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Making English Grammar Meaningful and Useful Mini Lesson #7
No full textHelping Verb, Have, English Grammar, Before TensesThis lesson was developed by John Nelson and Tymofey Wowk, 2012
Making English Grammar Meaningful and Useful
Mini Lesson #7
Before Tenses: They are not Perfect
The purpose of this lesson is to analyze 3 tenses in English which use HAVE as a Helping Verb.
English uses the verb HAVE as a Helping Verb in several ways. The most common use is when HAVE is the primary helping verb of the verb tense as illustrated in the following three sentences.
The student will have finished their projects before the next class.
The students have finished their projects.
The students had finished their projects before they took the test.
All three of these sentences give the meaning of finishing Before a certain time. In the first sentence, presumably “the next class” will happen sometime in the future, and the sentence gives the idea that the work on the projects will be completed Before that time. The second sentence gives the idea that the work on the project was done Before now. The sentence does not contain the word ‘now’ but that meaning is clearly conveyed. The third sentence gives the idea that “they took the test” sometime in the past, and the work on the projects happened Before then. The key idea expressed by the tenses of these 3 sentences is Before. So it is appropriate to name these tenses the Before Tenses. Furthermore, we can name the first sentence the Future Before Tense, the second sentence the Present Before Tense, and the third sentence the Past Before Tense.
The term usually used to refer to these tenses in traditional, grammatical terminology is Perfect. The first sentence is the Future Perfect Tense. The second sentence is the Present Perfect Tense. The third sentence is the Past Perfect Tense. The word ‘perfect’ is used to denote an action that is completed as opposed to an action that is on-going or hypothetical. However, the word does not describe the meaning of the tense when contrasted with other tenses. Moreover, other tenses can be used for actions that are completed. Furthermore, the tenses can be used to refer to actions that are on-going up to a particular time and may even continue beyond that time. The two following sentence illustrate this difference.
They have lived in that house for 5 years.
They lived in that house for 5 years.
This lesson was developed by John Nelson and Tymofey Wowk, 2012
In the first sentence, the period of time refers to the 5 years leading up to now, and the sentence does not indicate that they are going to move, although it is possible. In the second sentence, the idea is implied that they no longer live in that house and it is not clear when they left the house. Referring to tenses that use HAVE as the primary Helping Verb as the Before Tenses is consistent with the meanings of these tenses. Referring to them as the Perfect Tenses is grammatically correct, but it is not helpful to understand their meaning.
The Present Before Tense is used very frequently by native speakers. It can describe an event that may have happened once, before now, when the actual time of the event is indefinite or un-important. This is illustrated in this sentence:
Oh! I have read that book. It’s very interesting.
The tense can be used to describe repeated actions that happened sometime before the present as illustrated in this example:
Oh! I have driven there many times.
The tense is very frequently used to refer to a period of time leading up to the present. In these situations the words ‘since’ or ‘for’ are used to denote the time as illustrated in these sentences:
Oh! He has taught there for 8 years.
Oh! She has taught there since 2005.
ELLs find Before Tenses difficult to learn and use. One problem for them seems to be the vagueness of the temporal meanings of these tenses. A second problem may be the use of HAVE as a Helping Verb, particularly when it is reduced and contracted, as is often the case in native English speech. Associating the Helping Verb HAVE with the meaning of Before will make these tenses more recognizable and salient
Making English Grammar Meaningful and Useful Mini Lesson #8
No full textVerb Combination, Control Verbs, Control Adjectives, English GrammarThis lesson was developed by John Nelson and Tymofey Wowk, 2012
Making English Grammar Meaningful and Useful
Mini Lesson #8
Control Verbs and Control Adjectives: Difficult to Remember
The purpose of this lesson is to learn about verb plus verb combinations, a topic that is very difficult for ELLs to master, but one that will help them use Verb Forms correctly.
Many English sentences contain two verbs used in such a way that the first verb is part of the Subject-Verb Combination, and the second verb conveys additional information but is not part of the Subject-Verb Combination. In such sentences, the first verb must be used in one of twelve tenses. The second verb is not used as a tense or as part of a tense. Instead, the second verb is used in one of three Verb Forms: the To Form, the ING Form or the Simple Form. It is the first verb which controls which form the second verb takes. Therefore, these first verbs are called Control Verbs. The following sentences illustrate three kinds of Control Verbs.
