Past Perfect and Past Perfect Continuous for ESL

The two most advanced tenses in the past are the past perfect and past perfect continuous. There are slight differences between these two tenses, but both are used to speak about actions that occur before another point in time in the past. Intermediate level English learners  can study the basic structures below, and then use the activities provided below. Teachers can print out and use materials in-class to help students acquire these two complicated tenses. There are also a number of lessons referenced below that focus on comprehension materials for both of these tenses. Finally, teachers can get ideas and tips from these guides to teaching the past perfect and past perfect continuous. Past Perfect There are two past tenses used to describe things that happen before another point in time in the past. Use the past perfect to talk about an event which had happened at some point in time before something took place. Tom had interviewed five times before he got his first job.She had already eaten by the time they arrived. Past Perfect Continuous The past perfect continuous is used to express how long something had been going on before something important happened in the past. Jane had been studying for four hours when he came home.Jack had been driving four over six hours when he finally pulled over to have lunch. Past Perfect Structure Positive Subject had past participle I, You, He, She, We, They had finished before I arrived. Negative Subject had not (hadnt) past participle I, You, He, She, We, They hadnt eaten before he finished the job. Questions Question word had subject past participle What - had he, she, you, we, they thought before I asked the question? Past Perfect Continuous Structure Positive Subject had been verb ing I, You, He, She, We, They had been working for two hours when she telephoned. Negative Subject had not (hadnt) been verb ing I, You, He, She, We, They hadnt been paying attention for long when he asked the question. Questions Question word (often How long) had been subject verb ing How long - had he, she, you, we, they been working before he arrived? Study the Past Perfect and Past Perfect Continuous in Depth Here are detailed guides to the past perfect and the past perfect continuous tenses. Each guide provides situations, common time expressions used with the tense, as well as examples. This guide is for choosing between using simple perfect forms or continuous perfect forms (present perfect, past perfect, future perfect vs present perfect continuous, past perfect continuous, future perfect continuous) is perfect for advanced level students looking to understand the fine points of these tenses. The past unreal (3rd) conditional also uses the past perfect form. Test Your Knowledge of Past Perfect and Past Perfect Continuous Once youve studied the rules - or if you already know the rules - test your knowledge with a past forms review or conditional forms quiz. Teach a Lesson about the Past Simple and Past Continuous Here are lessons on the site which have elements of the lesson which focus on the past perfect simple or past perfect continuous and their use with other tenses. Tense Identification Review - Integration Lesson for Upper-Level Students​A Difficult Situation - Using Modal Verbs of Probability in the PastMultinationals - Help or Hindrance? - use of past perfect/continuous to in debate lessons to provide contextGuilty! - communication lesson using a variety of past tensesSentence Auctions - students try to decide whether a sentence is a genuine masterpiece worth buying, includes examples of past perfect. Activities with the Past Perfect Simple and Past Perfect Continuous Some activities that will help you practice: Waiting for a Friend - Advanced past and future forms (future continuous, 3rd conditional, etc.)English Tenses Timeline Chart - study how the past perfect and past perfect continuous relate to other tenses on a timeline.

Safe Sex Vs. No Sex - 1504 Words

Safe Sex vs. No Sex. What’s Realistic? A Case for Comprehensive Sex Education Teenagers have been having sex since the beginning of time. Instead of telling them â€Å"just don’t† shouldn’t we educate our teens so that they can be safe? The problem with traditional Abstince- Only-Until-Marriage is that instead of educating they use fear tactics to unsuccessfully keep children ignorant. This causes children to turn to other outlets like porn and other children their age, it’s like a bad game of telephone where people end up getting pregnant or catching STI’s. The other problem with Abstince-Only education is that it does not cover all of the subjects of sexuality, there are the obvious things such as STI’s and pregnancy prevention but there are†¦show more content†¦It is of extreme importance for the children of today to be educated well regarding human sexual health, so America can have a future generation with less STIs and less teen pregnancies. The groups and people who oppose sexual education, what compreh ensive sexual education is, and comprehensive sexual education vs. Abstinence only until marriage are why America need sexual education. Groups and people who still oppose comprehensive sex education have their own reasons for opposing what they do. A major group that still opposes comprehensive sex education are groups with religious affiliation. Not every church opposes comprehensive sex education, in fact one church the First United Methodist Church of Madison, Wisconsin will be implicating a comprehensive sex education curriculum (thinkprosses.org). Many churches still oppose comprehensive sex education though purely because it goes against the â€Å"morals† of the church, sex before marriage is a huge no-no in the religious world, many churches believe that by educating about sex it will advocate the pupils to have sex before marriage. This is not true, in fact even in religious settings pregnancy and STI rates have gone down, comprehensive sex education has even been sh own to reduce the age of first sex according to Advocatesforyouth.com a

