Using the Spanish Verb Ganar

Ganar is a common Spanish verb that has as its basic sense the idea of accomplishment. As such, it can be translated to English in a variety of ways, depending on the context: to earn, to win, to reach, to defeat, to improve. Ganar is a cousin of the English gain and sometimes has that meaning as well. Ganar Meaning ‘To Earn’ In one of its most common usages, ganar is used to refer to how much money a person or business earns:  ¡Gana 80.00 dà ³lares solo por suscribirte a nuestro programa! (Earn $80 just for subscribing to our program!)Cada profesional ganarà ¡ 18.450 pesos uruguayos por mes. (Each professional will earn 18,450 Uruguayan pesos per month.)La compaà ±Ãƒ ­a ganaba muy poco dinero. (The company earned very little money.) Ganar Meaning ‘To Win’ Ganar can mean win in various senses: Adams ganà ³ la loterà ­a dos veces, en 1985 y 1986. (Adams won the lottery twice, in 1985 and 1986.)La empresa ganaba muchas veces en licitaciones internacionales. (The company won often in international bidding.)Carter ganà ³ el voto popular por un 50,1% contra 48,0% de Ford. (Carter won the popular vote with 50.1 percent against Fords 48.0 percent.)Entre 1936 y 1951 fue la estrella de los Yankees de Nueva York, equipo con el que ganà ³ nueve Series Mundiales. (Between 1936 and 1951 he was the star of the New York Yankees, the team that won nine World Series.)Ganaron los Cavaliers. (The Cavaliers won.)No ganamos la guerra contra las drogas. (We arent winning the war against drugs.) Ganar as a Verb of Achieving Ganar often conveys the sense of achievement. Translations to English can vary substantially: Ganà ³ mucho à ©xito escribiendo sobre los problemas de su ciudad. (He was very successful writing about his citys problems.)El Congreso ganà ³ su objetivo principal. (The Congress achieved its main goal.)Al menos 73 escaladores ganaron la cima el lunes. (At least 73 climbers reached the summit on Monday.)Las voces de los soldados ganaron intensidad cuando llegaron a la orilla. (The voices of the soldiers rose in intensity when they arrived at the shore.)Bolivia ganà ³ un escalà ³n, ubicà ¡ndose en el sitio 10 del ranking. (Bolivia reached a milestone, planting itself in 10th place.)   Using the Verbal Phrase Ganar En Ganar en can mean to improve or to gain in. Perdà ­ mi libertad, pero ganà © en felicidad. (I lost my freedom, but I became happier. Literally, I lost my freedom, but I gained in happiness.)Pablo y Marà ­a ganaron en fortaleza. (Pablo y Marà ­a became stronger. Literally, Pablo y Marà ­a gained in strength.) Ganarse The reflexive form ganarse usually means to deserve or otherwise suggests extraordinary effort. It also is frequently used to refer to those who win a lottery or drawing. Los atletas colombianas se ganaron la medalla de oro. (The Colombian athletes deserved the gold medal.)La compaà ±ia se ha ganado la reputacià ³n de là ­der innovador. (The company has deservedly earned its reputation as an innovative leader.)La felicidad invadià ³ a los 20 empleados, quienes se ganaron millones de dà ³lares. (Happiness overwhelmed the 20 employees, who won millions of dollars.)Al fin me ganà © la confianza y el respeto de su familia. (Finally I obtained the trust and respect of her family.) Using the Noun Form Gana Although you might expect that the noun form gana would refer to earnings or gains, it instead refers to the desire or appetite for something. It usually is used in the plural form.  ¿Que le dirà ­as a alguien que no tiene ganas de vivir? (What would you say to someone who doesnt have the desire to live?)Mis ganas de entender la vida y el mundo me llevaron a estudiar filosofà ­a en la universidad. (My desire to understand life and the world led me to study philosophy at the university.)Quiero ganas de hacer algo que no haya hecho nunca. (I want the desire to do something that has never been done before.) Etymology of Ganar Unlike most other Spanish verbs, ganar probably isnt of Latin origin. According to the Royal Spanish Academys dictionary, ganar possibly came from a Gothic word ganan, which meant to covet, along with Germanic and Nordic influences from words related to hunting, harvesting, and envy. Ganar and the English gain may be related to an ancient Proto-Indo-European root referring to striving. Key Takeaways Ganar often means to win or to earn and usually refers to having an accomplishment.The noun form is often used in the plural, ganas, and usually refers to a desire.The reflexive form ganarse often carries the idea of having an achievement due to a strong effort.

