Using “Lo” With Plural or Feminine Adjectives in Spanish

Sometimes even pop music lyrics can raise complex questions about grammar, as this letter from a reader about the use of lo indicates. I have been studying Spanish since I was 5 years old beginning in kindergarten. Ever since then Ive been hooked to the language and have done really well mastering it by using it everyday for the past 14 years. I even remember using your Spanish guides to help along the way. But, there is just one thing that has bothered me for the longest, and that is a lyric from Colombian singer Shakiras song Estoy aquà ­. In the song she sings, No puedo entender lo tonta que fui, which translates to I cant understand how foolish/dumb/stupid I was. I wanted to know why it would be lo and not la. Ive never seen lo used in front of anything feminine. I know tonta is an adjective and also a noun. Could you please help me out? One reason this use of lo confused the reader is probably because it isnt very common. Using Lo as an Neuter Article In the sentence from Shakiras song, the lo is fulfilling the same function as the neuter article lo (sometimes called a definite determiner). The neuter article is placed before the singular masculine form of an adjective to turn it into a noun. In such cases lo adjective is typically translated to English as the adjective one or the adjective thing. So lo importante is the important thing. When lo adjective is followed by the relative pronoun que, the sentence structure puts a bit of extra emphasis on the adjective, so many people translate such a phrase to English by using the word how: La pelà ­cula demuestra lo bello que es la vida. (The film shows how beautiful life is.)Yo pensaba en lo triste que es a veces la vida. (I was thinking about how sad life is sometimes.) Note how in the first sentence, the masculine adjective is used even though what is being referred to is feminine. That makes sense if you remember that in this sentence construction, a phrase such as lo bello can be thought of as the beautiful thing, a phrase that has no gender. The sentence from the Shakira song could have also been said the same way and be grammatically correct, even if said by a female: No puedo entender lo tonto que fui. (One could translate that literally as I cant understand the foolish one that I was, although a more natural translation would be I cant understand how foolish I was.) However, and heres the answer to the question, it also is common in Spanish to make the adjective agree with whats being referred to, even though the lo is retained. It may not seem logical to follow lo with a feminine adjective, but that is what often happens in real life. The use of the feminine adjective seems to be more common after certain verbs, such as ver or entender, that indicate how someone or something is perceived. Also, plural adjectives can be used in the same way after lo if they refer to a plural noun. Examples of Using Lo Here are some real-life examples of the use of a feminine or plural after lo:  ¿Recuerdas lo felices que fuimos entonces? (Do your remember how happy we were then?)Nadie puede creer lo fea que es Patricia cuando à ©sta llega a una entrevista de trabajo. (Nobody can believe how ugly Patricia is when she arrives at a job interview.)No saben lo importantes que son los libros. (They dont know how important the books are.)No necesita un telescopio para ver lo roja que es la montaà ±a. (You dont need a telescope to see how red the mountain is.)Para que esta ley sea lo extensa que se requiere, deberà ­a establecer con claridad que toda informacià ³n es pà ºblica. (In order for this law to be as far-reaching as is required, it should be clearly established that all information is public.)El otro dà ­a he hablado con Minerva, que insiste en ser todo lo obtusa que puede. (The other day I spoke with Minerva, who insists on being every bit as dimwitted as she can be.) You may sometimes hear lo followed by a feminine or plural adjective without being followed by que, but this is unusual. Key Takeaways When lo is used as a neuter article, it typically is followed by a singular masculine noun.However, an uncommon exception to this rule occurs when the noun is followed by the relative pronoun que.The construction lo adjective que can usually be translated to English as how adjective.

