Economics Essay Example | Topics and Well Written Essays - 500 words - 19

Economics - Essay Example Will has to invest to raise the amount of visitors entering his website. Will has to log of the amount of traffic the website receives on a daily basis and compare it to the sales generated each day. Three months is adequate trial period. Will has to spend money hiring an online expert to increase the online traffic the online store receives. After the trial period Will has several options. He can raise the price of his items by $5 each and test for a month if the demand for the products changes. It is possible that it might stay the same and that way the company can raise his overall profits. Another strategy which is my primary recommendations is to lower the prices of both types of products. According to the law of demand and supply when a manufacturer lowers the price of the product the demand increases. I would start with low price increase of $2 on the non-copyright material and $1 on the copyrighted material. The cheaper product can have a higher price reduction because there are no variable costs associated with them. In the case of copyright material there is a $5 royalty fee to consider. After a period of three months I would evaluate the results to then move forward with a more aggressive discounting strategy of final sales prices of $5 and $12. The most likely scenario is that if Will increases his online mar keting budget and reduces the price of the product the revenues of the company should reached the $100,000 revenue per year benchmark in a short period of time. The sky is the limit for this innovate product created by Mr.

The Purpose of School Essay Example for Free

The Purpose of School Essay In my opinion, the purpose of school is to educate, not teach, students in certain areas of knowledge chosen by those of the Board of Education in order to create ‘functioning’ members of ‘normal’ society. The difference between to educate and to teach is how the knowledge is presented. To educate is ‘to bring up (a child, physically or mentally), rear, nourish, support, or produce (plants or animals’ basically to use verbal methods such as lectures in a class setting, or praise for young child to create a specific skill set embedded in a person, be it information or behavior patterns. To teach is ‘to show, declare, demonstrate; teach, instruct, train; assign, prescribe, direct’ basically to use physical means to create an understanding of how something is performed. A common example of the two would be university and college. University is known for its textbooks and very written/audible learning styles whereas college is known as being more hands on. An even more common example would be a child’s journey to come to understand to stay away from a hot stove. A parent could verbally warn them of the dangers, but only once the child has learned through physical interaction does the warning remain in his mind. With these definitions, the title ‘teacher’ is misleading because those at the front of the room are not using methods to involve the students in learning, they are simply showing a PowerPoint and having the students write it in their note book; ‘Educator’ would be a more appropriate term to define those who are hired to only relay thoughtless knowledge because unless there is a physical aspect, it is harder to learn. One example would be sports. Watching Gretzky play hockey day in and day out does not mean that you will be able to skate like him if you have never skated before. Only by training your muscles and learning by acting will anyone begin to skate like a professional. Another example would be learning to play an instrument or learning to speak a language. Simply watching videos or taking notes on other peoples learning does not constitute you learning those skills because there are no sensory attachments. In History class, what is stopping a teacher from throwing out the PowerPoint’s, and having students act out a revolutionary battle? Old videos with droning old voices are not involving students in what the video is presenting. Naming their classmates after leaders of opposing sides, and acting out the battle would be both interactive, and create a better visual for what really happened during that battle. These tactics are not available to the students because ‘teachers’ do not make them available. Field trips, science experiments and interactive group projects are some examples of potential teaching strategies that are used sparingly. My own science teacher set the ceiling on fire during an experiment and we had to evacuate the room. While we all had a good laugh, we all remembered for a long time what chemicals not to mix if we did not want to scorch our ceilings. Out of three and a half years of schooling, not much will be retained over the long periods of time, let alone the 5 months to exams. What is remembered is the centrifugal force explained while on a trip to Canada’s Wonderland, and experiencing it on a roller coaster. Field trips are memorable and educational, and they teach students what educators cannot. Experience has always been an advantage of human nature and will always be a part of human nature. Sitting in a desk writing words not our own is not how we as people are supposed to learn. In the past, apprenticeships were how people learned, by physically performing the task over and over, allowing not only the brain to learn, but the muscles. By testing students on their ability to learn the same way as everyone else takes away the freedom and excitement of knowledge, transforming what could have been an eager mind starving for knowledge, into a box filled with what a group of individuals determined the majority of people should know. In my opinion, school is not a place for learning; it is a place for education. School is a confined space in which students are expected to conform to one set standards. The school building is a house that its residents despise, yet continue to walk the narrow hallways like mice in a cheese maze while others ‘guide’ us to where we should end up.

