Past Participles in Spanish

Past Participles in Spanish In both Spanish and English, past participles can come in handy. Not only can they be used as parts of verbs (and not just for speaking about the past), they can also be adjectives. Past Participles Behave Similarly in Spanish and English The past participles in the two languages have similar origins, so they are not only similar in function, but also vaguely similar in the way they are formed. In English, the past participle for regular verbs is formed by adding -ed to the end. In Spanish, the past participle for regular verbs is formed by adding -ado to the stem of -ar verbs or -ido to the stem of -er or -ir verbs. To use a few examples of words that are similar in both languages, the past participle of to select is selected, and the past participle of seleccionar is seleccionado. The past participle of to exert is exerted; the Spanish equivalents are ejercer and ejercido. And just as the past participle of to comprehend is comprehended, the past participle of comprender is comprendido. Unfortunately for the learner, both languages have a fair number of irregular past participles that dont always seem logical, and these need to be learned individually. (Examples of irregular English participles are broken, said and gone.) Among the common Spanish irregular participles are abierto (opened, from abrir, to open), dicho (said, from decir, to say), escrito (written, from escribir, to write), hecho (done or made, from hacer, to make or to do), puesto (put, from poner, to put) and visto (seen, from ver, to see). Following are some of the ways past participles are used: Using Past Participles To Form Perfect Tenses As a verb form, the most common use of the past participle in the two languages is to form what are known as the perfect tenses (they are called perfect because they refer to actions that have been or will be completed). In English, the perfect tenses are those formed by using a form of the auxiliary verb to have and following it with the past participle; in Spanish, theyre formed by using a conjugated form of haber (again, haber and this usage of to have come from similar origins) and following it with the past participle. (Note: If youre a beginner, the following examples may use some verb forms and tenses you havent learned yet. You dont need to learn them to understand the examples; what is important now is to learn how the past participle is used.) He ido. (I have gone.)Habr salido. (He will have left.)Habà ­a estado enferma. (She had been sick.)Habrà ­a trabajado. (I would have worked.) Using Past Participles To Form Adjectives As in English, many past participles can be used as adjectives. As adjectives, they agree with the nouns they describe in both number and gender; plurals have an s added, and in the feminine form the final o is changed to a. Because of differences in which participles can be used as adjectives, the Spanish participles cant always be translated directly to English as an adjective. Hay tres personas heridas. (There are three wounded people.)La oficina tiene dos puertas abiertas. (The office has two open doors.)Estamos cansados. (Were tired.)Comprà © la casa renovada. (I bought the renovated house.)Los viajeros llegados fueron al restaurante. (The passengers who had arrived went to the restaurant. The arriving passengers went to the restaurant.)La ventana est rota. (The window is broken.) Using Past Participles for Passive Sentences Just as the passive voice in English can be formed by following to be with a past participle, the same can be done in Spanish by using a form of ser followed by the past participle. This construction should not be overused, as it is much less common in Spanish than in English, and it is even less common in speech than in writing. As the examples below show, the passive voice is a way of showing that a noun was acted upon without directly saying who or what performed the action. In such sentences, the past participle functions like an adjective in that it agrees with the subject in both number and gender. Fue descubierto. (It was discovered.)Fueron descubiertos. (They were discovered.)El libro ser publicado. (The book will be published.)La cancià ³n ser grabada. (The song will be recorded.)Los nià ±os sern vistos. (The children will be seen.)Las nià ±as sern vistas. (The girls will be seen.)

Organizational Behaviour Essay Example | Topics and Well Written Essays - 2000 words

