Simple Fermer (to Close) Verb Conjugations in French

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

Reading Class Struggle in Africa - 2677 Words

Reading Class Struggle in Africa Kwame Nkrumah’s writing reads like a text book designed to inform any learner of African studies. Whether the learners are the African workers and peasants to whom the book is dedicated, African pupils or international scholars such as Spelman ADW undergraduates they gain a clear understanding of class struggle in Africa relevant to the time period when the book was published as well as the contemporary context. Much in keeping with the concept of fact making discussed last semester in ADW 111, given the myths and fabrication designed by so-called scholars who embrace a Eurocentric point of view Nkrumah the Ghanaian griot sets out to â€Å"write a tale of hunting that glorify not the hunter but the lions and†¦show more content†¦Africa has in fact in its midst a hard core of bourgeoisie who are analogous to colonists and settlers in that they live in positions of privilege-a small, selfish, money-minded reactionary minority among vast masses of exploited and oppresse d people. . . Their survival depends on foreign support (Class 12) The following chart obtains from what precedes [Slides 4-6]. Now we will turn our attention to the most salient postulations in Nkrumah’s book which are the 1) the origins of class in Africa; 2) class concept; 3) class concept and ideologies; 4) class and race; 5) elitism; 6) intelligentsia and intellectuals; 7) bourgeoisie and 8) proletariat. To help the reader better apprehend the African reality as it pertains to class Nkrumah provides us with some eye-opening geopolitical data. They relate to the actual size of the continent and its value in terms of natural resources. [Slide 7] If that information was not astounding enough, Nkrumah tackles one of the most persisting falsehoods relating to Africa. He boldly asserts that African history predates colonialism. Better yet, the writer claims that the continent was socially, politically and economically structured prior to the advent of the Europeans. For examp le communalism was a system of choice that prevailed in the land. Under the said traditional arrangement all land and means of production belonged to the community. There was people’sShow MoreRelatedLiterature As A Form Of Human Expression1359 Words   |  6 Pagesmore difficult to understand. Without literacy, our world would struggle and crumble to the very dust from which it rose. 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After reading the section in our textbook on globalization for example opened my eyes to I am truly affected by globalization, from the clothesRead MoreAn Army At Dawn Essay1643 Words   |  7 PagesThe book An Army at Dawn: The War in North Africa 1942-1943 gives the reader valuable insight into the campaign in North Africa in 1942-1943 for both Allied and the German forces. The narrative follows the American and British armies as they fought the Vichy French in Morocco and Algiers, and then later when they fight the Germans and the Italians for Tunisia. The novel follows the inexperienced and ill-led soldiers from battle to battle as they gradually become a more cohesive and deadly fightingRead MoreAn Accurate Representation Of History1503 Words   |  7 Pagesaccurate portrayal of the historical event and significance. In the West African History portion of the class we learned about the women’s war. The women s war was a war against the women of Africa and colonialism. 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The Book Gender Free Essays

