Auxiliary Verbs for Past Tenses Grammar for ESL

In English, tenses are formed by conjugating an auxiliary verb plus a standard form of the principal verb. Depending upon the tense, the principal verb may be in the base form, the present participle, or the past participle form.   Where does he live? - live base formShe is preparing dinner at the moment. - preparing present participle (i.e. ing form)Theyve sung that song a number of times. - sung past participle Principal verbs remain in the same form for each subject. However, auxiliary verbs may change. She wasnt listening to music when I arrived.They werent listening to what he said.   In this case, there is a difference in the helping verb was/were in the two sentences. However, listening, or the present participle, remains the same.   It is import to focus on the variations in the auxiliary verb to properly use English tenses.  This article provides a quick review of the basic tenses used in English to speak about the past moment in time and events or states which have happened up to a past moment in time. Construction S (subject)Aux (auxiliary verb)O (objects)? (question word, i.e., who, what when, etc.) In general, using the following patterns to construct sentences in active sentences: Positive: S Verb ONegative:S Aux Verb OQuestion:(?) Aux S Verb (O) Past Simple Use the past simple when an action is done at a specific point in time in the past. All subjects take the auxiliary verb did. Remember that the auxiliary verb is dropped in positive sentences when using the past simple.   She moved to New York last month.They didnt want to buy a new television last week.Where did you go on vacation last year? Past Continuous Use the past continuous for something that was  happening at a precise moment in the past. This form is often used to express an interrupted action in progress. Use the auxiliary verbs was/were depending upon the subject. Auxiliary verbs are required  in questions, positive, and negative statements. I was working on the project when you telephoned.What were you doing when she arrived?They werent watching the film when you arrived. Past Perfect Use the past perfect for an action that finishes before another action in the past. We often use the past perfect when is giving reasons for a decision made in the past. Use the auxiliary verb had with all subjects. The auxiliary verb had is used in positive and negative sentences, as well as in questions.   They had invested their money wisely before they bought the new house.She hadnt finished speaking when he rudely interrupted her.Had you checked all your accounts before you made the withdrawal? Past Perfect Continuous Use the past perfect continuous to express the duration of another activity up to another point in time in the past. This form is often used to stress impatience or importance of the length of time of the previous activity. In continuous forms, the verb be is used as the auxiliary. In perfect forms, have is used as the auxiliary. This combination requires the auxiliary string had been for all subjects.   We had been waiting for two hours when Jack finally arrived.They hadnt been working long when he telephoned.Had she been telephoning a long time before you arrived? Past Auxiliary Verbs Review Quiz Where ____ you go last weekend?Inge _____ finishing the report when I walked into the room.I _____ not _____ waiting for a long time when Dan finally arrived._____ you sleeping when I arrived last night?Jennifer _____ not considered that he might decide not to come.  Im afraid I _____ not understand your question. What _____ you say?They had _____ working on the problem for a long time before they solved it.  Jason _____ not want to make a comment during the conversation.What _____ he doing when you told him the news?_____ they prepared the dinner before you arrived? Answers: didwashad not beenwerehaddid / didbeendidwashad Continue reviewing auxiliary verbs in present and future tenses to make sure you understand auxiliary verb use in all the tenses in English.

