Must-Know Vocabulary for French Restaurant Dining

Must-Know Vocabulary for French Restaurant Dining Knowing how to conduct yourself and order food in a  French restaurant can be a little tricky. There are some  important differences between restaurants in France and other countries, including what foods are offered and how they are prepared. Even the way dishes are listed on most  French menus  is a little different. Knowing the terms to use in most French restaurants- and especially learning how to pronounce them correctly- is the key to ensuring that your restaurant experience is enjoyable and that you receive the food you want. Understanding what your waiter is asking you or what the menu says- from Quest-ce  que  je  vous  sers? (What can I get you?) to service  compris (tip included)- will soon have your server and others wishing you:  Bon appà ©tit! (Enjoy your meal!). French Restaurant Terms and Pronunciations The table below contains key French restaurant terms followed by their English translations. Click on the French words and phrases to hear how to pronounce them correctly. French Term English Translation commander to order Vous avez choisi? Have you decided? Que voudriez-vous? Vous dsirez? What would you like? Je vous coute. What would you like? (Literally, Im listening to you.) Que prenez-vous? What are you having? Quest-ce que je vous sers? What can I get you? Je voudrais... Jaimerais... I would like... Je vais prendre... Je prends... Ill have... Combien cote...? How much does ... cost? Cest votre got? Do you like it? Is everything ok? Cest termin? Have you finished? a a t? Was everything ok? Je suis... I am... allergique ... allergic to... diabtique diabetic vgtarien / vgtarienne vegetarian vgtalien / vgtalienne vegan Je ne peux pas manger... I cant eat... bleu, saignant very rare ros rare point medium-rare bien cuit well done le serveur (not garon) waiter la serveuse waitress le/la chef cook le menu fixed-price meal la carte menu la carte side order laddition check/bill le socle base of credit card machine le pourboire tip service compris tip included service non compris tip not included A la vtre! Cheers! Bon apptit Enjoy your meal dfense de fumer no smoking les animaux sont interdits no pets allowed A Typical French Restaurant Dialogue Now that you know the key terms you might need to know to dine in a French restaurant, scan the table below to study a typical dialogue that might occur between a serveur  (server) and à ©tudiant  (student). The first column lists the speaker, the second gives the French dialogue, and the third provides the English translation. Serveur Bonsoir Monsieur/Madame. Good evening sir/maam. tudiant Bonsoir Madame/Monsieur. Je voudrais une table pour trois personnes, pour dner, sil vous plat. Good evening maam/sir. I would like a table for 3, for dinner, please. Serveur Vous avez une reservation? Do you have a reservation? tudiant Non, je nai pas de reservation. No, I dont have a reservation. Serveur Pas de problme. Voici une table pour 3 personnes, et voici la carte. No problem. Here is a table for 3, and here is the menu. tudiant Merci Madame/Monsieur. Sil vous plat. Thank you maam/sir. Excuse me? Serveur Oui Monsieur/Madame ? Yes sir/maam ? tudiant Je voudrais de leau. I would like some water. Serveur Oui Monsieur/Madame. Et pour dner, vous avez choisi ? Yes sir/maam. And for dinner, have you decided? tudiant Je voudrais le menu 15 Euros. I would like the set price menu for 15 Euros. Serveur Oui. En entre ? Yes. For the appetizer? tudiant Je voudrais le pat. I would like the pat. Serveur Et en plat principal. And for your main course? tudiant Je voudrais le steak frites. I would like the steak with French fries. Serveur Bien Monsieur/Madame, quelle cuisson ? OK sir/maam, how would you like it cooked? tudiant Bien cuit, sil vous plat. Non, point, sil vous plat. Well done please. No, medium rare, please. Serveur En dessert? For dessert? tudiant Une glace la vanille. Et, excusez-moi Madame/ Monsieur, o sont les toilettes ? Vanilla ice cream. And, excuse me maam/sir, where is the restroom? Serveur Au sous-sol. In the basement. tudiant Je ne comprends pas. Vous pouvez rpter sil vous plat ? I dont understand. Could you repeat please? Serveur Au sous sol. Vous descendez lescalier. In the basement. Go down the stairs. tudiant Oh, je comprends maintenant. Merci. Ah, now I understand. Thank you. Serveur Comment vous trouvez votre steak frites ? How is your steak? tudiant Cest dlicieux. Cest parfait. Its delicious. Its perfect. tudiant Laddition sil vous plat. May I have the check, please? Serveur Bien Monsieur/Madame. Vous pouvez payer la caisse. OK sir/maam. You can pay at the register.

