Famous Erik Erikson Quotations

Famous Erik Erikson Quotations History and Biographies Print Erik Erikson Quotes Words of Wisdom From the Renowned Psychoanalyst By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on May 18, 2019 Psychosocial Development Overview Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Confusion Intimacy vs. Isolation Generativity vs. Stagnation Integrity vs. Despair Erik H. Erikson was a German-born psychoanalyst who became one of the most famous and influential thinkers of the twentieth century. He is best remembered for his well-known psychosocial theory of development and for coining the term identity crisis. In addition to holding teaching positions at Harvard, the University of California-Berkeley, and Yale, he also wrote a number of popular books including The Life Cycle Completed and Identity: Youth and Crisis. You can learn more about Erik Erikson by reading this brief  biography  of his life, further explore his  psychosocial theory, and take a closer look at each of the  eight stages  of human development. The following are just a few famous quotations from his works. On Hope and Will Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. (The Erik Erikson Reader, 2000) Hope is the enduring belief in the attainability of fervent wishes, in spite of the dark urges and rages which mark the beginning of existence. Hope is the ontogenetic basis of faith, and is nourished by the adult faith which pervades patterns of care. (The Erik Erikson Reader, 2000) Will, therefore, is the unbroken determination to exercise free choice as well as self-restraint, in spite of the unavoidable experience of shame and doubt in infancy. (The Erik Erikson Reader, 2000) On Children The growing child must derive a vitalizing sense of reality from the awareness that his individual way of mastering experience (his ego synthesis) is a successful variant of a group identity and is in accord with its space-time and life plan. (Identity and the Life Cycle, 1994) Someday, maybe, there will exist a well-informed, well considered and yet fervent public conviction that the most deadly of all possible sins is the mutilation of a child’s spirit; for such mutilation undercuts the life principle of trust, without which every human act, may it feel ever so good and seem ever so right is prone to perversion by destructive forms of conscientiousness. (Young Man  Luther:  A Study in Psychoanalysis and History, 1958) It is only after a reasonable sense of identity has been established that real intimacy with others can be possible. The youth who is not sure of his or her identity shies away from interpersonal intimacy, and can become, as an adult, isolated or  lacking  in spontaneity, warmth or the real exchange of fellowship in relationship to others; but the surer the person becomes of their self, the more intimacy is sought in the form of friendship, leadership,  love  and inspiration. The counterpart to intimacy is  distantiation, which is the readiness to repudiate those forces and people whose essence seems dangerous to one’s own. (Identity and the Life Cycle, 1959) Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for  his  symptom. (Childhood and Society, 1950) On Doubt and Despair Doubt is the brother of shame. (The Problem of Ego Identity, Journal of the American Psychoanalytic Association, 1956) Despair expresses the feeling that time is short, too short for the attempt to start a new life and to try out alternate roads to integrity. Such a despair is often hidden behind a show of disgust, or a chronic contemptuousness. Integrity, therefore, implies an emotional integration which permits participation by followership as well as acceptance of the responsibility of leadership. (Identity and the Life Cycle, 1959) On Freud What was Freuds Galapagos, what species fluttered what kinds of wings before his searching eyes? It has often been pointed out derisively: his creative laboratory was the neurologists office, the dominant species  hysterical ladies. (The First Psychoanalyst, 1957)

