Effect of the Energy Crisis on Pakistans Economy

Effect of the Energy Crisis on Pakistans Economy JAWAD KHAN Introduction: Energy crisis is defined as price rise of the energy resources or a great shortfall in the supply of the resources of energy. Usually it is referred to shortage of electricity, oil, natural gas, and other natural resources. Where the globalization has changed the world entirely, it emerged many issues but energy received significant attention from researchers. The demand for energy is increasing rapidly in this globalizing world with respect to supply; resultantly crisis for energy has emerged. Most of the countries are facing shortage of energy and consequently it is severely affecting the economic growth and social transformation. There are numerous views and ideas that potentially make linkage between energy and economic growth. Energy is considered as a backbone of any economy and plays an important role in the socio-economic development of a country. If there is not sufficient energy, industrialization will not take place, it is crucial for running industries and output units, f or residual and commercial use and for transportation, etc. As expansion in energy is expected to result higher growth similarly its shortage may hold back the growth process. In short, economy is vital for running all the resources and energy crisis directly influence all the sectors of economy such as agriculture sector, industrial sector, unemployment, poverty, lower GDP and higher inflation. Unfortunately, Pakistan is facing worst energy crisis in its history. Like other developing countries Pakistan is also an energy intensive growing economy, and as in most other non-oil producing countries its energy needs are met by large quantities of imports. Pakistan energy’s infrastructure is not well developed and said to be managed poorly. Despite of population growth, economic growth and increased demand during the past decades, no serious efforts were made for the generation of energy. Moreover electricity theft and transmission losses due to outdated infrastructure have worse ned the situation. Objective: The main objective of the study is to find out the extent of energy crisis impact on economic growth of Pakistan. Literature Review: Global Perspective: Article 1: For India and Indonesia, unidirectional Granger causality is found in the short run, while for Thailand and Philippines there is bidirectional causality that runs from energy to income. Energy, income and prices were mutually casual for Thailand and Philippines. (Asafu-Adjaye, 2000). Article 2: There is positive impact on economic growth by electricity consumption and bidirectional causality is found between electricity consumption and economic growth. It shows that greater electricity consumption leads to higher economic growth and similarly higher economic growth raise electricity consumption (Bayar, 2014). Article 3: Using error correction model and Granger non-causality tests, empirical results shows that in Pakistan case there runs unidirectional Grangers causality from coal to GDP, GDP to total energy consumption GDP to electricity consumption. In case of Bangladesh and Sri lanka, unidirectional causality runs from GDP to electricity consumption, there is causal direction from petroleum to GDP in case of Nepal. While no causality was found in case of India (Asghar, 2008). Article 4: Using integration tests on the panel data for ten Latin American countries, results show that for all the countries taken in sample, bidirectional causality exist between energy consumption and GDP. For further studies human capital, physical capital and labor can be included in variables as these are also important factors (Campo Sarmiento, 2013). Article 5: Applying various tests on panel data of Pakistan, India, Sri lanka, Bangladesh and Nepal, in short-run there is unidirectional causality that runs from GDP per capita to energy consumption per capita, while in long-run, there is negative relationship between these two (Noor Siddiqi, 2010). Article 6: There is causality found from energy consumption to GDP and GDP to energy consumption but it is found more extensively in developed OECD countries in compare to the developing non-OECD countries. It shows that impact of electricity consumption on GDP for developed countries is greater than developing countries of the world (Chontanawat, Hunt, Pierse, 2006). Article 7: Analysis indicates that energy consumption and GDP co integrate with each other. Scarcity of energy is a big constraint for the growth of an economy but when there is plentiful energy then it effects on economy is lessen (Stern D. I., 2010). Article 8: In short-run, energy consumption and GDP, and energy consumption and exports are co-integrated with each other. It shows that any crisis in energy will result in trade reduction which in turn will affect the GDP growth (Shakeel, Iqbal, Majeed, 