Examining how Brutus and Mark Anthony Utilise Language to...

Examining how Brutus and Mark Anthony Utilise Language to Manipulate the Audience in Act 3 Scene 2 of Julius Caesar This essay will scrutinize and analyse two speeches from Julius Caesar; firstly Brutuss funeral oration and Mark Anthonys response in Act 3 Scene 2. Brutus as a conspirator against Caesar addresses the audience to justify himself along with his other conspirators actions whilst Mark Anthony speaks in Caesars defence and Brutus prosecution. This essay will explore how each character uses rhetorical devices to appeal to the audience. Brutus uses rhetorical questions throughout his oration to the plebeians in Act 3 Scene 2. He uses this in order to create a sense of support for†¦show more content†¦By purposely not using murdered in place of slain, he creates an effect on the audience to believe that the killing of Caesar wasnt brutal and that it was for a good cause. The audience cherish Rome, so Brutus clarifies that Rome is more important than Caesar. Brutus persuades the audience by speaking for the good of Rome. His repetition of the personal pronoun of I shows that he is once again distancing himself from the blame. Brutus uses this third person narrative of himself effectively in order to convince the crowd that even if he wasnt Brutus, the loyal and trustworthy friend of Caesar, he would of still murdered Caesar. His announcement of that he will slay himself in order to please Rome, reinforces his love for Rome and this creates and effect on the people to show that he is still a noble roman. Throughout Brutus funeral oration the audience and the reader notice a structure and logic of themes. The structure has assisted his oration to manipulate the audience in to believing his defence and ideas. For instance Here comes his body mourned by Mark Anthony: who though he had no hand in his death, shall receive the benefit of his dying, a place in the commonwealth. Here Brutus is suggesting that the murder of Caesar has resulted beneficial for those who have no role in the murder. Moreover, Brutus provides a logical justification for his and