Essay on Censoring Internet Pornography - 2472 Words

Introduction Pornography engages people on many levels. Some people enjoy pornography while others believe that the world would be best without it. Some would think that a song like Its Nice to be Nude is a cute song that is celebrating the joys of the human body. Others may think that it is obscene and not worth listening to. Pornography is highly subjective in respect to what it is, how it is defined, and its merits. The intent of this paper is to discuss pornography in a historical context and how it affects librarians in regards to its presence on the Internet. Definitions: Getting to Know All About It * Pornography: The word pornography originates from the Greek pornographes meaning literally†¦show more content†¦From drawings on cave walls7 to HBOs Sex and the City the depiction of sex appears to be one of the threads that ties the centuries together. Montgomery Hyde, while exploring the roots of Western pornography, found that even in the Bible there is an abundance of material in the Old Testament on the subject of pornography in its original sense of writing about prostitutes and their patrons, as there are also references which are certainly obscene if not pornographic in the wider sense as it is generally understood today.8 In early Greece, representations of men and women enjoying various forms of sexual intercourse were even depicted on the bottoms of childrens drinking bowls and plates, so that they could have something amusing to look at when they were having their meals.9 About the time of the birth of Christ, Ovid wrote for a Roman audience Ars Amorato ? a work if not pornographic in the strictest sense, at least highly erotic.10 The pornographic tradition continued in Western culture with works such as the Decameron, The Canterbury Tales in England, and the Heptameron in France.11 Fascination with the bawdy is also the basis for many a literary classic. Much of Shakespeares writing, for example, is of uninhibited ribaldries and obscenities.12 The depiction of the naked, sexual human form is also found throughout the art world.13 Indeed, walk into virtually any museum, artShow MoreRelated Children and the Censorship of Internet Pornography Essay4060 Words   |  17 Pages The Internet is a global network of vast information. With a few clicks, an individual can have access to up to 200 million web-sites filled with educational and recreational information. The Internet is not regulated in anyway (Carnegie Library 1). It is accessible throughout the entire world from the North to the South, to the early morning sunrise and dark sunsets. Different ethnicity and backgrounds come together linked upon this network resembling a connection of one body in unity. SadlyRead MoreSocially Acceptable : Sexually Explicit Material2283 Words   |  10 Pagesshown in commercials, ads, and movies are far from an ordinary woman. They are perfect. 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Several sites on the internet only offer a warning about inappropriate contentRead MoreInternet Censorship And The Internet941 Words   |  4 Pages More than two decades ago, the Internet was yet to be ubiquitous in the homes of the general public around the world. Today, global users of the Internet has surpassed the 3 billion mark, or approximately 45% of the world population, a trend that is not likely to slow down anytime soon (World Internet Users Statistics and 2015 World Population Stats, 2014). The idealistic vision of self-governance of the Internet has proved to be insufficient and threats to the Internet’s core principles areRead More Should the Internet be Censored? Essay1062 Words   |  5 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Ximenes 1 Should the Internet Be Censored? â€Å"No bones about it, the Internet needs to be censored†. 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People say it takes away freedom from their lives but if there were not laws inhibiting freedom we would live in a world of chaos and anarchy. Why should we censor the Internet? Why not? Should we not censor the informationRead MoreCensoring the Internet906 Words   |  4 Pages Censoring the Internet When most people think about the internet, they think of it as a super highway system that has the capability to transfer information. The internet grew up to become an expanding source for amusement and intelligence; in a way that we have never seen before. Since there isnt anything like the internet, as more people become more recognized with the internet, the information that surrounds the internet develops as well. Anyone can post ideas about whatever they want atRead MoreGovernments Censoring Internet Content1490 Words   |  6 Pagespros and cons of government involvement in controlling the content of the Internet. Everyday technology is getting more sophisticated, meaning that nowadays it is easy to explore about a certain issue via online connection and be near the world. In the present, as long as you have Internet connection, you have the ability to have access to all kind of information that is posted on Internet. There is a huge debate whether internet should be regula ted or not, and this is excepted to continue in the upcoming

Black Boy and Mama’s Girl Comparison and Contrast Essay

Black Boy and Mama’s Girl Comparison and Contrast Essay Mama’s Girl by Veronica Chambers and Black Boy by Richard Wright are autobiographies about two people growing up black in America. Richard Wright, born in 1908 near Roxie, Mississippi, became to be one of the most influential black writers in America and his work helped redefine discussions of race relations in America in the mid-20th century. Veronica Chambers, author of Mama’s Girl, has spent most of her career being an editor for various papers and magazines and currently lives in Brooklyn, New York. Both books describe how it is like to grow up being discriminated against and the trials that one goes through being a black American. Both Black Boy and Mama’s Girl have†¦show more content†¦The Great Depression was mainly started by the Wall Street Crash of 1929. The net effect of the Great Depression was a sudden and general loss of confidence in the economic future of America and high unemployment rates all across the country. Mama’s Girl took place in the years around 1970-1990. The Watergate Scandal in 1972, the Summer Olympics being boycotted in 1980, and Ronald Regan was inaugurated in 1981. In 1972, five men were arrested for the burglary of the Democratic National Committee headquarters at the Watergate office complex in Washington, D.C. The House Judiciary Committee voted to impeach the President due to suspicion that he was involved in the Watergate Scandal but later in 1974 President Nixon resigned, becoming the first (and as of 2012, the only) President to step down. In 1980 the U.S. boycotted the Summer Olympics in Moscow to protest the 1979 Soviet invasion of Afghanistan. In 1981 Ronald Regan was inaugurated as the 40th president of the United States and became the face of the United States during the 1980’s. Wright grew up in the 1920’s before the Civil Rights Movement, showing that he grew up in a much harder racial time than Chambers did where blacks were treated unfairly and discriminated ag ainst constantly. Chambers grew up after the Civil Rights Movement where racial segregation was no longer legal and the problems for blacks weren’t as bad because of the stress placed on racial equality during the Civil Rights movement and the