King Richard I, the Lionheart, of England, Crusader

King Richard I, the Lionheart, of England, Crusader King Richard I, the Lionheart (September 8, 1157–April 6, 1199) was an English king and one of the leaders of the Third Crusade. He is known both for his military skill and the neglect of his realm because of his long absence. Fast Facts: Richard I the Lionheart Known For:  Helped lead the Third Crusade, monarch of England from 1189 to 1199Also Known As:  Richard CÅ“ur de Lion, Richard the Lionheart, Richard I of EnglandBorn:  September 8, 1157 in Oxford, EnglandParents: King Henry II of England and Eleanor of AquitaineDied:  April 6, 1199 in Chà ¢lus,  Duchy of AquitaineSpouse: Berengaria of NavarreNotable Quote: We, however, place the love of God and His honour above our own and above the acquisition of many regions. Early Life Born September 8, 1157, Richard the Lionheart was the third legitimate son of King Henry II of England. Often believed to have been the favorite son of his mother, Eleanor of Aquitaine, Richard had three older siblings, William (who died in infancy), Henry, and Matilda, as well as four younger: Geoffrey, Lenora, Joan, and John. As with many English rulers of the Plantagenet line, Richard was essentially French and his focus tended to lean toward the familys lands in France rather than England. Following the separation of his parents in 1167, Richard was invested duchy of Aquitaine. Revolt Against Henry II Well-educated and of dashing appearance, Richard quickly demonstrated skill in military matters and worked to enforce his fathers rule in the French lands. In 1174, encouraged by their mother, Richard and his brothers Henry (the Young King) and Geoffrey (Duke of Brittany) rebelled against their fathers rule. Responding quickly, Henry II was able to crush this revolt and captured Eleanor. With his brothers defeated, Richard submitted to his fathers will and asked for forgiveness. His greater ambitions checked, Richard turned his focus to maintaining his rule over Aquitaine and controlling his nobles. Shifting Alliances Ruling with an iron fist, Richard was forced to put down major revolts in 1179 and 1181–1182. During this time, tensions again rose between Richard and his father when the latter demanded that his son pay homage to his older brother Henry. Refusing, Richard was soon attacked by Henry the Young King and Geoffrey in 1183. Confronted by this invasion and a revolt of his own barons, Richard was able to skillfully turn back these attacks. Following the death of Henry the Young King in June 1183, Richards father King Henry II ordered John to continue the campaign. Seeking aid, Richard formed an alliance with King Philip II of France in 1187. In return for Philips assistance, Richard ceded his rights to Normandy and Anjou. That summer, upon hearing of the Christian defeat at the Battle of Hattin, Richard took the cross at Tours with other members of the French nobility. Victory and Becoming King In 1189, Richard and Philips forces united against Henry II and won a victory at Ballans in July. Meeting with Richard, Henry agreed to name him as his heir. Two days later, Henry died and Richard ascended to the English throne. He was crowned at Westminster Abbey in September 1189. Following his coronation, a rash of anti-Semitic violence swept through the country as Jews had been barred from the ceremony. Punishing the perpetrators, Richard immediately began making plans to go on a crusade to the Holy Land. Going to extremes to raise money for the army, he finally was able to assemble a force of around 8,000 men. After making preparations for the protection of his realm in his absence, Richard and his army departed in the summer of 1190. Dubbed the Third Crusade, Richard planned to campaign in conjunction with Philip II and Emperor Frederick I Barbarossa of the Holy Roman Empire. The Crusade Begins Rendezvousing with Philip at Sicily, Richard aided in settling a succession dispute on the island, which involved his sister Joan, and conducted a brief campaign against Messina. During this time, he proclaimed his nephew, Arthur of Brittany, to be his heir, leading his brother John to start planning a revolt at home. Moving on, Richard landed in Cyprus to rescue his mother and his future bride, Berengaria of Navarre. Defeating the islands despot, Isaac Komnenos, he completed his conquest and married Berengaria on May 12, 1191. Pressing on, he landed in the Holy Land at Acre on June 8. Shifting Alliances in the Holy Land Arriving in the Holy Land, Richard gave his support to Guy of Lusignan, who was fighting a challenge from Conrad of Montferrat for the kingship of Jerusalem. Conrad was in turn backed by Philip and Duke Leopold V of Austria. Putting aside their differences, the Crusaders captured Acre that summer. After taking the city, problems again arose as Richard contested Leopolds place in the Crusade. Though not a king, Leopold had ascended to the command of Imperial forces in the Holy Land after the death of Frederick Barbarossa in 1190. After Richards men pulled down Leopolds banner at Acre, the Austrian departed and returned home in anger. Soon after, Richard and Philip began arguing in regard to the status of Cyprus and the kingship of Jerusalem. In poor health, Philip elected to return to France leaving Richard without allies to face Saladins Muslim forces. Battling Saladin Pushing south, Richard defeated Saladin at Arsuf on September 7, 1191, and then attempted to open peace negotiations. Initially rebuffed by Saladin, Richard spent the early months of 1192 refortifying Ascalon. As the year wore on, both Richard and Saladins positions began to weaken and the two men entered into negotiations. Knowing that he could not hold Jerusalem if he took it and that John and Philip were plotting against him at home, Richard agreed to raze walls at Ascalon in exchange for a three-year truce and Christian access to Jerusalem. After the agreement was signed on September 2, 1192, Richard departed for home. Returning to England Shipwrecked en route to England, Richard was forced to travel overland and was captured by Leopold in December. Imprisoned first in Dà ¼rnstein and then at Trifels Castle in the Palatinate, Richard was largely kept in comfortable captivity. For his release, the Holy Roman Emperor Henry VI demanded 150,000 marks. While Eleanor of Aquitaine worked to raise the money for his release, John and Philip offered Henry VI 80,000 marks to hold Richard until at least Michaelmas 1194. Refusing, the emperor accepted the ransom and released Richard on February 4, 1194. Returning to England, Richard quickly forced John to submit to his will but did name his brother as his heir, supplanting his nephew Arthur. With the situation in England in hand, Richard returned to France to deal with Philip. Death Constructing an alliance against his former friend, Richard won several victories over the French during the next five years. In March 1199, Richard laid siege to the small castle of Chalus-Chabrol. On the night of March 25, while walking along the siege lines, he was struck in the left shoulder by an arrow. Unable to remove it himself, he summoned a surgeon who took out the arrow but severely worsened the wound in the process. Shortly thereafter, gangrene set in and the king died in his mothers arms on April 6, 1199. Legacy Richard has a mixed legacy, as some historians point to his military skill and the daring necessary to go on crusade, while others emphasize his cruelty and neglect for his realm. Though king for 10 years, he only spent around six months in England and the remainder of his reign in his French lands or abroad. He was succeeded by his brother John. Sources Dafoe, Stephen. â€Å"King Richard I – The Lionheart.†Ã‚  TemplarHistory.com.â€Å"History - King Richard I.†Ã‚  BBC, BBC.â€Å"Medieval Sourcebook: Itinerarium Peregrinorum Et Gesta Regis Ricardi: Richard the Lionheart Makes Peace with Saladin, 1192.†Ã‚  Internet History Sourcebooks Project.