Split Brain Research Essay Research Paper Chad free essay sample

Split Brain Research Essay, Research Paper Chad Stein PS 101 Dr. Rom 1. Gazzaniga, M.S. # 8220 ; One Brain or Two? # 8221 ; Scientific American. 1967. Rpt. In Forty Studies That Changed Psychology. Ed. Roger R. Hock. Engewood Cliffs: Prentice Hall, 1995. 2-11. 2. This article dealt with experiments that showed the different maps of the right and left hemisphere of the encephalon. It besides described the maps of the left and right hemisphere. # 8220 ; Your left encephalon is better at speech production, composing, mathematical computations, and reading, and is the primary centre for linguistic communication. Your right hemisphere, posses superior capablenesss for acknowledging faces, work outing jobs affecting spacial relationships, symbolic logical thinking, and artistic activities # 8221 ; ( 9 ) . The experiments were done to happen how each hemisphere of the encephalon procedure information. To make this the principal callosum was severed. This made it impossible for the two hemispheres of the encephalon to pass on with each other. When the principal callosum is severed it is referred to as the split encephalon consequence. We will write a custom essay sample on Split Brain Research Essay Research Paper Chad or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The trials that were performed on the persons fell into three Fieldss: they were sight, hearing, and touch. All the trials sho wed that the above is true refering the maps of each hemisphere of the encephalon. The job that the writer was turn toing was the fact that the two hemispheres of the encephalon communicate with each other, and if the communicating is destroyed so the maps could be handled by one hemisphere better so the two combined. These experiments proved that there was a laterality in each hemisphere of the encephalon to execute certain undertakings. Even though a affiliated encephalon can execute the undertakings of both sides. 3. I think that the experiment showed precisely what it set out to make. Show that the separate hemispheres of the encephalon execute different undertakings. It besides showed that the encephalon is capable of executing these undertakings even when the principal callosum has been severed. Although some undertakings are performed better when the encephalon is able to pass on between the hemispheres. 4. The effects on psychological science are many. For case this research helps people understand the different parts of the encephalon, and how they work. Besides when hurts occur to the encephalon psychologist can find what the possible effects of the individual will be. Finally, psychologist will hold a better apprehension of how the human encephalon plants.

Twenty One Pilots by Twenty One Pilots free essay sample

Twenty One Pilots debut self-titled album, released in 2009, is an introspective whirlwind of poetic lyrics and interestingly dissonant accompaniment that culminates into a completely unique, diverse work.Although all of the songs on the album deal with themes of depression, insecurity, and other related themes, each song packages Twenty One Pilots message in a different way; some are fast and some slow, while others feature different accompanying instruments. The songs take structures that are singular not only to each other but to music of all genres and artists, and they include ingenious lyrics that shape the bands core message into deliciously difficult metaphors and symbols. Although the album deals with topics that have been seen before, especially in the alternative-punk genre in which Twenty One Pilots popularity is growing, it does so in a way that is makes the ages-old complaints seem brand new, as songwriter and lead singer Tyler Joseph uses his own personal experiences t o create a raw, true experience for the listener. We will write a custom essay sample on Twenty One Pilots by Twenty One Pilots or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In terms of lyrical and musical content, the music on Twenty One Pilots is fresh and original in a daring and slightly frightening way that nevertheless captivates the listener.

