Lewis Structure Definition and Example

Lewis Structure Definition and Example Lewis structures go by many names, including Lewis electron dot structures, Lewis dot diagrams, and electron dot structures. All these names refer to the same sort of diagram, which is intended to show the location of bonds and electron pairs. Key Takeaways: Lewis Structure A Lewis structure is a diagram that shows the covalent bonds and lone electron pairs in a molecule.Lewis structures are based on the octet rule.While Lewis structures are useful for describing chemical bonding, they are limited in that they do not account for aromaticity, nor do they describe magnetic behavior accurately. Lewis Structure Definition A Lewis structure is a structural representation of a molecule where dots are used to show electron position around the atoms and lines or dot pairs represent covalent bonds between atoms. The purpose of drawing a Lewis dot structure is to identify the lone electron pairs in molecules to help determine chemical bond formation. Lewis structures may be made for molecules that contain covalent bonds and for coordination compounds. The reason is that electrons are shared in a covalent bond. In an ionic bond, its more like one atom donates an electron to the other atom. A Lewis structure is named for Gilbert N. Lewis, who introduced the idea in the article The Atom and the Molecule in 1916. Also Known As: Lewis structures are also called  Lewis dot diagrams, electron dot diagrams, Lewis dot formulas, or electron dot formulas. Technically, Lewis structures and electron dot structures are different because electron dot structures show all electrons as dots, while Lewis structures indicate shared pairs in a chemical bond by drawing a line. How a Lewis Structure Works A Lewis structure is based on the concept of the octet rule in which atoms share electrons so that each atom has 8 electrons in its outer shell. As an example, an oxygen atom has 6 electrons in its outer shell. In a Lewis structure, these 6 dots are arranged so an atom has two lone pairs and two single electrons. The two pairs would be opposite each other around the O symbol and the two single electrons would be on the other sides of the atom, opposite each other. In general, single electrons are written on the side of an element symbol. An incorrect placement would be (for example), four electrons on one side of the atom and two on the opposite side. When oxygen bonds to two hydrogen atoms to form water, each hydrogen atom has one dot for its lone electron. The electron dot structure for water shows the single electrons for oxygen sharing space with the single electrons from hydrogen. All 8 spots for dots around oxygen are filed, so the molecule has a stable octet. How to Write a Lewis Structure For a neutral molecule, follow these steps: Determine how many valence electrons each atom in the molecule has. Like for carbon dioxide, each carbon has 4 valence electrons. Oxygen has 6 valence electrons.If a molecule has more than one type of atom, the most metallic or least electronegative atom goes in the center. If you dont know the electronegativity, remember the trend is that electronegativity decreases as you move away from fluorine on the periodic table.Arrange electrons so each atom contributes one electron to form a single bond between each atom.Finally, count the electrons around each atom. If each has 8 or an octet, then the octet is complete. If not, proceed to the next step.If you have an atom that is missing dots, re-draw the structure to make certain electrons form pairs to get the number on each atom to 8. For example, with carbon dioxide, the initial structure has 7 electrons associated with each oxygen atom and 6 electrons for the carbon atom. The final structure puts two pairs (2 sets of 2 dots) on each ox ygen atom, two oxygen electron dots facing the carbon atom, and two sets of carbon dots (2 electrons on each side). There are 4 electrons between each oxygen and carbon, which are drawn as double bonds. Sources Lewis, G. N. (1916). The Atom and the Molecule, J. Am. Chem. Soc., 38 (4): 762–85. doi:10.1021/ja02261a002Weinhold, Frank; Landis, Clark R. (2005). Valency and bonding: A Natural Bond Orbital Donor-Acceptor Perspective. Cambridge: Cambridge University Press. p. 367. ISBN 0-521-83128-8.Zumdahl, S. (2005) Chemical Principles. Houghton-Mifflin. ISBN 0-618-37206-7.