2013). Article 9: Applying test on over 90 countries divided into 4 income groups, Ganger causality run from GDP to energy consumption in long run for high and low income groups, while bidirectional Gangers causality between GDP and energy consumption for lower middle and upper middle groups. While consistently there is a strong relationship for the sample countries between energy consumption and economic growth (Farhani Rejeb, 2012). Article 10: Taking 23 countries into sample and applying dynamic panel data GMM-system, there is unidirectional causality that runs from GDP per capita to energy consumption (Nayan, Kadir, Ahmad, Abdullah, 2013). Article 11: Co-integration for the real output, energy, capital and labor is found using bound test. The results prove causality from energy consumption to GDP for all the countries in both short-term long-run. This means economy of each country is dependent on energy and energy crisis will definitely result in reduction of economic growth (Muhammad Arshad Khan, 2007). From Developed Countries Perspective: Article 12: Granger causality test and co-integration analysis shows that energy consumption is strongly linked with economic activities as well as economic growth. Energy required to produce a GNP unit can be reduced by shifting to high quality of energy (Stern D. I., 2003). Article 13: Taking GDP and energy consumption as variables for France and applying VEC along geo-statistical methods, there is long-run unidirectional causality flow from energy consumption to economic growth (Amiri Zibaei, 2012). Article 14: Positive relationship between energy consumption and economic growth was found for Turkey from 1960-2008. This relationship over the past few years has strengthened which means economy dependency on energy (especially oil) has increased (Saatci Dumrul, 2013). Article 15: For Turkey, there is bidirectional causality between energy production and economic growth, which means increase in energy production will increase economic growth and same way around. Also bidirectional relationship between energy import and economic growth exists which means increase of energy amount to be imported will increase the economic activity and growth (Ozkan, Ãâ€"zkan, Kuyuk, 2012). Article 16: Johansen-Juselius co-integration methodology and Vector Error Correction Modeling results indicate a unidirectional causality that run from energy consumption to GDP. Thus any kind of possible short-fall in energy may affect the process of economic growth of Turkey (Soytas, Sari, Ozdemir, 2001). From Developing Countries Perspective: Article 17: For Malaysia, taking energy consumption as dependent variable and GDP, financial development, population as independent variables, results shows that economic growth and financial development influence energy consumption in short-run as well as long-run. Energy consumption is also influenced by population in long-run (Islam, Shahbaz, Ahmed, Alam, 2013). Article 18: Time series data from 1954 to 1997 for Taiwan, bidirectional causality is found between total energy consumption (coal, oil, natural gas and electricity) and economic growth (YangU, 2000). Article 19: For China, no co-integration was found between GDP and energy consumption by Johansen co-integration test while using Hsiao’s Granger causality there is bidirectional relationship between energy consumption and economic growth (Hou, 2009). Article 20: Studying the relationship between electricity consumption and economic growth for Tunisia during 1971-2007, bivariate vector auto-regression structure show existence of unidirectional causality is found from electricity consumption to economic growth (Chouaibi Abdasalem, 2009). Article 21: When examined with VECM and Johansen co-integration estimation, results shows unidirectional causality that runs from energy consumption to GDP while in long-run, feedback relationship exists between them. So for Tunisia, energy limits the economic growth. So any shocks to energy supply will badly effect the economic growth (Belloumi, 2009). Article 22: The analysis shows that real GDP is significantly impacted by the present as well as past changes in the supply of electricity. For every 1MWh increase in supply of electricity there is an extra output of Rs.88000-137000 (Morimoto Hope, 2001). From Under-developing Countries Perspective: Article 23: In the economy of Nigeria, there is a positive and strong relationship between national income and energy use. Ganger causality results bidirectional relationship between manufacturing capacity utilization energy consumption (Kabir, Zaku, A.A.Tukur, J.G, 2013). Article 24: For the period under study, results support that the Vietnam’s economic growth is not limited by the energy consumption. With increase in economic growth demand for energy use increases but not vice versa (Binh, 2011). From Pakistan Perspective: Article 25: In Pakistan, increase in energy supply