Stone Butch Blues

For Example in French and Its Synonyms

'For Example' in French and Its Synonyms We say for example when we want to illustrate, expand upon, or explain something, and so do the French, who say par example.  Same construction, same meaning. Par exemple is also one of those everyday expressions thats just as common in French as it is in English. In fact, its one of the ​most common phrases in the French language, along with such famous expressions as  bon appà ©tit,  dà ©j vu, and  je taime. Here are a couple of examples of how to use par exemple: Il est important de faire du sport. On peut, par exemple, faire du tai chi.It’s important to practice a sport. You can, for example, practice tai chi. On pourrait proposer ce garà §on, par exemple, a toutes les filles.We could suggest this boy, for example, to all the girls. Par Exemple Without a Verb Note that when using par exemple, we often omit part of the sentence, which is implied. Il est important de faire du sport : du tai chi, par exemple.It’s important to practice a sport: tai chi, for example. The repetitive words â€Å"one can practice† are implied after the colon in the above English language example. Synonyms of Par Exemple There are two approximate  synonyms for par exemple in French but nothing as direct as the English for instance. As French instructors will tell you, French is poor in vocabulary, rich in syntax. So instead of par exemple, you could say: Ansi, meaning literally  thus  or thereforeThis word is quite old-fashioned and not used as much as par exemple.Il aime les fruits. Ainsi, il mange une banane tous les jours.He likes fruits. Thus, he eats a banana every day.Comme, meaning literally such asTu peux manger quelque chose de là ©ger. Comme un fruit.You can eat something light. Such as (or Like) a piece of fruit. Meaning of the French Expression Ça Par Exemple Ça par example  is an interjection that expresses surprise and sometimes disapproval, but not always. The expression is  a bit old-fashioned, though, and it’s not so common these days. Instead, a French speaker today would probably prefer a more literal expression like, Je ne peux pas le croire, or â€Å"I can’t believe it.† Finalement, aprà ¨s t’avoir fait la cour pendant des mois, il t’a posà © un lapin! Ça par exemple!Finally, after courting you for months, he stood you up! I can’t believe it! Mistakes to Avoid When Using Par Exemple The word exemple in French is written with an e in the middle, not the  a  we use in the English word â€Å"example.† Also, the for is not translated as pour (literally for) but as par (literally by). So the  French expression literally translates to by example, and many French speakers  make the mistake of saying by   (instead of for) when they try to say for example in English.

Collaborative Research Discussion Paper Example | Topics and Well Written Essays - 750 words

Collaborative Discussion - Research Paper Example Focus topic 1: Creating a system Article 1: Hiring for the organization, not the job The article by Bowen, Ledford, and Nathan discusses a new hiring model that focuses on organizational fit and not on job fit. It explains the involved process in the new hiring model and its application in an organization, and projects a wide future application of the model. The article identifies concepts of workforce planning as a best practice to human resource management because the established hiring strategy employs analytical approaches that identifies organizational needs and develops an outline for finding a suitable employee. Consequently, it facilitates understanding of an organization’s context and a plan for effective creation of an effective human resource base (Bowen, Ledford and Nathan 37- 40; Harris 15). Focus topic 2: Maintaining a system Article 2: How to get supervisors to sell safety The article discusses approaches to empowering supervisors to ensure effective application of safety measures. Its scope promotes employees’ safety in their working environment and therefore contributes to maintenance of an effective and efficient human resource base (Johnson 1). ... The article therefore establishes a basis for enforcing organizational safety measures through employees’ adherence to safety standards and helps in maintaining a regular workforce (Johnson 1; Harris 19). Article 3: Reward and compensation systems The article identifies approaches to reward and compensation, constructs of the reward and compensation approaches and effects of the strategies. Based on â€Å"strategic compensation theory,† the article identifies personal efforts, group initiatives, human capital, a person’s level in an organizational structure, and market trends as some of the widely applied approaches to compensation and reward that motivates employees (Howard and Dougherty 43). The article’s features that relates to maintenance of human resource system are the bases of each reward strategy and the effects that the strategies have on employees. Established attachment between a reward and aspects of human resource such as efforts, unity, and employees’ value, for example, identifies a relationship between rewards and reward systems and sustaining achieved employee characteristics. Effects of the strategies that encourages features of a human resource system also ensures that a developed system maintains its output level, corporation, â€Å"skills and flexibility,† (43) and record minimal mobility rate (Howard and Dougherty 41- 49). Focus topic 3: Improving a system Article 4: Designing management and development for competitive advantage: Lessons from the best The article reviews effects of employee training and development on improving and sustaining organization’s ability to compete in their markets. Its application of benchmark organizations identifies success in training and development initiatives and therefore promotes the practices