Misconception of Religion Free Essays

Ryan Wood Alicia Alexander Eng. 131 2, November 2010 Misconception of Religion in â€Å"The Gospel According to Mark† and â€Å"A Very Old Man with Enormous Wings. † In the two short stories both authors, Jorge Luis Borges in â€Å"The Gospel According to Mark† and Gabriel Garcia Marquez in â€Å"A Very Old Man with Enormous Wings† use religion as examples on how different individuals use and believe in it. We will write a custom essay sample on Misconception of Religion or any similar topic only for you Order Now As we read the story’s we will see how religion is sometimes misconceived and misinterpreted by people so they can benefit in their own personal lives, and personal well-being.In the stories both characters are seemed to be looked at as maybe something they are not. This will lead us to the misconception and misunderstanding that people have on religion and beliefs. In the short story â€Å"The Gospel According to Mark† the main character Baltasar Espinosa is seemed to be looked at like a God by a family that does not know much about religion or the Bible. The Gutres are a small family that seems to be looking for a religious figure they can believe in since they do not understand religious beliefs. In â€Å"A Very Old Man with Enormous Wings† Pelayo and his wife Elisenda find an old man with wings in front of their house.They believe he could be an angel and decide to lock him inside a chicken coup. They believe he could be there for their sick child but at first there not quite sure. As the two stories evolve we will see how both families use Baltasar Espinosa, and the Old Man to gain advantages in their own lives. In Marquez story, â€Å"A Very Old Man with Enormous Wings† we see an example of how Elisenda starts using the Old Man to reap personal benefits. The narrator says, â€Å"Elisenda, her spine all twisted from sweeping up so much marketplace trash, then got the idea of fencing in the yard and charging five cents admission to see the angel† (354).As we read Borges story, â€Å"The Gospel According to Mark† the narrator says, â€Å"The next day began like all the others, except that the father spoke to Espinosa to ask whether Christ had allowed himself to be killed in order to save all mankind† (347). Later we find out that the family decides to crucify Espinosa because they might believe him to be a spiritual character and it could benefit the family in some way. They also find out that something has happened between Espinosa and the daughter. In both stories there seems to be a religious character there to help both families in some sort of way.In â€Å"The Gospel According to Mark† the family seems like they take to Espinosa and follow him and learn from him. Where in â€Å"A Very Old Man with Enor mous Wings† the family is not sure of him and decides not to take the Old Man in and learn his reasons for being there. â€Å"Pelayo watched over him all afternoon from the kitchen, armed with his bailiff’s club, and before going to bed he dragged him out of the mud and locked him up with the hens in the wire chicken coop† (353). Instead of trying to figure out why he was there, they were more afraid of him and worried about what he could be.In Borges story, â€Å"The Gospel according to Mark† the narrator says, â€Å"The move brought Espinosa and the Gutres closer, and they began to eat together in the large dining room† (345). As both stories evolve we see some contrast in the two families even though religion is a constant topic. Both stories have similar meaning to them, but both authors use religion and religious beliefs in different ways. As the two stories come to an end we see that both families lose their perception on what they were focusing on throughout the stories.In â€Å"A Gospel According to Mark† the family decides to kill the religious figure that has been teaching them the Gospel. This has irony because the Bible strictly talks about death and murder, even though the family seems upset about what Espinosa has done to the daughter. The narrator says, â€Å"There was no roof on the shed; they had torn down the roof beams to build the Cross† (348). In â€Å"A Very Old Man with Enormous Wings† Elisenda is relieved more than happy when she sees the Old Man fly away.This has irony as well because they used him to make money and benefit in their own life. After they used him, she feels happy that he is gone and is no longer a nuisance. The narrator states, â€Å"Elisenda let out a sigh of relief, for herself and him, when she saw him pass over the last houses, holding himself up in some way with the risky flapping of a senile vulture† (357). The conclusion to the stories is religion can be used positively or negatively depending on who the person is and what their intentions are. How to cite Misconception of Religion, Papers

