French Subjunctive Irregular Conjugations

French Subjunctive Irregular Conjugations While not as difficult as using the French subjunctive, conjugating irregular and stem-changing verbs into the subjunctive can be a little tricky.Stem-changing verbs and most irregular verbs follow the same pattern as regular verbs for the singular conjugations (je, tu, il/elle/on) as well as the third person plural (ils/elles): the subjunctive stem is derived from the present tense conjugation of ils. boire envoyer prendre venir present tense: ils boivent envoient prennent viennent stem boiv- envoi- prenn- vienn- subjunctive endings: boire envoyer prendre venir ... que je -e boive envoie prenne vienne ... que tu -es boives envoies prennes viennes ... quil/elle/on -e boive envoie prenne vienne ... quils/elles -ent boivent envoient prennent viennent However, the nous and vous forms of the subjunctive find their stems in the present tense conjugation of nous: present tense: nous buvons envoyons prenons venons stem buv- envoy- pren- ven- subjunctive endings : ... que nous -ions buvions envoyions prenions venions ... que vous -iez buviez envoyiez preniez veniez This two-stem subjunctive pattern applies to all stem-changing verbs as well as all but seven irregular verbs.Five verbs have irregular subjunctive stems but take the same endings as above: One stem Two stems* faire pouvoir savoir aller vouloir stem(s) fass- puiss- sach- aill- / all- veuill- / voul- ... que je (j) fasse puisse sache aille veuille ... que tu fasses puisses saches ailles veuilles ... quil/elle/on fasse puisse sache aille veuille ... que nous fassions puissions sachions allions voulions ... que vous fassiez puissiez sachiez alliez vouliez ... quils/elles fassent puissent sachent aillent veuillent *These two verbs have different stems for je/tu/il/ils and nous/vous.And finally, two verbs have irregular stems as well irregular endings: avoir tre ... que je (j) aie sois ... que tu aies sois ... quil/elle/on ait soit ... que nous ayons soyons ... que vous ayez soyez ... quils/elles aient soient

How Is the Term Parameter Used in Java

How Is the Term Parameter Used in Java Parameters are the variables that are listed as part of a method declaration. Each parameter must have a unique name and a defined data type. Parameter Example Within a method to compute a change to a Circle objects position, the method changeCircle accepts three parameters: a name of a Circle object, an integer representing a change to the X-axis of the object and an integer representing a change to the Y axis of the object. public void changeCircle(Circle c1, int chgX, int chgY) { c1.setX(circle.getX() chgX); c1.setY(circle.getY() chgY); } When the method is called using example values (e.g., changeCircle(Circ1, 20, 25)), the program will move the Circ1 object up 20 units and right 25 units. About Parameters A parameter may be of any declared data type either primitives like integers, or reference objects including arrays. If a parameter may become an array of an indeterminant number of data points, create a  Ã¢â‚¬â€¹vararg  by following the parameter type with three periods (an ellipsis) and then specifying the parameter name.​

My Quest for Self Actualization Personal Statement

My Quest for Self Actualization - Personal Statement Example One other important thing about my personality is that I am a very social person. I think that it is impossible to pursue a successful and meaningful search for self-actualization without engaging in sincere social service and communication. If it were not for society, every person would reduce to nothing but a grave. So it has always been my endeavor to be socially active and relevant, wherever I am and whatever I am doing. Surprisingly, I find sports to be the most suitable avenue for individual achievement in a societal context. My panache for sports has certainly contributed to my innate sense of fair play and ambition. Perhaps that is why the people who know me find me very outgoing and cordial.  I am committed to pursuing my search for self-actualization, achievement and social relevance with a mindset that is quintessentially optimist and positive. I believe that if I am daring in my academic and career choices, doors will open up where earlier were walls.  