will increase the economic growth while any crisis in energy supply will lead to barrier in economic growth. The impact of petroleum products and electricity is significantly high (Siddiqui, 2004). Article 26: Applying co-integration and Hsiao’s version of Granger causality on time series data from 1956 to 1996, results shows higher electricity consumption leads to economic growth while there is no feedback relationship. Increase and decrease in petroleum consumption does not affect economic growth but economic growth causes petroleum use. And there is no co-integration between gas consumption and economic growth (Aqeel butt, 2001). Article 27: In industries, cost of production may increase due to any shocks in the energy supply but investment in capital stock is not affected by these energy shocks (Mahmud, 2000). Article 28: With model of non-linear relationship, real output is negative affected by the change in prices of crude oil no matter these changes or less or more than the critical price of crude oil. Subsidies on electricity should be provided by the government (Kiani, 2011). Article 29: Electricity consumption and economic growth are in a long-run equilibrium relationship, electricity consumption do not leads to economic growth but economic growth leads to electricity consumption, as analyzed by Granger causality test with ARDL bounds testing approach (Shahbaz Feridun, 2011). Article 30: For GDP and oil consumption, and electricity and GDP there is a unidirectional relationship while in case of gas and GDP neutrality relationship is proved. Demand for oil consumption will increase by any future growth in agriculture sector (Mushtaq, Abbas, Abedullah, Ghafoor, 2007). Article 31: From 2007 to 2009 (post energy crisis period) performance is declined by the industries of textile, cement and engineering while during the same period the industries of sugar and chemical remain consistent. To save the industries, government of Pakistan should focus on energy sector (Khurshid Anwar, 2013). Article 32: A long-run relationship exists between electricity consumption and GDP. There is a unidirectional causality that runs from electricity use to economic growth; this means that any possible energy crisis may retard the process of economic growth in Pakistan. Government needs to invest in energy infrastructure in order to support economic growth (Yasmin, Javid, Ashraf, 2013). Article 33: Horizontal analysis of the major ratios of textile industry results that as compared to pre energy crisis period, the performance of textile industry is badly affected in post energy crisis period (Shah, Essrani, Shah, Rahat, 2013). Article 34: Analysis through multiple linear regression analysis of independent variables; electricity use and interest rate, shows that there is negative relationship between output of textile industry and energy use, and also out of textile industry and interest rate. Government should take serious actions for the survival of industries (Afzal, 2012). Article 35: From GDP to energy consumption there is one way causality resulted from Granger causality test while positive relationship also exists between them while tested by ordinary least squares method. GDP increases by 1.23% for 1% increase in energy consumption (Ahmad, Hayat, Hamad, Luqman, 2012). Article 36: Johansen co-integration test and VECM confirms that there is positive relationship between energy consumption and industrial output, bidirectional causality for oil consumption, unidirectional causality from electricity use to industrial output and from industrial output to coal consumption, while for gas consumption no causality exist (Qazi, Ahmed, Mudassar, 2012). Article 37: Using tools as Ganger causality tests, statistical analysis, correlation analysis, shows that GDP of Pakistan depend on energy consumption which include all forms i.e. electricity, oil, gas, coal. For trade there is unidirectional causality found from GDP to trade openness which means growth in GDP promotes trade openness (Chaudhry, Safdar, Farooq, 2012). Article 38: Any rise in prices of energy will affect the economic growth. As prices rises, manufacturers will either improve the quality standards or cut off the labor in order to survive in the market (Rashid, Azeem, Ramzan, 2012). Article 39: Bound testing approach to co-integration and Ganger causality test results bidirectional causality between economic growth and energy consumption in short-run, while unidirectional causality from economic growth to energy consumption in long-run. Frequent changes in energy price also impact economic growth (Adnan Riaz, 2008). Article 40: By applying Structural Vector Auto-regression, results reveal that economic growth increases the demand for labor force, capital stock and energy consumption. Pakistan government needs to supply energy at affordable prices to facilitate growth in economic activities (Zeshan Vaqar, 2013).

