Passed vs Past

Passed vs Past Passed vs Past Passed vs Past By Ali Hale Sandi from Inspiration for Writers wrote to ask: â€Å"Can you do a segment on Past vs. Passedif you havent already? Too many get these words mixed up.† Very happy to oblige, Sandi! Past – relates to location The word past locates something in time, and sometimes in space. It can be used as an adjective, noun, or adverb. Past as an adjective The first definition which the OED gives for past as an adjective is â€Å"Gone by in time; elapsed; done with; over.† For example: â€Å"The days for mourning are now past.† When attributed to a group of people, past can also mean â€Å"Having served ones term of office; former.† (OED) All past presidents of the United States were male. And in grammar, we have more examples of past being used as an adjective, such as in â€Å"past tense† and â€Å"past participle†. Past as a noun The main meaning for the noun form of past, given by the OED, is â€Å"The time that has gone by; a time, or all of the time, before the present.† In the past, standards were higher. â€Å"We cannot live in the past.† Past as a preposition As a preposition, past can mean: â€Å"Beyond in time; after; beyond the age for or time of; (in stating the time of day) so many minutes, or a quarter or half of an hour, after a particular hour.† (OED) It is almost half past five. It can also be used for location: â€Å"Beyond in place; further on than; at or on the further side of; to a point beyond.† (OED) My house is the one just past the turning. Past as an adverb The first meaning the OED cites for past being used as an adverb is â€Å"So as to pass or go by; by.† For example: The ball sped past the goalkeeper. Passed – a verb in the past tense Passed is the past participle of the verb â€Å"to pass†. It can be an intransitive verb (one which doesn’t require an object) or a transitive verb (one which requires both a subject and one or more objects). â€Å"To pass† means â€Å"To proceed, move forward, depart; to cause to do this.† (OED) This can refer to movement forwards in time, in space, or in life (such as â€Å"to pass an examination†). For example: The weeks passed quickly. (Intransitive: subject â€Å"the weeks† and no object). I passed all my exams! (Transitive: subject â€Å"I† and object â€Å"my exams†.) He passed the ball well during the match earlier. (Transitive: subject â€Å"He† and object â€Å"the ball†.) When do â€Å"past† and â€Å"passed† get confused? Often, writers muddle the words past and passed in sentences such as: â€Å"The heroes passed a village on their way towards the mountains.† It’s common to see this written as: â€Å"The heroes past a village on their way towards the mountains.† But the word should be passed, as (in this sentence) it’s the past participle of the verb â€Å"to pass†. An easy way to tell is to rewrite the sentence in the present tense, as though you’re describing something which is happening currently: â€Å"The heroes pass a village on their way towards the mountains.† or â€Å"The heroes are passing a village on their way towards the mountains.† However, if you wrote: â€Å"The heroes walked past a village on their way towards the mountains.† It’s correct to use past. The verb in this sentence is â€Å"walked†, and the â€Å"past† is acting as an adverb. Unusual uses of the word â€Å"passed† Most of the time, passed is a verb, as described above. There are a few occasions when it can be used as a noun or an adjective, though. For example: â€Å"Don’t speak ill of the passed.† (noun) This comes from the phrase â€Å"passed-away†. â€Å"A passed pawn† (adjective) Term used in chess. â€Å"A passed ball† (adjective) Term used in baseball. â€Å"A passed midshipman/fireman/surgeon† (adjective) Someone who has passed a period of instruction and qualified through examination – apparently this usage arose in the navy. Have you come across any other unusual uses? Are there still any cases where you’re not sure whether to use passed or past? Share your examples with us in the comments below! Why Do People Confuse â€Å"Past† and â€Å"Passed†, Anyway? The words â€Å"past† and â€Å"passed† are homonyms (or homophones): they sound alike, but they’re two different words. This makes it easy to confuse them when writing – just like people often confuse the words â€Å"there†, â€Å"their† and â€Å"they’re†. It doesn’t help that â€Å"past† and â€Å"passed† have quite similar meanings, each referring to movement relating to a fixed point (in time, space, or even life). This means it’s a lot easier to muddle them up than it is with some other homonyms with very different meanings, like â€Å"blue† and â€Å"blew†. For a whole list of homonyms that commonly get confused, check out 25 Confused Homonym Pairs. Quick Rules of Thumb When Dealing With â€Å"Past† and â€Å"Passed† If you’re still struggling with â€Å"past† and â€Å"passed†, remember, â€Å"past† can’t be used as a verb. If you find it hard to identify a verb, try replacing â€Å"passed† with the words â€Å"went by†, and see if your sentence works: The heroes passed a village on their way towards the mountains. The heroes went by a village on their way towards the mountains. Time passed slowly that afternoon. Time went by slowly that afternoon. (This won’t work in every case – e.g. â€Å"He passed his exams† won’t sound right as â€Å"He went by his exams† – but it’ll help you a lot of the time.) Alternatively, as mentioned above, you can rewrite the sentence in the present tense, as though it’s happening right now. Right/Wrong Examples of the Use of Past and Passed Sometimes, it’s helpful to take a look at some examples so you can double-check if you’re using â€Å"past† and â€Å"passed† the right way: Right: He ran straight past the bus stop. (â€Å"Past† is acting as a preposition here and could be replaced with the word â€Å"by†) Wrong: He ran straight passed the bus stop. (â€Å"Passed† can’t be a preposition.) Right: He passed the bus stop on his run. (â€Å"Passed† is a past-tense verb here and could be replaced with â€Å"went by†.) Wrong: He past the bus stop on his run. (â€Å"Past† can’t be a verb.) Right: She passed the time by reading a novel. (Here, â€Å"passed† is a transitive verb and â€Å"time† is the direct object.) Wrong: She past the time by reading a novel. (â€Å"Past† can’t be a verb.) Right: It is past the time you should be home. (â€Å"Past† is a preposition here. You could replace it with â€Å"after† or â€Å"beyond†.) Wrong: It is passed the time you should be home. (â€Å"Passed† can’t be a preposition.) Hopefully this helps clear up any â€Å"past† vs â€Å"passed† confusion for you. Past vs Passed Quiz For each sentence, select whether past or passed is correct. 1. The time [past/passed] slowly that afternoon. passed past 2. If I had a time machine, Id rather travel to the future than the [past/passed]. passed past 3. The bus will arrive at half [past/passed] six. passed past 4. My friend [past/passed] all her exams. past passed Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Types and Forms of HumorFor Sale vs. On SalePresent Participle as Adjective