The instructor asked the student to give the right answer.
The instructor watched the student giving the right answer.
The instructor helped the student give the right answer.
In these three sentences, the first verbs, ‘ask’, ‘watch’, and ‘help’ are Control Verbs. They control the form of the second verb, ‘give’. Notice that the first verbs are all in the Simple Past Tense. They could be used in any tense, depending upon the time that the sentence communicates. However, the second verbs are not in past tense. They are used as Verb Forms and their forms will always be the same, regardless of the tense of the first verbs as illustrated in these three sentences.
The instructor will ask the student to give the right answer.
The instructor is watching the student giving the right answer.
The instructor has helped the student give the right answer.
Control Verbs are difficult for ELLs because no apparent explanation can be given for why some Control Verbs are followed by the TO Form of the second verb, why others are followed by the ING Form of the second verb, and why still others are followed by the Simple Form of the verb. Some Control Verbs can be followed by two forms. ‘Watch’, for example, can be followed by both the ING Form (I watched her dancing.) and the Simple Form (I watched her dance.). ‘Like’ can be followed by both the To Form (I like to dance.) and the ING Form (I like dancing.).
This lesson was developed by John Nelson and Tymofey Wowk, 2012
English has dozens of Control Verbs. They are found in sentences where the first verb is immediately followed by the second verb (I want to go.). They are found in sentences where the first verb is followed by an object which becomes the doer of the second verb (I want him to go.).
Control Verbs which are followed by the To Form include ‘ask’, ‘tell’, ‘like’, and ‘want’. Control Verbs followed by the ING Form include ‘admit’, ‘avoid’, ‘enjoy’ and ‘report’. Control Verbs followed by the Simple Form include ‘make’, ‘help’, ‘let’, and ‘have’. However, there are many Control Verbs. ELLs need to be aware of why Control Verbs are important, and then they need to learn which ones are followed by which forms as they encounter them.
English also has certain adjectives which function in the same way that Control Verbs function. These are called Control Adjectives. They are usually followed by a preposition followed by the ING Form of the verb. These sentences are examples of Control Adjectives:
The professor is opposed to dismissing the class early.
The professor is concerned about dismissing the class early.
The students are interested in dismissing the class early.
Control Verbs and Control Adjectives are difficult to master, but for ELLs who are interested in making their English productions accurate, they are very useful to know
Software Process Improvement through the Removal of Project-level Knowledge Flow Obstacles: The Perceptions of Software Engineers
No full textUncontrollable costs, schedule overruns, and poor end product quality continue to plague the software engineering field. Innovations formulated with the expectation to minimize or eliminate cost, schedule, and quality problems have generally fallen into one of three categories: programming paradigms, software tools, and software process improvements. It is this last category of software process improvement (SPI) that is the concern of this research. Specifically, this research investigates SPI through the application of knowledge management (KM) at the software project level. KM is a technique that is used in many business domains as a means to capture, use, and build upon corporate knowledge assets. It can be viewed as complementary to SPI when used in a software development domain. This research advances the use of KM in SPI by investigating the use and flow of knowledge from the present in the present. In particular, it examines the flow of knowledge within an individual software development project as it executes, looking for impediments to that flow. The implicit hypothesis within this approach is that the removal of obstacles to project-level knowledge flow (K-flow) will enhance SPI. In particular, this research provides support for the application of KM at the individual project level for SPI, location and mitigation or removal of project-level K-flow obstacles for SPI, necessity for management of both explicit and tacit project-level knowledge, significance of the role of software engineers in project-level KM efforts, and and value of a facilitation role in project-level KM. The methodology used for this research was that of an exploratory case study of an industrial software development project. Data concerning project knowledge sources, sinks, flows, and context was gathered from professional software engineers and managers using semi-structured interviews. Using this data, a diagnostic project knowledge map (K-map) was constructed. The K-map was analyzed within a focus group of project software engineers for K-flow obstacles and potential solutions. Using these obstacles and solutions, questionnaires were formulated to probe software engineers' perceptions of the effect, if any, of the K-flow obstacle solutions on SPI. Findings reveal that software engineers perceive that the removal or mitigation of project-level K-flow obstacles generally reduces the time that it takes them to do their work, helps them to meet their deadlines, and improves their work quality, thus resulting in SPI
INVOLVEMENT OF RIBOSOMAL PROTEINS IN RIBOSOME BIOGENESIS, CELL CYCLE PROGRESSION, AND BUDDING PATTERNS IN SACCHAROMYCES CEREVISIAE.