The major themes in Our Day Out Essays

The major themes in Our Day Out Essays The major themes in Our Day Out Essay The major themes in Our Day Out Essay Essay Topic: Literature Our Day Out is set in inner city Liverpool in the mid 1970s. The fictional school is located in a neighbour with a high crime rate, drug use, prostitution, high unemployment, poverty and domestic abuse. The kids in the schools remedial class are all portrayed as economically unstable, poor and deprived children with different stories which reinforce the key ideas of the play. In 1981 there was rioting in Toxteth, a deprived district of Liverpool of which high unemployment rates were blamed for. The setting of the play acts as a prelude to the riots. Willy Russell adds elements of subtle humour which make the play funny and sad at the same time Early on in the play we are introduced to Carol Chandler who is evidently one of the poorest children in the class when she is revealed to be wearing a school uniform which doubles as a street outfit and a Sunday best, eating half a sandwich and clutching a carrier bag Here Russell is introducing us to one of the focal characters with a description which suggests that Carols family cant afford to buy here a school bag, have to share food and cant afford many clothes. This portrayal of Carol is important as it shows the signs of social deprivation and establishes her economic status. She describes Conwy as somewhere far away, I forget (in response to Les the lollipop mans question as to where the trips destination is). This also tells us she hasnt been far from home before since if shed been to Conwy before shed would know it is only about an hour away from Liverpool. We feel a little sorry for Carol and feel guilty about her having to live like that while our homes are often full of materialistic goods and appliances that we take for granted. When up on the cliff she refuses to return to the trip and wants to stay in Wales. We immediately get a sense of her naivety though it is a quality rather than a weakness and she clearly doesnt mean any harm at all. Carol has another quality of being appreciative of lifes simple things i. e. nature,since she cant posses materialistic products for a small price, this is a quality we all hope to have . She reveals to Mrs Kay-whom she looks to for mentoring, friendship and sometimes motherly love, which she cant get at home that she wants to live in one of them nice places with trees and that and underneath Mrs Kays encouraging facade, she knows Carol is stuck in the poverty cycle and wants to get out. Them nice places also shows Carols lack of education. This is tragic but Carols implicit disorganisation and forgetfulness accounts for the plays humour-I find this technique a very clever and powerful way of entertaining the audience and conveying the reality of these deprived childrens lifestyles. The play also focuses on Andrews, one of Carols peers in the progress class who has a similar lifestyle. Firstly, we learn that he smokes. He tells Reilly (an older ex-progress class student) to Gis a ciggy, in return for opening the window. Willy Russell continues with the theme of social deprivation by exposing Andrews mother as a prostitute when Digga refers to all them fellas she picks up This also tells us that Andrews mother not only has to practise promiscuity but has to risk her life on the streets of inner city Liverpool and we start to worry about Andrews mother putting her life at risk which makes us feel sorry. The aforementioned quote also shows bad education and not being able to speak properly. When Briggs tells Andrews off for smoking, he is told that Andrews mother doesnt take any notice but me dad, he belts me Ironically, Andrews is beaten because he wont give his father a cigarette. Andrews has a nasty life and we take pity and feel empathic but the aforementioned irony accounts for the plays humour, as does Briggs lack of understanding when he assumes Andrews father returns home because he is in the forces, when really, all he wants is the money. This portrayal of Andrews establishes the area of where the school is situated a deprived area and includes individual cases of families struggling to survive. Russell also uses Reilly, an ex-progress class student as a mouthpiece for his ideas and to convey aspects of social deprivation. We learn that Reillys dad works at the docks and hates it. Unrealistically, Briggs tells Reilly to tell his father to stop and take a look around. He may see things different then, an unrealistic expectation. Here we get a view of the docks