Effective Strategies to Maximize Student Learning Time

Effective Strategies to Maximize Student Learning Time Time is a precious commodity for teachers. Most teachers would argue that they never have enough time to reach every student, particularly the ones that are below grade level. Therefore, every second a teacher has with their students should be a meaningful and productive second.   Successful teachers establish procedures and expectations that minimize wasteful downtime and maximize engaging learning opportunities. Wasted time does add up. A teacher who loses as little as five minutes of instructional minutes per day due to inefficiencies wastes fifteen hours of opportunity over the course of a 180-day school year. That extra time would likely make a significant difference for every student, but particularly those who are struggling learners. Teachers can utilize the following strategies to maximize student learning time and minimize downtime. Better Planning and Preparation Effective planning and preparation are essential in maximizing student learning time. Too many teachers under-plan and find themselves with nothing to do for the last few minutes of class. Teachers should get in the habit of over-planning- too much is always better than not enough. In addition, teachers should always have their materials laid out and ready to go before students arrive. Another important- and often overlooked- component of planning and preparation is practice.  Many teachers skip this essential element, but they shouldnt. Independent practice of lessons and activities allows teachers to work out the kinks beforehand, ensuring that minimum instructional time will be lost. Buffer the Distractions Distractions run rampant during school hours. An announcement comes over the loudspeaker, an unexpected guest knocks on the classroom door, an argument breaks out between students during class time. There is no way to eliminate every single distraction, but some are more easily controlled than others. Teachers can evaluate distractions by keeping a journal over the course of a two-week period. At the end of this period, teachers can better determine which distractions can be limited and formulate a plan to minimize them. Create Efficient Procedures Classroom procedures are an essential part of the learning environment. Those teachers who operate their classroom like a well-oiled machine maximize student learning time. Teachers should develop efficient procedures for every aspect of the classroom. This includes routine activities such as sharpening pencils, turning in assignments, or getting into groups.   Eliminate â€Å"Free Time† Most teachers give â€Å"free time† at some point during the school day. It is easy to do when we may not be feeling the best or we under-plan. But we know when we give it, we are not taking advantage of the precious time that we have with our students. Our students love â€Å"free time†, but it is not what is best for them. As teachers, our mission is to educate. â€Å"Free time† runs directly counter to that mission. Ensure Quick Transitions Transitions occur every time you switch from one component of a lesson or activity into another. Transitions when poorly executed can slow a lesson down tremendously. When done right, they are practiced procedures that are quick and seamless. Transitions are a major opportunity for teachers to gain back some of that valuable time. Transitions may also include changing from one class to another. In this case, students must be taught to bring the correct materials to class, use the bathroom or get a drink, and be in their seats ready to learn when the next class period starts. Give Clear and Concise Directions A major component in teaching is providing your students with clear and concise directions. In other words, directions should be easy to understand and as simple and straightforward as possible. Poor or confusing directions can stymie a lesson and quickly turn the learning environment into total chaos. This takes away valuable instruction time and disrupts the learning process. Good directions are given in multiple formats (i.e. verbal and written). Many teachers select a handful of students to summarize the directions before turning them lose to get started on the activity. Have a Backup Plan No amount of planning can account for everything that could go wrong in a lesson. This makes having a backup plan critical. As a teacher, you make adjustments to lessons on the fly all the time. Occasionally, there will be situations where more than a simple adjustment is needed. Having a backup plan ready can ensure that learning time for that class period will not be lost. In an ideal world, everything will always go according to plan, but the classroom environment is often far from ideal. Teachers should develop a set of backup plans to fall back on should things fall apart at any point. Maintain Control of the Classroom Environment Many teachers lose valuable instructional time because they have poor classroom management skills. The teacher has failed to gain control of the classroom environment and establish a relationship of mutual trust and respect with their students. These teachers are continuously having to redirect students and often spend more time correcting students than teaching them. This is perhaps the most limiting factor in maximizing learning time. Teachers must develop and maintain effective classroom management skills where learning is valued, the teacher is respected, and expectations and procedures are set and met beginning on day one. Practice Procedural Steps With Students Even the best intentions fall by the wayside if students do not truly understand what is being asked of them. This problem can be easily taken care of with a little practice and repetition. Veteran teachers will tell you that the tone for the year is often set within the first few days. This is the time to practice your expected procedures and expectations over and over. Teachers who take the time within the first few days to drill these procedures will save valuable instructional time as they move throughout the year. Stay on Task It is easy for teachers to get distracted and veer off topic from time to time. There are some students who, frankly, are masters at making this happen. They are able to engage a teacher in a conversation about a personal interest or tell a funny story that captivates the classes attention but keeps them from completing the lessons and activities scheduled for the day. To maximize student learning time, teachers must maintain control of the pace and flow of the environment. While no teacher wants to miss out on a teachable moment, you dont want to chase rabbits either.

