Hi! Anyone that has graduated from SP Business School recently . Theres a project about creating a excel dashboard using the "Data" worksheet , "Control" worksheet & the dashboard while using functions like INDEX , INDIRECT extc. If anyone has a sample can you send it to me please . My mental health is deteriorating and my lecturer dosent want to help been crying , not sleeping and been in bad mental health . I would appreciate it and give you a token of appreciation .

III. Changing Modes of Making It: From Horatio Alger to the Happy Hooker
…
From “Self-Culture” to Self-Promotion through “Winning Images”
In the nineteenth century, the ideal of self-improvement degenerated into a cult of compulsive industry. P.T. Barnum, who made a fortune in a calling the very nature of which the Puritans would have condemned (“Every calling, whereby God will be Dishonored; every Calling whereby none but the Lusts of men are Nourished: …every such Calling is to be Rejected”), delivered many times a lecture frankly entitled “The Art of Money-Getting,” which epitomized the nineteenth-century conception of worldly success. Barnum quoted freely from Franklin but without Franklin’s concern for the attainment of wisdom or the promotion of useful knowledge. “Information” interested Barnum merely as a means of mastering the market. Thus he condemned the “false economy” of the farm wife who douses her candle at dusk rather than lighting another for reading, not realizing that the “information” gained through reading is worth far more than the price of the candles. “Always take a trustworthy newspaper,” Barnum advised young men on the make, “and thus keep thoroughly posted in regard to the transactions of the world. He who is without a newspaper is cut off from his species.”
Barnum valued the good opinion of others not as a sign of one’s usefulness but as a means of getting credit. “Uncompromising integrity of character is invaluable.” The nineteenth century attempted to express all values in monetary terms. Everything had its price. Charity was a moral duty because “the liberal man will command patronage, which the sordid, uncharitable miser will be avoided.” The sin of pride was not that it offended God but that it led to extravagant expenditures. “A spirit of pride and vanity, when permitted to have full sway, is the undying cankerworm which gnaws the very vitals of a man’s worldly possessions.”
The eighteenth century made a virtue of temperance but did not condemn moderate indulgence in the service of sociability. “Rational conversation,” on the contrary, appeared to Franklin and his contemporaries to represent an important value in its own right. The nineteenth century condemned sociability itself, on the grounds that it might interfere with business. “How many good opportunities have passed, never to return, while a man was sipping a ‘social glass’ with his friends!” Preachments on self-help now breathed the spirit of compulsive enterprise. Henry Ward Beecher defined “the beau ideal of happiness” as a state of mind in which “a man [is] so busy that he does not know whether he is or is not happy.” Russell Sage remarked that “work has been the chied, and you might say, the only source of pleasure in my life.”
Even at the height of the Gilded Age, however, the Protestant ethic did not completely lose its original meaning. In the success manuals, the McGuffey readers, the Peter Parley Books, and the hortatory writings of the great capitalists themselves, the Protestant virtues - industry, thrift, temperance - still appeared not merely as stepping-stones to success but as their own reward.
The spirit of self-improvement lived on, in debased form, in the cult of “self-culture” - proper care and training of mind and body, nurture of the mind through “great books,” development of “character.” The social contribution of individual accumulation still survived as an undercurrent in the celebration of success, and the social conditions of early industrial capitalism, in which the pursuit of wealth undeniably increased the supply of useful objects, gave some substance to the claim that “accumulated capital means progress.” In condemning speculation and extravagance, in upholding the importance of patient industry, in urging young men to start at the bottom and submit to “the discipline of daily life,” even the most unabashed exponents of self-enrichment clung to the notion that wealth derives its value from its contribution to the general good and to the happiness of future generations.
The nineteenth-century cult of success placed surprisingly little emphasis on competition. It measured achievement not against the achievements of others but against an abstract ideal of discipline and self-denial. At the turn of the century, however, preachments on success began to stress the will to win. The bureaucratization of the corporate career changed the conditions of self-advancement; ambitious young men now had to compete with their peers for the attention and approval of their superiors. The struggle to surpass the previous generation and to provide for the next gave way to a form of sibling rivalry, in which men of approximately equal abilities jostled against each other in competition for a limited number of places. Advancement now depended on “will-power, self-confidence, energy, and initiative” - the qualities celebrated in such exemplary writings as George Lorimer’s Letters from a Self-Made Merchant to His Son. ” By the end of the nineteenth century,” writes John Cawelti in his study of the success myth, “self-help books were dominated by the ethos of sales-manship and boosterism. Personal magnetism, a quality which supposedly enabled a man to influence and dominate others, became one of the major keys to success.” In 1907, both Lorimer’s Saturday Evening Post and Orison Swett Marden’s Success magazine inaugurated departments of instruction in the “art of conversation,” fashion, and “culture.” The management of interpersonal relations came to be seen as the essence of self-advancement. The captain of industry gave way to the confidence man, the master of impressions. Young men were told that they had to sell themselves in order to succeed.
