The Twilight Saga 2: New Moon Chapter 2 STITCHES

CARLISLE WAS NOT THE ONLY ONE WHO STAYED calm. Centuries of experience in the emergency room were evident in his quiet, authoritative voice. â€Å"Emmett, Rose, get Jasper outside.† Unsmiling for once, Emmett nodded. â€Å"Come on, Jasper.† Jasper struggled against Emmett's unbreakable grasp, twisting around, reaching toward his brother with his bared teeth, his eyes still past reason. Edward's face was whiter than bone as he wheeled to crouch over me, taking a clearly defensive position. A low warning growl slid from between his clenched teeth. I could tell that he wasn't breathing. Rosalie, her divine face strangely smug, stepped in front of Jasperkeeping a careful distance from his teethand helped Emmett wrestle him through the glass door that Esme held open, one hand pressed over her mouth and nose. Esme's heart-shaped face was ashamed. â€Å"I'm so sorry, Bella,† she cried as she followed the others into the yard. â€Å"Let me by, Edward,† Carlisle murmured. A second passed, and then Edward nodded slowly and relaxed his stance. Carlisle knelt beside me, leaning close to examine my arm. I could feel the shock frozen on my face, and I tried to compose it. â€Å"Here, Carlisle,† Alice said, handing him a towel. He shook his head. â€Å"Too much glass in the wound.† He reached over and ripped a long, thin scrap from the bottom of the white tablecloth. He twisted it around my arm above the elbow to form a tourniquet. The smell of the blood was making me dizzy. My ears rang. â€Å"Bella,† Carlisle said softly. â€Å"Do you want me to drive you to the hospital, or would you like me to take care of it here?† â€Å"Here, please,† I whispered. If he took me to the hospital, there would be no way to keep this from Charlie. â€Å"I'll get your bag,† Alice said. â€Å"Let's take her to the kitchen table,† Carlisle said to Edward. Edward lifted me effortlessly, while Carlisle kept the pressure steady on my arm. â€Å"How are you doing, Bella?† Carlisle asked. â€Å"I'm fine.† My voice was reasonably steady, which pleased me. Edward's face was like stone. Alice was there. Carlisle's black bag was already on the table, a small but brilliant desk light plugged into the wall. Edward sat me gently into a chair, and Carlisle pulled up another. He went to work at once. Edward stood over me, still protective, still not breathing. â€Å"Just go, Edward,† I sighed. â€Å"I can handle it,† he insisted. But his jaw was rigid; his eyes burned with the intensity of the thirst he fought, so much worse for him than it was for the others. â€Å"You don't need to be a hero,† I said. â€Å"Carlisle can fix me up without your help. Get some fresh air.† I winced as Carlisle did something to my arm that stung. â€Å"I'll stay,† he said. â€Å"Why are you so masochistic?† I mumbled. Carlisle decided to intercede. â€Å"Edward, you may as well go find Jasper before he gets too far. I'm sure he's upset with himself, and I doubt he'll listen to anyone but you right now.† â€Å"Yes,† I eagerly agreed. â€Å"Go find Jasper.† â€Å"You might as well do something useful,† Alice added. Edward's eyes narrowed as we ganged up on him, but, finally, he nodded once and sprinted smoothly through the kitchen's back door. I was sure he hadn't taken a breath since I'd sliced my finger. A numb, dead feeling was spreading through my arm. Though it erased the sting, it reminded me of the gash, and I watched Carlisle's face carefully to distract me from what his hands were doing. His hair gleamed gold in the bright light as he bent over my arm. I could feel the faint stirrings of unease in the pit of my stomach, but I was determined not to let my usual squeamishness get the best of me. There was no pain now, just a gentle tugging sensation that I tried to ignore. No reason to get sick like a baby. If she hadn't been in my line of sight, I wouldn't have noticed Alice give up and steal out of the room. With a tiny, apologetic smile on her lips, she disappeared through the kitchen doorway. â€Å"Well, that's everyone,† I sighed. â€Å"I can clear a room, at least.† â€Å"It's not your fault,† Carlisle comforted me with a chuckle. â€Å"It could happen to anyone.† â€Å"Could† I repeated. â€Å"But it usually just happens to me.† He laughed again. His relaxed calm was only more amazing set in direct contrast with everyone else's reaction. I couldn't find any trace of anxiety in his face. He worked with quick, sure movements. The only sound besides our quiet breathing was the soft plink, plink as the tiny fragments of glass dropped one by one to the table. â€Å"How can you do this?† I demanded. â€Å"Even Alice and Esme† I trailed off, shaking my head in wonder. Though the rest of them had given up the traditional diet of vampires just as absolutely as Carlisle had, he was the only one who could bear the smell of my blood without suffering from the intense temptation. Clearly, this was much more difficult than he made it seem. â€Å"Years and years of practice,† he told me. â€Å"I barely notice the scent anymore.† â€Å"Do you think it would be harder if you took a vacation from the hospital for a long time. And weren't around any blood?† â€Å"Maybe.† He shrugged his shoulders, but his hands remained steady. â€Å"I've never felt the need for an extended holiday.† He flashed a brilliant smile in my direction. â€Å"I enjoy my work too much.† Plink, plink, plink. I was surprised at how much glass there seemed to be in my arm. I was tempted to glance at the growing pile, just to check the size, but I knew that idea would not be helpful to my no-vomiting strategy. â€Å"What is it that you enjoy?† I wondered. It didn't make sense to methe years of struggle and self-denial he must have spent to get to the point where he could endure this so easily. Besides, I wanted to keep him talking; the conversation kept my mind off the queasy feeling in my stomach. His dark eyes were calm and thoughtful as he answered. â€Å"Hmm. What I enjoy the very most is when my enhanced abilities let me save someone who would otherwise have been lost. It's pleasant knowing that, thanks to what I can do, some people's lives are better because I exist. Even the sense of smell is a useful diagnostic tool at times.† One side of his mouth pulled up in half a smile. I mulled that over while he poked around, making sure all the glass splinters were gone. Then he rummaged in his bag for new tools, and I tried not to picture a needle and thread. â€Å"You try very hard to make up for something that was never your fault,† I suggested while a new kind of tugging started at the edges of my skin. â€Å"What I mean is, it's not like you asked for this. You didn't choose this kind of life, and yet you have to work so hard to be good.† â€Å"I don't know that I'm making up for anything,† he disagreed lightly. â€Å"Like everything in life, I just had to decide what to do with what I was given.† â€Å"That makes it sound too easy.† He examined my arm again. â€Å"There,† he said, snipping a thread. â€Å"All done.† He wiped an oversized Q-tip, dripping with some syrup-colored liquid, thoroughly across the operation site. The smell was strange; it made my head spin. The syrup stained my skin. â€Å"In the beginning, though,† I pressed while he taped another long piece of gauze securely in place, sealing it to my skin. â€Å"Why did you even think to try a different way than the obvious one?† His lips turned up in a private smile. â€Å"Hasn't Edward told you this story?† â€Å"Yes. But I'm trying to understand what you were thinking† His face was suddenly serious again, and I wondered if his thoughts had gone to the same place that mine had. Wondering what I would be thinking whenI refused to think ifit was me. â€Å"You know my father was a clergyman,† he mused as he cleaned the table carefully, rubbing everything down with wet gauze, and then doing it again. The smell of alcohol burned in my nose. â€Å"He had a rather harsh view of the world, which I was already beginning to question before the time that I changed.† Carlisle put all the dirty gauze and the glass slivers into an empty crystal bowl. I didn't understand what he was doing, even when he lit the match. Then he threw it onto the alcohol-soaked fibers, and the sudden blaze made me jump. â€Å"Sorry,† he apologized. â€Å"That ought to do it So I didn't agree with my father's particular brand of faith. But never, in the nearly four hundred years now since I was born, have I ever seen anything to make me doubt whether God exists in some form or the other. Not even the reflection in the mirror.† I pretended to examine the dressing on my arm to hide my surprise at the direction our conversation had taken. Religion was the last thing I expected, all things considered. My own life was fairly devoid of belief. Charlie considered himself a Lutheran, because that's what his parents had been, but Sundays he worshipped by the river with a fishing pole in his hand. Renee tried out a church now and then, but, much like her brief affairs with tennis, pottery, yoga, and French classes, she moved on by the time I was aware of her newest fad. â€Å"I'm sure all this sounds a little bizarre, coming from a vampire.† He grinned, knowing how their casual use of that word never failed to shock me. â€Å"But I'm hoping that there is still a point to this life, even for us. It's a long shot, I'll admit,† he continued in an offhand voice. â€Å"By all accounts, we're damned regardless. But I hope, maybe foolishly, that we'll get some measure of credit for trying.† â€Å"I don't think that's foolish,† I mumbled. I couldn't imagine anyone, deity included, who wouldn't be impressed by Carlisle. Besides, the only kind of heaven I could appreciate would have to include Edward. â€Å"And I don't think anyone else would, either.† â€Å"Actually, you're the very first one to agree with me.† â€Å"The rest of them don't feel the same?† I asked, surprised, thinking of only one person in particular. Carlisle guessed the direction of my thoughts again. â€Å"Edward's with me up to a point. God and heaven exist and so does hell. But he doesn't believe there is an afterlife for our kind.† Carlisle's voice was very soft; he stared out the big window over the sink, into the darkness. â€Å"You see, he thinks we've lost our souls.† I immediately thought of Edward's words this afternoon: unless you want to dieor whatever it is that we do. The lightbulb flicked on over my head. â€Å"That's the real problem, isn't it?† I guessed. â€Å"That's why he's being so difficult about me.† Carlisle spoke slowly. â€Å"I look at my son. His strength, his goodness, the brightness that shines out of himand it only fuels that hope, that faith, more than ever. How could there not be more for one such as Edward?† I nodded in fervent agreement. â€Å"But if I believed as he does† He looked down at me with unfathomable eyes. â€Å"If you believed as he did. Could you take away his soul?† The way he phrased the question thwarted my answer. If he'd asked me whether I would risk my soul for Edward, the reply would be obvious. But would I risk Edward's soul? I pursed my lips unhappily. That wasn't a fair exchange. â€Å"You see the problem.† I shook my head, aware of the stubborn set of my chin. Carlisle sighed. â€Å"It's my choice,† I insisted. â€Å"It's his, too.† He held up his hand when he could see that I was about to argue. â€Å"Whether he is responsible for doing that to you.† â€Å"He's not the only one able to do it.† I eyed Carlisle speculatively. He laughed, abruptly lightening the mood. â€Å"Oh, no! You're going to have to work this out with him.†But then he sighed. â€Å"That's the one part I can never be sure of. I think, in most other ways, that I've done the best I could with what I had to work with. But was it right to doom the others to this life? I can't decide.† I didn't answer. I imagined what my life would be like if Carlisle had resisted the temptation to change his lonely existence and shuddered. â€Å"It was Edward's mother who made up my mind.† Carlisle's voice was almost a whisper. He stared unseeingly out the black windows. â€Å"His mother?† Whenever I'd asked Edward about his parents, he would merely say that they had died long ago, and his memories were vague. I realized Carlisle's memory of them, despite the brevity of their contact, would be perfectly clear. â€Å"Yes. Her name was Elizabeth. Elizabeth Masen. His father, Edward Senior, never regained consciousness in the hospital. He died in the first wave of the influenza. But Elizabeth was alert until almost the very end. Edward looks a great deal like hershe had that same strange bronze shade to her hair, and her eyes were exactly the same color green.† â€Å"His eyes were green?† I murmured, trying to picture it. â€Å"Yes† Carlisle's ocher eyes were a hundred years away now. â€Å"Elizabeth worried obsessively over her son. She hurt her own chances of survival trying to nurse him from her sickbed. I expected that he would go first, he was so much worse off than she was. When the end came for her, it was very quick. It was just after sunset, and I'd arrived to relieve the doctors who'd been working all day. That was a hard time to pretendthere was so much work to be done, and I had no need of rest. How I hated to go back to my house, to hide in the dark and pretend to sleep while so many were dying. â€Å"I went to check Elizabeth and her son first. I'd grown attachedalways a dangerous thing to do considering the fragile nature of humans. I could see at once that she'd taken a bad turn. The fever was raging out of control, and her body was too weak to fight anymore. â€Å"She didn't look weak, though, when she glared up at me from her cot. â€Å"Save him!' she commanded me in the hoarse voice that was all her throat could manage. â€Å"I'll do everything in my power,' I promised her, taking her hand. The fever was so high, she probably couldn't even tell how unnaturally cold mine felt. Everything felt cold to her skin. â€Å"You must,† she insisted, clutching at my hand with enough strength that I wondered if she wouldn't pull through the crisis after all. Her eyes were hard, like stones, like emeralds. ‘You must do everything in your power. What others cannot do, that is what you must do for my Edward.† â€Å"It frightened me. She looked it me with those piercing eyes, and, for one instant, I felt certain that she knew my secret. Then the fever overwhelmed her, and she never regained consciousness. She died within an hour of making her demand. â€Å"I'd spent decades considering the idea of creating a companion for myself. Just one other creature who could really know me, rather than what I pretended to be. But I could never justify it to myselfdoing what had been done to me. â€Å"There Edward lay, dying. It was clear that he had only hours left. Beside him, his mother, her face somehow not yet peaceful, not even in death.