Spanish Verb Book Essays - Parts Of Speech, Spanish Verbs

Spanish Verb Book Present Tense The following section will be the present you are implying that the action is occurring at the present time. For example: Joseph reads the book. The reads in the sentence shows that Joseph is in the process of reading the book. Regular AR Infinitives acabar (de) to come after acompa?ar to accompany admirar to admire ayudar to help bailar to dance bajar to go down brillar to shine buscar to look for caminar to walk cantar to sing cenar to have supper chupar to suck cocinar to cook colabarar to collaborate coleccionar to collect comenzar to start comprar to buy conservar to conserve contestar to answer dar to give dejar to leave descansar to rest dibujar to draw doblar to turn ense?ar to teach entrar to enter escuchar to listen esquiar to ski estudiar to study evitar to avoid explicar to explain fascinar to fascinate formar to farm ganar to win gustar to like hablar to speak interesar to interest lavar to wash limpiar to clean llegar to arrive llevar to take mirar to look at neccisitar to need observar to observe olividar to forget pagar to pay for participar to participate pasar to spend time patinar to skate pesear to wish practicar to practice preguntar to ask preparar to prepare prestar to lend programar to program quedar to be located regresar to spend money renunciar to renounce respetar to respect sacar to take out tomar to take trabajar to work viajar to travel visitar to visit Canta muy bien. She sings very well. Hablo espa?ol, I speak Spansh. ?Poder ayundo tu? Can I help you? ?Te viajar? Do you travel? viajar - to travel cantar - to sing ayudar - to help hablar - to speak viajo viajamos canto cantamos ayudo ayudamos hablo hablamos viajas --- cantas --- ayudas --- hablas --- viaja viajan canta cantan ayuda ayudan habla habla hablan Regular AR's are the most common of all verbs, to use them, remove the ar ending and insert the appropriate ending on the chart: o for i ___, as for you ___, a for he/she ___, amos for we ___, an for they ___. You can also use the following chart for the respective endings. Singlar Plural o amos 1st Person as --- 2nd Person a an 3rd Person Irregular AR's dar to give estar to be Da el perro Mike. He gives the dog to Mike. Yo quiero a estar un abogado. I want to be a lawyer o for singular Ella est? mi amiga. She is my friend. Yo doy t? este carro. I give you this car. estar - to be dar - to give estoy estamos doy damos estas --- das --- esta estan da dan Irregular AR's truly have no rule, to use them you must learn the specific way each is conjugated. See the conjugations above. AR Stem-Changers (e - ie) cerrar to close empezar to begin nevar to show pensar to think (about) recomendar to reccomend Pieso el dinero. I am thinking about the money. Cierra el libro. He closes the book. Ellos empiezan a leer. They begin to read. Yo recomiendo el pollo. I recommend the chicken. pensar - to think cerrar - to close nevar - to show empezar - to begin pieso pensamos cierro cerramos nievo nevamos empiezo empezamos piesas --- cierras --- nievas --- empiezas --- piesa piensan cierra cierran nieva nievan empieza empiezan The AR stem-changers (e - ie) are a type of verb. To conjugate them you simply change the last e in the stem (which means all the parts of the verb but the ar ending) to an ie, then you remove the ar ending and add the appropriate ending. However there is one exception, in first person plural you do not change the e to an ie, you leave the stem as it is before changing. You can follow the rule below. Singlar Plural (e - ie) o (e - e) amos 1st Person (e - ie) as --- --- 2nd Person (e - ie) a (e - ie) an 3rd Person AR Stem-Changers (o - ue) almorzar to have lunch costar to cost encontrar to find recordar to remember volar to show jugar* to play * jugar is a unique verb, it is treated as the o - ue verbs are, but with a u - ue. Muestras mi tu trabajar. Show me your work. Cuesta muchos dinero. It costs much money. Juego el partido. I play the game. Encuentran un amigo. They find a friend. mostrar - to show costar - to cost volar - to show jugar* - to play muestro mostramos cuesto costamos vuelo volamos juego jugamos muestras --- cuestas --- vuelas --- juegas --- muestra muestran cuesta cuestan vuela vuelan juega juegan The AR stem-changers (o - ue) are a type of verb. To conjugate them you simply change the last o in the stem (which means all the