Sports nutrition for Adolescence Research Paper

Sports nutrition for Adolescence - Research Paper Example The journal article focuses on determining the hydration enhancement levels of both the coconut water and sports drinks (Feldman, 2012). The study focuses on the artificially colored carbohydrate sports drinks. The drinks contain carbohydrate elements. The study focuses on the use of coconut water to increase the athletes’ hydration levels..The athletes were either drinking coconut water or carbohydrate sports drinks. The athletes’ exercise performances were then measured. The researchers gathered data on the respondents’ regular exercise routines. The treadmill test was used in the experiment s (Feldman, 2012). Rehydration fills the sports person’s need for water. Another research indicated energy drinks supply energy-boosting nutrients to the sports person (Wilborn, 2012). By consuming lesser nutrition amounts, the athletes get easily tired, reducing their racing speed (Seco et al., 2013). The findings show that there is no significant difference between coconut water and the carbohydrate sports drinks. Both methods were able to hydrate the sports athletes. Similarly, the athletes drinking either coconut water and carbohydrate sports drink suffered from stomach upsets. ConclusionThe results of the research show that both drinks are able to hydrate the sports athletes. There is no significant difference between the carbohydrate sports drinks and coconut water, in terms of hydration of the athletes. Both the sports drinks and coconut water enhanced the athletes’ exercises.

WGST400 Assignment 4 Research Paper Example | Topics and Well Written Essays - 5000 words

WGST400 Assignment 4 - Research Paper Example In France and England, women have played vital roles during the First World War, and such roles have helped secure victories for the Allied Forces. The thesis statement for this paper is: The participation of French and British women during the First World War laid out the foundation for improved rights for these women following WWI. Empowered women in France and England helped initiate and advance the cause for the First World War and for contemporary feminism. This paper shall first discuss the role of women in France and England during the First World War. It shall then move on to discuss how these women helped advance the cause of the feminism and then of the First World War. A final discussion on how these women have contributed to the causes of contemporary feminism shall also be presented. This study is being carried out in order to help understand feminism within the context of the First World War in France and England. It also seeks to develop a better understanding of the c urrent state of feminism and its development throughout the years. During the First World War, women in France and England played various roles. In France, the women assisted in the war efforts and activities, but mostly as individuals or as members of private organizations1. The French government did not want to mobilize and militarize their women because the French government did not recognize these women as citizens who also had their roles to play in the well-being of the country2. The government believed that if the French women would be militarized, then they were also full-fledged citizens of the country. This would imply that there was a need for the French government to also recognize the civic and suffrage rights of the women3. Allowing women to participate in the war efforts was also seen by the French government as a major threat to the gender construct in their country. Wars and the military

Introduction To Duty Of Care In Health Essay Example for Free

Introduction To Duty Of Care In Health Essay I heard you were thinking of working in the Care Profession which is excellent, I just wanted to fill you in on a few things which would help you. Health and Social Care work places have what is called a duty of care which means that you have a duty of care towards the people that you are looking after that means you must do everything you can to keep the individuals you look after safe from harm. It is not only the work place that has to prioritise the safety, welfare and interests of the individuals using the service but also the care staff. Care workers must also have a duty of care towards other staff members to ensure that all working conditions are safe and suitable to deliver the best service they can. It also means being a responsible care giver for other individuals who could be too ill or physically unable to care for themselves and requires another person to assist them on a daily basis, this could include assisting the individuals with their personal hygiene, safety, meal preparation or other medical and physical needs until they are met to the highest standards that the individual is happy with. Duty of Care affects the way people work as the employer provides policies and procedures and ways of being aware of any dangers by carrying out Risk Assessments. Social Care workers and Care organisations must do as much as possible to keep individuals safe from harm, we do these Risk Assessments by looking for either a hazard which is an actual or potential such as a chemical or process that may lead to an accident, also risks a situation that can lead to a hazard and carry the possibilities of something serious happening.