In chapter six of the book Gender: Ideas, Interactions and Institutions, Lisa Wade and Myra Marx Ferree discuss inequality involving men and masculinities. The reading talks about the concept of â€Å"doing gender†, braking or going by certain gender rules, is performed by everyone in order to fit into society. The concept that there are two genders, otherwise known as gender binary, is hierarchical and places men above women and values masculinity above femininity. We will write a custom essay sample on The Book Gender or any similar topic only for you Order Now (Wade 113). This has bad outcomes for both genders due to the fact that for women, it reduces their social status. For men, it leads them to believe their interests take more priority than women. The chapter then discusses an example of this with cheerleading where in the mid 1800s, cheerleading was an all male sport and it was â€Å"too masculine for women.† When women showed interest in the sport, it changed how people thought of cheerleading. The focus on the chapter is to show the different ways social inequality occurs and gives different examples of situations in which certain traits of masculinity are glorified, allowing certain men to be glorified. The chapter continues through talking about hegemony; a sociological concept used to help us understand this social inequality in our society. Men who fail to embody hegemonic masculinity, otherwise known as being the â€Å"idealized man† are lower on the scale that establishes the hierarchy of man that ranks them from most to least masculine. The traits of a â€Å"higher up man† would include strength, white, athletic and be considered a â€Å"real man.† This is experienced on both the individual and group level, because individual men are viewed as a certain way, but are put into distinct groups because of it. An example of this is men who are physically weak are called â€Å"wimps†, but solely based on their individual traits. Men take many risks in their lives and are shown to be more likely to get into a fight than a woman. (Wade 129). Research was done to show the different arrests based on an individual’s sex. It showed that all crimes were over 50% male with murder, rape and carrying weapons being the greatest percentage over 80%. These rules of masculinity keep men from being able to express certain emotions, even enough to develop intimate friendships. A psychologist named Niobe Way interviewed boys about their friendships, with a 17 year old mind answering that their relationship is mostly â€Å"joking around† and â€Å"not about serious stuff.† This proves the argument that men have to follow the gender rules of masculinity, which is unfair because they feel unable to show emotions while women are more likely to seek help. Men become lonely and are more likely to commit suicide. These aspects of doing gender as a man are called toxic masculinity, because they are bad for other men, women and the individual man himself. These include some of the traits explained above, like suppressing emotion and dangerous actions. The authors were able to prove their argument of certain men being put over others, especially women. Those hegemonic traits allow them to avoid femininity and contribute to the sexist society we are in today. Avoiding acting like a girl is constraining to men, and limit their lives option in order to remain a â€Å"manly man.† There are lots of research involving examples of men giving up all feminine acts or of their masculine traits giving them power over â€Å"weaker† men, but especially women. In preforming in strictly manly activities, men tend to miss out of things they may enjoy just because they are considered more â€Å"feminine.† Men continue this act of masculinity to preserve the privileges and the gender binary that gives hegemonic masculinity its power (Wade 136). They choose to follow the rules, or appear as lower in the hierachy. Wherever they fall though, they all have a fear of joining the men who are disadvantaged and in the lower parts of the hiarchy. Some future studies about this idea of men challenging the gender binary. Few men do, while many women are less afraid to do so. Research could involve what men would be more likely to challenge the gender rules and face falling lower, and how those men would affect our society with them performing more feminine acts. Understanding both men and women’s experiences and perspective can help us better perform gender to where both genders actions aren’t constrained to the binary gender system. How to cite The Book Gender, Papers

