The Contributions of Religion to Human Knowledge - 858 Words

When faced with the question what is religion different things comes to everyone’s head. Some people think of things such as Christianity and Islam or even Buddhism, and some even think that it’s just a belief of some fictitious being well for the most part those are somewhat correct. There really is not a clear definition of religion people and scholars throughout the ages all agree that a definition that constitutes a definition of religion has still not been reached. However, one can define religion is the belief in and warship of a superhuman controlling power, especially a personal God or gods I believe the world has religion because people need an excuse to justify injustice and death which was a way that molded the world how it is today. Some of these religions that aren’t as popular or the ones that many may think are incorrect or disagree with created things in life that the everyday person benefits from today. Religion is a system of beliefs that over t he years has been created into culture and worldwide views. There are millions of religions all over the world today and some believers have found much success in their lives by following their religions. Muslims as a whole had many contributions to the world today such as technology, medicine, and astronomy. Other religions also had contributions such as Catholics with philosophy. Muslims were great contributions to study of Geography because their religion encourages its people to go and travel the world so thatShow MoreRelatedScientific Contributions Of Buddhism And Technology1062 Words   |  5 PagesBackground and History —————————— p.g Scientific Contributions of Buddhism Impacts of technology to Buddhism Positive Impact ————————— Negative Impact ————————— Results of Interviews observations —————————p.g Comments and Evaluation ———————————p.g Summary ——————————— References ——————————— Abstract Introduction Traditionally, religion significantly influenced evolution of science, which primarily included knowledge such as medicine, astronomy(measurements of time)Read MorePlatos Influence on the Western Civilization950 Words   |  4 Pagesfigure in the birth, generation, and early development of the western civilization. His contributions through ethics, politics, religion, symposiums, and dialogues with Socrates exemplify a myriad of his works since he was a young scholar. He participated in a number of events, theoretical appearances, and analysis, and posting of theories and precepts, which gave birth to the present knowledge in psychology, religion, and other disciplines of study in the world. It is with immediate agreement that PlatoRead MoreThe Islamic Religion Of The Arabian Desert1505 Words   |  7 Pagesand see an imam, I feel inferior. He s better than me. It s about knowledge.(Hakeem Olajuwon) The Islamic religion may also be defined as your average day rollercoaster; You ha ve your climb, your peak, your drop or fall, and of course even when this coaster has ended it still has impacted you in some sort of way. The Islamic religion arose in the Arabian Desert during the first half of the seventh century. This unique religion had essential characteristics that made it like no other, it carriedRead MorePioneers of Sociology812 Words   |  4 Pagesthe working class will defeat the ownership class, and result in a utopia where government will wither away to nothing and the principle of economics will be based on For each according to his needs, and from each according to his ability. His contribution to thinking in sociology is mainly in a perspective called Conflict Theory in which social organisation and change is based upon conflicts built into society. Many people see this as having much resemblance to classical (Greek and Latin) mythsRead MoreRise of Greek Civilization Essay641 Words   |  3 PagesBabylon? What was the Babylonian contribution to the growth of