Reading response Essay Example | Topics and Well Written Essays - 250 words - 39

Reading response - Essay Example Bridal understands that respect is invaluable and someone who wants to succeed must accept the consequences of disrespect. She tells Fragrance, â€Å"A tutor for a day is a father for a lifetime† (Mair 226). This shows how much she believes and respects Ch’en. It is not always wrong to question authority or do things differently. Bridal presents to Ch’en a set of stationery that Ch’en had never seen and a portrait with weeping eyes (Mair 225). When Ch’en dismisses them, Bridal accepts it and uses what Ch’en approves. As a result of following her tutor’s instructions, she become so good at writing that Ch’en admitted that he had never seen such good writing. I personally believe that taking corrections positively is one way of progressing in life. This scene thus corresponds with my belief. The schoolroom scene is very entertaining. There is adequate use of stylistic devices such as rhyme that give it a poetic feel (Mair 223). In addition, it emphasizes the need for mutual a working relationship between people in authority and those under them, based on trust and

Analysis OF D2 Essay Example | Topics and Well Written Essays - 3000 words

Analysis OF D2 - Essay Example Therefore, it is necessary that the change to be implemented must be congruent with the complexity, dynamism and uniqueness of the organization. The rapidity of change which is taking place in economic, social and political environments is having a strong impact on the individuals as well as the organizations. Although change is s constant process, the velocity and promptness have always differed. As a result of the changes in the external environments, organizations are forced to make various changes in their system of operation. Thus, we find a number of companies undergoing strategic changes in order to cope with the prevailing challenges. A strategic change is defined as change process where a company restructures its marketing or business plan on a broader context. The principal intention for making strategic changes is to satisfy organizational goals and harmonize the organizational activities with the external business environment. However, strategic change does not always mea n alteration in the entire business plans; sometime it also refers to small scale changes. According to Chen et al. (2013) organizational change management is a crucial activity of the organizations. Jones (2004) stated that organization mainly changes for two reasons. One of reason can be the response to the changing external environment and another reason can be the reaction of the company to a particular crisis situation. Haveman, Russo & Meyer (2001) states that organizational change also becomes evident when companies undergone a shift or change in executive power. According to several studies, there are numerous causes for an organization to embrace change within the internal environment. One of the major causes is the implementation of new technology. In this fast moving and cut throat competitive environment, organizations have no options, but to remain at par with the competitors. In order to achieve it, companies often make technological developments improve organizationâ €™s capabilities and enhance the efficiency of operation. Some of the other common reasons for embracing change are satisfying the dynamic needs of the consumers, to support the economy and also to grab growth opportunities (Corneliusassoc, n.d.). According to Anderson (2012), organizations undergo different type of changes and the most common ones are development change, transitional change and transformational change. However, it depends on the situation and need of the organization. Although change is a necessary process for the purpose of growth and development, but companies often face difficulties in implementing those intended changes. One of the biggest obstacles to the implementation of change within organization is the resistance of employees. Employees have a belief that with new system, their existing state may get disrupted and can destabilize their position in the organization. Moreover, if also leads to dissatisfaction of the employees and can seriously impede org anization’s growth. Figure 1 The present study seeks to investigate the problem of change management in D2, the auto-components manufacturer. The case sheds light on the fact that the company is currently facing a large number of issues pertaining to the cost of operation. The economic downturn further worsened the scenario and the company struggled to survive in the market place. The company therefore focused on the formulation of new strategies which is to achieve economies of scale. However,

