The Outcasts of Poker Flat by Bret Harte Essay Example

The Outcasts of Poker Flat by Bret Harte Essay Example The Outcasts of Poker Flat by Bret Harte Paper The Outcasts of Poker Flat by Bret Harte Paper In the short story, â€Å"The Outcasts of Poker Flat† by Bret Harte, the individuals are portrayed to have a numerous amounts of different personal characteristics. Mother Shipton, for example, was believed to be a very mean old woman. There was also Uncle Billy, who was respectively known as the town’s drunk. Furthermore, the town had a very flirtatious young woman by the name of â€Å"The Duchess†. She was known to engage with a lot of the men from the town. Nevertheless, there was Mr. Oakhurst, who was a tranquil man who loved to gamble. The love for gambling was so real that he often thought that life was a poker game. With every obstacle that was thrown Mr. Oakhurst’s way, he approached, faced, and dealt with each situation without any issues. To begin with, when Mr. Oakhurst first realized he was about to be kicked out of Poker Flat, he was not anxious about it by no means. Mr. Oakhurst figured that somethig was up when he noticed how the people of Poker Flat were acting. The statement, â€Å"I rechon they’re after somebody, likely it’s me†(2). Afterwards, he pulled out his handkerchief and wiped away the red dust of Poker Flat. Mr. Oakhurst sometimes thinks of life as a card game where you can get a good hand or a bad one. When the people of Poker Flat lost to Mr. Oakhurst, he was often accused of stealing their money they believed that he was cheating. The people of Poker Flat never stop to think that Mr. Oakhurst lost games to other people in the town. In addition, Mr. Oakhurst was a very nuturing person. Mr. Oakhurst made it his business to make sure that all the other who had been exiled with him did not lack anything. For instance, Mr. Oakhurst played Tom Simson in a poker game. To Mr. Oakhurst, it was very apparent that Tom did not know how to play a game of poker. Mr. Oakhurst knew that the other players would take advantage of Tommy. So, Mr. Oakhurst made sure that he played as hard as he could to guarantee he wo

nothing essays

nothing essays I found this on a message board and decided to try it. A little while back, I was browsing through newsgroups and came across an article similar to this that said you could make thousands of dollars within weeks with only an initial investment of $6.00! So I thought, "Yeah right, this must be a scam", but like most of us, I was curious, so I kept reading. Anyway, it said that you send $1.00 to each of the 6 names and address stated in the article. You then place your own name and address in the bottom of the list at #6, and post the article in at least 200 newsgroups. (There are thousands) No catch, that was it. So after thinking it over, and talking to a few people first, I thought about trying it. I figured: "what have I got to lose except 6 stamps and $6.00, right?" Then I invested the measly $6.00. Well GUESS WHAT!!... Within 7 days, I started getting money in the mail! I was shocked! I figured it would end soon, but the money just kept coming in. In my first week, I made about $25.00. By the end of the second week I had made a total of over $1,000.00! In the third week I had over $10,000.00 and it's still growing. This is now my fourth week and I have made a total of just over $42,000.00 and it's still coming in rapidly. It's certainly worth $6.00, and 6 stamps. Let me tell you how this works and most importantly, why it works.... Also, make sure you print a copy of this article NOW, so you can get the information off of it as you need it. I promise you that if you follow the directions exactly, that you will start making more money than you thought possible by doing something so easy! Suggestion: Read this entire message carefully! (print it out or download it.) Follow the simple directions and watch the money come in! It's easy. It's legal. And, your investment is only $6.00 (Plus postage) IMPORTANT: This is not unethical ; it is not indecent; it is not illegal; and it is virtually no risk - it really works!!!! If all of the f...

John Locke and the Tacit Consent Theory Essay Example | Topics and Well Written Essays - 2000 words

John Locke and the Tacit Consent Theory - Essay Example John Locke’s Theory of Tacit Consent is actually necessary but should not be the only basis of the legitimacy of a government. According to John Locke, the so-called Tacit Consent Theory refers to the notion that â€Å"one can only become a full member of society by an act of express consent† (Tuckness), which may translate as â€Å"simply by walking along the highways of a country a person gives tact consent to the government and agree to obey it while living in its territory† (Tuckness). This is, in fact, a rather self-explanatory definition of tacit consent. The point of Locke then is that â€Å"a government can only be legitimate when its citizens have consented to it† (Greenwood). Tacit consent, therefore, becomes for Locke an implication or indication not only of consent but also of obligation. This means that the idea of being in a particular place implies two things – that one â€Å"voluntarily† or â€Å"tacitly† consents to be ing under the governance of the law of that place, and that one therefore is obliged to follow the law of that place. Furthermore, this obligation to the law is also tantamount to consenting to be subject to the sanctions that will result if the law is not followed. This idea – the Tacit Consent Theory, however, no matter how logical it may sound, lends itself to several flaws. One objection to Locke’s theory of tacit consent is that Locke cannot possibly expect political obligation from the citizens since, based on the theory of tacit consent, it is the citizens’ consent that precedes and determines the legitimacy of the government, and not the other way around. According to Locke, â€Å"a government can only be legitimate when its citizens have consented to it† (Greenwood). This means that unless the citizens consent to the dictates and laws of the government, this government may exist but will remain illegitimate. The citizens’ consent therefore is essential to determining the legitimacy of the government. If, therefore, the actions of the government – imposing laws and sanctions – are dependent upon this legitimacy, then these actions are all dependent upon the consent of the citizens. In simple terms, if the citizens do not consent to the legitimacy of the government – or if there is no public trust – then the government cannot therefore impose laws on the citizens as well as sanctions if they violate these laws. However, Locke would answer this objection using his idea of the â€Å"majority,† which is clearly stated in Sections 97 and 98 in Chapter VIII of his Second Treatise of Government. Although negatively stated by Locke in Section 97, his point is that â€Å"†¦every man [should] submit to the determination of the majority [or else he] would signify nothing and be no compact, if he be left free, and under no ties than he was in before in the state of nature† (Locke). M oreover, Section 98, although also negatively stated, claims that â€Å"if the consent of the majority shall not†¦be received as the act of the whole, [this] will necessarily keep many away from the pubic assembly† (Locke). If Locke therefore would argue with the first objection stated above, he would simply state, based on the provisions of Sections 97 and 98, that the government is simply synonymous to the â€Å"majority† who declare among themselves that certain laws and sanctions should be imposed on the whole body of citizenry. In short, the government, to which some citizens may claim that they have no compulsory allegiance or political obligat

