What Is the French Verb Conjugation for Attirer

In French,  attirer  is a verb that means to attract. Its an interesting correlation to attire as in clothing  because we often dress in order to be attractive. That makes it easy to remember, yet, the noun for attire is  la tenue.   Conjugating the French Verb   Attirer A verb conjugation is necessary to correctly use the equivalent of attracted or attracting in French. Its a bit more complex than in English because the endings change with both the subject pronoun and the tense of the sentence. Attirer  is a  regular -ER verb  and that makes the verb conjugation easier. This is because you can learn these forms then use the same endings for similar verbs such as  attacher  (to attach) or  allumer  (to light). When using the chart, pair the subject pronoun -- the  j, tu, nous, etc. -- with the present, future, or imperfect past tense form of the verb. For instance,  I attract is jattire and we will attract is nous attirerons. Subject Present Future Imperfect j attire attirerai attirais tu attires attireras attirais il attire attirera attirait nous attirons attirerons attirions vous attirez attirerez attiriez ils attirent attireront attiraient The Present Participle of  Attirer To change  attirer  to the  present participle, change the -er  to -ant. This gives you  attirant. It is a verb and, when needed, can also be an adjective, gerund, or noun. The Past Participle of  Attirer Rather than use the imperfect past tense, you can opt for the more common  passà © composà ©Ã‚  to express attracted. To do this, you will need to conjugate the  auxiliary verb  avoir, then use the  past participle  of attirà ©. As an example, to say we attracted in French, you will use nous avons attirà ©. Similarly, I attracted is jai attirà ©. The  avons  and  ai  are the past tense conjugates of  avoir  that are changed by the subject. More Conjugations of  Attirer When youre just learning French, you can concentrate on the present, future, and passà © composà © of  attirer. These final forms are not as essential, but it is good to know what they are and how they are used. The subjunctive implies that the action is subjective or uncertain. The conditional form is for those times when the action is dependent on something else. Its likely that you will only come across the passà © simple and imperfect subjunctive forms in formal French writing. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j attire attirerais attirai attirasse tu attires attirerais attiras attirasses il attire attirerait attira attirt nous attirions attirerions attirmes attirassions vous attiriez attireriez attirtes attirassiez ils attirent attireraient attirrent attirassent There may also be times when you will want to use  attirer  in the imperative form. This will be in short and often assertive demands or requests. When using it, you can skip the subject pronoun. For instance, instead of tu attire, use attire. Imperative (tu) attire (nous) attirons (vous) attirez

Allegorical Elements In Macbeth Essay - 761 Words

The use of allegorical devices within Macbeth can also be used as a way of discussing internal political and ethical perspectives. Shakespeare condemns equivocation within the narrative, â€Å"Faith here’s an equivocator that could swear in both the scales against either scale who committed treason enough for Gods sake, yet could not equivocate to heaven† . This is probably in reference to the Jesuit, Henry Garnet a man who was tried and executed for his role in the Gunpowder Plot of 1605. Garnet published the Treatise on Equivocation, which encouraged Catholics to bend the truth when speaking to protestant inquisitors. Equivocation resurfaces throughout the play, Macbeth lies and bends in truth in order to justify his action to kill, the†¦show more content†¦Macbeth is perhaps a better suited to act as an allegory for ethics and hierarchy in Jacobean society rather than a narrative concerned with internal or external politics. The major images within the dram a focus not on the relationship between England and Scotland but on the inversion of natural order. The Witches are the summation of disorder, Lady Macbeth redefines the accepted gender roles of the time. Furthermore, these characters are linked with the theme of androgyny Banquo comments on the witches appearance, â€Å"you should be women and yet your beards forbid me to interpret that you are so† Lady Macbeth asks spirits to â€Å"unsex† her. Other Shakespearian play’s such as King Lear or Coriolanus are perhaps better suited. While Shakespeare’s own political beliefs are never overtly stated it does not mean he did not imbue his plays with his opinion on certain matters. In Macbeth there are three main political statements: the importance of order; the perils of regicide and the dangers of ambition. The Jacobean period was a place of creativity and uncertainty, Shakespeare mirrors this sense in Macbeth’s Scotland through techniques like pathetic fallacy. Order is only returned when England intervenes returning order to a war-torn land replacing a tyrant with a new ruler. This new ruler becomes the catalyst for order in Shakespeare’s world. Monarchy for Shakespeare is the natural formShow MoreRelatedWho Caused Macbeth s Ill Fate : The Witches Or Himself?1902 Words   |  8 Pagesof his plays included this supernatural element that ultimately causes the downfall of a character or the climax of the story. In Shakespeare and the Supernatural, writer William Jaggard comments on the supern atural element present in many of Shakespeare’s plays: â€Å"So that whether Shakespeare in his three plays of ‘Macbeth,’ ‘Midsummer Night’s Dream,’ and ‘The Tempest’ intends that all he said about the supernatural should be taken literally or as allegorical, the language and the imagery which he