Imparting or acquiring general knowledge

Imparting or acquiring general knowledge The supposed purpose of education, as marketed by the education industry, is career advancement, higher pay, and empowering a college graduates job search. [However, this should be considered only as] the current personal importance of education (BFuniv.com, 2010, para. 2) and the result of being educated for the selfish benefits of the individual instead of the society instead of being the purpose of education. The purpose of education, or of being educated, is more than that. In the past, the purpose of education is to pass on social, cultural and moral values, traditions and religions, and skills to the next generation (Kendall, D., Murray, J. Linden, R., 2004) to ensure the survival of the culture and future generation. Today, education is still widely viewed as a mean to impart knowledge and skills, and to help people develop the ability to make the correct choices and decisions. However, as stated in Confucianism, in order to be truly educated, one must first and foremost be able to learn extensively, enquire accurately, reflect carefully, distinguish clearly and last but not less, practice earnestly (Yao, 2001, p. 212). From this, the purpose of the education can easily be concluded as to create morally upright, knowledgeable, analytical and action-initiative citizens and leaders who are able to contribute to the different aspects social, economical and political of a society. The first aspect of the purpose of education is to instill knowledge in the learners. There are two different kinds of knowledge, the scientific knowledge and the history and cultural knowledge. Scientific knowledge consists of facts and information that are acquired through long tedious process of testing and reviewing before it is accepted and acknowledged by the society (BusinessDictionary.com). History and cultural knowledge, on the other hand, are records of past events and ideas that are gained from past experiences (Hoerr, 2007, para. 1). One can only be considered as knowledgeable when one has the combined understanding and awareness of both scientific and history and cultural knowledge. However, equipped with only knowledge, it is not enough for an individual, even only as a follower, to contribute much to the society. Equipped with knowledge, the next aspect of the purpose of education is to nurture these knowledgeable individual to be analytical people. Education does not desire the production of a generation of people whose brain are so packed with only knowledge and the sole ability to memorize and regurgitate facts. With the ability to analyze every piece of knowledge gained from books or experiences and learn from it, one need not have fear when faced with problems and challenges in life as they can be overcome through careful analysis, followed by suitable applications of knowledge and skills. Individuals who are successfully equipped with these two aspects of the purpose of education will be able to think out of the box and contribute to the society economically or even politically. With the rise of countries like China and India who have an abundance of cheap labour, Singapore can no longer compete effectively in the labour-intensive manufacturing market. As quoted by Alvin Toffler (1990), The most important economic development of our lifetime has been the rise of a new system for creating wealth, based on longer on muscle but on mind. (p. 9). To ensure its survival, Singapore shifted its focus to working towards a knowledge-based society which calls for creative and critical thinking skills. The change from a labour-intensive industry to a service-driven market affects the demand for education, the uses put to education, and the demands made on education for tailoring the workforce to those demands. (Riddell, 1996, p. 1363). In other words, this change calls for more independent learning, creativity and innovations. Hence, the Teach Less, Learn More1 scheme (TLLM) that is started in 2006 under the Thinking School, Learning Nation2 (TSLN) vision is implemented in the Singapore education system to fulfill the first two aspects of the purpose of education. Teach Less, Learn More is about teaching better to engage the learners and prepare them for life, rather than teaching more for tests and examinations (MOE). It builds on the foundation laid in place under the TSLN vision and the spirit of Innovation and Enterprise3 (IE). The relationship between TSLN, IE and TLLM can be seen in the Figure 1 (taken from MOE website) below. Figure 1: Chart showing the relationship between TSLN, IE and TLLM Figure 1: Chart showing the relationship between TSLN, IE and TLLM TLLM aims to help learners broadened their scope of knowledge, other than the ones needed to score well in tests and examinations, and also encourage learners to be analytical as it is no longer about memorizing and regurgitating facts and data. While IE also encourages learners to be analytic, its main aim is to promote the willingness to try new and untested routes without fear of failure and produces leaders who are prepared to be flexible, to multitask, to take responsibility and to inspire teams and organizations to take leaps of innovation (MOE). As quoted by Riddell, he believes that the most important skill that education can inculcate in the learner is flexibility (1996). This leads to the third aspects of the purpose of education which is to cultivate leadership, initiative and flexibility in the individual. This is to ensure that there will always be a group of leaders that is willing to take the first step out and lead the rest of the society towards success in the uncertain future by being flexible and open to new untested ideas when travelling the road to victory. These three aspects of the purpose of education will of course have several implications on the teachers and students in Singapore. Teachers have to be innovative in teaching so as to make sure that learning was meaningful and enjoyable to the students (Ho, 2009) and effectively encourage self-directed learning in all students. This means that there should be less dependence on drill, practice and rote learning (MOE). Thus, the role of a teacher should be that of a mentor, facilitator and model instead of being someone who only do teacher talk and lecturing (MOE). Teachers are also required to be prepared in curriculum development, research and pedagogical skills by attending workshops on curriculum development and various pedagogies, and with the establishment of the Research Activist Scheme, teachers can learn more on research methodologies (Ho, 2009). All these preparation and learning is to ensure that teachers are able to recognize and cater better to students unique and differi ng learning needs. For the students, they will no longer to be spoon-fed by the teachers. This calls for self-directed and self-motivated learning which is in tune with the Desired Outcomes of Education. Students now have to take up the mantle of being a self-directed learner who takes responsibility for his own learning, who questions, reflects and perseveres in the pursuit of learning (MOE) and an active contributor who is able to work effectively in teams, exercises initiative, takes calculated risks, is innovative and strives for excellence (MOE). Furthermore, as syllabuses will be trimmed, students will have more time and energy to focus on core knowledge and skills (MOE) or even to widen their scope of knowledge. Students will also be required to know how to apply their knowledge to solve or overcome the problems and challenges presented to them. Merely memorizing and regurgitating knowledge will not be enough to score well. An example of this Problem-Based Learning will be the Project Work4 intr oduced into the Junior College syllabus to encourage knowledge analysis and applications. The above three aspects of education may successfully mold a generation of globally competitive citizens much sought after by the global market but it does not automatically ensure that these capable people would not use their intelligence to create trouble for the society or even just abandon their homeland to pursuit a high-flying career. As Teo said, Of what use is the education system if it produces smart crooks or selfish individualists who feel no obligation to society, or loyalty to nation? Education must imbue the next generation with the right value system. Through values education, we must develop future citizens with upright character who can contribute to their community. We must also inculcate in our young a deep sense of bonding to the nation, so that they will be prepared to stay and fight in times of adversity. (1998). This leads us to the last and most important aspect of the purpose of education which is to create morally upright individuals that is devoted to serving and contributing to their country. As values are a set of social norms that guides the actions of an individual and the society, values education is thus used as a mean to instill a sense of morality in the learners. Values à ¢Ã¢â€š ¬Ã‚ ¦ are either innate or acquired. Innate values are [the] inborn divine virtues such as love, peace, happiness, mercy and compassion as well as the positive moral qualities such as respect, humility, tolerance, responsibility, cooperation, honesty and simplicity. Acquired values are those external values adopted at [ones] place of birth or place of growth and are influenced by the à ¢Ã¢â€š ¬Ã‚ ¦ environment. (Reddy). Hence, values education consists of character education, which builds on the innate values, and the national education, which can be considered as a part of the acquired values as it is influenced by the government of the country. Character education ensures that the individual will abide by the law and protect the peace and harmony of the society through social and emotional learning, moral reasoning/cognitive development, life skills education, health education; violence prevention, critical thinking, ethical reasoning, and conflict resolution and mediation (Lickona, 1998). The well-being of the society and the health and benefits of the other individuals will be made certain. National education seeks to inculcate national loyalty and a sense of belongingness in the learners. This is vital in the economic and social development of a society as the survival of a country depends heavily on the contributions of its citizens be it working to keep ones country ahead of others in the global market or being the next educator to the future generations. In Singapore context, values education takes the form of the curriculum subject Civics and Moral Education5 (CME), National Education6 (NE) initiatives (2008) and Social Studies7. Especially at the edge of the 21st century and with the spread of globalization, students are more likely to exhibits traits like materialism and unhealthy consumerism which may have severe economic repercussions in the future for a resource-limited small country like Singapore (2008). The job of the teacher in this case would be to instill a sense of thriftiness in these students and at the same time. During these lessons, instead of merely preaching about good governance, teachers should allow the students to identify the pros and cons of certain policies like the implementation of the Central Provident Fund7 (CPF) or the Electronic Road Pricing8 (ERP) and get them to see the need for these policies in the perspective of the government so as to [foster] social cohesion and rootedness to Singapore. Moreove r, instead of merely droning on and on about the moral issues and values that arises in Singapores society, teachers can attempt to interest the students by getting them to think critically about these issues and draw up possible solutions. To successfully engage students in values education, teachers themselves should play an active role in imparting the values to the students and not use the NE or CME classroom period[s] à ¢Ã¢â€š ¬Ã‚ ¦ for revision of other academic subjects (2008). Students should not study Social Studies for the sake of scoring well in the compulsory and examinable subject. Values should be learn and taken away to be applied in the later part of their life when they step into the society of virtues and vices. In conclusion, in order for a country or society to flourish, it is crucial that the educational policies implemented by the country leaders must be in line with the purpose of education. This is especially significant when a nation wants to prepare and equip its citizens with the necessary tools to combat the challenges of globalization. Education in the 21st century will be flexible, creative, challenging, and complex as it addresses the many issues that will arise from the rapid evolution of the world (21st Century Schools, 2008, para. 3) but there should also be a greater emphasis of values education so as to counteract any undesirable traits that are bound to show up in the whirlwind of seemingly impossible changes. The future of Singapore rests in the hands of its future citizens; hence the education of todays youth must not be taken lightly.

My favourite and least favourite characters from The Canterbury Tales :: English Literature

My favourite and least favourite characters from The Canterbury Tales My favourite character from Chaucer's Canterbury Tales is the Reeve. The Reeve comes across as a 'shady' or 'dark' character who's intentions are not fully recognised even when his prologue is finished. We don't get too much about his background but a lot on his appearance and the way he works. We already know that he is the farm bailiff. His appearance already gave a gripping edge to his personality, "His berd was shave as ny as ever he kan; "His beard was shaved as close as could His heer was by his eris ful round shorn; His hair was cut round his ears His top was dokked lyk a preest biforn. The top of his head was like a priest Ful longe wre his legges and ful lene," He had very long and skinny legs" His appearance gives the impression of an almost 'evil' looking character, with skinny, no calf legs and the phrase.. "His berd was shave as ny as ever he kan" gave the impression that he had a 'rugged' look to his face, a rough look which gives the impression that the others on the pilgramge might have looked up to him not in a role model way but rather a respectful and weary one. But then again he is given a holy like look as the top of his head is cut short like a priest giving the Reeve a holy look, which gives a clash of two worlds, the holy and the dark rugged side of life, but from examples from "The Summoner" and "The Monk", the chuchmen of the time were not see as very respectful men either and some could say the dark world was the world of the holy. This rugged, dark and ominous look is one of the things that makes me admire the Reeve, it is as if he is hiding his own real feelings, opinions on life within himself and that his face, this rough face is a mask hiding those feelings inside of him. It is as if you need to crack him to find more from him and his face gives no answers aiding to that. He also has a very clever and cunning nature which I admire in The Reeve. "Wel koude he kepe a gerner and a binne; Ther was noon auditour koude on him winne." "He could keep a granary and a cornbin well; No auditor could catch him out." This shows that the reeve had a cunning edge, clever at his job and also very stable in his job and with money as no accountant could ever