man? How was the Babylonian knowledge inherited by Thales in the 6th century? Points Sudden rise of civilization in Greece Role of Egypt Babylon (both around 2000 B.C) and the island of Crete(Minoan culture), called Mycenaeans on the mainland Greece (till 900 B.C.) in the Greek philosophy The 3 waves Ionians, Achaeans and last the Dorians Maritime commerce led to the very early contributions to civilization from Greece CoinageRead More Sir Isaac Newtons Role in the Enlightenment Essay1558 Words   |  7 PagesCambridge to escape the plague, during this period he made many of his accomplishments.4 Also he was persecuted for his faith in God. Thousand of men and women who were good Christians were thoroughly loyal to politics and the belief that science and religion aren’t compatible.Many men and women had nothing but dislike and even contempt.5 Just a few of his accomplishments so crucial to the Enlightenment and currently still important are; essentials of mathematics called Calculus, Optical law-whiteRead MoreRelationship Between Knowledge And Knowledge1357 Words   |  6 PagesThe Oxford’s dictionary defines knowledge as â€Å"Facts, information and skills acquired through experience or educational or practical understanding of a subject† and Plato defined knowledge as a â€Å"justified true belief†. Knowledge acquired and developed by a group of people rather than one individual gives rise to the idea of shared knowledge or common knowledge. Everyone contributes to shared knowledge and it does not solely depend on the contributions from one individual as there is a possibilityRead MoreComparing The Religions Of Hinduism And Buddhism Essay1459 Words   |  6 PagesExam II #2. Compare and contrast the religions of Hinduism and Buddhism. What were the essential differences between the two? What hope did they give to the common people of India ? Both Hinduism and Buddhism are prominent religions in the ancient and modern world. They are arguably two of the most popular polytheistic faiths as well. Most people make the mistake of grouping them as one uniform religion, but this is inaccurate. Buddhism and Hinduism do split some resemblance, but several aspectsRead MoreGreek And Roman Comparisons And Contributions1698 Words   |  7 Pages Greek and Roman Comparisons and Contributions Ancient Greece and Ancient Rome are responsible for many facets in today’s world. In fact, when reviewing history, the Greeks and Romans are sometimes confused with one another. There are many shared traditions, but yet there are many differences between the two. The countries are both Mediterranean, however they had different social class structures, different mythology, and placed different values on life. Ancient Greece was vibrant in the fifthRead MoreThe Absolute Paradox For Kierkegaard Essay1609 Words   |  7 Pagesâ€Å"Absolute Paradox† by revealing paradox as â€Å"the passion of thought.† Kierkegaard claims that humans desperately want to discover something they are unable to contemplate and are, thus, only leading themselves toward the downfall of all thought. We are unable to contemplate the â€Å"unknown†, and the unknown— according to Kierkegaard—is essentially God. Humans are foolish in their attempt to prove God’s ex istence; for humans’ attempted to do so already assumes god’s existence. In other words, , there would be

Qualitative Analysis Free Essays

