LImparfait du Subjonctif A French Literary Tense

The French limparfait du subjonctif (the  imperfect subjunctive) is a literary tense used in formal writing, such as literature, journalism, and history texts, and for narration. Like all literary verb forms, you really only need to be able to recognize it, not to use it. Limparfait du subjonctif  is one of five literary tenses in French. They have virtually disappeared from spoken language, unless the speaker wishes to sound erudite. All five French literary tenses  include: P​assà © simplePassà © antà ©rieurLimparfait du subjonctif                                                           Ã‚  Plus-que-parfait  du subjonctif  Seconde  forme du conditionnel passà © ​Examples of the French Imperfect Subjunctive The imperfect subjunctive is used in a subordinate clause when the main clause is in the past. Its nonliterary equivalent is the  present subjunctive. For example: Il partit pour que nous eussions la salle à   nous-mà ªmes.   He left so that wed have the room to ourselves.Nonliterary equivalent: Il est parti pour que nous ayons la salle à   nous-mà ªmes.Je voulais quil parlà ¢t à   son frà ¨re.   I wanted him to talk to his brother.Nonliterary equivalent: Je voulais quil parle à   son frà ¨re.Je craignais qu’il fà »t mort. I feared he was dead.Nonliterary equivalent:  Je craignais qu’il soit mort.Elle voyagea quoiqu’elle n’eà »t point d’argent. She traveled even though she didn’t have any money.Nonliterary equivalent:  Elle a voyagà © quoiqu’elle n’ait pas eu d’argent. How to Conjugate the French Imperfect Subjunctive Literary Tense Conjugation of the French  limparfait du subjonctif  is  based on the French  passà © simple  (simple past), also known as the preterite  or  passà ©Ã‚  dà ©fini (definite past). Passà © simple  is the literary equivalent of the everyday  passà ©Ã‚  composà ©, and, like the imperfect subjunctive, its  used predominantly in formal writing such as literature, journalism, and history texts. 1)  For all  -er verbs, including  stem-changing verbs  and the normally irregular verb  aller, take the third person singular form of the  passà © simple  as the stem and add the imperfect subjunctive endings. Note that  spelling-change verbs  like  manger  and  lancer  have their spelling irregularity in all of these conjugations. 2)  For  -ir verbs,  -re verbs, and irregular verbs, the imperfect subjunctive is formed as follows: third person singular form of the  passà © simple  minus the final t, plus the imperfect subjunctive endings. Below are the imperfect subjunctive endings and conjugations for: the -er verbs  parler  (to speak),  manger  (to eat),  lancer  (to throw), and  aller  (to go);the regular -ir and -re verbs  finir  (to finish) and  rendre  (to return) respectively;and the irregular verbs  avoir  (to have) and  venir  (to come). Indicative Conjugations of the  French Imperfect Subjunctive Tense parler manger lancer aller 3rd person singular pass simple il parla il mangea il lana il alla imperfect subjunctive stem parla- mangea- lana- alla- Pronoun Ending ...que je -sse parlasse mangeasse lanasse allasse ...que tu -sses parlasses mangeasses lanasses allasses ...quil -^t parlt manget lant allt ...que nous -ssions parlassions mangeassions lanassions allassions ...que vous -ssiez parlassiez mangeassiez lanassiez allassiez ...quils -ssent parlassent mangeassent lanassent allassent finir rendre avoir venir 3rd person singular pass simple il finit il rendit il eut il vint imperfect subjunctive stem fini- rendi- eu- vin- Pronoun Ending ...que je -sse finisse rendisse eusse vinsse ...que tu -sses finisses rendisses eusses vinsses ...quil -^t fint rendt et vnt ...que nous -ssions finissions rendissions eussions vinssions ...que vous -ssiez finissiez rendissiez eussiez vinssiez ...quils -ssent finissent rendissent eussent vinssent Additional Resources   French literary tensesP​assà © simple literary tensePassà © antà ©rieur  literary tensePlus-que-parfait  du subjonctif literary tense  Seconde forme du conditionnel passà ©Ã‚  literary tense

Industrialization After the Civil War Thesis and Outline...