Walker: White People and Well-educated Black Man

A well-educated black man, with dreams of making it in the world, is What Jerald Walker was determined to do. Walker had grown up in a community where opinions about â€Å"whites† were shared by everyone. Whites discriminated against black people and anything that was believed as bad by black people, was blamed on the white people. In order to succeed, Walker would have to â€Å"Be† like his brother Clyde. Clyde did not fit the â€Å"stereotype†, of a regular black man. His brother said things like, â€Å"whites aren’t an obstacle to success† and â€Å"only you can’t stop you†.In Scattered Inconveniences, Jerald Walker is up against what seems to be a â€Å"redneck cowboy† that is trying to intimidate and scare because his family wasn’t from that part of the country. it turns out that the guy honking his horn and riding his bumper, is just a good Samaritan trying to prevent a washer from falling out of the back of Walkers truck. I think that Walker is talking from his own experience, when he states that everyone is a racist just by nature, he is saying that we all learn stereotyping from the people around us.I don’t think that his statement is necessarily being a racist, I feel that everyone is discriminated against for something whether it be the color of our skin, the clothes that we wear, or the place that we live. I see myself being like Walker, just assuming this guy is out to hurt me and my family just because I’m a different race. Not fitting the stereotype, I would probably react the same, just get mad and then feel really bad for just automatically thinking the worse first.

A Brief History of the Palestine Israeli Conflict

Palestine sits upon the Mediterranean Sea between Egypt, Syria, and Arabia; the land has switched hands many times over the past few thousands of years. Being a holy land for all three Abrahamic religions has led to a brutal conflict between them since their formation. The current conflict in Palestine has been raging for about three quarters of a century, but before it can be addressed some history must be known.For four centuries the land had been ruled by the Ottoman Empire, and as it began to collapse in the late 19th century ethnic Jews worldwide started a semi secular nationalist movement called Zionism which called for a return to their homeland of Israel which was promised to them by g-d in the Torah. In the First World War the Ottomans were on the losing side, and in 1917, with the Zionist movement growing, the United Kingdom’s Prime Minister Arthur Belfour declared that Britain backed the idea of establishing Palestine as a â€Å"national home for the Jewish people. †At the end of the First World War Britain was gifted the newly formed Mandate for Palestine which in its creation carried Belfour’s promise. Not a state, not the sole national home like Zionists wanted, but a place where any Jews who wanted to could go without fear of the persecution that had hounded them for millennia. A few years later the revolt of the Arab people against the imperialist occupation of Great Britain began. Many innocents were killed on both sides, but Britain’s response was incredibly brutal leading to the death, maiming or exile of a tenth of the adult male population.In response The British attempted some reconciliation with the Arab community by creating policies to limit Jewish immigration and property purchase. After the Second World War this limitation on immigration kept nearly a hundred thousand displaced Jews from coming into the country. After a series of uprisings by the Jews in Palestine, and general international disapproval on t he continued immigration policy, Britain decided to end their occupation and leave the question of Palestine to the U. N. Shortly thereafter the U. N. oted in favour of the creation of two separate nations of Israel, for the Jews, and Palestine, for the Arabs. The plan was rejected by the Arabs, and soon thereafter a 5 month civil war between the Jews, Arabs, and the British began. In Mid 1948 the United Kingdom withdrew the last of its troops and the new Jewish state declared its independence which signaled the start of the first Arab-Israeli War. A day after independence was declared Iraq, Syria, Transjordan, Lebanon and Egypt declared war on the newly formed state of Israel.Although outnumbered the better organized and better armed Israelis eventually won the war capturing half of the territory that had been mandated to the nation of Palestine. The rest of the country was split between Jordan and Egypt. Hundreds of thousands of Palestinians, more than three quarters of the Muslim population, were forced out of their country in a day now known to the Muslim world as al-Nakba. In response to this there were a series of pogroms against Jewish people in Arab states leading to close to a million Jews fleeing their homes and nearly 700,000 of them settling in place of the displaced Palestinians.More and more displaced Jews found their way into Israel in the succeeding years and tensions rose higher and higher between Israel and the Arabs. Palestinians given some autonomy from Egypt in the Gaza Strip launched frequent attacks against the occupying forces. In the early 60s relations reached a new low; the Arab world refused to recognize Israel as a state, and in 1967 the Holy Land was once again preparing for war. On June 5th 1967 Israel launched preemptive strikes against Egypt, Syria, and Jordan crippling their air forces.With air superiority assured the western equipped Israeli army slaughtered the Arabs and suffered less than a thousand deaths. Israel captured the Gaza strip and the Sinai Peninsula from Egypt, the West Bank from Jordan, and the Golan Heights from Syria. This is when settlers started popping up in the occupied territory. Jews from around the world began to set up housing in the former Arab land; a form of colonialism which lasts to this day. Around this time the Palestine Liberation Organization formed.The PLO is a political and paramilitary representative of the Palestinian people comprised of a number of different political parties. The largest of which are Fatah, a left wing nationalist party then led by Yasser Arafat, and the Popular Front for the Liberation of Palestine. PLO members in the surrounding Arab countries, especially Jordan, attacked Israelis in a number of rocket attacks, bombings, etc. ; this prompted a series of bombings and assassinations perpetrated by the Israeli army and Mossad aimed towards thinning the ranks of the PLO.After Israel attacked Jordan to flush the PLO out Jordan withdrew all support fr om the Palestinians and most of the PLO fled towards Lebanon where they were granted an autonomous region in the south. After six years of failed â€Å"diplomatic† efforts following the six days war another war began during the Muslim month of Ramadan on the most important Jewish holy day Yom Kippur. Egypt, Syria, Iraq, and Jordan attacked Israel who received support from the U. S. After only 19 days of fighting Israel once again won, but it no longer was the invincible bastion against the Arab world that it once thought it was; they had been shaken.On the other hand the Arabs, which had had early success in the war, now felt like they had more of a chance. This combination of events led to the Camp David Accords in 1978 between Egypt and Israel; this was the first peace agreement between an Arab state and Israel. Egypt got the Sinai Peninsula back and in return recognized Israel. . In 1982, in an effort to stamp out the PLO and aid the Christian government, Israel invaded So uthern Lebanon. After eleven months Israel achieved victory against the PLO and their allies, and the PLO subsequently fled to Libya.The PLO continued to represent Palestine in exile much to the chagrin of Israel; a few years later they would bomb their headquarters in Libya completely destroying it and killing hundreds of people. In December of 1987 The First Intifada, a collective uprising of the Palestinian people against the occupiers, began. An increasing series of incidents between Palestinians and Israelis in the occupied territories lead to isolated rioting that soon evolved into a large scale conflict. The PLO and its associates at home quickly assumed control and began guiding the fighting as best they could.The PLO had always been widely secular, and during the Intifada more and more Islamist Palestinian groups began gaining power including Fatah’s main rival Hamas; who, much like the Taliban, received funding and support from Israel to foster discord among Palesti nians. Palestine suffered greatly during the uprising, suffering many times the losses of Israel, but it had some results that seemed promising. The most important was the Oslo Accords; the first true face to face attempt at finding an agreement between Israel and the PLO.The Oslo Accords, on condition of the PLO renouncing terrorism and disarming, established the creation of an interim government for Palestine called the Palestinian National Authority, recognition of Israel by Palestine and vice versa, withdrawing the IDF from what they deemed occupied territories, and set a date five years in the future to finish negotiations and set up a permanent government in Palestine. The PFLP and other hardliners in the PLO rejected the Oslo Accords, refused to disarm, and continue to boycott the PLO to this day.Settlers continued to move into the West Bank and Gaza Strip, atrocities continued on both sides, and the five year deadline quickly sailed by. Late in 2000 a very different Intifada happened; instead of the stone it had become the gun and the suicide bomb. The Oslo Accords had been broken and open warfare began. During the four year conflict thousands were killed on both sides; however, once again Palestinian deaths outnumbered Israeli almost three to one. Towards the end of the conflict Yasser Arafat passed leadership of Fatah over to Mahmoud Abbas and in late 2004 died from polonium poisoning.In 2005 the conflict was declared officially over; later in the year Israel withdrew all their settlers from the Gaza Strip and from four settlements in the West bank. The Gaza strip was in hands of the Palestinians for the first time in half a century. In the 2006 elections Hamas and Fatah won forming a coalition government, and in 2007 this broke down into armed conflict when Hamas took over the Gaza Strip. This week open warfare between Palestinian extremist groups, both secular and Islamist, and Israel in the Gaza Strip began again.For the first time in 21 years air raid sirens are going off in Tel Aviv. Mahmoud Abbas and Fatah still control what little of the West Bank that isn’t occupied. He is going to the U. N at the end of the month in an effort to get recognized as a non-member observer state and make his point for returning to the borders before the six day war; they have the majority needed for state hood, and because they aren’t going for full member status again the Security Council can’t veto. What solution can be found to such a deep rooted conflict? The most widely accepted solution is one of two separate states.A poll taken in Palestine in 2011 showed 34% of Palestinians accepting the two state solutions, but it has much more support in moderate circles in Israel. There are some serious issues that need to be addressed for something like this to happen. What borders would they choose? More than likely would be a return to the pre-1967 borders, only 22% of historic Palestine. What happens to the five million P alestinian refugees around the world when they can’t return to their homes inside de facto Israel? What happens to the Arabs left inside of Israel’s borders? To Palestinians a two state solution is looking less and less likely.The same poll showed 66% support for this solution but as of now support is growing. In this solution, which I will be advocating, a single nation of â€Å"Israstine† would exist upon the historic Palestinian borders. Arabs and Jews would be equal citizens coexisting and both taking part in the government. Israel does not like this plan; Palestinians would swiftly outnumber them and remove their identity as the sole Jewish majority. Unlike the two state solution the problem of getting caught in the wrong borders and having to uproot yourself doesn’t exist. Palestinians in exile could return to their homeland freely.There are of course hard liners on both sides that advocate other solutions: hardliners in Israel that just want to gob ble up the rest of Palestine; hardliners in Palestine that want to completely destroy Israel. Although these will have to be addressed the main focus has to be on the two state vs. binational solution. As I write this rockets are killing civilians; cease fires are being broken; crimes against humanity are being committed. If an agreement can’t be found soon it isn’t going to end well for anyone. A fraction of my Sources Farsakh, Leila. â€Å"The One-State Solution And The Israeli-Palestinian Conflict: Palestinian Challenges AndProspects. † Middle East Journal 65. 1 (2011): 55-71. Academic Search Complete. Web. 16 Nov. 2012. Hoffman, Gil. â€Å"6 in 10 Palestinians Reject 2-state Solution, Survey Finds. † Www. JPost. com. N. p. , 15 July 2011. Web. 10 Nov. 2012. . Kattan, Victor. From Coexistence To Conquest : International Law And The Origins Of The Arab-Israeli Conflict, 1891-1949. n. p. : Pluto Press, 2009. eBook Collection (EBSCOhost). Web. 14 Nov. 201 2. Morris, Benny. One State, Two States : Resolving The Israel/Palestine Conflict. n. p. : Yale Univ. Press, 2009. eBook Collection (EBSCOhost). Web. 12 Nov. 2012.