Faculty Evaluation System Free Essays

A proposed Faculty Performance Evaluation System for university of the Visayas-Dalaguete† Problem Statement The Faculty Performance Evaluation System will seek to answer what enhancement and design the school can adopt for a more effective and efficient automated System. Our project will provide the benefits and help the school to collect the feedback from the students and provide security and privacy respectively. Specifically, it endeavors to answer the following questions: 1 . We will write a custom essay sample on Faculty Evaluation System or any similar topic only for you Order Now Why is there a need to replace the manual system with an automated one? . What will be the benefits of having the automated faculty performance evaluation system In the university of the Visayas – Dalaguete? 3. How can automated faculty performance evaluation system help the school? 4. How can we provide security to our system? ED: What are the first steps that SIG schools and districts should take when re- thinking their teacher evaluation systems? CD: First, there needs to be an Intense dialogue with faculty members about what constitutes good teaching. They need to develop a shared understanding of what is good practice. They can do a book study hat defines good teaching in a coherent way, what it looks like, and what counts as evidence of good teaching. I’ve worked on a framework for effective teaching. The big Idea that underlines this framework is that students learn from high levels of student intellectual engagement. There’s a ton of research on that, but it’s hard to do because In general, students aren’t taught that way. The challenge Is to get people to understand how to engage students in learning. Second, there needs to be an effort to create a culture in the school around continued learning and professional inquiry. You’re not done learning when you start teaching. Teaching is enormously complex work that people work to master over their entire careers. No one should act like it’s easy because It’s not. Then, teachers can move to on the ground work with students. They can analyze student work for levels of student engagement. If they have money to spend, they can get equipment to videotape themselves teaching to use for self- reflection. tx a powerful technology because teachers can watch their own lesson, observe other teachers, share their practice, and engage in dialogue. ED: Are there t Of2 speclTlc cnallenges In Implementing a tnougntTul evaluatlon system In low- erforming schools? CD: Not really. It’s the same challenge, Just harder. One of the problems in low-performing schools is that teacher turnaround is higher, which means they could hav e more novice teachers. Beginning teachers, because they are inexperienced, need more intensive supervision and coaching than do their more experienced colleagues. It’s essential that both the teacher and the district ascertain whether they are a good match. On the flip side, of course, new teachers frequently come with a lot of energy and enthusiasm for the work, and that can make a real contribution to a school. But the higher level of supervision by a principal takes time, and that’s one of the issues with any evaluation system – finding the time to do it well. I don’t think it’s helpful or harmful. It’s Just the nature of it. There’s also the school culture element. Let’s say you’re my principal and a typical observation is one where you come in, observe my lesson, write it down, and tell me what I did wrong or right. l, as a teacher, have done nothing. If the school culture is one of inspection, then all I would want to do is to â€Å"get through† the evaluation. I’m not going to try anything interesting in my class while you’re there. That typical process of where my role as a teacher is passive. There’s no learning for me as a teacher. Creating a different type of culture is a leadership challenge. For the new teachers not to be performing at the same level as experienced teachers – that’s natural. The culture should be one where professional growth and learning are understood to be part of everyone’s Job forever, and learning is not a sign of deficiency. To have an effective teacher evaluation system, you need good, trained evaluators and more time from teachers and administrators to discuss performance and improve teaching and learning. ED: What about the problem of resources, especially in times of budget cuts? How do schools and districts keep their commitment to this type of a teacher evaluation system? CD: I don’t think it’s a resource problem. It’s a prioritization problem and also a training issue for evaluators. When a teacher or union activist says that principals don’t know what they are doing when theyre evaluating teachers, they are usually right! One of the things I’m working on is an actual evaluator certification program. The need for credentialing evaluators has been written into state law in a few places including Illinois and New York. How to cite Faculty Evaluation System, Papers

