Simple Fermer (to Close) Verb Conjugations in French

Simple Fermer (to Close) Verb Conjugations in French In French, the verb  fermer  means to close. To make this infinitive verb more useful and construct complete sentences, we need to conjugate it. This lesson will show you how thats done so you can use it in the form of closed or closing, among other simple verb forms. Conjugating the French Verb  Fermer Among all the French verb conjugations, those that end in -er  are the easiest to conjugate for the simple fact that there are so many of them.  Fermer  is a  regular -ER verb  and it follows the same pattern as  fà ªter  (to celebrate),  donner  (to give), and countless others. It becomes easier with each new verb you learn. Identifying the verb stem is always the first step in conjugations. For  fermer  that is  ferm-. To this, we add a variety of infinitive endings that pair the subject pronoun with the appropriate tense for the sentence. For instance, I am closing is je ferme and we will close is nous fermerons. It will definitely help your  memory if you  practice these in context. Subject Present Future Imperfect je ferme fermerai fermais tu fermes fermeras fermais il ferme fermera fermait nous fermons fermerons fermions vous fermez fermerez fermiez ils ferment fermeront fermaient The Present Participle of  Fermer The  present participle  of fermer  is  fermant. This is formed by adding -ant  to the verb stem. Its an adjective as well as a verb, noun, or gerund. The Past Participle and Passà © Composà © The  passà © composà ©Ã‚  is a common way to express the past tense closed in French. To construct this, begin with the subject pronoun and a conjugation of the  auxiliary verb  avoir, then add the  past participle  fermà ©. For example, I closed is jai fermà © while we closed is nous avons fermà ©. More Simple  Fermer  Conjugations to Learn When the act of closing is in some way questionable, the subjunctive verb form is used. In a similar manner, the conditional verb mood implies that the closing will only happen if something else does as well. You will find the passà © simple in formal writing. Learning both it and the imperfect subjunctive will do wonders for your reading comprehension. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je ferme fermerais fermai fermasse tu fermes fermerais fermas fermasses il ferme fermerait ferma fermà ¢t nous fermions fermerions fermà ¢mes fermassions vous fermiez fermeriez fermà ¢tes fermassiez ils ferment fermeraient fermà ¨rent fermassent In short, direct requests and demands, use the imperative form. When doing so, theres no need to include the subject pronoun: simplify tu ferme down to ferme. Imperative (tu) ferme (nous) fermons (vous) fermez