† Carlisle saw it all again, his memory unblurred by the intervening century. I could see it clearly, too, as he spokethe despair of the hospital, the overwhelming atmosphere of death. Edward burning with fever, his life slipping away with each tick of the clock I shuddered again, and forced the picture from my mind. â€Å"Elizabeth's words echoed in my head. How could she guess what I could do? Could anyone really want that for her son? â€Å"I looked at Edward. Sick as he was, he was still beautiful. There was something pure and good about his face. The kind of face I would have wanted my son to have. â€Å"After all those years of indecision, I simply acted on a whim. I wheeled his mother to the morgue first, and then I came back for him. No one noticed that he was still breathing. There weren't enough hands, enough eyes, to keep track of half of what the patients needed. The morgue was emptyof the living, at least. I stole him out the back door, and carried him across the rooftops back to my home. â€Å"I wasn't sure what had to be done. I settled for recreating the wounds I'd received myself, so many centuries earlier in London. I felt bad about that later. It was more painful and lingering than necessary. â€Å"I wasn't sorry, though. I've never been sorry that I saved Edward.† He shook his head, coming back to the present. He smiled at me. â€Å"I suppose I should take you home now.† â€Å"I'll do that,† Edward said. He came through the shadowy dining room, walking slowly for him. His face was smooth, unreadable, but there was something wrong with his eyessomething he was trying very hard to hide. I felt a spasm of unease in my stomach. â€Å"Carlisle can take me,† I said. I looked down at my shirt; the light blue cotton was soaked and spotted with my blood. My right shoulder was covered in thick pink frosting. â€Å"I'm fine.† Edward's voice was unemotional. â€Å"You'll need to change anyway. You'd give Charlie a heart attack the way you look. I'll have Alice get you something.† He strode out the kitchen door again. I looked at Carlisle anxiously. â€Å"He's very upset.† â€Å"Yes,† Carlisle agreed. â€Å"Tonight is exactly the kind of thing that he fears the most. You being put in danger, because of what we are.† â€Å"It's not his fault.† â€Å"It's not yours, either.† I looked away from his wise, beautiful eyes. I couldn't agree with that. Carlisle offered me his hand and helped me up from the table. I followed him out into the main room. Esme had come back; she was mopping the floor where I'd fallenwith straight bleach from the smell of it. â€Å"Esme, let me do that.† I could feel that my face was bright red again. â€Å"I'm already done.† She smiled up at me. â€Å"How do you feel?† â€Å"I'm fine,† I assured her. â€Å"Carlisle sews faster than any other doctor I've had.† They both chuckled. Alice and Edward came in the back doors. Alice hurried to my side, but Edward hung back, his face indecipherable. â€Å"C'mon,† Alice said. â€Å"I'll get you something less macabre to wear.† She found me a shirt of Esme's that was close to the same color mine had been. Charlie wouldn't notice, I was sure. The long white bandage on my arm didn't look nearly as serious when I was no longer spattered in gore. Charlie was never surprised to see me bandaged. â€Å"Alice,† I whispered as she headed back to the door. â€Å"Yes?† She kept her voice low, too, and looked at me curiously, her head cocked to the side. â€Å"How bad is it?† I couldn't be sure if my whispering was a wasted effort. Even though we were upstairs, with the door closed, perhaps he could hear me. Her face tensed. â€Å"I'm not sure yet.† â€Å"How's Jasper?† She sighed. â€Å"He's very unhappy with himself. It's all so much more of challenge for him, and he hates feeling weak.† â€Å"It's not his fault. You'll tell him that I'm not mad at him, not at all, won't you?† â€Å"Of course.† Edward was waiting for me by the front door. As I got to the bottom of the staircase, he held it open without a word. â€Å"Take your things!† Alice cried as I walked warily toward Edward. She scooped up the two packages, one half-opened, and my camera from under the piano, and pressed them into my good arm. â€Å"You can thank me later, when you've opened them.† Esme and Carlisle both said a quiet goodnight. I could see them stealing quick glances at their impassive son, much like I was. It was a relief to be outside; I hurried past the lanterns and the roses, now unwelcome reminders. Edward kept pace with me silently. He opened the passenget side for me, and I climbed in without complaint. On the dashboard was a big red ribbon, stuck to the new stereo. I pulled it off, throwing it to the floor. As Edward slid into the other side, I kicked the ribbon under my seat. He didn't look at me or the stereo. Neither of us switched it on, and the silence was somehow intensified by the sudden thunder of the engine. He drove too fast down the dark, serpentine lane. The silence was making me insane. â€Å"Say something,† I finally begged as he turned onto the freeway. â€Å"What do you want me to say?† he asked in a detached voice. I cringed at his remoteness. ‘Tell me you forgive me.† That brought a flicker of life to his facea flicker of anger. â€Å"Forgive you? For what?† â€Å"If I'd been more careful, nothing would have happened.† â€Å"Bella, you gave yourself a paper cutthat hardly deserves the death penalty.† â€Å"It's still my fault.† My words opened up the floodgate. â€Å"Your fault? If you'd cut yourself at Mike Newton's house, with Jessica there and Angela and your other normal friends, the worst that could possibly have happened would be what? Maybe they couldn't find you a bandage? If you'd tripped and knocked over a pile of glass plates on your ownwithout someone throwing you into themeven then, what's the worst? You'd get blood on the seats when they drove you to the emergency room? Mike Newton could have held your hand while they stitched you upand he wouldn't be righting the urge to kill you the whole time he was there. Don't try to take any of this on yourself, Bella. It will only make me more disgusted with myself.† â€Å"How the hell did Mike Newton end up in this conversation?† I demanded. â€Å"Mike Newton ended up in this conversation because Mike Newton would be a hell of a lot healthier for you to be with,† he growled. â€Å"I'd rather die than be with Mike Newton,† I protested. â€Å"I'd rather die than be with anyone but you.† â€Å"Don't be melodramatic, please.† â€Å"Well then, don't you be ridiculous.† He didn't answer. He glared through the windshield, his expression black. I racked my brain for some way to salvage the evening. When we pulled up in front of my house, I still hadn't come up with anything. He killed the engine, but his hands stayed clenched around the steering wheel. â€Å"Will you stay tonight?† I asked. â€Å"I should go home.† The last thing I wanted was for him to go wallow in remorse. â€Å"For my birthday,† I pressed. â€Å"You can't have it both wayseither you want people to ignore your birthday or you don't. One or the other.† His voice was stern, but not .is serious as before. I breathed a silent sigh of relief. â€Å"Okay. I've decided that I don't want you to ignore my birthday. I'll see you upstairs.† I hopped out, reaching back in for my packages. He frowned. â€Å"You don't have to take those.† â€Å"I want them,† I responded automatically, and then wondered if he was using reverse psychology. â€Å"No, you don't. Carlisle and Esme spent money on you.† â€Å"I'll live.† I tucked the presents awkwardly under my good arm and slammed the door behind me. He was out of the truck and by my side in less than a second. â€Å"Let me carry them, at least.† he said as he took them away. â€Å"I'll be in your room.† I smiled. â€Å"Thanks.† â€Å"Happy birthday,† he sighed, and leaned down to touch his lips to mine. I reached up on my toes to make the kiss last longer when he pulled away. He smiled my favorite crooked smile, and then he disappeared into the darkness. The game was still on; as soon as I walked through the front door I could hear the announcer rambling over the babble of the crowd. â€Å"Bell?† Charlie called. â€Å"Hey, Dad,† I said as I came around the corner. I held my arm close to my side. The slight pressure burned, and I wrinkled my nose. The anesthetic was apparently losing its effectiveness. â€Å"How was it?† Charlie lounged across the sofa with his bare feet propped up on the arm. What was left of his curly brown hair was crushed flat on one side. â€Å"Alice went overboard. Flowers, cake, candles, presentsthe whole bit.† â€Å"What did they get you?† â€Å"A stereo for my truck.† And various unknowns. â€Å"Wow.† â€Å"Yeah,† I agreed. â€Å"Well, I'm calling it a night.† â€Å"I'll see you in the morning.† I waved. â€Å"See ya.† â€Å"What happened to your arm?† I flushed and cursed silently. â€Å"I tripped. It's nothing.† â€Å"Bella,† he sighed, shaking his head. â€Å"Goodnight, Dad.† I hurried up to the bathroom, where I kept my pajamas for just such nights as these. I shrugged into the matching tank top and cotton pants that I'd gotten to replace the holey sweats I used to wear to bed, wincing as the movement pulled at the stitches. I washed my face one-handed, brushed my teeth, and then skipped to my room. He was sitting in the center of my bed, toying idly with one of the silver boxes. â€Å"Hi,† he said. His voice was sad. He was wallowing. I went to the bed, pushed the presents out of his hands, and climbed into his lap. â€Å"Hi.† I snuggled into his stone chest. â€Å"Can I open my presents now?† â€Å"Where did the enthusiasm come from?† he wondered. â€Å"You made me curious.† I picked up the long flat rectangle that must have been from Carlisle and Esme. â€Å"Allow me,† he suggested. He took the gift from my hand and tore the silver paper off with one fluid movement. He handed the rectangular white box back to me. â€Å"Are you sure I can handle lifting the lid?† I muttered, but he ignored me. Inside the box was a long thick piece of paper with an overwhelming amount of fine print. It took me a minute to get the gist of the information. â€Å"We're going to Jacksonville?† And I was excited, in spite of myself. It was a voucher for plane tickets, for both me and Edward. â€Å"That's the idea.† â€Å"I can't believe it. Renee is going to flip! You don't mind, though, do you? It's sunny, you'll have to stay inside all day.† â€Å"I think I can handle it,† he said, and then frowned. â€Å"If I'd had any idea that you could respond to a gift this appropriately, I would have made you open it in front of Carlisle and Esme. I thought you'd complain.† â€Å"Well, of course it's too much. But I get to take you with me!† He chuckled. â€Å"Now I wish I'd spent money on your present. I didn't realize that you were capable of being reasonable.† I set the tickets aside and reached for his present, my curiosity rekindled. He took it from me and unwrapped it like the first one. He handed back a clear CD jewel case, with a blank silver CD inside. â€Å"What is it?† I asked, perplexed. He didn't say anything; he took the CD and reached around me to put it in the CD player on the bedside table. He hit play, and we waited in silence. Then the music began. I listened, speechless and wide-eyed. I knew he was waiting for my reaction, but I couldn't talk. Tears welled up, and I reached up to wipe them away before they could spill over. â€Å"Does your arm hurt?† he asked anxiously. â€Å"No, it's not my arm. It's beautiful, Edward. You couldn't have given me anything I would love more. I can't believe it.† I shut up, so I could listen. It was his music, his compositions. The first piece on the CD was my lullaby. â€Å"I didn't think you would let me get a piano so I could play for you here,† he explained. â€Å"You're right.† â€Å"How does your arm feel?† â€Å"Just fine.† Actually, it was starting to blaze under the bandage. I wanted ice. I would have settled for his hand, but that would have given me away. â€Å"I'll get you some Tylenol.† â€Å"I don't need anything,† I protested, but he slid me off his lap and headed for the door. â€Å"Charlie,† I hissed. Charlie wasn't exactly aware that Edward frequently stayed over. In fact, he would have a stroke if that fact were brought to his attention. But I didn't feel too guilty for deceiving him It wasn't as if we were up to anything he wouldn't want me to be up to. Edward and his rules â€Å"He won't catch me,† Edward promised as he disappeared silently out the door . . and returned, catching the door before it had swung back to touch the frame. He had the glass from the bathroom and the bottle of pills in one hand. I took the pills he handed me without arguingI knew I would lose the argument And my arm really was starting to bother me. My lullaby continued, soft and lovely, in the background. â€Å"It's late,† Edward noted. He scooped me up off the bed with one arm, and pulled the cover back with the other. He put me down with my head on my pillow and tucked the quilt around me. He lay down next to meon top of the blanket so I wouldn't get chilledand put his arm over me. I leaned my head against his shoulder and sighed happily. â€Å"Thanks again,† I whispered. â€Å"You're welcome.† It was quiet for a long moment as I listened to my lullaby drift to a close. Another song began. I recognized Esme's favorite. â€Å"What are you thinking about?'† I wondered in a whisper. He hesitated for a second before he told me. â€Å"I was thinking about right and wrong, actually.† I felt a chill tingle along my spine. â€Å"Remember how I decided that I wanted you to not ignore my birthday?† I asked quickly, hoping it wasn't too clear that I was trying to distract him. â€Å"Yes,† he agreed, wary. â€Å"Well, I was thinking, since it's still my birthday, that I'd like you to kiss me again.† â€Å"You're greedy tonight.† â€Å"Yes, I ambut please, don't do anything you don't want to do,† I added, piqued. He laughed, and then sighed. â€Å"Heaven forbid that I should do anything I don't want to do,† he said in a strangely desperate tone as he put his hand under my chin and pulled my face up to his. The kiss began much the same as usualEdward was as careful as ever, and my heart began to overreact like it always did. And then something seemed to change. Suddenly his lips became much more urgent, his free hand twisted into my hair and held my face securely to his. And, though my hands tangled in his hair, too, and though I was clearly beginning to cross his cautious lines, for once he didn't stop me. His body was cold through the thin quilt, but I crushed myself against him eagerly. When he stopped it was abrupt; he pushed me away with gentle, firm hands. I collapsed back onto my pillow, gasping, my head spinning. Something tugged at my memory, elusive, on the edges. â€Å"Sorry,† he said, and he was breathless, too. â€Å"That was out of line.† â€Å"I don't mind,† I panted. He frowned at me in the darkness. â€Å"Try to sleep. Bella.† â€Å"No, I want you to kiss me again.† â€Å"You're overestimating my self-control.† â€Å"Which is tempting you more, my blood or my body?† I challenged. â€Å"It's a tie.† He grinned briefly in spite of himself, and then was serious again. â€Å"Now. why don't you stop pushing your luck and go to sleep?† â€Å"Fine,† I agreed, snuggling closer to him. I really did feel exhausted. It had been a long day in so many ways, yet I felt no sense of relief at its end. Almost as if something worse was coming tomorrow. It was a silly premonitionwhat could be worse than today?' Just the shock catching up with me, no doubt. Trying to be sneaky about it, I pressed my injured arm against his shoulder, so his cool skin would sooth the burning. It felt better at once. I was halfway asleep, maybe more, when I realized what his kiss had reminded me of: last spring, when he'd had to leave me to throw James off my trail, Edward had kissed me goodbye, not knowing whenor ifwe would see each other again. This kiss had the same almost painful edge for some reason I couldn't imagine. I shuddered into unconsciousness, as if I were already having a nightmare.