3 Steps to Fill Your Marketing Calendar With Brilliant Ideas - CoSchedule

3 Steps to Fill Your Marketing Calendar With Brilliant Ideas A blank page. An empty content calendar. A lack of spontaneous creative inspiration. These three things together are a nerve-wracking recipe for stress and anxiety. Creative professionals are often used to working under tight deadlines though. For this reason, we mistakenly believe the pressure to be creative on-the-spot is just a fact of life; an occupational hazard, in a sense. We may even believe we thrive on this sort of chaos, thinking urgency helps produce better work. We’re here to tell you there’s a better way. On this episode of Overheard At , company co-founder Garrett Moon and blog manager Ben Sailer discuss our three-step process for generating tons of ideas fast. In fact, using this proven and repeatable method, you should be able to brainstorm a month’s worth of ideas in under an hour. This is the same process the team uses, and our own content marketing success shows it works. And it can work for you, too.3 Steps To Fill Your Marketing Calendar With Brilliant Ideas #OverheardAtSubscribe to receive videos in your inbox: //

A Real Career Opportunity in the Criminal Justice Field Essay

A Real Career Opportunity in the Criminal Justice Field - Essay Example There are many responsibilities of a real Crime Scene Investigator and it is not, always, like the ones you have seen on television. They have a very relevant and serious position to hold. They are expected to, generally, be available and on-call at all hours, 24 hours a day, when necessary. After all, crime scenes do not necessarily occur between the normal business hours of a typical work day.   They must aid detectives in securing the evidence from contamination, reconstructing events, gathering evidence, photographs, and making certain that  the evidence collected is sent to the correct locations for examination and analysis. A Crime Scene Investigator is, also, required to have strong communication skills, ability to remain composed, and a heightened sense of organization. They are, on occasion, asked to testify in court should the cases they are involved with go to trial. Becoming a Crime Scene Investigator requires a background in criminal justice is important and further education.. However, finding the training needed is available at a large number of schools, as the popularity of the field increased over the last decade.    A Bachelors Degree is attainable and with so much potential growth the education is abundantly worthwhile. Crime Scene Investigation offers a promising income with room for increase and future growth. The United States average for the yearly earnings of Crime Scene Investigator is, approximately, $51,570, which averages to be, just shy of, $25 per hour. In fairness, a new, freshly graduated, CSI would make somewhat less, dependent upon location, with the potential of promotions, as well as, a greater income. The statistics show that there are anticipated career opportunities as a Crime Scene Investigator, along with other positions within the forensic science fields, that will increase, at least, 19% between 2010 and 2020.("Forensic science technicians," 2012) This offers a lot of potential for current students within the fie ld that there is the likelihood that after they have graduated there will still be a steady demand for those graduates with these skills. In this troubled economic time and the continuing United States unemployment crisis, which many people are still suffering through, a future with continuing growth and opportunity is encouraging. There is, also, another advantage to entering the field during its heightened popularity, is that the field will change as technology and the sciences change. Participating in the field now is a wonderful chance to be involved in those changes and possess the most current, advanced, and needed skills within the field. Granted, that Crime Scene Investigation has a lot to offer as a career, but it does have one, particular, negative element that is its only real drawback.

Legal and Ethical Aspects of Electronic Monitoring and Surveillance of Research Paper

Legal and Ethical Aspects of Electronic Monitoring and Surveillance of Employees - Research Paper Example Electronic monitoring has been defined as "the computerized collection, storage, analysis, and reporting of information about employees productive activities" (Office of Technology Assessment, 1987). Employee monitoring has become much easier with the advent of new and cheap technologies. Electronic Monitoring and surveillance includes practices such as video and audio surveillance, monitoring employees’ usage of computer that includes checking of email, computer files and sometimes even keystroke speed. There are many reasons for instituting monitoring and surveillance. According to the American Management Association some of the main reasons are: performance evaluation, compliance with federal and local laws, protection against legal liability and cost control of the use of company phone and internet. Security and protection of business information can be cited as other reasons. There are several types of employee monitoring and surveillance systems. The most commonly used are 1)computer monitoring :With the help of computer monitoring systems an employer can check an employee’s speed and accuracy, monitor the number of errors, the number of jobs done, time spent away from computer. This information can then be used by the employer to maintain records of an employee’s performance and to set performance standards 2) Video surveillance: Employers use these systems to track employee theft, and wastage of time 3) Phone tapping: This is the most common method of monitoring used by employers. Here the number of calls, the frequency, the length and destination of the calls are all recorded. This information is then used to detect if an employee is passing on critical information about the organization to outsiders and to train employees for better customer service. 4) E-mail and Voice Mail tracking: In some workplaces employers monitor an employees e -mail and voice mail. With the help of new technologies, employers can easily track