Usman dan Fodio and the Sokoto Caliphate

Usman dan Fodio and the Sokoto Caliphate In the 1770s, Uthman dan Fodio, still in his early 20s, began preaching in his home state of Gobir in Western African. He was one of the many Fulani Islamic scholars pushing for the revitalization of Islam in the region and the rejection of allegedly pagan practices by Muslims. Within a few decades, dan Fodio would rise to become one of the most recognized names in nineteenth-century West Africa. Hijra and Jihad As a young man, dan Fodios reputation as a scholar grew quickly. His message of reform and his criticisms of the government found fertile ground in a period of growing dissent. Gobir was one of several Hausa states in what is now northern Nigeria. There was widespread dissatisfaction in these states, especially among the Fulani pastoralists from whom dan Fodio came. dan Fodios growing popularity soon led to persecution from the Gobir government, and he withdrew, performing the hijra- a migration from  Mecca to Yathrib- as the Prophet Muhammad had also done. After his hijra, dan Fodio launched a powerful jihad in 1804, and by 1809, he had established the Sokoto caliphate that would rule over much of northern Nigeria until it was conquered by the British in 1903. Sokoto Caliphate The Sokoto Caliphate was the largest state in West Africa in the nineteenth century, but it was really fifteen smaller states or emirates united under the authority of the Sultan of Sokoto. By 1809, leadership was already in the hands of one of dan Fodios sons, Muhammad Bello, who is credited with solidifying control and establishing much of the administrative structure of this large and powerful state. Under Bellos governance, the Caliphate followed a policy of religious tolerance, enabling non-Muslims to pay a tax rather than try to enforce conversions. The policy of relative tolerance as well as attempts to ensure impartial justice helped earn the state the support of the Hausa people within the region. The support of the populace was also achieved in part through the stability the state brought and the resulting expansion of trade. Policies toward Women Uthman dan Fodio followed a relatively conservative branch of Islam, but his adherence to Islamic law ensured that within the Sokoto Caliphate women enjoyed many legal rights. dan Fodio strongly believed that women too needed to be educated in the ways of Islam. This meant he wanted women in the mosques learning. For some women, this was an advance, but certainly not for all, as he also held that women should always obey their husbands, provided that the husbands will did not run counter to the teachings of the Prophet Muhammad or Islamic laws. Uthman dan Fodio also, however, advocated against female genital cutting, which had been gaining a hold in the region at the time, ensuring that he is remembered as an advocate for women.

Assignment #2 355 Example | Topics and Well Written Essays - 500 words

#2 355 - Assignment Example Additionally, the family is constantly involved in wrangles and family conflicts, mainly associated with limited resource availability and distribution. One aspect worth noting with the family is the aspect of the gendered division of labor. Jay, who is the head of the family, struggles in order to provide for his big family, which comprises of his second wife, who also works though for limited pay, and, therefore only takes care of her two children, a stepson, an infant son, two adult children, their spouses, one couple of which comprises same sex individuals, and children. Jay and the two adult children all struggle with menial jobs to make ends meet in for the provision of the familys basic needs , while Jay’s second wife, despite also working, only takes care of her children while the other adult children’s spouses, work on the housekeeping duties. Considering how big the family is, with a house that is tiny, the house is rarely clean, with the large number of members as well as the struggle between the adult females in the house about the person to clean the house contributing to the house untidiness. The lead characters are individuals of 20 years and above, among whom conflict is constantly witnessed. There is no frail elderly individual in the family; however, Jay’s stepson is constantly on the wheelchair because of broken limbs from an earlier accident. From the TV show, work is presented favorably as a factor towards the contribution of provision of family’s basic needs. However, the family is presented negatively as despite the effort put by Jay and the adult children in their duties towards providing for the family, the family members is always in conflict, especially the Jay’s second wife and Jay’s other children. Modern family characters portray a critical aspect of what a modern family in America comprises. First, is an