No full textRibosome biogenesis and cell cycle are coordinated processes (Du and Stillman, 2001 Bernstein and Baserga, 2004; Fatica and Tollervey, 2002; Li et al., 2009; Strezoska et al., 2002). Mutations in genes encoding factors that are involved in ribosome biogenesis cause defects in ribosomal RNA processing as well as cell cycle arrest. Recent studies with mammalian cell lines have shown that ribosome biogenesis is also linked to tumorgenesis, that is mutation or depletion of ribosomal factors, leads to cancer cell proliferation (Montanaro et al., 2008). The yeast Saccharomyces cerevisiae is a useful model organism for understanding the connections between ribosome biogenesis and cell cycle control. Only a handful of studies have been done and these have mainly focused on different transacting factors involved in ribosome biogenesis; few studies have focused on the roles of r-proteins themselves in linking cell cycle progression and rRNA processing. I wanted to investigate what roles these r-proteins may have in the progression of the cell cycle. My interest in this area was spurred by previous findings in our lab showing that depleting ribosomal protein RpL4 of S. cerevisiae results in defects in both rRNA processing and cell cycle- with accumulation of di- and tri-budded cells. I analyzed strains constructed by Philip Milkereit's and John Woolford's labs in which the gene(s) for a given ribosomal protein were knocked out of the chromosome and a gene for that particular r-protein was placed under a galactose promoter (Pgal) either in the chromosome or a plasmid. In total, I analyzed constructs for twenty-nine 60S r-protein genes and twenty-seven 40S r-protein genes. To examine effects on the cell cycle of repression of the Pgal controlled gene, cells, were shifted to glucose medium, and the cultures were examined by flow cytometric analysis and sorting. Cells were also analyzed microscopically to look for abnormal cell morphology. I observed that depletion of r-proteins yields a variety of defects in DNA content and cell morphology, depending on which protein was repressed. Depletion of RpL17 led to cells forming chains of varying lengths. I characterized this defect in more detail, analyzing, for example, spindle formation, chromosome segregation, and other cytological markers of the cell cycle. Ribosomal RNA processing and ribosome biogenesis for RpL17 were studied by Northern blots, sucrose gradients, pulse-chase analysis with radioactive uracil, and primer extension. These results showed that depletion of RpL17 leads to a defect in 27S processing and degradation of pre-existing ribosomes. My findings indicate that RpL17 plays a role in cell cycle progression, bud site-selection, ribosome biogenesis, and ribophagy, indicating a possibility that these pathways may be interconnected
SOME ASPECTS OF MULTIVARIATE QUALITY CONTROL CHARTS FOR DISPERSION
No full textIn multivariate quality control, we are looking for monitoring p characteristics simultaneously. Consider the variance covariance matrix. This matrix is symmetric and has the variances of each characteristic on the diagonal elements in the order X1, X2, ...,Xn. Now, consider that the order of these characteristics is really arbi- trary. If two characteristics were considered, for instance, height and weight, there are actually two ways to arrange the variancecovariance matrix. If three characteristics are considered, six dierent orderings of the variance covariance matrices are possible. In this thesis we will study the consequences of rearranging the variance covariance matrix under a multivariate quality control setting; using the method of decomposition of the variance covariance matrix proposed by Tang and Barnett(1996) for p = 2; 3 and 4
Gay Male Intimate Partner Violence: Prevalence Measures and a New Theoretical Model
No full textIntimate partner violence is difficult to measure and assess in heterosexual couples given the high levels of social and personal stigma associated with being a victim of the violence. This issue is made more difficult when such violence occurs in gay male couples. Hidden even from their own community, gay victims of domestic violence struggle to receive help and treatment for their abuse. A major purpose of this paper is to highlight issues associated with intimate partner violence through a comprehensive literature review. A second purpose of this research is to obtain another indicator of the prevalence of gay male intimate partner violence. This was accomplished by constructing three scales of abuse types. In addition to providing researchers and other professionals with theoretical and health considerations about the intimate partner violence problem for gay men, it includes validation for these measures. Similar to interpersonal violence for heterosexual couples there were significant correlations among the three types of abuse experienced (physical, psychological and sexual). The thesis concludes with recommendations for future research and programs needed for this population
