Definition and Examples of a Conceptual Metaphor

Definition and Examples of a Conceptual Metaphor A conceptual metaphor is a  metaphor (or figurative comparison) in which one idea (or conceptual domain) is understood in terms of another. In cognitive linguistics, the conceptual domain from which we draw metaphorical expressions to understand another conceptual domain is known as the source domain. The conceptual domain that is understood in this way is the target domain. Thus the source domain of the journey is commonly used to explain the target domain of life. In Metaphors We Live By (1980), George Lakoff and Mark Johnson identify three overlapping categories of conceptual metaphors: Orientational MetaphorOntological MetaphorStructural Metaphor Examples and Observations Basic conceptual metaphors are part of the common conceptual apparatus shared by members of a culture. They are systematic in that there is a fixed correspondence between the structure of the domain to be understood (e.g., death) and the structure of the domain in terms of which we are understanding it (e.g., departure). We usually understand them in terms of common experiences. They are largely unconscious, though attention may be drawn to them. Their operation in cognition is almost automatic. And they are widely conventionalized in language, that is, there are a great number of words and idiomatic expressions in our language whose meanings depend upon those conceptual metaphors. In Metaphors We Live By (University Of Chicago Press, 1980), George Lakoff and Mark Johnson mention these variations on the conceptual metaphor TIME IS MONEY: Youre wasting my time.This gadget will save you hours.I dont have the time to give you.How do you spend your time these days?That flat tire cost me an hour.Ive invested a lot of time in her.Youre running out of time.Is that worth your while?Hes living on borrowed time. Five Tenets of Conceptual; Metaphor Theory Conceptual Metaphor Theory rejects the notion that metaphor is a decorative device, peripheral to language and thought. Instead, the theory holds that metaphor is central to thought, and therefore to language. From this starting point, a number of tenets are derived, which are discussed here with particular reference to language. These tenets are: Metaphors structure thinking;Metaphors structure knowledge;Metaphor is central to abstract language;Metaphor is grounded in physical experience;Metaphor is ideological. Mappings Understanding one domain in terms of another involves a set of fixed correspondences (technically called mappings) between a source and a target domain. This set of mappings obtains between basic constituent elements of the target. To know a conceptual metaphor is to know the set of mappings that applies to a given source-target pairing. It is these mappings that provide much of the meaning of the metaphorical linguistic expressions (or linguistic metaphors) that make a particular conceptual metaphor manifest. Also Known As Generative Metaphor Sources George Lakoff and Mark Turner,  More Than Cool Reason. University of Chicago Press, 1989Alice Deignan,  Metaphor and Corpus Linguistics. John Benjamins, 2005Zoltn Kà ¶vecses,  Metaphor: A Practical Introduction, 2nd ed. Oxford University Press, 2010

5 Uses of Infinitives

5 Uses of Infinitives 5 Uses of Infinitives 5 Uses of Infinitives By Mark Nichol An infinitive is a phrase, consisting of the word to and the basic form of a verb, that functions as a noun, an adjective, or an adverb. Here’s a discussion of the five types of infinitives. 1. Subject An infinitive can constitute the subject of a sentence. For example, in â€Å"To go, even after all that trouble, didn’t seem worthwhile anymore,† â€Å"to go† is the action that drives the sentence. 2. Direct Object In the sentence â€Å"We all want to see,† â€Å"to see† is the direct object, the noun (or noun substitute) that receives the action of the verb. â€Å"To see† refers to a thing being done or, in this case, desired to be done: the act of seeing. 3. Subject Complement In â€Å"My goal is to write,† â€Å"to write† is the subject complement. A subject complement looks just like a direct object, but the difference is in the type of verb preceding it. The verb in the previous example, want, is a transitive verb. (Transitive verbs have two defining characteristics: They precede a direct object, and they express an action.) In â€Å"My goal is to write,† the verb is a copular, or linking, verb one that links a subject to a word or phrase that complements it. (In this sentence, â€Å"to write† is the goal, so it’s the complement of goal. Note that in the previous example, â€Å"to see† is what those referred to as we want, but it’s not the complement of we.) 4. Adjective In â€Å"She didn’t have permission to go,† â€Å"to go† modifies permission it describes what type of permission is being discussed so the phrase serves as an adjective. 5. Adverb In â€Å"He took the psychology class to try to understand human behavior,† â€Å"to understand (human behavior)† explains why the taking of the class occurred, so it’s an adverb modifying the verb took. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?Rules for Capitalization in Titles20 Criminal Terms You Should Know

