Friday, November 15, 2019
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      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...
Tuesday, November 12, 2019
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
Sunday, November 10, 2019
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.
Friday, November 8, 2019
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.
Tuesday, November 5, 2019
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   (man)hockey   (hockey)haut   (high)hà ´tel   (hotel)hiver   (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    skillfulhabilità ©Ã‚  (f)    fitnesshabiller    to dresshabits  (m)    clotheshabiter    to live inhabitude  (f)    habithacker  (m)    hackerHadà ¨s  (m)    Hadeshadj  (m)    hajjhadron  (m)    hadronhagard    distraughtHaà ¯ti  (m)    Haitihaleine  (f)    breathHalloween  (f)    HalloweenhallucinerÂ à ‚   to hallucinatehalo-  (prefix)harmonica  (m)    harmonicaharmonie  (f)    harmonyharpagon  (m)    skinflint, ScroogeHawaà ¯Ã‚  (m)    Hawaiihebdomadaire    weeklyhà ©bergement  (m)    lodginghà ©berger    to househà ©bà ©ter    to daze, stupefyhà ©breu  (m)    Hebrewhectare  (m)    hectarehectique    hectichà ©donisme  (m)    hedonismhà ©gà ©monie  (f)    hegemonyhà ©licoptà ¨re  (m)    helicopterhà ©lium    heliumhà ©lix    helixHelsinki    Helsinkihà ©matome  (m)    hematomahà ©misphà ¨re  (m)    hemispherehà ©mophile    hemophiliachà ©morragie  (f)    hemorrhagehà ©morroà ¯de  (f)    hemorrhoidhà ©patite   (f)    hepatitisherbage  (m)    pastureherbe  (f)    grasshà ©rà ©dità ©Ã‚  (f)    heredityhà ©riter    to inherithà ©roà ¯ne  (f)    heroin, heroineherpà ¨s  (m)    herpeshà ©siter    to hesitatehà ©tà ©rosexuel    heterosexuelheure  (f)    hourheureux    happyhexagone  (m)    hexagonhiberner    hibernatehibiscus  (m)    hibiscushier    yesterdayhilare    beamingHimalaya  (m)    the Himalayashindou    Hinduhip-hop  (m)    hip-hophippodrome  (m)    racetrackhippopotame  (m)    hippopotamushirondelle  (f)    swallowhirsute    hairy, shaggyhistoire  (f)    story, historyhiver  (m)    winterholo-  (prefix)hologramme  (m)    hologramhomà ©opathie  (f)    homeopathyhomicide  (m)    homicidehommage  (m)    tributehomme  (m)    manhomo-  (prefix)honnà ªte    honesthonneur  (m)    honorhonorer    to honorhà ´pital  (m)    hospitalhoraire  (m)    schedule, timetablehorizon  (m)    horizonhorloge  (f)    clockhormone  (f)    hormonehoroscope  (m)    horoscopehorreur  (f)    horrorhorrible    horriblehorrifier    to horrifyhorticulture  (f)    horticulturehospitalità ©Ã‚  (f)    hospitalityhostile    hostilehà ´te  (m)    hosthuile  (f)    oilhuà ®tre  (f)    oysterhumain  (m)    humanhumble    humblehumeur  (f)    moodhumide    humidhyacinthe  (f)    hyacinthhybride  (m)    hybridhydr-  (prefix)hydraulique    hydraulichydrogà ¨ne  (m)    hydrogenhygià ¨ne  (f)    hygienehyper-  (prefix)hypo-  (prefix)hystà ©rie  (f)    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    boasterla hache    axehacher    to chople hachisch    hashishle haddock    haddockla haie    hedgele haà ¯ku    haikule haillon    ragla haine    hatredhaà ¯r    to hatehaà ¯ssable    detestablehalal    halalle hà ¢leÂ à ‚   suntanhaleter    to pantle hall    hallla halle    marketle hallier    thicket, brushle halo    halola halte    breakle hamac    hammockle hamburger    hamburgerle hameau    hamletle hammam    hammamla hampe    polele hamster    hamsterla hanche    hiple hand-ball    handballle handicap    handicaple hangar    shedhanter    to haunthapper    to snatch, grabharangue    harangueharasser    to exhaustharceler    to harassla harde    herdharder    to leashhardi    daringle hareng    herringla hargne    spiteful angerle haricot    beanharnacher    to harnessle harpail    herdla harpe    harp le harpon    harpoonle hasard    luck, chancela hà ¢te    hastehà ¢ter    to hastenhaut    highla hauteur    heightle havre    havenhercher    to haulle hà ¨re    wretch, young stagle hà ©risson    hedgehogla hernie    herniale hà ©ron    heronle hà ©ros    herola herse    hearse, harrowle hà ªtre    beech treeheurter    to strikele hiatus    hiatusle hibou    owlle hic    snagle hickory    hickoryhideux    hideousla hià ©rarchie    hierarchyle hià ©roglyphe    hieroglyphehippie    hippiehisser    to hoist, heave, haulle hobby    hobbyhocher    to nodle hockey    hockeyla Hollande    Hollandle homardÂ Â à ‚  lobsterHong-Kong    Hong Kongla Hongrie    Hungaryla honte    shamele hoquet    hiccuphors    outsidela houe    hoela houille    coalla houle    swellhouleux    stormyle hooligan    hooliganla houppe    tufthouspiller    to scoldla housse    coverhousser    to coverle houx    hollyle hublot    portholela huche    chest, trunkhuer    to boole huguenot    Huguenothuit    eighthululer    to hoothumer    to smellhurler    to shriek
Sunday, November 3, 2019
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
Friday, November 1, 2019
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. Â
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