Digging by Seamus Heaney Free Essays

Digging -by seamus Heaney The poet, Seamus Heaney uses simple words in his poem which is beautifully portrayed as well as easy to understand. The poem is basically about the poets respect and admiration of his father’s and grandfather’s hard work. The poem begins in the present tense form. We will write a custom essay sample on Digging by Seamus Heaney or any similar topic only for you Order Now The poet, Heaney, is in his room, writing while his father is digging. It can be assumed that the poet is near a window so that when he looks outside he can see his father digging. It is important to note that Heaney â€Å"looks down† at his father’s â€Å"straining rump†. Literally his position at the window is elevated but we also get the sense that Heaney somehow feels superior to manual work and that he does not like this feeling. The next stanza takes us back to previous years before his father’s retirement from farming: â€Å"Bends low, comes up twenty years away†. We move effortlessly and beautifully from the present day flowerbed to the previous years potato drills. The poet then begins to describe his father’s skills. The paradoxical â€Å"coarse boot nestled† shows the physicality and hardwork of digging alongside the love his father has for it. Heaney uses a two line stanza beginning with the exclamatory â€Å"By God† to take us further back to his grandfather’s digging skills. The exclamation and the conversational tone add a feeling of being with Heaney as he reminisces. Neatly Heaney has taken us back to his forefathers to show that working with the land has always been a tradition in the family. He has broken this chain by choosing to become a writer. The next stanza is a memory of visiting his grandfather as he cuts peat from the bog. The â€Å"bottle corked sloppily with paper† reflects Heaney’s clumsiness in practical matters but also a different use of paper to the one he is really skilled at. This is a family proud of their achievements which are measured by a spade and the ability to handle one: â€Å"My grandfather could cut more turf in a day than any other man on Toner’s bog†. The penultimate stanza reveals the difficulties created by Heaney’s wish to write. The â€Å"curt cuts through living roots† are not only the sharp edge of the spade cutting through living turf. They are the sharp words spoken as Heaney cuts his ties with his family’s traditional means of earning a living. And so we return to the beginning lines of the poem with the significant change from â€Å"as snug as a gun† to â€Å"I’ll dig with it†. Heaney recognizes that his skill with a pen is comparable to that of his forefathers with a spade. He also realizes that he can continue the love for skilled work with the land through his writing. Just as his grandfather was â€Å"digging down and down for the good turf† so will Heaney dig down and down for the good stuff that makes his poetry so exquisite. How to cite Digging by Seamus Heaney, Essay examples