Science and nature Essay Example | Topics and Well Written Essays - 250 words

Science and nature - Essay Example ove the Science curriculum, the teacher may consider restructuring the curriculum by allowing the learners take part in tasks in the environment that will allow them grasp concepts in the curriculum. In the case of Science, the teacher should manipulate the environment so that it allows learners grasp concepts in the subject. This includes an environment where the learners can experiment with their senses. For the teacher to be prepared well enough to assist the learners in investigating the environment around them, the teacher must constantly assess the steps forward made by the learners. The teacher responds by assessing the moves they make in the environment and marking down their misdeeds. The teacher may also take advantage of the informal erudition practices. This emanates from the teachers’ instinct on when to act and when not to act in the learning process (Mitchell, 1992). This entails the teachers’ ability to emphasize concepts that are teachable in the course of learning. Conclusively, learning in this context takes part with the teachers reinforcing learning activities through constant supervision of the learners’

A Claim for Religious Discrimination against Coach Al West Assignment - 2

A Claim for Religious Discrimination against Coach Al West - Assignment Example Title 11 of the Civil Rights Act recognizes sports arena, stadium, and other public places of exhibition or entertainment as public accommodation places (Loevy, 1997). For that reason, Ahman could bring a claim for religious discrimination against the NWSU coach under the Title 11 of the Civil Rights Acts. Â  Question 2 Answer: Mohammed Ahman could also bring a religious discrimination claim against NWSU coach under the First Amendment Free Exercise Clause. The First Amendment Free Exercise Clause recognizes the individual right to practice his/her religion, without any form of interference from the government or from anybody else (First Amendment: Chapter 9, n.d). Although by discriminating Ahman on religious grounds NWSU coach did not directly deny Ahman his right to practice his religion, the discrimination, however, indirectly interfered with Ahman’s right to religious freedom recognized by the First Amendment Free Exercise Clause. By asking the football team to recite the Lord’s player after each practice, the NWSU coach failed to recognize the Ahman’s religious freedom to exercise his religion of choice; this action, therefore, amounts to interference with Ahman’s right to freely exercise his religion. Secondly, the NWSU coach’s constant inquir y from Ahman on the relationship between Al-Qaeda and Islam shows that the NWSU coach had a negative attitude towards Islam as a religion. The negative attitude towards Islam could make Ahman uncomfortable in practicing his religion; this again amounts to interference with Ahman’s right to freely exercise his religion.

