresentation. Additionally, for negligent misrepresentation, the injured party may recover under the tort of negligent misstatement. In Royscott v Rogerson [1991] 2 QB 297, it was held that the principle of fraudulent misrepresentation under the tort of deceit also applies to negligent misrepresentation. The purpose of damages is to restore the innocent party to their pre-contractual position. The injured party recovers all the direct loss incurred as result of the fraudulent misrepresentation. If there is innocent misrepresentation, the remedies available is rescission or damages in lieu of rescission. The innocent party canno t claim both. Mistake Mistake exists when one or both parties to the contract believe that an event or a condition exists when in reality it does not. One of the key requirements of existent of a contract is that the parties must be at consensus ad idem, that is, both parties must have a uniform understanding on the terms of the contract. Mistake negates the presence of a common mind understanding meaning that