Stereotyping of the Aging Research Paper Example | Topics and Well Written Essays - 1750 words

Stereotyping of the Aging - Research Paper Example This is usually against the senior members of society by the much younger persons. Stereotyping of aging, often known as ageism, is something that has affected people all over the world. It is a form of discrimination just like racism and sexism. It takes the same pattern as these two since it was believed that the elderly faced the same prejudice due to their old age. This paper will review some of the negative and positive stereotypes of aging, and the process of aging. As seen above, this stage is inevitable. Every living thing that has been born must go through the process of aging. This is to ensure that the life cycle is maintained as the birth, and growth of other living organisms occurs. However, over the years, theories and myths have come up about aging. They often lead the much older people to be perceived in a certain way. The manner in which they are treated by the much younger generation is not right. A name has been given to this form of treatment. It is known as ageis m. It took this name since it had the same pattern as other forms of discrimination (Branch & Palmore, 2005). Stereotyping of the aging has become a common trend especially in these modern times. In modern times, families and relatives of old people still love them. However, this love is often shown to them if they are far away from the much younger family members. This shows that not many people value what the older people have to offer (Branch & Palmore, 2005). When they die, they often think of it as a relief since they were already old, and could not fend for themselves. They think that occasional is enough to show affection and appreciation. Also, that old folks will be satisfied with seeing their children and grandchildren once in a year is something that works. This cannot be considered the correct way to go about treating all those that paved the way for others. They paved the way for everyone, so it is the responsibility of everyone in society to guide and protect them in t heir old age. Stereotyping can be defined as a set of beliefs that often guide a person in everyday life. They shape the way an individual thinks and relates to their immediate surroundings. There are a number of stereotypes about aging and the old that run the lives of many people around the world today (Branch & Palmore, 2005). There are positive and negative stereotypes that exist about aging. The negative stereotyping of the aging has often taken centre stage in the lives of many. This means that the negative beliefs that many people harbour about aging are more than the positive ones. This should not be the scenario as the older generation still have a lot to offer the world. They might be old, but what they know, and believe in could be valuable to each and every person because they are bound to age with time. Positive Beliefs One positive stereotype could be that the aging are often kind. This stereotype can lead to many people believing that at a certain age, they often thin k of putting others before themselves. This is an immensely positive mind-set for those who believe that old people are unkind to those around them, and themselves, as well (Levy, 2001). As people grow older, they get the knowledge that is often not acquired in a classroom with the use of books. This knowledge is acquired with the coming of age. They often tend to become wiser than they were when they were much younger. This can tell all those who believe

Market Invironment Project Essay Example | Topics and Well Written Essays - 500 words

Market Invironment Project - Essay Example The R+D ensures that restaurant always offer top quality products and varied, popular flavors to its customers. The restaurant uses the innovative concept of â€Å"speed scratch cuisine†, for noticing the public on the means of obtaining faster services from their store. Preparation of products and services in Montaditos is in the presence of diners, who provide ranging natural ingredients where numerous products can be selected to create their favorite Montaditos. The restaurant works with high-speed partners and top-flight suppliers, to provide and guarantee their customers a wide range of products including drinks, salads, among other culinary items. Restaurant Services and professional employees are capable of leading the restaurant to success in South Miami market. The restaurant operates at varied times in different days of the week and makes to be reliable for all categories of customers. Form Monday to Wednesday and Sunday, the restaurant opens from eleven in the morning to eleven at night. On Thursday, the restaurant operates until midnight. (100Montaditos, 2011) On Fridays and Saturdays, the restaurant extends its services to one in the morning from eleven in the morning. Ideally, 100 Montaditos is a good place for children since it is a place of moderate noise and provides its services in entirely in casual attires. The ambience of the restaurant is also casual. The restaurant offers its services to anyone, but does not have waiters or Wi-Fi system; also, it does not offer reservations or deliveries. Moreover, the restaurant is suitable for group meetings and it is a good place for dinner and lunch. Additionally, the restaurant has a garage as well as a wheelchair for persons with such special needs. 100 Montaditos offers drinks includin g soft drinks, wine and beer. The restaurant’s management accepts payments in cash and credit card terms. Finally, it has TV as a form of