Blooms Taxonomy Essay Example for Free

Blooms Taxonomy Essay Bloom believes that there are six cognitive levels that classifies thinking in cognitive levels, with each level being more complex than the previous one. Which means that the human brain has the capacity to do more than acquire and understand factual knowledge. Below are the six cognitive levels. 1. Creating Putting elements together to form a coherent, or functional whole; reorganizing elements into a new pattern or structure through generating. planning or producing. 2. Evaluating Making judgments based on a criteria and stands through checking and critiquing. 3. Analyzing Breaking material into constituent parts, determining how the parts relate to one another and to overall structure or purpose threw the differentialine organizing, and attributing. 4. Applying carrying out or using a procedure through implementing, understanding/ constructing manage from oral, written, and graphic message through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. 5. Understanding constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,classifying, summarizing, inferring, comparing, and explaining. 6. Remembering retrieving, recognizing, and recalling relevant knowledge from long term memory. I believe that this is the basic process that most people use to remember and learn a new concept. As almost all projects start with an idea which is where you would create your outline/ idea then you would normally evaluate and analyze that outline/ idea. If you feel that steps one three were going to work you would then apply your idea. Once the idea has been applied it will help you to understand the concept. Which will make remembering it much easier.

American Civil War Essay -- essays research papers

The American Civil War In 1860, arguably the world's greatest nation was locked in Civil War. The war divided the country between the North (Union) and South (Confederate). The war lasted five years and by 1865 the Confederate forces were truly beaten. Out of this horrendous war though, where some 600,000 men died grew a greater sense of nationalism than is today, unrivalled around the world. The American Civil War is interpreted differently by many historians but most see the catalyst as slavery, the motivation as economic, the outcome was a unified national identity. Slavery was a major issue that triggered the American Civil War. Slavery started out, as a few individual slaves coming from England that were generally white. This changed however, and soon the Southern slave traders began 'stealing' blacks to take back to the South. The slaves were forced to work 16-hour days, slave women were only seen as breeders and there were no laws against the rape of a female slave. In 1860 slaves accounted for one third of the South's population and even still they had no rights (see appendix one). The Unionist North many people believed it was immoral to own another human being. These people were called Abolitionists. The South relied strongly on the slave trade and when the North spoke of abolishing it, the South spoke of forming there own country, The Confederate states of America. The South began to see that the North was going to take action against the South's inhumane slav...