Year 2000 Problem Essays (1385 words) - Calendars, Software Bugs

Year 2000 Problem Why is the Y2K problem being overlooked? The Year 2000 is rapidly approaching! Will we be ready in time? Y2K stands for Year 2000 Catastrophe. Y2K seems to be overlooked for a variety of reasons. One of the biggest reasons is because people are not aware that there is a Y2K problem because so few are computer literate. Most of the general public, while being exposed to computers, just does not realize how computers have taken over the grueling task of keeping our country running. From writing social security checks to timing traffic signals, keeping banking account records to controlling food stocks at the local supermarket, computers are involved. Some other reasons include that the general public just doesn't care about Y2K and that the government doesn't want to expose the issue and cause a panic. No one in the world knows what's going to happen. Y2K could cause chaos and destruction, or just pass over as if nothing happened. The real question on my mind is what's going to happen to when the world hits midnight on January 1, 2000? Dale Kasler explains, "The Y2K problem is this: Many computer programs recognize years only by the last two digits, rendering them incapable of telling the difference between 1900 and 2000" (2). My definition of Y2K is billions of computers that can't decipher the difference between a two-digit date and a four-digit date. This problem makes the computers go haywire, or just shut down because it doesn't know the difference between 1900 and 2000. For example, the computers figure out how old you are by the year of your birth year. I am 19 years old by subtracting '79 from the current year of '99, but in two years when I subtract '79 from '00 I will be -79 years old. "The Government was first notified in 1969-70" says Rickey Staves, RGS Consultants, President. The government overlooked the Y2K problem, because they figured that they didn't need to worry about it. Yes, there was a crisis in Vietnam at the time, but there should have been some sort of effort to bring out this issue of Y2K to the American people. The government didn't care because, why take care of a problem that is 30 years away? This problem would have been no problem if Y2K had been addressed to the general public, business community, government departments and, utility companies. Instead, the government decided not to deal with the Y2K problem and let the children of the future deal with it. There are many people who have a lack of awareness of the Y2K problem. Other problems are pressing, but we need to start taking action. There has to be some kind of acknowledgement by the public. One field that should start taking action is our nation's hospitals. They have a total lack of awareness of Y2K. "According to a nationwide survey of 1,700 hospitals, fewer than one-third of the respondents had developed a year 2000 compliance plan and only one in five had implemented such a plan. Worse, and most alarming, 18 percent of these hospitals are planning no action to protect their systems. Pity the patient who checks into one of these hospitals on January 1, 2000" (Hyatt 144). You would think hospitals would be the first to be 2000 compliant. It's terrifying to know that many hospitals don't even have a plan to be 2000 compliant. It's about time for the hospitals to start getting ready for the new Millennium. There might be situations where respirator machines stop working or someone gets the wrong dosage of medication. These are just two of the possible tragedies that could happen. Many businesses have overlooked the Y2K problem, according to Tasha Getlin; "twenty-three percent of all companies and government agencies have not started to address the Y2K issue. By addressing this issue it could cause panic to their customers, but if you tell your customers that the Y2K problem is under control and you don't have it under control; you opened yourself up to a lawsuit" (5c). Isn't it better off to have the Y2K problem under control and be ready so it will not cause a panic or a lawsuit from the customers? A substantial number of people don't care about the Y2K issue, or they just think it's all a big scam. It may look like a scam because it hasn't happen yet, but there is evidence to support that Y2K is not a scam. There are warning signs that this problem does

Language Arts Definitions and Examples

Language Arts Definitions and Examples The language arts are subjects taught in elementary and secondary schools that aim at developing students communication skills. As defined by the International Reading Association (IRS) and the National Council of Teachers of English (NCTE), these subjects include reading, writing, listening, speaking, viewing, and visually representing. Observations [In the 1950s in the U.S.] the term language arts rose to professional popularity among elementary school teachers . . ., since it suggested the integration of skills and experiences; English, the term still used in the high school, suggested subject matter, and often, subject matter taught in isolation. Todays concern with whole language and integration of reading and writing dates back to such curriculum efforts. . . .[T]he conflict between whole language advocates who stress construction of meaning and skill-oriented specialists who stress decoding continues. Almost certainly the current movement will result in more balanced stress on literature, writing, and oral language, and less emphasis on separate instruction in language skills, spelling, or grammar (Snow, 1997).(James R. Squire, The History of the Profession. Handbook of Research on Teaching the English Language Arts, Routledge, 2003) One familiar way to link the language arts . . . is to pair them by medium: reading and writing involve written language, listening and speaking involve spoken communication, and viewing and visually representing involve visual language.There are many other important interconnections among the English language arts, as well. Learners’ repertoires of words, images, and concepts grow as they read, listen, and view; new words, images, and concepts then become part of their written, spoken, and visual language systems.(Standards for the English Language Arts, IRA/NCTE, 1996)