Narrative Essay Example | Topics and Well Written Essays - 750 words - 3

Narrative - Essay Example I escorted her to the wardroom where she would stay for the time she would be at the hospital. She was hurt badly, had broken limbs and cuts in her body. The first thing to come out of her mouth was â€Å"take care of me, please† and I responded by saying â€Å"do not worry, you are in good hands.† This was the last conversation before she went unconscious. She was then taken to the theatre for several hours before she was put in intensive care unit. I spent about a month taking care of her. During this time, I helped her bath every day, dressed her and helped her feed and take her medication. She could not do this by herself. during this time she developed confidence in me and talked about her private life with me to relieve her stress. I told her, â€Å"whatever you want to share feel free because it will only be between me and you† and she responded by saying â€Å"Thank you, you really are helping me recover fast.† Sometimes she would ask me for certai n needs and I would advocate for her especially those that were to be provided by other personnel such as her therapist, dietician, activities director and the pharmacist. At one point her medicine had delayed and I had to have a conversation with the pharmacist. I Told him, â€Å"My patient has not received her medication, yet the bill is paid.† The pharmacist responded by saying, â€Å"sorry, I had forgotten.† I had to make it clear to him that patients medicine are not be joked with. I told him, â€Å"You ought to do your work or resign because patients cannot suffer because of your forgetfulness.† This ensured that my patient had her medicine in time always until the time when she was discharged. This aspect implies that the patients regard caregivers as their immediate representatives and as such, we should see to it that their views are well catered for during their stay (Reinhard & Young, 2009). My patient once narrated her experience at the hospital to me when she was a child, and it

The Welcome Table Essay Example for Free

The Welcome Table Essay Understanding â€Å"The Welcome Table† One of the main focus points of all literary works is the theme of the story that is being read. To identify a story s theme you must look beyond what is happening in the story but look at what the story is really about. In this short paper I will be covering the theme of â€Å"The Welcome Table† and examples of certain elements of the story. Theme of â€Å"The Welcome Table† When reading writings of any kind you must try and understand what the story is really about instead of looking too much into what the story is being wrote about. For lots of pieces of literature that was written in the era before the 1950’s when writers had an underlying meaning for their writings that weren’t noticed unless read closely. In the short story â€Å"The Welcome Table† written by Alice Walker, you see the plot immediately start when an older black lady is at the front steps of a white community’s church. The story is obviously written in a time when black people where thought to be unequal to white people. Considering that the author of this short story was born in 1944 and growing up in a time when racism against black people was at the highest point. Throughout the entire story the theme is racism. Many of the people in the story saw the old lady as an invasion or maid, to the young usher telling the lady that this wasn’t her church. Then after the ladies in the church practically made the men throw this harmless old black lady out of a church, you could tell the theme had to be about race. The tone throughout the entire story that these people had against this old black lady, was not necessarily hatred but of disgust. The women made their husbands grab this old lady and take her outside into the cold. I wasn’t like this one old black lady was there to hurt anyone of disrespect the white people in any way but to come to church. As we look father into the story after the old lady is outside she sets the tone for more of an uplifting tone. As she is standing on the front of the church in the cold singing a sad song, she sees Jesus. As she is walking with him she is overjoyed and sings and uplifting song. Even though these people have disrespected her by kicking her out of a church, her faith is unbroken and she is doing as Jesus tells her to. Even though the story ends with the black families seeing her walking alone down the street, one can only think that she died somewhere and went to heaven to be with Jesus; almost like he was leading her there. There are many symbols in this story that can be referenced to many things. The story seems to be written during the winter since there was reference to it being below freezing outside. Winter is closely related to Death, and for me I let my mind wander to the death of the old lady, even though the story did not say that, that is what I have come to the conclusion. One of the other major symbols I see in this story is when the old lady first saw Jesus. She kept looking to see if he was carrying the lamb, like in the picture that she had. The lamb refers to gentleness, and since they were at a white church, the white referring to life. Even though the white people were so disrespectful to her and put her out in the cold she still kept her faith. See was ecstatic when she saw Jesus coming down the road, and made sure she got his attention so he would not miss her. Winter was there for the old lady and she knew it, so she went to the church to make her peace with Jesus and it just so happened that he was coming for her. Even though the white people were so cruel to her and the theme of this story is racism, the story also says don’t give up on what you believe even if it seems unrealistic. The old lady believes in Jesus, and the white people were not going to affect that no matter how they treated her.

