10 Facts About Spanish Conjunctions

10 Facts About Spanish Conjunctions Here are 10 facts about conjunctions that will be useful as you learn Spanish: 1. Conjunctions are a type of connecting word. Conjunctions make up one of the parts of speech and are used to connect sentences, phrases, or words with each other. Generally, a conjunction will link two words, phrases, or sentences of the same type, such as a noun with a noun or a sentence with another sentence. These sample sentences demonstrative just a few of the ways this part of speech can be used: asà ­ que (so): Estoy enferma, asà ­ que no puedo ir a la playa. (Im sick, so I cant go to the beach.)con el fin de que (so, with the goal of): Ella estudiaba con el fin de que sea doctor. (She studied with the goal of being a doctor.)o (or):  ¿Tà © o cafà ©? (Tea or coffee?)porque (because): Ganà © porque soy inteligente. (I won because I am smart.)si (if): Si voy a la tienda, comprarà © un pan. (If I go to the store, I will buy a loaf of bread.)y (and): Me gustan el chocolate y la vainilla. (I like chocolate and vanilla.) 2. Conjunctions can be classified in a variety of ways. One common scheme classifies conjunctions as coordinating (linking two words, sentences or phrases of equal grammatical status), subordinating (making the meaning of a clause depend  on another clause or sentence), and correlative (coming in pairs). Other classification schemes for Spanish list a dozen or more types of conjunctions such as conjunciones adversativas (adversative conjunctions such as but or pero that set up a contrast), conjunciones condicionales (conditional conjunctions such as if or si that set up a condition) and conjunciones ilativas (illative conjunctions such as por eso or therefore that are used in explaining the reason for something). 3. Conjunctions can be made up of more than one word. Spanish abounds with short phrases that are used as conjunctions and function as a single word. Examples include sin embargo (nevertheless), a causa de (because), por lo tanto (therefore), para que (in order that), and aun cuando (even if). (Note that the translations given here and throughout this article arent the only ones possible.) 4. Two of the most common conjunctions change form when coming before certain words. Y, which usually means and, changes to e when it comes before a word that starts with the sound of i. And o, which usually means or, changes to u when it comes before a word starting with the sound of o. For example, we would write palabras u oraciones (words or sentences) instead of palabras o oraciones and nià ±os u hombres (boys or men) instead of nià ±os o hombres. This change of y and o is similar to the way a becomes an before certain words in English, in order to help keep the sound of the first word from disappearing into the second. As with English a becoming and, the change is based on pronunciation rather than spelling. 5. Certain conjunctions are usually or always followed by a clause with a verb in the subjunctive mood. Examples include a fin de que (in order to) and a condicià ³n de que (provided that). 6. The very common conjunction que often doesnt have to be translated to English but is essential in Spanish. Que as a conjunction usually means that as in the sentence Creo que estaban felices (I believe that they were happy). Note how that sentence could also be translated without the that: I believe they were happy. But the que remains essential to the Spanish sentence. The que in such sentences should not be confused with que as a relative pronoun, which follows different grammatical rules and cannot be omitted in translation. 7. A conjunction can come at the beginning of a sentence. Although a conjunction is a linking word, it doesnt always come between the two clauses or words linked. An example is si, the word for if, which often is used to begin a sentence. It also is acceptable to begin a sentence with y, the word for and. Often, y starts a sentence to provide emphasis. For example,  ¿Y las diferencias entre tà º y yo? might be translated as What about the differences between you and me? 8. Many of the words that function as conjunctions can also function as other parts of speech. For example, luego is a conjunction in Pienso, luego existo (I think, therefore I am) but an adverb in Vamos luego a la playa (Were going to the beach later). 9. Distributive conjunctions are made up of two words that are separated by other words. Among these is o ... o, which usually means either ... or as in O à ©l o ella puede firmarlo (Either he or she can sign it). Also common is ni ... ni as in No soy ni la primera ni la à ºltima (I am neither the first nor the last). 10. Some conjunctions are used in explaining when or where something occurs. The most common ones are cuando and donde, respectively. Example: Recuerdo cuando me dijiste donde pudiera encontrar la felicidad (I remember when you told me where I could find happiness).