The Balanced Scorecard Essay Example | Topics and Well Written Essays - 2250 words

The Balanced Scorecard - Essay Example 10 Under the financial perspective, the company shall focus on satisfaction for shareholders. The main objectives set in providing shareholder satisfaction include increasing customers, new products and orders for products. The company has set targets in terms of percentage increases which must be attained within a trading year. All the targets provided for various perspectives have annual time duration for reaching these targets. On the customers’ perspective, the major focus remains delight of customers where the objectives have been identified as increasing customer referrals and reducing complaints. In enhancing growth and learning the company has identified staff motivation as the major issue. This motivation shall occur through offering training aimed at improving the employee skills significantly. This is expected to reduce turnover of employees within the organisation. Through training, the company shall be able to offer better services following enhancement of employe e skills 10 5.Performance management 10 6.Consideration and impacts of the business strategy 12 7.Conclusion 12 References 13 Appendix 3 strategic map 15 1. Introduction Many companies within the apparel industry opt to undertake globalisation independently in order to maximise on the profits resulting from globalisation. The numerous risks involved in globalisation, however could be minimised through joint ventures with existing companies. This report provides an in-depth analysis of I.T. limited, a Chinese global fashion design company. The strategies adopted by the company in becoming a global fashion products dealer are extensively analysed to determine the benefits of each strategy. Similarly, the report also identifies the weaknesses existing within the strategies adopted by the company seeking global recognition. Through joint ventures and multiple partnerships, the company has achieved a significant level of globalisation in a highly competitive industry. A swot analysis of the company operations identifies the various positive and negative effects of the current company position. 2. Company background I.T Limited is a registered limited investment holding company in china. The company engages trading in fashion items and accessories associated with the apparel industry. Though registered in china the company has numerous international connections outside china. The company utilises branding in the operations outside the People’s Republic of china. Among the major international connections for the company include French connections even in Asian countries and European countries as well. The company operates in different countries like Hong Kong and the people’s republic of china through joint ventures with other countries. These joint ventures and international connections have enabled the company to become global, while minimising the risk involved in globalisation. This holding company has managed to have a global outlook through the va rious joint ventures, consequently providing considerable business expansion. 2.1. Business scope The company is registered as a limited holding company within the people’s republic of china. The company mainly engages in selling of fashion items and fashion related accessories. The company has its own product brands licensed under the international trademarks like Underground and Hyoma,

Globalization Essay Example | Topics and Well Written Essays - 1750 words

Globalization - Essay Example The problem today is not that there is too much globalization, but that there is far too little† (Wolf 2005, p: 17). The citation was taken from Wolf’s book, which I downloaded from rapidshare. I can’t find the link now. But it is very famous and can be found in many articles. Check, for instance http://www.up.ac.za/dspace/bitstream/2263/5186/1/Bedford-Strohm_Public(2007).pdf Briefly, in this paper globalization is considered as a â€Å"process fuelled by, and resulting in, growing cross-border flows of goods, services, money, people, information, and culture† (Taylor 2004, p: 24). The article was taken from www.questia.com Here is full text of it: The truth about globalization. by Timothy Taylor To keep my economist union card, I am required every morning when I arise to place my hand on the leather-bound family heirloom copy of Adam Smith's The Wealth of Nations and swear a mighty oath of allegiance to globalization. I hereby do asseverate my solemn belie f that globalization, taken as a whole, is a positive economic force and well worth defending. I also believe that the economic and social effects of globalization are exaggerated by both its detractors and supporters. In media coverage of anti-globalization protests, "globalization" often becomes a catch-all term for capitalism and injustice. (Indeed, for some protestors, referring to capitalism and injustice would be redundant.) But economic globalization in fact describes a specific phenomenon: the growth in flows of trade and financial capital across national borders. The trend has consequences in many areas, including sovereignty, prosperity, jobs, wages, and social legislation. Globalization is too important to be consigned to buzzword status. One world? The degree to which national economies are integrated is not at all obvious. It depends on your choice of perspective. During the last few decades, international flows of goods and financial capital have certainly increased dr amatically. One snap measure of globalization is the share of economic production destined for sale in other countries. In the U.S. economy, exports of goods and services were 4.9 percent of the gross domestic product (GDP) in 1965, but 10.8 percent of GDP in 2000. From a global perspective, exports rose from 12 percent of world GDP in 1965 to 22 percent of world GDP in 2000. In round numbers, international trade of goods and services has doubled in about four decades. International financial markets are not tracked as easily as cross-border flows of goods and services. But by a variety of measures, they have also expanded considerably, especially in the last decade. Total assets held by U.S. investors in other nations nearly tripled from $2.3 trillion in 1991 to $6.2 trillion in 2000. Conversely, total foreign-owned assets in the U.S. economy quadrupled from $2 trillion in 1991 to $8 trillion in 2000. Annual global flows of "foreign direct investment"--that is, investment that crea tes a lasting management interest, often defined as more than 10 percent of voting stock in a company--rose from $200 billion in 1990 to nearly $900 billion in 1999. A 1998 survey by the Bank of International Settlements found that $1.5 trillion per day was traded on foreign-exchange markets. Since foreign-exchange trading has been growing at double-digit rates, its volume now must exceed $2 trillion per day. For many countries, international finan