Pat Barkers Regeneration Essay -- Pat Barker Regeneration Essays

Pat Barker's Regeneration In her novel Regeneration, Pat Barker uses character development to emphasize the various themes in the novel. Pat Barker includes Robert Graves, a well known poet and writer, as a secondary character in a fictional setting. We are first introduced to Robert Graves on page five, where he meets with a very good friend Siegfried Sassoon in the lounge of the Exchange Hotel. During their conversation, they express, through their actions and language, a deep love for one another. In Barker's Regeneration, the importance of love and intimate friendship between men during war develops from the relationship between Robert Graves and Siegfried Sassoon. As Miranda Seymour tells us, Robert Graves was born in Wimbledon, near London. He was the first born son to Amalie von Ranke Graves and Alfred Perceval Graves. He was a handsome little boy with wide gray eyes and black curly hair. He attended seven different schools throughout his life. As a child he attended Wimbledon branch of King's College, but then was removed for using inappropriate language. He then was sent to Rokeby and made his name as a quarrelsome bully. Soon there after, he attended a school near Rugby "where he learned the forceful style of English which enabled him to appeal to a lay audience even with the most obscure subjects" (Seymour). Finally, his last preparatory school was Copthrone which was located in Sussex (Seymour). In 1913 he received a scholarship to study at St. John's College, Oxford but soon after, in 1914, he enlisted as a Junior Officer in the Royal Welch Fusiliers ("Robert Graves"). As a solider in World War I, Graves became injured in the battle of Somme. During his recovery, he published his first poetic collection, ... ...et concerned for his good friend Sassoon and to be there for him. He understands what Sassoon is going through because he has been through everything that Sassoon has. This relationship offers the introduction of the theme, love between men during war, a theme not only represented in the novel but in all times of war. Works Cited Barker, Pat. Regeneration. New York: Plume, 2003. "Graves, Robert Von Ranke." Encarta Microsoft Encyclopedia Standard. 2002 ed. CD rom. Microsoft Corporation, 2002. "Biography of Robert Graves." Robert Graves Website Project. 13 April 2003. <http://faculty.ed.umuc.edu/~rschumak/bio_rg.htm> "Robert Graves." Academy of American Poets. 13 April 2003. <www.poets.org> Seymour, Miranda. Robert Graves: Life on the Edge. 1995. 14 Apr. 2003. <http://www.washingtonpost.com/wpsrv/style/longterm/books/chap1/lifeonedge.htm>. Pat Barker's Regeneration Essay -- Pat Barker Regeneration Essays Pat Barker's Regeneration In her novel Regeneration, Pat Barker uses character development to emphasize the various themes in the novel. Pat Barker includes Robert Graves, a well known poet and writer, as a secondary character in a fictional setting. We are first introduced to Robert Graves on page five, where he meets with a very good friend Siegfried Sassoon in the lounge of the Exchange Hotel. During their conversation, they express, through their actions and language, a deep love for one another. In Barker's Regeneration, the importance of love and intimate friendship between men during war develops from the relationship between Robert Graves and Siegfried Sassoon. As Miranda Seymour tells us, Robert Graves was born in Wimbledon, near London. He was the first born son to Amalie von Ranke Graves and Alfred Perceval Graves. He was a handsome little boy with wide gray eyes and black curly hair. He attended seven different schools throughout his life. As a child he attended Wimbledon branch of King's College, but then was removed for using inappropriate language. He then was sent to Rokeby and made his name as a quarrelsome bully. Soon there after, he attended a school near Rugby "where he learned the forceful style of English which enabled him to appeal to a lay audience even with the most obscure subjects" (Seymour). Finally, his last preparatory school was Copthrone which was located in Sussex (Seymour). In 1913 he received a scholarship to study at St. John's College, Oxford but soon after, in 1914, he enlisted as a Junior Officer in the Royal Welch Fusiliers ("Robert Graves"). As a solider in World War I, Graves became injured in the battle of Somme. During his recovery, he published his first poetic collection, ... ...et concerned for his good friend Sassoon and to be there for him. He understands what Sassoon is going through because he has been through everything that Sassoon has. This relationship offers the introduction of the theme, love between men during war, a theme not only represented in the novel but in all times of war. Works Cited Barker, Pat. Regeneration. New York: Plume, 2003. "Graves, Robert Von Ranke." Encarta Microsoft Encyclopedia Standard. 2002 ed. CD rom. Microsoft Corporation, 2002. "Biography of Robert Graves." Robert Graves Website Project. 13 April 2003. <http://faculty.ed.umuc.edu/~rschumak/bio_rg.htm> "Robert Graves." Academy of American Poets. 13 April 2003. <www.poets.org> Seymour, Miranda. Robert Graves: Life on the Edge. 1995. 14 Apr. 2003. <http://www.washingtonpost.com/wpsrv/style/longterm/books/chap1/lifeonedge.htm>.

