Using Haber and Estar for Spanish Compound Past Tenses

Using Haber and Estar for Spanish Compound Past Tenses Spanish students usually learn fairly early in their coursework that Spanish has two simple past tenses, the preterite and the imperfect. However, these two past tenses arent the only past tenses available. Auxiliary verbs can also be used to form perfect and progressive, also known as continuous, tenses, some of which refer to the past. Present Perfect Despite its name, the present perfect tense refers to past actions. It is formed by using the present tense of haber followed by the past participle and is the rough equivalent of the same tense in English. Thus He estudiado - he is the first-person indicative singular form of haber, and estudiado is the past participle of estudiar - would usually be translated as I have studied, where studied is the past participle of to study. In general, the present perfect tense is used to discuss actions that took place in the past but still have relevance to the present or are continuing up to the present. Note, however, that the present perfect tense of Spanish doesnt always coincide exactly with that of English; in some cases, the tense in Spanish may be translated to the English using the simple past. And there are regional variations in the tenses as well; especially in Spain, for example, it is common to use the present perfect for very recent events. Nunca he conocido a nadie como tà º. (I have never met someone like you.) ¿Cul es el mejor CD que has comprado? (What is the best CD you have purchased?)Hemos sufrido una pà ©rdida irreparable. (We have suffered an irreparable loss.)Bolivia y Nicaragua han pedido que el Consejo de Seguridad sea convocado de urgencia. (Bolivia and Nicaragua have asked that the Security Council be convened in emergency session.)Hace una hora ha nacido mi sobrina. (An hour ago, my niece was born. In some regions, the preterite would be preferred: Hace una hora nacià ³ mi sobrina.)Hoy he visto algo raro. (Today I saw something unusual.) Past Perfect Also known as the pluperfect, the past perfect tense is formed by using the imperfect form of haber followed by the past participle. Its uses generally coincide with the past perfect of English, formed by using had and the past participle. The distinction in meaning with the present perfect is that in the pluperfect the verbs action is completed and clearly distinct from the present. Yo habà ­a entendido los conceptos del curso, pero no los habà ­a aplicado. (I had understood the concepts of the course, but I had not applied them.)A medio kilà ³metro de distancia se encontraron otros cuatro cuerpos masculinos, que hasta el momento no habà ­an sido identificados. (A half kilometer away four other male bodies were found, which until that moment had not been identified.)Habà ­amos luchado durante tres aà ±os defendiendo la Repà ºblica. (We had fought for three years defending the Republic.)Mi padre habà ­a tenido una vida dura, pero llena de triunfos. (My father had had a hard life, but one full of triumphs.) Preterite Perfect The preterite perfect, sometimes known as the pretà ©rito anterior, is rarely used today except for literary effect; you are unlikely to hear it in everyday speech. It most often follows a time expression (such as cuando or despuà ©s que) and is formed by using the preterite of haber followed by past participle. It is usually translated to English the same way as the past perfect. Cuando el nià ±o se hubo dormido, el cura me pidià ³ permiso para dejarme. (When the boy had fallen asleep, the priest asked me for permission to leave me.)Tan pronto hubo escuchado aquellas palabras, salià ³ corriendo hacia la plaza. (As soon as he had heard those words, he left running toward the plaza.) Preterite Progressive The preterite progressive or preterite continuous is formed by using the preterite form of estar before the gerund. It is the equivalent of the was/were verb -ing construction in English but is used much less frequently. The Spanish preterite progressive often suggests that an action takes place or is repeated over an extended period of time. Este fin de semana pasado estuve andando por las calles de Oslo. (This past weekend I was walking through the streets of Oslo.)Estuve leyendo todos sus mensajes.  (I was reading all your messages.)Estuvimos muriendo de frà ­o. (We were dying of cold.) Imperfect Progressive The imperfect progressive (or imperfect continuous) is similar in meaning to the preterite progressive and is somewhat more common. It also is usually the equivalent of the was/were verb -ing construction in English. The imperfect progressive often suggests the ongoing nature of an action, while the preterite subjunctive suggests that it had an end. In practice, however, the distinction is a subtle one; all the example sentences with the preterite progressive could have been said in the imperfect progressive with little if any translatable difference in meaning. Un dà ­a antes del examen estuve estudiando con mi amigo. (One day before the test I was studying with my friend.)El actor estaba comiendo saludable como siempre. (The actor was eating healthfully as always.) Past Perfect Progressive Tenses Combine the gerund with the present perfect or pluperfect tense of estar (or of to be in English), and you end up with the past perfect progressive tenses. Their usage in the two languages is similar. Present indicative of haber estado gerund is the equivalent of have/has been gerund and imperfect of haber estado gerund is the equivalent of had been gerund. The present perfect progressive can refer to continuing actions that may be taking place up to the present:  ¿Cà ³mo se sabe si alguien ha estado usando marihuana? (How do you know if someone has been using marijuana?)He estado pensando en ti.  (I have been thinking about you.)Mam y yo hemos estado hablando del futuro.  (Mom and I have been talking about the future.) The pluperfect progressive tense, in contrast, generally refers to continuing actions that are completed (or, if still occurring, are no longer relevant): Andrea habà ­a estado hablando con Pablo todo el dà ­a.  (Andrea had been talking with Pablo all day.)Habà ­amos estado buscando una casa en Madrid. (We had been looking for a house in Madrid.)Habà ­an estado viviendo allà ­ mucho antes de que los espaà ±oles llegaran.  (They had been living there long before the Spaniards arrived.)