Langston Hughes Impact on an Era Essay Example for Free

Langston Hughes Impact on an Era Essay Langston Hughes contributed a tremendous influence on black culture throughout the United States during the era known as the Harlem Renaissance. He is usually considered to be one of the most prolific and most-recognized black poets of the Harlem Renaissance. He broke through barriers that very few black artists had done before this period. Hughes was presented with a great opportunity with the rise black art during the 1920s and by his creative style of poetry, which used black culture as its basis and still appealed to all ethnicities. Until the Harlem Renaissance, poetry and literature were dominated by white people and were all about white culture. However, during the 1920s, there was an explosion of black literature and, art poured from black artists and activists who represented black pride and individuality from the white dominance (The Harlem Renaissance, Washington Online). This movement was sparked in the lower and upper Manhattan sections of New York City. Originally known as the New Negro Movement, it later became known as the Harlem Renaissance due to where it was birthed and seemed to be the area that it burned the most intense. One of the reasons why there was a rise in black culture in the Harlem area is due to the great migration of blacks to Northern cities during the early 1920s. Racial discrimination, segregation, and interracial tension were also contributing factors to the Harlem Renaissance. Blacks were tired of being part of white America and wanted to break free and express not only black pride but, black culture as well. Langston Hughes emerged as one of the front men of the black movement of expression and art through the use of his poetic writing (Harlem Renaissance Online). Hughes wrote novels, plays, short stories, essays, and childrens books but, he focused most of his attention on poems. Most of Hughes better-known poems were written at the height of the Harlem Renaissance. Hughes was born in Joplin, Missouri, where he was raised primarily by his mother (Howes and Slovey 56). In 1921 Hughes enrolled at Columbia University in New York City. While in New York, Hughes became more intrigued with the rise of black culture in Harlem as opposed to his schoolwork. During the course of the next few years Hughes would make a name for himself with some of his famous  works such as the poem The Negro Speaks of Rivers and his book The Weary Blues (Howes and Slovey 58). However, he first gained recognition from some of his poems that were put in an anthology called The New Negro. He gained praise from not only blacks but, also from white supporters of the Harlem Renaissance (Strickland 31). He had made his way into the mainstream of great poets and was making an impact for not only himself but for the black community with his creative poetic style (Wagner 386). How could one black man stand above all the other emerging black artists as much as Langston Hughes did? Hughes wanted to speak for the black community which he was so immersed in. He wanted to do it in a way though that the readers, especially blacks, were able to relate on a personal level to his poems. He did this by use modern forms such as free verse where he did not have to follow a pattern or use rhymes. He sought to make his poetry easy to understand but at the same time portray black culture with both realism and dignity (Howes and Slovey 59). He also wrote in black dialect and used black culture such as jazz to present his poems. He would not only use the freedom in his poems like jazz did but, he would also write to the rhythm and beat of jazz music which made it flow with a different style. He spoke of both the low times and the good times of the black community (Strickland 32). The style, the simplicity, and the culture that was presented in Hughes poems are what made him shine above other black artists. This is how one man went off on his own path and affected black literature as much as he did. Hughes affected the world of poetry during an era that was enriched with the rise black culture by using his own creative style. He drew not just the black communities praise but, the dominating white cultures as well. He has proven by his success to be one of the greatest influences during the Harlem Renaissance. He made a path for both the black community in general and the world of poetry on the whole. Works Cited Harlem Renaissance. MSN Encarta. 3 November 2004 . Howes, Kelly, and Christine Slovey, eds. Harlem Renaissance. San Francisco: Gale Group, 2001. Kovacs, Joe. The Harlem Renaissance, Washington, DC and the Rise of Langston Hughes. Literary Traveler. 3 November 2004 . Strickland, Michael. African-American Poets. Berkeley Heights: Enslow Publishers, 1996. Wagner, Jean. Black Poets of the United States from Paul Laurence Dunbar to Langston Hughes. Urbana: U of Illinois P, 1973.