At first, self-testing through competition remained almost in-distinguishable from moral self-discipline and self-culture, but the difference became unmistakable when Dale Carnegie and then Norman Vincent Peale restated and transformed the tradition of Mather, Franklin, Barnum, and Lorimer. As a formula for success, winning friends and influencing people had little in common with industry and thrift. The prophets of positive thinking disparaged “the old adage that hard work alone is the magic key that will unlock the door to our desires.” They praised the love of money, officially condemned even by the crudest of Gilded Age materialists, as a useful incentive. “You can never have riches in great quantities,” wrote Napoleon Hill in this Think and Grow Rich,” unless you can work yourself into a white heat of desire for money.” The pursuit of wealth lost the few shreds of moral meaning that still clung to it. Formerly the Protestant virtues appeared to have an independent value of their own. Even when they became purely instrumental, in the second half of the nineteenth century, success itself retained moral and social overtones, by virtue of its contribution to the sum of human comfort and progress. Now success appeared as an end in its own right, the victory over your competitors that alone retained the capacity to instill a sense of self-approval. The latest success manuals differ from earlier ones - even surpassing the cynicism of Dale Carnegie and Peale - in their frank acceptance of the need to exploit and intimidate others, in their lack of interest in the substance of success, and in the candor with which they insist that appearances - “winning images - count for more than performance, ascription for more than achievement. One author seems to imply that the self consists of little more than its “image” reflected in others’ eyes. “Although I’m not being original when I say it, I’m sure you’ll agree that the way you see yourself will reflect the image you portray to others.” Nothing succeeds like the appearance of success.
<The American Religion by Harold Bloom (California Orphism)>
The Apotheosis of Individualism
The fear that haunted the social critics and theorists of the fifties - that rugged individualism had succumbed to conformity and “love-pressure sociability” - appears in retrospect to have been premature. In 1960, David Riesman complained that young people no longer had much social “presence,” their education having provided them not with “a polished personality but [with] an affable, casual, adaptable one, suitable to the losing organizations of an affluent society.” It is true that “a present-oriented hedonism,” as Riseman went on the argue, has replaced the work ethic “among the very classes which in the earlier stages of industrialization were oriented toward the future, toward distant goals and delayed gratification.” But this hedonism is a fraud; the pursuit of pleasure disguises a struggle for power. Americans have not really become more sociable and cooperative, as the theorists of other-direction and conformity would like us to believe; they have merely become more adept at exploiting the conventions of interpersonal relations for their own benefit. Activities ostensibly undertaken purely for enjoyment often have the real object of doing others in. It is symptomatic of the underlying tenor of American life that vulgar terms for sexual intercourse also convey the sense of getting the better of someone, working him over, taking him in, imposing your will through guile, deception, or superior force. Verbs associated with sexual pleasure have acquired more than the usual overtones of violence and psychic exploitation. In the violent world of the ghetto, the language of which now pervades American society as a whole, the violence associated with sexual intercourse is directed with special intensity by men against women, specifically against their mothers. The language of ritualized aggression and abuse reminds those who use it that exploitation is the general rule and some form of dependence the common fate, that “the individual,” in Lee Rainwater’s words, “is not strong enough or adult enough to achieve his goal in a legitimate way, but is rather like a child, dependent on others who tolerate his childish maneuvers”; accordingly males, even adult males, often depend on women for support and nurture. Many of them have to pimp for a living, ingratiating themselves with a woman in order to pry money from her; sexual relations thus become manipulative and predatory. Satisfaction depends on taking what you want instead of waiting for what is rightfully yours to receive. All this enters everyday speech in language that connects sex with aggression and sexual aggression with highly ambivalent feelings about mothers.
In some ways middle-class society has become a pale copy of the black ghetto, as the appropriation of its language would lead us to believe. We do not need to minimize the poverty of the ghetto or the suffering inflicted by whites on blacks in order to see that the increasingly dangerous and unpredictable conditions of middle-class life have given rise to similar strategies for survival. Indeed the attraction of black culture for disaffected whites suggests that black culture now speaks to a general condition, the most important feature of which is a widespread loss of confidence in the future. The poor have always had to live for the present, but now a desperate concern for personal survival, sometimes disguised as hedonism, engulfs the middle class as well. Today almost everyone lives in a dangerous world from which there is little escape. International terrorism and blackmail, bombings, and hijackings arbitrarily affect the rich and poor alike. Crime, violence, and