Biology in Daphnia Essay Example For Students

Biology in Daphnia Essay Teachers Guide. qxd 25/1/08 8:00 Page 1 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Purpose †¢ †¢ To investigate the effect of caffeine on the heart rate of Daphnia (water fleas). To highlight experimental and investigative assessment objectives. Safety Any student known to suffer from photosensitive epilepsy should be warned before a stroboscopic light is used. Flickering lights in the range 5–30 Hz are thought to trigger seizures in sensitive individuals. Notes on the procedure The student sheet that accompanies this activity guides students through planning and writing up this investigation. After students plan the investigation their plans can then be discussed with the group. To support less able students, or to help with the organisation of practical work for a large group, students could be given the practical procedure at the end of these notes (see page 3). It provides a basic outline and will need to be read by students before starting the practical with decisions and modifications made as appropriate. The procedure is for a simple experiment; more able students could complete a more complex experiment using serial dilutions, with several Daphnia used at each concentration. Note that high concentrations of caffeine can be fatal for Daphnia. The Daphnia hearts are fairly easily seen but counting the number of beats can be difficult. Counting is easier if each heartbeat is recorded by tapping a pencil on a piece of paper and counting up the pencil marks after the specified time. In addition, cooling the Daphnia before the experiment may help slow their heart rate. An ICam above the eye-piece of the microscope to project an image of the slide onto a large screen may also help with counting. Foster, in the Journal of Biological Education (1997) 31, pp. 53–255, provides a method using a stroboscope to freeze the motion. Use of the stroboscope may overcome the problems of counting faster heart rates. However, we would not recommend this method. Positioning the light sources and strobe is tricky. It is very difficult to freeze the motion and viewing with a strobe light can cause eye strain and dizziness. A simpler approach is to count the rate at which the legs beat. This rate is proportional to the rate at which the heart beats. A dissecting microscope with a light source under the stage works well for this experiment. To prevent the Daphnia from overheating while on the microscope turn off the microscope light between observations and use a heat sink – a cavity tile filled with iced water placed on the microscope under the slide. Using pond water/Daphnia culture solution is recommended for both the control group and to dissolve the caffeine as this may give more valid results and be less stressful to the Daphnia. In distilled water the heart rate may rise due to lack of oxygen. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 1 Teachers Guide. qxd 5/1/08 8:00 Page 2 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? In the trial of the experiment caffeine was used at 0. 1% and 0. 5% w/v with no ill effect. At 1% the Daphnia stopped swimming after 5 minutes. It is suggested that a ‘blind’ study is done. This means that the person counting the heart rate is unaware as to whether th e Daphnia is in water with or without caffeine. It has been shown that observer expectations influence the result. It is difficult to get clear-cut results from this experiment and significant differences between treatments may not be found. The sets of results below indicate the sorts of results that can be expected. It should be impressed upon students that it does not matter if they do not get differences between treatments. Indeed, the experiment provides plenty of opportunity to evaluate critically the technique used and really focus attention on the experimental skills aspect of this activity. Experiment 1 Daphnia were cooled on ice before the experiment. Beakers containing Daphnia in pond water were put on ice for about half an hour. This had the effect of slowing the heart rate and thus facilitating counting. The temperature of the pond water in which the Daphnia were swimming fell to about 5 oC. A single Daphnia was placed in a beaker containing test solution for 5 minutes: either pond water or pond water + 0. 5% caffeine. After the 5 minutes, the Daphnia (in a few drops of test solution) was transferred to the slide for measurement of heart rate. Each individual was counted for 4 _ 30 seconds. A blind counting method was used. Overall means: Caffeine – 173 beats per minute Control – 172 beats per minute There were no immediately observable ill effects of caffeine at this concentration (0. 5% w/v). Experiment 2 The Ultimate Revenge from Medea EssayIf a stroboscope is used to show the Daphnia’s heart rate and you know you suffer from photosensitive epilepsy tell your teacher and take appropriate precautions. Caffeine Plants produce caffeine as an insecticide. Cocoa in South America, coffee in Africa and tea in Asia have all been used for hundreds of years to produce ‘pick me up’ drinks containing caffeine. These days, caffeine is also used as a flavour enhancer in a wide range of cola and other soft drinks. In addition, it has medicinal uses in aspirin preparations, and is found in weight-loss drugs and as a stimulant in students’ exam-time favourites like Pro-plus and Red Bull. At high levels of consumption caffeine has been linked to restlessness, insomnia and anxiety, causing raised stress and blood pressure. This can lead to heart and circulation problems. Procedure Making a hypothesis What do you think will be the effect of caffeine on the heart rate of water fleas? Write down your ideas and support your prediction by presenting biological knowledge which supports the idea. You now have an idea (hypothesis) to test. Planning The beating heart of a water flea can be seen through its translucent body, by placing the flea in a few drops of water in a cavity slide. A cover slip helps stop the water evaporating. The following equipment will be available: †¢ †¢ †¢ †¢ †¢ Culture of Daphnia (water fleas) Cavity slides Dropping pipettes Distilled water Caffeine tablets †¢ †¢ †¢ †¢ †¢ Cotton wool Standard glassware (beakers, measuring cylinders, etc. ) Stopclock Paper towels or filter paper Microscope Produce a detailed plan for an experiment that allows you to test your hypothesis about the effect of caffeine on the heart rate of water fleas. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 5 Teachers Guide. qxd 25/1/08 8:00 Page 6 Student A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? In your plan, make sure you include the following: †¢ Select suitable apparatus that will give you measurements which will validly test your hypothesis. Explain why the apparatus is suitable and how the results will let you test the hypothesis. Include a risk assessment, identifying any risks and explaining any safety precautions that need to be taken so as to reduce those risks. Comment on the ethical issues that arise from using living organisms in the experiment and explain how these will be taken into account in the practical method used. Identify the dependent and independent variables, and indicate how relevant variables will be controlled. Show how you will ensure that reliable and valid results are produced, and describe what you will do to ensure that measurements are precise, accurate and repeatable. Identify any potential errors in readings that can be systematic (values differing from the true value by the same amount) or random (values equally likely to lie above or below the true value). †¢ †¢ †¢ †¢ †¢ Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 6