Compare and Contrast Presidents Essay

Like any two people in the world Franklin D. Roosevelt and Ronald Reagan both have their own views about war, women’s rights, gay rights, foreign policy, and many other problems facing our country. These two presidents have greatly impacted our country since they were in office. Roosevelt and Reagan have helped shape our country into what it is today. Franklin D. Roosevelt was born in 1882 in New York. He went to Harvard University and Columbia Law School. He was elected New York senate in 1910. In 1921 he was diagnosed with poliomyelitis. In 1928 Roosevelt became the Governor of New York. He was elected the 32nd president of the United States in November 1932. There were thirteen million unemployed by March and nearly every bank was closed. Roosevelt made it his main goal to restore businesses and agriculture. Three years later our nation had achieved somewhat recovery. Businessmen and bankers still blamed the horrific economy on the current president. His idea was called the Roosevelt’s New Deal program. Not too many people were thrilled about this program to say the least. He took the nation off the gold standard and allowed deficits in the budget. After this program failed, Roosevelt made a new program or Hanson 2 reform known as Social Security. This put heavier taxes on the wealthy, new controls over the banks, and a huge relief program for the economy. While Roosevelt was president he also added the United States to the â€Å"good neighbor† policy. Its main principle was that of non-intervention and non-interference in the domestic affairs of Latin America. Another goal was to keep the United States out of war in Europe. A huge event all of us know was the Japanese attack on Pearl Harbor on December 7, 1941. This officially got us involved in World War II. Although Roosevelt didn’t like confliction he announced a global war. Ronald Reagan was born on February 6, 1911 in Illinois. He attended Eureka College and studied economics and sociology. As Reagan grew older his political views went from liberal to conservative. In 1966 he was elected governor of California then re-elected in 1970. In 1980 Reagan won the Republican Presidential nomination then took office on January 20, 1981. He won the presidential race easily due to the inflation and secret of Americans in Iran. Only sixty-nine days later after he took office he was shot. While Reagan was in office the economy grew, inflation lessened, employment increased, and national defense was strengthened. He helped the economy by cutting taxes and government expenses. In 1984, Reagan won a second term due to his brilliance in his first. At the end of his presidency the nation had the longest period of peacetime prosperity without recession or depression. Both Roosevelt and Reagan dealt with major events involving foreign affairs. During Reagans two terms he increased defense spending 35 percent, but sought to improve relations with the Soviet Union. He attended meetings with Soviet leader Hanson 3 Mikhail Gorbachev and negotiated a treaty that would eliminate intermediate-range nuclear missiles. Reagan also declared war against international terrorism, sending American bombers against Libya after evidence came out that Libya was involved in an attack on American soldiers in a West Berlin nightclub. While Roosevelt was president he wanted to increase the influence and prestige of the United States on the world and make the country a global power. One of Roosevelt’s famous quotes was â€Å"speak softly and carry a big stick†. He was willing to use force when needed but also using persuasion instead of violence. One of the biggest foreign policies involved in his presidency was that of the Panama Canal. Roosevelt was aggressive with foreign policy and so was Reagan. During Reagans presidency the economy was in pretty good shape. The economy grew, inflation lessened, employment increased, and national defense was strengthened. He helped the economy by cutting taxes and government expenses as well. Roosevelt on the other hand wasn’t as lucky with the economy as Reagan. Roosevelt took presidency during the great depression. He had to make huge efforts and changes to try to get the economy back on track. Over the next eight years, the government instituted a series of experimental projects and programs, known collectively as the New Deal. This was aimed to restore some measure of dignity and prosperity to many Americans. Both Franklin D. Roosevelt and Ronald Reagan had very eventful office terms. They also had their differences. While Roosevelt was president the 22nd Amendment wasn’t made so the presidential term was longer than it is today. Both presidents had to deal with wars, foreign affairs, tax cuts, and reduction on government Hanson 4 spending. Also, before Reagan and Roosevelt were elected president they were Governors of states as well. Ronald Reagan and Franklin D. Roosevelt played major roles in making our country into what it is today. Without these two presidents I don’t know where our country would be. Both helped our economy tremendously, strengthen our foreign affairs, and made America a global leader. Granted they had different views on some things; they still were two great presidents. Hanson 5 Work Cited Beschloss, Michael, and Hugh Sidey. The Presidents of the United States of America. White House Historical Association, 2009. Web. . Beschloss, Michael, and Hugh Sidey. The Presidents of the United States of America. White House Historical Association, 2009. Web. . Garrison, Justin. â€Å"A Covenant with all Mankind: Ronald Reagan’s Idyllic Vision of America in the World.† Vol. 21.Issue 1/2 (2008): p34-63, 30p. Print. PIOUS, RICHARD M. Presidential Studies Quarterly. Mar2012, Vol. 42 Issue 1, p190-204. 15p. DOI: 10.1111/j.1741-5705.2012.03948.x.

