581. B. Ph LAB III 42. SEQUENCE OF TENSES

42.  SEQUENCE OF TENSES

Although the various shades of time and sequence are usually conveyed adequately in informal speech and writing, especially by native speakers and writers, they can create havoc in academic writing and they sometimes are troublesome among students for whom English is a second language. This difficulty is especially evident in complex sentences when there is a difference between the time expressed in an independent clause and the time expressed in a dependent clause. Another difficulty arises with the use of infinitives and participles, modals which also convey a sense of time. We hope the tables below will provide the order necessary to help writers sort out tense sequences.
As long as the main clause's verb is in neither the past nor the past perfect tense, the verb of the subordinate clause can be in any tense that conveys meaning accurately. When the main clause verb is in the past or past perfect, however, the verb in the subordinate clause must be in the past or past perfect. The exception to this rule is when the subordinate clause expresses what is commonly known as a general truth:

• In the 1950s, English teachers still believed that a background in Latin is essential for an understanding of English.
• Columbus somehow knew that the world is round.
• Slaveowners widely understood that literacy among oppressed people is a dangerous thing.

The tables below demonstrate the correct relationship of tenses between clauses where time is of the essence (i.e., within sentences used to convey ideas about actions or conditions that take place over time).

Tense in Independent Clause	Purpose of Dependent Clause/ Tense in Dependent Clause	Example(s)
Simple Present	To show same-time action, use the present tense	I am eager to go to the concert because I love the Wallflowers.
	To show earlier action, use past tense	I know that I made the right choice.
	To show a period of time extending from some point in the past to the present, use the present perfect tense.	They believe that they have elected the right candidate.
	To show action to come, use the future tense.	The President says that he will veto the bill.
Simple Past	To show another completed past action, use the past tense.	I wanted to go home because I missed my parents.
	To show an earlier action, use the past perfect tense.	She knew she had made the right choice.
	To state a general truth, use the present tense.	The Deists believed that the universe is like a giant clock.
Present Perfect or Past Perfect	For any purpose, use the past tense.	She has grown a foot since she turned nine. The crowd had turned nasty before the sheriff returned.
Future	To show action happening at the same time, use the present tense.	I will be so happy if they fix my car today.
	To show an earlier action, use the past tense.	You will surely pass this exam if you studied hard.
	To show future action earlier than the action of the independent clause, use the present perfect tense.	The college will probably close its doors next summer if enrollments have not increased.
Future Perfect	For any purpose, use the present tense or present perfect tense.	Most students will have taken sixty credits by the time they graduate. Most students will have taken sixty credits by the time they have graduated.

Authority for this section: Quick Access: Reference for Writers by Lynn Quitman Troyka. Simon & Schuster: New York. 1995. Used with permission. Examples and format our own.

Note:
Unless logic dictates otherwise, when discussing a work of literature, use the present tense: "Robert Frost describes the action of snow on the birch trees." "This line suggests the burden of the ice." "The use of the present tense in Carver's stories creates a sense of immediacy."

Sequence of Tenses With Infinitives and Participles

Like verbs, infinitives and participles are capable of conveying the idea of action in time; therefore, it is important that we observe the appropriate tense sequence when using these modals.

INFINITIVES
Tense of Infinitive	Role of Infinitive	Example(s)
Present Infinitive (to see)	To show same-time action or action later than the verb	Coach Espinoza is eager to try out her new drills. [The eagerness is now; the trying out will happen later.]
		She would have liked to see more veterans returning. [The present infinitive to see is in the same time as the past would have liked.]
Perfect Infinitive (to have seen)	To show action earlier than the verb	The fans would like to have seen some improvement this year. ["Would like" describes a present condition; "to have seen" describes something prior to that time.]
		They consider the team to have been coached very well. [The perfect infinitive to have been coached indicates a time prior to the verb consider.]
PARTICIPLES
Tense of Participle	Role of Participle	Example(s)
Present Participle (seeing)	To show action occurring at the same time as that of the verb	Working on the fundamentals, the team slowly began to improve. [The action expressed by began happened in the past, at the same time the working happened.]
Past Participle or Present Perfect Participle	To show action occurring earlier than that of the verb	Prepared by last year's experience, the coach knows not to expect too much. [The action expressed by knows is in the present; prepared expresses a time prior to that time.]
		Having experimented with several game plans, the coaching staff devised a master strategy. [The present perfect participle having experimented indicates a time prior to the past tense verb, devised.]