Folio Health and Physical Education

Question: Discuss about the case study Folio for Health and Physical Education. Answer: Introduction This study is a folio assessment that involves a collection of resources that can work as an important source of information for health and physical education provider or teacher regarding different aspects for training primary school children. All the collected resources are critically analysed as per their benefits and limitations to become useful for health and physical education. Resource Name This resource is a research article available online that describes the impact of school-based dietary intake and physical activity intervention on the target population. This resource will work as a good source of information to understand the impact of food and physical activity modification on the overall health of primary school children. The issue of obesity and overweight is becoming serious in small children globally (Sizer et al. 2012). The childhood obesity and overweight is one of the major childhood issues in Australian children including the indigenous community (Gupta et al. 2012). The school is a zone to provide physical fitness and healthy dietary education as well as intervention to improve the existing issues in children (Graham Spandagou, 2011). The article demonstrates a research applied on a sample of 579 students (control group= 224, intervention group=248) across 12 schools in Trinidad and Tobago. The curriculum design of schools was based on Blooms mastery learning model. Further, the intervention was implemented on intervention group for the period of 1 month and findings were collected using per post-intervention questionnaire in research. The findings indicated a remarkable increase in fruit and vegetable intake habits, physical activities, knowledge score, and reduction in ChEAT26 score of intervention group when compared with control group in this research. However, the intervention was not able to implement any significant change in the BMI, age and gender specific consideration due to a very short duration of implementation that was the only 1month. Benefits/Limitations This research is beneficial to understand the impact of physical activity and dietary modification on the children. The physical educator can take help from this resource for developing food and nutrition profile of children. This research can work as a practical guide to implement or test such intervention in the school children by physical health educators. However, this resource is a small piece of research that revolves around one particular intervention strategy but still is useful due to its authenticity, experimental approach and reliable outcomes. Reflection The very first priority of health and physical educator is to understand the dietary needs of children to maintain their fitness. Therefore, such research works as a source to gather information about what physical activities and diets are perfect to meet the nutrition requirements of children. I consider this online research paper important for understanding the food and nutrition requirements of small age group children. The journal describes the outcome of changes made in dietary intake (increased fruit and vegetables) to understand the impact of good eating habits on the health of children. Explanation The fundamental movement skills forms the baseline of physical education development that is different movement patterns for different body parts (Whitehead, 2010). The most basic movement patterns are used in games, sports dance, gymnastics, physical recreation and outdoor education. The fundamental movement skills can be considered as intelligence or techniques that are learned to perform these fundamental movements in a correct manner (Hardman, 2011). The future of physical education belongs to physical literacy, which is a combination of fundamental sports skills and movement skills (Sizer et al. 2012). Therefore, it is important for children to develop physical literacy in the 21st century that involves fundamental movement skills. This resource works as a complete source of information to understand physical literacy with fundamental movement skills. This online video is a source of knowledge provided by Gleen Young and Maria Bonello explaining fundamental movement skills to small audience volume that are children. In the video, experts are showing different fundamental moves with their basics to let children learn the skills of fundamental movement. The techniques of run, bend, lift, pull, jump, crawl, hop, roll and many more basic physical moves are explained by experts in this 1hour long video. Moving further, the video involves an explanation of five most important fundamental movement skills that are agility, coordination, speed, power and reaction by experts. The experts also helped children in practising the skills demonstrated by them. Benefits/Limitations This online video can be beneficial to explain children about the basic fundamental movement skills. The video also involves an explanation of professional techniques that can be very useful for physical educators. As per learner viewpoint, this is a good source of information for the physical educator as well as children to small age to learn the basics of fundamental movements. The only limitation of this resource is lack of technical explanation regarding the use of these fundamental movements. As per learners viewpoint, children to develop a good physically fit body need to get indulged more in the effective physical activities rather than just maintaining a healthy diet because their body is in a stage of growth and development (Zieber et al. 2014). The body cells in initial ages of life get degraded and renewed very quick preparing for adulthood, therefore, proper physical activities are