Qualitative Analysis 1. Abstract Qualitative Analysis helps to analysis the ionic compounds ( cations and anions) which are presented in a salt (solid and in a solution). The experimental procedures show the identity of the substance but not the amount of the present agents. We will write a custom essay sample on Qualitative Analysis or any similar topic only for you Order Now 2. Introduction The construction of ionic salt is based on a certain cation and a certain anion. To get to know the two different agents of the salt, the anions and cations has to be separated. For the separation the ionic salt has to be destroyed by chemical reaction to get the single elements and compounds. A physical reaction can only change the conditions of the salt ( solid or fluid) but not the structure of the educt. Every element and compound has characteristic reactions where the identity can be figured out by analyzing the out coming educt by its color, its odor, its precipitation and its solubility. The following experiment is separated in two parts. In the first part of the experiment, it has to be shown the different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-). In the following part there was an unknown ionic salt to analyze which is built out of one cation and one anion from above. 3. Materials and Methods 1. Materials †¢ Test tubes †¢ Bunsen Burner †¢ Test tubes rack †¢ Pasteur pipette †¢ Distilled water †¢ Ionic salts †¢ NaOH †¢ SO4-2 †¢ NH4 †¢ HCl †¢ AgNO3 2. Methods There are several experiments to analyze the compounds and elements of an ionic salt [1]: †¢ Flame Test (for solid substance): for visually determine the identity of an metallic agent in the ionic salt by the different color †¢ Heating effect ( for fluid substance): heating can cause the separation of a substance included odor development and color changing. This is given by nitrate, carbonade and sulfite ions †¢ Solubility in water: Almost all of the ionic salts are soluble in water †¢ Precipitation ( for fluid substance): A precipitate will form with a certain cation/ anion an insoluble substance. Characteristic precipitate will turned out 4. Results 1. Different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+, Ca2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-) †¢ Flame test: o Na+: light yellow flame o K+: violet flame o Cu2+: yellow-orange, darker flame than the flame of Na+ o Ba2+: green flame in the beginning, after a little while the flame is turning yellow †¢ Heating effect: NH4+ + OH- ( NH3 (g) + H2O The ammonia (g) smells cautiously and changes the color of a red litmus paper into blue †¢ Precipitation: o Cl- + AgNO3 ( AgCl (s) + NO3, ( white prec. o Br- + AgNO3 ( AgBr (s) + NO3, ( light yellow prec. ) o I- + AgNO3 ( Agl (s) + NO3, ( yellow prec. ) o Ca2+ + CO32- ( CaCO3 (s), ( white prec. ) o SO42- + BaCl2 ( BaSO4 (s) + 2Cl-, (white prec. ) o CO32- + HCl ( CO2 (g)+†¦. , ( bubbels can be seen) o Mg2+ + 2NaOH ( Mg(OH)2 (s) + Na+, (white prec. ) o Sr2+ + 2NaOH ( Sr(OH)2 (s) + Na+, (white prec. ) 2. Unknown Determination †¢ Look of the salt: o Shape: little grains o Color: white o Smell: no clear smell †¢ Kation: o Flame test: light yellow (= Na) o Control: X+ OH- ( no prec. (Kation: Na+ †¢ Anion: o X + AgNO3 ( white-brown prec. Control: Br-/ I- + AgNO3 ( yellow prec. ( = I- / Br-) o 1. X + SO42- ( no visually reaction o 2. X + SO42- ( CO2 (g) production ( bubbles visual) o X + HCl ( CO2 (g) production ( bubbles visual) ( Anion: CO32- The unknown salt is Na2CO3 5. Discussion The cation Na+ was easy to figure out because of its unmistakable color of the flame by holding into the Bunsen burner flame. It was more difficult to get to know the anion. The experiment with silvernitrat could be leading to a wrong conclusion. In the table [1] is written that there is no reaction ( precipitation) in the experiment with AgNO3 and CO32-. It could be that the test tube wasn’t clean and there was still some undesirable rest of another element or compound. Even a single grain of I- could cause a precipitation. Another problem to find the right anion was that the amount of our unknown salt was too low in our testing solution with acid sulfur. So there was no visual reaction with our unknown solution. But the second time with a higher amount of unknown salt in our testing solution there was a CO2 development. To be sure that this experiment is positive the experiment was repeated with HCl. There was the CO2 development good visible. Thus in the end the anion CO32- was proved. 