40 French Expressions En Tout

40 French Expressions En Tout 40 French Expressions â€Å"En Tout† 40 French Expressions â€Å"En Tout† By Mark Nichol English has borrowed heavily from French, including a number of expressions beginning with en (meaning â€Å"as† or â€Å"in†). Some of these, such as â€Å"en masse,† are ubiquitous; others, like â€Å"en ami,† are obscure. Many more listed (and defined) here, italicized in the sample sentences, are not even listed in English dictionaries and are therefore considered still wholly foreign (and should be italicized in your prose as well). Whatever their status, however, given sufficient context, these expressions might be gainfully employed to provide a wry or sardonic touch to a written passage, or to characterize a pompous character: 1. En ami (â€Å"as a friend†): â€Å"I confide in you en ami.† 2. En arriere (â€Å"behind†): â€Å"Discretion is the better part of valor, I reminded myself as, letting my more valorous friends go before me, I marched en arriere.† 3. En attendant (â€Å"meanwhile†): â€Å"I entertained myself en attendant by thumbing through a magazine while she troweled on her makeup.† 4. En avant (â€Å"forward†): â€Å"En avant, comrades. Fortune awaits us through that door.† 5. En badinant (â€Å"in jest†): â€Å"Relax, my friend I meant what I said en badinant.† 6. En bagatelle (â€Å"in contempt†): â€Å"He glared at me en bagatelle, as if I were vermin.† 7. En banc (â€Å"with complete judicial authority†): â€Å"I sentence you en banc, as judge, jury, and executioner, to death.† 8. En bloc (â€Å"in a mass†): â€Å"We can depend on them to vote en bloc in support of the proposal.† 9. En clair (â€Å"in clear language, as opposed to in code†): â€Å"The spy’s telegram was carelessly written en clair.† 10. En deshabille (â€Å"undressed, or revealed†): â€Å"She opened the door to find me standing there en deshabille, and immediately retreated.† 11. En echelon (â€Å"in steps, or overlapping†): â€Å"The flock of geese flew overhead en echelon.† 12. En effet (â€Å"in fact, indeed†): â€Å"You see that I am, en effet, in control of the situation.† 13. En famille (â€Å"with family, at home, informally†): â€Å"Let us now return to that happy household, where we find the denizens lounging en famille.† 14. En foule (â€Å"in a crowd†): â€Å"He had the remarkable ability to blend in en foule.† 15. En garcon (â€Å"as or like a bachelor†): â€Å"I have separated from my wife and am now living en garcon.† 16. En grande (â€Å"full size†): The bouncer approached and, with a scowl, reared up en grande.† 17. En grande tenue (â€Å"in formal attire†): â€Å"She arrived, as usual, en grande tenue, and in consternation that everyone else was dressed causally.† 18. En grande toilette (â€Å"in full dress†): â€Å"The opening-night crowd was attired en grande toilette.† 19. En guard (â€Å"on guard†): â€Å"She assumed a defensive position, as if en guard in a fencing match.† 20. En haute (â€Å"above†): â€Å"From my perspective en haute, as it were I’d say you are both wrong.† 21. En masse (â€Å"all together†): â€Å"The members of the basketball team arrived en masse at the party.† 22. En pantoufles (â€Å"in slippers, at ease, informally†): â€Å"He had just settled down for a relaxing evening en pantoufles when the doorbell rang.† 23. En passant (â€Å"in passing†): â€Å"She nonchalantly mentioned the rumor en passant.† 24. En plein air (â€Å"in the open air†): â€Å"We celebrated by venturing en plein air.† 25. En plein jour (â€Å"in broad day†): â€Å"They boldly rendezvoused en plein jour.† 26. En poste (â€Å"in a diplomatic post†): â€Å"Though he was a friend, I decided to send the memorandum en poste.† 27. En prise (â€Å"exposed to capture†): â€Å"He found himself en prise, beset on all sides.† 28. En queue: (â€Å"after†): â€Å"I bided my time and followed en queue.† 29. En rapport (â€Å"in agreement or harmony†): â€Å"I’m delighted that we are all en rapport on the subject.† 30. En regle (â€Å"in order, in due form†): â€Å"I believe you will find the documents en regle.† 31. En retard (â€Å"late†): â€Å"Typically, they arrived en retard for dinner.† 32. En retraite (â€Å"in retreat or retirement†): â€Å"After uttering the verbal blunder, she ducked her head and exited the parlor en retraite.† 33. En revanche (â€Å"in return, in compensation†): â€Å"En revanche, I invite you to attend my upcoming soiree.† 34. En rigueur (â€Å"in force†): â€Å"We have arrived en rigueur to support you.† 35. En route (â€Å"on the way†): â€Å"En route to the post office, she passed by the derelict house.† 36. En secondes noces (â€Å"in a second marriage†): â€Å"The community was so conservative that she found her matrimonial state, en secondes noces, to be the topic of gossip.† 37. En suite (â€Å"connected, or in a set, as a bedroom with its own bathroom†): â€Å"She was pleased to see that the room was en suite.† (Also spelled ensuite.) 38. En tasse (â€Å"in a cup†): â€Å"I’ll take some en tasse.† 39. En tout (â€Å"in all†): â€Å"We’d like to use your banquet room, please we are a score or more en tout.† 40. En verite (â€Å"in truth†): â€Å"En verite, I am the one responsible.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Beautiful and Ugly WordsEmail EtiquetteFew vs. Several

Law of International Trade Element Essay Example | Topics and Well Written Essays - 2000 words

