How to Conjugate Pratiquer (to Practice) in French

The French verb  pratiquer  is relatively easy to remember because it means to practice. When you want to say we practiced in the past tense or I am practicing in the present tense, the verb needs to be conjugated. A quick lesson will introduce you to the simplest forms of  pratiquer  for you to practice. The Basic Conjugations of  Pratiquer Pratiquer is a regular -er verb and it follows the most common conjugation pattern found in the French language. For students who are experienced in conjugations, this should be a pretty easy lesson. As with all verbs, youll begin by identifying the verb stem (or radical). For  pratiquer, that is  pratiqu-. From there, a variety of endings are added that correspond to both the subject pronoun and the tense of the sentence. This gives us things like  je pratique  for I am practicing and  nous pratiquions  for we practiced. Present Future Imperfect je pratique pratiquerai pratiquais tu pratiques pratiqueras pratiquais il pratique pratiquera pratiquait nous pratiquons pratiquerons pratiquions vous pratiquez pratiquerez pratiquiez ils pratiquent pratiqueront pratiquaient The Present Participle of  Pratiquer Adding -ant  to the radical produces the  present participle  pratiquant. Not only is it a verb, but there are some instances in which it becomes a noun or even an adjective. Pratiquer  in the Compound Past Tense In French, passà © composà © is the compound past tense that uses the past participle pratiquà ©. To form it, begin by conjugating the auxiliary verb avoir  to the present tense and finish the compound with pratiquà ©. The result is phrases such as jai pratiquà ©, meaning I practiced, and nous avons pratiquà © for we practiced. More Simple Conjugations of  Pratiquer There are a few more basic conjugations youll want to know for  pratiquer. Among those are  the subjunctive  and  the conditional.  The former implies uncertainty to the practicing while the latter is for an if...then situation.  The literary tenses of the passà © simple  and  the imperfect subjunctive  are reserved for writing and are good to memorize as well. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je pratique pratiquerais pratiquai pratiquasse tu pratiques pratiquerais pratiquas pratiquasses il pratique pratiquerait pratiqua pratiquà ¢t nous pratiquions pratiquerions pratiquà ¢mes pratiquassions vous pratiquiez pratiqueriez pratiquà ¢tes pratiquassiez ils pratiquent pratiqueraient pratiquà ¨rent pratiquassent The imperative  is used often for assertive statements like Practice! When using it, skip the subject pronoun and leave it at Pratique ! Imperative (tu) pratique (nous) pratiquons (vous) pratiquez

Critical Analysis of Sonnet 29 by William Shakespeare

Critical Analysis of Sonnet 29 by William Shakespeare William Shakespeare (1564-1616) lived in a time of religious turbulence. During the Renaissance people began to move away from the Church. Authors began to focus on the morals of the individual and on less lofty ideals than those of the Middle Ages. Shakespeare wrote one-hundred fifty-four sonnets during his lifetime. Within these sonnets he largely explored romantic love, not the love of God. In Sonnet 29 Shakespeare uses specific word choice and rhyme to show the reader that it is easy to be hopeful when life is going well, but love is always there, for rich and poor alike, even when religion fails. The first line is â€Å"When, in disgrace with Fortune and men’s eyes.† The very†¦show more content†¦Shakespeare then sets his persona apart in line two. â€Å"I all alone beweep my outcast state† are his exact words. He is alone, and he is despairing. The persona, in disgrace with both men and Fortune, lets his emotions out, but he is in isolation. Becaus e he is in disgrace with the aforementioned entities, the persona has nobody to weep to or be comforted by. This is his â€Å"outcast state.† Yet it is a state. States can change, and often do. Therefore, Shakespeare is reinforcing to the reader that this is a temporary thing. By using words such as â€Å"when† and â€Å"state,† he is forcing the reader to think that soon these things will end. Soon the disgrace and the isolation will cease to exist for the persona. Perhaps the isolation and disgrace will end because of Fortune, a seemingly higher power. It does seem as if a higher power is in fact called upon. In line three Shakespeare writes, â€Å"And trouble deaf heaven with my bootless cries.† So, the persona is pleading and praying to heaven apparently. He does not seem very hopeful, however. â€Å"Deaf heaven† says to the reader that while Heaven exists, it won’t trouble itself with the persona’s problems. Perhaps this man, dis graceful to men and Fortune alike, is also in disgrace with Heaven. Shakespeare is possibly trying to show that religion is only there for his persona when he is doing well. This is reinforced with the wordsShow MoreRelatedWilliam Shakespeare s Sonnet 30960 Words   |  4 PagesShakespeare s writing about love is exceptionally deep and intensely layered with numerous implications and utilization of rhyme and metaphors. The power of feeling, the profundity of thought, and serious creative energy are all to be found in his sonnets. 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The Basics Behind Qualitative Research Free Essays