September Eleventh Essays -- Art Tragedy Terrorism Terrorists Papers

September Eleventh I see the three bodies in his painting as people falling from the 110th floor of the South Tower. I see the broken debris and splintered wood as pieces of steel and glass collapsing to the ground, taking firefighters and innocent people with it. By Jennifer Karey In 1986, John Boak created a painting that depicts the horrible event that took place in Cripple Creek, Colorado in the early morning hours of June 5, 1904. An explosion destroyed the Independence train depot in a matter of seconds, killing thirteen men and injuring twenty others. In Boak's work, that horrific moment is captured as if looking up at the patchy night sky as the debris and people seem to fall down to earth. While Boak's intention may have been to portray this event accurately and capture it in time, this intended message is lost in the aftermath of September eleventh. The image no longer represents the image of a small town explosion almost a millennium ago, but rather rekindles recent memories of the events that shook the country only one month ago. While 2001 has proven to be a year of fear, anger, uncertainty and terrible destruction, the years between 1893 and 1904 were equally chaotic for the small mining town of Cripple Creek, Colorado. Tensions began to grow between mining companies and workers over their long hours and low wages. In response, John Calderwood, a former coal miner, established the Western Federation of Miners (WFM) in 1894. Calderwood and five hundred men formed a union in February of that same year. Their demands were simple: three dollars' pay for an eight-hour day. The conflict went on with neither side willing to compromise. Non-union workers and union workers competed for jobs as companies refused t... ...p://www.boakart.com> Boak, John. "Re: Harry Orchard blows up the Independence Colorado Train Depot." Email to Jennifer Karey. 14 Oct. 2001. Jameson, Elizabeth. All That Glitters. Chicago: University of Illinois Press, 1998. Jenkins, Sally. "Manhattan Cleaning Up the Day After Attacks." The Washington Post (2001). 12 September 2001 < http://www.washingtonpost.com/ac2/articles/A18284-2001Sep12.html> Langdon, Emma F., The Cripple Creek Strike: A History of Industrial Wars in Colorado. New York: Arno Press, 1969. Powell, Michael. "New York: A City Turned Upside Down." The Washington Post (2001). 12 September 2001 < http://www.washingtonpost.com/wp-dyn/articles/A14164-2001Sep11.html> Sedivy, David. Mr. Sedivy's Highlands Ranch History. 11 October 2001. Highlands Ranch High School. 12 October 2001 < http://mr_sedivy.tripod.com/co_hist.html>