Childrens Social Work and its Key Issues Essay Example | Topics and Well Written Essays - 6500 words

Childrens Social Work and its Key Issues - Essay Example In relation to this, throughout this essay, I will discuss the implications this has on social worker’s best practice when working with children. I will also be discussing the possible problems that can occur when safeguarding children and examine the complex relationship between putting theory and frameworks into practice and promoting their welfare. As a result of this, I will identify relevant social work and UK legislation and policies when working with children, young people, families and their carers that need to be considered and adhered to. Abuse may consist of a single act or repeated acts. It may be physical, verbal or psychological and can be divided into main categories (Department of Health: No Secrets 2000); such as physical abuse, sexual abuse, emotional abuse, financial or material abuse, discriminatory abuse and neglect (Department of Health, No secrets 2000). Whilst the first three types can be quite easy to describe, the term â€Å"neglect† is a complex phenomenon that is difficult to define, and the lack of clarity on this subject matter has personal implications especially on the children (NSPCC, 2007). This is because it can be so wide-ranging in the description. The Department of Health: Working together to safeguard children (2010) looks at the term neglect as continuously failing to encounter the emotional and physical needs of a child, which can interrupt, change or damage a child’s physical and psychological development and the effects may last well into adulthood. Neglect involves careg ivers or parents simply not providing the basic necessities to a child, not being able to ensure appropriate medical care or treatment is given, not being able to safeguard the child from physical harm, risk and danger and finally being unresponsive to a child’s emotional needs (Howe, 2005). Research has identified that the physical abuse of children and risk factors associated with this has been influenced by other issues such as domestic abuse, parental mental health issues and drug and alcohol problems (Cleaver et al., 1999; Falkov, 1996). Assessing neglect is a substantial responsibility that should be accomplished by the social services department as children are helpless and rely on the intervention of those assigned to support them.

Customized Degree Plan Essay Example for Free

Customized Degree Plan Essay 1 Why have you chosen the elective classes in your degree plan? I attended the University of Phoenix, before I started my classes at Kaplan University. While attending the University of Phoenix, majority of my electives were pre chosen for me. I would like a career in criminal profiling or criminal investigations. My choice of elective classes will be Psychology, sociology, or criminal profiling. Although while attending the University of Phoenix, I was majoring in Business; so two of my electives were Psychology and Sociology. I need this knowledge to be as successful in interrogations or crime scene evidence. 2 What skills, and knowledge do you expect to learn from these classes? The classes I attended at the University of Phoenix gave me the basic knowledge. Psychology and Sociology gave me the insight on how to figure an individuals, mental and social behaviors. I learned that you have to get into a person’s mind, and understand how they operate in their own habitat. I plan to gain the extra knowledge of how to understand the criminal justice field and the emotional stability and social environment of the individuals I encounter with. 3 How will these individual skills and knowledge help you in your field? The skills that I learn will help me to visualize individuals and learn their social behaviors. I plan to be successful my field and help keep the crime down and the community safe, by catching the culprits who want to commit crime. The youth need guidance and the neighborhoods need a makeover for drug free and violence free community. 4 How will these electives further your career goals? The electives I choose will help me to achieve my goals and accomplishments at obtaining my degree in the criminal justice field.

An Analysis Of If Men Could Me Essay -- essays research papers

From your perspective (male or female) how valid are the speculations offered by the author of â€Å"If Men Could Menstruate† Nothing With out a woman   Ã‚  Ã‚  Ã‚  Ã‚  A hypothesis on a hyperbole is the best description one can render onto this piece by Gloria Steinem. The ideas present in the essay â€Å"If Men could menstruate† are so drastic and ridiculous, that it demands a second reading. These same ridiculous thoughts on this unique subject matter are generally quaint but for the greater part they evoke thought on the reality of society. Boarders, languages and oceans separate the planet physically; class distinctions, religion, color and gender separate it mentally. Man in all his glory cannot justify or gratify himself unless some other party recognizes a superior, therefor; it obviously becomes imperative for men to be seen by other as superiors. Based on this reasoning it is safe to imply that distinctions are a man made concepts that are used to promote his superiority be it in class, color and gender. Gloria Steinem uniquely presented a true and accurate stance on gender distinction based on the fact that any and almost every thing has been used to promote male superiority and female inferiority. The society today is not one that lends itself to the topic of a woman’s menstruation; quite frankly it is revered as taboo. A woman’s Menstruation (her period) is seen by males as an obstacle and is considered very dirty sexually. The menstrual cycle as perceived...