Definition of American Lyceum Movement

Definition of American Lyceum Movement The American Lyceum Movement inspired a popular trend of adult education  in the 1800s as scholars, authors, and even local citizens, would give lectures to local chapters of the organization. Town lyceums became important gathering places for civically engaged Americans. Lyceum speakers came to include luminaries such as Ralph Waldo Emerson and Henry David Thoreau. A future president, Abraham Lincoln, gave his first public address at a Lyceum meeting in his adopted hometown of Springfield, Illinois, on a winter night in 1838. originated with Josiah Holbrook, a teacher and amateur scientist who became a passionate advocate for volunteer educational institutions in towns and villages. The name lyceum came from the Greek word for the public meeting space where Aristotle lectured. Holbrook began a lyceum in Millbury, Massachusetts in 1826. The organization would host educational lectures and programs, and with Holbrook’s encouragement the movement spread to other towns in New England. Within two years, approximately 100 lyceums had been started in New England and in the Middle Atlantic states. In 1829, Holbrook published a book, American Lyceum, which described his vision of a lyceum and gave practical advice for organizing and maintaining one. The opening of Holbrooks book stated: â€Å"A Town Lyceum is a voluntary association of individuals disposed to improve each other in useful knowledge, and to advance the interests of their schools. To gain the first object, they hold weekly or other stated meetings, for reading, conversation, discussion, illustrating the sciences, or other exercises designed for their mutual benefit; and, as it is found convenient, they collect a cabinet, consisting of apparatus for illustrating the sciences, books, minerals, plants, or other natural or artificial productions.† Holbrook listed some of the â€Å"advantages which have already arisen from the Lyceums,† which included: The improvement of conversation. Holbrook wrote: â€Å"Subjects of science, or other topics of useful knowledge, take the place of frivolous conversation, or petty scandal, frequently indulged, and uniformly deplored, in our country villages.†Directing amusements for children. In other words, providing activities that would be useful or educational.Calling into use neglected libraries. Holbrook noted that libraries in small communities often fell into disuse, and he believed the educational activity of a lyceum would encourage people to patronize libraries.Increasing the advantages, and raising the character of, district schools. At a time when public education was often haphazard and disorganized, Holbrook believed that community members involved in a lyceum would be a useful adjunct to local classrooms. In his book, Holbrook also advocated for a â€Å"National Society for the improvement of popular education.† In 1831 a National Lyceum organization was started and it specified a constitution for lyceums to follow. The Lyceum Movement Spread Widely Holbrook’s book and his ideas proved to be extremely popular. By the mid-1830s the Lyceum Movement had grown enormously. More than 3,000 lyceums were operating in the United States, a remarkable number considering the small size of the young nation. The most prominent lyceum was one organized in Boston, which was led by Daniel Webster, renowned lawyer, orator, and political figure. A particularly memorable lyceum was the one at Concord, Massachusetts, as it was regularly attended by authors Ralph Waldo Emerson and Henry David Thoreau. Both men were known to deliver addresses at the lyceum that would later be published as essays. For instance, the Thoreau essay later titled â€Å"Civil Disobedience† was presented in its earliest form as a lecture at the Concord Lyceum in January 1848. Lyceums Were Influential in American Life The lyceums scattered throughout the nation were gathering places of local leaders, and many political figures of the day got their start by addressing a local lyceum. Abraham Lincoln, at the age of 28, gave a speech to the lyceum in Springfield, Illinois in 1838, ten years before he would be elected to Congress and 22 years before he would be elected president. By speaking at the Lyceum, Lincoln followed a familiar path of other young aspiring politicians. The Lyceum Movement gave them a chance to gain some respect in their local communities, and helped lead the way toward political careers. And in addition to homegrown speakers, lyceums were also known to host prominent traveling speakers. The records of the Concord Lyceum indicate that visiting speakers included the newspaper editor Horace Greeley, the minister Henry Ward Beecher, and the abolitionist Wendell Phillips. Ralph Waldo Emerson was in demand as a lyceum speaker, and made a living traveling and giving lectures at lyceums. Attending lyceum programs were a very popular form in entertainment in many communities, especially during winter nights. The Lyceum Movement peaked in the years before the Civil War, though it did have a revival in the decades after the war. Later Lyceum speakers included the author Mark Twain, and the great showman Phineas T. Barnum, who would give lectures on temperance. Sources: Josiah Holbrook. Encyclopedia of World Biography, 2nd ed., vol. 7, Gale, 2004, pp. 450-451. Gale Virtual Reference Library. Ljungquist, Kent P. Lyceums.  American History Through Literature 1820-1870, edited by Janet Gabler-Hover and Robert Sattelmeyer, vol. 2, Charles Scribners Sons, 2006, pp. 691-695.  Gale Virtual Reference Library. Holbrook, J. Josiah Holbrooks Letter on the Farmers Lyceum.  American Eras: Primary Sources, edited by Sara Constantakis, et al., vol. 4: Reform Era and Eastern U.S. Development, 1815-1850, Gale, 2014, pp. 130-134.  Gale Virtual Reference Library.