Mass Media Impact on Adolescence Essay

People cannot deny the fact that media has been playing a powerful and influential role in the society. All the people are affected by the messages that are being shown on media sources and unconsciously change the values and beliefs that have been presented in the society. Undeniably, media contributes to the messages that develop the environments of the adolescents. Even parents agree that media has a great impact on the lives of adolescents but this opinion always leads to negative perception of adults toward media because of the influence that media conveys to the young generation. The information that is released by the mass media is willingly absorbed by the people. Adolescents are often targeted by this information because of their ability to conform easily to what media has exposed to the society. The vulnerability of adolescents in absorbing the knowledge and information that media has provided for them often leads to both negative and positive impacts not only on the adolescents themselves but also on the community. Because the young adults are the active consumers of the messages that are being portrayed in media sources like television, radio, newspapers and magazines, they have been the target of the information showed on media. Sexuality on Mass Media The sexual contents in media can affect the people not only the adolescents; however adults have been expressing their concern for the young people because of their early exposure to sexual messages. According to surveys, the average teenage viewer sees hundreds of sexual behavior on television a week with portrayals of four times as many sexual activities between married and unmarried couples. Moreover, most of the movies that are being shown on cable networks and videos on music channels contain sexual messages. Some researches also suggest that the sexual messages that are being portrayed on media sources are presented in positive aspects with little discussion of the consequences and potential risks (Gruber and Grube). Media has been influential in transferring information to the viewers. In fact, media is used by the young adults to get information about sexuality. Moreover, teenagers view the people showed by the media as the role models of sexy body and aspire to have the same body size and figure as what they have seen on television or magazine (Brown). Advertisements are created in order to persuade the target consumers to buy a certain product; however the audiences tend to buy not only the product that is being endorsed by the media but also the subliminal content of the advertisement. In other words, media is able to influence the emotional and psychological aspect of the society on the messages that are being conveyed on a certain media source. One television shows for teenagers portrays sexually active individuals openly talking about sexual experiences. The advertising poster of one milk brand shows a half naked woman while being bathed by the product. Physical flirting, kissing, and intercourse are often depicted and implied by the media to which adolescents are greatly exposed as they become matured individuals (Brown et. al). Media and Adolescents The people absorb the messages that media portrays to the society. Apparently, media has been an influential source of information for the people because it is the most accessible way of learning about any aspects in a person’s life. Since adolescents are the active consumers of the information that are being showed by the media, the messages that media offers to the society are largely absorbed by the young cluster of the society. Therefore, media has a great impact on the development of the youth and the construction of the society. Heavy exposure of adolescents to sexual messages of media helps the youth in developing beliefs and perceptions. Since this cluster of the society is extremely exposed to the messages that are being conveyed by the mass media, the effects of the information that media shows to the society will be easily absorbed by the youth. Media frequently shows images with sexual content to the society which young generation takes the largest part of the viewing population. In this aspect, information from media may promote sexual initiation and illusion to the young people. Adolescence is the stage of developing sexual exploration which can be triggered by many factors that are present in the society. In this period, the teenager becomes aware of the sexual behaviors that should be considered appropriate for his or her age. However, despite the idea that many young adults still prefer not to be engaged to sexual activities in a very young age, many teenagers are being affected by the factors of the society that change their views toward sex. In other words, adolescents are easily influenced by the perceptions of other people and conform in the cultural norms (Collins et. al). Teenagers easily follow what they can see on the society by imitating what they have seen others are doing and desiring to be fit on the society. Since media has been portraying sexual images without negative consequences to the teenagers, these people on the complicated stage of life would adopt the behaviors that are portrayed to them. Even though teenagers are aware that what media showed are all products of imagination and created only to attract viewers’ attention, the young adults would still perceive the message as reality and believe to the information that media had provided for them. Although some messages on media shows sexual risks, many teenagers tend to engage to sexual activities because of the media’s lack of emphasis to the consequences that it may bring to the young adults. Surprisingly, the media sources even portray safe sex messages and less discouragement to the viewers. However, most researches show that the programs that teenagers have sexual content. Some of the films and television programs portray characters believing in the idea that having sex would keep the romance alive in the relationship. The others talk about sexual experiences which conveyed encouragement to youth to be engaged to sexual activities. Although most of the media sources depict sex as common, some show patience to wait for the proper time and risk sexual consequences, such as unplanned pregnancies and sexually transmitted diseases. However, those programs still evoke sexual behaviors to viewers despite their resistance to sexual activities. In turn, these scenes mold social perspectives and affect the behavior of the young adults. Sexuality on Media and Consequences to Adolescents One of the impacts of sexuality towards media has been discussed even at the introduction of this study; however several problems still exist that adolescents and society may encounter because of the images portrayed on media sources. Aside from imitating and conforming to the messages that the young adults have learned through media, bigger problems may occur in society because of the constant exposure of images and frequently portraying of subliminal messages. In other words, short exposure of sexual images would bring a lifetime of societal problems. Since adolescence is the period in which a person strives hard to fit in the society, this stage is associated with conflicts and complicated aspects to young adults. Young adults conform to society and imitate the actions that adults do which becomes a constructed reality for them. Sexual content on media leaves a mark to young viewers and construct a new perspectives toward sex. In this aspect, a teenager engages in sexual activities at an early age then tends to pursue intercourse once committed to an intimate relationship. In other words, the young adults may continue to engage in sexual activities once they get involved in relationships with different persons. This idea does not show societal problems in terms of polygamy but poses a rather alarming problem. The risk of having sexually transmitted disease for constant shifting of partners can be one of the bigger problems that may be encountered by the society. Aside from this problem, unplanned and unwanted pregnancy often occurs in the society. A growing number of young people who became parents at a very young age are one of the problems that the society is facing today. Some teenagers are being strong enough to face the consequence of engaging to sexual activities by pursuing the pregnancy and accepting the responsibility of early parenthood. However, some prefer to escape the conflict of unwanted pregnancy and engage in abortion, which leads to another societal problem. If these problems would be viewed in a broader aspect, the adolescents’ sexuality results in an immature way of parenting that would lead to domestic violence to divorces and separation. Apparently, these problems have different factors to look back to; but the causes are oftentimes neglected focusing on the bigger or less important ones. Media is being used by the young adults for daily entertainment which makes them active consumers because of more time that are being spent on media rather than other activities. Moreover, adolescents use media to gain information regarding common issues in developing to become independent individuals and use the information learned in their daily lives. Although media has a purpose for sowing certain messages, adolescents use the messages acquired from media in different manner and purpose (Levesque). Undeniably, media has a great impact on the sexuality of adolescents. The influence of media can be considered as positive because of its ability to teach the youth about sex education and leaving them the choice to conform or negative for showing too much sexuality making youth exposed to unrealistic aspects of the society and giving them courage to conform to the media’s constructed reality. The sexual images that are being shown to young adults are not only a source of information but can predict and picture the future of the world through the social perspectives and sexual behaviors that are being constructed for the young adults. Works Cited Brown, Jane. February 2002. â€Å"Mass Media Influences on Sexuality – Statistical Data Included. † Health Care Industry. 12 December 2008 . Brown, Jane Steele, Jeanne & Walsh Childers. Sexual Teens, Sexual Media: Investigating Media’s Influnce on Adolescent Sexuality. New Jersey: Lawrence Earlbaum Associates, 2002. Collins, Rebecca, Phd. Elliot, Marc, PhD. Berry, Sandra, MA. Kanouse, David, PhD. Hunter, Sarah,PhD. & Miu, Angela,MS. Watching Sex on Television Predicts Adolescent Initiation of Sexual Behavior. Pediatrics. 3 September 2004: 280-289. Gruber, Enid & Grube, Joel. 2000. â€Å"Adolescent Sexuality and the Media. † PubMed Central. 12 December 2008 . Levesque, Roger. Sexuality Education: What Adolescents’ Rights Require. New York: Nova Publisher, 2003.