English Composition Essay

The term juvenile delinquent is best defined as young defender, or a wrongdoer. A person who transgresses moral or civil law. (Audioenglish. net) There are many different theories on the causes of crime and bad behavior. Youth crime is a major issue and receives a great amount of attention from the news media and many politicians today. A juvenile delinquent is one who continuously commits crimes. Usually a juvenile will sometimes commit the same crimes that were done to them to others. An example would be bullying in school. Maybe the juvenile was bullied as well. They also sometimes have mental disorders or behavioral disorders. Students who experience excessive suspension and expulsion are more likely to become part of the school to prison pipeline (Fenning & Rose, 2007). Now being examined is the issue of the school to prison pipeline and trying to understand how students who drop out (or are pushed out) of high school are more likely to enter the prison system (Fine, 1991). Students feel pushed out of school because of actions or barriers put up by their school. The student may end up feeling like they don’t belong in school, or do not fit in, or they are not smart enough to be in school. This then pushes them towards the streets and into bad behavior that leads them to becoming a juvenile delinquent. According to Brownstein, the zero tolerance is a failed approach. This policy is used to mandate predetermined consequences for rule infractions, regardless of the circumstances; it’s initially aimed at making schools safe. The best way to prevent serious violence at school, the theory went, was to ban any and all weapons of threats of violence, and accept no excuses. Browstein, 2010). Zero tolerance policies may be contributing to teen violence. Suspensions and expulsions in public schools have increased dramatically. Between 1974 and 2006, the rate at which U. S. students were suspended and expelled from school nearly doubled from 3. 7% of students in 1974 to &. 1% of students in 2006. It is estimated that over 100,000 students were expelled and 3,300, 000 students were suspended at least once in the 2005-2006 school year which is an 8% increase in suspensions and a 15% increase in expulsions since the 2001-2001 school year. Brownstein, 2010) Today schools are getting carried away with the â€Å"zero tolerance† policy somewhat. Instead of helping to resolve a simple conflict in which they would call home for, they are now calling law enforcement. Too many school incidents that can be handled by the school are now being taken care of by the police and courts. ( Brownstein, 2010) An example given in the article talked about how a Columbus, GA teen student was expelled for violating school rules by talking to his mother whom he had not spoken to in thirty days, on his cell phone while at school. His mother was on deployment as a soldier in Iraq. It is common sense that the choice of disciplinary action was extremely harsh. There is no way to justify expelling this student given the circumstances of the phone call. Therefore, this example surely helps you to see exactly how this â€Å"zero tolerance† policy is indeed failing our children. Trying to get you to understand that yet the policy is put in place to protect the school faculty and other students from violent behavior from certain students, it is also being used in incidents that do not need to be presented to law enforcement. Expulsion and suspension disciplinary action is not making our schools safer or more academically sound. In fact, schools with high rate expulsion and suspensions usually have less satisfactory school ratings according to the American Psychological Association. This suggests to me that it also contributes to children becoming juvenile delinquents due to harsh punishment and the things that they are currently dealing with in their personal lives. I will point out how African American students are suspended at nearly three times the rate and expelled at 3. times the rate of white students, according to the U. S. Department of Education’s Office of Civil Rights. Latino students are 1. 5 times as likely to be suspended when compared to white peers. It seems that the white students get referred to the office at a higher rate than students of color for offenses such as smoking, vandalism, leaving without permission, and obscene language. African-American and Latino students are referred for discipline at a higher rate than their white peers for disrespect, excessive noise, and loitering. Brownstein, 2010) These behaviors you would think would seem to rely on subjective judgment on the part of educators. Maybe this is part of the reason why most students of color are failing in school and become juvenile delinquents somewhere along the line. They are hardly allowed the chance to stay in class if they are consistently disciplined harshly over fairly minor infractions that can be handled by the parents and teacher alone. Educators need to take the time out to think about what they are disciplining a student for, and how they are disciplining them and the consequences that lie ahead if you are too harsh. It is the same way when it comes to a parent raising children. You must know when you are being too excessive when it comes to punishment. Conclusion Promote the students positive behavior more and maybe the outcome will be different. Behavior begins at home. Parents come first when it comes to making sure your child/children act accordingly in public. It is a group effort also if you are taking on the responsibility of teaching someone’s child. You can’t just give up on the child, or take the easiest route such as harsh discipline. There has to be a system put in place in the home and in the schools to turn around bad behavior to avoid our children being introduced to the jail system turning them into juvenile delinquents. There also must be a system put in place in the home and school to look at certain incidents that happen in school not all in the same light. How we raise our children will be the result you get out of the situation. Strive to raise them the right way, and educators should stop relying on law enforcement to handle what can be handled between themselves, the student and the parents.