Company Comparison of Customer Satisfaction

Company Comparison of Customer Satisfaction CHAPTER FOUR RESEARCH FINDINGS: ANALYSIS AND INTERPRETATION 4.1 INTRODUCTION This chapter attempts to analyse questionnaire findings regarding customer satisfaction with the two land transport companies involved in the present study: a publicly-owned company (referred to as Company A) and a privately-owned company (referred to as Company B). Satisfaction rates of customers of both companies are also compared against each other in Chapter Five to illustrate which company provides more satisfactory services to its customers. Seventy questionnaires were distributed to the passengers of Company A and sixty to the passengers of Company B. Fifty questionnaires were completed by passengers of each company and returned to the researcher. This gives response rates of 71.4% and 83.3%, respectively. These return rates are acceptable response rates. Passengers who declined to participates either they claimed that they were not interested in the survey, whereas some other claimed they did not have the time to complete the questionnaire. 4.2 FACTORS MOTIVATING CUSTOMERS TO DEAL WITH THE COMPANY A Responses to the factors that have motivated the customers of this company are presented in Table 4.1 and illustrated in Figures 4.1 to 4.3. Factors motivating customers are divided into three groups: Reliability and Customer Service (RCS) factors (eight factors), Convenience and Accessibility (CA) factors (nine factors) and On-Board Services (OBS) (five factors). Responses to the eighteen statements are illustrated in Table 4.1. To facilitate data analysis, responses to the Strongly Agree and Agree groups were combined and presented in Figures 4.1 to 4.3 as SA/A. Similarly, for the Disagree and Strongly Disagree groups were combined as DA/SDA. The No View responses (NV) were left as it is. Table 4.1 indicates that between 4% and 20.0% of responding passengers declined to express their views. This indicates their indifference to the questionnaire items. Table 4.1. Reasons for choosing to travel with Company A Variables SA A NV DA SDA CA Convenient reservation and ticketing 76.0 16.0 8.0 0.0 0.0 CA Prompt and accurate reservation and ticketing 44.0 40.0 16.0 0.0 0.0 CA Good checking-in service 44.0 44.0 12.0 0.0 0.0 CA Frequent journey programme 40.0 40.0 20.0 0.0 0.0 CA Convenient journey schedule 36.0 48.0 12.0 4.0 0.0 CA Seat allocation 28.0 56.0 16.0 0.0 0.0 RCS Courtesy of employees 28.0 56.0 16.0 0.0 0.0 RCS Employees willingness to help passengers 36.0 48.0 16.0 0.0 0.0 RCS Employees knowledge to answer passengers questions 40.0 48.0 8.0 4.0 0.0 RCS Passengers are given personal attention 44.0 40.0 8.0 4.0 4.0 RCS Neat appearance of employees 40.0 44.0 16.0 0.0 0.0 RCS Safety of Driving 44.0 44.0 8.0 0.0 4.0 RCS Sincere interest in solving problems 36.0 44.0 16.0 4.0 0.0 RCS On-time performance 36.0 48.0 16.0 0.0 0.0 OBS Seat comfort 40.0 40.0 12.0 8.0 0.0 OBS Meal service 48.0 32.0 8.0 12.0 0.0 OBS On-Board entertainment services 40.0 44.0 4.0 4.0 8.0 OBS Up-to-date coach and on-board facility 40.0 44.0 4.0 4.0 8.0 CA = Convenience and Accessibility RCS = Reliability and Customer Service OBS = On-Board Services 4.2.1 SATISFACTION WITH CONVENIENCE AND ACCESSIBILITY FACTORS Passengers (thereafter referred to as respondents) were asked to express their agreement or disagreement with the six items relating to convenience and accessibility factors: Convenient reservation and ticketing (Item No. 1), Prompt and accurate reservation and ticketing (Item No. 2), Good checking-in service ((Item No. 3), Frequent journey programme (Item No. 4), Convenient journey schedule (Item No. 5), and Seat allocation (Item No. 6) (see Table 4.1, Figure 4.1). Patterns of their responses are analysed below. It is noted in Table 4.1 and Figure 4.1 that 92.0% of the respondents were satisfied (strongly agreed/agreed, SA/A) with the reservation and ticketing procedures undertaken by the company (Item No. 1). Only a small minority of respondents showed their indifference to this item, whereas none of them disagreed with it. The majority of the respondents (88.0%) were satisfied (SA/A) with check in service (Item No. 3) (Table 4.1, Figure 4.1), and a minority (12.0%) did not express their views, but none of the respondents were dissatisfied with this service. In terms of prompt and accurate reservation and ticketing (Item No. 2), convenient journey schedule (Item No. 5), and seat allocation (Item No. 6) (Table 4.1, Figure 4.1), 84.0% of the respondents were satisfied with these three items, and only 4.0% of the respondents were dissatisfied with convenient journey schedule (Item No. 5). 