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But they don't reason out or get context the way humans do.Difficulty training 'sit' varies by breed, individual and training style. "Site" the dog then move the treat to the ground just in front of the nose. But dogs tend to be happy when the alpha is, and upset when he is. But if these are not the results you desire, be prepared to change YOUR behaviour, before you try to alter the dog's. We can wsh it were so but it's not and never will be! Though the average grown dog has a mental development someplace approximately on the level of a human two year old, there are more deviations than there are similarities. Don't be harsh, but don't give up easily either. With repetition comes understanding. Now bring out other techniques.At first the dog will have no idea why it's being praised but it doesn't matter as with repetition the behavior will follow the command. And never let him train you.Some dogs likely are what would, in humans, be called obstinate.- Get impatient and frustrated when they don't behave as you want them to.Part of that patience means keeping your temper when you would like to lash out physically. So, here's how NOT to train your dog:- Forget that your dog has a nature unlike yours. Minimize noise and movement distractions during the training session. But they can be easily distracted, or fail to associate today's case of 'come' with yesterday's action and subsequent reward. So, the dog hasn't evolved to understand why you're hitting them. The latter they do only when they have no choice. Watch and catch them in the middle of sitting and say 'sit' and gesture. Be patient, clear and consistent. - Believe that the dog can associate consequences across time and conditions, then draw the same conclusion you would. When the behavior is complete, praise lavishly.Dog Training - Down Command - Dogs have a natural inclination to adhere to a hierarchy with an alpha (leader) at the top.To command sit, stand and face the dog then make the command. It instills fear, not trust. You want the dog to associate the position with good feelings - his and yours. Every behavior should be associated with a unique hand gesture that you don't otherwise use.Make the hand gesture, issue the voice command and move a treat or toy from the dog's chin to the ground while pulling gently on the leash. Praise and reward anyway, even though you had to 'force' the sit. Praise the dog lavishly.Patience is the number one required quality, therefore. Most times, they are not ignoring the command as much as failing to understand it.As a last resort, for the stubborn or slow learner, give the command and at the same time push gently on the back near the tail as you lift his chin. The result is often a common catalogue of errors that can be, with more or less effort, headed off before they begin.Dogs, like humans, much more readily follow those they trust than those they fear.Most dogs won't go own the first few times. Hold off on food treats until you really need them. Fortunately, almost every dog can learn 'sit' quickly.It also has practical benefits.After several repetitions try just using a 'waving down' hand movement, palm toward the floor or ground. You have to be geared up to repeat the same order, day in and day out, and occasionally not get the same outcome.With a

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Lychee

Lychee ( edit | talk | history | links | watch | logs ) — wikt:lychee

Middle Chinese: lèće

Huehnergard's A Grammar of Akkadian also has an interesting chart that further subdivides the Semitic family:

1. East Semitic
   1. Akkadian and Eblaite
2. West Semitic
   1. Central Semitic
      1. Northwest Semitic
         1. Ugaritic
         2. Canaanite (including Hebrew )
         3. Aramaic
      2. North Arabian
         1. Arabic Dialects
   2. South Semitic
      1. South Arabian
         1. Old South Arabian Languages
      2. Ethiopian
         1. Ge'ez
         2. Amharic

I'd be willing to reorganize the article along these lines, but not until this is paraphrased (ideally by the addition of more language names).

Ben Brumfield

Thankyou for that Ben, including the above there are now four different classifications I know of. In one of them Punic comes under West Semetic somewhere between North & South Arabian and Ugaritic under Canaanite which is also called NorthCentral. A user called user:Wetman on the Phoenician page proposed "Phoenician was one of the northwestern Semitic languages, those languages that include Amorite and Ugaritic, in addition to the Canaanite languages that include Phoenician, Hebrew and Aramaic." As you can see he seperates Amorite from Canaanite and replaces it with Punic. These may be very minor differences in opinion but I wonter how the arguments go for the different classifications?

Categorization of Canaanite languages

Playing with WikiHiero syntax

WikiHiero syntax is a straightforward way of writing in Egyptian hieroglyphs.

Information can be found on m:Help:WikiHiero syntax and m:Help:WikiHiero phonemes.

For example, the Egyptian word 3pdw means birds, and is written (in full)

.

Colours for ancient Egypt templates

English verbs can be inflected to show tense and the number, person and gender of the subject. It is useful to distinguish between the form and the function of the verb. There are only four regular verb forms in English (see the table to the right). However, these forms, particularly the base form, have a number of different functions in English grammar.

The base form of the verb (as it would appear in a dictionary) is used to form the infinitive, the present tense (except in the third person singular), the imperative and the subjunctive. The -s form (formed just like a regular noun plural) is used for the third person singular of the present tense. The -ing form is used as the present participle and the gerund, and the -ed form is used for the past tense and the past participle.