Past Semester Questions

CONFIDENTIAL LW/JUN 2012/LAW416 UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION COURSE COURSE CODE EXAMINATION TIME BUSINESS LAW LAW416 JUNE 2012 3 HOURS INSTRUCTIONS TO CANDIDATES 1. This question paper consists of SEVEN (7) questions. 2. Answer any FOUR (4) of the questions in the Answer Booklet. Start each answer on a new page. 3. Do not bring any material into the examination room unless permission is given by the invigilator. 4. Please check to make sure that this examination pack consists of: i) the Question Paper ii) an Answer Booklet – provided by the Faculty DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SOThis examination paper consists of 4 printed pages  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 2 LW/JUN2012/LAW416 QUESTION 1 a) Parliament of Malaysia is vested with the powers to legislate law. Explain the procedure of the law making process before any law is passed by the Parliament. (20 marks) b) With regards to sources of the Malaysian Legal System, discuss the doctrine of judicial precedent. (5 marks) QUESTION 2 a) Explain the rules in Hyde v. Wrench (1840) 49 ER 132 under the law of contract. (10 marks) b) Ahmad proposed to sell his house to Badri for RM 100,000 on 1st August 2011.It was agreed by both parties that acceptance of the proposal was to be completed on or before 25th August 2011. They also agreed to use the post as the mode of communication. Badri then sent a notice of acceptance to Ahmad through a registered post on 20th August 2011. However, the notice was only received by Ahmad on 27th August 2011. Ahmad then refused to sell the house to Badri. Badri intends to sue Ahmad for breach of contract. Advise Badri on the matter. (15 marks) QUESTION 3 With regards to the law of agency, discuss the following: a) Creation of agency by necessity. (15 marks) b) Termination of agency by operation of law 10 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 3 LW/JUN2012/LAW416 QUESTION 4 a) Ire ne went to Cantikmuka, a shop selling cosmetic products, to buy a set of blusher. The sales assistant, Janet recommended a particular type of blusher, said to be the best in the market and imported from France. Irene told Janet that she was suffering from dermatitis, a skin disease that made her skin very sensitive. Janet told Irene that the blusher was suitable for her and relying on Janet's expertise, Irene bought the blusher. Unfortunately, when Irene used it for the very first time, nasty rashes appeared on her face.Irene now intends to sue Janet and Cantikmuka. Advise Irene on the matter. (15 marks) b) Explain the remedies of a buyer when there is a breach of contract under the Sale of Goods Act 1957. (10 marks) QUESTION 5 Fazril entered into a hire purchase agreement under the Hire-Purchase Act 1967 to purchase a Honda City. Bahrin, the dealer told Fazril that the car was in good condition. Fazril then purchased the car. With respect to the provisions of the Hire-Purchase Act 1967, advise Fazril on the following matters: a) Fazril wishes to let his younger sister, Fazreen, continue with the hire-purchase agreement. 9 marks) b) Fazril wishes to shorten the duration of the hire purchase agreement. (8 marks) c) Fazril wishes to know the current financial status of the hire purchase agreement from the owner. (8 marks) QUESTION 6 Discuss the definition and characteristics of a bill of exchange under the Bills of Exchange Act 1949. (25 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 4 LW/JUN 2012/LAW416 QUESTION 7 By reference to section 16(5) of the Companies Act 1965, discuss the effects of incorporation. (25 marks) END OF QUESTION PAPER  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