Quality Improvement Issue Term Paper Example | Topics and Well Written Essays - 250 words

Quality Improvement Issue - Term Paper Example In my organization, appointments are sometimes not planned by nurses in the outpatients department and as a result, patients complain on a daily basis. Prolonged waiting times have also increased patient dissatisfaction and many of them are increasingly opting to seek the services of our competitors whose waiting times are lower. A study cited by Yeboah and Thomas (2009) showed that increasing waiting times for more than thirty minutes conversely increases patients intolerability. Deliberate lack of scheduling appointments by nurses is contributed by heavy workloads that makes the them forget to schedule appointments. Strategies to reduce patient waiting times in my organization needs to be redesigned in order to improve quality of care provided. Most importantly, newly formulated strategies ought to focus on reducing nurses workload s. Ho (2014) reiterates that patient waiting time is contributed by increasing patient loads. In fact, there is a lot of confusion among patients when they have multiple appointments. Some of them spend nearly a day as they wait to be attended to. To reduce the patients waiting time in my organization, there is need for decisive and patient centered planning, restructuring, simplifying, and updating workflows in order to improve efficiency of care provided. Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Retrieved from

Why social network industry has no inventory and large cash in Essay

Why social network industry has no inventory and large cash in balacesheet - Essay Example Lack of need for inventory therefore explains absence of inventory from accounts of companies in the industry. The industry is also profitable, based on trend in technology that makes its products marketable and low costs. These lead to high proceeds and therefore high value of cash and cash equivalents and $ 3.323 million for Facebook in the year ended 2013 and $ 0.841 million for Twitter in the same period are examples. The industry is also oligopolistic, a factor that concentrates proceeds among few players. Consequently, cash and cash equivalents have to be high per player, compared to values in competitive industries in which many players share the markets’ proceeds (Albarran, 2013). The types of products that the industry offers, which do not require inventory for production, maintenance, or delivery explains lack of inventory while high profitability and oligopolistic nature of the industry explains the high value of cash and cash equivalents that firms report in the