Entrepreneurial

CHAPTER 2: THE ENTREPRENEURIAL MINDSET IN INDIVIDUALS TRUE/FALSE 1. Entrepreneurs are pessimists who see the cup half empty, rather than half full. ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 29 2. Good entrepreneurs seek feedback from others. ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 31 3. Commitment, determination, and perseverance are the only characteristics one needs to become a successful entrepreneur. ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 30 4. Entrepreneurs are fiercely independent but understand the need for a strong entrepreneurial team.ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 36 5. There are four causes of entrepreneurial stress. ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 40 6. The entrepreneur is driven by a strong desire for control over their venture. ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 42 7. Entrepreneurs ar e often unrealistically optimistic. ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 44 MULTIPLE CHOICE 8. Which is not a source of entrepreneurship research? |a. |textbooks |c. conferences | |b. |biographies |d. |water cooler conversation | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 29 9. Which of the following is not a trait of successful entrepreneurs? |a. |initiative |c. |perseverance | |b. |frustration |d. |strategic thinking | ANS:PTS:1NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 30 10. A clear pattern among successful entrepreneurs is |a. |setting goals that are just out of reach. | |b. |the fear of failure common to all people. | |c. |their focus on opportunity rather than resources. | |d. |not fitting in to traditional organizations. | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 32 11. Which of the following is not a common characteristic of entrepreneurs? |a. |vision |c. |lack of motivational drive | |b. team building |d. |independence | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 34 12. If an entrepreneur believes in himself/herself and that their accomplishments and setbacks are within their own control, they possess a (n) . |a. |confidence level higher than most entrepreneurs | |b. |internal locus of control | |c. cockiness level too high to be an entrepreneur | |d. |high energy level | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 34 13. In the Monroy-Folger Model of Risk Typology, profit-seeking activity is associated with: |a. |strong desire to maximize profit |c. |strong desire to minimize profit | |b. |weaker desire to maximize profit |d. strong desire to maximize sales revenue | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsTOP:pg 38 14. The four major causes of entrepreneurial stress are |a. |loneliness, immersion in business, people, need to achieve. | |b. |people, size of business, need to achieve, fear. | |c. |fear, failure, pressure, competition. | |d. |drive for success, loneliness, fear, competition. | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 40 15. Entrepreneurs with a sense of distrust |a. |scan the environment. |c. |ignore everything. | |b. |examine the business. |d. become fearful. | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 42 16. Which of the following is an aspect of the â€Å"dark side† of entrepreneurship? |a. |a need for control |c. |both a and b | |b. |a sense of distrust |d. |bouts of euphoria | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 42 17. Which of the following is not one of the four major traits that characterize the â€Å"dark side† of entrepreneurs? |a. an external optimism |c. |knowing when to take a vacation | |b. |a desire for success |d. |a sense of distrust | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 42 18. When outcomes meet or ex ceed expectations, _____________________ is positively reinforced. |a. |entrepreneurial behavior |c. |desire for success | |b. |entrepreneurial motivation |d. |entrepreneurial ego | ANS:PTS:1NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 44 19. Which is not a factor in the Model of Entrepreneurial Motivation? |a. |the entrepreneur’s outcomes meet their expectations | |b. |personal goals are met | |c. |implementation of the entrepreneurial plan meet the entrepreneurs outcome perceptions | |d. |winning awards | ANS:PTS:1 NAT:AACSB Reflective Thinking | Motivation ConceptsKEY:pg 45

A380 Globalisation Essay

Describe how the A380 is both the product of and a contributor to globalization. An Airbus is the name of an Airline Company. This company makes a particular plane called the A380. The A380 is a is a four-engined, double-decked airplane made by Airbus. It is the world’s biggest passenger airplane, bigger than a Boeing 747 Jumbo Jet. But, it is not the biggest airplane in the world because the Antonov An-225 is the biggest in the world.The Airbus A380 can carry up to 850 passengers (but it usually carries about 525), and weighs over 550 tonnes. It has four Rolls-Royce Trent 900 engines or four Engine Alliance GP7000 engines. The companies General Electric and Pratt & Whitney make alliance engines. The A380 is a product of globalization because engineers have produced different parts of the aircraft in different parts of the world. Lots of the Aircrafts parts have been made in so many different countries and shipped back to the place where it was to be fully made. France, German y, Spain and the United Kingdom all helped making these planes with the materials and parts they send. This makes it a product of globalization because it has been and affected different parts of the world. As of July there are 138 Airbus A380 planes. The A380 is a contributor to globalization because it helps carry people across the globe to a huge amount of different countries. The A380 is very special, mainly because of its size. It is a double decker plane, and it is the world’s biggest passenger airplane. The A380 mainly uses these airlines: Emirates, Singapore Airlines, Qantas and Lufthansa. These airlines can basically get you around the world. I think that the A380 is good for globalisation because it connects lots lf different countries together as a transport and helps people get to their destination. The A380 is a major contributor to globalisation and helps people to travel, it is a big thing in globalisation and I think that its a great way to travel.