gang wars make cities unsafe and threaten to spread to the suburbs. Racial violence on the streets and in the schools creates an atmosphere of chronic tension and threatens to erupt at any time into full-scale racial conflict. Unemployment spreads from the poor the white-collar class, while inflation eats away the savings of those who hoped to retire in comfort. Much of what is euphemistically known as the middle class, merely because it dresses up to go to work, is now reduced to proletarian conditions of existence. Many white-collar jobs require no more skill and pay even less than blue-collar jobs, conferring little status or security. The propaganda of death and destruction, emanating ceaselessly from the mass media, adds to the prevailing atmosphere of insecurity. Far-flung famines, earthquakes in remote regions, distant wars and uprisings attract the same attention as events closer to home. The impression of arbitrariness in the reporting of disaster reinforces the arbitrary quality of experience itself, and the absence of continuity in the coverage of events, as today’s crisis yields to a new and unrelated crisis tomorrow, adds to the sense of historical discontinuity - the sense of living in a world in which the past holds out no guidance to the present and the future has become completely unpredictable.
Older conceptions of success presupposed a world in rapid motion, in which fortunes were rapidly won and lost and new opportunities unfolded every day. Yet they also presupposed a certain stability, a future that bore some recognizable resemblance to the present and the past. The growth of bureaucracy, the cult of consumption with its immediate gratifications, but above all the severance of the sense of historical continuity have transformed the Protestant ethic while carrying the underlying principles of capitalist society to their logical conclusion . The pursuit of self-interest, formerly identified with the rational pursuit of gain and the accumulation of wealth, has become a search for pleasure and psychic survival. Social conditions now approximate the vision of republican society conceived by the Marquis de Sade at the very outset of the republican epoch. In many ways the most farsighted and certainly the most disturbing of the prophets of revolutionary individualism, Sade defended unlimited self-indulgence as the logical culmination of the revolution in property relations - the only way to attain revolutionary brotherhood in its purest form. By regressing in his writings to the most primitive level of fantasy, Sade uncannily glimpsed the whole subsequent development of personal life under capitalism, ending not in revolutionary brotherhood but in a society of siblings that has outlived and repudiated its revolutionary origins.
Sade imagined a sexual utopia in which everyone has the right to everyone else, where human beings, reduced to their sexual organs, become absolutely anonymous and interchangeable. His ideal society thus reaffirmed the capitalist principle that human beings are ultimately reducible to interchangeable objects. It also incorporated and carried to a surprising new conclusion Hobbes’s discovery that the destruction of paternalism and the subordination of all social relations to the market had stripped away the remaining restraints and the mitigating illusions from the war of all against all. In the resulting state of organized anarchy, as Sade was the first to realize, pleasure becomes life’s only business - pleasure, however, that is indistinguishable from rape, murder, unbridled aggression. In a society that has reduced reason to mere calculation, reason can impose no limits on the pursuit of pleasure - on the immediate gratification of every desire no matter how perverse, insane, criminal, or merely immoral. For the standards that would condemn crime or cruelty derive from religion, compassion, or the kind of reason that rejects purely instrumental applications; and none of these outmoded forms of thought or feeling has any logical place in a society based on commodity production. In his misogyny, Sade perceived that bourgeois enlightenment, carried to its logical conclusions, condemned even the sentimental cult of womanhood and the family, which the bourgeoisie itself had carried to unprecedented extremes.
At the same time, he saw that condemnation of “woman-worship” had to go hand in hand with a defense of woman’s sexual rights - their right to dispose of their own bodies, as feminists would put it today. If the exercise of that right in Sade’s utopia boils down to the duty to become an instrument of someone else’s pleasure, it was not so much because Sade hated women as because he hated humanity. He perceived, more clearly than the feminists, that all freedoms under capitalism come in the end to the same thing, the same universal obligation to enjoy and be enjoyed. In the same breath, and without violating his own logic, Sade demanded for women the right “fully to satisfy all their desires” and “all parts of their bodies” and categorically stated that “all women must submit to our pleasure.” Pure individualism thus issued in the most radical repudiation of individuality. “All men, all women resemble each other,” according to Sade; and to those of his countrymen who would become republicans he adds this ominous warning: “Do not think you can make good republicans so long as you isolated in their families the children who should belong to the republic alone.” The bourgeois defense of privacy culminates - not just in Sade’s thought but in the history to come, so accurately foreshadowed in the very excess, madness, infantilism of his ideas - in the most thoroughgoing attack on privacy; the glorification of the individual, in his annihilation.
<…>
Standing-Reserve.
Note a lack of the “Greek” in Lasch.
Visions of Excess: Selected Writings, 1927-1939 by Georges Bataille, Edited by A. Stoekl, Translated by A. Stoekl, C.R. Lovitt, and D.M. Leslie Jr.
<…>