Aboriginal Resistance Essay Example

Aboriginal Resistance Essay Example Aboriginal Resistance Essay Aboriginal Resistance Essay Aboriginal Resistance BY soulktngl 23 Puthiyaveetil, Sreerag Maximum hatred can be caused from an insignificant reason, and racism is one of the main reasons that plays a role in the distrust between people. The Aboriginals and the governments around the world have been constantly fighting for many centuries and they are still fighting today. Moreover, the Aboriginals created resistances which consist of Aboriginal tribes protesting to get their freedom in their respective countries. Unfortunately, the governments would not give them their freedom, which caused a lot of riots, deaths, and caused the governments to lose a ot of money. In Canada, there were many Aboriginal tribes such as the Metis, the Mohawks, and many others that were reduced in numbers because of the government. Before, if one were to walk outside, they would see many Aboriginals, but now Aboriginals are barely seen. This proves how cruelly the governments have been acting towards these people. The dishonesty of the Government of Canada in dealing with Native land claims, and the racism inflicted upon the Native people, can be recognised in the Oka Crisis, the Ipperwash Crisis, and the North-West Rebellion. Equality is the state of being equal especially in status, rights, and opportunities, which is one of the most important rules in running a country, but in Canada, the Oka Crisis portrays the Government of Canadas racist and dishonest behavior towards the Aboriginals. On Julyl 1, 1990, the town of Oka, Quebec, wanted to expand their golf course by taking down a cemetery owned by an Aboriginal tribe called the Mohawks. The Mohawks protested peacefully by barricading themselves in the golf course. However, it turned into a riot with the Quebecs Police Force (SQ), and the Royal Canadian Mounted Police (R. C. M. P) charging in. There were a lot of casualties, including the death ofa police officer named Marcel Lernay. This riot ended in September 26, 1990, with a victory for the Mohawks. In 1986, part of the Mohawks land was taken away by the people of Oka by a private bill and turned it into a golf course. (Oka Crisis, 1989) This proof suggests that even before the Oka Crisis, the government took more from the Aboriginals land. This shows the distrust between the Mohawks and the government, and it also shows how the government takes uthority of someones land and never intended to give it back. In addition, Massari (1990) states that there were racial conflicts between the R. C. M. P and the Mohawk warriors. Massari is asserting that even during the chaos, the government is racist and created more conflicts. The government should not be fighting against the Mohawks because it cost the government $180 million for reparations, as well as the death of a police officer. This could have been prevented if the government agreed not to expand the golf course right at the beginning. The dishonesty and racist character of the Government of Canada, caused an unnecessary riot at Oka and for the same reasons, the Government of Canada also caused conflicts between the Stoney Point Natives tthroughout the Ipperwash Crisis. During the Ipperwash Crisis, the Government of Canada were racist and dishonest to the Native people. In September 1995, a group of Aboriginals called the Stoney Point Natives were protestlng to protect tnelr lana wnlcn was a Durlal ground, D Government 0T Canada wanted to use it for a military camp, so they forcefully took their land. Later on, the Stoney Point Natives protested for their land claim, but the government rejected it which caused a riot and resulted with the death of Dudley George, leader of Stoney Point Natives, and an inquiry to be summoned. According to Mike Harris, the premier of Ontario, he said l want the fucking Indians out of the park. (Ipperwash Inquiry, 2007) This quote refers to when the inquiry was summoned for the government to pay for Dudleys death, and from his quote, the word Indians is racist to the Stoney Point Natives. Mike Harris swore in front of any citizens at Ipperwash and to the Stoney Point Natives. This is not how a premier is supposed to act towards his citizen. In addition, the Government of Canada said that they were going to give back the land after the war ended, but it was withdrawn. (Ipperwash Inquiry, 2007) This evidence suggests that under the War Measures Act 1912, they could take land and use it for war, and it is to be returned after a war, but in this case it was not. To promise to return a land, but then later decide not to give it back is unfair, which created a huge riot and cost the overnment between $150 OOO- $400 000. This could have been averted if the government returned the land to the Stoney Point Natives. Therefore, when dealing with Native land claims and treating the Stoney Point Natives, the Government of Canada is Just dishonest and racist, which is ssimilar to how they treated the Metis of the Red River Settlement. Although Canada is supposed to be a multicultural country, the North-West Rebellion depicts the Canadian Government to be dishonest and racist in the early formation of the century. The Canadian Government have een taking land illegally from Ruperts land which was owned under an Aboriginal tribe called the Metis. Due to the fact that the Metis had no power over the government, a man named Louis Riel, who is also a Metis, came to charge and went against the government. He created his own government, a Red River Resistance which consists of Metis and other tribe members such as Big Bear, and led them to a rebellion against the governments betrayal. According to Louis Riel, Scott wasnt the sort of man who cultured civil relationship, so he screams racial insults to the uards. (Asfar Chodan, 2011, pg. 57) This quote implies to when Louis Riel created his own Provisional government, there were people who opposed to it and one of them was Thomas Scott, so Louis Riel sent him to Jail. Unfortunately he was executed due to his racist behavior towards the guards. In addition, in 1980, Daves states that even though the Canadian Government passed the Manitoba Act, which was to keep their land and customs, the government lied and built a railway through their land. The evidence suggests that after Riel made his own government, and ade negotiations with the government to pass the Manitoba Act, but soon after Riel was exiled for executing Thomas Scott, the government betrayed their trust and built a railway. The way how Scott is racist to the Metis and the Canadian Government is dishonest to the Metis, proves how the government should not be involved or fighting since it caused a rebellion which endangered many lives all because the Metis Just wanted to protect their land and cultural beliefs. This could have been evaded if the government cooperated and negotiated properly to the Metis and came to a decision here everyone is treated equally. As a result, Louis Riel lost the rebellion, was nangea ana tne government Is s Ill t Olsnonest ana raclst to tne Metis. I ne Oka Crlsls, the Ipperwash Crisis, and the North-West Rebellion demonstrate the dishonesty and the racism of the Canadian Government in settling the land claims with the Natives. During those three major events, the Canadian Government took Native land without their permission and decided not to give it back. This caused tremendous problems such as creating barricades (making a battlefield), a rebellion, and a peaceful protest one amok, which caused the government to lose a lot of money for reparations. This could have all been avoided if only the Canadian Government would treat them with respect as they would for regular citizens and allow the Aboriginals to follow their customs including as to giving back their land. Unfortunately, to make it even worse, the government introduced the Indian Act, which the word Indian is already racist. Even though Canada might seem to be peaceful and multicultural on the outside, in the inside, Canada is racist and dishonest when dealing with the Native people.