'The analytical study of communication and media is central to Essay

'The analytical study of communication and media is central to understanding the ways we live now'. Discuss - Essay Example Hence, the essence is communication and its expression is through different media including language. The scope of variety in media is reflected in the statement, â€Å"In asking what computers can do, we are drawn into asking what people do with them, and in the end into addressing the fundamental question of what it means to be human† (Winograd and Flores 1986, p.7). Here, the medium referred to is computers. Keeping in view this diversity in media forms and the different ways of communication that is made through them, this essay is an attempt to understand, how and why communication and media is central to understanding the ways we live now. Now we have two types of media; one is the media that helps communication among two individuals, or within a small group which is called local media and the second is mass media or global media (Machin and Leeuwen, 2007, p.7-10). While media like a low range microphone or a telephone are considered as included in the first category, me dia like, newspapers, magazines, film, radio etc. are considered as mass media because they can at a time reach out to ‘n’ number of people (Machin and Leeuwen, 2007, p.7-10). ... example, Hall (19 June 1992, p.8) has drawn attention to the creation of new ‘cultures of hybridity†, brought about by the interaction of local media with the global (mass) media. Here, the reference is to a new kind of culture that is emerging out of the interactions with local and global media. It has to be remembered that before mass media emerged, â€Å"public life was linked to a common locale; an event became public when a plurality of people physically congregated to hear and see the communication of a message, whether a band of traveling minstrels or an execution in the town square† (Craig, 2004, p.6). In this way, media created a new kind of public life and also helped us to understand it as well. In the context of a medium like television, when viewed in a house hold, it has been observed that, â€Å"the spatial separation of producer from consumer, combined with the temporal simultaneity and continuity of transmission and reception, have given rise to a n ‘aesthetic’ and a communicative style† (Moores, 2000, p.13). It is through this complex prism of space and time, that we now view life. Another interesting aspect has been that the media has made it possible for us to see ourselves very closely and from new different angles. This is why we say that now our life is â€Å"mediated† (Craig, 2004, p.4). Especially, media and the communication through them have been viewed as â€Å"the sites where the meanings of public life are generated, debated and evaluated† (Craig, 2004, p.4). Media and communication have been crucial in developing our outlook of a global society, in expanding our vision of the world, bringing news from all around the world to us within no time, media and communication have made us aware what we are, by helping our knowledge to