6. Conclusion To do the right analyses it is very important not to trust a single experiment. Controls are very important to get the right elements and compounds. Also it’s very important to check wheather the equipment is clean. Any single rest of an undesired substance can imitate the result. But these are good experiments to get to known unknown elements and compounds of an ionic salt. 7. References [1] Handout: Medical Pharmaceutical Biotechnology, Analytic Chemistry Laboratory, Winter Semester 2011 [2]J. E. Brandy, F. A. Sense, N. D. Jespersen, Chemistry. The Study of Matters and Its changes, International Edition, 5. Edition 2008 How to cite Qualitative Analysis, Essay examples Qualitative Analysis Free Essays Qualitative Analysis 1. Abstract Qualitative Analysis helps to analysis the ionic compounds ( cations and anions) which are presented in a salt (solid and in a solution). The experimental procedures show the identity of the substance but not the amount of the present agents. We will write a custom essay sample on Qualitative Analysis or any similar topic only for you Order Now 2. Introduction The construction of ionic salt is based on a certain cation and a certain anion. To get to know the two different agents of the salt, the anions and cations has to be separated. For the separation the ionic salt has to be destroyed by chemical reaction to get the single elements and compounds. A physical reaction can only change the conditions of the salt ( solid or fluid) but not the structure of the educt. Every element and compound has characteristic reactions where the identity can be figured out by analyzing the out coming educt by its color, its odor, its precipitation and its solubility. The following experiment is separated in two parts. In the first part of the experiment, it has to be shown the different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-). In the following part there was an unknown ionic salt to analyze which is built out of one cation and one anion from above. 3. Materials and Methods 1. Materials †¢ Test tubes †¢ Bunsen Burner †¢ Test tubes rack †¢ Pasteur pipette †¢ Distilled water †¢ Ionic salts †¢ NaOH †¢ SO4-2 †¢ NH4 †¢ HCl †¢ AgNO3 2. Methods There are several experiments to analyze the compounds and elements of an ionic salt [1]: †¢ Flame Test (for solid substance): for visually determine the identity of an metallic agent in the ionic salt by the different color †¢ Heating effect ( for fluid substance): heating can cause the separation of a substance included odor development and color changing. This is given by nitrate, carbonade and sulfite ions †¢ Solubility in water: Almost all of the ionic salts are soluble in water †¢ Precipitation ( for fluid substance): A precipitate will form with a certain cation/ anion an insoluble substance. Characteristic precipitate will turned out 4. Results 1. Different characteristic reaction with the cations (Na+, K+,NH4+,Mg2+,Cu2+,Ag+,Ba2+,Sr2+, Ca2+) and the anions ( Cl-, Br-, CO32-, SO42-, F-) †¢ Flame test: o Na+: light yellow flame o K+: violet flame o Cu2+: yellow-orange, darker flame than the flame of Na+ o Ba2+: green flame in the beginning, after a little while the flame is turning yellow †¢ Heating effect: NH4+ + OH- ( NH3 (g) + H2O The ammonia (g) smells cautiously and changes the color of a red litmus paper into blue †¢ Precipitation: o Cl- + AgNO3 ( AgCl (s) + NO3, ( white prec. o Br- + AgNO3 ( AgBr (s) + NO3, ( light yellow prec. ) o I- + AgNO3 ( Agl (s) + NO3, ( yellow prec. ) o Ca2+ + CO32- ( CaCO3 (s), ( white prec. ) o SO42- + BaCl2 ( BaSO4 (s) + 2Cl-, (white prec. ) o CO32- + HCl ( CO2 (g)+†¦. , ( bubbels can be seen) o Mg2+ + 2NaOH ( Mg(OH)2 (s) + Na+, (white prec. ) o Sr2+ + 2NaOH ( Sr(OH)2 (s) + Na+, (white prec. ) 2. Unknown Determination †¢ Look of the salt: o Shape: little grains o Color: white o Smell: no clear smell †¢ Kation: o Flame test: light yellow (= Na) o Control: X+ OH- ( no