Hi! Anyone that has graduated from SP Business School recently . Theres a project about creating a excel dashboard using the "Data" worksheet , "Control" worksheet & the dashboard while using functions like INDEX , INDIRECT functions extc. If anyone has a sample can you send it to me . My mental health is deteriorating and my lecturer dosent want to help been crying , not sleeping and been in bad mental health & my classmates arent helping either . I would appreciate it and give you a token of appreciation , any seniors please bump up this post .

Learning on Duolingo
I just reached a 100 day streak on duolingo, on Section 13. I need help. So many people say you should never learn Japanese on Duolingo. I am learning some in school but 75% is with Duolingo. So far I’ve had great results, being able to string semi-correct sentences after only 100 days is so refreshing. But I still feel behind. I’ll give an example of what I can do
こんにちは！はじめまして、わたしのなまえは(name)です。りょうりがすきです。りょうりがすきですか？じゃあね、よろしくおねがいします！ Am I ahead or behind? Here’s a summary of what I can do
Order simple food Ask for directions Here, where, there Describe people and family Describe jobs Count は v わ Hobbies and likes Verbs (Will cook, ます vs ました)
I can’t: Order advanced food (burger etc.) Ask for a name Describe colours Ask about weather Understand most grammar Write katakana, kanji, or advanced hiragana. I can only do the basic alphabet from あ to ん, I can’t do dakuon etc. And many more
Should I continue using duolingo, or should I switch programs. Requirements for a program include Easy to use/fun Mobile available AND web available Free

For example I know that “Watashi wa tabeteimasu” means “I am eating” but when I’m trying to say “I am swimming” for example, oyogu becomes “oyodeimasu”. I’m just wondering why it isn’t “oyoTEimasu” like it is in “tabeteimasu”.

