Art History the Mourning of Christ by Giotto Assignment

Art History the Mourning of Christ by Giotto - Assignment Example Other two figures surrounding Christ are depicted from behind and it is impossible to see if they are men or women. Maria Magdalena holds legs of Christ. We can assume that it is she only because of her red hair. Other five figures are in the middle of the painting. The central figure of this group is a young man with the short haircut and he looks very young. He leans toward Christ and stretches his arms to him as if he wants to embrace him. His face reflects sorrow and grief. Other two men from this group are calm and their sorrow is very deep inside because they look like detached viewers of this tragic scene. There is also another group of mourning people in the left part of the painting. The picture is divided into two main parts upper and lower by a sharp mountain edge. In the upper part of the painting we can see 10 angels flying high in the blue sky, or if to say more exactly, are caught up in emotional explosions of sorrow. Generally, Giotto’s painting expresses a mood of sadness. He uses different devices providing his viewers with possibilities to look at deep space of the painting. He uses foreshortening and it looks like there is a lot of space in this painting. Pastel colours used by the artist create an atmosphere of motion in the painting, or fixed moments of motion if to be more exact. Soft clothing in the lower part of the painting is contrasted with sharp forms of the mountain in the middle of it (Lamentation). Giotto’s new devices belong to the techniques of the Early Renaissance. His painting is 3-dimensional, full of symbols and allegoric meanings (Lamentation). His manner of contrasting human and divine worlds can be seen in the exact depiction of human clothing and angelic images. In such a way Giotto clearly shows that he delimits human and divine worlds. In â€Å"The mourning of Christ† depicts Giotto made an emphasis on mother’s sorrow at Christ.  

Reasons for Travel Essay Example for Free

Reasons for Travel Essay More and more people all over the world prefer to spend their holidays travelling. Rich or poor, old or young, they strive to leave the place where they live or work, and move to another spot of our planet — at least for two to four weeks a year. They travel to cities and towns, mountains and lakes, across oceans and seas. There are several reasons why the popularity of travel and tourism is growing. The first one is educational value of travelling. Man has always moved from one place to another in search of knowledge. Even now, in the age of technology and global communication, travelling to a different region or country can help discover new ideas, technologies and inventions. The best way of studying geography is travelling, the best way to help you master a foreign language is travelling, too. Moreover, a special kind of tourism has developed, called educational tourism when people travel to study a foreign language or to take up a course in one or several other subjects. The second reason why people travel is entertainment and rest. To see great buildings and natural wonders, listen to national music, get some knowledge about traditions and ways of different countries, taste new cuisine gives us new emotions, helps drive away the stress. Thirdly, there are special reasons. A lot of new types of travelling have appeared like ecotourism, educational tourism, sports tourism. A lot of people travel on business. Now, with the growth of international trade people have a lot of chances to do business with foreign partners, and they do it willingly. Some people have additional reasons to like travelling. When travelling, they do sports, or take care of their health, or get new contacts.

Faust and the Juxtaposition of Good and Evil Essay -- Literary Analysi

In â€Å"Faust Part One†, Johann Wolfgang von Goethe, uses different characters in his play, like God, Mephistopheles, and Gretchen to portray the juxtaposition of good and bad. We are introduced to Faust, who as a mere human makes mistakes throughout the play under some influence of the devil. Therefore it is difficult to write him off as a completely evil being. However, Destro’s argument is extremely useful in helping to interpret Faust’s character in a very levelheaded manner. Destro believes that Faust is a tragic hero for the purposes of the play, but as a person Faust is bad because of his actions and lack of enlightenment up until the near end of his life. Faust was a very selfish character who caused death and despair because of his carelessness; and for that he is bad. Although Faust does show feelings of remorse and guilt in the dungeon scene, for majority of the play, he is flawed and though Mephistopheles manipulated him, Faust had the power to main tain control over his own actions and urges therefore he is a bad or negative character. Faust is a fairly troubled individual. That is a major part of the play. Faust is not like typical humans of his time; he is very curious, self-righteous and extreme and as Destro says, Faust has his own interpretation of morality that are not exactly typical (Page 60). Which helps the reader to understand Faust’s character can be seen as â€Å"highly problematic† from an â€Å"ordinary moral point of view† which is why Faust, regardless of his guilt will never fully change and the pursuit of trying to gain moral clarity and substance will lead to nowhere because he is already very flawed (Destro 60). Essentially, Destro means that Faust was doomed because of his personal views and his desire to ga... ...ity in hell, unable to ever experience love again. Works Cited 1. Andre, Alt, Peter. "Mephistopheles' Principles: On the Construction of Evil in Goethe's Faust I." Modern Language Review Vol. 6.1 (2011): 149-63. Print. 2. Destro, Alberto==. "The Guilty Hero, or the Tragic Salvation of Faust." A Companion to Goethe's Faust: Parts II and I. Rochester, NY: Camden House, 2001. 56-75. Print. 3. Colavito, Carl N. Educating for Democracy: Lessons from Goethe's 'Faust' Colavito, Carl Nicholas. Diss. University of Florida, 2010. Miami: Dissertation Abstract, 2010. Print. 4. Goethe, Johann Wolfgang Von, and Peter Salm. Faust, First Part. New York: Bantam, 1962. Print. 5. Murray, Chris. "Review Essay: 'Give It Up in Despair': Coleridge and Goethe's Faust."Romanticism: The Journal of Romantic Culture and Criticism Vol 15.1 (2009): 1-15. Print.