More Than, As Often As...These Are Comparative Adverbs

More Than, As Often As...These Are Comparative Adverbs Comparative adverbs express relative superiority or inferiority. Superiority, the idea that something is more or (greater) than something else, is expressed with plus in French. Inferiority, meaning that something is less than something else, is stated with moins. You can also express equality with comparatives, to state that something is as (great) as something else; in French, there are two possible equivalents to this: aussi and autant. French Comparatives 1. In French comparatives, you use stressed pronouns after que, rather than subject pronouns. For example, Il est plus grand que moi Hes taller than me.2. Comparative adverbs are most commonly used with adjectives, but you can also use them with adverbs, verbs, and nouns. These comparisons have slightly different constructions for each part of speech. Click in the summary table below for detailed lessons. Construction of  French Comparative Adverbs Comparisons with... Required word order Adjectives plus/moins/aussi + adjective + que + noun/pronoun plus/moins/aussi + adjective + que + adjective plus/moins/aussi + adjective + que + temporal adverb Adverbs plus/moins/aussi + adverb + que + noun/pronoun plus/moins/aussi + adverb + que + adverb plus/moins/aussi + adverb + que + temporal adverb Nouns plus/moins/autant de + noun + que + noun/pronoun plus/moins/autant de + noun + que + de + noun plus/moins/autant de + noun + que + temporal adverb Verbs verb + plus/moins/autant que + noun/pronoun verb + plus/moins/autant que + pronoun (+ ne) + verb verb + plus/moins/autant que + temporal adverb    When comparing with adjectives, use plus (adjective) que for superiority, moins (adjective) que for inferiority, and aussi (adjective) que for equality.Adjective: vert (green)  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Like all adjectives, the adjectives used in comparatives have to agree with the nouns that they modify, and therefore have different forms for masculine, feminine, singular, and plural. The comparative itself, however, is invariable:Masculine singular  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Feminine singular  Ã‚  Ã‚  plus verte (greener)  Ã‚  Ã‚  moins verte (less green)  Ã‚  Ã‚  aussi verte (as green)Masculine plural  Ã‚  Ã‚  plus verts (greener)  Ã‚  Ã‚  moins verts (less green)  Ã‚  Ã‚  aussi verts (as green)Feminine plural  Ã‚  Ã‚  plus vertes (greener)  Ã‚  Ã‚  moins vertes (less green)  Ã‚  Ã‚  aussi vertes (as green)Note: The above i s true for all adjectives except bon and mauvais, which have special comparative forms for superiority. Types of Comparisons with Adjectives 1. Compare two nouns with one adjective.  Ã‚  Ã‚  David est plus fier que Jeanne.  Ã‚  Ã‚  David is prouder than Jeanne.  Ã‚  Ã‚  Jeanne est moins fià ¨re que David.  Ã‚  Ã‚  Jeanne is less proud than David.2. Compare one noun with two adjectives.  Ã‚  Ã‚  Jean est aussi riche que travailleur.  Ã‚  Ã‚  Jean is as rich as (he is) hard-working.  Ã‚  Ã‚  Jeanne est plus sympa quintelligente.  Ã‚  Ã‚  Jeanne is nicer than (she is) smart.3. Compare an adjective over time.  Ã‚  Ã‚  Jean est moins stricte quavant.  Ã‚  Ã‚  Jean is less strict than before.  Ã‚  Ã‚  Jeanne est aussi belle que toujours.  Ã‚  Ã‚  Jeanne is as beautiful as ever. Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚   Jean est plus grand.  Ã‚  Ã‚  Jean is taller.  Ã‚  Ã‚  Jeanne est moins fià ¨re.  