Assignment 1.1: Industrialization after the Civil War Thesis and Outline Amiah-Mone Parker The Industrial Revolution was of great importance to the economic development of the United States. The new era of mass production kindled in the United States because of technological innovations, a patent system, new forms of factory corporations, a huge supply of natural resources, and foreign investment. The growth of large-scale industry in America had countless positive results, but also negative results as well. Industrialization after the Civil War affected the United States in several ways including poverty, poor labor laws, and the condition of the people. Between 1865 and 1920, Industrialization had many†¦show more content†¦Second, the development of new public transit systems, was important in shaping the design of our cities and the growth of our cities by enabling people to move further away from the inner city. Early on, large cities didn’t really have public transportation. Their main source of transportation were horse drawn wagons and walking. In conclusion, most people lived near on in the downtown area, where most of the working establishments were located. Because of this, it made big cites crowed and congested. With the breakthrough of the â€Å"el†, electric streetcars, and subways, around 1867, cities began expand more. Those who were fortunate enough to move out of the dirty cities and into better neighborhoods surrounded outside the city, did so. The new transit systems in most cities allowed people to escape the chaos of urban life and provided potential for growth of our cities. The sec ond major innovation is the telephone because it opened up doors for everybody. The telephone allowed them to be connected to other parts of the world, or their loved ones did not live in the same city. It permitted them to stay connected to relatives and have audio conversations without the inconvenience of letters which took a while to arrive by post. It produced better business for the small to larger corporate businesses as well as in the event of an emergency. The last major innovation wasShow MoreRelatedIndustrialization During 1865 and 1920 That Influenced U.S. Society, Economy, and Politics1205 Words   |  5 PagesOUTLINE THESIS STATEMENT Impact of Industrialization after the Civil War on American Society (Thesis Outline) [Strayer University] [U.S History 105] ] Impact of Industrialization After the Civil War on American Society (Thesis Outline) Part 1- Thesis Statement The Industrial Revolution marks a major turning point in human history; almost every aspect of daily life was influenced in some way. 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Role of Adult in Planning - Evaluating & Implementation of Play Activit

Question: Discuss the role of adult in planning, evaluating implementation of play activities in early childhood education settings? Answer: Infants and youthful kids are effective learners, connecting into the world and understanding their encounters with other individuals, things and occasions. As they investigate and learn, kids are actually attracted to play. Play is perceived as so critical to their prosperity and improvement and play is a crucial duty. The examination concentrated on the execution of play in the classroom and worries with respect to a few members that present learning norms may make a domain in which coordinate direction, including scripted exercises, limits both the tyke's and educator's capacity to framework figuring out how to extra circumstances. Programs that coordinate an instructor coordinated methodology with youngster focused learning offer a centre ground through guided play (Carpenter Campbell 2008). The role of adults in in providing the support and enhancing the learning of young children through play activities is also addressed. The aim is to help the practitioners have an understand ing of broader contexts of adult-led and child-initiated activities. Being a compelling grown-up in assisting kids with learning includes being both skilful and incisive. Understanding the ranges of learning, play, and building up secure passionate and testing physical is a key aspect. This is because youngsters build at distinctive rates, have diverse intrigues, originate from fluctuated social foundations and exceptional families. The part of grown-up is to support all kids. Aware and minding collaborations are the premise of passionate security which backings learning. The key need of a grown-up specialist is to regard the sentiments and conclusions as kids need their space, time and materials to investigate, play and examine. Thus, using a playful approach helps to support the process of learning in early years (Carpenter 2007). Kids are unequivocally propelled to play, and can encounter fulfilment and profound learning in play, as they bring their present premiums, inquiries and thinking together with solid inspiration, so they can work at their most elevated amount. In play youngsters can focus profoundly, support fixation for long stretches, and speak with others to create and keep up the play. Fun loving professionals can connect with youngsters in their play, and to utilize attributes of play in different exercises too. They regularly commit the error of going into a play movement with loads of inquiries, and may attempt to tackle a part that does not stream effortlessly into the play. The rule is to do what youthful kids do when they are figuring out how to be great players they regularly remain at the edges of play and watch what is occurring. They may be watching methodologies for entering the play, attempting to comprehend the tenets of the play, or contemplating what they can offer. Now and again they ask consent to enter 'Please would I be able to play?'