Braveheart Movie Summary :: essays research papers

In 1280 A.D. Edward I of England, known as "Longshanks," has occupied much of Scotland, and his oppressive rule there leads to the deaths of William Wallace's father and brother. Years later and after Wallace has grown up with his uncle outside of Scotland, the Scots continue to live under the harsh thumb of Longshanks' cruel laws. Wallace returns, intent on living as a farmer and avoiding involvement in the ongoing "Troubles." Wallace rekindles a romance with his childhood friend Murron after showing her the carefully preserved thistle she gave him as a child, and the two marry in secret to avoid the primae noctis decree the King has set forth. After Wallace beats up a group of English soldiers attempting to rape Murron, the village Sheriff publicly cuts her throat before Wallace is able to save her. An enraged Wallace, with the assistance of his fellow townsmen, slaughters the English soldiers at the encampment, killing the sheriff in the same manner that Murron was killed. He then orders the burning of the local English fort, and unintentionally kindles a Scottish rebellion. News of the rebellion spreads quickly, and hundreds of Scots from the surrounding clans volunteer to join Wallace's militia. Wallace leads his army through a series of successful battles against the English, including the Battle of Stirling and sacking the city of York. However, he is betrayed by the Scottish nobility and defeated at the Battle of Falkirk. He goes into hiding, fighting a guerrilla war against English forces and personally executes two Scottish nobles who betrayed him. Meanwhile, Princess Isabelle, whose husband Prince Edward (Longshanks's effeminate son and heir) ignores her, meets with Wallace as the English King's emissary. She and Wallace share a tryst, during which she conceives Wallace's child. Still believing there is some good in the nobility of his country, Wallace eventually agrees to meet with the Bruce. He is caught in a trap set by the elder Bruce and the other nobles, beaten unconscious, and handed over to the English Crown. Robert the Bruce is enraged b y his father's treachery, and disowns him forever. In London, Wallace is brought before the English magistrates and tried for high treason. He denies the charges, reasoning that he had never accepted Edward as his King. The court responds by sentencing him to be "purified by pain." Later, in a London square, William Wallace is brutally tortured to death, being alternately hanged, racked, and finally disembowelled alive.