I am an private EFL teacher in Argentina. I usually provide private English classes to school students, helping them understand material. Currently I have two teenage students, that are making me question my ability to teach - making me wonder if I am a good teacher. One of them, started the year, with their mom telling me that she has been struggling with English for a while. We started the year reviewing the past simple and vocabulary. We prepared for all the midterms and she failed both. We have done everything. All the exercises you can think of, to review. There has been some improvement from one test to the other but the overall result is the same “FAILED”. I started noticing that they actually understand the content but when it comes to the exam, they get distracted and start making mistakes that they know are wrong (and they tell me so when we correct them).
The other, failed English in 2023 (has to do a make-up exam for it now) and clearly has an attitude and motivation problem. As well as attention issues (English is not the only subject she failed in 2023). We have been reviewing everything, doing specialized reviews of the content in each exam. She has gotten better at using vocabulary and verbs, as well as, formulating answers in English but she still failed 2 tests. Once again, she also realizes her mistakes when we go through the exam and knows why the answers she chose were wrong.
Both of them seem to have issues with following exercise instructions. Like when the instruction says “Simple past Tense” they’ll suddenly change into “Present tense” in the middle of the exercise. Or make mistakes when placing the correct verb form for the subject.
I don’t know what else to do to help them succeed. I keep feeling like I am a bad teacher and I keep feeling self-conscious around their parents because there are no results.
Help.

I want to get an Associates Certification for Excel so I can put it on my Resume, but I am very worried on passing especially since it is $100 every time you take it so I want to make sure I pass on my first try. I've been practicing and getting as many resources as I can find online, but a lot seem to cover different things or aren't helpful, and I really don't know what's actually going to be on the exam. I don't know if it is entirely an interactive worksheet doing assignments for questions or if there's some written portion. I also need to know what exactly is going to be covered in the test from formulas, functions, ribbon functionalities, so please if anyone has taken the exam recently tell me what I should prepare for and any resources you have used that helped you out so that I can be prepared when I take it. Thanks.

Hello! My name is Irina. I'm Russian. With me, you will learn to speak, write, and read in Russian - without stress, in a relaxed and trusting atmosphere. Your success is my job.
In 2003, I completed my studies at Tver State University with a Master's degree in Teaching Russian Language. Since 2009, I've been working as a tutor, helping people who speak English to learn the Russian language.
As a certified teacher, I have the linguistic knowledge needed to explain the unique features of the Russian language, such as its system of cases, verbs of motion, differences between animate and inanimate objects, variations in verb tenses, and more. I ensure better understanding by providing relevant comparisons to English.
I offer: Conversational Russian; Russian for beginners; Intensive Russian; General Russian.
*Conversational Russian. Well, being a native Russian speaker, we can chat about anything :D. I guarantee you: expanding your vocabulary and improving your grammar; learning idiomatic phrases related to different topics; picking up slang (if relevant to the topic).
*Russian for beginners. Beginners are my favorite kind of learners: they're new to the language and don't know about cases yet. I welcome all newcomers and enjoy working with those who are starting from scratch; we'll get along just fine.
*Intensive Russian. Do you have limited time, but you need to learn a language "yesterday"? No problem! We will study 5 times a week, 2-3 hours a day, and by the next day, you'll need to learn a ton of material. Sounds tempting? Come on in! :)
*General Russian. I'll guide you through all the possible structures of the Russian language. It's a lengthy journey if you're starting from scratch, but it will be a calm, steady, and productive process.
First, we'll figure out your needs and level. From there on, we'll move at your pace, according to your preferences, and aligned with your interests.
However, the most challenging part for anyone learning any language is to start speaking and understanding real-life conversation. With me, you'll have a safe space to speak, make mistakes, and improve – a place where you can grow confidently.
Feel free to visit my site (check linked site in my profile) and check reviews and prices! First meeting is always free :)

I have to be able to find all the verbs in a text in a short amount of time. I have a learning disability and I won’t be able to find them all individually in the limited amount of time. I use a computer with the program antidote if this helps.