Cultural Diversity Ewareness Essay

Many cultural differences abound in San Francisco’s educational institutions. The so many people of different races who live together in this side of the United Sates have quite a challenge trying to coexist because of their cultural differences occasioned by their differences in race, religion, gender, social status besides others. These differences pit the whites, Latinos, Caucasians, Black Americans and the physically challenged against each other in their day to day activities whether it is in the educational institutions, in church or in several other social organizations. A case in study here is the educational institution set up where these differences are so common they threaten to get out of control. All these groups live in a state of denial because they are not able to appreciate their cultural differences. Stereotyping coupled with worrying levels of intolerance has adversely affected social order in campuses since no one group is prepared to accept what they see as an act meant to devalue them from from an otherwise well- meaning different racial group. This has resulted in near total communication breakdown. One needs to be well acquainted with the several differences in the cultures of these students so as to be able to coexist without these unnecessary conflicts (Paul et al 1967). Black Americans and students from foreign countries mainly from Africa, Latin America and some Asian countries have most of the time had the going tough due to racial profiling. Discrimination is meted against them and their response is denial and defencse. A few respond to this challenge using minimization. Most cases of violent confrontations on many campuses in San Francisco are as a result of these differences which are more often than not ignored by the concerned authorities. Professionals handling students’ affairs should make every effort to infuse into students affairs work the needed skills that bring about multicultural competences, for example awareness and the knowledge together with the necessary skills so that the students can be able to work with fellow culturally different students in a way that bears meaning, relevance and productive ways (Pope, Reynolds & Mueller 2004). Cross-cultural communication is a big issue here as the different racial groups speak a language that sometimes has words that do not exist in the vocabulary of the others or words that bear different meanings and this presents a case of communication on cross-purposes and therefore conflicts are bound to be frequent. We are talking about slang, idioms and dialects that are not common to all. A student from outside the U. S. will not fully understand the meanings of many words used by their native college mates occasioning a breakdown in communication. This age-group has its own set of language that deviates from the common language, the only one they know and this brings misunderstandings among them posing a threat to communication. The physically challenged do not fare well in many socio-cultural settings due to heir disabilities. They are left to maneuver through the tight and difficult programs in the educational institutions on their own. The frustration resulting from these acts of abeism makes them react by way of misplaced aggression (Jaime 2004). To this, they respond by coiling to a corner to give the strong way, and so do some female students. College youth has serious intolerance for some religions especially Islam. Most of them in this region few and associate it with terrorism, which is a very harsh term to a fellow student, but still they cannot avoid using it against students from some Asian countries or those from a similar origin. Counseling needs to be given priority in resolving these various differences and biases. REFERENCES Jaime, (2004). Toward Multiculturalism: A Reader in Multicultural Education; Newton, Ma, Intellectual Resource Corporation. Paul et al, (1967). Pragmatics of Human Communication: A History of Interactional Patterns, Pathologies and Paradoxes. New York, W. W. Norton. Pope, Reynolds and Mueller, (2004). Multicultural Competence in Student Affairs; San Francisco, CA.