The Boy in the Striped Pyjamas

The Boy In The Striped Pyjamas – John Boyne Summary Bruno is a nine years old boy, who lives with his father, mother and his twelve years old sister Gretel in Berlin during the second world war. His father is commandant for the German army. One day, when Bruno came home from school, the family’s maid Maria is packing his belongings. They move to a new home, because of his fathers’ work. Their new home’s called Out-With. Immediately when the Family arrive at Out-With, Bruno gets homesick.He misses his friends, his grandparents and especially his old home at Berlin. From a bedroom window Gretel and Bruno see many people, all in the same grey-white striped pyjamas. Out-with and the people in the pyjamas are separated by a huge fence. When Bruno asks his father who this people are, his father says they aren't really people. When Bruno walks along the fence (exploring), he sees a boy sitting on the other site of the fence. The Jewish boy is called Schmuel and h e has exactly the same age as Bruno. They become friends and Bruno visits Schmuel every day.After one year at Out-With, Bruno’s mother wants to go back to Berlin because she thinks Out-With is an unsafe place for children to grow up. Bruno doesn’t want to go back to Berlin because of Schmuel. When he went for the last time to Schmuel, Schmuel tells him his father is gone. Bruno wants to help Schmuel to search and explore for his father. He changes into the striped pyjamas. Bruno and Schmuel go into the camp. When they are exploring, suddenly they went on a march. They marched to a long room and the frond was suddenly closed. Bruno doesn’t know it is a airtight room.Nothing more was ever heard of Bruno after that. Relationships Gretel – Bruno Bruno calls his sister Gretel ‘The Hopeless Case’. She always thinks Bruno’s stupid, because he’s ‘only’ nine. Gretel is twelve years old and she thinks she’s very smart, old and wise. Bruno is a little scared of Gretel. When Gretel becomes a little older, she gets more serious and stops teasing Bruno. Schmuel – Bruno Schmuel and Bruno are very good friends. In the end of the book, Bruno calls Schmuel his best friend. Bruno goes every afternoon to the fence to talk with Schmuel. They can’t play, because the fence separate them.Their friendship is also strange, because Schmuel hates all the soldiers who live with Bruno. Bruno doesn’t know what the soldiers (and his father) do to the Jewish people. Father – Bruno Bruno doesn’t really know what his fathers’ Job is. He only know his father wears the most beautiful uniform of all the soldiers. The year after Bruno went to the airtight room, his father goes back to the place where the clothes of Bruno were found. He discovers a gap in the fence and he knows immediately what happened to Bruno. On that moment, he regretted about everything what he have done. The Boy in the Striped Pyjamas The Boy In The Striped Pyjamas – John Boyne Summary Bruno is a nine years old boy, who lives with his father, mother and his twelve years old sister Gretel in Berlin during the second world war. His father is commandant for the German army. One day, when Bruno came home from school, the family’s maid Maria is packing his belongings. They move to a new home, because of his fathers’ work. Their new home’s called Out-With. Immediately when the Family arrive at Out-With, Bruno gets homesick.He misses his friends, his grandparents and especially his old home at Berlin. From a bedroom window Gretel and Bruno see many people, all in the same grey-white striped pyjamas. Out-with and the people in the pyjamas are separated by a huge fence. When Bruno asks his father who this people are, his father says they aren't really people. When Bruno walks along the fence (exploring), he sees a boy sitting on the other site of the fence. The Jewish boy is called Schmuel and h e has exactly the same age as Bruno. They become friends and Bruno visits Schmuel every day.After one year at Out-With, Bruno’s mother wants to go back to Berlin because she thinks Out-With is an unsafe place for children to grow up. Bruno doesn’t want to go back to Berlin because of Schmuel. When he went for the last time to Schmuel, Schmuel tells him his father is gone. Bruno wants to help Schmuel to search and explore for his father. He changes into the striped pyjamas. Bruno and Schmuel go into the camp. When they are exploring, suddenly they went on a march. They marched to a long room and the frond was suddenly closed. Bruno doesn’t know it is a airtight room.Nothing more was ever heard of Bruno after that. Relationships Gretel – Bruno Bruno calls his sister Gretel ‘The Hopeless Case’. She always thinks Bruno’s stupid, because he’s ‘only’ nine. Gretel is twelve years old and she thinks she’s very smart, old and wise. Bruno is a little scared of Gretel. When Gretel becomes a little older, she gets more serious and stops teasing Bruno. Schmuel – Bruno Schmuel and Bruno are very good friends. In the end of the book, Bruno calls Schmuel his best friend. Bruno goes every afternoon to the fence to talk with Schmuel. They can’t play, because the fence separate them.Their friendship is also strange, because Schmuel hates all the soldiers who live with Bruno. Bruno doesn’t know what the soldiers (and his father) do to the Jewish people. Father – Bruno Bruno doesn’t really know what his fathers’ Job is. He only know his father wears the most beautiful uniform of all the soldiers. The year after Bruno went to the airtight room, his father goes back to the place where the clothes of Bruno were found. He discovers a gap in the fence and he knows immediately what happened to Bruno. On that moment, he regretted about everything what he have done.

Difference Between French and American Revolution Essays

Difference Between French and American Revolution Essays Difference Between French and American Revolution Essay Difference Between French and American Revolution Essay While there are quite a few striking similarities between the French and American Revolutions, there are equally as many differences. Both the French and the American Revolution stem from ideals of Enlightenment, wherein the public wanted to be free from oppressive and tyrannical rulers, and put power back into the hands of the people. The French revolution was a result of lower classes fighting to overthrow a government within their own country out of a need for welfare and financial security. The people of France were starving as taxes kept rising in order to keep aristocrats in the lap of luxury. The American Revolution started because of the need to feel justice, fairness and equality; America already had a large degree of self government. Britain treated the America’s as a territory instead of an extension of their land and their people which resulted in Americans fighting an overseas king to become and independent nation breaking away from British rule. Both the American and the French Revolution had key leaders, impacting the direction each countries Revolution would take. Both the American and the French leaders had a huge impact on how violent each war would turn out to be. American’s had Thomas Jefferson and George Washington who helped shape the country, the government, and the people in a positive and significant way; leading to an almost non violent transition. France had leaders who, although are an crucial part of history, didn’t have a constructive impact on the country or the people. Unlike the leaders of America, the leaders of France caused more destruction and harm than good. The French people looked to these leaders for help in deciding which kind of government would be most advantageous for them. Debatably, one of the most prevalent leaders of France was Maximillien Robespierre, who demanded a republic; his demands were met when the monarchy was overthrown, and King Louis XVI was executed. Maximillien Robespierre brought about was the â€Å"rein of terror† killing anyone who was in support of a monarchy or tyrannical type government, where up to as many as forty thousand people were killed by guillotine. In the French Revolution, people were fairly split on what they wanted to happen resulting in a radical change of goals throughout the war; which later led to a civil war. The American people sent a Declaration of Independence stating our intention to break away from British rule and become our own independent country. The goals of the American people remained nearly the same from start to finish. The Americans were never violent towards supporters of British monarchy, like the French were. In conclusion, The American and French Revolution were started on the same basic fundamentals such as leaders, enlightenment, and ideology. The French people looked toward America as an example of what they sought for their own country; however, because of the difference in leaders and ideals, each country’s Revolution took a fundamentally different turn, but having almost the same conclusion. In France, leaders such as Robespierre and Napoleon with their eventual dictatorship helped France rid itself of a monarchy indefinitely, leading to a democracy. In America Leaders such as George Washington and Thomas Jefferson also helped America evolve into a democratic government.