When primary participants talk to interpreters Essay Example for Free

When primary participants talk to interpreters Essay To be realistic about an interpreters role, we can examine several more examples of the way speakers interact and take turns. In this first example, І look at Ð ° turn in which Ð ° primary participant speaks directly to the Interpreter. Because examples from this case study corpus are relatively limited, І will add another example that appeared in an interpreter membership association newsletter, interpreters complain frequently about the propensity of primary participants to address utterances directly to interpreters. They imply that the primary participants should know better; they should know that interpreters only relay messages; they do not answer or speak directly to participants. Interestingly, their complaints seem to focus on the participant who is the professional or institutional representative, generally Ð ° speaker of Ð ° majority language, not the citizen or client, who speaks Ð ° minority language. Asking Ð ° question or speaking directly to an interpreter affords an opportunity to study the interaction around this dilemma, to examine different responses, and to learn whether primary participants are confirming or denying the role performance of the interpreter. S: FILMING? pointing at the researcher FILMING? І: [to the researcher] FILMING? Are you filming? R: yes І: YES [to the Student] The Student wants to know if filming has begun so he poses the question to the Interpreter. The Interpreter then asks the Researcher (who understands ASL) first using ASL, and then asking in English. Because the camera lens was fogged and the Researcher could not see clearly (Ð ° problem that cleared up), she did not respond to the signed utterance. When she heard the question, she answered in English, and the Interpreter relayed the answer to the Student. Although the Interpreter does relay this query from the Student, he is supposed to relay this question to the Professor as the other primary participant. In interpreting ideology, interpreters are not supposed to answer direct questions; rather they should pass on the question to allow the primary speaker to answer (see Metzger 1995: Chap 5). The Researcher is an ancillary participant who is supposed to be ignored because she is filming the event. But the Interpreter did relay the question on to Ð ° participant other than himself. That leaves two questions to be asked: To whom was the question directed? Why didnt the Interpreter relay the question to the Professor? Let us begin with the second question. The Interpreter did not relay the question to the Professor because she was answering the telephone and was speaking to the person who called. In conversational interaction, one primary participant can be called to attend to other matters or conversations, Ð ° perfectly ordinary occurrence in interaction. For example, when І accompany my mother to the lawyers office, the lawyer occasionally interrupts the meeting to answer Ð ° phone call or conduct Ð ° side conversation with his secretary. While he is engaged, my mother and І talk over what she and her lawyer are discussing or something else entirely. In this interaction, when the Professor is otherwise engaged, the Student can and does ask the Interpreter Ð ° question about the other activity at the meeting. So the Interpreter does not relay the question to the Professor because the question was not directed at her. Now lets consider the first question: To whom was the question directed? Because the Student could see the Professor uses the phone and because he asked the Interpreter, rather than turning around and asking the Researcher, and simply pointed in the direction of the Researcher, the question seems to be directed at the Interpreter. Most likely, the Student thought that the Interpreter could answer because video cameras generally have lights that come on when filming my point here is that Ð ° primary participant spoke directly to the Interpreter when the other primary participant was not attending to the interaction and had absented herself from the interaction with the Student. Participants act and react to interpreters as potential conversational partners and seem unaware that the task of interpreting should preclude treating an interpreter as Ð ° potential interlocutor. To primary participants, then, it must seem natural, even ordinary, to interact with interpreters as capable human beings who can answer and ask questions. This might suggest to interpreters that primary participants are never going to act as though interpreters are not also real participants in the interaction. It also suggests that interacting directly with an interpreter does not come about arbitrarily, but rather because of other social norms that govern interaction when Ð ° primary participant is interrupted and moves the focus off the reason and purpose for coming together. My next example is drawn from an article in Views (January 1998), the newsletter of the Registry of Interpreters for the Deaf, Ð ° North American association of sign language interpreters. In this article, the author presented an example similar to the previous one: Ð ° primary speaker asks an interpreter Ð ° question. The situation was Ð ° doctors office where Ð ° Deaf patient was being examined. During the examination the doctor turns to the interpreter and asks, How did you get into the field? Is sign language hard to learning? The dilemma presented to readers was that the interpreter was asked Ð ° question by the doctor but was not sure how to handle this situation or who should answer the question. The author suggested that determining Ð ° solution is Ð ° matter of ethics and that knowing ways of solving ethical dilemmas assists interpreters, particularly beginning interpreters, in arriving at good solutions. Although І agree that student interpreters should be trained to solve ethical dilemmas, under the scrutiny of discourse analysis, this particular phenomenon might not be an ethical problem but rather an ordinary happenstance in the interactional process of discourse. We can begin by noting that no other information is provided about the meeting and its progress. The doctors question is presented in isolation. As the preceding example demonstrated, it matters what the other participants are doing. We do not know what the patient is doing, what was said prior, or what is said afterward. This is the point about studying interpreters in actual interaction. Utterances do not arise on their own but are created in and reflected by the ongoing situation, and understanding or interpreting utterances is based on and is particular to that context. The patient could be changing clothes, could be having her temperature taken, or could be in the bathroom. The next thing to consider is that whether or not people are engaged in purposeful activity that may have serious consequences, such as Ð ° medical exam, they also monitor relationships, attitudes, and feelings. When doctors examine patients, it is not out of the ordinary to engage in small talk which seems to put everyone at ease. Nor is it unusual, when patients are unavailable for conversation, for doctors to engage in brief conversations with other person(s) in the room. Once, while my teenager was having her temperature taken, Ð ° doctor turned and began chatting with me about the extreme heat we were experiencing that summer. In general, all the participants engaged in interaction are available for conversation (Goffman 1967). In some ways, professionals, such as doctors and lawyers, experience Ð ° sense of being hosts within their spaces and thus attempt to acknowledge all the participants within the space, either by conversation or nonverbally.