Grounded Theory Project - Respectful Interaction Essay

Grounded Theory Project - Respectful Interaction - Essay Example These ideas were investigated using qualitative analysis as well as the construct of ethnography. The general, overall theme is self-consciousness of interaction which is respectful in various situations which denote three dominant themes and one emerging theme that was taken directly from data utilizing the Ground Theory Method: (1) transformative behaviors; (2) self-consciousness of one’s self and others; (3) maintaining and developing situational awareness; and (4) alteration of attitudes for the purposes of social contracts and societal approval. Methods: Data Collection and Analysis of Interview Results The coding that was done was completed due to having analyzed a total of 37 narratives as well as select interviews, most of which dealt with the idea of respective interaction. Four personal interviews were used in order to look at the unique categories which emerged that also consequently had similar elements. After starting to code in the beginning, Axial coding was use d. This was how categories were realized. The importance was in looking for relationships that would form a categorization, then connecting the four categories that were identified. The coding helped one comprehend various happenings that had effects on the element of respectful interaction. At the same time, discourse explaining the similarities was looked at in-depth. In addition, codes which were most prevalent among the 37 participants in the study were found, in addition to those which were utilized less frequently. As such, starting off with minimal knowledge, the participants knew about various reactions they had had in various situations, finding out that theme kept reoccurring within the scope of the study. The difficulty in managing all the various themes was what inspired the entire coding process. At that stage, categories were reworked in order to collude the findings with the theory. Looking at why the coding was done, one begins to realize the logic behind the code. T he grounded theory method informed data analysis. Various techniques were used in order to figure out categories, as well as analyze elements that came directly from the copy of the interviews that were listened to or read aloud. These elements were connected together to established, legitimate theories. Reading through various notes taken on the subject, several themes developed. As the categories themselves came to fruition, data was compared amongst categories. The categories seemed to be like pieces of a puzzle which each had different parts. In analysis of the interview results, what was summarily done was coding. Coding was utilized in order to find the various elements that would illuminate the various types of groups. As the coding was occurring, it was observed that although these elements vary in nature, they happened to show actions that circled around a familiar entity which was comprised of consciousness of oneself as well as other people. This entity could be categoriz ed under a more vague concept, which was a category entitled detachment. The three common themes show the prevalent necessity of respectful interaction, especially in the context of networking and making friendships adn acquaintances