Huhuhu

Chapter 7: Review Question : 3 3Q) How do the Internet and Internet technology work, and how do they support communication and e-business? Ans) The Internet is a worldwide network of networks that uses the client/server model of computing and the TCP/IP network reference model. Every computer on the Internet is assigned a unique numeric IP address. The Domain Name System (DNS) converts IP addresses to more user-friendly domain names. Worldwide Internet policies are established by organizations and government bodies, such as the Internet Architecture Board (IAB) and the World Wide Web Consortium (W3C). Define the Internet, describe how it works, and explain how it provides business value. The Internet has become the world’s most extensive, public communication system that now rivals the global telephone system in reach and range. Most homes and small businesses connect to the Internet by subscribing to an Internet service e provider. An Internet service provider (ISP) is a comm ercial organization with a permanent connection to the Internet that sells temporary connections to retail subscribers. †¢Explain how the Domain Name System (DNS) and IP addressing system work.It would be incredibly difficult for Internet users to remember strings of 12 numbers; the Domain Name System (DNS) converts domain names to IP addresses. The domain name is the English-like name that corresponds to the unique 32-bit numeric IP address for each computer connected to the Internet. DNS servers maintain a database containing IP addresses mapped to their corresponding domain names. To access a computer on the Internet, users need only specify its domain name. DNS has a hierarchical structure. At the top of the DNS hierarchy is the root domain.The child domain of the root is called a top-level domain, and the child domain of a top-level domain is called is a second-level domain. The Internet is based on the TCP/IP networking protocol suite. Every computer on the Internet is as signed a unique Internet Protocol (IP) address, which currently is a 32-bit number represented by four strings of numbers ranging from 0 to 255 separated by periods. When a user sends a message to another user on the Internet, the message is first decomposed into packets using the TCP protocol. Each packet contains its destination address.The packets are then sent from the client to the network server and from there on to as many other servers as necessary to arrive at a specific computer with a known address. At the destination address, the packets are reassembled into the original message. †¢List and describe the principal Internet services. A client computer connecting to the Internet has access to a variety of services. These services include e-mail, electronic discussion groups, chatting and instant messaging, Telnet, File Transfer Protocol (FTP), and the Web.E-mail: E-mail enables messages to be exchanged from computer to computer, with capabilities for routing messages t o multiple recipients, forwarding messages, and attaching text documents or multimedia files to messages. Although some organizations operate their own internal electronic mail systems, most e-mail today is sent through the Internet. The costs of e-mail is far lower than equivalent voice, postal, or overnight delivery costs, making the Internet a very inexpensive and rapid communications medium. Chatting:Many workplaces have employees communicating interactively using chat or instant messaging tools. Chatting enables two or more people who are simultaneously connected to the Internet to hold live, interactive conversations. Chat systems now support voice and video chat as well as written conversations. Many online retail businesses offer chat services on their Web sites to attract visitors, to encourage repeat purchases, and to improve customer service. Instant Messaging: Instant messaging is a type of chat service that enables participants to create their own private chat channels. The instant messaging system alerts the user whenever someone on his or her private list is online so that the user can initiate a chat session with other individuals. Instant messaging systems for consumers include Yahoo! Messenger, Google Talk, and Windows Live Messenger. Companies concerned with security use proprietary instant messaging systems such as Lotus Sametime. News Groups: Newsgroups are worldwide discussion groups posted on Internet electronic bulletin boards on which people share information and ideas on a defined topic, such as radiology or rock bands.Anyone can post messages on these bulletin boards for others to read. Many thousands of groups exist that discuss almost all conceivable topics. File Transfer Protocol(FTP): Transferring files from one computer to another computer. These files can be transferred through internet by using communication software’s like chatting, instant messaging and many. Web: The Web is the most popular Internet service. Itâ€℠¢s a system with universally accepted standards for storing, retrieving, formatting, and displaying information using client/server architecture.Web pages are formatted using hypertext with embedded links that connect documents to one another and that also link pages to other objects, such as sound, video, or animation files. When you click a graphic and a video clip plays, you have clicked a hyperlink. †¢Define and describe VoIP and virtual private networks, and explain how they provide value to businesses. The Internet has also become a popular platform for voice transmission and corporate networking. Voice over IP (VoIP) technology delivers voice information in digital form using packet switching, avoiding the tolls charged by local and long-distance telephone networks.Calls that would ordinarily be transmitted over public telephone networks travel over the corporate network based on the Internet Protocol, or the public Internet. Voice calls can be made and received with a c omputer equipped with a microphone and speakers or with a VoIP-enabled telephone. Although there are up-front investments required for an IP phone system, VoIP can reduce communication and network management costs by 20 to 30 percent. A Virtual Private Network (VPN) is a secure, encrypted, private network that has been configured within a public network to take advantage of the economies of cale and management facilities of large networks, such as the Internet). A VPN provides your firm with secure, encrypted communications at a much lower cost than the same capabilities offered by traditional non-Internet providers who use their private networks to secure communications. VPNs also provide a network infrastructure for combining voice and data networks. Several competing protocols are used to protect data transmitted over the public Internet, including Point-to-Point Tunneling Protocol (PPTP). †¢List and describe alternative ways of locating information on the Web.The various al ternative ways of locating information on the Web are namely: Search Engines: Search engines attempt to solve the problem of finding useful information on the Web nearly instantly, and, arguably, they are the â€Å"killer app† of the Internet era. Today’s search engines can sift through HTML files, files of Microsoft Office applications, PDF files, as well as audio, video, and image files. There are hundreds of different search engines in the world, but the vast majority of search results are supplied by three top providers: Google, Yahoo! and Microsoft’s Bing search engine. Intelligent Agent Shopping Bots : Shopping bots use intelligent agent software for searching the Internet for shopping information. Shopping bots such as MySimon or Google Product Search can help people interested in making a purchase filter and retrieve information about products of interest, evaluate competing products according to criteria the users have established, and negotiate with ve ndors for price and delivery terms.Many of these shopping agents search the Web for pricing and availability of products specified by the user and returns a list of sites that sell the item along with pricing information and a purchase link. Web-Blogs: A blog, the popular term for a Weblog, is a personal Web site that typically contains a series of chronological entries (newest to oldest) by its author, and links to related Web pages. The blog may include a blog roll (a collection of links to other blogs) and trackbacks (a list of entries in other blogs that refer to a post on the first blog Wiki’s:Wikis, in contrast, are collaborative Web sites where visitors can add, delete, or modify content on the site, including the work of previous authors. Wiki software typically provides a template that defines layout and elements common to all pages, displays user-editable software program code, and then renders the content into an HTML-based page for display in a Web browser. Social Networking: Social networking sites enable users to build communities of friends and professional colleagues.Members each typically create a â€Å"profile,† a Web page for posting photos, videos, MP3 files, and text, and then share these profiles with others on the service identified as their â€Å"friends† or contacts. Social networking sites are highly interactive, offer real-time user control, rely on user-generated content, and are broadly based on social participation and sharing of content and opinions. †¢Compare Web 2. 0 and Web 3. 0. Web 2. 0 facilitates interaction between web users and sites, so it allows users to interact more freely with each other.Web 2. 0 encourages participation, collaboration, and information sharing. This web 2. 0 is also called as â€Å"Second generation World Wide Web. † Examples of Web 2. 0 applications are Youtube, Wiki, Flickr, Facebook, and so on. This is also termed as ‘ read-write web ‘. Web 3. 0 is als o called as â€Å"Semantic web† which means web for the future. In Web 3. 0, computers can interpret information like humans and intelligently generate and distribute useful content tailored to the needs of users. Web 3. 0 is known as the â€Å"Third generation of World Wide Web†.With the help of Web 3. 0, web content was easily carried in the form of natural language. It also consist of micro formats, natural language search, recommendation agents which are commonly known as AI i. e. Artificial Intelligence. One example of Web 3. 0 is Tivo, a digital video recorder. Its recording program can search the web and read what it finds to you based on your preferences. Reference: Kenneth C. Laudon , Jane P. Laudon — Management Information System: managing the digital firm 12th Edition. [Page numbers: 251 – 274]