Hello everyone! I’ve created a board of resources for AP Physics 1. You can use it to review specific topics, find worksheets, flashcards, and much more. Here is the link: https://padlet.com/jacobemilheldt/ap-physics-1-learning-path-tyf666qilcb4lmke. Please leave your feedback by messaging me or liking specific resources. I hope this helps. Good luck on your exam!

Well... as the title says. My son is 12 years old and I am at a complete loss.
These issues have been going on for 2 years.
He managed to get around parental controls to download discord by getting into my email and approving the download/deleting evidence. I had stopped checking his phone because I thought I had everything ironclad this time. There are multiple conversations between him and other people. I am certain one of these people is an adult, while the other one is a teenager. The three others spoke like they were trying too hard to be child-like, so I deduce they were also adults.
Extremely graphic, inappropriate conversations were had. Images were exchanged as well, either of themselves or of furries.
I want to take his phone completely away because what I am currently doing is not working. What I have been doing for the past 2 years is clearly not working. Every single time he has his device back, something like this happens. I have had the conversation with him millions of times. I've had him watch internet safety videos. I've explained all the dangers, both physical, mental, and emotional. I understand that children of today's world are being raised in the true age of technology, where it is exceedingly difficult to prevent their access without it taking an emotional/mental toll. This is because children, much like adults, are addicted to the great internet.
Today, he told me he went to bed at 8pm because he was so tired. When I looked at his phone, he was awake until 3am on a NSFW voice channel with the teen. I'm disturbed by this and he simply will not stop. The lies were easy to believe and that bothers me, too.
I only checked his phone today because he was talking to me about various guns and I was confused as to where that was coming from. I also discovered he was using Roblox (which is a known no) as a way to meet other furries and have interactions with them. It is mostly boys/men.
Would I be an absolute asshole if I just did not give him his phone back? Reset and pocket it?
(When I tell you we went through this in great detail, I mean I made a PowerPoint presentation. I made an interactive worksheet for him. I went through and found the best, most informative, easy to digest videos that help children understand internet safety. I have spent 2 years teaching my own seminar on internet safety, internet etiquette, and so on. I was as thorough and vigilant as I possibly could be. I did everything I possibly could and it did not work. Not sure how to navigate this moving forward as I have covered all the bases.)
& I feel it would be too much trouble to change my password routinely to prevent this from happening again. My daughter talks to her grandparents & aunts using my devices, and my partner also uses my devices on a day to day basis. It isn't a feasible option. I don't know what to do. I don't want to be mean/restrict him but at this point, idk what else to do. Sorry this is a long post. I am trying to make this all make sense. My reaction to the entire thing was: "Go sit down and read a book until I'm ready to talk to you." So that is what he is currently doing. I have a hard time reacting in the moment because I have to sit and process before determining the right response. Right now, I struggle (autism).
If this post is removed, can anyone tell me where do I even go to ask for advice? I know that I'm a parent and I should figure everything out on my own. I've been doing that; I just feel really lost.

Nephew is 8 and behind in reading and writing, and I believe he has CAS. He has speech therapy 3x a week at school. School SLP is 65 years old. We have asked her for guidance on additional therapy, and she has always been hesitant. She hasn’t shared things to do at home to help with speech issue — just sounds and reading worksheets. She said she thinks he has “weak” muscles. She even said he could be tested by a neurologist for motor issues?? I emailed her asking for guidance on next steps on testing and also on home activities. Also stressed what I’ve been learning about the importance of specialized therapy. This is the response. I don’t know how feel about this. What are everyone’s thoughts? For context, we are struggling finding providers as nephew lives in super rural area. What do we ask for, specifically?