The Effect of WWII on the Visual Arts Essay Example for Free

The Effect of WWII on the Visual Arts Essay The global trauma of World War II, particularly the events that took place at Auschwitz and Hiroshima, caused dramatic changes in the visual arts. New ideas and criticisms of culture and society had come about, and artists were respondingconsciously and unconsciouslyto the war. New ideas about the arts had emerged shortly after the war. The long-standing notion that the arts make society more civilized and raise people above their instincts of fear and violence was proven untrue. Consequently, arts very right to exist came into question. In 1949, Theodor Adorno stated in his essay, Cultural Criticism and Society, that to go on writing poetry after Auschwitz is barbaric. He argued that new rules and conventions for art must be found and the old ones must be abandoned. One major attempt in creating these new rules and conventions is when arts main concern shifted from object-making to performativity. Jackson Pollock was among the first to make this transition. With his all-over drip paintings of the late 1940s, he had successfully liberated painting into becoming a kind of performance. His process has been described as a kind of dance with the canvas and paint. When examined closely, the viewer can trace the first marks made to the very last ones. In response to the controversy surrounding his method of painting, Pollock stated that New needs need new techniquesthe modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture. His mention of the atom bomb proves that Pollocks method was a kind of response to the trauma of WWII. An artist as equally performative as Pollock was Lucio Fontana. In works such as Concetto Spaziale, Fontana attacks the surface of the canvas, thereby focusing the viewers attention on art-making as an action. This could also be seen as a literal attack on the medium of painting. In the Manifesto Blanco, Fontana stated that We live in the mechanical age. Painted canvas and upright plaster no longer have a reason to exist. This was a proclamation of his goal to create spatial art, art that is more engaged with technology. Similar to Fontanas attacks on the canvas, Shozo Shimamoto would repeatedly puncture the painting surfaces of his works. He also experimented with smashing bottles filled with paint onto the canvas. Shimamoto was a member of the Gutai Art Association, a group founded in Osaka, Japan which explored new areas of perfomativity and innovated the proto-happening. These early performative artists were not consciously addressing the trauma of the war in their art, but this shift to performativity suggests an unconscious response to it. In contrast, other artists were responding very consciously to what had happened during the war. The Nouveaux Rà ©alistes in France were the first to do this. Artists that belonged to this group included Arman,Yves Klein, Daniel Spoerri, Joseph Beuys, and Jean Tinguely. These artists stayed within the Bourgeois paradigm of art, but their art was clearly a conscious response to Auschwitz and Hiroshima, since many of the titles of their artwork make direct references to these events. Yves Klein, for example, named one of his monochrome IKBs Hiroshima, a negative anthropometric painting showing dead bodies after the nuclear attack. Arman did many pieces that dealt with Auschwitz by showing negative presentations of Nazi victims through accumulations of their belongings. In the early sixties, Arman became more performative with his combustion pieces, probably an influence from the Happening which started taking place in New York around 1959. The happening brought about one of the most important changes when the audience was made to play a major role in the outcome of the piece. A much more significant movement than the Happening, however, was Fluxus, an international movement consisting of many different kinds of artists from many different ethnicities. It is practically impossible to combine all Fluxus artists into a single group, since their art ranges from anti-expressionist to hyper-expressionist, political to not political at all. Whereas Happenings were unconscious of their politics, some Fluxus artist created highly political art. Those in favor of anti-expressionism were following the example of John Cage, while another tendency, inspired by the Living Theater, created highly expressive art. The struggle with World  War II was fully conscious with the Living Theater, which, like the Happening, would involve audience participation. Fluxus was the alternative to Pop art, which was taking place at the same time. Though both consciously addressed the war, Pop art sometimes seemed to glorifyor bring attention tothe American way of life after the war, as in James Rosenquists F-111. His most famous antiwar painting, F-111 combines images of a fighter plane, a nuclear bomb, and a little girl sitting under a hair dryer. Such art can be seen as a reflection of the Wests collective response to Auschwitz and Hiroshima; they denied that it had to do with capitalism, did not agree with the idea of Instrumental Reason, and were, on the whole, optimistic, still enjoying life after the war. In conclusion, following the tragedy of World War II, art has never been the same. Artists realized that they could no longer continue making art in the same way that they did before the war, acting as if nothing had happened. Performativity and politicized art were perhaps the most significant of these changes. Whether unconscious or conscious, performative or not, responses to the horrific events of Auschwitz and Hiroshima can be seen in many postwar art, and the trauma of these two events can be seen even in the art of today.