prec. (Kation: Na+ †¢ Anion: o X + AgNO3 ( white-brown prec. Control: Br-/ I- + AgNO3 ( yellow prec. ( = I- / Br-) o 1. X + SO42- ( no visually reaction o 2. X + SO42- ( CO2 (g) production ( bubbles visual) o X + HCl ( CO2 (g) production ( bubbles visual) ( Anion: CO32- The unknown salt is Na2CO3 5. Discussion The cation Na+ was easy to figure out because of its unmistakable color of the flame by holding into the Bunsen burner flame. It was more difficult to get to know the anion. The experiment with silvernitrat could be leading to a wrong conclusion. In the table [1] is written that there is no reaction ( precipitation) in the experiment with AgNO3 and CO32-. It could be that the test tube wasn’t clean and there was still some undesirable rest of another element or compound. Even a single grain of I- could cause a precipitation. Another problem to find the right anion was that the amount of our unknown salt was too low in our testing solution with acid sulfur. So there was no visual reaction with our unknown solution. But the second time with a higher amount of unknown salt in our testing solution there was a CO2 development. To be sure that this experiment is positive the experiment was repeated with HCl. There was the CO2 development good visible. Thus in the end the anion CO32- was proved. 6. Conclusion To do the right analyses it is very important not to trust a single experiment. Controls are very important to get the right elements and compounds. Also it’s very important to check wheather the equipment is clean. Any single rest of an undesired substance can imitate the result. But these are good experiments to get to known unknown elements and compounds of an ionic salt. 7. References [1] Handout: Medical Pharmaceutical Biotechnology, Analytic Chemistry Laboratory, Winter Semester 2011 [2]J. E. Brandy, F. A. Sense, N. D. Jespersen, Chemistry. The Study of Matters and Its changes, International Edition, 5. Edition 2008 How to cite Qualitative Analysis, Papers

Music Unit 2 Text Essay Example

Music Unit 2 Text Essay Music Appreciation Text Questions Please complete the following questions. It is important that you use full sentences and present the questions and answers when you submit your work. Submit the work as a file attachment. This means you complete all work in a word processing document (e. g. , Microsoft Word) and attach the file using the dropbox tool. Use the Unit 2: Text Questions dropbox basket. The answers to the Review Critical Thinking questions are worth 10 points. Review Questions 1. What is popular music? 2. What theme does pop music typically use in the lyrics? Describe one pop song that uses this theme. Why is this theme such a popular one? 3. What is disco? What are the characteristics of this music? 4. What was the British Invasion? Which famous group was a part of this movement? What impact did the group have on pop music? 5. What is a boy band? What are some characteristics of a boy band? Critical Thinking Questions 1. Some of the music in the 1960s was used to protest social and political issues. Is music still used as a form of protest? Why or why not? 2. One of the changes in the music industry during the twentieth century was the increasing commercialization of music. Has music become too commercial? We will write a custom essay sample on Music Unit 2 Text specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Music Unit 2 Text specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Music Unit 2 Text specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Why or why not? Do you think that artists are creating music for money or for other reasons today? 3. How has technology impacted pop music? Describe at least three technological changes that impacted and shaped pop music today or in the past. 4. Pop music has often been seen as youth music. Why do you think pop music appeals to younger individuals? How has the industry promoted this idea? 5. What is one popular pop artist or group (from today or from the past)? Why does this person/group’s music fit into the pop genre? Why do you think the person/group was successful with their music?

