How To Use Cuando in Spanish

Cuando or its question form, cuà ¡ndo, is the Spanish word used most often for when. It can be used as an interrogative pronoun, subordinating conjunction, or preposition. Fortunately, its use is usually straightforward for Spanish students because as a pronoun or conjunction it is used in much the same way as the English word. Cuà ¡ndo in Questions In questions, cuà ¡ndo is always used with a verb in the indicative mood, the most common type. As in the final two examples, cuà ¡ndo can also be used in indirect questions.  ¿Cuà ¡ndo pasà ³ el cometa Halley por à ºltima vez? (When did Halleys comet last pass by?) ¿Cuà ¡ndo es Semana Santa en Espaà ±a este aà ±o? (When is Holy Week in Spain this year?) ¿Hasta cuà ¡ndo dura la ola de frà ­o? (How long will the cold wave last? Literally: Until when will the cold wave last?) ¿Cuà ¡ndo ganarà © la loterà ­a? (When will I win the lottery?)Quieren saber cuà ¡ndo voy a dar a luz. (They want  to know when Im going to give birth.)No entiendo cuà ¡ndo se usan las palabras por y para. (I dont understand when the words por and para are used.)No sabemos cuà ¡ndo aprendià ³ a atarse los zapatos. (We dont know when she learned to tie her shoes.) Note how cuà ¡ndo is spelled with an orthographic accent. The accent doesnt affect its pronunciation. Cuando as a Subordinator When cuando is used used to introduce a clause (a series of words that could be a sentence but form a longer phrase starting with cuando), either the indicative or subjunctive mood can be used in that clause. The choice of moods depends on whether the action of the verb has been completed. As a subordinating conjunction, cuando — usually translated as when or whenever — typically is followed by a verb in the indicative mood when that verb refers to something that has already occurred or is occurring in the present. The present includes referring to an event that has occurred and could continue to occur. Boldface verbs in these samples indicate the subordinate verb in the indicative mood: Recuerdo cuando llegaron mis padres. (I remember when my parents came.)La à ºltima vez fue cuando dos miembros del equipo fueron detenidos. (The last time was when two members of the team were arrested.)Ana cometià ³ dos errores cuando comprà ³ la bicicleta.  (Ana made two mistakes when she bought the bicycle.)No hay nada que hacer cuando la và ­ctima ya està ¡ muerta. (There is nothing to do when the victim is already dead.)Nadie me paga cuando estoy enfermo. (Nobody pays me when Im sick.)Come cuando tengas hambre, no sà ³lo cuando el reloj dice que es hora de comer. (Eat when you are hungry, not just when the clock says its time to eat.)Cuando vamos a la ciudad siempre es porque hay mil cosas que hacer allà ­. (When we go to the city it is always because there are a thousand  things to do there.) In contrast, the present-tense subjunctive mood typically follows cuando when verb referring to an action or state of being that has yet to occur. Note how use of the subjunctive isnt accompanied by a corresponding verb change in the English translation.  Boldfaced verbs here are in the subjunctive: Llegaremos cuando debamos y no antes. (We will arrive when we should and not before.)Mà ­rame a los ojos cuando hables.  (Look in my eyes when you speak.)Despià ©rtame cuando lleguen tus amigos. (Wake me up when your friends arrive.)Vamos a hacerlo cuando seamos capaces. (We are going to do it when we are capable.) ¿Quà © voy a hacer cuando està © viejo? (What am I going to do when I am old?)Cuando vayamos a la ciudad sea porque habrà ¡n mil cosas que hacer allà ­. (When we go to the city, it will be because there will be a thousand things to do there.) Cuando as a Preposition Although not particularly common, cuando also can be a preposition. In these instances, cuando means at the time of, although you may have to improvise with the translation rather than translating word for word. Voy a estar triste cuando insolvencia. (Ill be sad when an insolvency occurs.)No he pensado cà ³mo serà © cuando adulto. (I have not thought of how Ill be as an adult.)Apaga la llama cuando hervir. (Turn off the flame when boiling occurs.) Key Takeaways When cuà ¡ndo is used in a question to mean when, a written accent is used with the à ¡.Cuando (without a written accent) is frequently used to introduced a clause that can be in either the indicative or subjunctive mood.Unlike the English when, cuando is sometimes used as a preposition and cannot be translated directly.