required to support this growth and development (Hardman, 2011). As a physical educator, it is essential to understand the basic fundamental movement skills and technique to provide a better-growing environment to the students or children trusting their educator (Lubans et al. 2012). Therefore, this video will work as a good source of practical knowledge but has a limitation of only dealing with skills and no practical implementation of skills. This makes it tough for children to understand such video but is a good source of knowledge for the physical educator. Reflection I consider this online video as a good resource to gather effective knowledge regarding the basic fundamental movements. The experts in this video are clearly demonstrating practical movements to the target audience, hence, it is very connective and easy to understand source of information. As a physical educator, I can use this video to develop basic knowledge of physical literacy and explain fundamental movements to children. Explanation This picture is a presentation of dance movement psychotherapy (DMP), which using dance and movement together to express once body. DMP is a contemporary form of traditional medicine or therapy that is attracting many parents who want their children to practice this technique in this time of highly stressed lifestyle (Meldrum Peters, 2011). DMP is a type of expressive therapy that motivates emotional, intellectual and motor functionality (Giblin, Collins Button, 2014). According to Loman Merman (2014), dance movement therapy is the expressive nature of dance as a physical activity. This is the most expressive form of physical activity that transmits the communication, emotion, thoughts etc. from person to person. One of the most popular and interesting forms of dance therapy is breakdance, which is a part of rhythmic and expressive movement (Meldrum Peters, 2011). The above provided image consist six basic steps of breakdance movement that can work as prompt to motivate children to get involved in this dance form. Benefits/Limitations This image helps to understand the importance of dance therapy and works as a source of motivation to get children involved in dance movement therapy. The image motivates for self-discovery with the practice of dance and movement. DMP is considered to be the best way of expression for people who are not able to express using words (Sisson et al. 2012). Hence, dance movement therapy image is a good source to induce rhythmic and expressive movement. The image will help physical educator to motivate children for dance movement therapy that will allow them to practice rhythmic movement and expression. This DMP teaching style will help the educator to implement rhythmic movement in the regular physical activities of their students to promote expression in movements. Reflection I consider dance therapy as one of the best teaching technique to let children learn the expressive movements. The flow of dancing on rhythm induces happiness, expression, thoughtfulness and enjoyment in small children. I can use this image to motivate my children for getting involved in breakdance movement. As this image is a prompt source to understand the six basic moves of breakdance, I can use this image as a symbol to explain these six basic moves to children References Meldrum, K., Peters, J. (2011).Learning to teach health and physical education: The student, the teacher and the curriculum. Pearson Australia. Sizer, F. S., Pich, L. A., Whitney, E. N., Whitney, E. (2012).Nutrition: concepts and controversies. Cengage Learning. Whitehead, M. (Ed.). (2010).Physical literacy: Throughout the lifecourse. Routledge. Giblin, S., Collins, D., Button, C. (2014). Physical literacy: importance, assessment and future directions.Sports Medicine,44(9), 1177-1184. Graham, L. J., Spandagou, I. (2011). From vision to reality: views of primary school principals on inclusive education in New South Wales, Australia.Disability Society,26(2), 223-237. Gupta, N., Goel, K., Shah, P., Misra, A. (2012). Childhood obesity in developing countries: epidemiology, determinants, and prevention.Endocrine reviews,33(1), 48-70. Hardman, K. (2011). Physical education, movement and physical literacy in the 21st century: pupils competencies, attitudes and behaviours. In6th FIEP European congress. Physical education in the 21st centurypupils competencies. PoreÄ , Croatia(pp. 15-25). Loman, S., Merman, H. (2014). Dance/Movement Therapy1.Meaning of Movement, 211. Lubans, D. R., Morgan, P. J., Weaver, K., Callister, R., Dewar, D. L., Costigan, S. A., ... Plotnikoff, R. C. (2012). Rationale and study protocol for the supporting childrens outcomes using rewards, exercise and skills (SCORES) group randomized controlled trial: A physical activity and fundamental movement skills intervention for primary schools in low-income communities.BMC public health,12(1), 1. Sisson, S. B., Campbell, J. E., May, K. B., Brittain, D. R., Monroe, L. A., Guss, S. H., Ladner, J. L. (2012). Assessment of food, nutrition, and physical activity practices in Oklahoma child-care centers.Journal of the Academy of Nutrition and Dietetics,112(8), 1230-1240. Zieber, N., Kangas, A., Hock, A., Bhatt, R. S. (2014). Infants' perception of emotion from body movements.Child development,85(2), 675-684. Francis, M., Nichols, S. S., Dalrymple, N. (2010). The effects of a school-based intervention programme on dietary intakes and physical activity among primary-school children in Trinidad and Tobago.Public health nutrition,13(5), 738. Moving Towards Physical Literacy with Fundamental Movement Skills - Maria Bonello and Glenn Young. (2016). YouTube. Retrieved 4 August 2016, from https://www.youtube.com/watch?v=NkuodANn-Yc How to teach yourself breakdance. (2016). Retrieved from https://www.wikihow.com/Teach-Yourself-to-Breakdance