Authority for this section: The Little, Brown Handbook by H. Ramsay Fowler and Jane E. Aaron, & Kay Limburg. 6th ed. HarperCollins: New York. 1995. By permission of Addison-Wesley Educational Publishers Inc. Format and examples our own.

For help with tenses used in reporting speech (indirect quotations), we refer you to Mary Nell Sorensen's web-site at the University of Washington.

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Guide to Grammar and Writing

Principles of Composition

Index

The Guide to Grammar and Writing is sponsored by the Capital Community College Foundation, a nonprofit 501 c-3 organization that supports scholarships, faculty development, and curriculum innovation. If you feel we have provided something of value and wish to show your appreciation, you can assist the College and its students with a tax-deductible contribution.

For more about giving to Capital, write to CCC Foundation, 950 Main Street, Hartford, CT 06103. Phone (860) 906-5102 or email: jmcnamara@ccc.commnet.edu. Contributions are tax-deductible to the extent allowed by law.

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Guide to Grammar and Writing

Principles of Composition

Index

The Guide to Grammar and Writing is sponsored by the Capital Community College Foundation, a nonprofit 501 c-3 organization that supports scholarships, faculty development, and curriculum innovation. If you feel we have provided something of value and wish to show your appreciation, you can assist the College and its students with a tax-deductible contribution.

For more about giving to Capital, write to CCC Foundation, 950 Main Street, Hartford, CT 06103. Phone (860) 906-5102 or email: jmcnamara@ccc.commnet.edu. Contributions are tax-deductible to the extent allowed by law.

580. B. Ph LAB III 41 – GIVING GUIDELINES

41 – GIVING  GUIDELINES

Overview

• The minimum amount to apply for is $250; grants awarded are generally less than $2,500.
• Organizations must submit an online application to be considered for funding.
• The deadline to apply for 2013 funding is December 1, 2013. 

Eligibility Checklist

1. Funds must benefit the facility’s service area: potential grantees should be nonprofit organizations with programs that benefit communities within the service area of the Walmart store, Sam’s Club or Logistics facility from which they are requesting funds.
2. Walmart and the Walmart Foundation have identified four core areas of giving. To ensure that your application has the best chance of being funded, the proposed use of the grant should fit within these areas of giving: Hunger Relief & Healthy Eating, Sustainability, Women's Economic Empowerment or Career Opportunity. Specifically, our stores, clubs and logistics facilities should focus on local organizations with programs working in Hunger Relief & Healthy Eating, as well as other programs that align with the Foundation’s areas of giving. However, programs that do not align with these areas may be given consideration. If you are applying for funding through a Sam’s Club location, additional focus areas are considered. Learn more about the Sam’s Club Giving Program.
3. Organizations must be described as one of the following:

• An organization holding a current tax-exempt status under Section 501(c)(3), (4), (6) or (19) of the Internal Revenue Code;
• A recognized government entity: state, county, or city agency, including law enforcement or fire departments, that are requesting funds exclusively for public purposes;
• A K-12 public or private school, charter school, community/junior college, state/private college or university; or
• A church or other faith-based organization with a proposed project that benefits the community at large.

Selection Process

• Facility management will review and make initial funding decisions on all submitted requests.
• Applications are typically reviewed within 90 days of the submission date, and organizations are notified of decisions via e-mail. All funding decisions are final.
• If an organization is approved, grant checks will be sent directly to the recipient organization.

·         In the event of being awarded a grant, organizations should contact their local facility from which funds were awarded to schedule a formal recognition event.

Funding Exclusions

• Advertising, film or video projects
• Association/chamber memberships
• Athletic sponsorships (teams/events)
• Capital campaigns and endowments (defined as any plans to raise funds for a significant purchase or expense, such as new construction, major renovations or to help fund normal budgetary items)
• Contests or pageants
• Individuals (requests made solely for the benefit of one person or family)
• Nationally-sponsored organizations: American Cancer Society, American Diabetes Association, American Heart Association, Children's Miracle Network and United Way
• Organizations or programs that do not benefit the communities within the facility’s service area
• Organizations that deny service to a potential client or beneficiary on the basis of race, religion, color, sex, sexual orientation, age, national origin, ancestry, citizenship, veteran or disability status
• Organizations whose services do not benefit the community at large
• Political causes, candidates, organizations or campaigns
• Projects that send products or people for relief efforts to a foreign country
• Registration fees
• Research
• Salaries, stipends, tips and rewards
• Construction costs
• Scholarships (tuition, room and board or any other expense related to college, university, or vocational school attendance)
• Sponsorship of fundraising events (walks, races, tournaments, etc.)
• Third-party giving
• Tickets for contests, raffles or any other activities with prizes
• Organizations who apply to a large number of facilities outside of the primary area

Grant Guidelines

The U.S. Bank Foundation giving program is designed to respect the diversity of our communities. We're actively involved in our communities, partnering with local nonprofits to meet specific needs.