French Pronunciation of the Letter H

French Pronunciation of the Letter H The letter H is always silent in French. However, there are two different kinds of Hs: H  muet and H  aspirà ©. The type of H at the beginning of the word lets you know whether to make contractions and pronounce liaisons with that word. To find out whether the H in a particular word is muet or aspirà ©, check a good French dictionary. There will be an asterisk or some other symbol to distinguish the two kinds of Hs. French Words With H Click these links to hear the words pronounced in French:homme  Ã‚  Ã‚  (man)hockey  Ã‚  Ã‚  (hockey)haut  Ã‚  Ã‚  (high)hà ´tel  Ã‚  Ã‚  (hotel)hiver  Ã‚  Ã‚  (winter) Letter Combinations With H (Click for Detailed Lessons) CH H Muet Most French Hs are mute - that is, they are not pronounced and the word acts as if it begins with a vowel. This means that  contractions  and  liaisons  are required. For example,  le   homme  contracts to  lhomme  - you cant say  le  homme.  And  les  hommes  is pronounced with a liaison: [lay zuhm].Here are the most common French words that begin with  H  muet. For nouns, the gender is provided (in parentheses):habile  Ã‚  Ã‚  Ã‚  skillfulhabilità ©Ã‚  Ã‚  (f)  Ã‚  Ã‚  Ã‚  fitnesshabiller  Ã‚  Ã‚  Ã‚  to dresshabits  Ã‚  (m)  Ã‚  Ã‚  Ã‚  clotheshabiter  Ã‚  Ã‚  Ã‚  to live inhabitude  Ã‚  (f)  Ã‚  Ã‚  Ã‚  habithacker  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hackerHadà ¨s  Ã‚  (m)  Ã‚  Ã‚  Ã‚  Hadeshadj  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hajjhadron  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hadronhagard  Ã‚  Ã‚  Ã‚  distraughtHaà ¯ti  Ã‚  (m)  Ã‚  Ã‚  Ã‚  Haitihaleine  Ã‚  (f)  Ã‚  Ã‚  Ã‚  breathHalloween  Ã‚  (f)  Ã‚  Ã‚  Ã‚  Halloweenhalluciner  Ã ‚  Ã‚  Ã‚  to hallucinatehalo-  Ã‚  (prefix)harmonica  Ã‚  (m)  Ã‚  Ã‚  Ã‚  harmonicaharmonie  Ã‚  (f)  Ã‚  Ã‚  Ã‚  harmonyharpagon  Ã‚  (m)  Ã‚  Ã‚  Ã‚  skinflint, ScroogeHawaà ¯Ã‚  Ã‚  (m)  Ã‚  Ã‚  Ã‚  Hawaiihebdomadaire  Ã‚  Ã‚  Ã‚  weeklyhà ©bergement  Ã‚  (m)  Ã‚  Ã‚  Ã‚  lodginghà ©berger  Ã‚  Ã‚  Ã‚  to househà ©bà ©ter  Ã‚  Ã‚  Ã‚  to daze, stupefyhà ©breu  Ã‚  (m)  Ã‚  Ã‚  Ã‚  Hebrewhectare  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hectarehectique  Ã‚  Ã‚  Ã‚  hectichà ©donisme  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hedonismhà ©gà ©monie  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hegemonyhà ©licoptà ¨re  Ã‚  (m)  Ã‚  Ã‚  Ã‚  helicopterhà ©lium  Ã‚  Ã‚  Ã‚  heliumhà ©lix  Ã‚  Ã‚  Ã‚  helixHelsinki  Ã‚  Ã‚  Ã‚  Helsinkihà ©matome  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hematomahà ©misphà ¨re  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hemispherehà ©mophile  Ã‚  Ã‚  Ã‚  hemophiliachà ©morragie  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hemorrhagehà ©morroà ¯de  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hemorrhoidhà ©patite   Ã‚  (f)  Ã‚  Ã‚  Ã‚  hepatitisherbage  Ã‚  (m)  Ã‚  Ã‚  Ã‚  pastureherbe  Ã‚  (f)  Ã‚  Ã‚  