The Juvenile Boot Camps For Offenders Criminology Essay

The Juvenile Boot Camps For Offenders Criminology Essay The United States used to be a nation focused on rehabilitating juveniles that deviated from the social norms (Ardovini-Brooker Walker, 2000). This attitude was dramatically altered in the 1960s when public opinion of the medical model deteriorated and the punishment model started to gain support (Ardovini-Brooker Walker, 2000). This shift in ideals has resulted in an increased popularity of boot camp programs (Gover, MacKenzie, Armstrong, 2000). There has been a great deal of debate as to whether boot camps are more or less successful than traditional detainment facilities at reducing recidivism rates among juveniles (DeMuro, 2008). Despite the lack of empirical evidence that juvenile boot camps are more successful, they continue to gain popularity within the juvenile justice system (DeMuro, 2008). Boot camps are less cost effective, and no more successful at reducing recidivism rates among juveniles, than traditional treatment facilities. The first boot camps used as alternative punishments in the United States were created in Georgia and Oklahoma in 1983 (Tyler, Darville, Stalnaer, 2001). The first boot camp program oriented toward juveniles was created in Orleans Parish, Louisiana in 1985 (Tyler et al., 2001). Between 1985 and 1995, the number of juvenile boot camps had risen to more than 75, spanning across 13 states (Ardovini-Brooker Walker, 2000). Furthermore, Ardovini-Brooker Walker (2000) expected that half of all juvenile jurisdictions in the United States would have boot camp programs in place by the year 2000. There were many factors that gave rise to the popularity of juvenile boot camps. Ardovini-Brooker and Walker (2000) state six objectives of juvenile boot camps. The first objective of the boot camps was to alleviate the overcrowding facilities that were already in place (Ardovini-Brooker Walker, 2000). The second objective was to lower the cost of juvenile treatment by placing the juveniles in a program that took less time to complete (Ardovini-Brooker Walker, 2000). The third objective was to increase the perceived accountability of the juvenile justice system because many thought that it was too lenient with juvenile offenders (Ardovini-Brooker Walker, 2000). The fourth objective was to increase the rehabilitation of the juvenile offenders by placing them in a more structured environment (Ardovini-Brooker Walker, 2000). The fifth objective was to reduce juvenile recidivism rates through shock incarceration (Ardovini-Brooker Walker, 2000). The sixth and final objective of juven ile boot camp programs was to give back to the community by requiring the juveniles in the program to perform duties such as liter pick-up (Ardovini-Brooker Walker, 2000). Both adult and juvenile boot camps were designed for first time or less violent offenders and are considered to be as a type of shock incarceration (DeMuro, 2008). Experts believe that the radical change in behavior that offenders will experience in a boot camp should be enough to scare or à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"shockà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚  them straight (Ardovini-Brooker Walker, 2000). Boot camps achieve this radical change by incorporating basic elements of military philosophy (Gover et al., 2000). Juvenile boot camps are supposed to provide intense physical activity and a healthy atmosphere that result in a favorable background for therapy and education (Styve, MacKenzie, Gover, Mitchell, 2000). These boot camps can vary in length of time but are generally between 90 and 120 days (Ardovini-Brooker Walker, 2000). The programs incorporate elements of military boot camps such as uniforms, marching, calisthenics, and running various types of drills (Styve et al., 2000). These elements are supposed to combine to make the boot camp a life changing event for the juvenile