System Thinking Stakeholders and External Influences

Question: Discuss about theSystem Thinking forStakeholders and External Influences. Answer: Introduction System thinking is the use of different techniques to study systems of various kinds. Examples of system thinking include living systems that interact with different levels. In organization, systems may involve inputs, processing, outputs, feedback, objectives, stakeholders, and external influences that operate together to make organizational healthy (Ackoff, 2015). Additionally, system thinking could be regarded as the management discipline, which concerns the understanding of the system by examining of the linkages and the interaction between the various components that could interact with the characterized system (Haines, 2016). The framework intuition can be connected in the zone of the examination and has been utilized as a part of the investigation of restorative, natural, financial, and the instructive frameworks. In regards to the system thinking, the system behavior has resulted from the impacts of the reinforcement as well as the balancing processes (Cundill, Cumming, Biggs Fabricius, 2012). The reinforcing process usually leads to the increase of some component of the system. In case reinforcement is not checked by the balancing process, it could lead to the collapse. The balancing system is responsible for maintaining equilibrium in a particular system. System thinking is significant because it helps us to design smart, and formulate solutions to the problems (Haines, 2016). Moreover, it gives an individual a more accurate picture of the reality. Thus one can work with a natural framework powers keeping in mind the end goal to accomplish the outcomes that are desired. Characteristics of System Thinking and How it Relate to organization Various characteristics are associated with the system thinking these are one of the components each system has a reason inside a bigger system. For instance, the Research and development department in an organization is to create new products and the various components of the body. Furthermore, all the system part ought to be available for the system to do its capacity ideally. For example, the R D department in the organization need to comprise of people, gear and besides forms (Loosemore Cheung, 2015). On the off chance that any of these segment are evacuated, the system could not work anymore. Subsequently, system intuition is critical in the organization in that it holds all the part of the team together with the goal that they could work ideally. An illustration, if one is to revamp the reporting relationship of the division in an organization so that the leader of the new item advancement answered to another department they would be issue conveying the planned reason. Finall y, on the characteristics is that the system change in light of the input (Loosemore Cheung, 2015). Criticism ordinarily assumes a unique part in the system considering. Input alludes to the data which comes back to the first transmitter with the end goal that it impacts on the transmitter following activities. Major Components of Learning Organization and how they Relate to System Thinking Learning organization entails a group of individuals who are working together to enhancing their capabilities to create a result, which they care about. Learning organization has different segment these are: Personality Mastery: This involves the dedication of a person to the process of learning. There is high ground for the affiliation whose workforce could learn more quickly than the labor force for other organization. Individual learning is typically increased through staff planning, progression and constant self-change (Langstrand, 2016). Regardless, learning cannot be obliged upon to a person who is not receptive to learning. It is thus, significant to develop a culture where personal mastery is practiced on the daily basis (Midgley Ochoa-Arias, 2012). Learning organization has been portrayed as the sum of individual learning, yet there should be the development of the mechanism where personal knowledge could be transferred to the learning of the organization. Mental models: it is the assumptions held by every individual as well as the organization. To wind up a learning organization, these models should be tried. People tend to maintain theories, which are what they hope to take after, and hypotheses in the usage that are what they truly do (Midgley Ochoa-Arias, 2012). Moreover, the organization tends to have memories that spare distinctive practices models and also values. In the creation of the learning environment, it is basic to supplant savage attitudes with an open culture. It is imperative to create systems for situating and also surveying organization speculations of activities. Shared vision: The change of the shared vision is enormous towards moving the staff to learn since it creates a collective identity that gives focus and imperativeness for the learning (Langstrand, 2016). The most strong vision for the building of personal vision for the employees at every level in the organization is through the creation of a vision that is hindered by all the traditional structures where the vision of the company is imposed. Team learning: The social event of individual learning constitutes to the team learning. The benefit of a team is that the employees tend to build up more quickly. Moreover, problem-solving capacity in the organization is more upgraded through better access to the data and the expertise (Haines, 2016). The learning organization typically have structures, which empowers the team learning with the qualities, for instance, the point of confinement crossing point and openness. The learning team requires the members to participate in the exchange of the ideas and knowledge. The team ought to create extensive correspondence, shared significance, and shared comprehension. System thinking: It involves the possibility of the learning organization to create a body of work. It is an applied structure which permits the people to examine businesses as restricted objects. The learning method uses this procedure for a hypothesis as a piece of looking over their organization and has information framework that measures on the execution of the firm general and the different fragments (Stephens, 2013). The system thinking highlights that all the trademark should be clear instantly in an organization with the goal for it to learn association. On the off chance that a portion of the elements is lost, there would be a shortage in its objectives. How System Thinking could Impact on the Capabilities of the Workforce System thinking offers an individuals approach to dealing with perplexing and tireless issues all the more viably. Trough moving of duties the managers and the pioneer can tackle troublesome issues alone to taking advantage of the knowledge and the encounters of the whole group. It has significance in the building teams to practice over the utilitarian limits which utilize system thinking as the essential aspect of important especially in the discussion around new difficulties (Ison Shelley, 2016). System thinking achieve authoritative objectives through participation among the staff. To enhance the organization ability the system thinking makes on the suitable motivations and atmosphere for the collaboration and team issues unraveling (Ackoff, 2015). The system thinking energizes organization individuals not just to have the capacity to comprehend the individual part in the system, but also to understanding of the roles and the functions of the other systems. Learning Organization Versus the Traditional Organization The traditional organization controls on the organizational design but on the learning organization the control is co-designed by those who work in it. The learning organization prepares individuals to be leaders first. Eventually, every individual in the group will learn to work in the team and improve on it, as well to work for it to sustain. The traditional organization does not focus on the preparing on the individuals as leaders. People tend to learn on their own (Ison Shelley, 2016). Another characteristic of the traditional organization they function on the practices of management that are objectives whereas in the learning organization their practices are strategic, responsible as well as the use of intuitive leadership. Lastly, the traditional organization has structures that have multiple levels whereas in the learning organization they have cross-functions this is where there is information access and clarity roles defined. References Ackoff, R. (2015). Re-creating the Corporation. Cundill, G., Cumming, G. S., Biggs, D., Fabricius, C. (2012). Soft systems thinking and social learning for adaptive management. Conservation Biology, 26(1), 13-20. Haines, S. (2016). The systems thinking approach to strategic planning and management. CRC Press. Ison, R., Shelley, M. (2016). Governing in the Anthropocene: Contributions from Systems Thinking in Practice?. Systems Research and Behavioral Science, 33(5), 589-594. Langstrand, J. (2016). The missing link in systems thinking: the impact of infrastructure on organizational change. International Journal of Quality and Service Sciences, 8(2). Loosemore, M., Cheung, E. (2015). Implementing systems thinking to manage risk in public private partnership projects. International Journal of Project Management, 33(6), 1325- 1334. Midgley, G., Ochoa-Arias, A. (Eds.). (2012). Community operational research: OR and systems thinking for community development. Springer Science Business Media. Stephens, A. (2013). Ecofeminism and systems thinking (Vol. 36). Routledge.