Genetic Engineering Essays - Molecular Biology, Biotechnology

Genetic Engineering Essays - Molecular Biology, Biotechnology Genetic Engineering Genetic Engineering: A leap in to the future or a leap towards destruction? Introduction Science is a creature that continues to evolve at a much higher rate than the beings that gave it birth. The transformation time from tree-shrew, to ape, to human far exceeds the time from an analytical engine, to a calculator, to a computer. However, science, in the past, has always remained distant. It has allowed for advances in production, transportation, and even entertainment, but never in history has science be able to so deeply affect our lives as genetic engineering will undoubtedly do. With the birth of this new technology, scientific extremists and anti-technologists have risen in arms to block its budding future. Spreading fear by misinterpretation of facts, they promote their hidden agendas in the halls of the United States congress. They fear that it is unsafe; however, genetic engineering is a safe and powerful tool that will yield unprecedented results, specifically in the field of medicine. It will usher in a world where gene defects, bacterial disease, and even agin g are a thing of the past. By understanding genetic engineering and its history, discovering its possibilities, and answering the moral and safety questions it brings forth, the blanket of fear covering this remarkable technical miracle can be lifted. The first step to understanding genetic engineering and embracing its possibilities for society is to obtain a rough knowledge base of its history and method. The basis for altering the evolutionary process is dependant on the understanding of how individuals pass on characteristics to their offspring. Genetics achieved its first foothold on the secrets of nature's evolutionary process when an Austrian monk named Gregor Mendel developed the first laws of heredity. Using these laws, scientists studied the characteristics of organisms for most of the next one hundred years following Mendel's discovery. These early studies concluded that each organism has two sets of character determinants, or genes (Stableford 16). For instance, in regards to eye color, a child could receive one set of genes from his or her father that were encoded one blue, and the other brown. The same child could also receive two brown genes from his or her mother. The conclusion for this inheritance would be the ch ild has a three in four chance of having brown eyes, and a one in three chance of having blue eyes (Stableford 16). Genes are transmitted through chromosomes which reside in the nucleus of every living organism's cells. Each chromosome is made up of fine strands of deoxyribonucleic acids, or DNA. The information carried on the DNA determines the cells function within the organism. Sex cells are the only cells that contain a complete DNA map of the organism, therefore, the structure of a DNA molecule or combination of DNA molecules determines the shape, form, and function of the [organism's] offspring (Lewin 1). DNA discovery is attributed to the research of three scientists, Francis Crick, Maurice Wilkins, and James Dewey Watson in 1951. They were all later accredited with the Nobel Prize in physiology and medicine in 1962 (Lewin 1). The new science of genetic engineering aims to take a dramatic short cut in the slow process of evolution (Stableford 25). In essence, scientists aim to remove one gene from an organism's DNA, and place it into the DNA of another organism. This would create a new DNA strand, full of new encoded instructions; a strand that would have taken Mother Nature millions of years of natural selection to develop. Isolating and removing a