Acid Rain :: Free Essay Writer

Acid Rain Acid rain is caused by extra amounts of sulphur dioxide and nitrogen oxides. Natural sources of sulphur oxides and nitrogen oxides do exist, but are balanced by nature. Normal rain reacts with alkaline chemicals from the region's bedrock that are in the air, soils, lakes, and streams. This neutralizes the rain. However, if rain is more highly acidic, then the natural neutralizing chemicals can eventually become depleted. This is what is happening with more than 90% of the sulphur and 95% of the nitrogen emissions coming from humans. Approximately 40% of the nitrogen oxides come from transportation, about 25% from thermoelectric generating stations, and the balance from other industrial, commercial, and residential combustion processes. These pollutants come from the use of coal in the production of electricity, from smelting, and from the internal combustion engines in most cars. Once released into the atmosphere, they are converted into such pollutants as nitric acid and sulfuric ac id, both dissolving easily in water. This results in acidic water droplets that can be carried by prevailing winds, returning to Earth as acid rain, snow, or fog. This effects the lakes by changing the pH balance. As the water pH approaches 6, crustaceans, insects, and plankton begin to disappear. When the pH is slightly above 5, major changes start to happen, less desirable species of mosses and plankton may begin to flourish, whereas others will lessen in numbers and die off. Below pH of 5, the water is to acidic for many fish, the bottom is covered with undecayed material, and the shores may be dominated by mosses. Animals also are affected. Some ducks, for example, depend on fish and other organisms for nourishment and nutrients. As these food sources are reduced or eliminated, the population in that area declines and the reproductive success of the birds is affected. Plants are effected too. The acids can alter the protective waxy surface of leaves, lowering disease resistance. It also may slow down or stop plant germination and reproduction. The acids will accelerate soil weathering and removal of nutrients, which the plant need. And it will make some metals more soluble, for example, aluminum will be come high in concentration in the soil and clog the roots of the plants, stopping the intake of vital nutrients.   Ã‚  Ã‚  Ã‚  Ã‚  These are all good reasons we must be looking for new means of energy, in the very near future.

Notes on Skinners behavioural theory

Operant condition is the condition of responses Parents have long known that children respond to a system of rewards and punishments. While to say that this is a simplification of the theories of famed American behaviourist B. F. Skinner would be an understatement, it is accurately descriptive of the most basic aspect of his beliefs. Operant behaviour and operant conditioning, Skinner's most widely acclaimed work, is based on a system of both positive and negative reinforcement.While it is commonly known that behaviour is affected by its consequences, Skinner's heory of operant conditioning further states that the process does not require repeated efforts, but is instead an immediate reaction to a familiar stimulus. Positive Reinforcement – Beginnings of the Rat & Food Experiment In an experiment with a rat using food as a reward: The rat was placed in a box Over the course of a few days, food was occasionally delivered through an automatic dispenser Before long, the rat appro ached the food tray as soon as the sound of the dispenser was heard, clearly anticipating the arrival of more foodThe Rat Experiment and Negative Reinforcement Skinner again experimented with rats to show how negative reinforcement can also strengthen behaviour. Skinner placed the rat inside the box and a sent electric current into the box, as the rat moved around the box it would knock the lever by accident and the electric current would stop. The rats soon learned that when they were placed in the box to go straight to the lever to turn off the electric current. Knowing they could escape the electric current caused the rats to repeatedly go to the lever.Not only were the rats taught to stop the electric current but also to avoid it completely. The foundations of child development – John Oates Chapter 1 pt3 Behaviorism has had a great impact on education, partly because it stresses the importance of the external world and development, and there for gives grounds for believin g that children's learning and behavior can be hugely influenced by their teachers' use ot the right methods . Behaviorist theories see human beings as machines, reacting in a predictable way to stimulation from outside them. s evelopment progresses people accumulate knowledge but there is no major change in the structure of their minds. – How Does All This Relate to Children? One of the aspects important to human behaviour, though, is the feelings associated with behaviour that is controlled by conditioning. When previous behaviours have been rewarded, children are likely to repeat those behaviours happily and willingly, feeling that they are doing what they ‘want' to be doing.If, on the other hand, children choose behaviours in order to avoid a repeat of negative reinforcement, they ay behave appropriately, but will be inclined to feel that their freedoms are being suppressed. In reality, the actual freedom still exists, of course. Children, like the rest of us, are f ree to behave in any manner that they choose, as long as they are willing to accept the consequences of their actions. Link PavloVs Dog – Stimulus conditioning Pavlov showed the existence of the unconditioned response by presenting a dog with a bowl of food and the measuring its salivary secretions.However, when Pavlov iscovered that any object or event which the dogs learnt to associate with food (such as the lab assistant) would trigger the same response, he realized that he had made an important scientific discovery, and he devoted the rest of his career to studying this type of learning. In his experiment, Pavlov used a bell as his neutral stimulus. Whenever he gave food to his dogs, he also rang a bell. After a number of repeats of this procedure, he tried the bell on its own. As you might expect the bell now, on its own, caused an increase in salivation.