through two different perspectives. To Briggs, an affluent middle class teacher the docks are historic and something to be proud of. To Reilly and his dad however, they are their means of employment which they have spent their lives trying to get away from. We also learn that Reilly has been motherless for ten years when Digga tells Briggs he cant swear on his mum sir shes been dead for ten years Reilly is in love with Susan, a young teacher in her early twenties who wouldnt go out with Reilly in a million years. Whether Reilly is being serious isnt revealed, but it is possible that Reilly is fishing for Susans money, in other words a goldigger. This possibility shows that Reilly doesnt have enough money of his own, so Russell is making us aware of social deprivation, a theme of the play. Reilly clearly has no respect for people above him in the school hierarchy, which shows lack of education, one of the plays theme. Later on in the play Susan turns the tables on Reilly and makes sudden advances and Russell manipulates the audience into believing she is being serious. She later tells him to stick to his own league and so forms a bond with 15-year-old Linda Croxley, a far more appropriate girlfriend for Reilly. We feel sorry for Reilly but being a motherless child has toughened him up and taught him to survive but his crush on Susan has a lot of comic element so contributes to the plays humour. Mr Briggs and Mrs Kay are focused upon heavily during the play who both have very different views on which teaching method is better for the remedial class. In a conversation with Colin, a young, less experienced teacher Briggs says well you have to risk being disliked if youre to do any good for these children and refers to Mrs Kays teaching method as woolly-headed liberalism. From this we can easily draw a conclusion that Mr Briggs doesnt think about the consequences of ruthlessness and all he is concerned about is positive results. Briggs obviously thinks because the kids missed out on a lot of education earlier in life they need some sort of intensive education technique if things are to be put right. He clearly sees respect from the kids as a nice extra when really it is essential. Also, when Mrs Kay changes the itinerary of the trip and takes the class to the zoo, Mr Briggs response tells us he doesnt want to deviate from the schedule and keep the kids bored, something in Briggs opinion would do the kids a bit of good. Colin later calls Mr Briggs a burke, and from this we can deduce that Mr Briggs is no more popular with his colleagues as he is with the students. On the other hand, Mrs Kay has a far more relaxed approach to educating the kids and a motherly, matriarchal attitude to the children-the two qualities awarding her street-cred with the kids. Mr Briggs sees this as a bad thing (he also thinks she has a motherly air) and he thinks if the antics in her department are anything to go by she always reminded me of a mother hen rather than a teacher. From this quote we can conclude that Mrs Kay is less popular with her colleagues, though the opinions of the other staff on her philosophical view of education are undisclosed. During a chat with Carol on the coach, Mrs Kay puts her arm around Carol and the stage directions at this point describe this as looking like a mother and daughter. Later on in the play she reveals explicitly that she is on the childrens side though this doesnt come as a surprise to the audience. This relationship is important since Carol has to look to her teacher for mentoring and motherly love which she cant get at home. This creates a possibility that Carols family maybe bad parents, socially deprived and not respectable. This reinforces the theme of social deprivation. All of these points establish Mr Briggs and Mrs Kays personalities and define the opposing forces. Willy Russell uses this opposition to manipulate the audience into wondering what will happen to the children with two completely different teachers taking control of them for the day, providing some of the plays humour. It also reveals societys opposing viewpoints about education. Throughout the play, stage directions are used to conjure up more explicit visions of what is going on. They are very important because if you are reading the play the more visual humour is hard to convey with words alone. At the start of the play, in the morning the kids are streaming in one direction. They [the kids] are shoving, rushing, ambling, leering and jeering. Here the strong use of verbs adds to the clarity of the description and leering and jeering suggests