Organizational Behaviour - Essay Example The organisational structure has an essential impact on the organisational behaviour due to its contribution in the view of the members of the organisation (Kumar and Mittal 5). The organisational structure is defined by the ‘system of task, reporting, and authority relationships within the organisation’ with the purpose of coordinating the operations and process based on the mission, vision and goals (Griffin and Moorhead 407). Within these stages and steps, the organisational behaviours of the employee and the leaders play an essential and crucial role. The main purpose of the establishment of organisational structure is to be able to have an efficient, methodical and orderly accomplishment of goals to be able to achieve end results e.g. production of goods or provision of services. There are different factors included in the structure of the organization such as the type of leadership, the division of labour and the coordination of the different actions and processes undertaken within the system. One example that can be viewed is the production of computers in the Dell Company. Without the proper organisational structure, either the production of computers will be a failure or the thousands of employees will build their own computers and sell them. In such a scenario, the cost efficiency would never be achieved due to high labour and production costs (Griffin and Moorhead 407). Basically, a structured organisation enables efficient work that can ensure achievement of goals. Upon the determination of the determination of the meaning of organisational structure, the next step is the determination of the implications related to these challenges. In the case of the organisational structure, there are different issues that can affect the company specifically on the basis of organisational behaviour. In the contemporary era, one of the issues being faced by organisations is the international competitiveness on the basis of globalisation. This is a cha llenge specifically for the highly complex global organisations. This entails a very specific protocol and rules on the division of labour of the members of the organisation as well as the coordination of every unit especially since the operating units can be separated by territorial, cultural and social boundaries. Examples of such organisations are the Philips of Netherlands and the General Motors. These companies originated from different countries but due to transnational organisational structure, they cater to nations around the world (Daft 237). In these types of organizations, the organisational behaviour is important in every aspect of the operation. In the different units located in other countries, a common method used is the adaptation to the local cultures to be able to successful accomplishment of goals. Intrinsic organisational behaviour is comparatively more basic, such as dedication to the mission, vision and goals, and cooperation to other members of the organisatio n. Organisational Culture Organisational culture can be defined as the core values of as organisation and the collective view, perspective and course of action of the whole organization. It is also the manner and quality by which the members of the organisation work. Thus, organisational culture is directly related organisational behaviour since the individual attitude and behaviour of a worker is influenced by the prevailing culture within the organisation

Learning styles Essay Example | Topics and Well Written Essays - 1000 words

Learning styles - Essay Example This climate has led to an interest in the learning styles of students. There are four main styles of learner, identified by Kolb and developed his Learning Style Inventory (LSI) to establish an individuals relative emphasis on each of the four styles. Kolbs LSI is based on the work of John Dewey, Kurt Lewin, and Jean Piaget. John Dewey emphasized the need for learning to be grounded in experience. Kurt Lewin stressed the importance of active learning, and Jean Piaget articulated a theory of intelligence as the result of the interaction of a person and his or her environment (Jarvis, Holford, Griffin, 2003, 171). Kolbs learning style model separated learners on the basis of four steps of learning defined from a two-dimensional model. The first dimension is based on task, and the second dimension is based on the soul or ego. The dimension based on task ranges from performing tasks to observing tasks. The model is usually shown with the task dimension displayed horizontally and the soul dimension displayed vertically. The four resulting quadrants are labeled with four steps to learning and four personal learning styles. The four steps to learning are labeled (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. The four personal learning styles are (1) theorists, (2) pragmatists, (3) activists, and (4) reflectors (Race, 2005, 52). The personal learning style labeled theorist represents a person who likes to learn using abstract conceptualization and reflective observation. Theorists strength lies in the ability to create theoretical models. They prefer case studies regarding Accountancy or law, theory readings, and thinking alone. This learning style is characteristic of those gravitating toward basic science and mathematics. The theorist adapts and integrates observations into complex but logically sound

Key pieces of legislations promotion Essay Example for Free

Key pieces of legislations promotion Essay Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination Race Relations (Amendment) Act 2000 Ensure to develop the good relationship between organizations and people. Human Rights Act 1998 Set out the rights of the individuals and guide them how to take action against the authorities if these rights are effected Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and / or additional support to meet their needs Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the Every Child Matters outcomes Equality Act 2010 Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws Table B: Code of Practice about promotion of equality and valuing of diversity Code of Practice Purposes The special educational needs code of practice 2001 This code outlines the statutory guidance for policy and the procedures and responsibilities