The Problem of Heartburn for Americans :: essays research papers

Heartburn is a common condition for millions of Americans, which, contrary to popular belief, has absolutely nothing to do with the heart. (Peikin, 2004) For some, it is a pain in the chest that occurs possibly once or twice a month. For others, it could cause them pain weekly or even daily. Heartburn that does not occur very often is referred to as episodic heartburn. (NHBA, 2005) Frequent heartburn, for obvious reasons, describes heartburn occurring daily or weekly to more than fifty million Americans. (NHBA, 2005) Heartburn, as defined in the Webster’s New Encyclopedic Dictionary, is â€Å"a burning discomfort behind the lower end of the esophagus or of the upper part of the stomach.† (Merriam-Webster, 2002) It occurs just behind the chest bone, when digestive juices come up from the stomach and into the esophagus, irritating its lining. (NHBA, 2005) This happens if the lower esophageal sphincter, or LES, is weakened or relaxed by certain foods, or medicines such as heart medications, or those for the treatment of asthma. (Encarta, 2003) Heartburn can occur as a burning pain in the chest that can move up, all the way to the throat. (King, 2004) There are many causes leading to heartburn, many of which are what or how a person eats. Citrus fruits or juices, spicy foods, carbonated beverages, and alcoholic drinks are just some of the food-related causes of heartburn. (Peikin, 2004) When a person lies down or bends over, heartburn could possibly result. (King, 2004) Having a busy lifestyle or even wearing clothes that are too tight can also trigger heartburn. (NHBA) Even though there are many causes for heartburn, there are almost as many treatments for it. Avoiding the foods and drinks which trigger heartburn helps in Heartburn 3 eliminating it. (Encarta, 2003) It also helps to stay away from midnight snacks (Peikin, 2004) and to keep the head of your bed elevated six inches at night. (Encarta, 2003) If the person is overweight, it may help to drop the excess pounds. (Peikin, 2004) A person who smokes should quit in order to help prevent heartburn. (King, 2004) Over-the-counter antacids such as Alka-Seltzer, Pepto-Bismol, and Maalox are also recommended to treat heartburn. (NIH, 2003) Sometimes it just isn’t enough to make dietary and lifestyle changes, or even take over-the-counter medications. Prescription drugs such as Pepcid are useful in treatment. (Peikin, 2004) Home remedies such as baking soda mixed in water, aloe vera juice, and ginger ale have been used by families for decades for the treatment of heartburn.

Describe Holmes and Rahe’s (1967) Social Readjustment Rating Scale (Srrs) and Describe to What Extent It Is a Valid Taxonomy of the Causes of Stress

Describe Holmes and Rahe’s (1967) Social Readjustment Rating Scale (SRRS) and describe to what extent it is a valid taxonomy of the causes of stress. The top five stressful events, which can happen in an individual’s life, are categorised as ‘death of a spouse’, ‘divorce’, ‘martial separation’, ‘jail term’, and ‘death of a close family member’. Also, events such as ‘vacation’ and ‘change in eating habits’ are considered to be minor life changes on the scale. Each event is attributed to an arbitrary value or ‘LCU’ (Life Change Units) ranging from one to a hundred. From this, an individual is given a cumulative score based upon all of the stressful events which have happened to them over the previous year. People with a sum total of between two hundred and three hundred life change units are supposed to develop major health problems. People scoring over one hundred units are likely to suffer a moderate period of ill-health (Holmes and Rahe, 1967). It can be said that there is a considerable bias in some of the items on the list of life events, favouring adults over younger individuals. Needless to say, teenagers suffer from stress, but it is unconvincing to argue that they need to cope with occurrences such as ‘death of a spouse’, ‘divorce’ or ‘marital separation’ and it is likely that they will not find ‘vacation’ stressful but the complete opposite. It also should be noted that stressful events including ‘exams pressures’ and ‘concerns about weight or appearance’ are not included in the forty-three life events, and these can be considerably stressful for younger people. This reiterates the fact that some items need to be added to the model, for this scale to be more generalisable in characterising the causes of stress. References