Ã‚  Ã‚  Jeanne is less proud. When comparing with adverbs, use plus (adverb) que for superiority, moins (adverb) que for inferiority, and aussi (adverb) que for equality.Adverb: prudemment (carefully)  Ã‚  Ã‚  plus prudemment (more carefully)  Ã‚  Ã‚  moins prudemment (less carefully)  Ã‚  Ã‚  aussi prudemment (as carefully)Note: The adverb bien has a special comparative form when expressing superiority. Types of Comparisons with Adverbs 1. Compare two nouns with one adverb.  Ã‚  Ã‚  Jean lit plus lentement que Luc.     Jean reads more slowly than Luc.   Ã‚  Ã‚  Jeanne à ©crit moins souvent que Luc.  Ã‚  Ã‚  Jeanne writes less often than Luc.2. Compare one noun with two adverbs.  Ã‚  Ã‚  Jean travaille aussi vite que gentiment.  Ã‚  Ã‚  Jean works as quickly as (he does) helpfully.  Ã‚  Ã‚  Jeanne à ©crit plus soigneusement quefficacement.  Ã‚  Ã‚  Jeanne writes more carefully than (she does) efficiently.3. Compare an adverb over time.  Ã‚  Ã‚  Jean mange plus poliment quavant.  Ã‚  Ã‚  Jean eats more politely than before.  Ã‚  Ã‚  Jeanne parle aussi fort que toujours.  Ã‚  Ã‚  Jeanne speaks as loudly as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean lit plus lentement.  Ã‚  Ã‚  Jean reads more slowly.  Ã‚  Ã‚  Jeanne à ©crit moins souvent.  Ã‚  Ã‚  Jeanne writes less often. When comparing with nouns, use plus de (noun) que for superiority, moins de (noun) que for inferiority, and autant de (noun) que for equality.Noun: livre (book)  Ã‚  Ã‚  plus de livres (more books)  Ã‚  Ã‚  moins de livres (fewer books)  Ã‚  Ã‚  autant de livres (as many books) Types of Comparisons with Nouns 1. Compare the amount of a noun between two subjects.      Jean veut autant damis que Luc.  Ã‚  Ã‚  Jean wants as many friends as Luc (has).  Ã‚  Ã‚  La France a plus de vin que lAllemagne.  Ã‚  Ã‚  France has more wine than Germany.2. Compare two nouns (note that the second noun must also be preceded by de).  Ã‚  Ã‚  Jean a plus dintelligence que de bon sens.  Ã‚  Ã‚  Jean has more brains than sense.  Ã‚  Ã‚  Jeanne a autant damis que dennemis.  Ã‚  Ã‚  Jeanne has as many friends as enemies.3. Compare a noun over time.  Ã‚  Ã‚  Jean connaà ®t moins de gens quavant.  Ã‚  Ã‚  Jean knows fewer people than (he did) before.  Ã‚  Ã‚  Jeanne a autant didà ©es que toujours.  Ã‚  Ã‚  Jeanne has as many ideas as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean veut autant damis.  Ã‚  Ã‚  Jean wants as many friends.  Ã‚  Ã‚  La France a plus de vin.  Ã‚  Ã‚  France has more wine. When comparing verbs, use (verb) plus que for superiority, (verb) moins que for inferiority, and (verb) autant que for equality.Verb: voyager (to travel)  Ã‚  Ã‚  voyager plus (to travel more)  Ã‚  Ã‚  voyager moins (to travel less)  Ã‚  Ã‚  voyager autant (to travel as much) Types of Comparisons with Verbs 1. Compare a verb between two subjects.  Ã‚  Ã‚  Jean travaille plus que Luc.  Ã‚  Ã‚  Jean works more than Luc (does).  Ã‚  Ã‚  Jeanne a à ©tudià © autant que Luc.  Ã‚  Ã‚  Jeanne studied as much as Luc (did).2. Compare two verbs.*  Ã‚  Ã‚  Jean rit autant quil pleure.  Ã‚  Ã‚  Jean laughs as much as he cries.  Ã‚  Ã‚  Jeanne travaille plus quelle ne joue.  Ã‚  Ã‚  Jeanne works more than she plays.*When comparing two verbs, you need:  Ã‚  a) a pronoun referring back to the subject in front of the second verb  Ã‚  b) after plus and moins, the ne explà ©tif before the second verb3. Compare a verb over time.  Ã‚  Ã‚  Jean lit moins quavant.  Ã‚  Ã‚  Jean reads less than (he did) before.  Ã‚  Ã‚  Jeanne à ©tudie autant que toujours.  Ã‚  Ã‚  Jeanne studies as much as always.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean travaille plus.  Ã‚  Ã‚  Jean works more.  Ã‚  Ã‚  Jeanne a à ©tudià © autan t.  Ã‚  Ã‚  Jeanne a à ©tudià © autant. Additional Resources French comparatives and superlativesIntroduction to comparativesComparatives with adjectivesComparatives with adverbsComparatives with nounsComparatives with verb