naturalism :: essays research papers

Naturalism in THE HURRICANE   Ã‚  Ã‚  Ã‚  Ã‚  Naturalism is the theory that one's surroundings and background determines their fate. THE HURRICNE has many naturalistic elements. Rubin Carter's background and surroundings are what determined his fate.   Ã‚  Ã‚  Ã‚  Ã‚  Trouble started very young for Rubin Carter. When he was just a boy he was sent to a juvenile home. Rubid didn nothing wrong, but because he was black it made it easier for him to get accused. As Carter got older, he grew stonger and wiser. He became a boxer. Soon, hte name stayed with him, Rubin the Hurricane Carter. He was an excellent boxer and had many things going for him. In a bar one night two men were shot and killed. But because Carter was black it was very easy for him to be accused. Rubin lost his case and went to prison.   Ã‚  Ã‚  Ã‚  Ã‚  The Hurricane has many naturalistic elements. The fate of Rubin Carter was determined by his background and surroundings. Because Carter was black, it made it easier for him to be accused of crimes wheterher he committed them or not. Therefore, based upon Carter's surroundings and background, his fate of being accused of a crime he did not committ and going to prison for it showes that THE HURRICANE has naturalistic elements. Naturalism is the theory that one's fate is determined by their surroundings. Antying that happnes to someone is due to everything around them. Such things as thier family, where they live, where they work, and so on. THE JUNGLE is an excellent example of a naturalistic piece of literature. Many of the characters fateswere determined by their surroundings.   Ã‚  Ã‚  Ã‚  Ã‚  THE JUNGLE is a very good example of a naturalistic piece of literature. The characters in the novel all have a fate which is determined by their surroundgins. One example is Jurgis. His fate of becoming an addict to alcohol was caused by everything surrounding him. Things that happened to his family and at his work caused him to start drinking. Many things went wrong at work. It was a very bad environment for him to work in. His injury kept him away from work which motivated him to drink. The death of his wife, Ona, and his child, Little Antanas also motivated Jurgis to start drinking.   Ã‚  Ã‚  Ã‚  Ã‚  Another example is Little Antanas. His fate, which was death, was caused due to the poor living conditions that surrounded him. Everything that surrounded him was filthey.