Integra LifeSciences †Limit Uncertainty Essay - 1128 Words

Integra LifeSciences – Limit Uncertainty Integra LifeSciences (IART) is a multinational corporation providing medical devices supporting wide array of surgical needs. Their strategic intent is to become the worldwide leader in in orthopedic extremity surgery, neurosurgery, spine surgery, and reconstructive and general surgery. Their innovative offerings and growth through acquisition has allowed them to become a billion dollar enterprise since their inception in 1989 (â€Å"IART profile†). They are headquartered in Plainsboro, New Jersey and have 3,300 employees worldwide (â€Å"Company profile,† 2014). Integras common stock is listed on The NASDAQ Stock Market under the symbol IART. Integra’s target markets reside in the United States,†¦show more content†¦It will address considerations surrounding the main economic agents of household, business, government and foreigners. The analysis will conclude with scenario analysis conceptualizing how Integra can mitigate risk with economic changes and currency adjustments in order meet or exceed revenue and growth projections. Assessment Integra’s 2014 first quarter performance exceeded market expectations and compared favorably to 2013 outcomes. Table 1 outlines performance by division, U.S. versus international and identifies the impact of currency exchange rates (â€Å"Integra lifesciences reports,† 2014). Table 1 Three Months Ended March 31, 2014 2013 Change U.S. Neurosurgery $54,383 $38,996 39% U.S. Instruments 36,720 36,948 -1% U.S. Extremities 31,912 31,361 2% U.S. Spine Other 41,067 43,548 -6% International* 50,977 45,799 11% Total Revenue $215,059 $196,652 9% Impact of changes in currency exchange rates $150 $— Less contribution of revenues from DuraSeal acquisition -14,220 — Less contribution of revenues from discontinued products -2,262 -3,843 -41% Total adjusted revenues $198,727 $192,809 3% Integra’s Exchange Rate Challenges Approximately 25% of Integra’s revenue is driven by business outside the U.S. Integra’s international sales are subject to currency fluctuations. First quarter of 2014 generated positive outcomes surrounding currency exchange ($ 150,000 positive variance). Integra deals in a