You can choice Essay Example | Topics and Well Written Essays - 500 words

You can choice - Essay Example This essay is a rhetorical review of the film â€Å"Resurrect Dead: The Mystery of the Toynbee Tiles†. Movie producer Jon Foy creates the movie, Resurrect Dead: The Mystery of the Toynbee Tiles with the intention of finding out the person responsible with placing tiled messages of resurrecting the dead in various streets of U.S and South America. These Toynbee tiles are hundreds of roughly lettered tiles fixed using tar to pavements and sidewalks in numerous cities in U.S.A and in three South American cities. Toynbee tiles appearance might be in the year 1983 and they seem to bear the same message ‘TOYNBEE IDEA, IN MOVIE 2001, RESURRECT DEAD, PLANET JUPITER. In this idiosyncratic and obstinate documentary, Jon Foy intends to find out the person responsible for creating and placing these Toynbee tiles at the various places they have been spotted. The film tries to achieve its purpose by employing the characters of three young men obsessed with the urge of finding out the artist behind the Toynbee tiles. The three characters go through various strange experiences in their mission. They encountered various peculiar places, among them addresses in south Philadelphia, a convention of ham radio operators and a passage in an old Philadelphia Inquirer. At one instance, Duerr walks out of a Philadelphia deli at around 3.am and happens to find a new tile fixed at that place a few minutes ago. He goes around the area shouting, â€Å"Toynbee Idea! I agree!† (Resurrect Dead), but he are unlucky and cannot spot any the person who fixed the tile. They succeed in finding one person who they suspect is responsible with placing these tiles. The suspect’s neighbor confirms indeed that he is the person responsible with placing the tiles. The film is generally interesting with various scenes succeeding in creating suspense as the trio track down the tile progenitor. The use of narratives in this film is however

Short story using LITERARY DEVICES Essay Example | Topics and Well Written Essays - 250 words

Short story using LITERARY DEVICES - Essay Example I felt as if I had been given the world’s entire supply of ice cream! It was that big! After I had made my choice, I wondered if I would even be able to finish it before it melted away in the hot blazing sun. Just as I was about to take my first bite, whoosh! A taxi had sped past and its force had knocked my triple scoop ice cream completely out of my hands! I was devastated, but I could at least take comfort from the fact that I had tasted a single scoop before my dreams were shattered into a thousand pieces. I noticed the name of the taxi company emblazoned on the side of the taxi: â€Å"Taking Taxis.† I thought how fitting it was that the taxi that ruined my day was from that particular company, because it just took my one desire away from me. My ice cream was gone! I could almost scream! I was like a fish out of water—I didn’t know how to control myself. I consoled myself with the knowledge that I had two whole tubs of ice cream in my freezer back home . I sped like the wind to get home as fast as I could. That’s when I realized that I had finished all of my ice cream the previous night. My heart sank once