Curriculum Planning History Essay Example for Free

Curriculum Planning History Essay Introduction Curriculum Planning History has several historical or political occurrences that have mostly influenced current curriculum design through various teaching styles and patterns. Educational communities shape and mold our society and society in turn impacts the curriculum. Majority of all stakeholders speak openly concerning their views today in hopes to persuade legislatures and school officials about decisions going forth or changing within school systems. In the last 10 years some of the most dramatically changes within curriculum in the schools has resulted due to the increasing number of US youth in school, the diversity of the US population, traditional classroom setting activities, increase in pre-kindergarten students beginning school, the likelihood of diminishing smaller schools, minimizing teacher/pupil ratios at a slow pace, technological future: and the future becoming technology, and who is left to teach becomes a critical question. The ELL laws and SIOP have impacted our educational communities’ curriculum development in both negative and positive ways. For example, some of the benefits of SIOP for non-ELL teachers are dramatic increase awareness in professional-development programs on how to teach English-language learners as a plus in the implementation of the law. Nevertheless, the No Child Left Behind Act could be thought of as a disadvantage more than a benefit to English-language learners, this belief is one of the few researchers who have studied the impact that the law has had on instruction. I personally believe in the NCLB Act and I was very much an advocate for the Act when it initially became effective. Also we must acknowledge the â€Å"gifted education† movement and how it identifies with the initial curriculum development both negatively and positively from its first implementations of similar development and specifications. Most Influential Historical/Political Occurrences The melting pot approach has interested educators in the integration of diversity. The melting pot approach was adopted in the 60s and 70s, soon quickly becoming known nationwide in the United States at the same time interacting with similar subjects of various cultural, ethnic and religious backgrounds. Metaphoric speaking contents of the potpeople of different cultures, languages and religions are combined so as to lose their distinct identities resulting in a final product that is quite interesting but nothing like the normal consistency at start. Resulting in more multicultural, multiethnic and multi-religious societies it is important that curriculum understands and reflect these changes. As stated by Ornstein and Hunkins (1998), â€Å"the complexion of our students is changing from one colour to various shades of colour and this adding of colour and cultural diversity will continue into the foreseeable future† (p.146). As we continue to research our influential historical and political occurrences we take notice of the world changing into a global village. Society becoming even more diverse as people brings new values and new languages to assist in establishing a new way of life. Then there is the salad bowl approach where diversity is personified individually but all uniquely at the same time. In other words, take for instance the makeup of a salad where all ingredients (diverse backgrounds) maintain their own specific flavors. The salad bowl approach is better representation than the melting pot approach. It is politically correct to assume that Cultural diversity of pluralism demonstrates how most societal beliefs are made up of several voices and various races. This outline allows groups to show good manners and appreciation of each other; coexisting and interacting without issues. Society members usually more committed than not in participating and sharing the lead of power and decision making as history proves with this approach. ELL Laws and SIOP Impact Educators specializing in teaching English-language learners tend to be uncertain about the federal No Child Left Behind Act. Although, most have expressed that the 10-year-old plus law has shown concern for the handling of test results resulting from the criteria spelled out within the NCLB Act. It is evident that the challenges these students face has prompted an  increase in professional development, specifically for mainstream teachers. While acknowledging the ELL Laws are not clear about the instruction being more positive or negative overall. As English-learners’ test scores fall short many believe it is wrong to penalize schools. In addition to reviewing the ELL laws we must address the Sheltered Instruction Observation Protocol, or SIOP, defined as a model for teaching English and academic content simultaneously. For example, clearly written objectives content, clearly written language objectives, key vocabulary emphasized, various technique concepts usage to stress clarity, and providing many consistent opportunities for interactive teacher/student dialogue encouraging elaborated responses are some examples. For example, SIOP allows a teacher to implement various hands on teaching and training aids that can only assist in teaching the average ELL students at a more rapid pace. â€Å"Gifted Education† Movement Impact The â€Å"Gifted Education† curriculum has impacted education for at least twenty-five years or more with various issues. Therefore implementing and identifying key trends including values and substantial material for the elite, technological subject matter, aspects of creative interactive lesson plans for the academically skilled persons within core subject areas. It is obvious Passow’s flattering article on secondary programming was designed for the gifted student that was justifiably leveled between mental and influential areas. Passow’s model provided answers on creating a guide for tracking implementations and improvements that called for concerns about accepting one’s own beliefs and assisting others who you might not agree with. It was also centered morally and ethically with developmental stages in reality and emphasis on critical thinking and resolving problems, a stress on the liberal arts, and customized choices. Surely, Passow and VanTassel-Baska are advocates for Advanced Placement and International Baccalaureate programs. Mentorships, internships, and independent study are all examples of why there is a need for more customized interactions. Conclusion Curriculum Planning History occurrences are dictated by the outcome of present and past societal decisions that have outweighed educational models  and theories across the nation in various educational communities. Curriculum Planning prepares students from past experiences to embrace the now and willingly reaches out and take on the future. In other words, a curriculum needs to address the wants and needs of everyone desiring to resolve social conditions locally, nationally and globally (McNeil, 1995). In the United States the number of school-age students will grow from more than 60 million in 2012 to possibly 80 million in 2050. However, it is extremely critical not to ignore or deny the possibilities the trends reveal. Therefore, we can hope â€Å"Trends† will best serve as a starting point where educators and facilities professionals come together to â€Å"think outside of the box,† to ask â€Å"what if,† to wonder â€Å"why can’t we,† and to â€Å"consider the unconsidered.† Flashing back on Chen, 20110, stating how open discussions of the potential impact of the trends on public education and its school structures will surely emerge new and exciting ideas. Undoubtedly, the roles of all stakeholders will be affected by a changing future. In conclusion, it has been proven that educators and educational specialists do continue to shape diverse futures. As an old favorite African proverb of mine reminds us; Tomorrow belongs to the people who prepare for it today. A Collaborative Curriculum is created and necessary based on the circumstances and beliefs during that period of time. The collaboration is reflective of various political ideologies, societal predictions, divine beliefs and wisdom conceptions at a particular point in time. While there is great advancements in information and communication technology, administrators, teachers and students are expressing and gathering views globally. It has been seen in other school systems and majority of all stakeholders would like to see these practices in their own educational community. References: Ornstein, A. and Hunkins, F. Curriculum: Foundations, principle and issues. (1998). Boston, MA: Allyn Bacon. Chapter 5: Social foundations of curriculum. Passow, A. H. (1986). Curriculum for the gifted and talented at the secondary level. Gifted Child Quarterly, 30, 186-191. [See Vol. 4, p. 103.] Stevenson, K. R., (September 2010). Educational Trends Shaping School Planning, Design, Construction, Funding, and Operation., National Clearing House For Educational Facilities www.files.eric.ed.gov/fulltext/ED539457.pdf Topic 3: Social Foundations of Curriculum peoplelearn.homestead.com/beduc/module_3.social.history.doc VanTassel-Baska, J., Zuo, L., Avery, L. D., Little, C. A. (2002). A curriculum study of gifted-student learning in the language arts. Gifted Child Quarterly, 46(1), 30-44. [See Vol. 5.] VanTassel-Baska, J., (2003). Introduction to Curriculum for Gifted and Talented Students: A 25-Year Retrospective and Prospective. The College of William and Mary.