Agriculture Education

IDA/700-PAK-10 Assignment Report Agricultural Education FOR INTERNAL USE ONLY: NOT FOR GENERAL DISTRIBUTION PAKISTAN Horticulture and Vegetable Production at the Sind Agricultural University, Tandojam by Mohamed A. S. Sakr UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (Unesco) Paris, 1982 Serial No. FMR/ED/OPS/82/23KIDA) IDA/700-PAK-10 Assignment Report (Sakr) FMR/ED/OPS/82/231 (IDA) Paris, 22 June 1982 CONTENTS PARAGRAPHS INTRODUCTION ( 1 – 2) AGRICULTURAL EDUCATION: UNIVERSITY PROVISION AND NEEDS ( 3 – 14) Faculties 3- Central Facilities: 5- 8 (1) (2) (3) Central Library Laboratories Water and Electricity (4) 5 6 7 S University Farm 9 Faculty of Agriculture 9 Staffing 10 – 14 Department of Horticulture 10 (1) (2) (3) Staffing Buildings Equipment 11 – 13 14 (15 – 36) ACTIVITIES OF HORTICULTURAL DEPARTMENT AND ADVISER 16 – 20 Undergraduate Curricula 21 Postgraduate Curricula 22 – 29 Vegetable Crops (1) (2) (3) object ives and Methods Growing methods Seed production (4) Results 22 – 23 24 – 27 28 29 30 – 32 Student Training:- practical work and lectures 3 – 34 Staff Training Research 35 – I. INTRODUCTION 1. This report covers the activities of the Adviser in Horticulture and Vega,table Production from 14 March 1981 to 13 March 1982, within the framework of Credit Agreement No. 678, signed on 18 February 1977 between the Government of the Islamic Republic of Pakistan and the International Development Association as provided by the Food and Agriculture Organization (FAO) under sub-contract to Unesco. 2. His functions were defined as follows:Under the direction of theVice-chancellor of the University and the Director of the Third Education Project in Pakistan, the Adviser, besides performing such other duties within his competence as might be assigned him, would assist the University's Faculty of Agriculture to: a) b) Develop curricula and teaching methods for cour ses in horticulture ; c) Prepare courses on physiological features affecting the growth of horticultural crops, including day-length, water-stress, soil and air temperatures, fertiliser use and uptake, etc. ; d) Encourage the development and use of innovative methods for teaching horticulture; e)Identify plant species which could be used locally for seed production; f) I I. Initiate and improve research methods in vegetable production; Prepare, within the Adviser's field of competence, technical documents (manuals, guidelines, brochures, etc. ) to be put at the disposal of the Faculty of Agriculture. AGRICULTURAL EDUCATION: UNIVERSITY PROVISION AND NEEDS Faculties 3. The Sind Agricultural University, which developed from the Agricultural College first established at Sakrand in 1939, had in 1982, an enrolment of 1,700 students and some 200 teaching staff (not including Research Institute s taff).It has a Division of Basic Sciences, three Faculties – Agriculture, Animal Husband ry and Veterinary Science, and Agricultural Engineering — and a Directorate of Advanced Studies. 4. The largest faculty is that of Agriculture, with 1,252 undergraduates and 174 postgraduate students and 88 teaching staff in 1982. It has eleven departments: agronomy, botany and plant breeding, agricultural extension and short courses, agricultural chemistry, agricultural economics, entomology, horticulture, plant protection, plant pathology, statistics and English. -2-Central Facilities (1) Central Library; 5. The Adviser considered that the Central Library, which serves the whole University, had inadequate stocks of recent reference books and periodicals, that its use could be increased if its hours of operation were extended from 7. 30 a. m. to 7. 30 p. m. , and that indexing and shelf-storage of books and other materials should be improved. (2) Laboratories : 6. A Central Laboratory, the Adviser recommended, should be established for advanced studies, suitably equipped and staffed with trained technicians.There was a need for a central service to maintain and repair laboratory equipment and apparatus. He found numerous items to be out of service which could easily have been repaired. Laboratory assistants were needed for proper laboratory maintenance and operation, and every department should have access to laboratories suitable for practical work by students, for demonstrations and for research and experimentation by teaching staff and postgraduate students. (3) Water and Electricity: 7. The water pressure was inadequate in most laboratories, to the detriment of practical work and experimental projects.Intermittent electrical breakdowns interfered with the conduct of laboratory experiments which required maintenance of a certain temperature, humidity and lighting. Wiring in some laboratories was inadequate. Voltage fluctuations should be stabilized by voltage regulators where sensitive apparatus was used. An emergency power, supply should be availab le. (4) university Farm: 8. The importance of practical training should be reflected by