Ethnographic Paper :: essays papers

Ethnographic Paper The Pleasure of Pain These days anything can be considered art. The structure of a building, the human body, music on the radio, love, Versaci’s new line of winter, and pretty transvestites walking down the street are just a few of hundreds of thousands of examples. That kind of art is overrated. Most of these only exist because of society. As people grow and change so does the values and traditions that they are accustomed to. True art hangs on the walls of museums all over the world. Paintings by Monet, Da Vinci, and Picasso represent all that can be made beautiful by a man’s touch. The word tattoo comes from the Tahitian word tattau, which means ‘to tap,’ and can be traced back through a part of history. The art of tattoos has been evident since ancient Egypt and more than 1,500 years ago the Japanese marked criminals as a symbol of shame for their punishment (Britannica, 2000). In the nineteenth century tattoos were viewed as frightful and grotesque, but as the twentieth c entury rolled by technology gave way to the trend. The electric needle created a sense of precision and control. This is how the various designs developed and tattooing became more about expression, rather than branding. It is a guarantee that tattoo and piercing artists can be found by the thousands in a metropolitan city. Their form of art may be simpler to an extent, but it has been growing in popularity for years. By using the body as a gateway for expression, people can present themselves in a new light, and as a mean for recreating their image. The concept of transferring art on paper to the body for the mere purpose of self-pleasure is attracting all types of people. It is impossible to walk through a mall without spotting people of all ages with this type of branding. â€Å" Young adults have accepted this practice as a normal part of their culture. You can’t escape it.† Says Walter Hewitt, who recently completed a 19-school study on tattoos and piercing (Vogel, 2000). There are big ones, small ones, tasteful ones, tacky ones, and probably some temporary ones, and because tattooing is forever and also carries a mental heath risk known as regret, the decision to get one shouldn’t be taken lightly. The customer is very vulnerable when entering a tattoo and piercing parlor, because all their trust for a good product is put in the hands of the artist.

Plot and central idea in Shirley Jackson’s “The Lottery” Essay

Shirley Jackson’s, â€Å"The Lottery† concerns a small town’s annual lottery drawing and the grim circumstances that ensue. In this short but disturbingly profound piece of work, Shirley Jackson communicates to the reader the theme of scapegoatism along with its implications concerning traditions. In the village where this lottery takes place, we find many familiar elements: a post office, a grocery store, schools and a coal mine. In this village, Mr. Summers owns the coal mine, so his business has made him the wealthiest man in the village. Mr. Summers also controls the annual lottery. He is somewhat uncomfortable with his authority but has chosen to carry on with the yearly tradition. The order in which the lottery drawings take place emphasizes who does and who doesn’t have power in the village’s social hierarchy. Men or working sons draw for their families. The few exceptions involve death or illness. Only then is a wife permitted to draw. It is evident that although everyone eventually participates in this drawing (children included), women are disenfranchised from the village social structure. As the villagers anxiously wait for the lottery to begin, the young boys rough play and gather piles of stones, while the girls socialize in their circles, watching the boys. Agriculture is the main staple of this village and a great emphasis seems to be placed on the bountifulness of crops. This is reinforced by Old Man Warner, a long time resident of the town, when he cites the expression, â€Å"Lottery in June, corn be heavy soon.† There is timid talk by Mr. and Mrs. Adams of nearby villages doing away with the lottery, but the notion is quickly abolished when Warner calls these new thinkers â€Å"a pack of crazy fools.† He sarcastically suggests that perhaps they would be better off if they succumbed to living in caves and eating â€Å"stewed chicken weed and acorns.† As far as Old Man Warner is concerned, there has always been a lottery. As Mr. Summers begins to address the town gathering, Mrs. Hutchinson shows up  late, hurriedly joining her husband and family. She claims to have almost forgotten what day it was. Once the drawing commences, Mrs. Hutchinson rushes her husband on when his turn comes to draw with the remark, â€Å"Get up there, Bill.† The reader gets the impression that Mrs. Hutchinson holds little respect for either Mr. Summers or the lottery. The last round of the lottery concludes with Mrs. Hutchinson drawing the slip with the feared â€Å"black spot.† As the town and her own family members move in on her with stones, she cries out several times, â€Å"It isn’t fair, it isn’t right.† Her cries go unheard and we are uneasily left to hope that the villagers were swift with their proceedings. In this story, Shirley Jackson illustrates how traditions are passed down to our children, who tend to do what they are told without asking or knowing why. By the time we are mature enough to question morality, as long as it â€Å"isn’t fair† or â€Å"it isn’t right† to us, we are more willing to accept the condition of our surroundings rather than promote change.