offender (Tyler et al., 2001). There are many experts who are opposed to using juvenile boot camp programs as a means of punishment or rehabilitation. These experts point to the fact that there is no empirical evidence that boot camp programs actually reduce recidivism rates and that boot camp programs are not cost effective (DeMuro, 2008; Tyler et al., 2001). Styve et al (2000) stated that boot camps may not provide the necessary care and attention to individuals that is required for rehabilitation to take place. These same experts believe that the system would be better off using the traditional facilities and supervised probation programs already in place (Tyler et al., 2001). The first problem with juvenile boot camp programs that many experts cite is that there is still relatively little empirical data to support the claim that they reduce recidivism rates (Ardovini-Brooker Walker, 2000). The Office of Juvenile Justice and Delinquency Prevention [OJJDP] stated that the use of juvenile boot camps has had no effect on the rates of juvenile recidivism (Tyler et al., 2001). Experts in the juvenile justice field believe that this may be a result of the lack of uniformity among the many boot camp programs (Ardovini-Brooker Walker, 2000). Some examples of this lack of uniformity would include: the duration of the boot camp (90-120 days), which of the six objectives the camp is focused on, the type of offender that is sentenced to the boot camp, and whether or not there is an intensive after care program that is used in conjunction with the boot camp itself (Ardovini-Brooker Walker, 2000; Tyler et al., 2001). A second criticism of juvenile boot camp programs is that they are not cost effective. According to OJJDP, juvenile boot camps cost nearly 10 times more than juvenile probation programs per offender (Tyler et al., 2001). In Texas in 1998, the cost per day of a juvenile in a boot camp was $88.62 (Tyler et al., 2001). At the same time, the cost for a juvenile in a traditional treatment facility was $85.90 per day, and the cost of probation per day was $8.44 (Tyler et al., 2001). Taking into account that juvenile boot camps help fewer offenders at a time, Tyler et al (2001) calculated the average cost of a boot camp program per juvenile per year to be $33,480. Further, they calculated the average cost of a traditional detainment facility to be $31,354 per juvenile per year. This, they stated, demonstrates that juvenile boot camps are not a cost effective alternative to using traditional facilities or probation. A third criticism of juvenile boot camps is that not all juveniles are suited mentally enough to handle the environment of a military style boot camp (Gover et al., 2000). There are many juveniles that cannot adjust to the sudden change in culture that is associated with boot camps (Gover et al., 2000). Gover et al (2000) claim that the harsh conditions at boot camps do not provide a stable environment that is healthy for therapy, which is a contradiction of one of the goals of juvenile boot camps. When selecting juveniles for boot camp programs, it is important to choose older youths who are less prone to experience anxiety, as those who are younger or are more prone to experience anxiety are less likely to be responsive to any treatment they may receive in a boot camp (Gover et al., 2000). Over the past few decades, juvenile boot camps have increased in popularity (Ardovini-Brooker, Walker, 2000). This trend has continued despite any lack of evidence that supports the idea that juvenile boot camps reduce recidivism rates (Ardovini-Brooker, Walker, 2000). It has also been shown that boot camp programs are not a cost effective alternative to traditional treatment, particularly when compared to supervised probation (Tyler et al., 2001). These facts have led many experts to believe that juvenile boot camp programs, as a whole, are not a successful alternative to traditional treatment facilities.