the development of a university farm large enough to serve all three faculties.A committee, headed by the Vice-chancellor, should be responsible for the planning and control of the farm, with a farm manager in charge of its activities. The farm would be used primarily for training students and for experimental studies, while production of field crops, fruit and vegetables, together with apiculture and fish-farming, could support research activities. Faculty of Agriculture Staffing: 9. With 88 teaching staff for 1,426 students, the student-teacher ratio in the Faculty of Agriculture is 1:16.This makes it difficult for teachers to teach, supervise practical training and research tasks and deal individually with students. The Adviser considered that the teacher:student ratio should be 1:10. -3- Department of Horticulture (1) Staffing 10. The Horticultural Department of the Faculty of Agriculture pro vides undergraduate and graduate courses in three main fields: pomology, olericulture and ornamental horticulture. The teaching staff of eight (a professor, one associate professor, four assistant professors and two lecturers) should be doubled by the addition of two associates, two assistant professors and four lecturers.A laboratory technician and three assistants, a field assistant for the vegetable garden and a tractor driver (should the Department receive a garden tractor) should also b e provided. For the moment, the University should provide at least a laboratory technician and a field assistant. (2) Buildings (a) Laboratories : 11. The Department has two laboratories, one about 30* x 15†² and the other 60†² x 3 0†², the latter having two store rooms. Considering that this space was not enough for undergraduate practical work, the Adviser-recommended the provision of two more laboratories of 4 0†² x 25 ‘ . b) 12. Horticultural Structures: The Adviser recommended provision of: (i) a lath house of 4 0 x 8 0 ‘ for propagation and to provide proper shade for seedlings and ornamental shade plants; (ii) a greenhouse for tropical foliage plants? (iii) a growth chamber for research on environmental impact on the growth and yield of horticultural plants. If an imported growth chamber cannot b e obtained, an alternative would b e a greenhouse with humidity, light and temperature controls. (c) Post-harvest Structures: 1 3. A building is needed for preparing fruit and vegetables for marketing and torage, de-greening and fruit-curing chambers, cold storage, and preservation of fruit and vegetables. (3) Equipment 1 4. The laboratory equipment is adequate, though some items were in need of repair. Field machinery, for both garden and farm, is provided by the Faculty of Agricultural Engineering. However, the Adviser considered it would be advantageous for the Department to have a 60 hp garden tractor, with trolly and -4- other accessori es, plough, cultivator, rotivator, leveller, pit-digger, driller, power sprayer, etc.This would save time now being lost in borrowing tractors in emergencies, such as one which might arise in connection with disease and pest control. It would ease problems occurring from the shortage of labour. I II. ACTIVITIES OF HORTICULTURAL DEPARTMENT AND ADVISER 1 5. Besides advising on staffing and facilities, the Adviser co-operated with Department of Horticulture staff in a number of activities, including the revision of curricula, growing of vegetable crops, practical work, training students and staff, and research. Undergraduate Curricula 16..Undergraduate studies in horticulture cover a period of five years, the courses being: Years 1 and 2 : Basic science (Intermediate l evel); Year 3 : General horticulture; Year 4 : Fruit and vegetable growing and ornamental horticulture ; Year 5 : Fruit and vegetable production, landscape gardening and general food technology. 1 7. The curricula in the following areas were revised. (a) Intermediate level basic science; (b) Various major field horticultural courses; (c) Agro-ecology of Sind and Baluchistan; (d) Major horticultural crops in Sind and Baluchistan; e) Problems of fruit and vegetable production in these two provinces. 18. An interim development plan was prepared for undergraduate and postgraduate studies. It was agreed that the three existing courses in plant-breeding and genetics provided an adequate scientific background in this field and that priority should now go to fruit and vegetable production. To this end, two new courses should be added so that the overall course would include: vegetable growing, vegetable production (two courses) and seed production. – 5- 19.In vegetable growing, in addition to the existing areas of definition, classification, soil and climatic requirements, the Faculty should add rotation, green manuring and kitchen garden cultivation. The two courses in vegetable production would gi ve time for major crops to be dealt with in greater detail and for more practical training. The area in Sind under vegetable cultivation