Political Campaign Contribution Laws for Individuals

Political Campaign Contribution Laws for Individuals If you decide to contribute to a political candidate, you should know that the Federal Campaign Finance Law places legal limits on how much and what you can give. Representatives of the candidates campaign committee should be aware of these laws and inform you of them. But, just in case... The Federal Election Commission (FEC) has released the campaign contribution limits for individual private citizens for the 2019-2020 election cycle, including the presidential election on November 3, 2020. The per-calendar year limits became effective on January 1, 2019. The amount an individual can contribute to a candidate for each election was increased to $2,800 per election, up from $2,700. Since each primary and the general election count as separate elections, individuals may give $5,600 per candidate per cycle.   The following chart shows more details on the FEC campaign contribution limits for individuals in 2019 and 2020: An individual may contribute to †¦ Federal Candidates $2,800 per election National party committees- main account $35,500 per year National party committees- convention account (RNC and DNC only) $106,500 per year National party committees- party building account $106,500 per year National party committees- legal fund account $106,500 per year State or local party committees’ federal accounts $10,000 per year Federal PACs $5,000 per year Note: Contributions to the three national party special accounts (convention, building, and legal) can be used only to pay for expenses related to presidential nominating conventions, headquarters buildings of the party, and election recounts, contests, and other legal proceedings. Note: Married couples are considered to be separate individuals with separate contribution limits. Notes on Contributions to Presidential Campaigns The contribution limits work a little differently for presidential campaigns. You can contribute a total of up to $2,800 to presidential candidates running in state primaries, but the donation is for the entire primary election period. You cannot donate $2,800 for each state primary in which the candidate is running.A portion of your contribution may qualify to be matched by the federal government. If a candidate running in a primary election has qualified for the federal matching fund program, up to $250 of your total contributions to that candidate may be matched with federal funds. To qualify for federal matching, your contribution must be made in written form, such as a check. Contributions such as currency, loans, goods and services, and any type of contribution from a political committee do not qualify for federal matching.  In the general election, however, you may not make any contributions to the campaigns of Democratic or Republican nominees who receive Federal funds. Can anybody contribute? Certain individuals, businesses, and associations are prohibited from making contributions to Federal candidates or political action committees (PACs). Foreign nationals may not contribute to any candidate or party in any Federal, state, or local election in the United States. Foreign citizens who have permanent US residency status (posses a green card) are allowed to contribute according to the same laws as American citizens.Federal contractors individuals or businesses under contract to provide goods or services to the Federal government are prohibited from contributing to candidates or parties in Federal elections.Corporations and Labor Unions are also prohibited from contributing. This law applies to all incorporated organizations, profit or non-profit. Business owners are not allowed to make contributions from their business accounts. Although corporations and labor organizations may not make contributions or expenditures in connection with federal elections, they may establish PACs.Cash in any amount over $100 is prohibited.Contributions in the name of another person are not permitted. Note: Parents may not make contribut ions in the names of their children. Persons under 18 may contribute, but must do so willingly, under their own names, and with their own money. What constitutes a contribution? Besides checks and currency, the FEC considers ...anything of value given to influence a Federal election to be a contribution. Note that this does not include volunteer work. As long as you are not compensated for it, you can perform an unlimited amount of volunteer work. Donations of food, beverages, office supplies, printing or other services, furniture, etc. are considered in-kind contributions, so their value counts against contribution limits. Important: Questions should be directed to the Federal Election Commission in Washington, DC: 800/424-9530 (toll-free) or 202/694-1100.