Encantar Conjugation in Spanish, Translation, Examples

Encantar Conjugation in Spanish, Translation, Examples Encantar is a transitive verb that can be translated as to enchant or to bewitch. However, it is most often used to express an extreme like or love for an object. For example, Me encanta el chocolate is translated as I love chocolate. This article includes encantar conjugations reflecting this usage in the present, past, conditional and future indicative, the present and past subjunctive, the imperative, and other verb forms. Encantar as a Backward Verb The verbs encantar and gustar have a unique property: they are considered backward verbs. They are frequently used in the third  person, where the  subject  in the English sentence becomes the  object  in Spanish. For example, the English sentence I like the house (subject verb object) is reversed as me  gusta  la casa (object verb subject)  in Spanish. If we wish to say I like the house very much or I love the house, the phrase would be translated as Me encanta  la casa. Backward verb sentence construction is not unique to Spanish. English also uses this sentence formation in some instances. For example, look at the flipped sentence, Love matters to me. This backward construction in English and Spanish is inherited from Latin verbs in the 1500s that had this flipped verb-subject usage. The Spanish language uniquely borrowed several verbs from Latin, used the Latin backward construction, and then extended this construction to more than two dozen newly formed verbs over time.   The following list includes other  Spanish backward verbs. Note that most are used to describe opinions or psychological/physical reactions, possession, or involvement. aburrir - to borefaltar - to lackmolestar - to botherinteresar - to interestdisgustar - to disgustpicar - to itchfastidiar - to annoyimportar - to care about somethingquedar - to remain Encantar Conjugation When used with the meaning of to enchant or to bewitch, encantar is conjugated like any regular -ar verb such as tratar, or ayudar. For example, you can say La bruja encanta a la nià ±a (The witch enchants the girl). However, encantar is more commonly used as a backward verb meaning to love something. To reflect this popular usage, this article includes conjugations of encantar as a backward verb. For all of these conjugations, the subject of the sentence is the object that is loved. If the object is singular or a verb, the third person singular conjugation is used, and if the object is plural, the third person plural conjugation is used. Note that all of the conjugations use indirect object pronouns to show who loves the object, and the object always includes the definite article (el, la, los, las). Sentences with verbs like encantar may include the preposition a  plus a pronoun or noun that matches the  indirect object. This is usually included to draw attention to or make explicit the entity that is doing the liking. For example, A muchas mujeres les encantan los cuentos de amor,  which means,  Many women really like love stories. Present Indicative A mà ­ me encanta(n) Me encanta leer. I love reading. A ti teencanta(n) Te encantan las pelà ­culas de accià ³n. You love action movies. A usted/à ©l/ella leencanta(n) Le encanta aprender espaà ±ol. She loves learning Spanish. A nosotros nosencanta(n) Nos encanta la comida italiana. We love Italian food. A vosotros osencanta(n) Os encanta hacer ejercicio. You love exercising. A ustedes/ellos/ellas lesencanta(n) Les encantan los tulipanes. They love tulips. Preterite Indicative We use the preterite to describe completed actions in the past. When used with encantar, it usually means that when you see or experience something for the first time, you love it. A mà ­ me encantà ³/encantaron Me encantà ³ leer. I loved reading. A ti teencantà ³/encantaron Te encantaronlas pelà ­culas de accià ³n. You loved action movies. A usted/à ©l/ella leencantà ³/encantaron Le encantà ³ aprender espaà ±ol. She loved learning Spanish. A nosotros nosencantà ³/encantaron Nos encantà ³ la comida italiana. We loved Italian food. A vosotros osencantà ³/encantaron Os encantà ³ hacer ejercicio. You loved exercising. A ustedes/ellos/ellas lesencantà ³/encantaron Les encantaron los tulipanes. They loved tulips. Imperfect Indicative We use the imperfect tense to describe ongoing or repeated actions in the past. When used with encantar, it would mean that you used to love something, but not anymore. A mà ­ me encantaba(n) Me encantaba leer. I used to love reading. A ti teencantaba(n) Te encantabanlas pelà ­culas de accià ³n. You used to loveaction movies. A usted/à ©l/ella leencantaba(n) Le encantaba aprender espaà ±ol. She used to lovelearning Spanish. A nosotros nosencantaba(n) Nos encantaba la comida italiana. We used to loveItalian food. A vosotros osencantaba(n) Os encantaba hacer ejercicio. You used to loveexercising. A ustedes/ellos/ellas lesencantaba(n) Les encantaban los tulipanes. They used to lovetulips. Future Indicative A mà ­ me encantar(n) Me encantar leer. I will love reading. A ti teencantar(n) Te encantarnlas pelà ­culas de accià ³n. You will loveaction movies. A usted/à ©l/ella leencantar(n) Le encantar aprender espaà ±ol. She will lovelearning Spanish. A nosotros nosencantar(n) Nos encantar la comida italiana. We will loveItalian food. A vosotros osencantar(n) Os encantar