4.2.2 SATISFACTION WITH RELIABILITY AND CUSTOMER SERVICE FACTORS Respondents were asked to indicate their rate of satisfaction/dissatisfaction with eight items concerning reliability and customer service factors. The majority of respondents (88% of the sample) indicated that they were satisfied with employees knowledge to answer passengers questions (Item No. 9), and with safety of driving (Item No. 12). Only 4.0% of the respondents were dissatisfied with these services and 8.0% of them indicated their indifference. With regard to courtesy of employees (Item No. 7), employees willingness to help passengers (Item No. 8), passengers are given personal attention (Item No. 10), Neat appearance of employees (Item No. 11) and on-time performance (Item No. 14), the majority of respondents were satisfied (SA/A) with these items. However, between 8.0% and 16.0% of the respondents expressed their indifference to these items, and only 4.0% to 8.0% of them were dissatisfied with some of these items, as indicated in Table 4.1 and Figure 4.2. With regard to the item: sincere interest in solving problems (Item No. 13), 80.0% of the respondents were satisfied with it, and 16.0% of them expressed their indifference, whereas only 40.0% of them disagreed with it. 4.2.3 SATISFACTION WITH ON-BOARD SERVICE FACTORS Respondents were asked to indicate their rate of satisfaction/dissatisfaction with four items concerning on-board service factors. Table 4.2 and Figure 4.4 clearly show that 84.0% of the respondents were satisfied with on-board entertainment service (Item No. 17) and up-to-date coach and on-board facilities. However, 12.0% of them were dissatisfied and 4.0% expressed their indifference. Figure 4.3 also illustrates that 80.0% of the respondents were satisfied with the seat comfort (Item No. 15) and meal service (Item No. 16). However, 8.0% and 12.0% of the respondents were dissatisfied with Items No. 14 and 15, respectively, and 12.0% and 8.0% of them expressed their indifference with these two items, respectively. It can be noted that more respondents were dissatisfied with these four services than with the other items in other two dimensions. 4.3 FACTORS MOTIVATING CUSTOMERS TO DEAL WITH THE COMPANY B Responses to the factors that have motivated the customers of this company are presented in Table 4.21 and illustrated in Figures 4.4 to 4.4. Table 4.1 indicates that between 20% and 40.0% of the responding passengers declined to express their views. This indicates their indifference to the questionnaire items. 4.2.1 SATISFACTION WITH CONVENIENCE AND ACCESSIBILITY FACTORS Data presented in Table 4.2 and illustrated in Figure 4.4 show that 76.0% of the respondents were satisfied (strongly agreed/agreed, SA/A) with the reservation and ticketing procedures undertaken by the company (Item No. 1). However, the remaining 24.0% of the respondents expressed their indifference to this item, whereas none of them disagreed with it. Around two-thirds of the respondents (68.0%) were satisfied (SA/A) with prompt and accurate reservation and ticketing, whereas the remaining 32.0% of the respondents did not express their views, and none of the respondents were dissatisfied with this service (Table 4.2, Figure 4.4). With regard to the remaining four items (good checking-in service, Item No. 3; Frequent journey programme, Item No. 4; Convenient journey schedule, Item No. 5; seat allocation, Item No. 6), 60.0% of the respondents were satisfied with these services. The remaining 40.0% of the respondents either expressed their indifference to these items, or were dissatisfied with them (Table 4.2, Figure 4.4). Table 4.2. Reasons for choosing to travel with Company A Variables SA A NV DA SDA CA Convenient reservation and ticketing 36.0 40.0 24.0 0.0 0.0 CA Prompt and accurate reservation and ticketing 28.0 40.0 32.0 0.0 0.0 CA Good checking-in service 20.0 40.0 40.0 0.0 0.0 CA Frequent journey programme 16.0 44.0 32.0 8.0 0.0 CA Convenient journey schedule 20.0 40.0 32.0 4.0 4.0 CA Seat allocation 24.0 36.0 28.0 4.0 8.0 RCS Courtesy of employees 16.0 46.0 30.0 4.0 4.0 RCS Employees willingness to help passengers 20.0 42.0 26.0 8.0 4.0 RCS Employees knowledge to answer passengers questions 16.0 42.0 32.0 4.0 6.0 RCS Passengers are given personal attention 18.0 34.0 38.0 6.0 4.0 RCS Neat appearance of employees 20.0 44.0 20.0 8.0 8.0 RCS Safety of Driving 10.0 42.0 24.0 12.0 12.0 RCS Sincere interest in solving problems 12.0 40.0 32.0 12.0 4.0 RCS On-time performance 16.0 30.0 36.0 12.0 8.0 OBS Seat comfort 20.0 28.0 32.0 16.0 4.0 OBS Meal service 16.0 12.0 40.0 20.0 12.0 OBS On-Board entertainment services 12.0 24.0 44.0 12.0 8.0 OBS Up-to-date coach and on-board facility 16.0 44.0 24.0 4.0 12.0 CA = Convenience and Accessibility RCS = Reliability and Customer Service OBS = On-Board Services 4.3.2 SATISFACTION WITH RELIABILITY AND CUSTOMER SERVICE FACTORS Respondents were asked to indicate their rate of satisfaction/dissatisfaction with eight items