Ã‚  grasshà ©rà ©dità ©Ã‚  Ã‚  (f)  Ã‚  Ã‚  Ã‚  heredityhà ©riter  Ã‚  Ã‚  Ã‚  to inherithà ©roà ¯ne  Ã‚  (f)  Ã‚  Ã‚  Ã‚  heroin,  heroineherpà ¨s  Ã‚  (m)  Ã‚  Ã‚  Ã‚  herpeshà ©siter  Ã‚  Ã‚  Ã‚  to hesitatehà ©tà ©rosexuel  Ã‚  Ã‚  Ã‚  heterosexuelheure  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hourheureux  Ã‚  Ã‚  Ã‚  happyhexagone  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hexagonhiberner  Ã‚  Ã‚  Ã‚  hibernatehibiscus  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hibiscushier  Ã‚  Ã‚  Ã‚  yesterdayhilare  Ã‚  Ã‚  Ã‚  beamingHimalaya  Ã‚  (m)  Ã‚  Ã‚  Ã‚  the Himalayashindou  Ã‚  Ã‚  Ã‚  Hinduhip-hop  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hip-hophippodrome  Ã‚  (m)  Ã‚  Ã‚  Ã‚  racetrackhippopotame  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hippopotamushirondelle  Ã‚  (f)  Ã‚  Ã‚  Ã‚  swallowhirsute  Ã‚  Ã‚  Ã‚  hairy, shaggyhistoire  Ã‚  (f)  Ã‚  Ã‚  Ã‚  story, historyhiver  Ã‚  (m)  Ã‚  Ã‚  Ã‚  winterholo-  Ã‚  (prefix)hologramme  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hologramhomà ©opathie  Ã‚  (f)  Ã‚  Ã‚  Ã‚  homeopathyhomicide  Ã‚  (m)  Ã‚  Ã‚  Ã‚  homicidehommage  Ã‚  (m)  Ã‚  Ã‚  Ã‚  tributehomme  Ã‚  (m)  Ã‚  Ã‚  Ã‚  manhomo-  Ã‚  (prefix)honnà ªte  Ã‚  Ã‚  Ã‚  honesthonneur  Ã‚  (m)  Ã‚  Ã‚  Ã‚  honorhonorer  Ã‚  Ã‚  Ã‚  to honorhà ´pital  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hospitalhoraire  Ã‚  (m)  Ã‚  Ã‚  Ã‚  schedule, timetablehorizon  Ã‚  (m)  Ã‚  Ã‚  Ã‚  horizonhorloge  Ã‚  (f)  Ã‚  Ã‚  Ã‚  clockhormone  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hormonehoroscope  Ã‚  (m)  Ã‚  Ã‚  Ã‚  horoscopehorreur  Ã‚  (f)  Ã‚  Ã‚  Ã‚  horrorhorrible  Ã‚  Ã‚  Ã‚  horriblehorrifier  Ã‚  Ã‚  Ã‚  to horrifyhorticulture  Ã‚  (f)  Ã‚  Ã‚  Ã‚  horticulturehospitalità ©Ã‚  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hospitalityhostile  Ã‚  Ã‚  Ã‚  hostilehà ´te  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hosthuile  Ã‚  (f)  Ã‚  Ã‚  Ã‚  oilhuà ®tre  Ã‚  (f)  Ã‚  Ã‚  Ã‚  oysterhumain  Ã‚  (m)  Ã‚  Ã‚  Ã‚  humanhumble  Ã‚  Ã‚  Ã‚  humblehumeur  Ã‚  (f)  Ã‚  Ã‚  Ã‚  moodhumide  Ã‚  Ã‚  Ã‚  humidhyacinthe  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hyacinthhybride  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hybridhydr-  Ã‚  (prefix)hydraulique  Ã‚  Ã‚  Ã‚  hydraulichydrogà ¨ne  Ã‚  (m)  Ã‚  Ã‚  Ã‚  hydrogenhygià ¨ne  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hygienehyper-  Ã‚  (prefix)hypo-  Ã‚  (prefix)hystà ©rie  Ã‚  (f)  Ã‚  Ã‚  Ã‚  hysteria H Aspirà © Hs in French words borrowed from other languages are usually aspirate. Though the  H aspirà ©Ã‚  is not pronounced, it acts like a consonant; that is,  contractions  are not permitted with it and  liaisons  are not made in front of it. For example,  le hockey  does not contract to  lhockey  but remains  le hockey. And  les  hà ©ros  (the heroes) is pronounced [lay ay ro]. If you were to pronounce this with a liaison, [lay  zay  ro], you