L200 Essay †Crucible Experience Essay

The purpose of this essay is to identify, describe, and justify a crucible experience from my life; discuss how that experience influenced my personal leadership style, beliefs, philosophy, or behaviors; and explain how it will influence me as an organizational leader. To lay the ground work to do this, I believe it is important to first define what a crucible experience actually is. According to Warren G. Bennis and Robert J. Thomas, in their article titled C rucibles of Leaders hip, a crucible is defined as: â€Å"A transformative experience through which an individual comes to a new or an altered sense of identity.† 1 Based on this very broad definition, I discovered that it was difficult to identify just one particular experience that had a profound impact on my sense of identity. Over the course of my forty four years on this earth, half of that serving our great Nation, I have experienced many opportunities to grow as a person and as a leader. For this paper, I chose to use an experience from when I was a newly promoted Corporal and Infantry Mortar squad leader in the Salute Guns Platoon of the 3rd US Infantry Regiment, â€Å"The Old Guard†, back in 1990. During a a standard monthly counseling session with my immediate supervisor, a Staff Sergeant that will remain nameless in the event my essay is ever published, I received some advice that had such a profound impact on me that I decided to leave the Active Duty Army at the end of my first term of service, join the National Guard, and attend college. He counseled me that if I wanted to be a strong leader in the Army, I must always put the Army first. The mission must always come before my family, even if it meant I would lose them. His advice challenged my paradigm of: God, family, country. This caused me to take a deep look at what kind of man I wanted to be remembered as at the end of my life. Would an Army career bring me fulfillment? If I stayed in the Army, and listened to his advice, would my family still be there at the end of an Army career? Was this Staff Sergeant the type of leader I wanted to emulate? Did I really need to sacrifice my family to serve my country? Was his advice sound? I identify these questions as the recognizable beginning to my lifelong journey to become an effective leader, not just in the Military; but also as a father, a husband, a son, and as a man in general. I say this because I believe that an effective leader at work must also be an effective leader at home in order to lead by example in all areas of life. In the process of refining and answering those questions, I discovered what I believe are the basic tenants of an over-all effective leader in life; at the individual level, as well as the organizational level. To answer the first question; yes, an Army career is my chosen profession, and it has continuously brought me a sense of accomplishment and purpose. I discovered while I was a member of the Kansas Army National Guard and working for Xerox Business Services as my full-time employment, that there was a big difference between being a manager in the corporate world and being a leader in the Military. Army leaders are taught to lead by example, to lead from the front, and to care for the Soldiers under their command as if they were their own family. That mindset is very different from corporate leadership. Business managers and supervisors in the civilian work place only care that their employees show up on-time and do their work, what they do off the clock is of no concern. Army leaders must know every possible detail about their Soldier’s lives. A Soldier’s family is as important as the Soldier him / herself and Army leaders must be much more empathetic to the whole situation a Soldier is facing than the civilian supervisor is of an employee. So, part of what that Staff Sergeant was trying to say is true. In the Army it is mission first and Soldiers always, but an effective leader must find a balance between serving as a leader in the Army and serving as a leader of his own family. Yes, sometimes the mission requires my full attention and my family must wait. That is why it is important to be an effective leader at home when I am there. Just as it is my duty to mentor and grow young leaders in the Army to carry on the mission in my absence, I must also mentor my family to carry on when the Army requires me to be absent from home. I see leadership as fulfilling God’s will for my life, and that is all encompassing in every aspect of life. Just as a father must teach his children to become leaders so they can become successful in their lives, a leader in the Army must teach his subordinates, as well as his peers and supervisors how to be effective leaders. I feel that is the true purpose of leadership; to grow and develop more leaders. After nearly a decade in the civilian work force, I applied to return to the Army because I missed the Army way of life. I was disappointed in uncaring management I had experienced in the civilian work force and missed the true leadership I had experienced in the Army. The only caveat was that I had to ensure I maintained balance between my spiritual, personal, and professional life. To answer the next question; it depends, whether my family would still be there at the end of a successful Army career was really not completely within my power to control. As it turned out, I lost my family anyway. I discovered the hard reality that if a Soldier’s family does not share the same commitment to serving our great country, they probably do not share a common bond in other areas of life either. I have been able to counsel many of my Soldiers, and even some peers to carefully consider things before they throw away their career because they are afraid their spouse will leave them if they stay in the Army. Almost every time I have seen a Soldier get out of the Army to save their marriage, the marriage ends anyway. I am not sure this experience is universal, but I see serving in the Military as a family affair, that is why it is imperative that Army leaders engage on a more personal level than civilian supervisors do. Military family members must be willing to sacrifice just as much as their Soldiers do. A few years ago, I learned from a fellow Old Guard member that the Staff Sergeant that advised me that I must put the Army before my family also lost his family to divorce a few months after I ETSed. Apparently, his commitment level was higher than his spouse’s. I have learned the importance of achieving balance at work and home, and the importance of mentoring my Soldiers to do the same. In the Army, there is not a clear cut delineation between a Soldier’s personal life and professional service. Learning how to find a balance in my own life has given me the empathy to understand why it is important to help fellow Soldiers to find that same balance. I now understand that all leaders must remain cognizant of the importance of maintaining balance in life when leading Soldiers from the one-on-one level all the way up to the largest of organizational levels. In answering the third question, I discovered the real crucible of my leadership experience. I have met all kinds of leaders during my life; some are worthy of emulation, some only serve as an example of what not to do. The lesson I learned from that Staff Sergeant was to have patience and be more tolerant of those hard charging leaders who are so narrowly focused on the mission at hand, they overlook the big picture. The Army is not just about accomplishing the mission, we have a responsibility to also ensure the well-being of our Soldiers and their families under our care at the same time. In the Army; it is not mission or family, it is mission and family. This delicate balancing act of accomplishing the mission while taking care of Soldiers is what sets Army leaders apart from civilian supervisors. I firmly believe that if the Army were to be defined as a business, with an end product, the final product would be: leadership. Everything the Army does is tied together and driven by leadership. A truly effective leader mentors new leadership to work themselves out of a job so they can move on to positions of greater responsibility. This is totally different from civilian management positions where people are afraid to teach someone else how to do their job because they could possibly lose their job when it is discovered that someone else can do it just as well. Leaders who forget to account for Soldier’s families because they are overwhelmed with the responsibilities of the mission, may be looked upon as toxic leaders and bring the morale of the entire unit to its knees. In garrison, I have learned the importance of including family social events and Soldier family time into the unit training calendar to ensure those events do not get counted as white space and postponed when a last minute training idea comes up. Even at the highest organizational level of the Army, the Chief of Staff of the Army, the importance of taking care of Army families is at the top of the priority list. In conclusion, this essay has covered at least three leadership topics, concepts, or issues that we have discussed during our leadership lessons this year. According to the L101 lesson on developing organizations and leaders, paragraph 11-3 of Field Manual 6-22 states that: â€Å"Successful organizational leadership tends to build on direct leader experiences. The modern organizational level leader must carefully extend his influence beyond the traditional chain of command by balancing his role of warrior with that of a diplomat in uniform.† 2 Balancing mission and family can seem like a diplomatic task much of the time. In lesson L109 we learned that: â€Å"The Army is people; its readiness to fight depends upon the readiness of its people (Soldiers and their families), individually and as units. We improve our readiness and foster a ready state of mind by training, motivating and supporting our people, and by giving them a sense of participation in the Army’s important endeavors.† 3 This statement was made by former Army Chief of Staff Creighton Abrams, which goes to show that no matter how high up the chain we go, taking care of Soldiers and their families is always important. The key take away I learned from lesson L112, Organizational Leadership Philosophy, was: â€Å"Competent and confident leaders seek input and improvements over the entire span of their careers.† 4 Becoming a leader in life is an ongoing process, no matter how big the organizational responsibility.