concerning reliability and customer service factors. About two-thirds of the respondents (64.0% of the sample) indicated that they were satisfied with employees neat appearance (Item No. 11) (Table 4.2, Figure 4.5). One-fifth (20.0%) and 16.0% of the respondents expressed their indifference or dissatisfaction with this item. Most respondents (62.0% of the sample) were satisfied with the courtesy of the employees and employees willingness to help passengers. However, many of them either expressed their indifference, or were dissatisfied with these services. Less than three-fifths (58.0%) of the were satisfied with employees knowledge to answer passengers questions (Item No. 9), and 32.0% of them expressed their indifference and 10.0% of them were dissatisfied. Around half of the respondents (52.0% of the sample) were satisfied with passengers are given personal attention (item no. 10), safety of driving (item no. 13), and sincere interest in solving problems (item no. 14). The remaining half either expressed their indifference or, to a lesser extent, was dissatisfied with these items. However, only 46.0% of the respondents were satisfied with on time performance (Item No. 14), and the remaining 54.0% of them either expressed their indifference or were dissatisfied with this item. 4.3.3 SATISFACTION WITH ON-BOARD SERVICE FACTORS Respondents were asked to indicate their rate of satisfaction/dissatisfaction with the four items relating to onboard service factors (Item No. 18) (Table 4.2, Figure 4.6). Figure 4.6 indicated that about two-thirds of the respondents (68.0% of the respondents) were satisfied with up-to-date coaches and on-board facilities, whereas the remaining respondents either did not express their views (16.0% of the sample) or were dissatisfied with this item. Data presented in Table 4.2 and Figure 4.6 clearly indicate that less than half of the respondents were satisfied with seat comfort (Item No. 15) (48.0%), meal service (Item No. 16) (38.0%), and on-board entertainment services (item No. 17) (44.0%). The remaining respondents (62.0% to 52.0% of the sample) either did not express their view or were dissatisfied with these items. On the whole, it can be said that more respondents either showed their indifference to these three items (30.0% to 36.0% of the sample) or were dissatisfied with them (20.0% to 32.0% of the sample). 4.3 DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS The demographic characteristics of the respondents from both companies, Company A, and Company B are analysed and compared in this section. Figure 4.7 clearly demonstrates that the majority of respondents of both companies (88.0%) were young between 21 and 50 year old. This is not surprising given that these ages represent people who are more active and more mobile than in other age groups. Forty-six respondents (92.0% of the sample) of Company A were Libyan nationals and the remaining four (8.0% of the sample) were Arab nationals. As for Company B, all fifty passengers were Libyan nationals. In terms of gender, thirty (60.0% of the sample) of Company A respondents were males, and the remaining twenty (40.0% of the sample) were females. As for Company B, twenty-six respondents (52.0% of the sample) were males and the remaining twenty-four (48.0% of the sample) were females. It can be argued that females represented a high proportion of the total number of respondents. As regards their income, Figure 4.8 clearly demonstrates that the majority of respondents of Company A (72.0% of the sample) and Company B (88.0% of the sample) were on the high salary scale of between Libyan Dinars (LD) 201 and over LD350. People with these high salaries, in the Libyan context, are those who can afford to travel more than lower paid people. With regard to their occupation, the majority of respondents of both companies were managers, employees of a company, or government employees (Figure 4.9). Respondents referring to themselves as professional or students were not represented in Company B sample. Most Company A respondents (60.0% of the sample) have been working for periods of 3 to more than 6 years, and 64.0% of Company B respondents were also working for that period of time. The remaining respondents have been working from less than one year to three years. As for their qualifications, Figure 4.10 indicates that the majority of respondents were highly qualified educationally. Most of the respondents of both companies held Diplomas and Bachelors Degrees. In the following chapter, the rate of satisfaction with the eighteen questionnaire items indicated by the respondents of Company A and Company B will be compared and contrasted against each other. Research conclusions will be drawn out and recommendations for both companies and for future research are also outlined in the following chapter.