Knitting In Edith Whartons Roman Fever English Literature Essay

Knitting In Edith Whartons Roman Fever English Literature Essay In writing, it seems as though a writers every word is calculated, each sentence a carefully crafted work of art intended to invoke a thought, idea, or message in a readers malleable psyche. In essence, this is indeed the goal of writing: to convey to others ones own ideas through written words. When viewed this way, a reader is required to read differently than he or she would otherwise. When the reader takes on the challenge of searching for some deeper, more sophisticated meaning within a story beyond that which appears on the page, each sentence becomes a golden nugget nestled in the gold mine of the paragraph as a whole, the reader a miner meticulously working his or her way through the paragraphs in search of the mother lode. With each reading the walls of the story recede, revealing ever more of the intricacies and complexities infused into the story by the writer. Edith Whartons Roman Fever is full of delicately placed words, carefully planned structures, and pieces of the pu zzle conveniently hidden from readers, and yet for reasons unknown it has received very little critical attention in the seventy-five years since its release in 1934 (Bauer 681). Those who have turned their attention toward it, however, seem to have focused largely on the role Mrs. Ansleys knitting plays in the story. In Whartons Roman Fever, the authors mention of Mrs. Ansleys twist of crimson silk is calculated, as the knitting serves to emphasize and symbolize the relationship between Mrs. Slade and Mrs. Ansley as well as to foreshadow the characters dramatic revelations later in the story (Wharton 1 of 12). Color is central to the human understanding of the surrounding world. People associate colors with feelings, places, people, and events in their lives, and each color harbors a different meaning for each individual. Thus, the color used by the narrator to describe Mrs. Ansleys knitting is vital to ones interpretation of the story. The narrator describes it as a twist of crimson silk, and in these five words there exists no shortage of meaning (Wharton 1 of 12). For instance, the knitting is said to be crimson (Wharton 1 of 12). Alice Petry explains it as an insistently passionate color in her article entitled A Twist of Crimson Silk: Edith Whartons Roman Fever' (164). In the article, Petry details the various meanings of the knitting, highlighting also the significance of the knitting within the story. Petrys characterization of the color is not singular to her interpretation of the story: red and its various shades are widely regarded as colors of love and of passion. This passionat e color choice serves to foreshadow the upcoming revelation of the characters as they realize that neither of them knows the whole truth about Mrs. Ansleys tryst with Delphin Slade. Much of the critical attention given to the story has centered on Mrs. Ansleys knitting, and so it is not surprising that critics have emphasized its color. Jamil characterizes the crimson hue of the knitting this way: If black signifies the gloom of guilt, then crimson signifies the heat of sexuality and risquà © youthfulness of romantic passion (99). The black to which Jamil refers is actually the black color of the handbag Mrs. Ansley is carrying, as the story says, Half guiltily she drew from her handsomely mounted black handbag a twist of crimson silkà ¢Ã¢â€š ¬Ã‚ ¦ (Jamil 99; Wharton 1 of 12). This innovative comparison between the two colors emphasizes the foreshadowing effect created by the crimson color of the knitting. In much the same way that the human consciousness is heavily influenced by color, so also does the material from which something is crafted play a large part in how one perceives an object or an event. Different substances carry with them various connotations and denotations that must be taken into account when interpreting a story. Thus, just as color is important, the narrators mention of the type of material used in Mrs. Ansleys knitting is key as well. According to the narrator, the knitting being done by Mrs. Ansley is not made of yarn but of silk (Wharton 1 of 12). This seemingly minor detail is actually very significant, and it too foreshadows the characters coming disclosure of what really happened between Mrs. Ansley and Delphin Slade. Silk is often viewed as a very slinky, seductive material, and so this minor detail foreshadows the climactic revealing of the past that is to come. It suggests some kind of covert romantic encounter on the part of Mrs. Ansley and it can even be seen as contextually symbolic. Jamil puts it this way: à ¢Ã¢â€š ¬Ã‚ ¦the act of bringing out the yarn, which is exquisitely delicate (silk), is the act of bringing the delicate thread out of the past into the present or bringing the present into the past (99). Jamil is not the only one to suggest some sort of connection between the silk and the storys plot, however. Petry also weighs in on the subject, saying, The sensuality and forcefulness suggested by [Mrs. Ansleys] knitting materials will help to render plausible her passionate moonlight tryst with Delphin Slade twenty-five years earlierà ¢Ã¢â€š ¬Ã‚ ¦ (164). Both Jamil and Petry seem convinced that the narrators mention of the silk is not simply aesthetic; rather, both seem to believe that it is premeditated and deliberate, as it serves as one of the storys most powerful agents of foreshadowing. Mrs. Ansleys knitting does not solely serve to foreshadow the storys climax. Instead, it serves also as a contextual symbol of the relationship shared by Mrs. Ansley and Mrs. Slade. As a result of the narrators descriptions of the knitting, it can be said that the knitting suggests a great deal about the relationship between the two women by its very structure. To knit is, by definition, to makeà ¢Ã¢â€š ¬Ã‚ ¦by looping together yarn or thread by means of special needles (Knit def. 1). Because knitting does not normally relate to relationships beyond the context of this story, the use of knitting here acts as a contextual symbol for the relationship between the women. Curiously, this aspect of Mrs. Ansleys knitting has received little critical attention. This does not, however, detract from its magnitude. Knitting is essentially a system of interwoven strands that seem to be completely connected and totally intertwined; the article I Had Barbara: Womens Ties and Whartons Roman Fever' describes the lives of the women in much the same way in the following few sentences: [Mrs. Slade and Mrs. Ansley] move as one, they lean as one, and their expression is the same one. Mrs. Slade and Mrs. Ansley had lived opposite each other actually as well as figuratively for years: a cohabitation, figuratively if not actually alongside their marriages (Bowlby 45). In these few sentences Bowlby outlines just how close the two women really are. Much like the threads of a piece of knitting, the two women cannot get much closer together. The lives of Mrs. Ansley and Mrs. Slade are completely interwoven, and as a result it can be said that the knitting acts as a contextual symbol of the relationship between them. That said, however, even the best knitting will begin to destroy itself with even the tiniest snip of a pair of scissors. Viewed from this perspective, Mrs. Ansley and Mrs. Slade represent the strands of silk, the relationship between them is the knitting as a whole, and Mr s. Ansleys encounter with Delphin Slade and its emergence later in the story act as the scissors that will cause the relationship to fall apart. The one-night rendezvous between Mrs. Ansley and Delphin Slade has such far-reaching, severe effects that it eventually unravels the very structure of the relationship shared by the two women, which had heretofore been intimate (Wharton 3 of 12). Edith Whartons Roman Fever is, according to Petry, Probably Edith Whartons best-known short storyà ¢Ã¢â€š ¬Ã‚ ¦ (163). It is bursting with symbols, foreshadowing, plot twists, and vivid descriptions. What sets it apart from other stories, however, is the significance it places on the simple, seemingly innocuous act of knitting. Mrs. Ansleys knitting plays a central role in the story, as it foreshadows the storys climax and symbolizes the relationship between Mrs. Ansley and Mrs. Slade. The quantity of times it appears lends credence to the idea that Wharton intended for the reader to place a heavy emphasis on the knitting, and the placement and timing of its appearance is too uncanny and too often to be coincidental. Thus, it can be deduced that the narrators mention of Mrs. Ansleys twist of crimson silk is indeed calculated and is meant to invoke a deeper meaning to the story than would be found otherwise (Wharton 1 of 12). As a result, it cannot be ignored as one of the chief aspe cts of the story, and when included in ones interpretation of the story it in turn makes the story more realistic, more meaningful, and more enjoyable.