"My Country Looked Like America": Reflections and Experiences of English Language Learners in an Urban Public School
No full textThis ethnography takes place in an English for Speakers of Other Languages (ESOL) pull-out classroom in a public elementary school in urban Maryland. During the 2011-2012 school year, I followed five student informants to learn about their lives and experiences. Interviews, observations and reflections are grounded in the context of national, state and local education policy, allowing for a critique of these systems and their application for English Language Learner students. By presenting portraiture-style glimpses into the lives of these five young people, this study provides an example of the ways in which lived experiences both differ from and reflect the discourse surrounding language use in the United States. Ethnographic research methods govern my methodology, reflection and interpersonal interaction in the school setting. Sociolinguistic theory provides a framework for classroom observations, while intercultural communication theory, language policy and education policy ground this work in its specific context
The More Personal Civil War: The Impact of the Civil War on Maryland Marriages
No full textThe More Personal Civil Warexamines the impact of an external factor, the Civil War, on the internal harmony of the household. Specifically, this study determines how Maryland marriages were impacted by the Civil War through the use of letters and diaries written by two Maryland couples and one couple that resided in Maryland for a significant portion of the war. The goal of this thesis is to take a deeper look into the social nature of marriage and the household. Specifically, this study analyzes the ultimate impact of the war on the marriage and family opposed to the examination of the marriage or family's impact on the war. This study examines the marriages of James and Amanda Stepter, William and Tillie Sterling, and Madge and William Preston. Through the use of their correspondence, Madge Preston's diary, and other scholarly works, this study determines that the experiences of Maryland men and women were very similar to many other more distinguished marriages. Also, that even though the experiences of the Civil War were often judged based on region or allegiance it is clear that similar experiences and rationale were apparent regardless of these two factors. Therefore, class and personality generally influenced the experiences of couples more so than their location
MONTE CARLO SIMULATION OF ENHANCED LASER ABSORPTION IN TUMORS WITH GOLD NANORODS INCLUSIONS
No full textLaser ablation is a widely used technology in medicine as a surgical tool for cutting and removing tissue. In cancer treatment via temperature elevations in tumor by laser energy absorption, the challenge is how to deliver laser to deep-seated tumors and how to confine laser energy to targeted region. Recently, laser photothermal therapy utilizing gold nanoshells or nanorods has attracted a lot of attention due to its ability of concentrating laser energy to tumor region with minimal collateral thermal damage to the surrounding healthy tissue. In this thesis research, the focus is on the near infrared (NIR) laser propagation in tumor tissue and the resulted specific absorption rate (SAR) distribution in tumors enhanced by nanorod absorption of laser energy. We have developed a computational algorithm of Monte Carlo simulation of laser photon propagation in a two-layer spherical tumor, mimicking a tumor with an intratumoral nanorod injection at the tumor center. It has been found that the presence of nanorods in the tumor not only concentrates the majority of the laser, but also shifts the laser absorption towards the upper half of the tumor. Parametric studies are also performed to test the effects of radiation properties of the nanorod region on the resulted energy absorption distribution. It is confirmed that the absorption coefficient acts similarly as that suggested by the Beer's law, however, the scattering coefficient greatly enhances photon energy escaping from the upper boundary of the simulated domain. We conclude that the Monte Carlo method is a powerful tool to understand photon propagation in multi-layer tissue and it is supposed to be more accurate than the simple Beer's law even with an effective attenuation coefficient combining absorption and scattering coefficients. The computational algorithm can be used in the future to extract radiation properties of nanorod region, as well as to improve simulation accuracy in designing optimal treatment protocols in cancer treatment using laser photothermal therapy