hacer ejercicio. You will loveexercising. A ustedes/ellos/ellas lesencantar(n) Les encantarn los tulipanes. They will lovetulips. Periphrastic  Future Indicative   A mà ­ me va(n) a encantar Me va a encantar leer. I am going to love reading. A ti teva(n) a encantar Te van a encantarlas pelà ­culas de accià ³n. You aregoing to loveaction movies. A usted/à ©l/ella leva(n) a encantar Le va a encantar aprender espaà ±ol. She isgoing to lovelearning Spanish. A nosotros nosva(n) a encantar Nos va a encantar la comida italiana. We aregoing to loveItalian food. A vosotros osva(n) a encantar Os va a encantar hacer ejercicio. You aregoing to loveexercising. A ustedes/ellos/ellas lesva(n) a encantar Les van a encantar los tulipanes. They aregoing to lovetulips. Present Progressive/Gerund Form Present Progressive ofEncantar est(n) encantando A ella le est encantando aprender espaà ±ol. She is loving learning Spanish. Encantar Past Participle Present Perfect of Encantar ha(n) encantado A ella le ha encantado aprender espaà ±ol. She has loved learning Spanish. Conditional Indicative The conditional tense is used to talk about possibilities. A mà ­ me encantarà ­a(n) Me encantarà ­a leer si tuviera ms tiempo. I would love reading if I had more time. A ti teencantarà ­a(n) Te encantarà ­anlas pelà ­culas de accià ³n, pero son muy violentas. You would loveaction movies, but they are very violent. A usted/à ©l/ella leencantarà ­a(n) Le encantarà ­a aprender espaà ±ol si tuviera un buen maestro. She would lovelearning Spanish if she had a good teacher. A nosotros nosencantarà ­a(n) Nos encantarà ­a la comida italiana, pero no nos gusta la pasta. We would loveItalian food, but we don't like pasta. A vosotros osencantarà ­a(n) Os encantarà ­a hacer ejercicio si estuvierais en forma. You would loveexercising if you were in shape. A ustedes/ellos/ellas lesencantarà ­a(n) Les encantarà ­an los tulipanes, pero prefieren las rosas. They would lovetulips, but they prefer roses. Present Subjunctive Que a mà ­ me encante(n) El maestro espera que me encante leer. The teacher hopes that I love to read. Que a ti te encante(n) Tu novio espera que te encanten las pelà ­culas de accià ³n. Your boyfriend hopes that you love action movies. Que a usted/à ©l/ella le encante(n) Su profesora espera que a ella le encante aprender espaà ±ol. Her professor hopes that she loves to learn Spanish. Que a nosotros nos encante(n) El cocinero espera que nos encante la comida italiana. The cook hopes that we love Italian food. Que a vosotros os encante(n) La doctora espera que nos encante hacer ejercicio. The doctor hopes that we love exercising. Que a ustedes/ellos/ellas les encante(n) El decorador espera que a ellas les encanten los tulipanes. The decorator hopes that they love tulips. Imperfect Subjunctive Note that there are two options for conjugating the imperfect subjunctive: Option 1 Que a mà ­ me encantara(n) El maestro esperaba que me encantara leer. The teacher hoped that I would love to read. Que a ti te encantara(n) Tu novio esperaba que te encantaran las pelà ­culas de accià ³n. Your boyfriend hoped that you would love action movies. Que a usted/à ©l/ella le encantara(n) Su profesora esperaba que a ella le encantara aprender espaà ±ol. Her professor hoped that she would love to learn Spanish. Que a nosotros nos encantara(n) El cocinero esperaba que nos encantara la comida italiana. The cook hoped that we would love Italian food. Que a vosotros os encantara(n) La doctora esperaba que os encantara hacer ejercicio. The doctor hoped that you would love exercising. Que a ustedes/ellos/ellas les encantara(n) El decorador esperaba que a ellas les encantaran los tulipanes. The decorator hoped that they would love tulips. Option 2 Que a mà ­ me encantase(n) El maestro esperaba que me encantase leer. The teacher hoped that I would love to read. Que a ti te encantase(n) Tu novio esperaba que te encantasen las pelà ­culas de accià ³n. Your boyfriend hoped that you would love action movies. Que a usted/à ©l/ella le encantase(n) Su profesora esperaba que a ella le encantase aprender espaà ±ol. Her professor hoped that she would love to learn Spanish. Que a nosotros nos encantase(n) El cocinero esperaba que nos encantase la comida italiana. The cook hoped that we would love Italian food. Que a vosotros os encantase(n) La doctora esperaba que os encantase hacer ejercicio. The doctor hoped that you would love exercising. Que a ustedes/ellos/ellas les encantase(n) El decorador esperaba que a ellas les encantasen los tulipanes. The decorator hoped that they would love tulips. Encantar Imperative The imperative mood is used to give commands or orders. If you use encantar as a regular verb meaning to enchant or bewitch someone, then you can use the imperative forms as with other regular -ar verbs. However, when encantar is used as a backward verb to mean to love something, the subject of the sentence is the person who loves the object. Therefore, if you form the imperative for these backward verbs, you would be telling the object to enchant the person, instead of telling the person to love the object. For that reason, the imperative forms of encantar are rarely used when the verb is a backward verb. If you wanted to tell someone to love something, you could use a structure with the subjunctive, such as Quiero que te encante bailar (I want you to love dancing).