They Needed To Know Real Prayer Religion Essay Example

They Needed To Know Real Prayer Religion Essay Example They Needed To Know Real Prayer Religion Essay They Needed To Know Real Prayer Religion Essay Prayer That Works is the rubric for Derek Stringer s current series here on Word Alive. I m Jane Moxon and thanks for fall ining us for the following message in the series. Derek Yes thank you. Prayer is something we all do some people merely as a last resort when they ve tried everything else. For others of us we truly want to do it effectual and worthwhile. We read books about supplication, may be travel to seminars but still we struggle. And that s why we re look intoing out some supplications in our Bible so that we can larn through them. My hope is that as we go through these illustrations it will assist us to truly pray and see God at work. And thanks Jane for you help as we come to another sample supplication in Bible. Jane Well today s illustration comes from Ephesians 1:15 to 23. The rubric is Eye-Opening Prayer. Dr. Derek Stringer is the Teacher for Good News Broadcasting the production squad behind Word Alive and a batch of other programmes that you may hear on your wireless. Derek preaches in many different churches and conference call and see him if he is near where you live, we can give you inside informations of his agenda. How approximately coming to our Bible Teaching Conference. It starts on Friday eventide and concludes Sunday afternoon. If you ca nt do the whole week-end, come for the Saturday. Again, we can give you inside informations when you contact us. Derek Thankss once more for acquiring our programme started Jane. So our subject is all about Prayer. . . one of the most of import topics we could look at. It s besides a large guilt trap if we do nt near it the right manner. For illustration. . . I wonder if we would be happy if our supplications were published so that others could read them. That s a absorbing idea, is nt it? What if every supplication you prayed, word for word, somehow ended up in book signifier so that anyone, anyplace could read them? Would our supplications be deserving reading if they were published? And would they measure up for the pages of the Bible or would they be more fit for the rubbish bin? In this series we ve started to look at the published supplications of the Apostle Paul. It takes a certain sum of bravery to compose down your supplications, but these supplications deserve to be studied because they are unlike most of our supplications. They set a really high criterion, which if followed, would radically transform our ain supplications. And that s precisely what we re trusting for. When the adherents listened to Jesus pray they said, Teach us to pray. They knew the mechanics. They did nt cognize the quality praying that Jesus knew with His Father. They knew HOW to pray. They needed to cognize existent supplication. Our supplication is, Lord, teach us to pray. And assist us to larn from Paul. I m doing some premises as I begin this programme: One is that most people pray. Another is that most of us feel unequal in supplication. And one more is that most of us would wish some practical aid in supplication. That s what this talk is all approximately. As we study the supplications of the Apostle Paul, we are traveling to detect new forms of supplication that will assist us speak to God more efficaciously. If we want the Lord to learn us to pray, this is a good topographic point to get down. After all, supplication is the thermometer of the psyche. If you want to cognize what a adult male believes, do nt state me what he says ; state me what he prays. A adult male may state many things, but when he prays, his bosom is to the full revealed. Let me propose something for us to see in this country: What a individual prays for others is finally what he wants for himself. And how a individual prays for others demonstrates the soundness of his religion. With that in head, we turn to the supplication of Paul in Ephesians 1:15 to 23. This is the first of two great supplications by Paul in this short missive ( the other 1 is found in Ephesians 3 ) . Before we jump into the text, I have a confession to do. For many old ages whenever I have read this supplication, it has ever seemed really hard for me to understand. For one thing, in the Greek text verses 15 to 23 constitute one long, complex sentence, filled with phrases and clauses piled on top of each other. It s easy to acquire lost in the inside informations and lose the message. But it would be a shame to dismiss it merely because it seems complex because this is truly an astonishing supplication. If it starts as a susurration it ends in a boom. What begins as a dribbling mountain watercourse becomes a mighty downpour of truth by the terminal. Actually the supplication is truly simple. The key is at the terminal of verse 17. Jane Paul says, That you may cognize him better. Derek That s it! That s the whole supplication right at that place. Paul is praying that the Ephesians might cognize God better. This means that he is composing to and praying for trusters who already have some cognition of God. His cardinal petition is, O Lord, I pray that these people who already know you might come to a new and deeper cognition of who you truly are. The Grecian linguistic communication contains a figure of different words that might be translated as know. This peculiar poetry contains a verb that means to cognize profoundly, personally, closely. For case, I know the Queen. I know who she is and what she looks like. If you show me her image, I ll state, That s Queen Elizabeth the II. But I do nt cognize her personally and she does nt cognize me from Adam s house-cat. But I can besides state, I know my married woman. That s an wholly different sort of knowing. After old ages of matrimony, it is a cognition that is really deep and really personal. And that s the kind of cognition Paul is praying for. Now if you know Ephesians at all, you know that the first portion of Chapter 1, verses 3-14, is a doxology of congratulations to God. That doxology is followed by this long supplication that they might cognize God better. Think of it this manner: First Paul puts the truth out, so he prays the truth in. In poetry 3 he says we have been blessed with every religious approval. So the supplication is non, Lord, give us new approvals, but Help us to recognize the approvals we already have. Not Give us new truth, but Help us see the truth we already know. Religious truth can be academic and cold and formal. So he s praying, Lord, turn them on to the truth. Lord, they know you, now make them excited about cognizing you. Jane So, the petition is: To Know Him Better I keep inquiring that the God of our Lord Jesus Christ, the glorious Father, may give you the Spirit of wisdom and disclosure, so that you may cognize him better. Derek I read verse 17 and instantly the high spot pen goes to work in my encephalon. There s the phrase I keep inquiring. Paul did non believe that if you made a supplication petition, you neer had to do it once more. When Paul prayed for the Ephesians, he prayed the same petition over and over again-that they would cognize God better. Sometimes I hear it said that since God knows everything we say before we say it and everything we think before we think it ( which is true ) , that we should neer reiterate ourselves in supplication ( which is non true ) . We do nt pray to inform God of anything. He knows what we are believing long before we voice our supplications to him. But if he knows all, why pray at all? The simple reply is He s God and we re non. We pray to show our entire dependance on him for everything. As we continue to pray for the same things for our loved 1s over and over once more, the reverent desires of the bosom grow stronger and we are reminded that every twenty-four hours we must be 100 % dependant on him. We ca nt populate on yesterday s approvals and we ca nt depend on yesterday s supplications. So merely like Paul, we maintain inquiring on behalf of our loved 1s. Another affair that I notice is that merely God can give us what we truly need. If we are Christians at all, the Holy Spirit lives within us, but we must pray that the Holy Spirit will allow us the wisdom we need to understand the things of God. Education entirely will neer run into our deepest demands. For most of us, we have knowledge coming out our orbs. We have discourses and Cadmiums and Christian wireless and books galore and conferences and notebooks crammed with information. If cognition entirely would do us holy, we would wholly be honorary apostles. But the thing we need is for the Holy Spirit to make what merely the Spirit can do-gives us wisdom and disclosure to do the truth come alive in our Black Marias. This petition itself-to know God better. That s simple and clear, is nt it? I heard of a adult male who has endured a really