Random acts of kindness Essay

I believe in random acts of kindness. The smallest things that can make you smile. I believe that if you do something nice for someone, they will take that act of kindness and spread it out to people they come across throughout their day. It’s the smallest things that make the biggest differences. For example, holding the door for someone who has their hands full or smiling at a stranger as they pass by. It’s these little things that let people know someone cares. This belief is not based on one significant personal experience, but a few of them that I have experienced throughout my life. Not one individual experience was what I call â€Å"life changing† but looking back at the ones that I can remember, I can easily say that they were. I remember one day last year when I was a counselor in training at my summer camp, and not having the greatest day. Nothing specific was wrong, but everyone has those days where everything just seems to go wrong. Well I went to bed that night and there was a bouquet of tissue paper flowers and a note that said â€Å"I hope this brightens your day!† I still do not know who left them on my bed, but it doesn’t matter. It’s the thought that counts. One of my favorite personal experiences was when I was visiting the University of Miami. It was pouring rain, and we were on the campus tour. To get from one building to the next, we had to cross into the rain, and right there, there was a student standing with a bunch of umbrellas. Anyone who did not have their own umbrella was then given one by this student. The umbrellas were stamped with a logo and the words â€Å"random acts of kindness†. There was another student stationed at the other building, who was collecting the umbrellas and passing them out to people traveling in the opposite direction. A gesture as simple as this has the power to make somebody’s day brighter. I can also recall numerous times when a stranger has held a door for me, or I for them. Something that I have always wanted to do, but have not had the chance yet is while in the drive though line, pay an extra $5 for the person behind you. I have seen this on TV and it is an extremely nice gesture to do for someone you have most likely never spoken to before. As I said earlier, it’s the smallest things that make the biggest impacts in people’s lives. So here is my challenge to you. Today, before you go to bed, do a random act of kindness. It can be to someone you know or someone who is a complete stranger, but it has to be random. And I’ll bet that before you go to bed, you will receive a random act of kindness in return.

Case study 2 LBJ Company internal con Essay

Case study 2 LBJ Company internal con Essay Case study 2 LBJ Company internal con Essay TABLE OF CONTENTS Introduction Internal control requirements for public companies internal control strengths internal control Weakness conclusion Work Cited introduction Internal control is a plan of organization and a system of procedures implemented by company management and the board of directors designed to accomplish the safeguard assets of the company, to follow the company policy, to ensure accurate, reliable accounting records, to promote operational efficiency and to comply with legal requirements. (Financial Accounting Textbook, 2013). Public companies have the added responsibilities to comply with the Sarbanes-Oxley Act of 2002 (Kravitz, 2014) and the Securities and Exchange Commission requirement to maintain internal control over financial reporting (Internal Control Frequently Asked Questions, 2007). This analysis will examine the internal control requirements for public companies and LBJ Company internal control strengths and weaknesses. internal control requirements for public companies All public trades companies must implement and report internal accounting controls to the Securities and Exchange Commission (SEC) and Sarbanes-Oxley Acts (SOX) for compliance. SEC requires that all companies must reveal to the public the truth about their financial information and risk of investing. Sarbanes-Oxley Act (SOX), which was, establish in 2002 because of pass corporation financial scandals. SOX requires that all company must be governance and held accountability for company actions. (Peavler, 2014). All financial reports must include internal control report, disclose on any information concerning changes within company financial operates. In order to provide such a report and to comply with the SEC requirements, a system of internal control must be established. The following is an analysis of LBJ Company internal control strengths and weaknesses. internal control strengths The use of pre-numbered invoices can help ensure that all sales are recorded properly. A reconciliation of the pre-numbered invoices to the sales that are recorded in the accounting system can help ensure accuracy, authorization, and completeness of sales information. Undistributed payroll checks are secured in the accountant’s office safe. Proper internal control would limit access to the office safe. Internal Control Weaknesses The accountant has numerous duties which violate good internal control principles: Serves as treasurer and controller. Although these two duties seem related they are usually held by separate individuals in order to fix responsibilities for a given task. A treasurer is normally responsible for corporate liquidity, investments, and risk management of a company’s financial activities. (Treasurer Job Description, 2014) The controller is accountable for the accounting operations of the company, including the production of periodic financial reports, maintenance of an adequate system of accounting records, and a comprehensive set of controls and budgets designed to mitigate risk, enhance the accuracy of the company's reported financial results, and ensure that reported results comply with generally accepted accounting principles or international financial reporting standards. (Controller Position Description, 2014) The company needs to have control procedures, making sure a separation of duties to avoid fraud and embezzling. While a smaller company may not be able to separate these duties into two separate employees, compensating internal controls need to be implemented in order to mitigate the risk. Additional reviews and reconciliations by other employees should be implemented to strengthen internal control. Initiates purchases and authorizes payments for these purchases, the company is at risk, and they should assess the possibility of fraud and theft. The same employee performing these duties increases the risk of unauthorized or fraudulent purchases. The