Juvenile Crime Statistics Essay - 931 Words

Juvenile Crime Statistics William Scott Bennett CJA/374 September 24, 2012 LeDetra C. Jones Juvenile Arrests 2008 Data is collected by law enforcement agencies within the United States and submitted to the Federal Bureau of Investigations for tracking purposes. These numbers are used by analysts at the FBI to indicate trends in crime and to possibly develop alternative policing methods. A statistician can manipulate numbers to show what they feel is relevant, but aside from just being numbers in a spreadsheet it allows police forces to determine the trends within their respective communities. According to Puzzanchera (2009) â€Å"In 2008, law enforcement agencies in the United States made an estimated 2.11 million†¦show more content†¦As this figure shows that simple assault arrests are decreasing, it is still far higher than it should be. Implications for Females and Minorities Using the data provided by Puzzanchera (2009), it is obvious that female offenders are becoming more brazen in their ways. Whereas crime has been predominantly a male dominated venue, females are staking a claim to their rights to enter the world of crime. This change in roles is also noted in the adult arrest reports; female arrests have shown a slower decrease than male arrests. Minorities are also affected by the statistics of the Uniform Crime Report. When looking at minority arrests, the composition of the community really affects the numbers used. Overall in the United States the racial compositions for juveniles according to Puzzanchera (2009) showed that 78% of juveniles were white, 16% were black, 5% Asian, and only 1% Native American. These figures can be severely misleading in that Hispanic juveniles are classified as white for these studies. However, using these numbers and the reporting by agencies, violent crimes committed i n 2008 were done by 47% white youth, 52% black youth and a mere 1% were committed by Asian youth, leaving the last 1% to have been committed by native American youth. As a result, black youth are more likely to commit violent crimes and be entered into the juvenile justice system. Disparities between Females and Males for Violent Crime Distinguishing between male and femaleShow MoreRelatedJuvenile Crime Statistics677 Words   |  3 PagesAssignment; Juvenile Crime Statistics Paper CJA374 Juvenile Justice Systems and Processes Francisco Jorge Flores Sr. December 3rd, 2012 Mrs. Amy Gordon University of Phoenix Write a 700 to 1,050 word paper summarizing the key points of the â€Å"Juvenile Arrests 2008† article. 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Statistics about juvenile crime have shown a steady increase of juvenile arrests from 1987 to 1994. Although overall crime rates have decreased since 1994, they are still above what they were in 1980. The following paragraphs and charts show the crime ratesRead MoreEssay about Not All Offenders Should be Labeled Juvenile Delinquents505 Words   |  3 PagesNot All Offenders Should be Labeled Juvenile Delinquents Juvenile delinquency is a critical concern to the general public. When adolescents commit crimes or are accused of an offense, they automatically become labeled criminals, delinquents, and deviants in the eyes of the courts, of the state, and of various people. However, is it fair to label them as such? When a status offense such as curfew, vandalism, or even disorderly conduct, is committedRead MoreThe Nature Of Youth Crime877 Words   |  4 PagesWhat is the nature of youth crime in Australia? Youth crime is the crime committed by juvenile offenders. 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Diasporic Article Critique Free Essays

We define Diaspora as a movement of any population with common ethnic identity from their settled territory to areas farther away. This is common to populations from countries which are experiencing poverty, economic unrest, and military problems, making it not very suitable for living. This is the situation discussed in the article by Mary Rogan, entitled Girl, Interrupted. We will write a custom essay sample on Diasporic Article Critique or any similar topic only for you Order Now She talks about the life and death of Aqsa Parvez, a Pakistani immigrant in Toronto, Canada. The article focused on the life of 16 year old Aqsa, who tried to blend in with the western culture of her new home (Rogan, 2008). The article initially recounts that events that happened the day Aqsa Parvez was murdered by her own father and brother because she allegedly disrespected their culture and religion. The article was nothing more than an account of the things that happened before and after the death. It tried to fit in the pieces that led to the death of the teenager, coupled with the statements given by two of her closest friends. If you look at the situation in a spectator’s perspective, you would see that it was nothing more but a case of domestic violence, with the father overly beating the child for not following his orders. However, if the case is viewed in a cultural or religious perspective, it would reveal a different story. Diaspora in the context of Aqsa Parvez’ situation would mean moving from her place of origin towards Ontario, while brining with her all her cultural and religious beliefs (Berns-McGown, 2008). She was a from a Muslim family, and devout one at that, which is why every aspect of their culture should be followed, and deviating from it would mean disrespect, and should be dealt with accordingly. Aqsa Pavrez is born and raised in the Islam