Paradise Lost and The Blazing World: Knowledge of Knowledge that is Bes

Paradise Lost and The Blazing World: Knowledge of Knowledge that is Best Left Unknown John Milton set out to write Paradise Lost in order to â€Å"justify the ways of God to men† (1.26). To achieve this grand goal, Milton relies on his reader’s capability to discover a degree of personal revelation within the text. Many scholars have noted Milton’s reliance on personal discovery throughout Paradise Lost; Stanley Eugene Fish points out that discovery operates in Paradise Lost in a way that â€Å"is analogous to that of the Mosaic Law† because it invokes a level of interaction with the reader that is able to â€Å"bring us to the righteousness of Christ† (526-7). This idea of discovery differs from genre because the reader’s personal experiences within the text frame the guiding principles for the reader’s self-education. In The Blazing Word, Margaret Cavendish utilizes discovery as a means to instruct her reader in a way that closely resembles that used by Milton in Paradise Lost. In addition, Cavendish makes use of one of its main themes: â€Å"Be lowly wise† (Milton 8.173). Although the idea that Cavendish and Milton would both emphasize personal discovery in their texts may not be all that earth-shattering, it seems rather implausible that Margaret Cavendish, a woman who was a â€Å"stanch opponent to Puritan values,† (Ankers 306) as well as an devoted royalist, could have possessed a conception of the nature of knowledge that was virtually indistinguishable from the one held by John Milton, a devout Puritan and Cromwell supporter. Furthermore, our current conceptions of these two writers—Margaret Cavendish as a pioneering feminist writer and John Milton as a conservative Christian icon—seem to further undermine any notion that these two autho... ...ary Criticism 9.1,2 (2000): 301-15. Cavendish, Margaret. The Blazing World. The Blazing World & Other Writings. Ed. Kate Lilley. London: Penguin, 1994. 117-202. Fish, Stanely Eugene. â€Å"Discovery as Form in Paradise Lost.† Paradise Lost: An Authoritative Text Backgrounds and SourcesCriticism. 2nd ed. Ed. Scott Elledge. New York: Nortan, 1993. 526-36. Lilley, Kate. â€Å"Introduction†. The Blazing World & Other Writings.Ed. Kate Lilley. London: Penguin, 1994. ix-xxxii. Milton, John. Paradise Lost. Paradise Lost: An Authoritative Text Backgrounds and Sources Criticism. 2nd ed. Ed. Scott Elledge. New York: Nortan, 1993. 1-304. Wood, Caroline Tanya. â€Å"The Fall and Rise of Absoluteism: Margaret Cavendish’s Manipulation of Masque Conventions in ‘The Claspe: Fantasmes Masque’and The Blazing World.† In-Between: Essays & Studies in Literary Criticism 9.1,2 (2000): 287-99.