Law of International Trade Element - Essay Example to the rule under CIF contract the end consignee cannot reject the bill after its payment, despite unknowingly having no ideal due to the changed information. Nevertheless, there had no additional clause to exclude any transaction with the original shipper. He is hence left with accusations of the carrier which lie on false deceit and breach of contract for delivering false representation. The arising issues from the problem scenario between the original owner (Li) of the brown sugar goods and the last buyer (Xu) were as a consequent of rushed sales where an opportune buyer existed. The second seller (Chen) sought to sell the goods to Xu who allegedly had developed some poor reputation for any transaction with Li, due to poor delivery timing. The problems addresses the bill of lading, specifically the misconception of the actual shipper of the goods, accuracy in the bill of lading, and the issue of one bill at the time of payment in the agreed cash against documents transaction. The sellers of the goods under CIF contract have specific obligations they are required to fulfill with respect to shipment of the sold items at the load port. Under the CIF contract, the shipping documents and in this case the bill of lading is very crucial o enable future transactions of the buyer concerning the goods being shipped. The seller is responsible of acquiring or preparing the correct shipping documents and tender them to the consignee (buyer) to an individual he has nominated (Galdes, 2001). With respect to this statement both the sellers had made efforts to obtain the bill of lading for their buyers. Chen used the shipping documents that had been delivered to him from Li and no matter the hurry to sell the goods Xu while they were still on shipment, a bill of lading was presented to Xu. The seller had accomplished his mission in shipping the document though a single one. The other duties of the seller concern the shipped goods to the destination port. The seller is

Personal Essay Music Research Paper Example | Topics and Well Written Essays - 750 words

Personal Essay Music - Research Paper Example According to Philip Dorrell, the man who wrote the book ‘what is music?’ and has a B.Sc in mathematics, music is a voice that has very strong emotions that affect any person who listens to it (What is Music). Music is a form of art which utilizes the medium sound in a structured manner to attract the audience. Rhythm is the most important aspect of music which differentiates it from other noises. Music is enjoyable to all the people across the world even though the style of music might be different in different countries. The exact beginning of the music history is still unknown to human. We can assume that the music was evolved along with the evolution of the human itself. Holy Bible has cited an example in which David used his musical power to treat the disease of a king. There are different styles of music; Caribbean, Classical, Folk, Western, Jazz, Folk, Latin, R & B, Rock n Roll etc (Music Styles). Each style has its own value and importance even though classical mu sic has an upper hand in the music history. .

Research Paper About Education Essay Example for Free

Research Paper About Education Essay Etymologically, the word education is derived from the Latin Ä“ducÄ tiÃ…  (â€Å"A breeding, a bringing up, a rearing) from Ä“dÃ… «cÃ…  (â€Å"I educate, I train†) which is related to the homonym Ä“dÃ… «cÃ…  (â€Å"I lead forth, I take out; I raise up, I erect†) from Ä“- (â€Å"from, out of†) and dÃ… «cÃ…  (â€Å"I lead, I conduct†).[2] The role of government A right to education has been created and recognized by some jurisdictions: Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. It does not however guarantee any particular level of education of any particular quality.[3] At the global level, the United Nations International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.[4] Throughout history various governments have made it illegal to educate children privately or at home. Various totalitarian regimes, for example, have mandated indoctrination through propaganda in the Hitler Youth and propaganda in education under various communist regimes. Systems School children line, in Kerala, India Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula. Curriculum Main articles: Curriculum, Curriculum theory, and List of academic disciplines School children in Durban, South Africa. In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.[5] Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at coll eges and universities as electives. The various types of fine arts are music, dance, and theater.[6] Preschools Main article: Preschool education The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school. Preschool education is important because it can give a child the edge in a competitive world and education climate.[citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them.†[7] Primary schools Main article: Primary education Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842. Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising.[8] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training. Secondary schools Main article: Secondary education Students working with a teacher at Albany Senior High School, New Zealand Students in a classroom at Samdach Euv High School, Cambodia In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, post-secondary, or higher education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary educa tion together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history. MLC Kx12 in Portland, Oregon Autodidacticism Main article: Autodidacticism Autodidacticism (also autodidactism) is self-directed learning that is related to but different from informal learning. In a sense, autodidacticism is learning on your own or by yourself, and an autodidact is a self-teacher. Autodidacticism is a contemplative, absorbing process. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in ones life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), and Leonardo da Vinci (engineer, scientist, mathematician). Vocational Main article: Vocational education Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts. ]Indigenous Main article: Indigenous education Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to â€Å"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students.†[9]