A Red Red Spirit :: Sylvia Plath Suicide Poetry Poems Essays

A Red Red Spirit Life and death, beginnings and endings. The death of one person: the ending of two lives, or the beginning of both? Sylvia Plath, tumbling through madness toward suicide, created a collection of poems titled Ariel, and used the theme poem to express the revelations she had while planning her own suicide. Thirty years later, the man who was blamed for her madness and death - her husband, British poet Ted Hughes - finally responded to the accusations with a set of his own poems he called The Birthday Letters. His poem Red is a direct response to Ariel. The two poems seek to present opposing views of Plath's madness and the "revelations" she found within insanity. One sees her death as a beginning, an entrance into a new state of consciousness. The other looks at it as an ending, as the loss of something unique and priceless. Sylvia Plath seems to suggest that her entire life had been meaningless, flat blankness, but that her madness had opened her eyes to a new world. Ted Hughes appear s to look upon her death in a distinctly different way. He sees it as violent, as an enormous loss, as a fallacy that ruined everything Plath had. Plath states her feelings in the first stanza of Ariel: "Stasis in darkness. / Then the substanceless blue. / Pour of tor and distances." Her words suggest that she believes her entire life had been meaningless, flat blankness, but that the outpouring of emotion that went into Ariel allowed her to see things differently. She speaks of "substanceless blue." Blue - the color of the sky, representative of light and knowledge. The "pouring" of lava - which forms tor - suggests that the enormous number of poems she created in a very short period of time allowed her to gain knowledge she had never had access to before. Even the title of the poem seems to suggest an evolution within the author. The name Ariel has two different meanings. First, it is the name of a spirit in Shakespeare's The Tempest. This spirit, near the end of the play, is released from her servitude to Prospero, and becomes a being of pure energy, free and beautiful. There is a direct connection between this image, and the image of Plath gaining some new revelation near the end of her life, causing her to view the world in some new and wonderful way.