Macbethl Imagery Essay Example For Students

Macbethl Imagery Essay MacbethL ImageryOne of the most important tools in literature is imagery. It is notjust in there to fill up paper; rather, there is at least one dramatic purposefor each image and there are many different types of imagery. This essay seeksto prove that in the play Macbeth the author William Shakespeare uses darknessimagery for three dramatic purposes. Those three purposes are, to createatmosphere, to arouse the emotions of the audience and to contribute to themajor theme of the play. The darkness imagery in Macbeth contributes to its ominous atmosphere. Inthe very beginning of the play the three witches are talking and the first witchsays When shall we three meet again? In thunder, lightning, or in rain?(Macbeth 1. 1. line 1). This is a good example of darkness imagery because whenyou think of the crashing thunder, lightning and rain, they all remind you ofevil and ominous things. Later on the Sergeant is talking with Duncan andMalcolm when he states Ship wrecking storms and direful thunders break (1. 2. l26). Again this darkness imagery contributes to the ominous atmosphere of theplay, having reference to thunder and dark storms. Finally, Lady Macbeth andMacbeth are talking in the scene just before the murder of Banquo and Macbethsays Light thickens, and the crow makes wing to the rooky wood: Good things ofday begin to droop and drowse, whiles nights black agents to their preys dorouse (3. 2. l50-53). This example of darkness imagery is saying that the dayis turning into night, all the good things are going to sleep, and the evilcreatures are coming out . The evil in this previous quotation and the twobefore adds to the ominous atmosphere. Since the imagery creates an ominousatmosphere it would then lead to the second dramatic purpose, to arouse theemotions of the audience. Darkness imagery is a very good tool for arousingthe emotions of the audience. It enables people to create a mental picture ofthe what they are reading. For instance, in this instance of darkness imageryDuncan an d Macbeth were talking when Macbeth says aside Stars, hide your fires!Let not light see my black and deep desires (1. 4. l50-51). When words likedark and desire are put in that context it creates many horrible mentalpictures about murders and fights which arouses peoples emotions. Ross is latertalking with an old man when he states By the clock tis day, and yet darknight strangles the traveling lamp (2. 4. l6-7). In other words; although, thesun should beout, something is blocking the light. This example of darkness imagery createsan eeriefeeling in the reader because it is very abnormal for the sun to be blocked. One might say that God is punishing them or that there is the presence of adevil if the sun was gone and would stir up the emotions of the reader althoughit was probably only an eclipse. Another case of darkness imagery happens whenLady Macbeth and a messenger are talking and Lady Macbeth states That my keenknife see not the wound it makes, nor heaven peep through the blanket of thedark to cry, Hold, hold! (1. 5. l52-54). It creates an illustration ofterror because of the unknown. With night covering the earth like a blanket noone knows what might happen. They might be the one behind the knife with knowone there to see it or help. .ue002daa70a85ef4e5750dbb18d3f8d88 , .ue002daa70a85ef4e5750dbb18d3f8d88 .postImageUrl , .ue002daa70a85ef4e5750dbb18d3f8d88 .centered-text-area { min-height: 80px; position: relative; } .ue002daa70a85ef4e5750dbb18d3f8d88 , .ue002daa70a85ef4e5750dbb18d3f8d88:hover , .ue002daa70a85ef4e5750dbb18d3f8d88:visited , .ue002daa70a85ef4e5750dbb18d3f8d88:active { border:0!important; } .ue002daa70a85ef4e5750dbb18d3f8d88 .clearfix:after { content: ""; display: table; clear: both; } .ue002daa70a85ef4e5750dbb18d3f8d88 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue002daa70a85ef4e5750dbb18d3f8d88:active , .ue002daa70a85ef4e5750dbb18d3f8d88:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue002daa70a85ef4e5750dbb18d3f8d88 .centered-text-area { width: 100%; position: relative ; } .ue002daa70a85ef4e5750dbb18d3f8d88 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue002daa70a85ef4e5750dbb18d3f8d88 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue002daa70a85ef4e5750dbb18d3f8d88 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue002daa70a85ef4e5750dbb18d3f8d88:hover .ctaButton { background-color: #34495E!important; } .ue002daa70a85ef4e5750dbb18d3f8d88 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue002daa70a85ef4e5750dbb18d3f8d88 .ue002daa70a85ef4e5750dbb18d3f8d88-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue002daa70a85ef4e5750dbb18d3f8d88:after { content: ""; display: block; clear: both; } READ: Leslie twiggy Hornby EssayAs well as arousing the emotions of the audience darkness imagery works wellin characterizing. Darkness imagery also is very useful for a further dramaticpurpose, to characterize, and specifically to characterize Macbeth. Throughthe use of darkness imagery Shakespeare was able to characterize Macbeth asperceived in this next quote where Macduff and Malcolm are talking and Macduffpronounces Not in legions of horrid hell can come a devil more damnd in evils,to top Macbeth (4. 3. l55-56). It is understood that Macduff views Macbeth asa man even further corrupt than any devil and would consequently characterizehim as evil. Subsequent to that, Macbeth enters a scene with Young Siward andYoung Siward asks for his name. Macbeth replies and Young Siward replies withThe devil himself could not pronounce a title more hateful to mine ear (5. 7. l8-9). This shows that, as well, Young Siward views Macbeth as a bad man andwould also characterize Macbeth. Lastly, Malcolm is speaking with Macduff andsaying how he will reveal his real evil self and states When they shall beopend, black Macbeth will seem as pure as snow (4. 3. l52-53). Thischaracterizing Macbeth as a dark person but contrary to previous beliefs,Malcolm is actually more evil. Darkness imagery was very effective incharacterizing Macbeth in all the preceding quotes. Consequently viewing the previous, it is undoubtedly true that darknessdoes play a big role in developing the dramatic purposes. Darkness imagerydoes help convey to the audience the atmosphere, it does provoke the audiencesresponse to the play, and it did help illustrate the characters in Macbeth. Imagery plays a huge roll in the development of any piece of literature.