Cognitive Development and Epistemology - MyAssignmenthelp.com

Question: Discuss about the Cognitive Development and Epistemology. Answer: Introduction: There is no gain stating the fact that academic learning in school plays an integral role in the overall growth and development of a child. A child not only acquires academic knowledge through effective participation in the class activities, but his participation in the learning activities also facilitates his cognitive growth. The very way in which a child learns or what he learns plays an important role in shaping his life once he becomes an adult. In the present scenario, it is evident that Robert, the boy of 9 years is encountering learning difficulties, once he is admitted in his new school. Hence, in order to ensure his academic progress, it is important to develop an understanding of the probable issues impeding his learning development, and to explain what kind of learning activity and learning environment will help in his academic progress. From the case given, it is clearly evident that Robert is confronted with problems in adjusting with a new learning environment. While he is failing to interact with other students of his class, his response rate to the academic curriculum has also gradually diminished. Hence, it has become imperative to understand the possible issues which are impeding his smooth academic development, and the issues can be analysed in the light of learning development theory. As far as Roberts case is concerned, he comes to a new school, and for obvious reasons, he is unable to adapt to the changed environment. While friendship is one of the basic needs of a child of his age, he has been unable to make friends, and even strike conversation with his peers and teachers. According to the Psychosocial Theory of Erikson, the children aged between 5 to 12 years, experience the existential question if they can make it in the strange world of people and things, and consequently the need to establish connect ions, to share and cooperate, and to seek support, is high at this age group. This is the time when a child establishes connection with his peers, and becomes aware of his own identity more fully, and hence this stage is crucial for the development of self-confidence in the child. However, in case of Robert, the sudden change of environment is likely to affect his soft skills, as he feels ill at ease in the new environment. His inability to adjust in the new environment can end up discouraging all his academic efforts, and in case he is being ridiculed and punished for his failure, he might grow up to be an unconfident and insecure individual. It is a good thing that he has been encouraged to participate in sport activities, considering his passion for the same, and his accomplishments need to be praised for the same. Again, at the same time, Roberts problem can also be explained with the help of Jean Piagets Cognitive Development Theory, as per which, the cognitive development of a child occurs over a period of 4 distinct stages- Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage and Formal Operational Stage. Since Robert belongs to the Concrete Operational Stage (7 to 11 years), it is important to mention here that at this stage, a child tries conceptualize the external world he is coming in contact with, and creates logical structures that can explain his physical experience (Mischel et al., 2013). Since Robert has been exposed to a new world of education, comprising of a new academic curriculum, different teaching practice, and new friends, he is unable to develop his knowledge in a coherent pattern. However, as characteristic feature of his age, he still is able to understand the steps involved in the process, explaining the reason why he has been able to classify the objects in proper coherent order. Seriation and classification are the two important skills that he has been able to acquire. However, owing to the shift in school, he has not been able to develop the necessary numerical skills. However, his difficulty with writing and reading at this age, might be owing to his inability to grapple the new educational techniques, and hence to make things easier for him, he might be asked to make a list of words in the story that he does not know, find and write down their definitions, and finally get a friend to test him on your list. Considering the problem Robert is encountered with, it is important to offer comprehensive solutions to his academic problems. While there is a variety of learning theories that can solve his problem, this development issue can be linked to the relevant learning theory, to understand how the practical application of the learning theory within the classroom can help in solving the problems. The Constructivist Learning Theory as propounded by Piaget is expected to be largely beneficial in the situation. According to this theory, a child constructs knowledge as well as meaning through social interaction, and human experience. The student embraces the role of an active learner, while the teacher acts as a mentor, supervising his performance, and guiding him as and when required (Siemens, 2014). Since Robert is feeling ill at ease in the new school environment, and cannot comprehend the teaching practices as followed in the school, it is better to opt out of the strict teacher-student lea rning practices followed traditionally in most of the schools. His inability to respond clearly shows his lack of interest and enthusiasm in class, which can de-motivate him. To arouse his interest in academic activities, Robert should be encouraged to participate in, open, activity-based classroom practices. The chief problem, Robert is facing currently, is that he is unable to adjust in the new learning environment, and in absence of many friends, is unable to find any intrinsic motivation to participate in the learning activities. The constructive approach, which relies on the use of real-world based, activity-oriented teaching practice, will help in generating confidence and enhancing self-esteem in the student, which in turn will motivate the child to engage in new learning activities (Duffy Jonassen, 2013). This will help in reducing the role of the teacher, and will render greater power to the student, through the introduction of student-centric learning practice. This will help in eliminating a sense of discomfort and social awkwardness, Robert is encountering in the new learning environment. This will also facilitate his active involvement in class. At the same time, it should be remembered, that one of the reasons why this learning approach has been recommended for this case, is Roberts poor numerical skills. Experimental research has clearly shown that the students in classes using the constructivist approach developed better number sense and at the same time they were able to come up with several representations of arithmetic values and expressions, leading to significantly better performance on numerical operations, compared to their age-mates using traditional teaching approaches. With the help of this approach, Robert would be able to represent the same numbers with several terms and at least two operations. For the implementation of the teaching practice, Robert will be asked to join hands with the students of class 4 grade, and solve the mathematical problems, in presence of the teacher. The inquiry-based teaching method will be followed, so as to arouse academic curiosity within Robert, and keeping him motivated. Instead of presenting pre-established facts and lessons before the student, the student will be asked to have a look at a scenario, and be given the autonomy to interpret the scenario as per his own cognitive ability and shared knowledge (Kiraly, 2014). Further, the teacher can arrange the desks in groups of four and each team of 4 students will be asked to work on an individual writing assignment, over the course of a class period. Throughout the class, the students including Robert, will be asked to write whatever they can understand seeing a picture, hung on the board, and they will share their work and provide suggestions to each other about each perception. While this wi ll help in encouraging Robert to form social connection with his new friends, and develop familiarity with the classroom environment, it will also improve his comprehension and writing skills (Thomas et al., 2014). Again, the students after having completed reading a short story can be asked to narrate and complete a group story outline with each others assistance. This will help to improve Roberts understanding of the story plot while also negotiating the language for the plot summary. The teacher will supervise the activities, and will assist only when asked. The constructivist learning approach will be the most effective learning approach, suitable for the case at hand. The inclusion of an activity-based, learner-centric teaching practice will undoubtedly help in improving Roberts concentration in class, arousing his interest in academic matters, even more intense. However, at the same time, it should be remembered that there can also be possible barriers with the implementation of this approach as well. For instance, the minimized role of the teacher may become doubly problematic since Robert himself might hesitate to assume the role of an active learner in the beginning. The absence of any form of positive or negative reinforcement may leave no scope for academic motivation for Robert. Hence, it is recommended that the teacher motivates Robert at every step, and if necessary, rewards him and his team for exhibiting an improved understanding of the lessons. Reference List: Duffy, T. M., Jonassen, D. H. (Eds.). (2013).Constructivism and the technology of instruction: A conversation. Routledge. Kiraly, D. (2014).A social constructivist approach to translator education: Empowerment from theory to practice. Routledge. Mischel, T. (Ed.). (2013).Cognitive development and epistemology. Academic Press. Siemens, G. (2014). Connectivism: A learning theory for the digital age. Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review.Implementation Science,9(1), 54.