Partir Conjugation in French, Translation, and Examples

Partir Conjugation in French, Translation, and Examples Partir  is one of the most common French verbs and it means to leave, though it can take on other meanings as well. In order to use partir  in conversations, you will need to learn how to conjugate it. Partir is an irregular verb, so it does not follow the common patterns found in French. Therefore, you will have to memorize it in all its forms. With time you will learn it and, luckily, partir is so common that youll find plenty of opportunities to practice it. Partir  is not all alone in its conjugations, however. Most French verbs ending in  -mir,  -tir, or  -vir  are conjugated the same way. That means that once you learn one, each new verb becomes a little easier.   In this article you will find the conjugations of partir in the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund. The Many Meanings of  Partir Partir  most commonly means to leave in the general sense of leaving a place. It is the opposite of  arriver  (to arrive). For example, Je vais partir ce soir (Im going to leave tonight) and Il nest pas parti hier (He didnt leave yesterday). Partir  has a few other meanings as well. For example, it can be used to mean to shoot or to fire: Le coup est parti tout seul (The gun went off (fired) by itself) and Le bouchon est parti au plafond (The cork shot up to the ceiling). Partir can also mean to start or to get off to: Tout à §a est bien/mal parti (It got off to a good/bad start) and On est parti sur une mauvaise piste (We got off on the wrong track, to a bad start). Partir  is a semi-auxiliary, meaning that in some cases it can act in the same way as à ªtre or  avoir.  Ã‚  In this instance, when  partir  is combined with an infinitive verb it means to leave in order to do something: Peux-tu partir acheter du pain  ? (Could you go and buy some bread?) and Il est parti à ©tudier en Italie  (He left to study in Italy). As a euphemism, partir  means  to die or to pass away: Mon mari est parti (My husband passed away). Partir  With Prepositions Partir  is intransitive, which means that it cannot be followed by a  direct object. However, it may be followed by a preposition and an indefinite object (e.g., the destination or point/purpose of departure), or by a day, time, or other modifiers: Ils partent de Paris demain. -  Theyre leaving (from) Paris tomorrow.Quand vas-tu partir la chasse  ? -  When are you leaving to go hunting?Il est parti pour luniversità ©.  -  He left for college / went to college.On va partir demain. -  Were going to leave tomorrow. Additionally,  partir  can have different meanings depending on the preposition that follows it. partir    infinitive means  to start (doing something, usually suddenly): As in,  Il est parti pleurer (He started crying, burst into tears) or  Je suis parti rire  (I started laughing, burst into laughter).partir dans   noun means to start (doing something which interrupts something else): As in, Il est parti dans une digression sans fin (He went off into an endless tangent) and Ne pars pas dans une grande colà ¨re (Dont get all mad).partir de  has two meanings:to begin on or to start from: As in, Le contrat partira du 3 aoà »t  (The contract will begin on August 3rd.) and Cest le deuxià ¨me en partant de la gauche (Its the second from the left).to come from: As in, Ça part du cÅ“ur (It comes from the heart) and Doà ¹ part ce bruit  ? (Where is this noise coming from?).partir pour   infinitive also means to start (and gives the impression of continuing for a long time): As in, Il est parti pour parler pendant une heure (He started talking and looked like hed keep going for an hour) and Elle est partie pour nous raconter sa vie (She started telling us her life story). Expressions With  Partir There are a few common French expressions that rely on  partir. For many of these, you will need to conjugate the verb, using what you learn in this lesson. Practicing these in simple sentences will make them easier to remember. partir de  - from (time, date, place) partir de maintenant  - from now on partir de ce moment-l  - from then on partir du moment oà ¹Ã‚  - as soon as vos marques  ! Prà ªts  ? Partez  !  - On your marks! Get set! Go!cest parti  - here we go, here goes Present Indicative The present indicative in French can be translated to English as the simple present tense I leave or as the present progressive Im leaving. Je pars Je pars tout seul. I leave by myself. Tu pars Tu pars de Paris. You leave Paris. Il/Elle/On part Elle part acheter du pain. She leaves to go buy bread. Nous partons Nous partons pied. We leave on foot. Vous partez Vous partez avec vos amis. You leave with your friends. Ils/Elles partent Ils partent au Canada. They leave for Canada. Present Progressive Indicative As mentioned above, the present progressive in French can be expressed with the simple present tense, but it can also be formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (partir). Je suis en train de partir Je suisen train de partir tout seul. I am leaving by myself. Tu esen train de partir Tu esen train de partir de Paris. You are leaving Paris. Il/Elle/On esten train de partir Elle esten train de partir acheter du pain. She is leaving to go buy