would be saying  les  zà ©ros  (the zeros).Here are the most  common French words  that begin with  H aspirà ©.hà ¢bleur  Ã‚  Ã‚  Ã‚  boasterla  hache  Ã‚  Ã‚  Ã‚  axehacher  Ã‚  Ã‚  Ã‚  to chople  hachisch  Ã‚  Ã‚  Ã‚  hashishle haddock  Ã‚  Ã‚  Ã‚  haddockla  haie  Ã‚  Ã‚  Ã‚  hedgele haà ¯ku  Ã‚  Ã‚  Ã‚  haikule  haillon  Ã‚  Ã‚  Ã‚  ragla  haine  Ã‚  Ã‚  Ã‚  hatredhaà ¯r  Ã‚  Ã‚  Ã‚  to hatehaà ¯ssable  Ã‚  Ã‚  Ã‚  detestablehalal  Ã‚  Ã‚  Ã‚  halalle hà ¢le  Ã ‚  Ã‚  Ã‚  suntanhaleter  Ã‚  Ã‚  Ã‚  to pantle hall  Ã‚  Ã‚  Ã‚  hallla  halle  Ã‚  Ã‚  Ã‚  marketle hallier  Ã‚  Ã‚  Ã‚  thicket, brushle halo  Ã‚  Ã‚  Ã‚  halola  halte  Ã‚  Ã‚  Ã‚  breakle  hamac  Ã‚  Ã‚  Ã‚  hammockle hamburger  Ã‚  Ã‚  Ã‚  hamburgerle  hameau  Ã‚  Ã‚  Ã‚  hamletle hammam  Ã‚  Ã‚  Ã‚  hammamla  hampe  Ã‚  Ã‚  Ã‚  polele hamster  Ã‚  Ã‚  Ã‚  hamsterla  hanche  Ã‚  Ã‚  Ã‚  hiple hand-ball  Ã‚  Ã‚  Ã‚  handballle handicap  Ã‚  Ã‚  Ã‚  handicaple hangar  Ã‚  Ã‚  Ã‚  shedhanter  Ã‚  Ã‚  Ã‚  to haunthapper  Ã‚  Ã‚  Ã‚  to snatch, grabharangue  Ã‚  Ã‚  Ã‚  harangueharasser  Ã‚  Ã‚  Ã‚  to exhaustharceler  Ã‚  Ã‚  Ã‚  to harassla  harde  Ã‚  Ã‚  Ã‚  herdharder  Ã‚  Ã‚  Ã‚  to leashhardi  Ã‚  Ã‚  Ã‚  daringle  hareng  Ã‚  Ã‚  Ã‚  herringla  hargne  Ã‚  Ã‚  Ã‚  spiteful angerle haricot  Ã‚  Ã‚  Ã‚  beanharnacher  Ã‚  Ã‚  Ã‚  to harnessle  harpail  Ã‚  Ã‚  Ã‚  herdla  harpe  Ã‚  Ã‚  Ã‚  harp le  harpon  Ã‚  Ã‚  Ã‚  harpoonle  hasard  Ã‚  Ã‚  Ã‚  luck, chancela hà ¢te  Ã‚  Ã‚  Ã‚  hastehà ¢ter  Ã‚  Ã‚  Ã‚  to hastenhaut  Ã‚  Ã‚  Ã‚  highla hauteur  Ã‚  Ã‚  Ã‚  heightle  havre  Ã‚  Ã‚  Ã‚  havenhercher  Ã‚  Ã‚  Ã‚  to haulle hà ¨re  Ã‚  Ã‚  Ã‚  wretch,  young  stagle hà ©risson  Ã‚  Ã‚  Ã‚  hedgehogla  hernie  Ã‚  Ã‚  Ã‚  herniale hà ©ron  Ã‚  Ã‚  Ã‚  heronle hà ©ros  Ã‚  Ã‚  Ã‚  herola herse  Ã‚  Ã‚  Ã‚  hearse, harrowle hà ªtre  Ã‚  Ã‚  Ã‚  beech treeheurter  Ã‚  Ã‚  Ã‚  to strikele hiatus  Ã‚  Ã‚  Ã‚  hiatusle  hibou  Ã‚  Ã‚  Ã‚  owlle hic  Ã‚  Ã‚  Ã‚  snagle hickory  Ã‚  Ã‚  Ã‚  hickoryhideux  Ã‚  Ã‚  Ã‚  hideousla hià ©rarchie  Ã‚  Ã‚  Ã‚  hierarchyle hià ©roglyphe  Ã‚  Ã‚  Ã‚  hieroglyphehippie  Ã‚  Ã‚  Ã‚  hippiehisser  Ã‚  Ã‚  Ã‚  to hoist, heave, haulle hobby  Ã‚  Ã‚  Ã‚  hobbyhocher  Ã‚  Ã‚  Ã‚  to nodle hockey  Ã‚  Ã‚  Ã‚  hockeyla Hollande  Ã‚  Ã‚  Ã‚  Hollandle  homard  Ã‚  Ã ‚  Ã‚  lobsterHong-Kong  Ã‚  Ã‚  Ã‚  Hong Kongla Hongrie  Ã‚  Ã‚  Ã‚  Hungaryla  honte  Ã‚  Ã‚  Ã‚  shamele  hoquet  Ã‚  Ã‚  Ã‚  hiccuphors  Ã‚  Ã‚  Ã‚  outsidela  houe  Ã‚  Ã‚  Ã‚  hoela  houille  Ã‚  Ã‚  Ã‚  coalla  houle  Ã‚  Ã‚  Ã‚  swellhouleux  Ã‚  Ã‚  Ã‚  stormyle hooligan  Ã‚  Ã‚  Ã‚  hooliganla  houppe  Ã‚  Ã‚  Ã‚  tufthouspiller  Ã‚  Ã‚  Ã‚  to scoldla  housse  Ã‚  Ã‚  Ã‚  coverhousser  Ã‚  Ã‚  Ã‚  to coverle  houx  Ã‚  Ã‚  Ã‚  hollyle  hublot  Ã‚  Ã‚  Ã‚  portholela  huche  Ã‚  Ã‚  Ã‚  chest, trunkhuer  Ã‚  Ã‚  Ã‚  to boole  huguenot  Ã‚  Ã‚  Ã‚  Huguenothuit  Ã‚  Ã‚  Ã‚  eighthululer  Ã‚  Ã‚  Ã‚  to hoothumer  Ã‚  Ã‚  Ã‚  to smellhurler  Ã‚  Ã‚  Ã‚  to shriek