Philippine Telecommunications Essay

The Philippine Telecommunications Industry remains to be one of the most robust and fastest growing industries in the Philippines. This report will touch on the present state of the elecommunications industry, the regulatory environment, the broadband landscape, broadband technologies, and broadband equipment suppliers and investment opportunities. The Philippine telecommunication sector is estimated to have reached USD4. 0 billion in annual service provider revenues by end 2009. Growth in the next five years, however, is projected to experience a slow down due to the increasing saturation in the industry’s two main segments – cellular mobile and fixed line. This growth is estimated o be at a compounded annual growth rate (CAGR) in revenues of about 8% over the next five years, compared to a CAGR of 11% in the last five. Aside from cellular mobile and fixed line, the other segments of the telecommunication sector are on broadcast and broadband. For purposes of this report, it will touch briefly on cellular mobile, fixed line and broadcast segments but focus will be on the broadband segment which holds the most promise in regard to growth opportunities given that the cellular mobile and fixed line segments have already reached its saturation point and is expected to achieve flat or negative growth for 2009. The dominant telcos are PLDT, Globe Telecom, Bayantel, and Digitel. Liberty Telecom is a previously inactive player that is expected to play a bigger role in the industry beginning with 2010. Liberty Telecom recently attracted attention when San Miguel Corporation, the Philippines’ largest food and beverage conglomerate, acquired a 32. 7% stake in the previously inactive telecom company. Liberty Telecom had previously been under corporate rehabilitation after trading of its stock was suspended in 2005 due to â€Å"excessive volatility†. San Miguel recently entered the telecommunication industry by establishing its wholly-owned subsidiary Vega Telecom, Inc. The company later partnered with Qatar Telecom (QTel) in drawing up plans for re-establishing the market presence of Liberty Telecom. The Philippine Telecommunications Report 2010 Page 2 Overview of industry landscape and key players Fixed Line Prior to 1993, Philippine Long Distance Telephone Company (PLDT) had been and continues to be the dominant carrier, being the first to establish a fixed line telecommunications infrastructure nationwide. Following the telecommunications liberalization in 1993, coupled with the introduction of the Service Area Scheme (SAS), the competitive environment drastically changed with the entry of 10 new entrants that resulted in lower tariffs and improved fixed line penetration. However as of 2008, relative to the SAS, only 50%i of the fixed line capacity has been utilized with only 3. 9 million fixed line subscribers, or a low fixed line penetration rate of only 4. 32%. i The low fixed line penetration rate is due mainly to the cellular mobile segment having overtaken the fixed line segment on account of faster roll-out and deployment of cellular mobile infrastructure. There are approximately 7. 45 million installed and 4. 89 million subscribed land lines as of 2008iii. Filipinos were mobile phone subscribers. The phenomenal growth was attributed to the popularity of SMS or â€Å"Text Messaging† with a little over 300 million text messages being sent daily as well as the availability of cheaper handsets brought about by the introduction of pre-paid services and over the air loading (electronic loads). The cellular mobile segment has been dominated by three (3) large telcos, namely Globe Telecom, Smart Communications and Sun Cellular with Globe Telecom pioneering the GSM platform followed by Smart Communications and later Sun Cellular.

The War in Vietnam Essay - 671 Words

The War in Vietnam Why did the USA become increasingly involved in The war in Vietnam? In 1950, the USA was obsessed with stopping communism from spreading in South East Asia. Every one was anti-communist in the USA and they were very worried about the domino theory. The domino theory was a 20th Century foreign policy theory that speculated if one land in a region came under the influence of communists, then more would follow in a domino effect. The domino effect says that some small change will cause another change nearby, which then will cause another change, and so on, to a falling row of dominos. The final declaration of the Geneva agreement on the 21st July, 1954, on restoring peace†¦show more content†¦The protests that followed were that a Buddhist, monk Quang Duk, committed suicide in the street by setting himself on fire and burnt to death at the persecution of Buddhists by the South Vietnamese government. The government of Diem did not take much notice of this and then they lost any other support. The US started to get impatient and did nothing to prevent a military coup in November 1963. Ho Chi Minh argued that the opposition forces in South Vietnam should concentrate on organising support instead of carrying out acts of terrorism against Diems government. In 1959, Ho Chi Minh sent his adviser, to visit South Vietnam. He returned to tell Ho Chi Minh that Diems imprisoned the leaders of the opposition was successful and that unless North Vietnam encouraged armed resistance, they would never get a united country. Ho Chi Minh agreed to supply the guerrilla units with aid. He encouraged the different armed groups to join together and form a more powerful and more effective organisation. They agreed to do this and in December, 1960, the National Front for the Liberation of South Vietnam was formed. The NLF was made up of over a dozen different political and religious groups. Although the leader of the NLF, Hua Tho, was a non-Marxist and a lot of his people were communist. After this came the Guerrilla war. This isShow MoreRelatedThe War Of Vietnam And The Vietnam War1525 Words   |  7 PagesThe war in Vietnam is The United States and other capitalist bloc countries supported South Vietnam (Republic of Vietnam) against the support by the Soviet Union and other socialist bloc countries of North Vietnam (Democratic Republic of Vietnam) and the Vietcong of war. Which occurred during the Cold War of Vietnam (main battlefield), Laos, and Cambodia. This is the biggest and longtime war in American history during the 1960s (Best 2008). It is also the most significant war after World War IIRead MoreThe Vietnam War On Vietnam1725 Words   |  7 PagesThe War on Vietnam Many believe that the way Americans entered the war against the North Vietnam communists was unjust. 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