Communal harmony and the question of cultural identity Essay

Harmony and the co-existence of mutli-faceted elements are the two essential ingredients of any society which seeks sustainable longevity. In a pluralistic society the question of harmonious existence of its different structural units becomes all the more pertinent. An analogy can be observed with the human body wherein the different functional systems work in unison to create a perfect coherence. Like in the human body where, different organs combine to form organ systems, in a human society smaller population groups combine to form socio-cultural entities based on particular types of identification. Unlike their biological counterparts this process of identification is not scientific and fully rational. The identification followed by human beings depends on ceratin social mores and socio-cultural guidelines which may vary from race, colour, creed, gender, class etc. to religion, region and nationality. This process is sometimes a skewed one as during the course of it a particular social grouping more than often identifies comparatively with respect to other grouping and instead of harmonising itself with other groupings differentiates with them. In case of India, the scenario is not only a peculiar one but is also intertwined with its socio-political realities. We live in a highly diversified pluralistic society wherein the number of cultural elements outscore the structural ethos provided by any type of government. The different communities in India classify themselves according to different criteria which differ temporally as well as contextually. The classification process is so well differentiatied that many of the times, people originally belonging to a particular group start associating themselves with completely different groups in different contexts e. g. people belonging to a particular caste group may associate differently with each other on the basis of economic class or educational standards. The concept of cultural identity is at the core of the Indian society. The historical formation of Indian society provides us with an idea of its multi-faceted diversity and non-inclusive cultural developments. Social history of India outlines how various indigenous as well as foreign elements reacted and intermingled in an undefined manner to produce newer cultural traits for the population to identify with. Religion, language, ideology etc. have, from time to time, given various channels for cultural identification. The communal formation of Indian society is to be observed in not a narrow way. Though religion provides the most simple way of communal identification in India, we must remeber that the idea of community is central to process of communalization

Community Development Corporations ( Cdcs ) An Industry...

Community Development Corporations (CDCs): An Industry Analysis Community Economic Development (CED) is a field of study that causes community engagement when working with public and private organizations to create strong communities, industries, and markets. â€Å"Community Economic Development is a multifaceted comprehensive approach to community change that is not limited to just poverty programs, nor is it synonymous with industrial recruitment†, as pointed out by Shaffer et al. (2004), â€Å"Community Economic Development is not an attempt to exploit resources to yield the maximum economic return.† In the U.S., there is nearly 2,000 community development corporations (CDCs) have built housing, involved in economic development projects, and provided the various social services for the past three decades (NCCED, 1995). Currently, most of attention CDCs have received is from government and private funders as a promising way to promote urban neighborhoods. These CDCs are consisted of nonprofit, community-controlled real estate development organizations that dedicate to the revitalization of poor neighborhoods. They undertake physical revitalization such as economic development, social services, and organizing and advocacy activities. Since public services for poor communities are fragmented across multiple agencies and levels of government, CDCs often are the only institution with a comprehensive and coordinated program agenda. CDCs employ a federal grant program funding (that alsoShow MoreRelatedNew Pharmaceuticals Environmental Analysis : Crossroads Pharmaceuticals942 Words   |  4 PagesQuintessential Pharmaceuticals Environmental Analysis As a wholesale supplier of organic and specialty drugs, Quintessential Pharmaceuticals Suppliers desires to be a vital supplier for CVS Health Corporation, which provides help to millions daily on their path to a healthy life. 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