Educate the child according to his way

When one hears the words â€Å" particular instruction, † they automatically think â€Å" disablement. † However, that is non the instance. There is an old stating â€Å" Educate the kid harmonizing to his manner, even in his old age he will non turn away from it † ( Proverbs 22:6 ) . This adage had evolved over clip as the premiss for educating kids harmonizing to their single demands. The end of â€Å" particular instruction † as we know it today is to do acquisition accessible, relevant, and manageable for all kids. Children with particular demands frequently require individualised plans in order to larn. They can non maintain up with mainstream kids. The ends and impressions of Particular Education have progressed drastically over the old ages. From every bit early as the 1800 ‘s until today, pedagogues have been successful in polishing the course of studies and learning methods to profit the kids with disablements. In the yesteryear, those who were â€Å" different † did non have an instruction and the badly handicapped were frequently shunned or locked up or sent to the natural state to be torn apart by animate beings. Over clip, statute law and Torahs have reinforced for the right for each kid to have a just and optimal instruction. Any kid that has any signifier of cognitive, societal, communicative, emotional, behavioural, learning, physical or centripetal issues is entitled to individualise attending to heighten their learning experience. There have ever been kids with particular demands. However, for many old ages there were no schools or services available for them. Before the 19th century, during the Middle Ages, is was said that those persons who were mentally unstable were non held accountable for their ain actions or behaviours. Childs who were disabled were sent to refuges to be protected from the â€Å" barbarous universe † in which they did non suit. ( Fuller & A ; Olsen, 2008 ) . As the thoughts of democracy, single freedom and equalitarianism began to look in America and France, peoples attitudes changed. ( Hallahan, 1997 ) . The historical roots of particular instruction can be traced back to the early 1800 ‘s. Many modern-day instruction methods for kids with particular demands were used back so. ( Hallahan, 1997 ) . With the bend of the 19th century, things began to alter. In the early 1800 ‘s, Jean Marc Itard ( 1775-1838 ) , an Italian doctor and research worker for the deaf, found that acquisition is possible for anyone through â€Å" custodies on † experience in an environment that is decently stimulated. He is the individual whom most historiographers trace the beginning of particular instruction ( Hallahan, 1997 ) Three Frenchmans were researching in the forests and found a immature male child entirely, wholly wild and missing many accomplishments. They guessed the male child to be about 11 old ages old. He was taken to Paris, where he would be studied as an illustration of the human head in its cardinal province. The doctors who examined him declared that he was non â€Å" wild † instead the male child was mentally lacking. ( Plucker, 2007 ) No one agreed with Itard, nevertheless, he believed that the kid, Victor, the name he chose for the male child, was the manner he was because he had been populating in the wood for old ages and did non hold the proper attention. He claimed that Victor ‘s mental lack was due to the deficiency of human interaction. Itard believed that it can be overcome. He devoted the following five old ages to an individualised educational plan. This was the first illustration of an IEP, and the beginning of modern particular instruction. ( Plucker, 2007 ) Itard was successful in detecting many learning techniques that introduced many methods of direction to particular ed pedagogues. Subsequently, his pupil Edouard Sequin, brought this educational method to the US. During this clip, persons with disablements were put into restricting prisons without proper attention and nutrient. Many doctors such as Edouard Sequin, wanted to relieve the opprobrious ill-treatment from the people with disablements ( Ackerman, Jaeger, & A ; Smith, 2009 ) . In 1817, Thomas Gallaudet established the first institute for the deaf in Hartford, Connecticut which is now called â€Å" The American School for the Deaf. † In 1829, Samuel Gridley Howe ( 1801 – 1876 ) who graduated from Harvard Medical School in 1824, founded the â€Å" Perkins School for the Blind † in Watertown, Massachusetts in 1829. Howe was successful in learning Laura Bridgman, which had a large influence on the future instruction of Helen Keller ( Hallahan, 1997 ) . A miss like Helen Keller would hold ne'er imagined there to be a topographic point for her to larn. This was now a dream for Helen Keller. Anne Sullivan trained in Perkins School and turned Helen Kellers dark universe in to light. Sullivan enabled a blind, deaf, and muffle miss to pass on every bit best as she can with others. At the terminal of the 19th century, the authorities implemented juvenile tribunals and public assistance plans for both striplings and kids. Many particular categories were formed in many schools every