hard test in the last several old ages. He said how his ordeal has changed his position of what it means to cognize God. There are different degrees of cognizing God, he said. There is the degree of experience. All of us who know the Lord have some experiences with him that we can utilize to assist others. Then there is the degree of cognition. This comes from traveling to church, listening to discourses, reading the Bible, reading good books, traveling to a Christian college or to a seminary. Most people consider knowledge a higher degree of the religious life. This is a degree I tried to work from, but it did non look equal, he said. But there is another degree, which he called the degree of wisdom. This degree comes merely by supplication. He offers this really helpful penetration about a Level 3 relationship with God: We begin to see things through God s eyes and less through our eyes. Peace merely comes from this degree. It is non mensurable, interpretable, nor apprehensible. Degrees 1 and 2 are non requirements. I see prayer raising the nonreader to great degrees of peace and wisdom where certain PhDs in faith may experience empty. Our supplications become less gim me and more help me see what you want me to larn through this-to deepen my relationship with you. The thing that strikes me as I read those words is that God invites us to seek his face. He wants us to cognize him better. It s non as if our Heavenly Father is concealing himself from us. But we can merely hold a close relationship with him if we will seek it in supplication. That s the load of Paul s prayer-for a Level 3 relationship with God that does nt depend on cognition or experience but comes through wisdom as we seek the Lord. Any of us can hold that kind of relationship with God if we want it, and if we are willing to pay the monetary value to hold it. Jane So, the petition is to cognize Him better. What s the MEANS by which that can go on? Derek The MEANS Jane, is The Eyes of Your Heart Flooded With Light . I pray besides that the eyes of your bosom may be enlightened. This is the bosom of the supplication. It is besides the lone clip the phrase the eyes of your bosom appears in the New Testament. That means that this is a important truth that demands our attending. The bosom has eyes. Did you know that? When Paul speaks of your bosom, he s non mentioning to the organ in your thorax that pumps blood throughout your organic structure. The term bosom refers to what we might name the existent you, the topographic point inside where the determinations of life are made. The bosom is the topographic point where you decide what values you will populate by and what way you will travel and how you will populate your life each twenty-four hours. Every of import determination you make is made by your bosom. And your bosom has eyes that can be opened or shut. When the eyes of your bosom are closed to the visible radiation of God, you stumble blindly through life, doing one dense pick after another. You fall into iniquitous forms, you break God s Laws, you end up driving into the ditch, you make the same errors over and over once more, and you enter one dead-end relationship after another. Why? Because the eyes of your bosom are shut and you ca nt hold moral vision. The visible radiation of God is shut out of your life. And that means you can see and be blind at the same clip. That is, you can hold 20/20 vision with your physical eyes but the eyes of your bosom can be blind to the visible radiation of God. There are tonss of people like that in the universe. Physically they can see but spiritually they are wholly unsighted. I think a batch of Christians live like that. They know God but their eyes are so filled with the things of the universe that they are unsighted to the truth. Let me exemplify. Here we have a Christian immature adult male who has been raised in a Christian place. He s been traveling to church for years- kids s ministry, and the young person group. Now he goes off to university and at last he s on his ain. He meets a miss and they become an point. Soon they are kiping together. When his parents hear about it, they are ferocious and disquieted and disquieted and they wonder what to make. They argue and plead and cajole and threaten and quote Scripture, all to no help. What is the job? It is exactly this: The eyes of the bosom are shut to the truth of God. And until those eyes are opened, all the shouting in the universe wo nt do much difference. But at this point we encounter a most liberating truth from our text. Paul prayed for the Ephesians that the eyes of your bosom might be opened. One interlingual rendition says, that the eyes of your bosom might be flooded with visible radiation. Opening unsighted eyes is the supernatural work of the Holy Spirit. He and he entirely can make it. But he can make it, and this is the beginning of our hope. This is why we pray for our kids and grandchildren and for our household members and for friends and loved 1s who today are far from God. As our kids turn older, we discover over and over once more how small control we have over them. We can non oblige their obeisance because we can non oblige their Black Marias. But we can pray and shout out to God and state, O Lord, open the eyes of their bosom. Help them to see the visible radiation of truth. Jane When Eugene Peterson translated the last portion of this chapter for The Message, he included this alone sentence: At the Centre of all this, Christ regulations the church. The church, you see, is non peripheral to the universe ; the universe is peripheral to the church. Derek There are two radically different ways of looking at things. Either the universe is at the Centre and Christ is at the fringe or Jesus is at the Centre of life and the universe is away at the borders. So many Christians have bought into the impression that this universe is all that affairs. They ve pushed Christ to the fringe of life. But when Christ comes to the Centre, the universe is seen for what it truly is-something on the borders. A adult male I know of was fighting with this really issue. What helped him was this analogy. Populating for Christ is like a football game. You re either on the bench or you re in the game. Your job is, you re sitting on the bench drop the balling off when you ought to be in the game functioning the Lord. Bench heaters sit about, goof off, laugh, cut up, and trade gags while the game is traveling on. If you of all time make up ones mind to acquire in the game, you wo nt hold clip to make the things you do now. If our immature people sleep around, or if they get drunk on the weekends, if they cheat and cut corners, if they are rebellious and unmotivated, those things are merely symptoms of a deeper, more cardinal issue. They ve neer made a personal committedness to acquire serious about Jesus Christ. They re sitting on the bench when they ought to be in the game. And I tell you this with entire certainty, one time you get into the game, one time Christ becomes the Centre of life, no 1 will hold to state you non to kip around, and no 1 will hold to state you, Do nt acquire imbibe on the weekends. You merely wo nt make it. Once the eyes of your bosom are opened, the visible radiation of God s truth will come implosion therapy in and you ll neer look at anything the same off once more. Sometimes we worry excessively much about the symptoms without covering with the root issues of life. We should pray, Open the eyes of their bosom, Lord, because when that happens, life will radically alter. They get in the game for the Lord. They ll travel to the powwow and state, You call the drama, Lord. I m ready to make whatever you say. Jane And allow s check-out the RESULT of this sort of praying. Derek As Paul prays, he has three things specifically in head that will ensue from the eyes of their bosom being opened. First, they will cognize aˆÂ ¦ All That God Has Given. The hope to which he has called you. This looks back to the minute of their transition. Verses 3 to 14 list some elements of that hope: Blessed with every religious approval, Chosen in Christ, Predestined to be adopted as boies, Recipients of his grace, Redeemed through his blood, Forgiveness of wickednesss, Wisdom and apprehension, God s program made known to us, Chosen and predestined, Included in Christ, Sealed by the Holy Spirit, Given the earnest of the Spirit. All this is ours. It is the lasting ownership of every kid of God. We are rich and blessed beyond all step. Paul prays that we might understand how rich we already are. Jane And the 2nd consequence! Derek Second. . . All That God Has Promised. The wealths of his glorious heritage in the saints. This looks in front to the terminal of clip when we will see the Lord face to face and have all that he has promised us. It is beyond our capacity to depict the glorification of that minute. Eye has non seen nor ear heard what God has