Social Business Paper Essay

The first issue is whether or not Enzo had a valid contract with Gina when she asked him to take possession and care of her car until she returns home from active military duty. As compensation, Gina gave Enzo the right to use the car while in his care and he agreed. It appears that in this case they did have a valid contract. There was a valid offer and acceptance by both parties. There was consideration by both parties for the benefits. The verbal contract was for a lawful purpose and both parties appeared to be adults of sound mind. With this issue of a contract, both parties seem relevant to the four elements for which Enzo will take care of Gina’s car while she is away and until she returns. The second issue is whether or not Enzo and Gina had a legitimate contract with Time Warner Cable since Enzo would be spending most of his time at Gina’s apartment. In this case Gina and Enzo have a bilateral contract with Time Warner. A bilateral contract is when you have two parties that each makes a promise to do something. In this scenario, Gina and Enzo signed a contract that allowed them to have HD in the apartment for 12 months while they pay Time Warner $50 per month for that service. In conclusion, there is a legal binding between both parties. The third issue is whether or not Enzo had any right to sell Gina’s car on eBay after she departed for the military. Enzo forged Gina’s signature to allow the car title to go to Mr. Buyer. After the sale, Enzo negotiated the check to Mr. Landlord for rent. After these transactions were done, Gina returned home from the military and now has filed a lawsuit against Enzo and Mr. Buyer. Mr. Buyer now wants his money back and is suing Enzo and Mr. Landlord. There are several issues with these descriptions. First of all, it is illegal for Enzo to forge Gina’s signature. It’s a void-able contract because the law permits one party to terminate the contract due to the unlawful purpose of the transaction. Because of this, Mr. Buyer should get a full refund for the sale of the vehicle or go after compensatory damages in which the amount of money is what the court believes should be restored. Gina has the right to go after Enzo with a civil lawsuit. Intentional torts are when someone is harmed by an intentional action. That is exactly what Enzo did in this case. He intentionally forged Gina’s signature and knew he would be able to sell the car and receive the funds. Mr. Landlord should have to give the funds back and then could make a decision on whether or not to pursue a lawsuit against Enzo or try to work a deal out with Gina. The fourth issue is whether or not Enzo is able to void the sale of the car since he is legally a minor and can void contracts. To go along with the possible void-able contract, Enzo, depending on judgment, wants to file for Chapter 7 bankruptcy and discharge the debt. Fortunately for Enzo, a void-able contract is doable because of him being a minor. In this case, because he is a minor, the contract is void and the debt around him for that transaction could be dropped. We would use the rule of unenforceable agreement. With this law, the parties may intent, but rule of law prevents the contract because Enzo is a minor. In conclusion, no bankruptcy would have to be filed because of the voided contract. In the fifth and final issue, after Gina filed the lawsuit against Enzo, he started to harass her by showing up to see her at the apartment and work along with phone calls. These were threatening gestures and demanded that she drop the lawsuit. This is an example of tort law in the case of assault. Assault is when the defendant does some act that makes the plaintiff fear an imminent battery. In conclusion, this definition precisely explains how Gina felt when Enzo threatened her to drop the lawsuit against him. In the end, Enzo used several differences against the individuals. Examples included forging Gina’s signature, being able to void a contract due to unenforceable agreement and threatening Gina by means of assault. Gina has the right to file a civil lawsuit after being threatened by Enzo and what he could possibly do to her.

French Gestures ~ Understanding Using French Gestures

French Gestures ~ Understanding Using French Gestures If youve ever been to France or watched French movies, youve undoubtedly seen French people performing some familiar gestures as well as a few unfamiliar ones. While some gestures are vulgar, others are as innocuous as shaking or nodding ones head. In any case, it is as essential to understand this French sign language as it is any vocabulary. These pages include photos, explanations, and register ratings for 45 gestures. Top 10 French Gestures Among the dozens of gestures and facial expressions in these lessons, there are ten that really stand out. French Gestures by Register  (what is register?) Note that some gestures have different names and are thus listed more than once. Normal Informal Familiar Use with anyone Use only with people you tutoie Use only with close friends A peu prs Alors, l Ae, ae Baiser la main Au poil Barrons-nous Cest fini Bises Bisque ! Chut Bof Camembert Jai du nez Bouche cousue a pue On a sommeil Cest nul Cest pas donn Parfait Comme-ci, comme-a Clapet Pardon Dlicieux Coup dans le nez Rptez Faire la bise / le bisou Du fric Se serrer la main Faire la moue Ferme-la ! Silence Gallic shrug Il est cingl Tlphone Je le jure Je men fous Se tourner les pouces Jen ai ras le bol Mon il ! Un, deux, trois Sen jeter un derrire la cravate On se tire Magnifique Pied de nez Motus et bouche cousue Que dalle ! La moue Quelle barbe ! Nul Verre dans le nez On boit Passer sous le nez Poil dans la main Quest-ce quil chante, l ? Vulgar - Offensive Ras-le-bol Use with extreme care Rien Le bras dhonneur Shrug Cocu Sous le nez Va te faire foutre Victoire Zro