The Dead and Dulce et Decorum Est Compare two First World War poems Essay Example

The Dead and Dulce et Decorum Est Compare two First World War poems Essay This essay is based on two poems which were written in the First World War. One poem was written by Rupert Brookes which is The Dead and the other was written by Wilfred Owenss which is Dulce ET Decorum Est. This essay will include a descriptive comparison between these two poems I will also be looking at the language both poets use and the effects it has on the reader. Rupert Brooke wrote his poem at the start of the war, it was written as a piece of propaganda, basically trying to encourage young men to join up and fight as he claims it is honourable to die for your country.Whereas, Wilfred Owenss poem was written towards the end of the war. Owen had fought in the war himself, he was diagnosed as suffering from shell-shock, he then arrived at craiglockland hospital, it was here where he wrote Dulce ET Decorum Est .Owen reveals in his poem how it is not honourable to risk your life and die for your country. The two poets clash and show us two different attitudes toward war, and also toward dying for ones country. Both poets use strong similes and metaphors to prove their points about the war.Firstly in Rupert Brooke poem he says,but dying has made us rarer gifts then goldHere he has used a strong simile because the soldiers are not literally gold. This quote also shows that they are lucky to be in the war, which gives them the chance to die for their country. However Owen claims the opposite, he states,Bent double like old beggarsA simile which means war is horrific and that killing other soldiers is a waste and they look like old beggars. Brooke says in this poem,Nobleness walks in our ways again; and we have come into our heritageThis metaphor is telling us that being noble gives you greatness and dignity and that this walks in their ways again and they can also now feel the heritage inside them. This confirms that dying for your country is a right thing to do.However Owen says,in all my dreams before my helpless sightHere Owen is using a simile, he is showi ng us that he cant look away in his dreams and he cant turn from them too, he sees it all in his dreams and Owen completely believes dying for your country is no good.Brooke saysTheir sons, they gave immortality as you can see Brooke is using a metaphor here, they dont literally live forever, in fact they are remembered forever. They gave their immortality and Brooke is saying giving up your life is not a big dealIn comparison Owen saysobscene as cancer, bitter as the cud of vileHere Owen says war is like cancer it spreads and kills slowly.Brooke champions the idea of the war cause for glory in his attempt to lure.blow out, you bugles over the rich dead!This statement sounds like a triumphant call to role similar to that of the pied piper of Hamlin leading young children away. The fact that the word Dead is in capitals is significant because it suggest that if soldiers should die in the battle they will take on an almost holy quality.Owen on the other hand writes his poem in the lig ht of battle experience and is keen to discourage young men or as he thinks of them, children from going into battle. Owen writes in his poem,knocked-kneed coughing like hagsThis powerful simile emphasises the fact that the war has aged the men prematurely and robbed them of their youth. Owen says dying for your country is incurable and no point of ricking your life just for war.Again Brooke uses a strong metaphor by saying,Sweet wine of youth; gave up the years to beMeaning their blood is precious, like sweet wine because the soldiers have been buried for years and their blood is rich just like rich wine when it has been left for years. They are more than humans. Blood of Christ is wine, like the dead soldiers blood. They have died young and have lost their young and happy years. In this quote he claims dying young is goodbecause your blood will be rich and precious. Brooke writes more by saying,of work and joy, and that unhoped serene here he is saying that they worked, had a laug h and unluckily there was neither peace nor calm. Brooke also claims unhoped serene he uses personification meaning when you give human qualities but not human basically just an image eg. The door yawned, a door cant yawn it is just a human quality.In contrast of these two quotes Owen says,his hanging face, like a devil sick of sinBoth a metaphor and a simile are being pictured into your head with. Hes not really a devil but he looks like a devil that has been hung up and being punished because of all the bad things that he had done in life. Owen is easily frightening the reader about war with this quote.The dead that was written by Rupert Brooke as the First World War began ,has exactly proved to the reader that they should die for their country, because he says that your blood will be precious and even though you might not live forever you will be remembered forever. Brooke uses many points to attract people to die for their country. However, the other poet Wilfred Owen who wrote the poem named Dulce ET Decorum Est who himself fought in the war wrote his poem toward the end of the war, in his poem he tells us sum facts about how the war is and that theres no point of dying for your country. One out of all the quotes in Owens poem that I believe will get the reader attention is the quote, in which he claims, his hanging face, like a devil sick of sin the reason I believe this, is because this quote makes people frightened about war as he is relating someones face to a devil sick of sin, also in my opinion I think this quote is very powerful and makes Owens poem a coincidence.