desired gene from a DNA strand involves many different tools. DNA can be broken up by exposing it to ultra-highfrequency sound waves, but this is an extremely inaccurate way of isolating a desirable DNA section (Stableford 26). A more accurate way of DNA splicing is the use of restriction enzymes, which are produced by various species of bacteria (Clarke 1). The restriction enzymes cut the DNA strand at a particular location called a nucleotide base, which makes up a DNA molecule. Now that the desired portion of the DNA is cut out, it can be joined to anothe st rand of DNA by using enzymes called ligases. The final important step in the creation of a new DNA strand

How to Use the French Preposition ÃÂ

How to Use the French Preposition Despite its diminutive size,   is a hugely important French preposition and one of the most important words in the French language. Its meanings and uses in French are many and varied, but at its most basic,   generally  means to, at or in.  Compare   to de,  meaning of or from, with which its often confused.   Contractions When  Ã‚  is followed by the  definite articles  le  and  les,  Ã‚  contracts  with themas a single word. le  Ã‚  au (au magasin)   Ã‚  les   aux  (aux maisons) But  Ã‚  does not contract with  la  or  l.   Ã‚  la  Ã‚   la ( la banque) l  Ã‚   l ( lhà ´pital) In addition,  Ã‚  is not contracted with  le  and  les  when they are  direct objects. Common Uses of 1.  Location or destination Jhabite Paris.  Ã‚  I live in Paris.Je vais Rome.  Ã‚  Im going to Rome.Je suis la banque.  Ã‚  Im at the bank. 2.  Distance in time or space Jhabite 10 mà ¨tres de lui.  Ã‚  I live 10 meters from him.Il est 5 minutes de moi.  Ã‚  He is 5 minutes from me. 3.  Point in time Nous arrivons 5h00.  Ã‚  We arrive at 5:00.Il est mort 92 ans.  Ã‚  He died at the age of 92. 4.  Manner, style, or characteristic Il habite la franà §aise.  Ã‚  He lives in the French style.un enfant aux yeux bleus  Ã‚  blue-eyed child; child with blue eyesfait la main  Ã‚  made by handaller pied  Ã‚  to go on / by foot 5. Possession un ami moi  Ã‚  a friend of mineCe livre est Jean  Ã‚  This is Jeans book 6.  Measurement acheter au kilo  Ã‚  to buy by the kilogrampayer la semaine  Ã‚  to pay by the week 7. Purpose or use une tasse thà ©Ã‚  Ã‚  teacup; cup for teaun sac dos  Ã‚  backpack; pack for the back 8. In the passive infinitive louer  Ã‚  for rentJe nai rien lire.  Ã‚  I have nothing to read.                                     9. With Certain Verbs, Phrases Followed by an Infinitive The French preposition is required after certain verbs and phrases when they are followed by an infinitive. The English translation may take an infinitive (to learn how to do something) or a gerund (to stop eating).      aider   Ã‚  to help to   Ã‚  Ã‚  samuser   Ã‚  to amuse oneself ___-ing  Ã‚  Ã‚  apprendre   Ã‚  to learn how to  Ã‚  Ã‚  sapprà ªter   Ã‚  to get ready to  Ã‚  Ã‚  arriver   Ã‚  to manage / succeed in ___-ing  Ã‚  Ã‚  sattendre   Ã‚  to expect to  Ã‚  Ã‚  sautoriser   Ã‚  to authorize / allow to  Ã‚  Ã‚  avoir   Ã‚  to have to / be obliged to  Ã‚  Ã‚  chercher   Ã‚  to attempt to  Ã‚  Ã‚  commencer   Ã‚  to begin to / ___-ing  Ã‚  Ã‚  consentir   Ã‚  to consent to  Ã‚  Ã‚  continuer   Ã‚  to continue to / ___-ing  Ã‚  Ã‚  dà ©cider (quelquun)   Ã‚  to persuade (someone) to  Ã‚  Ã‚  se dà ©cider   Ã‚  to make up ones mind to  Ã‚  Ã‚  encourager   Ã‚  to encourage to   Ã‚  Ã‚  sengager   Ã‚  to get around to  Ã‚  Ã‚  enseigner   Ã‚  to teach to  Ã‚  Ã‚  shabituer   Ã‚  to get used to  Ã‚  Ã‚  hà ©siter   Ã‚  to hesitate to  Ã‚  Ã‚  sintà ©resser   Ã‚  to be interested in  Ã‚  Ã‚  inviter (qu elquun)   Ã‚  to invite (someone) to  Ã‚  Ã‚  se mettre   Ã‚  to start, set about ___-ing  Ã‚  Ã‚  obliger   Ã‚  to oblige to  Ã‚  Ã‚  parvenir   Ã‚  to succeed in ___-ing  Ã‚  Ã‚  passer du temps   Ã‚  Ã‚  to spend time ___-ing  Ã‚  Ã‚  perdre du temps   Ã‚  to waste time ___-ing  Ã‚  Ã‚  