bread. Nous sommesen train de partir Nous sommesen train de partir pied. We are leaving on foot. Vous à ªtesen train de partir Vous à ªtesen train de partir avec vos amis. You are leaving with your friends. Ils/Elles sonten train de partir Ils sonten train de partir au Canada. They are leaving for Canada. Compound Past Indicative Verbs like partir  require  Ãƒ ªtre  when used in compound tenses  like the  passà © composà ©. To construct this past tense, you will need the auxiliary verb  Ãƒ ªtre and the past participle  parti. Notice that when you form the passà © composà © with à ªtre, the past participle must agree in gender and number with the subject. Je suis parti/partie Je suis parti tout seul. I left by myself. Tu es parti/partie Tu es parti de Paris. You left Paris. Il/Elle/On est parti/partie Elle est partie acheter du pain. She left to go buy bread. Nous sommes partis/parties Nous sommes partis pied. We left on foot. Vous à ªtes parti/partis/parties Vous à ªtes partis avec vos amis. You left with your friends. Ils/Elles sont partis/parties Ils sont partis au Canada. They left for Canada. Imperfect Indicative The imperfect tense is another past tense, but it is usually used to talk about ongoing events or repeated actions in the past, and is normally translated to English as was leaving or used to leave. Je partais Je partais tout seul. I used to leave by myself. Tu partais Tu partais de Paris. You used toleave Paris. Il/Elle/On partait Elle partaitacheter du pain. She used to leave to go buy bread. Nous partions Nous partions pied. We used toleave on foot. Vous partiez Vous partiez avec vos amis. You were leavingwith your friends. Ils/Elles partaient Ils partaient au Canada. They were leavingfor Canada. Simple Future Indicative Je partirai Je partirai tout seul. I will leave by myself. Tu partiras Tu partirasde Paris. Youwill leave Paris. Il/Elle/On partira Elle partiraacheter du pain. She willleave to go buy bread. Nous partirons Nous partirons pied. Wewill leave on foot. Vous partirez Vous partirez avec vos amis. Youwill leave with your friends. Ils/Elles partiront Ils partiront au Canada. Theywill leave for Canada. Near Future Indicative The near future in French is formed with the present tense conjugation of the verb aller (to go) the infinitive (partir). It can be translated to English as going to verb. Je vais partir Je vaispartir tout seul. I am going to leave by myself. Tu vaspartir Tu vaspartir de Paris. Youare going to leave Paris. Il/Elle/On vapartir Elle vapartir acheter du pain. She is going toleave to go buy bread. Nous allonspartir Nous allonspartir pied. Weare going toleave on foot. Vous allezpartir Vous allezpartir avec vos amis. Youare going to leave with your friends. Ils/Elles vontpartir Ils vontpartir au Canada. Theyare going to leave for Canada. Conditional To talk about hypothetical or possible events, you can use the conditional mood. Je partirais Je partirais tout seul si je n'avais peur. I would leave by myself if I were not scared. Tu partirais Tu partiraisde Paris si tu pouvais. Youwould leave Paris if you could. Il/Elle/On partirait Elle partirait acheter du pain si elle avais d'argent. She wouldleave to go buy bread if she had money. Nous partirions Nous partirions pied si ce n'à ©tait pas loin. Wewould leave on foot if it were not far. Vous partiriez Vous partiriez avec vos amis, mais vos amis ne peuvent pas aller. Youwould leave with your friends, but your friends can't go. Ils/Elles partiraient Ils partiraient au Canada s'ils voulaient. Theywould leave for Canada if they wanted to. Present Subjunctive The subjunctive mood is used in situations when the action of leaving is uncertain. Que je parte Mon pà ¨re suggà ¨re que je parte tout seul. My father suggests that I leave by myself. Que tu partes Le juge exige que tu partes de Paris. The judge demands that you leave Paris. Qu'il/Elle/On parte Le patron conseille qu'elle parte acheter du pain. The boss advises that she leave to go buy bread. Que nous partions Charles souhaite que nous partions pied. Charles wishes that we leave on foot. Que vous partiez Jacques prà ©fà ¨re que vous partiez avec vos amis. Jacques prefers that you leave with your friends. Qu'ils/Elles partent Le prà ©sident souhaite qu'ils partent au Canada. The president wishes that they leave for Canada. Imperative When you want to say something like Leave! you can use the imperative verb mood. In this case, theres no need to include the subject pronoun, so simply say, Pars ! Also, to form the negative commands, just place ne...pas around the positive command. Positive commands Tu pars ! Pars de Paris ! Leave Paris! Nous partons! Partons pied ! Let's leave on foot! Vous partez! Partez avec vos amis ! Leave with your friends! Negative commands Tu ne pars pas ! Ne pars pas de Paris ! Don't leave Paris! Nous ne partons pas! Ne partons pas pied ! Let's not leave on foot! Vous ne partez pas ! Ne partez pas avec vos amis ! Don't leave with your friends! Present Participle/Gerund The  present participle  of  partir  is  partant. This was formed by adding the ending  -ant  to the verb stem. One of the uses of the present participle is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPartir partant Je pleure en partant Paris. I cry while leaving Paris.