is increasing steadily as farmers realise its value for cash crops, but the yield is still very low. This is due mainly to lack of knowledge and experience (which the agricultural extension services could provide) and a lack of good seed. 0. A course in vegetables, fruit and ornamental plant seed production should be offered. Students would learn how to collect, harvest, clean, dry, pack and store seeds and they would study seed dormancy, germination and treatment, together with methods of breeding self and cross-pollinated crops. Postgraduate Curricula 21. The present postgraduate curricula cover horticultural plant nutrition, plant propagation and fruit production (two p arts). This last should be replaced by two new courses : (a) the soil and water relations of horticultural plants; (b) temperature and water relations of horticultural plants.Opt ional courses should be introduced for M. Sc. students to supply them with additional information needed in their fields of study. Options could include courses on major horticultural crops and general courses on the improvement of horticultural plants, on growth† regulators and on protected cultivation. As most research experiments on vegetables must be conducted at the Agricultural Research Institute at Mirpurkhas, 30 miles away, it was decided that priority should be given to raising vegetable crops at Malir, the university Farm,to provide the Horticultural Department with the facilities needed for research.Vegetable Crops (1) Objectives and Methods 22. The main objectives of the Horticultural Department in growing vegetable crops were to provide practical training for staff, students and labourers; to become familiar with problems of vegetable production in Sind; to evaluate crops and varieties, and seed production. It was planned to start by using two acres in the horticu ltural garden for growing most of the vegetable crops for practical training, and four acres at Malir Farm for a four-year crop rotation. 2 3.Winter vegetables, carrots, radishes, turnips, cauliflowers, spinach and beet, were grown in the garden. The local varieties were identified, evaluated, weighed and measured. Promising varieties of radish, carrot and onion could be improved by breeding. All peas and spinach were of poor quality, most of the peas being dwarf types, with an average plant height of only ten – twelve inches. – 6- The spinach varieties were prickly-seeded and, during the shortest winter days, started flowering early. The seed stalks had an extreme male-type of inflorescence.Seed of selected suitable varieties of peas and spinach should be imported. (2) Growing Methods (a) Trailed Tomatoes; 2 4. Trailing tomatoes were tried in the open; local and imported varieties were planted and supported by iron stakes, galvanised wire and plastic string. Students and labourers were trained to tie the vines to strings, to pinch and remove auxiliary shoots and to apply fertilisers. The trial was successful, the plants standing well throughout the season and bearing -heavily. Later, owing to virus diseases on some vines, all plants were removed and burnt.A second trial was begun in the summer, the tomato vines being shaded by luffa plants – ridge gourd (luffa acutangula) and sponge gourd (luffa aegyptica) – the small luffa fruit being edible. (b) Soil-level mulches: 2 5. Cucurbits – bitter gourd (mermodica charanta), tinda or Indian squash (citrullos vulgaris, var fistulosa), tori (luffa s p. ), cucumber and cantalope were grown- early. Seeds were planted on December 21st in hillocks on raised beds covered with clear polyethylene film to form soil-level mulches.Two weeks later, seed emergence was observed, with a minimum temperature o f 6 C. Minimum and maximum temperatures and germination percentages were recorded. (c) Pla stic tunnels: 2 6. Plastic walk-in and mini-tunnels were† made of local materials. The mini-tunnels were used for raising nursery plants and for getting tomato, pepper and egg-plant seedlings†¢ They gave high germination percentages and well-established seedlings. The walk-in tunnels were used for trailed tomatoes and for cucumbers, temperature and humidity data being recorded. d) Crop rotation: 2 7. A site on Malir Farm was selected for growing vegetables as an intercrop on the new mango plantation and an area of four acres was prepared for a fouryear rotation. Vegetables were grown on the farm to provide training in managing a vegetable farm for profitable production, and the rotation was designed to cover the main summer and winter crops. The main factors taken into account when planning the cropping sequence were distribution of the root systems and differences in the uptake of nutrients.All needs for seeds, fertilisers, fungicides and pesticides were estimated, and s upply arrangements made, from the beginning. . 