that there could be bullying going on. This shows lack of education- the kids obviously dont know what is right and wrong and have a poor sense of ethics (also evident in stealing the animals and taking them on to the coach). Stage directions can also express the humour that cant be conveyed with words alone. Just before leaving the zoo the animal keeper runs up to the coach polo-necked and wellied. Russell could have easily omitted that description but running in wellies is almost impossible. The image of someone running in something hard to run in e. g. stilettos, wellies, ski boots etc. is often used as a scene of slapstick humour- as opposed to the more dry, subtle humour used earlier on in the play. Also, animals appear from every conceivable hiding place and the coach is a menagerie. This stage direction pictures animals swarming around a small area(the coach), scuttling from side to side, jumping out of luggage lockers and generally causing chaos. This scene accounts for the plays humour but in my opinion, it is hard to fully appreciate without a graphical representation. The visual medium of TV allows Willy Russell to use the device of visual metaphor. While the class are in the zoo they are compared to a captive bear in an implicit way and are trapped in different ways. The bear is literally trapped in the pit for visitors and tourists to see and it cant do much, if anything to get out. The children, on the other hand are trapped in a more metaphorical way and stuck at their level in the social hierarchy and in the poverty cycle. From Briggs line dont forget it was born in captivity so it wont know any other life, we get the impression Briggs feels the children should stay working class rather than climb the pecking order to a middle or upper class rank and mixing with the more affluent Liverpudlians, while keeping their coarse and vulgar demeanours. From this we can tell Briggs is politically right-wing and if real, would have been one of the many Britons who decided it was time for James Callaghan to call it a day it 1979. Mrs Kay thinks the children deserve better but is unsure as to which route in life is best for the kids. Russell uses this technique again at the castle when comparing Mr Briggs old-fashioned teaching methods to the archaic, medieval castle-despite the fact he is younger than Mrs Kay, though you wouldnt think so. At the castle there is also a showdown between Mrs Kay and Mr Briggs, and the castle provides the perfect backdrop for it. Mrs Kays idea of visiting the modern zoo goes well with her modern philosophical view of education. However, Mrs Kays expectations of the kids are a bit too low and arent likely to bring out the full potentials of the kids. Conversely, Briggs are too high and are less realistic than Mrs Kays. Although neither teachers expectations are perfect (expectations of a teacher who gives the kids push and support simultaneously would be), Mrs Kays are more appropriate on the whole, and despite being too soft on the kids, Mrs Kay seems to know it is better to under-expect rather than to over-expect like Mr Briggs does because his views of education are far from appropriate and are no better for the kids than Mrs Kays. Willy Russell moves the play to a more dramatic climax which creates suspense-a literary device previously unused in the play. Carols naivety is reinforced by her explicit desire to remain in Wales. At this point Briggs doesnt change in personality but is now powerless and has no way of controlling Carols erratic and suicidal behaviour though knowing Briggs he is probably more concerned about being struck off and a legal inquiry than Carols state of mind and only told her she had hope to avoid the two aforementioned crises. When Briggs changes his ways Russell manipulates the audience into thinking Briggs is changing permanently and he will help the kids catch up and excel in life. However our expectations are dashed when the class returns to the city. When Reilly describes the city as horrible when you come back to it, Russell tells the audience that the children must be used to their neighbourhood after 13-15 years of entrapment in the inner city. Linda is unsure what Reilly is talking about which shows that she was taken in by the trip. Russells message to the audience is that living in the inner city of Liverpool can toughen one up and as a result, enables the kids to survive almost anything. The ending is disappointing yet realistic and Briggs making a fool of himself through singing a ridiculous song in a cowboy hat adds a humorous side to this sombre scene.