Marcel Duchamp Essay Example | Topics and Well Written Essays - 1750 words

Marcel Duchamp - Essay Example The paper "Marcel Duchamp" focuses on the important figure in the art, Marcel Duchamp. Particular to that was the avant-garde movement known as the Dadaists and the Surrealists: "the mission of the early 20th Century avant-garde thus consisted in undermining the idea of art's 'autonomy' in favour of a new merging of art into what he calls the 'praxis of life'." The work being examined in the following, falls within the genre of this movement, and thus, one of the running themes explored throughout this discussion, will address how L.H.O.O.Q. can be understood as an expression of the avant-garde of his age, and how this fits within the agenda of the Dadaists. In introductory terms, Dadaism is a movement that sought to deconstruct the relationship of art to the power structures that financed it, so to speak. By challenging the power relations surrounding the work of art, the further agenda of exposing the essentially "bourgeoisie" values are likewise a theme that is incorporated into t he actual pieces or works of art themselves. In 1915, Marcel Duchamp moved to New York City from Paris. In Duchamp's own words, he was not moving to New York so much as he was fleeing the art community in Paris which he believed was burdened by the history and traditions of European art. As he states: â€Å"If only America would realize that the art of Europe is finished – dead – and that America is the country of the art of the future. Look at the skyscrapers! Has Europe anything to show more beautiful than these? New York is a work of art, a complete work of art . . . And I believe that the idea of demolishing old buildings, old souvenirs, is fine . . . The dead should not be permitted to be so much stronger than the living. We must learn to forget the past, to live our own lives in our own time.† [Kalaidjian, Ed., 2005, 195]. In terms of the back drop of rejecting history or the tradition of art, the work in question eventually came to be known as a 'ready-ma de'. That is, a found object which has been altered or modified in a way, and then presented as a work of art. The work in question [APPENDIX A] is a reproduction of Leonardo Da Vinci's Mona Lisa, which is arguably, the most famous work that is housed in the Louvre in Paris. As far as the modifications go with this particular work, Duchamp has merely added a mustache and titled the work with the initials L.H.O.O.Q.. This title is supposed to be a pun or a play on the French: â€Å"Elle a chaud au cul" and as translated into English, the phrase means "She has a hot ass" [Seigel, 1995, 119] . There is an interesting controversy about the work, that it is germane to the very meaning of the work itself. One of the important aspects of a work like this, is the very capacity for it to be photographed and reproduced. Indeed, the technique involved with the work in the first sense involves photography insofar as the image itself is initially a photograph of the Mona Lisa: "photography was crucial in disseminating Duchamp" [Hopkins, 2004, p. 46]. The contemporary twist on the controversy occurred in 2006 when the art critic and editor of Art in America, had to issue an apology for misunderstanding the authenticity and provenance of a reproduction of Duchamp's famous work: â€Å"I was wrong in 'Dada Lives' to claim that Francis Picabia's bungled 1920 reproduction

Hiring Women as a Basketball Coach Assignment Example | Topics and Well Written Essays - 500 words - 10

Hiring Women as a Basketball Coach - Assignment Example Therefore, if the best candidate is a man, the coaching position will be filled by a man and if the best candidate is a woman, the women basketball coaching position will be filled by a woman. However, when a man and a woman have the same skills, experience and are the most qualified candidates for the coaching position, a woman will be chosen. This will be aimed at ensuring a minority is hired and to ensure finesse and skill is maintained, as is the case in a women team. I will only make the decision to hire a woman if they have better skill than men do and I would rather hire a man than hire a woman who has fewer skills. The decision to hire the best person whether he is a woman or a man may be politically incorrect but hiring a second-best woman will be a disservice to the women basketball team. The position of women’s basketball coach will, therefore, be open to anyone who provest have more skill, ability, and experience to give the best and ensure the skills of the girls are improved and that they are able to compete at the highest level and win trophies for Awesome University. I have all intention to ensure that the salary and other compensation packages of a coach hired to train the women basketball team are equal. The intention is to ensure that the coach hired to train the women’s basketball team is that the person hired has the same skill, responsibility, and effort as that of the men’s basketball team (Morris, April 27, 2008). With this similarity in the performance and skills, it would be unethical to pay the person less amount to that of the male basketball counterpart. Therefore, the intention is to pay a similar amount to the person selected to train the women basketball team with the consideration of similarity in skills, responsibility, and performance. The other reason for the pay to equal that of the male counterparts is to ensure compliance with Equality Pay Act where there is a requirement for payment of employees the same amount regardless of gender when they perform at the same level, take the same responsibilities, use the s ame skills, and performance at similar conditions.  Ã‚