bit good. However, many of the lesser disableme nts were non treated during this clip due to the fact that they were largely incognizant of these jobs unit subsequently on when the public school system evolved. The major focal point in the 1800 ‘s was chiefly on the terrible handicapped persons who suffered from mental deceleration, sightlessness, hearing loss, and emotional perturbations ( Myhill, 2008 ) . From 1817 to the beginning of the Civil war, more than 40 old ages, many provinces in the US set up schools for the blind, deaf, and mentally retarded or orphans. These schools tried to follow the ways of the European schools. In 1817, in Hartford, CT, the American Asylum for the Education and Instruction of the Deaf was opened. In 1959 the Massachusetts School for the Idiotic and Feebleminded Youth, now called the Fernald Development Center, was set up in Boston. ( Kirk, 2006 ) . The particular category for deaf kids was in a public school in Boston in 1869. Approximately 30 old ages subsequently, a particular category for the mentally retarded was organized in Providence, Rhode Island. In 1899, a category for kids with physical damages opened followed by a category in Chicago for kids who were blind. ( Kirk, 2006 ) . At the bend of the 20th century, pedagogues began to concentrate a batch more on the function of particular instruction. In the early 1900 ‘s, the figure of particular instruction categories drastically increased. There was more of an accent on mental wellness and kid clinics. In add-on, the rise in psychological science began and the usage of mental trials resulted in the growing for new surveies and methods in every country of particular instruction. In 1922, the Council for Exceptional Children was formed. This was the start of many establishments and organisations that would alter the instruction for particular demands people in America. In 1930 many parents gathered to organize a group on a national degree. In 1950, this group was subsequently known as the National Association for Retarded Citizens. In 1963 they developed the Association for Children with Learning Disabilities. ( Ackerman, Jaeger, & A ; Smith, 2009 ) . These new thoughts of instruction prompted many people to recommend for particular demands kids. Up until the 1930 ‘s, many believed that heavy concern should non be placed on persons who failed to maintain up with the criterions of a schoolroom. However, at this point, many were recognizing the deficiency of their ability that it was non the kids mistake. Yet, with the proper stimulation, they can win. ( Government, 2002 ) . In add-on, the book â€Å" The Child Who Never Grew † by Pearl Buck, stole the Black Marias of many parents and fostered the parental support groups. The book describes the experience of raising a kid with mental deceleration. It provided parents encouragement that they were non entirely, and that there were many others sing the same thing as they were. ( Fuller & A ; Olsen, 2008 ) . In 1954, the classical instance of Brown vs. Board of Ed took topographic point. This instance had a major impact on pupils with disablements. ( Pardini, 2002 ) The tribunals began to reconsider the rights of minority citizens in many different ways. One of the most influential advocators for the rise in particular instruction would be President Franklin D. Roosevelt. He demonstrated that person wheelchair edge can still execute expeditiously despite their disablement. Further more, while in office, President John F. Kennedy established the Task Force on National Action to Combat Mental Retardation, the President ‘s Commission on Mental Retardation, and the Bureau of Education for the Handicapped, which is now the office of Particular Education Programs. Turning up with a mentally sick sister, he strongly influenced the development of particular instruction, while stressing the importance of the right for those with disablements to a full chance of instruction. ( Fuller & A ; Olsen, 2008 ) . By 1975, the Education for all Handicapped Children Act, besides known as Public Law, and the FAPE, free appropriate public instruction, were implemented. They established the footing for instruction reform for babies through striplings with disablements and enabled pupils with disablements to assist fund the heavy costs for services. ( History of Spec ial Education, 2003 ) . It besides provided the same rights for instruction for pupils with disablements and those regular mainstream kids. ( Kiss, 2006 ) . In 1977 the EAHCA, Education of all Children Act was actualized. It stated that the Torahs protecting kids with disablements the right to free instruction, the FAPE. This besides included that pupils should be placed in the last restrictive environment LRE, and proper arrangement harmonizing to their demands. Teachers worked together with the kid and frequently used alternate methods or allowed the kid some excess clip to finish the assignment. Some schools set aside resource room to assist weaker kids one on one. This backfired because frequently kids who were pulled out were looked at as â€Å" different † and many â€Å" regular † instructors slacked off with their duties