Provide an Ethical Argument against the Use of Dolphins in the US Navy Essay

Provide an Ethical Argument against the Use of Dolphins in the US Navy for Military Purposes - Essay Example Our villages are the most avidly practicing customary and traditional Subsistence users in the United States. The socioeconomic characterization of our region is similar to a Lesser Developed Country (LDC). Before the Magnuson Act, our people stood on the shores of their seasonal food camps and watched international fleets fish off our coasts, destroying species and stocks in their wake and affecting our Subsistence needs. Most prevalent were the Japanese; whose economists dubbed our region, "The Fourth World," to describe the phenomena of third world standard of living conditions within a first world country. Since the early 1970's, and prior to the MIAPA, AVCP subcontracted marine mammal studies and traditional knowledge reports through scientific and technical staff of Nunam. Kitlutsisti (Stewards of the Land). We joined in lobbying the UN and the U.S. and Russian governments to ban high seas driftnet fishing and succeeded. Nunam Kitlutsisti was eventually absorbed into the Department of Natural Resources (DNR) of AVCP. Since then, AVCP has been an actively participating in meetings with the Indigenous Peoples Council on Marine Mammals (IPCoMM), the Eskimo Walrus Commission (EWC), and the Alaska Beluga Whale Committee (ABWC). For decades, AVCP has tried to improve the growing-pains of the assimilation process for Yup'ik Cup'ik immersion into Western economy standards, while maintaining an enduring Native culture. AVCP coordinates regional, social, educational, economic and land / resource management programs. The DNR is extensively involved in programs with the Yukon Delta National Wildlife Refuge (YDNWR), and the Alaska Department of Fish and Game. On shared resource issues we work extensively with other Native regional groups along with the Washington Department of Fish and Wildlife, Oregon Department of Fish and Wildlife, and the California Department of Fish and Game. AVCP has been co-managing programs with YDNWR and the Togiak National Wildlife Refuge in the following programs: Western Alaska Brown Bear Management Area Agreement, Qauilnguut (Kilbuck) Caribou Herd Management Plan, Lower Yukon Moose Management Plan, Yukon-Kuskokwim Delta Goose Management Plan (Waterfowl Conservation Committee), Imarpigmiut Ungungsiit Murilkestfit (IUM) (Watchers of the Sea Mammals), Lower Kuskokwim Moose Management Plan, Kuskokwim River Drainage Fisheries Association, Kwethluk Counting Tower (Salmon spawning monitoring), Lower Kuskokwim Moose Management Area. Imarpigmiut Ungungsht Murilkestiit (IUM) (Watchers of the Sea Mammals) AVCP / IUM currently represents 26 coastal villages and voices concerns regarding marine mammal Subsistence and the health and viability of the Bering Sea. With the development of an Iced Seals Commission under our marine mammal program, we are fully prepared to involve all Iced Seals Subsistence user groups in the State of Alaska. AVCP / IUM intends to develop the scientific, traditional and technical expertise we need to become full partners in cooperative management to the benefit of federal partners and for the conservation and Subsistence use

Analyze the impact of technology on a field of study of your choice Essay

Analyze the impact of technology on a field of study of your choice - Essay Example It is observed that today mobile devices proliferate in corporate environments as these devices can be easily connected to company networks. Although these devices have become an integral part of the modern life, they raise certain potential challenges to the cyber security. According to experts, it is relatively easy to hack mobile devices as compared to other computer devices. Hence, they are highly prone to data theft. In addition, today mobile devices are widely used for cyber crimes because this practice reduces the chances of being caught. Despite numerous advantages including high productivity and greater convenience, mobile devices raise severe threats to cyber security. According to a study conducted among IT professionals (as cited in Dimensional research, 2012), nearly 89% of the organizations connect mobile devices to their corporate networks. Roughly 65% participants responded that their employees used private mobile devices to access the corporate networks. The particip ants also indicated the major mobile platforms used to access corporate networks were Apple iOS (30%), BlackBerry (29%), and Android (21%). Majority of the participants (64%) argued that there has been an increase in mobile devices-related security risks to their organizations over the past two years (Dimensional research, 2012). ... For instance, it is often observed that employees connect their personal mobile devices to unprotected company networks like Wi-Fi in order to access internet. This practice increases the chances of malware attacks on the company networks and subsequently the malware-affected network may cause to lose the valuable business information stored in the company’s mobile devices. In addition, fraud employees can easily copy sensitive company information to their personal mobile devices within seconds and such issues can challenge the firm’s cyber security. Similarly, mobile devices are extremely prone to theft and loss due to their small size and high portability. If mobile devices reach the hands of third parties, they can access the data stored in it using highly advanced applications even though those devices are password-protected. Due to their small size, it is easy for external people to steal mobile devices. Evidently, data theft by individuals would more harmfully aff ect an organization than data loss due to malware attacks. In case of data theft, there might be a possibility of leaking the sensitive data to business competitors. This type of data loss or theft from mobile devices would extremely impact individuals too. Probably, people will store their family-related images and videos and other personal documents on their mobile devices. If such data are accessed by unauthorized people, this would cause great troubles to the users. Kuspriyanto and Noor (2012) point that the use of NFC (near field communication) in mobile payments systems make mobile platforms vulnerable to financially motivated cybercrimes. Evidently, such issues often cause users to suffer huge financial losses. Today,