prepared for those who love him. Sometimes we wonder what Eden will be like. I think it will be everything we dreamed of and nil like we imagined. Traveling to heaven is non so much traveling to a topographic point as it is traveling to a individual. If I ve been on a trip, off talking for several hebdomads, I may state to person, I ca nt wait to acquire place once more. But I m non speaking about the actual bricks and the actual rug. It s non as if when I come in, I say, Hello, curtains, I m glad to see you once more. Hello, sofa, I missed sitting in those chairs. You d believe something was incorrect if I talked like that. No, place is cherished to me because of the people I love who live at that place. When I say, I ca nt wait to travel place, I mean that I ca nt wait to see my married woman Pauline once more. It s the same thing with Eden. The glorification of Eden is non the streets of gold or the Gatess of the pearl or even the River of Life or the angels of God. The glorification of Eden is Jesus. Heaven is wherever Jesus is, and when we eventually acquire to where Jesus is, we will be home for all infinity. Jane And other consequences are? . . Derek All That God Has Provided. His uncomparably great power for us who believe. There are four different Greek words for power here. He uses the word from which we get dynamite, the word from which we get the English word energy. He uses a word that means muscular strength and another that means brave power. God s power is sufficient for all we need. Often we are gripped by fright, insufficiency, insecurity, and a feeling that we are powerless to alter things. The good intelligence is, God s power is wrapped up in a individual, Jesus Christ. This is the power that exploded in Jesus when he rose from the dead. If you know him, you have the greatest power beginning in the universe life within you. When I was a Church Pastor I would see with people who were deceasing of malignant neoplastic disease. They looked so frail. It was clear to me that they were down to their last few yearss. Speaking was hard. I would keep their manus and reference the great promises of God about heaven. I told them that I was nt an expert on decease but I know person who is. I told them I know person who had died and come back from the dead. His name is Jesus. He holds the keys of decease and Hades in his manus. Fear non appears 365 times in the Bible, which means there is a Fear non for every twenty-four hours of the twelvemonth. When the minute comes, do nt be afraid. Just name out the name Jesus and he will come for you. I do nt cognize about decease by personal experience, but I know who stands at the door to do certain we make it safely through to the other side. Jane Psalm 23, Though I walk through the vale of the shadow of decease, I will fear no immorality, for You are with me. Derek Why should we worry? Why should we fear? Why should we doubt? Why should nt we travel out vocalizing? Our God has given us all we need. Oh, that we might cognize the hope of our naming, the wealths of our heritage, and the astonishing power of God. It s all ours and it s all wrapped up in one Person, Jesus Christ. Oh, that we might cognize him better. Oh, that our eyes might be opened to see things clearly. Oh, that we might love him and function him and do him the Centre of life. What a brilliant encouragement this transition is. Pray, pray, and maintain on praying. Pray for each other. Husbands, pray for your married womans, and married womans for your hubbies. Pray for the group you teach. Pray for the new Christians you are assisting. Pray that they will be turned on by the truth of God. There are so many ways we might use this message. Here is a good usher to praying for our kids. How long should we pray for them? And what should we pray for them? The reply is, neer halt praying for your kids. Paul said, I keep on inquiring. We can ever cognize God better than we do. And when you pray, ask the Lord to open the eyes of their bosom to allow the light come implosion therapy in. Furthermore, we should pray this for ourselves. O Lord, assist me to cognize you better. Open my eyes, Lord. Let the light come implosion therapy into my bosom. Help me to cognize all that you have given, all that you have promised, and all that you have provided for me. What if you do nt cognize Jesus at all? Reach out and take him by religion. He loves you and he died for you. Receive the gift of ageless life through Christ. Open your bosom. Crown him as Saviour and Lord of your life today. Derek We ever appreciate your phone calls, electronic mails and letters. Word Alive is a hearer supported wireless programme and we offer free transcripts of the messages. We ll direct them to an electronic mail reference. There are besides CD s available. Jane I ll give our contact inside informations in merely a minute. But in these few minutes that we have left here s Dr Stringer to sum up a few cardinal points about supplication. Derek! Derek It is easier to speak about supplication than to really pray. I ve learned a batch about supplication and about our ain attitude towards it. I ve come to understand that supplication is a religious life line. Equally necessary as external respiration is to maintain us alive, so supplication is the activity that keeps us spiritually alive. I besides learned that for many of us it is hard to pray. We come armed with inquiries: Is God interested in my supplications? iˆ Why is it that frequently when we do pass quiet clip in supplication we feel guilty because it feels like we re non making something? iˆ Why ca nt we concentrate in supplication because we are so easy distracted? iˆ Why do we so easy give up praying? Two things are clear here. First, in order to hold religious life, we must develop a form of supplication that is every bit consistent as external respiration. Second, supplication will alter us! We have a good God who loves us beyond what we can conceive of: Taste and see that the Lord is good. We need to take the enterprise and disengage from our busy lives and from our oppugning to come before Him. Because God is a good God and because He loves us so much, the truth is: He ever answers our supplications. He besides answers the supplications instantly. It may non be the reply that we re looking for but there is ever an reply. It may be the squeezing of a Father s manus in ours, the quiet comfort of a Father s voice, the reassurance of a Father s presence. We can ever number on God s response. True supplication is non imploring or wheedling a loath God. True supplication is believing. Prayer is thanking alternatively of kicking, swearing alternatively of seeking, joying, accepting, allowing, having that is prayer. In the pattern of supplication God enters our universe, our ideas, our concerns, our heads, and our Black Marias. If the Father is so eager to give to us and already knows what we need why bother praying? The reply is that the intent of supplication is clearly to convey us into an apprehension of the Father s bosom ; it brings us, non ever to the topographic point of an reply, but to the topographic point where a direct reply is unneeded, to an apprehension of the programme and the intent of the Father. We must get down to understand that supplication is portion of normal Christian life and that true life with the Father is impossible without it. Prayer is difficult, it gnaws into our agenda, and it can be every bit much a beginning of defeat as satisfaction. Basically, supplication is simple. It is loving communicating with God. All we need for supplication is an unfastened bosom. But this does nt intend there are nt prayer Sessionss that drag, times when our lips are expressing graceful words while our heads are murmuring gawky ideas. Struggle is the true intelligence about supplication. With all of this said, supplication is sometimes still hard for us. But I want to pray. If supplication was every bit natural as take a breathing to Jesus, and He is our theoretical account, so supplication demands to be portion of my religious exercising every bit good. So where do we get down? First of all: Merely make it! With the hesitation words that we can pull off to acquire out, we merely get down speaking and listening to God. It becomes a bosom to bosom connexion. Second: There is a subject to prayer and we need to utilize this subject to see our universe through God s eyes. This means appreciating every small thing and in our gratitude acknowledging it as supplication. This will hold a ripple consequence on our lives. Third: Use Bible as a agency to pass on. Find a Bible that you like and read it after which you might take some clip to chew over on it and let God to talk as the Spirit moans within you. In this manner let God to touch your bosom and your spirit. Derek Many thanks to our Producer Phil Critchley and of class to Jane Moxon for her aid. Good-bye for now and God bless you.