of their particular demands kids. ( Berger, 2005 ) . In 1990, to work out this job, the construct of â€Å" inclusion † was created. Th is was an attack in educating kids with particular demands in which they are included in regular schoolrooms with â€Å" appropriate AIDSs and services † as required by jurisprudence ( Berger, 2005 ) . This led up to the enlargement of the IDEA, the Persons with Disabilities Education Act in 1990. The IDEA is responsible for over six million kids having particular services today. ( History of Special Education, 2003 ) . The incredible advancements of past pedagogues in particular instruction were of import edifice blocks to what particular instruction has become today. What exists today in Particular Education is from the difficult work of pedagogues and parents of the old centuries. Today over two hundred thousand immature kids and 598,922 pre schoolers are having services through the Board of Education as of 2001. ( Fuller & A ; Olsen, 2008 ) . Particular instruction services are made to concentrate on the person in order to guarantee that the kid is maximising their full potency. It consists of either one on one little group direction, learning alterations, and physical, address or businesss therapies. Each kid is provided with an Individualized Education Program, or IEP, which targets the ends and demands for each specific kid. The schools must supply one-year advancement studies in functional and academic accomplishments. ( Fuller & A ; Olsen, 2008 ) . While seeking to keep inclusion schoolroom s, schools besides have to do certain they are run intoing the demands for the province appraisals. To reason, particular instruction has gone through a enormous sum of alterations. In the 1700 ‘s and early 1800 ‘s, there was no such thing as educating an exceeding kid. In add-on, instructors had small preparation in binding to understand the universe of a kid with disablements. ( Johnson, Dupuis, Musial, Hall, & A ; Gollnick, 1999 ) .However, in the 20th century, that began to alter quickly. Today, instructors are trained in specific countries and work with these kids to break their opportunities in taking a successful life. There is a uninterrupted sum of attempt put in to assisting those who needed excess aid. In is unfortunate that the exceeding had to endure so much for particular instruction to go a world. Hopefully we will go on to keep the advancement in the hereafter.

Conjugating the French Verb Déménager (to Move House)

In French, the noun  nouvelle maison  means new house. When moving to that new house, the verb   dà ©mà ©nager  is used. Literally to move, this verb must be conjugated when using it in the past, present, or future tense.   Conjugating the French Verb  Dà ©mà ©nager Dà ©mà ©nager  is a  spelling change verb  and that makes it a bit of a challenge to conjugate. It follows a pattern found in other verbs that end in -ger  such as  bouger  (to move). As you will see, in some conjugations an E is added after the G. This is to retain the soft G sound before an ending that begins with an A or O. Other than that, conjugating  dà ©mà ©nager  is relatively simple. To transform it, pair the subject pronoun with the appropriate tense. For instance, I move is je dà ©mà ©nage and we will move is nous dà ©mà ©nagerons. Subject Present Future Imperfect je dmnage dmnagerai dmnageais tu dmnages dmnageras dmnageais il dmnage dmnagera dmnageait nous dmnageons dmnagerons dmnagions vous dmnagez dmnagerez dmnagiez ils dmnagent dmnageront dmnageaient The Present Participle of  Dà ©mà ©nager The  present participle  of  dà ©mà ©nager  is  dà ©mà ©nageant.  It is not just a verb, but can also act as an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © Beyond the imperfect, the  passà © composà ©Ã‚  is another common way to express the past tense in French. To form this, begin by conjugating the  auxiliary verb  avoir  to the subject pronoun. Then, add the  past participle  dà ©mà ©nagà ©. For instance, I moved is jai dà ©mà ©nagà © and we moved is nous avons dà ©mà ©nagà ©. More Simple  Dà ©mà ©nager  Conjugations to Know The most important conjugations to study are those above. There are also times when you will need to know a few more simple forms of  dà ©mà ©nager. For instance, if the action of moving is somehow questionable, you might employ either the subjunctive or the conditional verb moods. In rare instances and most often in writing, you may also encounter the passà © simple or the imperfect subjunctive. While not vital to most students French studies, its a good idea to be able to recognize these. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je dmnage dmnagerais dmnageai dmnageasse tu dmnages dmnagerais dmnageas dmnageasses il dmnage dmnagerait dmnagea dmnaget nous dmnagions dmnagerions dmnagemes dmnageassions vous dmnagiez dmnageriez dmnagetes dmnageassiez ils dmnagent dmnageraient dmnagrent dmnageassent In the imperative verb form,  dà ©mà ©nager  can be used in short and often assertive commands or requests. When using it, skip the subject pronoun: use  dà ©mà ©nage rather than tu dà ©mà ©nage. Imperative (tu) dmnage (nous) dmnageons (vous) dmnagez