- and in some cases they hold up to be inquired. Kids appear to know instinctively that they have to tune into what is occurring keeping in mind the end goal to be incorporated into the play (Siraj-Blatchford Manni 2008). Thus, it can be concluded that play in the learning environment should be incorporated in the curricula and that it ought to plainly plot the basic elements of play that add to the qualities and attributes found to advance outcomes (Siraj-Blatchford 2008). References Carpenter, B Campbell, L. (2008). The changing landscape of early childhood intervention in the United Kingdom: strategy, policy, and practice. Infants Young Children, vol. 21, no. 2, pp. 142-148. Carpenter, B. (2007). The impetus for family-centred early childhood intervention. Child Care, vol. 33, no. 6, pp. 664-669. Siraj-Blatchford, I Manni, L. (2008). Would you like to tidy up now? An analysis of adult questioning in the English Foundation Stage. Early Years, vol. 28, no. 1, pp. 5-22. Siraj-Blatchford, I. (2008). Understanding the relationship between curriculum, pedagogy and progression in learning in early childhood. Hong Kong Journal of Early Childhood Education, vol. 7, no. 2, pp. 3-1

Work with babies and young children to promote their development and learning free essay sample

An explanation of the potential effects on development of babies and young children of the following experiences. All babies and young children can show different rates of development. It is often linked to experiences during conception, pregnancy and childbirth. pre-conceptual Lifestyle of parents can have effect on child’s potential development and this is because men’s sperm and women’s ova can be very easily damaged. Those who are planning a child is recommended: quitting smoking, avoiding alcohol and drugs, use of folic acid. It is also recommended not too late to plan a child because of age, it is harder to get pregnant, and the quality of womens eggs is weaker. At the moment of conception a transfer of genetic information takes place, and unfortunately some medical condition and disabilities are the result of this genetic combination. pre-birth Babies can be affected by the health of their mother as well as her lifestyle choices. Examples of factors that can affect development are: stress, diet or alcohol. The first 12 weeks of pregnancy is crucial, because during this time the foetus becomes recognisably human and all the organs are formed. During pregnancy should pay attention to certain issues and their impact on child’s development: Smoking Smoking reduces the oxygen supply and affects growth and development of unborn baby. Very often it happens that children whose mother smokes during pregnancy are born prematurely in which also has an impact on their development. In these children increases the risk of cot death and predisposition to asthma. Substance abuse The use of recreational or prescribed drugs may have a direct impact on the development of the foetus, especially during the first 12 weeks. Pregnant women recommended not taking any drugs unless they are prescribed by a doctor. Alcohol Alcohol drunk during pregnancy can have negative effects on foetal development, especially in terms of cognitive development, especially the concentration (specific condition known as Foetal Alcohol Syndrome). Infections Some infections during pregnancy can also have negative effects on the foetus. Especially dangerous are food poisoning, rubella (baby can have sight and haering problems) and sexually transmitted diseases such as genital herpes. Maternal health Some women can develop complication during pregnancy, including diabetes and pre-eclampsia (a life threatening condition in late pregnancy that often requires babies to be born earlier). Untreated condition can affect the health of both mother and baby. Maternal diet Diet during pregnancy has a very large impact on the development of the foetus. Women are advised to take folic acid at least the first 12 weeks. Important role in the diet also plays an iron, why it is advisable to eat red meat, green vegetables, dried apricots and fortified breakfast cereals. The diet of a pregnant woman should be balanced, rich in dairy products, vegetables, fruits and plenty of fluids. However, it’s recommend avoiding certain products like unpasteurized cheeses and soft cheeses (they contain the bacteria listeria, which can cause miscarriage, premature birth or other diseases), old cuts of meat, pates, smoked fish or ready meals (also contains listeria), raw or partially cooked eggs ( can cause salmonella food poisoning), raw and undercooked meat and raw shellfish ( can be a source of food poisoning). birth experience The process of birth can present different dangers for both mother and baby, which is why is important to monitored before and during the birth. Most women give birth vaginally, but sometimes a Caesarean section (a surgical procedure when baby is removed from the womb via the abdomen) is given – for example when women carrying triples or there are some difficulties when giving a birth. The main danger for babies during the labour is lack of oxygen (anoxia) and it can be fatal or leave the baby with permanent brain damage. A baby’s development can be affected if they are premature. Babies born earlier, such as 25 weeks will need medical support in order to survive and are usually placed in incubator – designed to keep baby worm and free from infection. Premature babies are at a higher risk of developing, sight problems or learning difficulties. An explanation of the impact of current research into development and learning of babies and young children. The latest research into development and learning of babies and young children shows that early stimulation are vital to the healthy development of brain. Babies are born with 100 billion neuron cells and they need to connect together in order to function. Many of these connections are made as result of what a baby senses and experiences. Stimulation, sufficient sleep