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

Strategic Purpose and Industry Analysis in Tesco Company Essay

Strategic Purpose and Industry Analysis in Tesco Company - Essay Example After the recession of 2008, the revenue of this industry grew every year. This industry of UK helped many small and big retailers to solve their problems. One of the big players of UK supermarket industry is Tesco. It is a multinational company having it's headquartered in Cheshunt of UK. In1919 Tesco was founded by Jack Cohen. It opened its first store in 1929 and from that time the firm expanded its business rapidly. In the UK Tesco has 28% of market share in the supermarket industry. Tesco is experiencing success for a long time. The company has a strong focus on its business and strategies. The vision of the company is to remain constant but changing its business practices and strategies according to the changing world. The firm has major seven types of business strategies which help it to achieve its success. Its vision includes becoming the most valuable business by serving customers and communities with the help of committed and loyal staff and shareholders (Tesco Inc, 2014). It vision also describes that Tesco wants to expand all around the world by using all the opportunities. It believes in the innovation of modern ideas. The mission of Tesco is to become a full formed maintenance company from AMSS Company. The firm’s mission aims to be a wide ranged company providing tubular service. It has a mission of selling mechanized product along with different other products. The values of Tesco contribute a lot to its success and to hold its position in the competitive market. Its business value is to look after the benefit of the customers and treat every one of them equally. The company’s value is involved in every level of its business. Its values let the employees of Tesco know what type of business the company is into and helps its customers to build their expectations.   The strategies of Tesco help in utilizing the resources of the company and achieving its goal. Its short term  and long term growth are based on the company’s strategies (IBISWorld, 2014). Tesco’s strategy involves in building the company as a highly valued brand. For this propose the company develops its own label brands.

Karen Lock Organic Hampers Essay Example | Topics and Well Written Essays - 5000 words

Karen Lock Organic Hampers - Essay Example Organic food retailers and health food shops have experienced a significant growth in sales volumes of organic product over the last one decade. Much of this growth is advocated the Food Supplements Directive in the UK, which asserted that Organic food retailers and health food shops have to reduce their vitamins & food supplement ranges in order to create space for natural personal care products. The natural products also found their way to the shelves of department stores, chemists, spas, beauty shops, and hair salons. Hair care and skin care are the most popular of all the organic personal care products in the UK. In each of the two categories, there are more than 50 brands, making the market in the UK highly congested and competitive. Organic oral care products have also been observed to be highly popular in the UK, with many people starting to prefer them over those with chemical products. Despite the fact that organic cosmetics have not shared the same level of success with organic oral products, they are projected to experience the highest rate of increase in demand over the next five years. Previously, there were very few players in the organic personal care industry in the UK. However, as the popularity of these products continued to grow, the demand grew too. As a result, many investors saw the industry as a promising one, thus invested in it. At the moment it can be said that the industry is highly congested due to the fact that there are many investors who have opted to invest in this industry. This can easily mean that there are high levels of competition in the industry. As a result, there is an increase in the consumer bargaining power in the UK.

Is prehospital paramedic pain assessment effective Essay

Is prehospital paramedic pain assessment effective - Essay Example This paper was able to establish that pain assessment is favoured by some practitioners because it can reduce the patient’s trauma and anxiety, making him more relaxed and easier to assess for other symptoms. Pain assessment is not favoured by some practitioners because it is often inaccurate. It is also subjective, depending on the paramedic’s assessment of the patient. Some patients may not verbalize their pain, and others may exaggerate their pain experience. Nevertheless, pain assessment in the prehospital setting can be made on a case- to-case basis, depending on the physical environment, on the condition of the patient, and on the other symptoms being manifested by the patient. The paramedic responding to an emergency may find the patient in varying states of pain, consciousness, and anxiety. The paramedic is obligated to render emergency care to such patient; such care primarily includes interventions to assess and ease the airway, breathing, and circulation of the patient. Pain assessment during this time is still a controversial matter. While some practitioners believe that pain assessment during the prehospital setting is appropriate and ultimately beneficial to the patient, others do not agree. Opponents to pain assessment in the prehospital setting believe that such assessment will only cause delay in the care of the patient, and the process will ultimately yield inaccurate results. This paper shall address and review this controversy by assessing studies and reports written on the subject matter. Such studies shall be searched through index searches in library materials (books, magazines, and journals). Key words such as paramedic, pain assessment, and prehospital shall be used in the index search. The same key words shall also be entered through internet browsing using the Google search engine. The NCBI, Medscape, BMJ, NHS, DOH, NICE, and such other relevant databases shall also be searched in the hope of uncovering relevant