7- (3) Seed Production 2 8. Onions, cauliflowers-and spinach were grown on the farm for seed production. Good onion bulbs of two to three inches in diameter were selected, the Phulkara variety being chosen as being an early sort commercially grown on a large scale in Sind's three main districts – Hyderabad, Tharparker and Sanghar. Snow white, an imported variety of cauliflower, was also planted for seed production.Spinach seed was sown in two batches, that for seed production being sown early and a fortnight later another small area being sown to ensure adequate pollination. (4) Results 29. This vegetable growing gave ample scope for training staff, students and labourers. Mini-tunnels and plastic soil mulches showed possibilities of improving yields and reducing costs. The former, as noted, gave high germination percentages and well-established seedlings, while the latter produced good quality summer crops, advanced by some thre e to four weeks and with a 25% to 50% increase in yield, with consequent savings in water and labour.Visitors were interested in getting information on plastic film tunnels and mulches for growing early tomatoes, egg-plants, chillies, okra, melons and gourds, which all gave high market prices. Student Training – practical work and lectures 30. The horticultural garden of about forty acres and the new fifty-acre mango plantation provided ample space for giving students practical training in fruit, vegetables and ornamental horticulture during the academic year 1981/82. Four groups, of 45 third-year general horticulture students, were split into sub-groups, each having its own assignment r e. . in the orchard or vegetable garden, weeding or thinning out, etc. Fourth-year students likewise participated in practical work in ornamental horticulture, trimming hedges and creepers, tending lawns and preparing cuttings. Fifth-year students also took part in practical work on vegetable production. 31. In the winter season, when more land is usually available for practical training and demonstration in vegetable growing, work done by third and fifth year students included: (a) different ways, of sowing seed: by scattering; in hillocks, by drilling, (b) aising and tending nursery plants, both in the open and in mini-tunnels ; (c) weeding, thinning, manuring, applying fertilisers; (d) trailing tomatoes and preparing paper p ots, plastic tunnels and mulches. -8 3 2. included: In addition, practical garden and farm work for fifth-year students (a) identification of spinach and chard seeds, learning by observation that spinach is single-seeded while chard and beet are multiple-seeded; practice in thinning; (b) recognition of spinach sex: extreme male, vegetative male, female, and identification of types of inflorescence; (c) emonstration of sexual propagation of the potato, sweet potato, dasheen and garlic;. (d) practice in cutting seed tubers into two, three or four p ieces according to size and number of eyes; cutting of sweet potato vines. Staff Training 33. In-service training of the'Department's teaching staff was carried o ut, directly or indirectly, by visits, practical work and discussions. Most staff members participated, in groups of two to four at a time, in visits to noted farms, progressive vegetable growers, agricultural research institutes, fruit and flower shows, and to seed markets, merchants and growers.The Adviser recommended that more such visits should be made and that the University should have more transportation for this purpose. 3 4. Practical work included vegetable growing and testing, plant and seed studies, laying out crop rotations and managing day-to-day operations. Discussion topics included undergraduate and postgraduate curricula, teaching methods, laboratory and equipment needs and use, and the draft university development plan. Three topics were prepared for seminars – plastic film tunnels and mulches, ro tation and inter-cropping, and vegetable crop nutrition.A seminar was held on the first of these, attended by university staff, growers and guests. Research 35. The Adviser considered the span of one academic year inadequate for the work that the M. Sc. course should comprise – attending courses and seminars, laying out the research experiment, collecting data and information, and preparing the thesis. Chemical analysis, he noted. , had not been included in any of the eight M . Sc. experiments on vegetables carried out in the previous seven years, although four were on the use of manure and fertilisers and two on variety tests. 9- 36. Eight M. Sc. experiments were due to be conducted at Malir Farm: two on methods of carrot seed production, three on onions (two on fertiliser use and the other on spacing), two on okra (on spacing and on testing varieties) and one on manure-testing for chillies. Other experiments proposed included evaluation and improvement of the keeping qualit ies of local varieties of vegetables, studies on the optimum sowing dates for the main vegetable crops, and the effects on vegetable crops' growth and yields of selected environmental factors and of manure and fertilisers.