and healthy diet makes a difference in allowing connections to be made. Development of brain begins well before birth. Neurons (cells in the brain which transmit electrical impulses to other cells) are formed between the 10th and 20th week of pregnancy. These cells are critical as they will later join together to allow the brain to function properly. Electrical pulses pass between cells via dendrites and axons which causes the connection between the neuron cells. The dendrites and axons of the neurons develop and begin the process of joining up in the final two months of pregnancy. Those that have not made enough strong connections are killed off and this is one reason why some children are born with learning disabilities. At birth many areas of the brain are not activated yet. The axons of neurons need to be coated with a substance called myelin, which acts as an insulator and prevents electrical pulses from straying. The process of coating the axons called myelinisation and begins in the first few months of life and is not completed until early adulthood. Alongside myelinisation in the first two years following the tripling of brain weight as a result of the axons and dendrites increasing in size and an increasing number of synapses being made. External stimulation is definitely very important, because at about the age of 18 months and thereafter the brain ‘prunes’ unused synapses. Babies who are stimulated and enjoy a rich environment of sensation and movement, should develop strong and dense synapses that will cope with pruning. Babies who are deprived of stimulation and language may lose out the unused synapses and these cannot be replaced later. That is why is important to create a stimulating environments and providing good sensory opportunities for babies and toddlers. An explanation of the benefits for babies and young children of a key worker/person system in early years settings. Babies and young children development is closely related to the quality of the relationships with others. Babies and toddlers do not like to be separated from their parents/ carers, because of their survival mechanism. Both children and parents tend to show signs of separation anxiety and this can create stress for both. That is why system of the key worker/person in early years settings is so important. It is essential that babies and young children are supported by a key person, who will act as a temporary substitute for the care, love and attention that is usually given by the parent. Both children and parents are able to feel comfortable and relaxed during their time apart if the key person system works well in setting. Children learn to be strong and independent through positive relationships. Positive relationships are: †¢ warm and loving, and foster a sense of belonging †¢ sensitive and responsive to the child’s needs, feelings and interests †¢ supportive of the child’s own efforts and independence †¢ consistent in setting clear boundaries †¢ stimulating An explanation of how babies and young children learn and develop best from a basis of loving, secure relationships with carers and with key persons in work settings. Good relationships are essential for well-being of babies and young children. Children are likely to thrive when feel valued, secure and van trust the people around them. Certain areas of development, such as emotional and language are linked to the strength of attachment that children have with those around them. Children learn from those they have a strong bond with. When the children have poor attachment or relationships with adults in the setting, they are likely to find it hard to settle in, to concentrate and enjoy being in the setting. If children have poor attachment with their parents/carers they usually show poor behaviour and concentration and this in turn affects their learning. Role of the key person in the setting: Provides stability and consistency for the baby/toddler Comforts the baby/child when parent leaves Provides cuddles and physical reassurance Interact with baby Helps the baby/child to sleep and is there when baby/child awakes Liases with parents Support parents/primary carers Carries out physical care activities such as feeding and nappy changing An analysis of the possible effects attachments on the development of babies and children. It is very important to understand that poor- quality attachment can have effects on the development of babies and children. Research shows that poor-quality settings can harm children. Possible effects of poor-quality attachment are: Effects on social and emotional development and emotional security – strong secure attachment help babies and children’s emotional development, because they learn to trust others. Children with broken attachment show antisocial behaviour and aggressiveness and this may be linked to youth crime in later life. Effects on ability to settle, to take risks and make the most of learning opportunities – children with strong attachment find it easier to become independent and confident. Children with unsuccessful separations are less likely to settle, to take risks and therefore unable to make the most of learning opportunities offered to them. Research show that traumatic events early in childhood are stored deep within the brain. Possible effects on short- and long-term mental health – poor-quality attachment may be the reason that babies and young children are becoming depressed. Such babies or young children are more vulnerable to have depression or other mental illness later in life. Effects on relationships with parents and professional carers- children with poor attachment can find hard to make new attachments. In their opinion, it is better to avoid the pain of losing someone and therefore better not to trust others and do not make a close relationship. The children can also be angry with the parents as they may feel abandoned.