Biography of Nobel Prize Winner Chief Albert Luthuli

Date of birth:  c.1898, near Bulawayo, Southern Rhodesia (now Zimbabwe)Date of death:  21 July 1967, railway track near home at Stanger, Natal, South Africa. Early Life Albert John Mvumbi Luthuli was born sometime around 1898 near Bulawayo, Southern Rhodesia, the son of a Seventh Day Adventist missionary. In 1908 he was sent to his ancestral home at Groutville, Natal where he went to the mission school. Having first trained as a teacher at Edendale, near Pietermaritzburg, Luthuli attended additional courses at Adams College (in 1920), and went on to become part of the college staff. He remained at the college until 1935. Life as a Preacher Albert Luthuli was deeply religious, and during his time at Adams College, he became a lay preacher. His Christian beliefs acted as a foundation for his approach to political life in South Africa at a time when many of his contemporaries were calling for a more militant response to Apartheid. Chieftancy In 1935 Luthuli accepted the chieftaincy of the Groutville reserve (this was not a hereditary position, but awarded as the result of an election) and was suddenly immersed in the realities of South Africas racial politics. The following year JBM Hertzogs United Party government introduced the Representation of Natives Act (Act No 16 of 1936) which removed Black Africans from the common voters role in the Cape (the only part of the Union to allow Black people the franchise). That year also saw the introduction of the Development Trust and Land Act (Act No 18 of 1936) which limited Black African land holding to an area of native reserves — increased under the act to 13.6%, although this percentage was not in fact achieved in practice. Chief Albert Luthuli joined the African National Congress (ANC) in 1945 and was elected Natal provincial president in 1951. In 1946 he joined the Natives Representative Council. (This had been set up in 1936 to act in an advisory basis to four white senators who provided parliamentary representation for the entire Black African population.) However, as a result of a mine workers strike on the Witwatersrand gold field and the police response to protesters, relations between the Natives Representative Council and the government became strained. The Council met for the last time in 1946 and was later abolished by the government. In 1952, Chief Luthuli was one of the leading lights behind the Defiance Campaign — a non-violent protest against the pass laws. The Apartheid government was, unsurprisingly, annoyed and he was summoned to Pretoria to answer for his actions. Luthuli was given the choice of renouncing his membership of the ANC or being removed from his position as tribal chief (the post was supported and paid for by the government). Albert Luthuli refused to resign from the ANC, issued a statement to the press (The Road to Freedom is via the Cross) which reaffirmed his support for passive resistance to Apartheid  and was subsequently dismissed from his chieftaincy in November. I have joined my people in the new spirit that moves them today, the spirit that revolts openly and broadly against injustice. At the end of 1952, Albert Luthuli was elected president-general of the ANC. The previous president, Dr. James Moroka, lost support when he pleaded not-guilty to criminal charges laid as a result of his involvement in the Defiance Campaign, rather than accepting the campaigns aim of imprisonment and the tying up of government resources. (Nelson Mandela, provincial president for the ANC in Transvaal, automatically became deputy-president of the ANC.) The government responded by  banning  Luthuli, Mandela, and nearly 100 others. Luthulis Ban Luthulis ban was renewed in 1954, and in 1956 he was arrested — one of 156 people accused of high treason. Luthuli was released shortly after for lack of evidence. Repeated banning caused difficulties for the leadership of the ANC, but Luthuli was re-elected as president-general in 1955 and again 1958. In 1960, following the  Sharpeville Massacre, Luthuli led the call for protest. Once again summoned to a governmental hearing (this time in Johannesburg) Luthuli was horrified when a supporting demonstration turned violent and 72 Black Africans were shot (and another 200 injured). Luthuli responded by publicly burning his pass book. He was detained on 30 March under the State of Emergency declared by the South African government — one of 18,000 arrested in a series of police raids. On release he was confined to his home in Stanger, Natal. Later Years In 1961 Chief Albert Luthuli was awarded the 1960 Nobel Prize for Peace (it had been held over that year) for his part in the anti-Apartheid struggle. In 1962, he was elected Rector of Glasgow University (an honorary position), and the following year published his autobiography, Let My People Go. Although suffering from ill health and failing eyesight, and still restricted to his home in Stanger, Albert Luthuli remained president-general of the ANC. On 21 July 1967, whilst out walking near his home, Luthuli was hit by a train and died. He was supposedly crossing the line at the time —  an explanation dismissed by many of his followers who believed more sinister forces were at work.