Assertive Behavior free essay sample

Many people think of someone adamantly standing their ground, pushing for his or her own way, refusing to give an inch. Others think of someone who is generally pleasant but stubborn on certain issues. Assertive behavior is a natural style that is nothing more than direct, honest and respectful while interacting with others. Assertiveness is the most desirable human behavior. It is the behavior required for â€Å"win-win† outcomes in negotiation, conflict resolution, family life and normal business dealings. We humans use assertive and nonassertive behavior and aggressive behaviors. These styles create many problems in relationship, business dealings and social interactions. All of us use all three behavior styles through our lives. They are: ? Non-assertive ? Aggressive ? Assertive Non-assertive: Non-Assertive behavior is that type of interpersonal behavior, which enables the person’s rights to be violated by another. This can occur in two ways: first, you fail to assert yourself when another person deliberately attempts to infringe upon your rights. Second, the other person does not want to encroach upon your rights, but your failure to express your needs of feelings results in an inadvertent violation. A non-assertive person inhibits her/his honest, spontaneous reactions and typically feels hurt, anxious and sometimes angry as a result of being non-assertive in a situation. Often, this person relives the situation in their minds pretending how they would do things differently if it happened again. Aggressive Behavior: Aggressive behavior is that type of interpersonal behavior in which a person stands up for their own rights in such a way that the rights of others are also violated. Aggressive behavior humiliates, dominates, or puts the person down rather than simply expressing one’s own emotions or thoughts. It is an attack on the person rather than on the person’s behavior. Aggressive behavior is quite frequently a hostile over-reaction or outburst, which results from past pent-up anger. Assertive behavior : Assertive behavior is that type of interpersonal behavior in which a person stands up for their legitimate rights in such a way that the rights of others are not violated. It communicates respect for that person’s behavior. Eye contact:Looking directly at another person when you are speaking to them is one way of declaring that you’ re sincere about what you are saying, and that it is directed to them. Body Posture:the â€Å"weight† of your messages to others can increase if you face the person, stand or sit appropriately close to them, lean toward them, hold your head erect. Gestures:A message accented with appropriate gestures takes on an added emphasis (over-enthusiastic gesturing can be a distraction). Facial Ever see someone trying to express anger while smiling or laughing? It just doesn’t’ come across. Effective Expressions:assertions require an expression that agrees with the message. Voice Tone,A whispered monotone will seldom convince another person that you mean business, while a shouted epithet Inflection,will bring their defenses into the path of communication. A level, well-modulated conversational statement is Volume:convincing without intimidating. Timing:Spontaneous expression will generally be your goal since hesitation may diminish the effect of an assertion. Judgment is necessary, however, to select an appropriate occasion. For example, such as speaking to your boss in the privacy of the office, rather than in front of a group of subordinates, where the boss may need to respond defensively. Content:Content as a dimension of assertiveness is saved for last to emphasize that, although what we say is clearly important, it is often less important than most people generally believe. Fundamental honesty in interpersonal communication is encouraged. It is important to express your own feelings-and to accept responsibility for them. It is not necessary to put the other person down in order to express yourself, honestly and spontaneously, in a manner that is right for you. Assertiveness and four types of communication: Those of us who grew up in dysfunctional families  may have never learned to communicate effectively in relationships. We may be passive and not advocate for ourselves, aggressive and attempt to run roughshod over others, or passive-aggressive and smile while sabotaging others behind their backs. No wonder we have so many problematic relationships and feel so isolated! In order to build healthy relationships, we must learn to be assertive that is, to be clear, direct, and respectful in how we communicate. †¢ Assertive Communication: The most effective and healthiest form of communication is the assertive style. Its how we naturally express ourselves when our self-esteem is intact, giving us the confidence to communicate without games and manipulation. When we are being assertive, we work hard to create mutually satisfying solutions. We communicate our needs clearly and forthrightly. We care about the relationship and strive for a win/win situation. We know our limits and refuse to be pushed beyond them just because someone else wants or needs something from us. Surprisingly, assertive is the style most people use least. †¢ Aggressive Communication Aggressive communication always involves manipulation. We may attempt to make people do what we want by inducing guilt (hurt) or by using intimidation and control tactics (anger). Covert or overt, we simply want our needs met and right now! Although there are a few arenas where aggressive behavior is called for (i. e. , sports or war), it will never work in a relationship. Ironically, the more aggressive sports rely heavily on team members and rational coaching strategies. Even war might be avoided if we could learn to be more assertive and negotiate to solve our problems. †¢ Passive Communication: Passive communication is based on compliance and hopes to avoid confrontation at all costs. In this mode we dont talk much, question even less, and actually do very little. We just dont want to rock the boat. Passives have learned that it is safer not to react and better to disappear than to stand up and be noticed. †¢ Passive-Aggressive Communication A combination of styles, passive-aggressive avoids direct confrontation (passive), but attempts to get even through manipulation (aggressive). If youve ever thought about making that certain someone who needs to be taught a thing or two suffer (even just a teeny bit), youve stepped pretty close to (if not on into) the devious and sneaky world of the passive-aggressive. This style of communication often leads to office politics and rumour-mongering. Four steps to assertive communication: There are four parts to effective  assertive  communication.