culture, so she has to adopt in her life every teaching that the culture presented to her. The article Girl, Interrupted focused on one symbolism all throughout the article, and that is the wearing of a Hajib. Muslim women were regarded as the treasures of the religion, which is why they have to be covered all over, as much as possible, not revealing an inch of their naked skin. For those living in Muslim countries, women were clad in robes and cover their face, revealing only their eyes. But for the case of Aqsa Pavrez, she was only required by her parents to wear a Hajib, a cloth that would cover her head and hair. This situation is a manifestation of cultural diaspora, wherein Aqsa Pavrez and her family carries with them the religious and cultural beliefs and practice of their homeland. However, since Ontario is different from where they came from, they have to somehow adapt and adjust these practices to match the place. Aqsa Pavrez and other women from the same culture and religion were not anymore required to be clad in long robes just to cover every inch of their skin. They were instead required to wear lose shirts and large jeans, and to wear a Hajib to cover their head. For those who have strongly adhered to their cultural and religious practices, complying with these guidelines was easy. They are somehow able to fit in with the new environment, but are able to maintain and preserve with them the teachings of their culture and religion. But Aqsa Pavrez was different. According to the article, she did not despise wearing their traditional clothing, but instead, she wanted to wear it according to her choice. She wanted to have freedom in choosing what to wear, freedom of expressing herself, especially since she’s a teenager, with friends who are very much different from her. She somehow wanted to blend in, and the practices that she was accustomed to were hindering her from doing so. In a Diasporic perspective, we can say that indeed, there are people just like Aqsa Pavrez. They don’t hate the culture and religion they grew up with, but they also wanted to enjoy what other people are enjoying. The cultural practices that she was expected to follow were hindering her from doing the things she wanted, which is why most of the times, she broke the rule set by her father and older brother. In the context of Diaspora, the people who settle in foreign lands such as this were expected to alter the beliefs and practices that they have brought with them. They are in a different land, and not all of the cases that they grew up on would apply. If we are to judge the actions of Aqsa Pavrez, she was merely adapting to the new environment, and was trying to mix the culture that she grew up on, with that of the foreign land they have settled in (Sen, 2006). This action is very much expected, though there are some constraints that she has encountered. First of all, she was still in her youth, and she couldn’t possibly stand on her own feet considering her age. It was too early to become independent, so no matter what her desires are, it is impossible to put it into fruition. Her family, especially her father and brother, hindered her from doing so, primarily because they wanted her to retain the practices and beliefs that they grew up on. The sad thing though, for the case of Aqsa Pavrez is that she was not given the chance to grow up. She died before even reaching the point where she can decide on what she wants. The title could be wrong because girls like Aqsa would still need intervention. What could be more appropriate is that, it is a Life, Interrupted. How to cite Diasporic Article Critique, Papers

Work Integrated Learning in Business

Question: Should Work Integrated Learning be a Requirement of all Undergraduate Business Degrees? Answer: As per the authors, it has become a word of wisdom that completing a work placement as a component of the undergraduate degree brings positive benefits for employers along with graduates. This aspect is of much significance in the contemporary era where the focus is on the economic contribution made by education. The benefit can be considered to be two-fold. Firstly, there is a positive contribution made towards the development of generic employability skills. Secondly, placements are the ideal opportunity for graduate students to have a head start of their career. The data presented in the article were from two sources; qualitative data was received from a programme comprising of 25 interviews that were held between the years 2003 and 2004 with a cross-sectional sample of business and management graduates responding to the Class of 99 survey. Quantitative data was collected from the Class of 99 survey that surveyed graduates of all disciplines completing their undergraduate educatio n after the year 2003. From the findings of the data, it was indicated that the effect of work placement for management and business graduates were inconsistent, contributing to the higher achievement of employment on different measures. The pattern of the results indicated that the impact of work-integrated learning (WIL) depends on the kind of management and business degree. Though the results of the study clearly advocated the benefits of WIL, more is required to be understood regarding the characteristics of a perfect work placement that not only lays the provision for the development of personal attributes and skills but also helps in the demonstration of competencies. According to the authors, higher education stakeholders have shown a growing amount of concern regarding the