Words and Phrases of Love in French

Words and Phrases of Love in French If French is the language of love, what better language is there with which to express your love? Here are some key French words and phrases related to love, friendship, and special occasions. Click on the link to hear the word or phrase pronounced. Love amour Love at first sight le coup de foudre friendship amiti I love you Je taime I love you too Moi aussi, je taime I adore you Je tadore Will you marry me? Veux-tu mpouser? to kiss embrasser to french kiss galocher (learn more) to date sortir avec to fall in love (with) tomber amoureux (de) (not tomber en amour) to get engaged se fiancer (or avec) to get married se marier avec engagement les fianailles marriage le mariage wedding les noces, le mariage wedding anniversary lanniversaire de mariage honeymoon la lune de miel St. Valentines Day (card) (une carte de) la Saint-Valentin present un cadeau flowers des fleurs candy des bonbons clothes des vtements perfume du parfum jewelry des bijoux engagement ring une bague de fianailles wedding ring une alliance husband un mari, un poux wife une femme, une pouse fiance un fianc, une fiance* lover un amant, une amante boyfriend un copain girlfriend une copine friend un ami, une amie* dear, sweetheart chri, chrie* * Same pronunciation for masculine and feminine version. French Terms of Endearment (Termes dAffection) French has all kinds of interesting terms of endearment, including a rather odd assortment of barnyard animals. Check out this list of French terms of endearment to use with your loved ones (both romantic and familial). For the most part, these all mean something along the lines of sweetie, darling, or poppet, so weve provided the literal translations as well as a few notes (in parentheses). My love mon amour My angel mon ange My baby mon bb My beautiful (informal) ma belle My dear mon cher, ma chre My dearie mon chri, ma chrie My cutie mon mignon My Half ma moiti My little guy / girl mon petit / ma petite My doll ma poupe My heart mon cur My little girl (informal, old-fashioned) ma fifille My big guy / girl mon grand / ma grande My Jesus (when talking to a child) mon jsus My treasure mon trsor My (fruit) core (when talking to a child) mon trognon Ma  mie  literally my female friend, but used to mean my dear/love. This is a somewhat old-fashioned term contracted from  mon amie mamie ma mie. Note that  mie  also refers to the soft part of bread - the opposite of the crust. Affectionate French Terms Related to Animals Learn some playful French word for your loved ones. My doe ma biche My little doe ma bichette My quail (informal) ma caille My duck mon canard My kitten mon chaton My cat (familiar) ma chatte My pig mon cochon My egg mon coco My hen (informal) ma cocotte My rabbit mon lapin My otter ma loutre My wolf mon loup My pussycat (informal) mon mimi My pussycat mon minet / ma minette My kitty mon minou My hen ma poule My chicken mon poulet My pullet (informal) ma poulette My chick (informal) mon poussin My flea (informal) ma puce Love Words Related to Food My cabbage, my pastry (informal) mon chou My favorite, blue-eyed boy/girl, pet* (informal) mon chouchou My dropping (also refers to a small, round goat cheese) ma crotte My barley sugar mon sucre dorge *as in teachers pet    Notes About Modifiers The word  petit  (little) can be added in front of most of these:  mon petit chou,  ma petite chatte, etc.The phrase  en sucre  (made of sugar) can be added to the end of some:  mon trà ©sor en sucre,  mon cÅ“ur en sucre, etc. Note that the  possessive adjectives  mon  and  ma  (my) have to agree with the gender of the term of endearment- not your own gender nor necessarily that of the person youre talking to/about. Generally speaking, masculine terms of endearment can be used for men and women, while feminine terms of endearment can only be used for women. Perfect Your Pronunciation: How to Say I Love You in French They say that French is the language of love, so youd better know how to say I love you! These step-by-step instructions will teach you how to say I love you in French. Heres How Find the person you love.Say his or her name.Say  je taime:j  in  je  is pronounced [zh] like the g in miragee  is pronounced like the oo in goodtaime  is pronounced [tem] to rhyme with them.Optional: Follow with my darling:To a woman   ma chà ©rie, pronounced [ma shay ree].To a man   mon chà ©ri, pronounced [mo(n) shay ree]. The (n) is  nasal.You can also choose a different  French term of endearmentOptional: To respond to someone who says I love you, say  Moi aussi, je taime  (I love you too).moi  is pronounced mwa.aussi  is pronounced oh see.You can listen to sound files of these terms on my page of  French love language What You Need A few minutes of practiceA romantic locationYour beloved(optional) candles, flowers, bonbons, soft music, an engagement ring... English Expressions Using Love The English word love is found in many different expressions. Heres how to translate these phrases into French. love affair (literal) une liaison love affair (figurative) une passion love at first sight le coup de foudre love child un enfant damourun enfant illgitimeun enfant naturel love feast une agapeun banquet love game (tennis) un jeu blanc love handles poignes damour love-hate relationship un rapport amour-haine love-in-a-mist (plant) la nigelle de Damas love-knot les lacs damour love letter une lettre damourun billet-doux love-lies-bleeding (plant) amarante