Russia in WW1 essays

Russia in WW1 essays What were the effects of World War One on Russia up to but not including February 1917? From 1914 through to 1917 Tsar Nicholas II made himself very unpopular among his people. This was due in big part to the First World War. World War One acted like a catalyst, magnifying Russias already bad problems. In 1914 Nicholas was very indecisive, this was because not expecting to be made Tsar so he had no training in decision making, diplomacy or how to rule. He showed this first on Bloody Sunday and again when world war one started. He ignored warnings of political danger and succumb to the pressures of the Duma. One of his first decisions upon entering the war was to order a partial mobilisation of troops against Austria; then when told by his generals that this was unworkable, he ordered general mobilisation. He then cancelled it and let it stand. A perfect example of how indecisive he was. The result of Nicholas inability to make decisions was that Russia was thrown into a war it was not prepared for. The lack of equipment, transportation and training left the Russian troops poised for defeat at Tannenburg and almost everywhere else. The war badly effected the lives of people in Russia. It made the poor even poorer. Millions of male peasants were being conscripted so this left lots of jobs in the factories, jobs that the war had created by needing supplies for the frontline (guns, ammunition etc.). Because there were fewer people and the factories had more needs, people were now working longer hours for the same pay. Conscription also meant there were not enough people to cultivate the land and Russia s poor infra-structure meant they cud not transport food. This meant there were food shortages so the prices of goods were continually rising but wages remained the same. This led to inflation. The standard of living in Russia went down as peoples living conditions decreased. People were going col...

Discuss the possibilty that Hamlet never encountered the ghost of this Essay

Discuss the possibilty that Hamlet never encountered the ghost of this father, that the ghost was all a figment in the imagination of a troubled mind - Essay Example Making things worse, Claudius is now married to Hamlet’s mother. Trying to figure out whether the ghost is telling the truth or is instead a manipulation of the devil, Hamlet pretends to be insane in order to discover the truth, but there have been numerous critics who have claimed Hamlet is actually crazy. In fact, a ‘mock’ court case held to determine the answer to whether Hamlet was sane or insane resulted in a deadlocked jury (Vicini, 2007). While there are several good arguments that there is a definite method behind Hamlet’s madness, there are several ways in which Shakespeare leaves the question open. One of the areas of doubt is whether the ghost that Hamlet sees is real or if it is only a figment of his imagination. The state of Hamlet’s mind is thrown into doubt from the very beginning of the play, thereby opening up the question of whether the ghost is real or imaginary. Even this early in the play, Hamlet is seen to be a man divided. The first thing he says is not to anyone in particular but instead muttered under his breath to himself, â€Å"a little more than kin, and less than kind!† (I, ii, 65). These words indicate the level of disgust he has toward the actions of his mother and uncle, but has been used to indicate his insanity because he’s talking to himself. When he tells his uncle he is â€Å"too much in the sun† (I, ii, 67), he illustrates that he has a strong tendency to turn phrases so that they mean something other than what was intended. His tendency to always find a double meaning in things can be seen again when he responds to his uncle’s question about why he’s still wearing black. Instead of answering the question directly, he indica tes his uncle is watching him too closely already and that he does not appreciate being considered his uncle’s son. This ability to always find a double meaning in what is being said is itself a sign of insanity.

Aristotle Essay Example | Topics and Well Written Essays - 500 words

Aristotle - Essay Example Aristotle argues that genuine understanding of a thing requires a grasp of why that thing is necessarily as it is. Such understanding is best facilitated by or represented in a demonstrative argument. We must proceed deductively from premises more absolutely intelligible than the conclusion to the conclusion by way of a causally explanatory middle term. The premises of demonstrations are themselves indemonstrable and serve as starting points or first principles (archai) within the given domain of inquiry. According to Aristotle, we arrive at these principles by direct derivation from experience, by what is sometimes called "intuitive induction" (epagoge), the results of which are grasped by a special intellectual capacity, nous. Let us follow Aristotle and say that every dialectical argument is either a syllogism or an epagoge (Topics I 12). By 'a dialectical argument' let us mean, as Aristotle does, any argument put forward in conversation, proceeding on premisses admitted by the other party, and not requiring any special knowledge. It follows that every Socratic elenchus is a dialectical argument.