The Victorian Era essays

The Victorian Era essays Characteristics During the Victorian Era When imagining the Victorian Age, royalty, fancy lifestyles, and elaborate living often come to mind. However, during this same era, other lifestyles and conditions of a completely different nature were occurring. Many of the English people lived in poverty. Charles Dickens, one of the great writers of this period, described how it was to live during the Victorian Era. Although England grew from an agricultural to an industrial society, not all citizens benefited from this change. In addition, the undesirable health and medical environment plagued both the wealthy and the poor. Charles Dickens was a profound British writer who composed novels, short stories, dramatic works, poetry, and essays (Charles Dickens 1). He was born on February 7, 1812 in Portsmouth England where he was the second of eight children (Perdue 1). His father John was a minor government official as a clerk in the Navy Pay Office: he was then transferred to Somerset House in London. The family moved to Chatham in the Medway Valley, where Charles experienced the most glorious part of his childhood (Perdue 1). After moving back to London, John Dickens had a tendency to live beyond his needs, spending all the money he earned, and was sent to Marshalsea debtors prison in 1824 (Charles (John Huffam) Dickens 2). Starting at an early age, Dickens was taught at home by his mother Elizabeth, and later attended a Dame school in Chatham. Even though he had received a decent education, he felt very unsuccessful since his sister Frances was winning awards studying at The Royal Academy of Musi c, while he was still a mere boy (Charles (John Huffam) Dickens 2). According to David Perdue, Charles was removed from school and sent to work at a boot-blacking factory earning six shillings a week to help support the family. Charles considered this the worst time in his life, which would...

Banking Essay Example | Topics and Well Written Essays - 250 words

Banking - Essay Example The article argues that the Softcard, a product comprising T-Mobile and Verizon Wireless companies’ technology will enable the existing users to access services from 14,000 outlets of the McDonalds fast food chain. The author’s research argues that the Softcard services will service the existing and emerging clientele using any of the chosen eighty mobile devices. The author succeeds in analyzing the propulsion of the US economy through wireless financial services from a comparative approach that includes different countries. The research successfully indicates that the NFC, Apple Pay, and Softcard are gaining a reasonable clientele population in nations such as Australia and UK (Ginovsky 1). The author cites that 60% of the debit card users’ activities increased by 18% after the technology’s introduction; thus, leading to revenue increment of $3 billion (Ginovsky 1). The research predicts an increment of the services’ users to be 80% by 2020. Therefore, the banking periodical and the author’s research serve in delivering knowledge to the banking professional about the ongoing and the expected changes in the banking industry, as such information will enhance preparedness to overcome the challenges that might

Ombine the processes of consultancy and project management with people Essay

Ombine the processes of consultancy and project management with people management - Essay Example In order to understand the financial as well as human resource aspects, work breakdown structure will be drawn and budget will be analyzed for the overall project. Time constraint is the most important factor for the success of the project. Failure to deliver the project in time may have an adverse affect on the expected benefit of the project. Hence, the project has taken into consideration the time schedule and network diagram has been developed so as to analyze it. It is also important to determine the risk of the project as risk management is the significant consideration of the project. Therefore, the project will also throw light onto the risk that is associated with the project. Emperor Capital Group Limited was established in the year 1993 and is a Hong Kong based investment holding company. It has been providing various ranges of financial services to the customers. It has been facilitating the brokerage services for various products like securities, future, options, bonds that are traded on the exchanges in Hong Kong, Japan and in the US (Emperor Group, 2010). The company also provides Margin and IPO financing, as well as it has been pioneer in providing loans and other related services to its clients. It is to be noted that the brokerage business of the company has been running since last 12 years along with stable business development. In the year 1994, headquarter was moved to a newly made Emperor Group Center that was located in Wanchai, Hong Kong. Emperor Futures Limited was also established in the same year that provided investors the financial services like securities and future trading. The year 2007 was marked as the most remarkable year as Emperor Capital Group Limited got listed on the main board under the stock exchanges of Hong Kong (Corporate Information, 2010). The company maintains corporate governance and is also committed for effective accountability mechanism in every part of