The Nomoramide the synthetic morphinomimetic drug project Essay

The Nomoramide the synthetic morphinomimetic drug project - Essay Example The 'painfree' project appears a rather 'painful' project. Potential of the drug Nomoramide (painfree) appears to be immense, as specialists as well as General Physicians are fully convinced and have echoed their support for the drug, but the major drawback in managing the project has been a lack of sound understanding and respect for the views different departments within the company. Project management as such is a set of principles, practices, and techniques applied to lead project team and control project schedule, cost, and performance risks in order to in delight the customers. But in case of 'painfree' the end result appears to be resulting in a rather painful experience for the company as well as for the customers. The project appears successful to the extent that it succeeded in convincing the General Physicians and specialists about the usefulness of the drug. It generated lot of curiosity about the company and the product, which can go a long way in generating marketing potential for the company in the long run. It appears the company has been able to make good use of its contacts in the regulatory and licensing departments of the governments in different countries, yet it appears at loggerheads with authorities like BGA for continuously ignoring the genuine concerns of the people, which is resulting in restriction of the use of the drug to the post-operational pain, in Europe. In US though the company appears to have convinced in regulatory authorities regarding the drug’s unrestricted acceptance with specialists and GPs able to prescribe it for pain relief. The project team chose to launch the drug in Germany in November when accidents cases are at its peak and a large number of migraine cases are linked to the dark season of the year. The launch was a big success with over 700,000 packages being sold from November 1994 to March 1995. The drug even received rave reviews form experts, medical journals and magazines. But in the absence of adequate market communication from the company, about the precautions after the intake of the drug, the cases of orthostatic hypotension soon started reaching alarming levels. The company could have retained the successful beginning, if it had immediately launched an information campaign for consumer and medical fraternity informing them about the precaution like taking rest after the drug intake, no doing physical exercises etc. But the company appeared grossly under-prepared for taking up such an initiative. This resulted in damaging the credibility of the drug and the company. Therefore, despite a promising start and good product the Painfree project appears to have earned limited success. Ans 2: From the available documents it is more than evident that the project was not managed in a very professional and successful manner. It appears unsuccessful on several counts; i. In this market driven economy when we talk about global village concept, any company studies the market with long term perspective, in such a manner that the customer feels being valued. Data and information is gathered from the market regarding the competitor's position, availability of alternatives, outcomes of similar launches etc. In case of a new drug launch additional care is to be taken regarding its side-effects, safety of the consumer etc. To this end extensive researches are carried out for testing the effects of the drug, data is also compiled from existing studies etc. Here it appears the company, despite

Adult Learning in Context - Case Study Example | Topics and Well Written Essays - 2000 words

Adult Learning in Context - - Case Study Example I have an experience of working with adult learners when a CEO of a printing unit near my home requested my services for improving the communication abilities of their production workers. This unit was consisting of around 100 printing workers from different countries. Because of the diversity in workforce, this unit faced so many troubles in effective communication which affected their growth prospects immensely. Even though the workers were skilled ones, lack of understanding between them resulted in lack of coordination and subsequent production problems. The company CEO asked me to give the entire production staff week long training with respect to effective communication in a multicultural environment. The training session was arranged after the regular schedule of the works and lasted for two hours continuously for a week. This paper is written as a case study based on the experiences I received from adult learners of the week long training class I have taken for around 100 pro duction workers from different countries. CAEL, (n. d) has mentioned that adult students have unique needs like Academic and motivational advising supportive of their life and career goals and Recognition of previously obtained experience- and work-based learning (CAEL, n. d., p. iv). Most of the workers who attended the training were keen in seeking advices from me for their career goals. Unlike the normal students, adults showed no hesitancy in clearing their doubts. But most of their doubts were related to their career goals. They were eager to know about the possibilities of building a successful career with the help of improved communication abilities. Another important factor which attracted me was their enthusiasm in incorporating their past work based knowledge to the topics which I explained in the class. For example, when I explained that information communicated through nonverbal means are more than verbal means, most of them agreed with it. Some of them

Society violence in the Public School Research Paper

Society violence in the Public School - Research Paper Example ("Public Schools: New Violence Against Teachers - TIME.") However, it must be understood that this violence is coming from a source – many children attending public schools grow up in unsafe environment and face conflicts at home with their parents. Nurturing children in unstable atmospheres leads them to believe in the fact that violence is the answer to everything in life and thus they take up such measures in order to have their voices heard. Most teachers state that it is the parents who are to blame. This statement stands true because most parents of such children have problems of their own and often include their children in the fights that they have which leave them scarred. Children of divorced parents might be subject to violent behaviour at home and that frustration comes out on other people because the kids think that it is alright to behave like their parents have been. Adolescence is the time when children learn the quickest and act with even greater haste and thus if their emotions are left immature during this period, then they are bound to take up violent means. Many children spend their time on the streets with gangs of people inflicted by drugs and other substances. Children learn the art of using these substances at an early age and this causes their behaviour to differentiate from others. They often fall prey to peer pressure and take up violent methods just in order to be accepted by certain people. (Be aton, Hellman) Children learn from what they see, may it be their parents fighting at home or even television programs and violent video games. It is the duty of the parents to ensure that children do not watch things that are not meant for them. It also a parent’s duty to provide a sheltered and strong environment for their children so that they grow up to be civilized and mature human beings. The psyche of a child gets affected by watching war movies, action

Transmittal of an investigation of the rising cost of insurance Research Paper

Transmittal of an investigation of the rising cost of insurance premium of employees in sparkle industry - Research Paper Example Tobacco usage has adverse effects in the body such as lung cancer which causes sudden death when no treatment is carried out. It is in this regard that Health Insurance Company charges higher cost since treating such kind of diseases is expensive. Alcohol drinking and unhealthy lifestyles also contributed to the increase of the cost of health insurance even though it was minimal compared to tobacco usage. My sincere gratitude goes to employees of sparkle industry who were very obedient in responding to my survey questions. I am also thankful to your company for having trust in the responsibility assigned. For any help concerning the report, you can give me a call. Enc. Report EFFECT OF CIGARETTE SMOKING AND UNHEALTHY LIFESTYLE ON THE COST OF HEALTH INSURANCE PREMIUM PAYABLE TO THE INSURER ON BEHALF OF EMPLOYEES IN SPARKLE INDUSTRY AS A BENEFIT PACKAGE. A RESEARCH REPORT PRESENTED FOR EVALUATION IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF BUSINESS ADMINISTRATI ON. TABLE OF CONTENT Transmittal letter†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.1 Title page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Executive summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 1.1. INTRODUCTION 1.2. Background of the Studyâ₠¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 1.3. Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....6 1.4. Research Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 1.5. Objectives of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7 1.6. Justification of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.7 1.7. Scope and Limitations of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 1.8. Conceptual Framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 2.0. LITERATURE REVIEW 2.1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 2.2. Theoretical †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...................9 2.3 Empirical reviews†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.10 3.0. RESEARCH METHODOLOGY 3.1. Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 3.2. Study Area†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 3.3. Study population and Sampling†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 3.4. Data Collection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.11 4.0 DATA ANALYSIS AND PRESENTA TION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 5.0. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 5.1. Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

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Subject-Verb Agreement in Sindhi and English Essay Example for Free