queue-de-renard love life la vie amoureuseses amours love match un mariage damour love nest un nid damourun nid damoureux love of ones life le grand amour love potion un philtre damour love scene une scne damour love seat une causeuse love story une histoire damour love (in tennis) zro, rien love token un gage damour love triangle un triangle amoureux loved ones tres chers lovestruck perdument amoureux brotherly love amour fraternel casual love affair un amour de rencontre courtly love amour courtois declaration of love une dclaration damour first love son premier amour free love amour libre in love (with) amoureux (de) labor of love une tche accomplie pour le plaisir madly in love fou damour my love (term of endearment) mon amour physical love amour physique platonic love amour platonique puppy love amour juvnile true love le grand amour for the love of God pour lamour de Dieu He loves me, he loves me not Il maime un peu, beaucoup, passionnment, la folie, pas du tout Hows your love life? Comment vont tes amours ? Id love to! Avec plaisir !Volontiers ! It cant be had for love nor money. Cest introuvable.On ne peut se le procurer aucun prix. Lucky at cards, unlucky in love Heureux au jeu, malheureux en amour not for love nor moneyI wouldnt do it for love nor money. pour rien au mondeJe ne le ferais pour rien au monde. Someone up there loves me. Cest mon jour de veine. Theres no love lost between them. Entre eux, ce nest pas le grand amour.Ils ne peuvent pas se sentir. to do something for the love of it faire qqchose pour lamour de lart to do something out of love for faire qqchose par lamour pour to do something with loving care faire qqchose avec amour to fall in love (with) tomber amoureux (de) to live on love alone vivre / se nourrir damour et deau frache to love aimer to make love faire lamour

Deforestation Essay

Deforestation Essay Deforestation Essay Deforestation Essay Tips on Writing The word deforestation became very population among the general public when the scientists pointed out to the fact that global humankind is cutting down too many trees. Thus, human actions and the rapid industrialization of the world lead to the enormous and mostly irreversible deforestation. If you have to write a deforestation essay, you have wealth of related topics to choose from. This article is written to serve as a guide for deforestation essay writing. Lets start with the short overview of the writing steps for a typical academic essay on the topic of deforestation. Stages of Writing of a Deforestation Essay You should choose a topic. The list of some appropriate topics is posted below. Make an outline. In addition, find some specific information on every point you have. For example, find some results of deforestation for the body part. You may start writing. Do not forget to include statistics and examples. Begin with the introduction and a thesis sentence and then proceed to discuss your problem according to the scheme you have made. The conclusion should restate the thesis sentence. Revise your essay and submit. That is all for the present. Topics You May Take for a Deforestation Essay You may discuss results of deforestation, which include the disappearance of some species, loss of some resources which are used for houses heating, destruction of plants which produce oxygen, and other problems associated with harmful outcomes of deforestation. Another point, which is interesting for discussion, is a prevention of deforestation and preventive steps to end the total destruction of nature. As topic for your deforestation essay, you may discuss the substitution of wooden materials used for heating by other materials. Find out what investigations were carried out in this sphere and how every person may decrease a harmful impact on nature. Elements to Use in Your Deforestation Essay Figures. The bare truth, which is not proved by some facts, will not make sufficient effect on your reader, so you are welcome to provide readers with some proofs of what you say or argue on. Statistics on how many trees were cut down several years ago and current figures may be appropriate. Names. In addition, state some information on organizations which have emerged to help the trees. Name some researchers in this sphere who struggle to prevent deforestation. State your opinion on their works. Information. Biosphere consists of several layers. The disappearance of one chain may lead to global catastrophe. Discuss this problem using deforestation as an example. What will happen to the Earth if all trees disappear one day? Health problems. Deforestation is related to the wellbeing of the animal world. However, humankind suffers from deforestation as well. Name what health problems may appear due to trees falling in towns, taking into account additional influence of harmful substances emission and other destructive factors on people. If you need essay of the highest quality read this post: If You Are For A Deforestation Essay, You Are In A Right Queue! Queue is a loud word, as our writer will start writing your deforestation essay at the very moment you fill in an order form and push the button Order. You will not be upset with our service, as your deadline, requirements to the topic, structure, and additional wishes will be met unquestioningly! You may address our writing service at any time, as we work 24. 7! Interesting posts: University Research Proposal Student Research Paper Science Research Paper Research Paper Topic Ideas Research Paper Proposal