Minimum Wages Will Increase in These 21 States in 2017 -TheJobNetwork

Minimum Wages Will Increase in These 21 States in 2017 -TheJobNetwork Good news! A ton of states are raising their minimum wage for 2017. These wage bumps differ from state to state, with some states getting a meager five cent boost, and others seeing raises of over a dollar per hour. Here’s a state-by-state guide to wage increases you can expect in your state this year.$0.05-0.10 per hourFour states are raising their wage only by a nickel an hour. Those states are Alaska, Florida, Missouri, and Ohio. New Jersey is raising its wage by 6 cents per hour. Montana and South Dakota are doing slightly better with their full 10Â  cent increase. Most of these increases have to do with changes in the rate of inflation, usually rounding to the nearest nickel (except, of course, New Jersey, who rounds to the nearest penny).$0.10-0.50 per hourTwo states, Michigan and Vermont, are raising their wage by 40Â  cents an hour. It gets better in Arkansas, California, Connecticut, Maryland, and Oregon, where that increase is an even 50 cents.Hawaii’s wage raise amounts to 75 cents per hour for 2017. New York couldn’t quite keep up, with only 70 cents of a bump this year. And Colorado raised its wage 99 cents per hour- just shy of a dollar.$1 dollar or moreIf you happen to lucky enough to live in one of these states, you’ll see an increase of a dollar or more in the minimum wage for 2017: Massachusetts ($1), Maine ($1.50) Washington ($1.53), and Arizona (a whopping $1.95).Even better, states like Arizona, California, and New York are raising their wages incrementally, hoping to continue raising by large margins through the 2020s to get closer to $12 or $12.50 total per hour.That said, there are still many states with no minimum wage laws at all. These rely on the federal minimum wage. And another 15 states are below or at the bare federal minimum of $7.25.Meanwhile, Bernie Sanders continues to promote the #FightFor15 movement, which would raise the federally mandated minimum wage to $15 per hour. For all you hourly worke rs, here’s hoping!

Iran's Societal Assessment Essay Example | Topics and Well Written Essays - 500 words

Iran's Societal Assessment - Essay Example Iran was a conglomerate of sundry semi-autonomous regions, tribes and classes which were weakly maintained together by the dynasty who depended upon tribal allegiances as well as military power to continue and uphold their rule. In the 20th century, collective denominators have been arranged and supported by the state in an endeavor at creating a modern national Iranian identity for all inhabitants, notwithstanding language, religion or culture. This was to be founded on a secular nation-state, a centralized national government governing over a well-designed territory, pride and honor in Iran’s pre-historic history, its culture and Farsi (Persian) enacted by the state as the official language are some of the unifying tools that the state of Iran is using to control its masses and which this paper will cover. Iran has predominantly used Islam as an instrument to create, foster and maintain national cohesion. More specifically, the Islam religion has been sanctified by the state and enshrined in the constitution. This has been safeguarded and any criticism is suppressed (Hiro, 2001, pg. 243). Islam has provided an extremely ‘inclusive’ identity which has overflowed its national boundaries into the broad concept of the ummat, the community of Islam beyond Iran, a sort of religio-imperialism which has united Iranians. A common culture, rather than any strong feeling of national unity binds the Iranians together. It is the culture that lends unity and the apex of its expression is found in poetry. The architectural beauty and fame of the blue-domed mosques, the workmanship, design and color of Persian carpets- all these are considered important expressions of a common and glorious heritage and have cemented the unity of Iran as it gives them a sense of common history. In light of this, the state has recognized the importance of culture to its citizenry and consequently promoted it to encourage national cohesion and