Subject-Verb Agreement in Sindhi and English Essay Abstract In this paper, the researchers particularly investigated the subject verb agreement in Sindhi and English languages. English and Sindhi are two entirely different languages. There are differences in their phonology, morphology and syntax also. In this paper, the researchers examined the difference between one of the aspects of syntax, specially the difference between subject verb agreements in both the languages. Syntactically English is a head initial SVO language and Sindhi is a head Final SOV language. These two languages differ not only in phonology, morphology and syntax but they have also got difference in their origin. First the study shows a brief look at origin of Sindhi and English languages. Then subject verb agreement in Sindhi and English is analysed individually, afterwards there is a analysis of comparison between these two languages in subject verb agreement. Key words: Subject-verb, Agreement, Paryog, Head, Comparative, Syntax Introduction – Sindhi Sindhi is an Indo-Aryan language with its roots in the Lower Indus River Valley. Sindhi language is one of the most ancient languages of the world, which belongs to the Indus Valley Civilization. This language is the family member of the languages like Urdu, Persian, Sanskrit, Arabic, Hindi, and so on. Sindhi employs Perso-Arabic script and thus is written from right to left in contrast to the most of the Western languages which are written from left to right (Shaikh 1986). Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study Sindhi takes its name from the river Indus, known in earlier times as the Sindhu. Today Sindhi is spoken in the province of Sindh, Pakistan where it is recognized by the government as the official language of the province. Nearly half of the population of Sindh province lives in rural areas, where Sindhi is the primary language. In the urban centers of Sindh, Sindhi competes for status and speakers with Urdu (the national language of Pakistan), and increasingly English. Sindhi is also spoken by about 2.5 million people in India, including major communities in Gujarat, Mumbai and Pune, where immigrants from Sindh relocated after the 1947 partition of India and Pakistan. Beyond the Indian subcontinent, Sindhi is spoken by large Diaspora communities in the United Kingdom and the United States, and around the world. English The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes were the Anglos, the Saxons and the Jutes. They crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed towards west and north by the invaders mainly into what is now Wales, Scotland and Ireland. The Angles came from Englaland and their language was called â€Å"Englics from which the words England and English are derived. English is a head initial SVO language, shows distinctive agreement only in the third person singular, present tense form of verbs, which are marked by adding -s (walks) or -es (fishes). The rest of the persons are not distinguished in the verb (I walk, you walk, they walk, etc.). In English, singular verb generally have an ‘s’ at the end, Plural verbs do not, and Nouns are the opposite, like; book (singular noun), walks (singular verb) and books (plural noun) , drive (plural verbs) etc. Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari  and Amara Aftab Soomro Sindhi Structure In Sindhi, the order of words in a sentence differs from English. The verb typically appears at the end of the sentence in Sindhi, while in English, it comes after the subject, but not at the end of the sentence. Syntactically, Sindhi displays a host of properties that are typical of Indic languages as a whole. Sindhi is a head-final SOV language. Postpositions are attested and affixation is largely suffixal. Sindhi verbs agree with their subjects in person, gender, and number. All inflection proceeds by way of affixation. Sharaf ud Din Islahi, in â€Å"The linguistic connections of Urdu and Sindhi languages† (Urdu-Sindhi ke Lisani Rawabit), affirms the above claims that Sindhi language is closely associated with the sub-continental languages. He confirms that Urdu and Sindhi are two such languages of the sub-continent in which much linguistic relations and agreements are found. Their phonetic system is almost same. Their grammar is closely related. Their vocabulary and semantics are inter-connected. Their scripture is almost same. Their literary traditions are also almost analogous. (pp. 61) â€Å"Sindhi language has taken birth from Sanskrit and Prakrit; and its letters of Alphabets are mostly from Sanskrit† (Shaikh 1986, pp,6). Now we will have a brief investigation of syntactical differences between Sindhi and English language. Syntactic difference between English and Sindhi. Structure dependency seems common in all the languages. This asserts that â€Å"knowledge of language relies on the structural relationship in sentences rather than the sequence of words.† (Chomsky 1988). Yet language differs in many ways; if knowledge of language consisted simply of unvarying principles, all human languages would be identical. The theory of Head parameters specifies the order of elements in a language. It asserts that some languages are head-initial and some languages are head-final. We are here concerned with English and Sindhi language, so the syntactic differences of both these languages are given below: 1. English is a head-initial language and Sindhi is a head-final language. Other differences are; 2. Sindhi is written from right hand rule, while English is written from left hand side. Example This is English. - (He Sindhi Ahe) †«Ã™â€¡Ã™Å  Ø ³ ÚÅ'ÙŠ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬3. In Sindhi language, the auxiliaries such as. ‘-†«Ã¢â‚¬â„¢-Ù ¿Ã™Ë†-‘ ,’-Ù ¿ -‘ ,‘-Ø ¢Ã™â€¡Ã™Å -‘ ,’-Ø ¢Ã™â€¡Ã™â€ Ã¢â‚¬ ¬ appear at the end of the sentence, while in English auxiliaries appear in middle of the sentence. Example This is my book. (He Muhjo Kitab Ahe) †«Ã˜ ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« هي Ù… Ø ¬Ã™Ë† Ú ªÃ˜ ªÃ¢â‚¬ ¬ 4. In Sindhi language, verbs come after the object of the sentence, while in English language verbs come before the object of the sentence. Example I am eating. - (Aaon Khai Rahyo Ahyan) †«-Ø ¢Ã˜ ¦Ã™Ë† Ú © Ø ¦Ã™Å  Ø ±Ã™â€¡Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ 5. In Sindhi language, preposition comes after the object, while in the English language object comes after preposition. Example I am going to School. (Aaon School Danhn Wajji Rahyo Ahyan) †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ø ³Ãš ªÃ™Ë†Ã™â€ž Ú  Ù† ن†¬ †« ÚÆ'ÙŠ Ø ±Ã™â€¡Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬Subject Verb Agreement Subject-verb agreement is a grammatical rule, which states that the subject and the verb must agree in a sentence. The subject normally refers to the noun or pronoun that tells us whom or what the sentence is about. A verb normally has a singular and plural form in the present tense. Agreement allows us to show who’s doing what in a sentence by indicating which part of the sentence go together. In languages where the verb is inflected, it often agrees with its primary argument (the subject) in person, number, and/or gender. The word whose form is determined by the other is said to be ‘agree’ with it. Agreement can occur over short or long distances in sentences (Neelman and Weeman 1999). For example consider the following sentence: John blames them In this sentence, the verb ‘blames’ agrees with the subject ‘John’. And the subject is licensed by agreement. There is no agreement between the verb and object ‘them’. Subject Verb Agreement in English Subject The word that represents the doer or agent of an action or set of actions in a sentence is either a noun (e.g., pen, car, Jessica etc) or a pronoun (e.g., we, they, he, she etc). It can be either a singular or plural. 1. Your sentence may have a compound subject. 2. Your subject will never be in a prepositional phrase. 3. Usually your subject comes before your verb. Verb The word/words represents the actions of a sentence (e.g., is, went, will place, have taken, will have been observed, etc.). Wren and Martin (2002) define verb as: â€Å"A Verb is a word that tells or asserts something about a person or thing. Verb comes from the Latin verbum, a word. It is so called because it is the most important word in a sentence† (pp. 65). Subject verb agreement refers to the change in the form of a verb depending on its subject. Wren and Martin (2001) say that; The subject of the verb, like the personal pronouns, has three persons- the first, the second and the third. The subject of a verb may be first person (I, we), second person (You [singular], You [plural]), or third person (he, she, it, they). In English a verb changes form only when its subject is third person singular (he/she/it) and only in the present tense. Present Tense Singular Plural I eat They eat You eat You eat He, She, It eats We eat Past tense Singular Plural I ate They ate You ate You ate He, She, It ate We ate The subjects above given are not underlined. The verbs are bold and underlined. Now look at the present tense conjugations of verbs, because that is where you will see a difference. In the present tense, all of the different subject uses â€Å"eat† except for the third person subjects â€Å"he†, â€Å"she†, and â€Å"it†. If you are using what are called â€Å"regular verbs†, you will always add this -s after the third person subject. Therefore you can say â€Å"I like apples†, â€Å"You like apples,† but if you use â€Å"She†, you must say â€Å"She likes apples†. English grammar is not quite this simple in practice because people don’t always use the words I, She, He, They, We, You, and It. Usually they are more specific rather simple. For instance say, â€Å"My sister teaches a class at college† or â€Å"Joe and Jessica always dress well†. Now look at the subject and than decide what type of word of pronoun it is. â€Å"My mother† is a â€Å"She†, so the verb must include an –s or –es. â€Å"Joe and Jessica† are â€Å"they†, so the verb will not have the –s or –es ending. Regular vs. Irregular Verbs This is a little more complicated because there are two types of verbs: Regular and irregular. Regular verbs such as walk, play, jump and always follows –s as stated above.; and in the past tense form you will add – ed to make walked, played, jumped. But irregular verbs do not follow this pattern. Below are given three most common irregular verbs and their conjugations, which you will have to memorize in order to use them correctly. To Be Present Tense Singular Plural I am We are You are You are He, She, It is They are Past tense Singular Plural I was We were You were You were He, She, It was They were To Have Present Tense Singular Plural I have We have You have You have He, She, It has They have Past tense Singular Plural I had We had You had You had He, She, It had They had To Do Present Tense Singular Plural I do We do You do You do He, She, It does They do Past tense Singular Plural I did We did You did You did He, She, It did They did Some Additional Rules * When you have a subject with both the singular or plural noun like â€Å"Mr, Anderson and the students†)., make the verb agree to the closest one. For instance, Jessica and the students like their university. * Make sure that contradictions like â€Å"isn’t/ aren’t, don’t/ doesn’t, haven’t etc† agree with the verb. For instance, Joe doesn’t like macroni. (Does not) The Andersons don’t like pizza. (Do not) * Words that come between a subject and its verb do not affect the number (singular or plural) of the subject. You must determine which word is the sentences subject and then use it to decide whether the verb needs an â€Å"-s† ending. For instance, . A computer with a variety of memory chips serves a special purpose. Computers with a variety of memory chips serve a special purpose. * If the verb comes before the subject, it still need to be conjugated. For instance, There are three children with the cat in the garden. * If you see who, which or that as a subject, than use the type of the verb that best suits the noun the who, which or that stands for. For instance. Maira is the type of person who is always silent. Maira is one of those girls who are always silent. Subject Verb Agreement for Compound Subjects A compound subject is made up of two or more subjects that are connected by a coordinating conjunctions. Both the subjects have the same verb. Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro * When the compound subject is connected by ‘and’. It is treated as plural. For instance, Rabia and Sadia are my sisters. Ahmed and Aslam are absent. * A compound subject that refers to one thing/idea/person or to something considered as one unit is treated as singular. The producer and director of the film has won an award. (When one person is both the director and producer). * When there are two singular nouns joined by â€Å"or† or â€Å"nor,† use the singular verb. This is because you are looking at the noun separately, not as a combination. For instance, Neither Max nor John wants to do singing The mango or the apple juice is all right with me. * A compound subject made up of a singular subject and plural subject connected by ‘or’ or ‘nor’ is treated as follows. 1. Singular, if the subject close to the verb is singular. For instance, Either the students or the teacher has taken the globe from here. (Teachersingular) 2. Plural, if the subject close to the verb is plural. Neither the ship nor the boats are in sight. (Boatsplural) * When the subjects joined by or/nor are of different persons. The verb agrees with the nearer subject. Either he or I am guilty. Neither you nor they are responsible. * Two nouns qualified by each or every, even though connected by and, requires a singular verb. Every boy and every girl was given a packet of sweets. Specific Cases of the Subject-Verb Agreement * A collective noun can be treated as a singular or a plural depending on the context. * Collective nouns like â€Å"group, team, committee, class, family† treat a group as a single entity and therefore, should use singular verbs. For instance, 1. The group is cooperative. 2. The hockey team has great players. * It is treated as a plural when the components of the noun are considered  individually. For instance, The committee have issued individual dissenting notes. The board of directors are divided on the implementation of the reforms. * Always match the indefinite pronouns such as: â€Å"much, someone, anyone,  everyone, anything, nothing, something, everyone, each, every, either, neither, no one, one, other etc with singular verbs. For instance, Every one is anxious about me. Anyone who has got a problem, please stand up. * Some nouns like â€Å"news, civics, mumps, physics, mathematics† are singular and should be matched with the singular verbs. For instance, Mumps is a terrible disease No news is good news. * Some nouns like â€Å" spectacles† ending in ‘s’ however are treated as plural even  though they refer to one thing or pair .for instance His spectacles are broken. * Some indefinite pronouns such as: â€Å" few, many and several† are always plural. For instance, Several new products were introduced recently Few girls were absent yesterday. * Certain words such as: â€Å"any, all, most, more, none, enough, and plenty† can either be singular or plural. 1. They are singular, when they refer to one thing or person or to a portion of something and, hence they a singular verb. For instance Most of the work is over. 2. They are plural, when they refer to a number of individual things, persons, and places and hence they take a plural verb. For instance, Most of my neighbours are government employees. ( several) * ‘Many’ is singular as it modifies with a singular noun. For instance, Many students tries hard to pass this entrance exam. * Titles of books, magazines, etc are singular. For instance, The Arabian Nights is still read by many people. * Words or phrases that express an amount of money, fraction, distance, or  interval of time are singular. For instance, Twenty kilometres is a long distance. One hundred rupees is enough for this labour. * Class nouns denoting clothing, furniture, cutlery, stationary, etc. are singular. This stationary is expensive. Davidson (2003) states that sometimes it is not the immediate subject, or what seems to be the subject of the verb that determines whether the verb must be singular or plural, but some other words or phrase in the sentence. For example: The boy who is playing outside is my son. (‘the boy’ is the antecedent of the relative pronoun ‘who’). Subject Verb Agreement in Sindhi In Sindhi , the verb agrees with the subject and its number (either singular or plural), gender (masculine or feminine) and persons ( pronoun) .The word ‘Kartar’ or ‘karta’ means ‘Faail’, which we can say Subject in English and the ‘Kartary’ means ‘Faailey’( Kam Kandarr †«Ãš ªÃ™â€¦ Ú ª Ø ¯Ãšâ„¢Ã¢â‚¬ ¬ ) which we can say ‘Subjective’ in English language. The verb in Sindhi can be defined as; a word that shows to be, to do, to have or an action on something, that is said to be a verb or in short a word which tells something about a person or thing etc. (Baig1992, pp.2). Verb which in Sindhi language is called â€Å"Fael† has two main kinds. According to Allana (2004), â€Å"All the Dravidian languages have two kinds of verbs Fael Mutaadi and Fael Lazmi† (pp. 262). They are same as 1. â€Å"Fael Lazmi† (Intransitive verb) and 2. â€Å"Fael Mutaadi† (Transitive verb) same as in English language. In Sindhi, the agreement is said to be a ‘Nisbatoon’ or ‘Paryoog’, Paryoog of Sindhi language is taken from Sanskrit language which means â€Å"Nisbatoon‟ or â€Å"Melap†, or we can say agreement in English language. which shows the verb agreement with other components There are three types of ‘Nisbatoon’ or ‘Paryoog’ in Sindhi language. 1. Kartary paryoog (Subjective agreement). 2. Karmani paryoog (Objective agreement). 3. Bhawei Paryoog (Neuter agreement). Here we are concerned with the ‘Kartary Paryoog’ (Subjective agreement). 1. In Sindhi language, showing the number agreement of a verb with its subjects. - (Chhokro khedde tho â€Å"Boy plays†)-†«Ãš ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬ †«-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬ (Chhokra kheddan tha â€Å"Boys play†) †«-Ú‡ÙˆÚ ª Ú ©Ã™Å Ãš  Ù ¿Ã¢â‚¬ ¬* In the former sentence, the subject is singular in number, than the verb agrees to it as ‘khede tho’. * In the later sentence, the subject is plural in number, the verb agrees to it as ‘khedan tha’. Let’s look at some more examples; (Ho Masjid wayo â€Å"He went to mosque†) †«Ã™â€¡Ã™Ë† Ù…Ø ³Ã˜ ¬Ã˜ ¯ يو†¬ (Uhe Masjid waya, â€Å"They went to mosque†)- †« هي Ù…Ø ³Ã˜ ¬Ã˜ ¯ ي†¬* In the former sentence, when there is a singular subject as â€Å"Hu† (He), than it takes singular verb as ‘wayo’. †«( يو†¬went) * In the latter sentence, when the subject is plural in number as â€Å"Uhay† (They), than the verb changes from ‘wayo’ to ‘waya’ particularly in Sindhi language. 2. All the Sindhi nouns belong to one of the two noun genders, feminine and masculine. A verb in the clause agrees to the gender of the noun. For example, the verb ‘laugh’ agrees with the gender of the subject. (Chhokro khilyo â€Å"Boy laughed†) †«Ãš ©Ã™â€žÃ™Å Ã™Ë†Ã¢â‚¬ ¬ †«Ãšâ€¡Ã™Ë†Ãš ªÃ¢â‚¬ ¬ (Chhokree Khilee, â€Å"Girl laughed†) †«-Ú‡ÙˆÚ ª ÙŠ Ú ©Ã™â€žÃ™Å Ã¢â‚¬ ¬ Masculine nouns commonly occur with the vowel endings -o in the singular , and with the –aa in the plural. And feminine noun commonly occur with the vowel endings – i in the singular and – oon in the plural . Verb agreement in ‘Kartary Paryoog’ changes according to the gender of the subject. For instance, (Chhokro khedyo huo â€Å"Boy had played)-†«Ãš ©Ã™Å Ãš Ã™Å Ã™Ë† Ù‡ و†¬ †«-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬ (Chhokri kheddi hue, â€Å"Girl had played)- †«Ãšâ€¡Ã™Ë†Ãš ª ÙŠ Ú ©Ã™Å Ãš Ã™Å  Ù‡ ي†¬* In the former sentence, there is a masculine gender ‘- †«( ’ڇوÚ ªÃ¢â‚¬ ¬boy), the verb agrees to it as ‘-†«Ã¢â‚¬â„¢Ãš ©Ã™Å Ãš Ã™Å Ã™Ë†Ã¢â‚¬ ¬ * In the later sentence, there is a feminine gender ‘-†«( ’-Ú‡ÙˆÚ ª ي†¬girl), the verb agrees to it as ‘-†« .’Ú ©Ã™Å Ãš Ã™Å Ã¢â‚¬ ¬Let’s look at some more examples. (Ahmed School wayo, â€Å"Ahmed went to school†).†« Ø ­ Ø ¯ Ø ³Ãš ªÃ™Ë†Ã™â€ž يو†¬ (Rabia school wayee, â€Å"Rabia went to school†)- †«Ã˜ ± Ø ¨Ã˜ ¹Ã™â€¡ Ø ³Ãš ªÃ™Ë†Ã™â€ž Ø ¦Ã™Å Ã¢â‚¬ ¬* In the former sentence. If there is a masculine gender (Ahmed), the verb agrees to it as ‘-†«Ã¢â‚¬â„¢- يو†¬ * In the later sentence, when there is a feminine gender (Rabia), the verb agrees to it as ‘-†« ’- Ø ¦Ã™Å Ã¢â‚¬ ¬instead of ‘-†«.’- يو†¬ 3. The changing of the verb agreement of Sindhi language according to the persons (pronoun). For instance, (Aaon khedandus, â€Å"I shall play†)- †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã˜ ³Ã¢â‚¬ ¬- (Aseen khedandaseen, â€Å"We shall play)- †« Ø ³Ã™Å Ã™â€  Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬- (Hoo khedandee, â€Å"She will play†) †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã™Å Ã¢â‚¬ ¬Ã™Å½ (Uhey khedanda, â€Å"They will play†) †« هي Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã¢â‚¬ ¬Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study 487 ï‚ · In the first sentence, when the pronoun is first person singular , the verb stand for it as ‘-†«.’-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã˜ ³Ã¢â‚¬ ¬ ï‚ · In the second sentence, the subject is first person plural, the verb agrees to it as a ‘†«.’