Within our funding guidelines, we consider grant requests without regard to race, gender, disability, religion, ethnicity, age or sexual orientation. While The U.S. Bank Foundation generously funds many nonprofit organizations in our communities, it's impossible to fund every request received.

Mission

U.S. Bancorp contributes to the strength and vitality of our communities through the Foundation charitable contributions program. We seek to build strong partnerships and lasting value in our communities by supporting organizations that:

• improve the educational and economic opportunities of low- and moderate-income individuals and families.
• enhance the cultural and artistic life of the communities in which we live and work.

General Guidelines

Through the U.S. Bank Foundation, we support organizations and programs that advance the funding priorities described under the "Funding Priorities" section below and that are located in a community with a U.S. Bank office.

Organizations must have tax-exempt status under IRS section 501(c)(3).

Types of Support

Within these general guidelines, we consider the following requests:

Unrestricted General Operating Support
We consider unrestricted general operating support requests from organizations that:

• deliver effective programs with measurable outcomes in response to community needs.
• are financially stable.
• receive and provide strong leadership.
• collaborate to maximize effectiveness.
• involve constituents in planning.

Program Support
We consider requests to support programs that are highly effective or innovative and do not duplicate other programs or services.

Capital Support
We consider a small number of requests for capital support from organizations that meet all other funding criteria and with which we have a pre-existing relationship. We do not make lead gifts, and grants generally do not exceed one percent of the campaign contribution goal.

Contributions of Equipment and Property
U.S. Bancorp provides occasional in-kind contributions of miscellaneous office equipment and property when available. For information about available items, contact the charitable contributions contact in your local area.

Funding Priorities

Economic Opportunity
Through the U.S. Bank Foundation, we support the creation of economic opportunity through grants to organizations that provide affordable housing, encourage self-sufficiency, and assist economic development.

Affordable Housing
We support:

• organizations that support the preservation, rehabilitation and construction of quality affordable housing that assists low- and moderate-income populations.
• programs that provide home buyer counseling and related financial education to low- and moderate-income individuals and families.
•  

Self-Sufficiency
We support:

• programs that assist low- and moderate-income individuals in development of work and life skills essential to self-sufficiency, with a focus on work-entry programs, specific skills training, employment retention and personal financial management training.
• broad child-care and transportation initiatives designed to help people transition from welfare to work (no funding is provided for direct service providers or individual child-care providers).

Economic Development
In low- and moderate-income areas, we fund programs that support small business development and expansion, commercial revitalization and job creation.

Education
We support:

• innovative programs that help low-income and at-risk students succeed in school and prepare for post-secondary education.
• financial literacy training.
• effective mentoring programs.

Priority is given to programs that reach a broad number of students, bring together community resources, support curriculum innovation and can, if successful, be replicated.

Cultural and Artistic Enrichment
We fund organizations and programs that:

• build audiences for the arts, especially among underserved populations.
• bring select and limited civic amenities to underserved, rural communities.
• promote the arts in education.

United Way
U.S. Bancorp supports the United Way as an effective means of meeting human service needs. Organizations receiving primary funding support from a United Way organization are not eligible for a direct grant from the U.S. Bank Foundation.

 

Employee Community Involvement

We're committed to working in partnership with our employees to strengthen the community. We consider employee involvement in evaluating contribution requests, and we support volunteer involvement programs for employees in our communities

U.S. Bank Foundation Matching Gifts Program
The U.S. Bank Foundation matches qualifying contributions of cash and stock made by U.S. Bancorp employees to nonprofit organizations or higher education institutions on a dollar-for-dollar basis from a minimum of $50 up to an annual maximum of $1,000, per employee.

Funding Restrictions
The U.S. Bank Foundation charitable contributions program will not provide funding for:

• organizations that are not tax-exempt under Internal Revenue Code section 501(c)(3).
• fraternal organizations, merchant associations, chamber memberships or programs, or 501(c)(4) or (6) organizations.
• section 509(a)(3) supporting organizations.
• fundraising events or sponsorships.
• "pass through" organizations or private foundations.
• organizations outside U.S. Bancorp communities.
• programs operated by religious organizations for religious purposes.
• political organizations or organizations designed primarily to lobby.
• individuals.
• travel and related expenses.
• endowment campaigns.
• deficit reduction.
• organizations receiving primary funding from United Way
• organizations whose practices are not in keeping with the company's equal opportunity policy.

