Wednesday, November 27, 2019

How To Specify Durations of Time in Spanish Sentences

How To Specify Durations of Time in Spanish Sentences Spanish has several ways of describing how long an event or activity occurs. Which you use depends partly on whether the activity is still in progress, and in some cases on whether youre talking about a long or short time period. The most common way of describing the length of time of an activity in progress is using the verb llevar. Note the use of the present tense in these examples even though the English uses a present perfect or present perfect progressive verb. El bloguero ya lleva un aà ±o encarcelado. The blogger has already been incarcerated for a year. El cantante lleva cinco aà ±os esperando para grabar bachata con el ex Beatle. The singer has been waiting for five years to record bachata with the former Beatle. Mi hijo de dos aà ±os lleva un mes con mucosidad y tos. My 2-year-old son has had a runny nose and cough for a month. La mujer lleva cinco semanas en huelga de hambre. The woman has been on a hunger strike for five weeks. Nuestro paà ­s lleva muchos aà ±os en proceso de deterioro. Our country has been deteriorating for many years. You may be tempted to use the preposition para, usually translated as for, in sentences like the above, but its use is limited to being part of a phrase that acts like an adjective, especially one that refers to how long something lasts or is used. Las ensaladas son las mejores opciones para un dà ­a de piscina. Salads are the best choices for a day at the pool. Tenemos una dieta completa para una semana. We have a complete diet for a week. Los Cavaliers han llegado a un acuerdo para dos aà ±os con el atleta. The Cavaliers have reached a two-year agreement with the athlete. The construction hacer time period que can be used much like llevar above in translating sentences using ago. The verb following que is in the present tense if the action is continuing to now: Hace tres aà ±os que juega para los Piratas de Campeche. He has been playing for three years for the Campeche Pirates. Hace dos horas que estoy sentada en mi cama. I have been seated on my bed for two hours.  ¡Hace una semana que no fumo! I havent smoked for a week! If the event no longer continues, the verb following que is usually in the preterite: Hace un aà ±o que fui a mi primer concierto. A year ago I went to my first concert. Hace un minuto que estuviste triste. You were sad a minute ago. Hace pocos meses que Imagine Dragons pasaron por Argentina. A few months ago Imagine Dragons passed through Argentina. Just as para has limited use with durations of time, so does por. Por is almost always used with brief periods of time or to suggest that the period of time might be less than expected: La economà ­a est pasando por un momento de transicià ³n. The economy is passing through a moment of transition. Creà ­ por un segundo que me amabas. For a second I thought you loved me. Precalienta el plato en un horno microondas por solo un minuto. Preheat the plate in a microwave oven for just a minute.

Saturday, November 23, 2019

A Day At The Park Essays - Tag, Slide Guitar, Free Essays

A Day At The Park Essays - Tag, Slide Guitar, Free Essays A Day At The Park A couple of months ago I went to the park with my nephew. I remember the day like is was yesterday. The weather was cool and clouds were overhead. I sat by myself and watched him play and watched everything happen around me. I wasnt expecting to find so many interesting things just watching people, but amazed at what I did discover. Children were all over the place and were wearing coats that had their favorite characters on them. A girl had purple mittens with a teletubby on them and a boy had a blue coat with Thomas the Train on it. One small boy with green eyes had a hat with a ball on the top. There were only two mothers at the park and seven children not including a baby by the side of one of the mothers. The baby was asleep and was bundled up in two blankets, one pink and one had bunnies on it. The children were all playing a game of tag and were out of breath from running around. One of the boys involved in the game fell down and began to cry. His mother broke away from conversations to tend to the need of her son. After a few minutes he was fine. While that was going on, the other children discovered that when they went down the slide it shocked them. They screamed with delight every time they went down the red plastic slide. After a while they started another game of tag. The kids ran as fast as they could. They would kick up wet sand all over their backs as they ran. Before I knew it, it was time to leave as my nephew and I walked back to my car the thought of being a kid again would be great. All in all, the park was something that I never thought that I would enjoy so much, but I found it to be very interesting.

Thursday, November 21, 2019

Quantitative data about Tax, Education and Labor in Sweden Research Paper

Quantitative data about Tax, Education and Labor in Sweden - Research Paper Example The 1983, 1985, and 1990-1991 state tax reforms reduced the highest marginal tax from 85 percent to, at present, roughly 55 percent. At present, the marginal tax rate is roughly 30 percent for the low-income and average-income earners and roughly 50 percent for the high-income earner (Stenkula et al. 178). The development of the marginal tax wedges is similar to the development of the marginal tax rates but at a greater degree. The highest marginal tax wedge rose steeply during the World Wars and the 1930s’ depression. The highest marginal tax wedge reached at nearly 90 percent in 1980; following the 1983, 1985, and 1990-1991 tax reforms, the highest marginal tax wedge dropped and is currently standing at roughly 67 percent (Stenkula et al. 178-179). With a population of approximately 9.5 million, Sweden sustains a lavish welfare structure, with compensation packages for life-changing episodes like retirement or illness, and a focus on delivering equal benefits and privileges for everybody (Sonedda 692-4). Consequently, tax revenue as a portion of GDP in Sweden is elevated—approximately 45.8 percent in 2010 (OECD 1). Moreover, Sweden finances its equitable system of education by committing a comparatively high proportion of its GDP to its education system and by committing the topmost spending levels per student in the world. Roughly 7.3 percent of GDP is invested in education. This financing is channeled to both private and public education (OECD 1-2). The entire pre-primary, primary, secondary, and post-secondary non-tertiary education is publicly financed. Sweden’s numbers of enrollees reveal the nation’s remarkable success in putting majority of its population to school (World Education Forum para 4-6). For instance, all adolescents qualified for primary level compulsory education are enrolled. Likewise, compulsory education at the lower secondary level is attended by 100% of female and 99% of male students. These numbers