Mass Media and Communication Technologies Literature review

Mass Media and Communication Technologies - Literature review Example Mass media and communication technologies have become integral parts of our life and our society. One of the most important roles of mass media to perform as a public watchdog. Mass media has to play a leading role in shaping, guiding and reflecting the public opinion. These functions of media help to establish democracy. Use of media in a democratic polity creates critical awareness among the people, and so it becomes an essential component of mass vigilance to keep authorities tenterhooks. The media may not be able to perform these functions unless the access to them is ensured to a large section of our population. Media access is important in the political sphere. Access to media is access to public opinion, so essential to protect and preserve democratic institutions. It is advantageous to both leaders and masses. Media can correct or distort facts, views, and attitudes and even create euphoria. Point to abysmal media performance on any number of issues: western intervention in I ndochina; the sanctions against Iraq which kill up to 200 children under the age of five every day; the machinations of business lobby groups in Brussels, Washington, London to further a 'deregulated' corporate-shaped global economy; the obstructionism of even mainstream business - such as the US Chamber of Commerce and National Association of Manufacturers - in the face of global warming; and the attempt of the 'greener' oil companies like Shell and BP to keep the emerging technologies of clean and renewable energy out of community hands. In other words, mass media performance - its omissions, biases, distortions, deceptions - reflects the fact that the mass media is itself part of the same power structure that plunders the planet and inflicts human rights abuses on a massive scale. Mass media are a mode of social interaction. Wittingly or unwittingly the dominant social institutions will make use of the media, to stabilize the existing social order. Mass media are support to act as agents of social change.