If your organization is eligible for a grant from U.S. Bank Foundation, we encourage you to apply today.

The Hasbro Children’s Fund is responsible for the majority of our company’s grant making.

Grants made by the Hasbro Children’s Fund focus on three core principles:

• programs which provide hope to children who need it most
• play for children who otherwise would not be able to experience that joy
• the empowerment of youth through service

Philanthropic Partners

With the help of strategic philanthropic partners, we work to make the biggest impact for children in need. Hasbro has entered into these strategic partnerships to support children on both a global and national scale. Visit our Strategic Partners page to learn more about the work we do with these wonderful organizations.

Local Grants

In the locations where Hasbro has operating facilities (RI; Springfield, MA; Renton, WA; Los Angeles, CA) we annually provide local community grants which support programs that deliver; stability for children in crisis; pediatric physical and mental health services; hunger security; educational programs; quality out of school time programming and programs that empower youth through service.

A list of the organizations that received a local grant from the Hasbro Children's Fund in 2012 can be found here.

Our local grant making is determined through an RFP process and at this time, we are not currently accepting proposals.

Corporate Giving Guidelines

Our Commitment

AEP's Community Relations goal is: "To support and play an active, positive role in communities where we live and work." Providing financial support to non-profit organizations within its service territories is just one way AEP works toward this goal.

• Employee volunteers— Employees throughout the AEP System coordinate numerous company projects to benefit a number of non-profit organizations. Hundreds of employees also share their talents individually as volunteers in our communities.
• Economic development — AEP sponsors special programs to encourage economic development within its traditional service territory.
• Matching gifts — Employee contributions to accredited colleges and universities for scholastic programs may be matched by the company through a separate employee educational matching contributions program.
• In-kind donations — AEP makes contributions of non-cash items such as real estate, furniture, equipment and the services of employees on short-term loan to organizations, using similar criteria as cash donations.

Eligibility For Charitable Contributions

To be eligible for corporate contributions, organizations must be tax exempt under section 501 (c) (3) of the Internal Revenue Code and benefit communities within AEP's service territory in Michigan, Indiana, Ohio, Kentucky, West Virginia, Virginia, Tennessee, Texas, Arkansas, Louisiana, Oklahoma or communities with major AEP facilities.

Organizations receiving contributions must be in compliance with the Equal Employment Opportunities Act and other federal, state and local laws and regulations.

 

Corporate Giving Guidelines

Contributions are made principally in the areas of education, the environment and human services, such as hunger, housing, health, and safety.

• Priority is based on the perceived overall benefit to communities in the company's service area.
• In the area of education, preference is given to grades pre-K through 12 in the fields of science, technology and math.
• Multi-year commitments to capital campaigns generally do not exceed five years.
• AEP and its employees provide strong support to many annual United Way campaigns within our service territory; therefore, additional support to United Way agencies is limited.

Organizations and Activities Not Eligible

• Religious, fraternal, service and veteran organizations except for non-sectarian social service activities available to the broader community, such as a senior center or a church-owned housing project.
• Those with a purpose that is solely athletic in nature, not connected to a school or youth group with other developmental goals.
• Individuals.

Proposals

Requests for contributions can be submitted in writing or electronically. Each request should include:

• Evidence of tax-exempt status under section 501(c)(3) of the Internal Revenue Code.
• Amount of funds requested.
• Description of intended use of requested funds, who will benefit and how they will benefit.
• Overall budget of related program.
• Description of how the organization will measure results and report outcome of the use of funds being requested.

Submitting Requests

Written requests for local or statewide projects may be submitted to the appropriate AEP operating unit office:

AEP Ohio	attn: Beth Kaltenbach One Riverside Plaza Columbus, OH 43215
AEP Texas	539 N. Carancahua 17th Floor Corpus Christi, TX 78478
Appalachian Power	P. O. Box 1986 Charleston, WV 25327-1986
Indiana Michigan Power	110 East Wayne St. Fort Wayne, IN 46802
Kentucky Power	101A Enterprise Drive PO Box 5190 Frankfort, KY 40602
PSO	212 East 6th St. Tulsa, OK 74119
SWEPCO	428 Travis St. Shreveport, LA 71101

Requests for multi-state or national projects should be limited to a 250-word synopsis and submitted via email (no attachments, please) to Educate@AEP.com. Based on the synopsis, we may ask you to submit a full, on-line proposal for consideration.

Employee Volunteers

AEP's Community Relations goal is: "To support and play an active, positive role in communities where we live and work."