learning and teaching performances as well as outcomes in business education. There is an emerging gap between the requirements of the industry and the graduate attributes that needs immediate attention. The reasons for such gap has been attributed to lack of generic skills and employment readiness. One suitable technique that can aid in bringing improvements in the development of the generic skills in students is work-integrated learning (WIL). The investment done on constructing WIL opportunities would bring significant benefits. The researchers developed a professional development program (PDP) that was integrated into a business degree program with the aim of helping students learn systematically. The PDP was implemented for 12 months. It was found that the students who had an active involvement in the PDP exhibited major gains in generic skills. They also were found to be better able to manage studies and personal lives. The research indicated that WIL enhances a students end outcome. The article highlighted that the effect of continuous and integrated orientation program with components of WIL can ideally be positive. A rich pool of evidence is in support of PDPs in professional context. WIL can help addressing challenges students face when they enter the industry. WIL is suitable for the demand for a good strength of employment-ready graduates. While it is apparent that WIL can bring about a number of benefits, it is to be explored whether the concerned stakeholders have the vision and commitment to utilise the potential it has. As opined by the author, Work-integrated learning (WIL) has received much attention for being an instrument that enhances professional practice and develops work-readiness in the newly graduates. It is considered to be the point of difference in fostering graduate employability by like communication, team work, problem solving and self-management. The paper investigated the role of WIL on undergraduate employability skills. Data was collected from 131 WIL students in an Australian university. For students of business studies, work placements were an elective component of the degree program. Arrangements were made for some form of placement for business students. It was found from the data that WIL was successful in making difference to the development of skills from university to any workplace. Findings from the study also highlighted the role of integrated and structured exposure to placement for nurturing and supporting professionalism in students. The areas that were impacted upon were time management, working autonomously, multi-tasking and motivation. Findings empirically were in support of the discussion on increased access to WIL opportunities that are approved by the University. Documented improvements in the students were in alignment with the existing literature, but there is still limited research in this particular area. More research in this area would be beneficial for an academic field as well as professional practitioners. The article had a limitation of not using certain variables that are to impact on outcomes at the time of WIL. Prior experience and student readiness may impact the extent of learning at the time of placement. The paper reported on a study of responses given by students towards work integrated learning (WIL) program for undergraduate business management students. The WIL was considered in the final semester of the educational course. The program was made to fit for large classes. It required the students to conduct interviews with businesses on behalf of government councils focusing on support for local business initiatives. The summative assessment encompassed small-group research reports for the councils on the basis of the interviews. The preparation of the students for the WIL was made to alleviate the inbuilt risks of WIL that are curriculum-based for large groups. The preparation included in-class activities and scaffolded formative written assignments in the compulsory classes. It briefed about the project requirement and they were given adequate information on skills and knowledge required for the project. The study drew upon the reflections of the students and the feedback provide d by them. The exploratory interrogation was successful in identifying three flashpoints in the experiences of students during WIL. These flashpoints were central to learning of the students. Through the flashpoints, students were able to learn effectively in different settings. The flashpoints can be considered for offering knowledge about the benefits of WIL programs. From the article, it was clear that WIL enables business students to become better critical thinkers and researchers. WIL needs to be included in the pedagogical approaches of engaged learning in business studies. References Fallon, Wayne. "Flashpoints in students' work-integrated learning in business: Implications for curriculum design."Employment Relations Record12, no. 1 (2012): 66. Freudenberg, Brett, Mark Brimble, and Craig Cameron. "WIL and generic skill development: The development of business students' generic skills through work-integrated learning." Asia-Pacific Journal of Cooperative Education 12, no. (2): 79-93. Jackson, Denise. "The contribution of work-integrated learning to undergraduate employability skill outcomes."Asia-Pacific Journal of Cooperative Education14, no. 2 (2013): 99-115. Wilton, Nick. "The impact of work placements on skills development and career outcomes for business and management graduates."Studies in Higher Education37, no. 5 (2012): 603-620.