Death :: essays research papers

Death   Ã‚  Ã‚  Ã‚  Ã‚  Death is the thing most people fear the most. I myself however do not, death can mean a lot of things. To me death is a restraint on life, a barrier which holds people from living life to its fullest. I hate being restrained, being set boundaries. However death also deserves respect, because if you do not respect death, you die, literally!   Ã‚  Ã‚  Ã‚  Ã‚  What causes death? Well, there are a lot of things that cause death. Disease, old age, Natural and un-natural occurrences, and suicide. The focus of this essay is to tell my views on the leading cause of death. What is the leading cause of death? I believe it is AIDS.   Ã‚  Ã‚  Ã‚  Ã‚  AIDS, Acquired Immune Deficiency, is the disease that renders the body's immune system unable to resist invasion by several microorganisms that cause serious infections. AIDS is transmitted by blood, through intimate sexual contact, from infected mothers to their babies in the uterus, and perhaps through infected mother's milk. Currently there is no cure for AIDS, however research is showing hopeful signs. Research has made breakthroughs the past years and have come up with ways to slow things down, but not cure AIDS.   Ã‚  Ã‚  Ã‚  Ã‚  There are many ways to prevent AIDS. I believe the leading way is abstinence. No sex until your sure of your sexual partners past sexual history should you consider sex. If you must have sex then have safe sex. Safe sex includes using any instrument or object which does not allow bodily fluids to be exchanged. Preventing AIDS is something we all can do. No one is forced to have sex (unless raped), no one is forced to do drugs with infected needles and no