Capital Punishment :: essays research papers

Among the first people to be executed were the so-called witches within the colonies. These executions became known as the Salem Witch trials. When the trials between May and October 1692 were over, there were about twenty people that were sentenced to die. According to the English law many offenses were punishable by death. Most included property crimes and such other non-violent crimes. Robbery, extortion, arson and pick pocketing were all punishable by death. In Massachusetts there were only thirteen crimes punishable by death which include; cursing, adultery, lying under oath, praying to idols, etc. Throughout the colonies Ohio, New Jersey, Massachusetts, and New York kept the death penalty while in others they opposed and abolished the law. Michigan was the first state to do away with capital punishment. After that the states followed although Maine teeter tottered until 1887, when the law was abolished. Many years passed and states went back and forth on whether or not to keep or discard the death penalty. Some discarded it while other kept it and limited the number of crimes punishable by death. Since May 1995, 38 out of the 50 states had capital punishment laws.   Ã‚  Ã‚  Ã‚  Ã‚  The ongoing debate about capital punishment is a tug of war. When crime declines the need for death penalty declines and when crime increases the need also increases. It’s all a matter of our social situation. Statistics show that by 2001 the 80 percent of supporters declined to a 65 percent and went even lower in 2002. From 1990 to 2000 the number of people sentenced to die was a good 3,550 the number of people executed was highest in 1930’s to the 1940’s.   Ã‚  Ã‚  Ã‚  Ã‚  In 1994, as part of the crime bill, the federal death penalty was expanded to some 60 different offenses. Some of the federal crimes for which people in any state or United Sates territory can receive a death sentence are, murder, kidnapping resulting in death, fatal drive-by shootings, sexual abuse crimes resulting in death, car jacking resulting in death, and crimes not resulting in death, such as running a large-scale drug endeavor. Below are some statistics taken from another source.*   Ã‚  Ã‚  Ã‚  Ã‚  Since 1988, the federal government has authorized seeking the death penalty against 211 defendants. Of the 211 approved prosecutions, 158 (75%) were against minority defendants. Of these defendants, 53 have been white, 39 Hispanic, 12 Asian/Indian/Pacific Islander, 2 Arab and 105 African American.