yFundamentals of Qualitative Research Jamye D. Jeter Cameron Submitted to Dr. Curtis Maybee University of Phoenix Fundamentals of Qualitative Research When a researcher sets out to begin a study, he or she must begin by asking questions of him or herself. We will write a custom essay sample on The Basics Behind Qualitative Research or any similar topic only for you Order Now These questions lead to the determination of the type of research study the researcher is going to conduct. The study may be based on qualitative research, quantitative research, or both. But, in order to determine the study method and design choice, the researcher needs to see what is fueling his or her research question. Research questions based on quantitative research focuses on obtaining data that can be measured, usually in some form or numerical/statistical manner (Leedy amp; Ormrod, 2010). Qualitative research is based more on why certain phenomenon take place and what can be done to better understand why the phenomenon took place at all (Leedy amp; Ormrod, 2010). This paper will serve as a brief overview of the fundamentals of qualitative research. Through this paper, the reader should be able to receive a basic understanding of the characteristics of a qualitative problem statement and purpose statement; formulation of qualitative research questions; and qualitative data collection and analysis procedures. Characteristics of a Qualitative Problem Statement According to Leedy amp; Ormrod (2010), â€Å"qualitative researchers often formulate general research problems, and ask only general questions about the phenomenon they are studying† (p. 136). By taking this approach, the problem statement in a qualitative study may come across somewhat vague. The problem statement will attempt to be as direct as possible, and will hopefully detail why the researcher selected qualitative over quantitative research. However, the fascinating thing about qualitative studies is there is always room to evolve and further develop the study based on the information and data collected (Rubin, 2007, Leedy amp; Ormrod, 2010). The problem statement guides the researcher’s interest from the stage of curiosity to the stage of being a specific statement. The problem statement will also explain why the researcher feels their particular topic is important and what has already been researched in this particular area (Rubin, 2007). Characteristics of a Qualitative Purpose Statement The purpose statement of a qualitative research study, much like that of quantitative studies, gives an account of the purpose or intention of the study (Jenkins, 2009). The purpose statement is specific and addresses some information gaps that may exist in what is currently known from previous studies (Merriam, 2002). Researchers may often time take on a study of a phenomenon merely because this is not an abundance of research material about the phenomenon (Merriam, 2002). This can lead to the researcher having the ability to build his or her hypothesis or theory as information is gathered. However, the purpose statement will need to identify the data collection methods chosen, and reveal the possible research questions that will be explored. Formulation of Qualitative Research Questions When trying to determine the research questions that will need to be asked, the researcher must understand what or whom, he or she is trying to research. A means to make this determination, the researcher can select a sample from which he or she believes to be the most informative and beneficial to the research (Leedy amp; Ormrod, 2010). This process is called a purposive or purposeful sample. When making a sample selection, the researcher must also make a determination of what the criteria of the sample will be; for example male or female; certain ages, ethnicity or heights; certain occupations; etc. Once the sample size and criteria is determined, the researcher will then be able to develop questions that can be posed to the sample group to get the information needed for the study. Data Collection and Analysis The areas of data collection and analysis go hand and hand. In order to analyze the data, the researcher must first collect the data. According to Leedy amp; Ormrod, 2010, â€Å"there are three major sources of data for qualitative studies – interviews, observations, and documents† (p. 23). If is up to the researcher to determine what process of research is best for the study he or she is conducting. There are times when only one method is used, but then there are times when more than one method is used. However, the researcher may identify his or her primary method (Rubin, 2007). It is also possible to utilize the internet and worldwide web to collect information for the study also. After the data is collected, the researcher must be able to analyze the data. The truth is the data analysis is usually simultaneous with the data collection stage (Rubin, 2007). From the time the first interview takes place or observation begins, the researcher should already be analyzing what he or she has learned. By doing so, the researcher can eliminate the possibility of being overwhelmed with information at the conclusion of the data collection process. While analyzing, the information collected, the researcher can break up what he or she learns into categories (Leedy amp; Ormrod, 2010). The use of these categories will help identify any patterns of behavior or occurrence that may exist. References Jenkins, L. (2009). Fundamentals of quantitative research: Considerations in research methodology. Retrieved from the website: www. academicwriting. suite101. com on July 18, 2010. Leedy, P. and Ormrod, E. (2010). Practical research: Planning and design, 9ed. Merrill. Pearson Education. Merriam, S. B. (2002). Introduction to qualitative research. San Francisco: Jossey-Bass. Rubin, A. (2007). Practitioner’s guide to using research for evidence-based practice. New York: Wiley Fundamentals of Qualitative Research Part 2 Based upon Prospectus II * How does the problem statement align with the approach communicated in the purpose section? The problem statement aligned with the outlined approach. The problem was determined to be that qualified teachers are turning down jobs at low performing schools. The approach was to take surveys and interviews to find out why this is occurring. How does the purpose of the study inform the way in which the research questions are written? The purpose statement tells that the researcher will use in-depth open-ended interviews and questionnaires given to 100 current teachers, who have at least turned down employment at one low performing school. Do the research questions adequately address the problem as detailed by the researcher? Why or why not? In my opinion, the research question shown, while pertinent to the outcome, seems a little vague. Perhaps, if there was one than one research question posed, there may have been a little more clarity. Does the wording of the purpose statement and research question suggest the methodology used in the study? How? Yes, the wording in the purpose statement and research question suggest the methodology used in the study. In the purpose statement, it begins with in this qualitative study†¦ That is telling the reader, this is definitely going to be a qualitative research study. In the research question, there is a lot of implication as to what and why. Typically, who, what, why and how are signs that the study is going to be centered on qualitative research methodology. Does the methodology employed adequately address all aspects of the problem detailed by the researcher? Why or Why not? The use of interviews and questionnaires seemingly will produce the results the researcher is looking for. * Do all elements of the project’s design work together in a cohesive and logical manner? Why or Why not? Yes, the components presented for this project, did work together in a cohesive and logical manner. The information flowed well, and was very easy to read and understand what the project was focusing on, and how the researcher planned to get to that point. How to cite The Basics Behind Qualitative Research, Essays