persister   Ã‚  to persist in ___-ing      se plaire   Ã‚  to take pleasure in ___-ing   Ã‚  Ã‚  pousser (quelquun)   Ã‚  to urge/push (someone) to   Ã‚  Ã‚  se prà ©parer   Ã‚  to prepare oneself to   Ã‚  Ã‚  recommencer   Ã‚  to begin ___-ing again  Ã‚  Ã‚  rà ©flà ©chir   Ã‚  to consider ___-ing   Ã‚  Ã‚  renoncer   Ã‚  to give up ___-ing   Ã‚  Ã‚  rà ©sister   Ã‚  to resist ___-ing  Ã‚  Ã‚  rà ©ussir   Ã‚  to succeed in ___-ing  Ã‚  Ã‚  rà ªver   Ã‚  to dream of ___-ing  Ã‚  Ã‚  servir   Ã‚  to serve to  Ã‚  Ã‚  songer   Ã‚  to dream of ___-ing  Ã‚  Ã‚  tarder   Ã‚  to delay / be late in ___-ing   Ã‚  Ã‚  tenir   Ã‚  to hold (someone) to / insist on ___-ing  Ã‚  Ã‚  venir   Ã‚  to happen to 10. With Verbs That Need an Indirect Object   The French preposition is required after many French verbs and phrases that need an indirect object, but there is often no equivalent preposition in English.   Ã‚  Ã‚        acheter   Ã‚  to buy from   Ã‚  Ã‚  arracher   Ã‚  Ã‚  to grab, tear away from  Ã‚  Ã‚  assister (la rà ©union)  Ã‚  to attend (the meeting)   Ã‚  Ã‚  conseiller   Ã‚  to advise   Ã‚  Ã‚  convenir (quelquun) / la situation  Ã‚  to please; to be suitable for someone / the situation  Ã‚  Ã‚  croire   Ã‚  to believe something  Ã‚  Ã‚  demander (quelque chose) (quelquun)  Ã‚  to ask someone (something)  Ã‚  Ã‚  dà ©fendre   Ã‚  to forbid   Ã‚  Ã‚  demander (quelquun)  Ã‚  to ask (someone) to   Ã‚  Ã‚  dà ©plaire   Ã‚  to displease; to be displeasing to  Ã‚  Ã‚  dà ©sobà ©ir   Ã‚  to disobey   Ã‚  Ã‚  dire   Ã‚  to say; to tell  Ã‚  Ã‚  donner un stylo (quelquun)  Ã‚  to give (someone) a pen  Ã‚  Ã‚  emprunter un livre (quelquun)  Ã‚  to borrow a book from (someone)  Ã‚  Ã‚  envoyer (qqch) (quelquun)  Ã‚  to send (something) to (someone)   Ã‚  Ã‚  Ãƒ ªtre   Ã‚  to belong to  Ã‚  Ã‚  faire attention   Ã ‚  to pay attention to  Ã‚  Ã‚  se fier (quelquun)  Ã‚  to trust (someone)  Ã‚  Ã‚  goà »ter (quelque chose)  Ã‚  to taste (something)  Ã‚  Ã‚  shabituer   Ã‚  to get used to  Ã‚  Ã‚  interdire (quelque chose) quelquun  Ã‚  to forbid someone (something)  Ã‚  Ã‚  sintà ©resser   Ã‚  to be interested in   Ã‚  Ã‚  jouer   Ã‚  to play (a game or sport)  Ã‚  Ã‚  manquer   Ã‚  to miss someone  Ã‚  Ã‚  mà ªler   Ã‚  to mingle with; to join in  Ã‚  Ã‚  nuire   Ã‚  to harm  Ã‚  Ã‚  obà ©ir   Ã‚  to obey  Ã‚  Ã‚  sopposer   Ã‚  to oppose  Ã‚  Ã‚  ordonner   Ã‚  to order  Ã‚  Ã‚  pardonner   Ã‚  to pardon; to forgive  Ã‚  Ã‚  parler   Ã‚  to talk to  Ã‚  Ã‚  penser   Ã‚  to think of / about  Ã‚  Ã‚  permettre   Ã‚  to permit  Ã‚  Ã‚  plaire   Ã‚  to please; to be pleasing to  Ã‚  Ã‚  profiter   Ã‚  to benefit; to be profitable to  Ã‚  Ã‚  promettre   Ã‚  to promise  Ã‚  Ã‚  rà ©flà ©chir   Ã‚  to consider; to reflect upon  Ã‚  Ã‚  rà ©pondre   Ã‚  to answer  Ã‚  Ã‚  rà ©sister   Ã‚  to resist  Ã‚  Ã‚  ressembler   Ã‚  to resemble   Ã‚  Ã‚  rà ©ussir lexamen   to pass the test  Ã‚  Ã‚  serrer la main (quelquun)  Ã‚  to shake hands with someone  Ã‚  Ã‚  servir   Ã‚  to be used for / as  Ã‚  Ã‚  songe r   Ã‚  to dream; to think of  Ã‚  Ã‚  succà ©der   Ã‚  to succeed; to follow  Ã‚  Ã‚  survivre   Ã‚  to survive  Ã‚  Ã‚  tà ©là ©phoner   Ã‚  to call  Ã‚  Ã‚  voler (quelque chose) quelquun  Ã‚  to steal (something) from someone Notes Remember that plus an inanimate noun can be replaced by the adverbial pronoun y. For example, je my suis habituà ©Ã‚  Ã‚  I got used to it. plus a person can usually be replaced by an indirect object pronoun that is placed in front of the verb (e.g., Il me parle). However, a few verbs and expressions do not allow a preceding indirect object pronoun. Instead, they require that you keep the preposition after the verb and follow it with a stressed pronoun (e.g., Je pense toi). Additional Resources Passive infinitive:  a grammatical structure in which something other than a verb needs to be followed by  Ã‚   infinitive.

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