The past tense is formed by the -ed form of the verb, except for irregular verbs that use one of the forms mentioned above. The verb form remains the same for all persons, singular or plural. The past tense is normally used to talk about events in past time. However, it can be used to talk about the present and the future. If the present temse gives a sense of immediacy to a discourse, the past tense gives a sense of distancing. This distancing can be used to express doubt, possibility or politeness: If I played the long ball to Mary next time, we might just win , or I wanted to see you before you went .

Non-finite verbs

There are five types of non-finite verbs in English: the present and past participles, the gerund, the to -infinitive and the base infinitive.

The present participle is the -ing form of the verb. Despite its name, the present participle does not signify present time. It can be used as an adjective ( playing cards ), or to show progressive aspect.

The past participle of regular verbs uses the -ed form of the verb. Irregular verbs use one of the irregular endings, and some verbs use a different ending for the past participle to that used for the past tense (for example, he took lunch to her , lunch was taken to her ). The past participle can be used as an adjective ( a well-built shed ) or to indicate the perfective aspect or passive voice.

The gerund, like the present participle, is also formed from the -ing form of the verb. Where as the participle can act in an adjective-like way, the gerund acts in a noun-like fashion. Some modern grammarians prefer not to distinguish between these two uses of the same verb form. The gerund can be used by itself ( no fishing ) or as the object of a catenative verb ( I enjoy fishing in this river ).

The infinitive is the base form of the verb. In English, it is usually preceded by the particle to : to play . It is used to describe the action of the verb: to sleep, perchance to dream . It may also occur as the object of a catenative verb: I want to go with you . The infinitive is often used without to as well. This base infinitive is used after certain verbs (especially modal verbs): I could go with you .

Verb functions

English verbs have two distinct roles:

1. Main verbs carry lexical meaning (their dictionary definitions).
2. Auxilliary verbs carry grammatical meaning (they alter the grammar of a sentence).

English verbs can be divided into three classes by their function:

1. Primary verbs can function both as main verbs and auxilliary verbs.
   • There are only three primary verbs: be , have and do .
2. Lexical verbs can only function as main verbs.
   • Most English verbs are lexical verbs.
3. Modal verbs can only function as auxilliary verbs.
   • The core modal verbs are: can/could , may/might , must , shall/should and will/would .

Progressive aspect

English uses auxilliary verbs to show how the action of a verb relates to time. The progressive aspect describes the action of a verb in progress at the moment in question. English forms the progressive aspect with the auxilliary be and the present participle of the main verb: I am playing football (present progressive), they were driving too fast (past progressive). The auxilliary, a form of the verb be , shows the tense (past or perfect), and in combination with the participle show the aspect. The simple forms of the verb, unmarked for aspect, tend to describe habitual action: I play football , they drive too fast .

Perfective aspect

Likewise, English uses a form of the verb have with the past participle to show the perfective aspect. This aspect describes the action of the verb as complete: I have played football (present perfective), they had driven too fast (past perfective). Old-fashioned terms for the present perfective and the past perfective are perfect tense and pluperfect tense, respectively. However, it makes far better sense of English grammar to keep the sense of tense and aspect apart.

It is possible to apply both the perfective and progressive aspects to a verb. This shows that the action of the verb was ongoing, but has been completed. The perfect-progressive is formed by a form of the verb have followed by been (the past participle of be ) followed by the present participle of the main verb: I have been playing football (present perfect-progressive), they had been driving too fast (past perfect-progressive).

Passive voice

Most sentences are in the active voice, where the grammatical subject performs the action of the verb: we hugged the big, old tree . However, the passive voice enables a shift of emphasis so that the subject has the action of the verb done to it. This is achieved in English in a similar fashion to aspect. The passive voice is formed by a form of the verb be followed by the past participle of the main verb: the big, old tree was hugged by us . The actor of the verb can be indicated by the preposition by .

It is possible to combine the passive voice with either or both aspects. In such cases, the passive voice is applied last: I had been being hugged (present perfect-progressive passive)!

Modal verbs

The modal verbs are a group of auxilliary verbs that are used to express mood. Their range of meaning and expression is large, but they can only be used in combination with a main verb (at least it has to be implied). The central modal verbs are can/could , may/might , must , shall/should , will/would . They can express possibility, neccesity, desire, obligation and much more. Historically, could is the past tense of can , but, in the case of modals, this simply implies a 'distancing'. Could , might , should and would are less solid moods than can , may , shall and will .

The verb that follows a modal verb, which cannot be another modal, is in its base infinitive form: she can go to the ball .

A few verbs are described as semi-modal in that they are lexical verbs that are able to function in a similar way to modals. These are dare , need , used to and ought to .

International English

Referrenced by Sitran from

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