-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬ ï‚ · ï‚ · In the third sentence, the subject is third person singular, the verb agrees to it as ‘—†«Ã¢â‚¬â„¢-هوØ ¡ Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã™Å Ã¢â‚¬ ¬ ÙŽ In the fourth sentence, the subject is third person plural, the verb agrees to it as ‘ †«Ã¢â‚¬â„¢-Ú ©Ã™Å Ãš Ã™â€ Ã˜ ¯Ã¢â‚¬ ¬ Differences between the Subject Verb Agreement in Sindhi and English Here are some of the areas where English and Sindhi subject verb agreement differs. Like: Agreement with Person Present Tense English Sindhi I speak †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã˜ §Ã¢â‚¬ ¬ you speak †«Ã˜ ªÃ™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã™â€ Ã¢â‚¬ ¬ he speaks †«Ã™â€¡Ã™Ë† Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ She speaks We speak They speak †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€ Ã˜ ¯Ã™Å  Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ ÙŽ †«Ã˜ ³Ã™Å Ã™â€  Ú ³Ã˜ §Ã™â€ž Ø §Ã™Å Ã™Ë† Ù ¿Ã˜ §Ã¢â‚¬ ¬ †«Ã™â€¡Ã™Å  Ú ³Ã˜ §Ã™â€ž Ø §Ã˜ ¦Ã™Å Ã™â€  Ù ¿Ã˜ §Ã¢â‚¬ ¬ Now we can see from the above given examples that in English a verb changes form only when its subject is third person singular (he/she/it) and only in the present tense. Now look at the present tense conjugations of verbs, because that is where you Language in India www.languageinindia.com ISSN 1930-2940 13:6 June 2013 Mubarak Ali Lashari and Amara Aftab Soomro Subject-Verb Agreement in Sindhi and English: A Comparative Study 488 will see a difference. In the present tense, all of the different subject uses â€Å"speak† except for the third person subjects he, she, and it. If you are using what are called â€Å"regular verbs†, you will always add this -s (speaks) after the third person subject. But in Sindhi, all of the different subjects agree with different verb forms, as the first person subject ‘- †« ’-Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬agrees with the verb ‘- †« ,’Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬and ‘-†« ’ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬agrees with the verb ‘- †« ’Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã™Ë†Ã¢â‚¬ ¬instead of ‘- †«.’-Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ The second person subject ‘- †« ’Ø ªÃ™Ë†Ã¢â‚¬ ¬agrees with the verb ‘-†« .’-Ú ³ Ù„ Ø ¦Ã™Å  Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã™â€ Ã¢â‚¬ ¬And the third person subject ‘-†« ’ -هو†¬agrees wi th the verb ‘-†« ’-هو-‘ , ’-Ú ³ Ù„ Ø ¦Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬uses with the verb ‘-†« ’Ú ³ Ù„ Ø ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬and ‘-†« ’- هي†¬uses with the verb ‘- †« ’-Ú ³ Ù„ Ø ¦Ã™Å Ã™â€  Ù ¿Ã¢â‚¬ ¬and In Sindhi main verb comes with the auxiliary verb like ‘- †« . ’-Ù ¿Ã¢â‚¬ ¬here ‘-†« ’-Ú ³ Ù„ Ø ¦Ã™Å Ã¢â‚¬ ¬is a main verb ‘ and ‘-†« ’-Ù ¿Ã™Ë†Ã¢â‚¬ ¬is an auxiliary verb. Other auxiliary verbs are like; ‘- †« ’-Ù ¿Ã™Ë†-‘ ,’-Ø ¢Ã™â€¡Ã™Å -‘ ,’-Ù ¿Ã¢â‚¬ ¬etc Past Tense English Sindhi†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ I visited †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ú ¯ ÙŠØ ³Ã¢â‚¬ ¬ you visited †«Ã™Å Ã™â€ Ã¢â‚¬ ¬ †«Ã˜ ªÃ™Ë† Ú ¯Ã¢â‚¬ ¬ he visited †«Ã™â€¡Ã™Ë† Ú ¯ يو†¬ She visited †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ¯ ي†¬ ÙŽ We visited They visited †«Ã™â€¡Ã™Å  Ú ¯ ÙŠØ §Ã¢â‚¬ ¬ Now we can see from above given examples that in English, a verb doesn’t changes form for the first, second or even for third person subject in the past tense, you can see that, all of the different subjects agrees with the verb â€Å"visited† . But in Sindhi, the case is different. The entire different subject uses different verbs in the past tense too. As for the first person subject ‘- †« ’Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬uses the verb ‘-†«Ã¢â‚¬â„¢Ãš ¯ ÙŠØ ³Ã¢â‚¬ ¬ and ‘-†« ’ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬agrees with the verb ‘-†«.’-Ú ¯ ÙŠ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬and the second person subject ‘- †« ’-Ø ªÃ™Ë†Ã¢â‚¬ ¬uses the verb ‘-†«Ã™Å Ã™â€ Ã¢â‚¬ ¬ †« .’-Ú ¯Ã¢â‚¬ ¬And the third person subject ‘-†«(-هو†¬He)’ uses the verb ‘-†«,’-Ú ¯ يو†¬ ‘Hu’a (She)’ uses the verb ‘-†« ’-Ú ¯ ي†¬and ‘- †« ’Ú ¯ ي†¬agrees with the verb ‘-†«.’- هي†¬ Future Tense English Sindhi. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †«Ã˜ ¢Ã˜ ¦Ã™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã˜ ³Ã¢â‚¬ ¬ I will drink †«Ã˜ ªÃ™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã™Å Ã™â€ Ã¢â‚¬ ¬ you will drink †«Ã™â€¡Ã™Ë† Ù ¾Ã™Å  Ù†Ø ¯Ã¢â‚¬ ¬ he will drink She will drink †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ù ¾Ã™Å  Ù†Ø ¯Ã™Å Ã¢â‚¬ ¬ ÙŽ We will drink †«Ã˜ ³Ã™Å Ã™â€  Ù ¾Ã™Å  Ù†Ø ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬ †«Ã™â€¡Ã™Å  Ù ¾Ã™Å  Ù†Ø ¯Ã¢â‚¬ ¬ they will drink Now we can see from above given examples that in English, a verb doesn’t change its form for the first, second or even for third person subject in the future tense, you can see that all of the different subjects agrees with the verb ‘will drink’. But in Sindhi, the case is different in future tense also. The entire different subject uses different verbs in the present, past and even in future tense. As the first person subject ‘- †« ’-Ø ¢Ã˜ ¦Ã™Ë†Ã¢â‚¬ ¬uses the verb with it as ’-†« ,’-Ù ¾Ã™Å  Ø ¯Ã˜ ³Ã¢â‚¬ ¬and ‘-†« ’- Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬uses the verb ‘†« ,’- Ù ¾Ã™Å  Ø ¯ Ø ³Ã™Å Ã™â€ Ã¢â‚¬ ¬the second person subject ‘- †« ’-Ø ªÃ™Ë†Ã¢â‚¬ ¬uses the verb ‘-†« ’-Ù ¾Ã™Å  Ø ¯Ã™Å Ã™â€ Ã¢â‚¬ ¬and the third person subject ‘-†« ’-هو†¬agrees with the verb ‘- †« ’-هوØ ¡-‘ ,Ù ¾Ã™Å  Ø ¯Ã¢â‚¬ ¬agrees with the verb ‘-†«Ã¢â‚¬â„¢-Ù ¾Ã™Å  Ø ¯Ã™Å Ã¢â‚¬ ¬ and ‘-†« ’- هي†¬agrees with the verb ‘- †«Ã¢â‚¬â„¢-Ù ¾Ã™Å  Ø ¯Ã¢â‚¬ ¬ Agreement with Gender The boy had cry †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ø ±Ã™â€ Ã™Ë† هو†¬ The girl had cry †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ±Ã™Å  Ø ±Ã™â€ Ã™Å  Ù‡ ي†¬ Now you can see in the above given examples that in English, the subject for both the genders (masculine and feminine) as ‘the boy’ and ‘the girl’ agrees with the verb ‘cry’. But in Sindhi, the masculine subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬agrees with the verb as ‘- †«Ã˜ ±Ã™â€ Ã™Ë†Ã¢â‚¬ ¬ †« ’-هو†¬with vowel ending –o, but the feminine subject ‘-†« ’-Ú‡ÙˆÚ ª ÙŠØ ¡Ã¢â‚¬ ¬agrees with the verb ÙŽ as ‘-†« ’-Ø ±Ã™â€ Ã™Å  Ù‡ ي†¬with the vowel sound ending –i. for more understanding another example is: The dog ran †«Ãš ªÃ˜ ªÃ™Ë† ÚŠ ڙيو Ù‡ و†¬ The cat ran †«Ã™ »Ã™â€žÃ™Å  ÚŠ Ú™ÙŠ Ù‡ ي†¬ ‘Dog’ is the masculine gender and ‘ cat is the feminine gender, In English the verb doesn’t change its form for different gender subjects. As in above examples, the verb agrees to both the gender subjects ‘dog’ and ‘cat’ as ‘ran’. But in Sindhi, the verb changes its form for different genders. As the gender (masculine) subject ‘†« ’-Ú ªÃ˜ ªÃ™Ë†Ã¢â‚¬ ¬agrees with the verb as ‘-†« ,’-ÚŠ ڙيو Ù‡ و†¬and the feminine gender subject ‘-†« ’-Ù »Ã™â€žÃ™Å Ã¢â‚¬ ¬agrees with the verb as ‘-†« ’-ÚŠ Ú™ÙŠ Ù‡ ي†¬with the vowel endings –o and –I respectively. Agreement with Numbers The boy plays †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ú ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬ The boys play †«Ãšâ€¡Ã™Ë†Ãš ªÃ˜ ± Ú ©Ã™Å Ãš  Ù ¿Ã˜ §Ã¢â‚¬ ¬ She eats †«Ã™â€¡Ã™Ë†Ã˜ ¡ Ú ©Ã˜ §Ã˜ ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬ ÙŽ They eat †«Ã™â€¡Ã™Å  Ú ©Ã˜ §Ã˜ ¦Ã™â€  Ù ¿Ã˜ §Ã¢â‚¬ ¬ In English, we will always add this -s after the singular third person subject he, she, and it, and a verb has a singular and plural forms in the present tense only. ‘the boy’ is a ‘he’ so the verb must include an –s or –es ending like ‘plays’. and for plural subject as ‘the boys’ refers to â€Å"they†, the verb will not have the –s or –es ending like; ‘play’. Same is the case with â€Å"She† agrees with the verb as ‘eats’, and ‘They’ agrees with the verb as ‘eat’. And in Sindhi, the subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬is a singular in number. Then the verb agrees to it as ‘-†« ,’-Ú ©Ã™Å Ãš Ã™Å  Ù ¿Ã™Ë†Ã¢â‚¬ ¬But if the subject ‘- †« ’-Ú‡ÙˆÚ ªÃ¢â‚¬ ¬is plural in number than the verb agrees to it as ‘- †« .’-Ú ©Ã™Å Ãš  Ù ¿Ã¢â‚¬ ¬Same is the case with the singular subject ‘-†« ’-هوØ ¡Ã¢â‚¬ ¬agrees with ÙŽ the verb as ‘-†« ’-Ú © Ø ¦Ã™Å  Ù ¿Ã™Å Ã¢â‚¬ ¬and the plural subject ‘-†« ’- هي†¬agrees with the verb as ‘- †«.’-Ú © Ø ¦Ã™â€  Ù ¿Ã¢â‚¬ ¬ Similarities in Some Cases Here are some of the areas, where English and Sindhi share a common rule for subject verb agreement like: * Every verb should agree with the subject in number and person. For instance, English: They like sweets. (They=plural, like=plural). Sindhi: Uhay mitha pasand kan tha. (Uhay=plural, pasand kan tha=plural) * When a compound subject is connected by ‘and’, it is treated as plural in both Sindhi and English. For instance, English: Rabia and Sadia are my sisters. (Are= plural) Sindhi: †« =-Ø ¢Ã™â€¡Ã™â€ -(Ø ± Ø ¨Ã˜ ¹Ã™â€¡ Û ½ Ø ³Ã˜ ¹Ã˜ ¯Ã™Å Ã™â€¡ Ù… Ø ¬Ã™Ë† Ú€ÙŠÚ »Ã™Å Ã™Ë† Ø ¢Ã™â€¡Ã™â€ Ã¢â‚¬ ¬plural) * If two singular nouns refer to the same person or thing, the verb treated as singular in both Sindhi and English. For instance, English: The producer and director of the film has won an award. (Has won= singular). Sindhi: †« = -Ú ©Ã™ ½Ã™Å Ã™Ë†-( -Ù Ã™â€žÃ™â€¦ Ø ¬Ã™Å  Ù‡Ø ¯ ÙŠØ ªÃš ª Ø ± Û ½ Ù ¾ ڊيوØ ³ يو Ø ±ÃšÅ  Ú ©Ã™ ½Ã™Å Ã™Ë†Ã¢â‚¬ ¬singular). (When one person is both the producer and director). * Words joined to a singular subjects by words such as ‘with’, ‘as well as’ etc are treated as singular in both Sindhi and English. English: Sanskrit as well Arabic was taught there. (Was taught = singular). Sindhi: -†«Ã™Å  Ø ¯Ã™Å  Ù‡ ي†¬ †«= ÙŠ Ø ¯Ã™Å  Ù‡ ÙŠ-( .-Ø ³ Ø ³Ãš ª Ø ª Ø ªÃ™Ë†Ãšâ„¢Ã™Å  Ø ¹ Ø ¨Ã™Å  Ø ªÃ™Å  Ù ¾Ãšâ„¢Ã™â€¡ Ø ¦Ã™Å Ã¢â‚¬ ¬ singular). * When the subjects joined by the ‘or’ or ‘nor’ are of different person. The verb agrees to with the nearer in both Sindhi and English. English: Neither you nor he is responsible. (He = singular, is = singular). Sindhi: †« = -هو-( -نه Ø ªÃ™Ë† نه Ø ¦Ã™Å  هو ميو Ø ± Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular, -†« = -Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) English: Either he or I am guilty. (I = singular, am = singular) Sindhi: †«Ã˜ ´ Ù… Ø ¯ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †«Ã˜ ±Ã™Å  م†¬ †« = -Ù… -( .-ÙŠ Ø ªÃ™â€¡ هو ي†¬singular, †«=-Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ singular). * When the plural noun is a proper name for some single object or some collective unit. It follows a singular verb in both Sindhi and English. English: The Arabian Nights is still a great favourite. (Arabian Nights = plural, is = singular) Sindhi: -†«( Ø ¹ Ø ¨Ã™Å Ã™â€  Ù† Ø ¦Ã™ ½Ã˜ ³ ÚÆ' Ø ª Ø ¦Ã™Å Ã™â€  Ù ¾Ã˜ ³ Ø ¯ Ú ª ÙŠ ÙŠ Ø ¯Ã™Å  Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬Arabian Nights = plural, -†« = -Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) * The collective noun can be treated as singular in both Sindhi and English , when the noun is considered as a single unit. English: This group is cooperative. (Is = singular) Sindhi: -†«Ãš ª Ø ¯Ãšâ„¢ Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« = -Ø ¢Ã™â€¡Ã™Å -( .- هو Ù ½Ã™Ë†Ã™â€žÃ™Ë† Ø ªÃ˜ ¹Ã¢â‚¬ ¬singular) * Words and phrases that express an amount or money, fraction, distance, or interval of time are singular in both Sindhi and English. English: Twenty kilometres is a long distance. (Is = singular) Sindhi: -†«Ãš  Ù…Ù  Ø µÃ™â€žÃ™Ë† Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬ †« =Ø ¢Ã™â€¡Ã™Å -( ÙŠ Ù‡ Ú ªÃ™â€žÃ™Ë†Ã™â€¦Ã™Å Ã™ ½Ã¢â‚¬ ¬singular) English: One hundred rupee is a large sum. (Is = singular) Sindhi: -†« = -Ø ¢Ã™â€¡Ã™Å -( -Ù‡Ú ª Ø ³Ã™Ë† Ø ± Ù ¾Ã™Å Ã™â€¡ Ú Ã™Å  قي Ø ª Ø ¢Ã™â€¡Ã™Å Ã¢â‚¬ ¬singular) Conclusion From above analysis, we have examined that the subject and the verb agrees in a sentence. Agreement allows us to show who’s doing what in a sentence by indicating which part of the sentence go together. 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