Analysis of learning outcomes with web-based tools

Research QuestionThe past research has shown that the experimental groups learning outcome was higher than the control group. However the follow-up questionnaires and interviews three months after the post-test showed that both the experimental and control groups seemed to retain the same amount of information and procedures learned in the session.The experimental group did show that they coached others more, deliberately applying the procedures and following up with the provided web-site for reviews. Our research will review the two group’s ability to retain the information for long points of time and which method provides the best long term retention rate. The research problem will review if web-based learning tools will help the one group retain the information longer we will retest both group in 6 months and 12 months. Does the use of web-based learning tools provide employees with a source to help them maintain knowledge learned longer? PurposeTo write a quantitative purp ose statement, we must first start with our general topic, which in this case is, interpersonal communication skills. We must include the variables (what are the outcomes and what factors influence those outcomes?), the participants in the study and the research site. As we narrow our topic, we see from the information given that we want to focus our investigation on using web-based instruction to teach interpersonal communication. The study will be conducted for the employer, so we know the subjects will be the employees   of ABC Corporation. We know that a good purpose statement takes the form of â€Å"the effect of x on y†.With the above information in mind, our purpose statement becomes: â€Å"The purpose of this study is to examine the effect of web-based instruction on the acquisition and application of interpersonal skills for employees at ABC Corporation†.Literature SearchThe research question addresses the use of web-based tools and how they can help profess ionals in a work environment learn and retain information better. Researching other companies and how their use of web-based tools have helped improve production, time management, communication skills, and the impact on return on investment would be the main groups of literature research to review.Looking at the different types of research is needed to create a concrete research paper. Benchmarking other companies, colleges and how they are using technology to improve the learning environment of their students, and technology sites to find out what changes in online tools are being developed. Because this research is using adult learners it is important to look at research from college level up. Most research on children and the use of web-based tools would not be useful. If the impact that we show can be compared to the impact other companies have seen then the data that our research fines will be more concrete. There are standard that we will have to follow before the research can even begin. We will need to review the professional ethics in educational assessments and also the ethical standard for developing the research. Review of the accreditations of all research papers we review is also important. When using a quantitative study it is important to justify the research problem and to compare the results with the prior predictions (Creswell, 2005).Ways to Collect DataThe researcher would have to get permission from management to do a research study. They need to determine if employees who have access to a web site after their training retain more information? The representatives of the study would be the employees who went through the four sessions on improving interpersonal communications in the workplace using the web-based tools and the control group that did not use the web.The researcher will show that longer term retaination of information can be enhances by using the web supported tools. Neither group will know they are participating in a planned study because if the study was know ahead of time people would be able to prepare and that would effect the data collected. A quantitative should be used because we will have to compare groups against each other. Managers should fill out questionnaires when employees access web sites. Did the employees solve problems without management becoming involved? Were employees without web sites able to solve problems as often as the web group? Information should be put into categories, those with web support and those without web support. Interviews and Likert scales could be used to evaluate the employees’ use of the web site. Tally sheets and logs should be kept each time a problem is solved with or without web site usage. A checklist inventory or assessment should be used each time a problem is solved with or without using the web site. A numerical chart can be used to compare the results after three months and six months. After the first three months the learning outcomes of the experimental group was higher. This could be shown on a chart or graph. Ten out of forty-four employees were using principles that they had learned. While only 3 out of 50 participants of the control group used knowledge they had learned. Post survey scores increased by 30% over pre survey scores for the experimental group. Observations of the employee’s behavior should be monitored. The groups should be compared at the end of three and six months to see which groups are doing the best job of retaining what they have learned. A personality assessment could also be used to determine if employees using the web site will continue to retain their training information. Data AnalysisThe data analysis process would consist of both quantitative and qualitative methods. The quantitative and qualitative data for both groups would be measured against their baseline abilities. This means that changes would be measured first against the behaviors practiced by each group before the intervention took place (for example, the 30% increase over pre-survey scores). Then, the intervention and control groups would be measured against each other in order to identify whether the changes that took place might be said to have occurred as a result of the web-based instruction.The quantitative data measurements would inclu de not only comparisons of the number of persons reporting their use of principles acquired at the seminar (that is, 10 against 3), as this would give a slightly less optimistic outlook for the technology intervention. Rather, percentages will be computed, which would generate a ratio of approximately 23:6 (23% vs. 6%) in favor of the experimental group.Qualitative analysis could be measured by constructing questionnaires that require the respondents to rate their current communication levels using a Likert scale and then applying quantitative measures to tell how many people (compared with baseline levels) detect an improvement in different areas. The questionnaire could also include areas that allow them to comment on the extent to which the improvement has taken place and the areas in which the intervention helped the most. Where verbal descriptions of changes are given, similar responses might be coded and grouped together. The number of occurrences of key words would be noted a s well as the use of qualifiers, such as â€Å"best,† â€Å"somewhat,† â€Å"significantly† or â€Å"dramatically†.Findings and RecommendationsThe problem of the research would be stated and detailed background information given to provide the reader with the proper foundation for the full comprehension of the research. Next, a review of the literature would follow, and this would allow the reader to expand his/her knowledge concerning the current trends and understandings about the subject as they prevail in the general academic circles. It would also grant the writer a chance to demonstrate his/her expertise on the topic.A description of the methodology would explain the methods of data collection and clarify the reasons for choosing these. This would include a description of the population sample, the intervention site and methods, and any other details that pertain to the study. It would also outline any limitations of the research. The findings would then be explicitly presented and a discussion of these findings would ensue.The discussion would include the discovery of any trends and an explanation of why these trends are believed to have occurred. After this, a conclusion would be given that would summarize the main points of the study. Finally, recommendations would be given, both for future intervention (through computer-based instruction) as well as for extensions of the study (such as conducting a similar study on younger persons who already have excellent exposure to technology to find out if results would be even better.) In short, the research would follow (more or less) the Trochim format: introduction, literature review, methods, results/discussion, conclusion/recommendations. ReferencesCreswell, J. (2005). Educational Research: Planning, Conducting, and Evaluation Quantitative and Qualitative Research. New Jersey: Pearson Education Inc. Retrieved September 26, 2006