This is from the third paragraph of Chapter 47 of the Latin text of Hobbes's Leviathan (1668):
"Quod eidem doceant Papam in Articulis Fidei definiendis non posse erare, eodem tendit."
It seems to me that "Quod" introduces a substantive clause which is the subject of the verb "tendit". But I don't know why, within the substantive clause, "doceant" is in the subjunctive. Any help would be appreciated.
I should mention that "eidem" (the same ones) refers to "Pontifices Romani" from the sentence which comes immediately before:
"Tenebrosam ergo hanc doctrinam primi infuderunt Ecclesiae Pontifices Romani, qua docerentur Cives Christiani, quoties inter Reges & Papam oriretur controversia, neglectis suorum Regum Imperatis, Papae obedire. Quod eidem doceant Papam in Articulis Fidei definiendis non posse erare, eodem tendit."

Understanding Subordinate Clauses in Spanish

A subordinate clause (oración subordinada) is a part of a sentence that relies on a main clause to make complete sense. It cannot stand alone as a full sentence. In Spanish, subordinate clauses are often introduced by conjunctions and relative pronouns like "que," "cuando," "donde," "como," "porque," etc. Understanding how to use subordinate clauses will significantly enhance your ability to form complex sentences and express more detailed thoughts.

Types of Subordinate Clauses

1. Noun Clauses (Oraciones subordinadas sustantivas): These function as a noun within the sentence. They are introduced by "que" and often follow verbs like "decir," "pensar," and "querer."
   Example:
   
   • Creo que ella vendrá. (I believe that she will come.)
2. Adjective Clauses (Oraciones subordinadas adjetivas): These function as an adjective, providing information about a noun. They are introduced by relative pronouns like "que," "quien," "el cual."
   Example:
   
   • El libro que leí es muy interesante. (The book that I read is very interesting.)
3. Adverbial Clauses (Oraciones subordinadas adverbiales): These act as an adverb, modifying the verb, adjective, or another adverb. They are introduced by conjunctions like "cuando," "donde," "aunque," "si," "como," "porque," etc.
   Example:
   
   • Te llamo cuando llegue. (I’ll call you when I arrive.)

How to Use Subordinate Clauses in Spanish

1. Using Conjunctions: Subordinate clauses are typically introduced by specific conjunctions which indicate how the subordinate clause relates to the main clause.

• Temporal: cuando (when), mientras (while) Example: Te veo cuando termine de trabajar. (I’ll see you when I finish working.)
  
• Causal: porque (because), ya que (since) Example: No salí porque llovía. (I didn’t go out because it was raining.)
  
• Purpose: para que (so that), a fin de que (in order that) Example: Estudio mucho para que pase el examen. (I study a lot so that I pass the exam.)
  

1. Using Relative Pronouns: These are used to introduce adjective clauses.
   • Que: that, which, who Example: La chica que conocí es muy simpática. (The girl whom I met is very nice.)

• Quien: who (used generally in non-defining clauses) Example: Mi amigo, quien vive en Madrid, me visitará pronto. (My friend, who lives in Madrid, will visit me soon.)

1. Verb Subjunctive in Subordinate Clauses: Often, subordinate clauses require the use of the subjunctive mood, especially after certain expressions and conjunctions indicating doubt, emotion, necessity, or non-reality.
   Example:
   
   • Dudo que él venga. (I doubt that he will come.)

Practice with Pal:

How Pal Can Help You Master Subordinate Clauses

A. Head over to Get-Pal.com/WhatsApp/ to start your practice with Pal.
B. Come up with a sentence that uses a subordinate clause in Spanish. For example, "Espero que estés bien." (I hope you are well.) and send it to Pal.
C. Pal will correct any mistakes you make and help you understand the correct phrasing. If you're not confident or struggling to create a sentence, simply ask Pal for help. Pal will continue the conversation in Spanish, allowing you to practice and become fluent over time.
Subordinate clauses are essential for creating complex, nuanced sentences. Consistent practice with Pal will help you master their use and develop your Spanish skills naturally. Happy learning!

Understanding When to Use "Mismo" as an Adjective vs. an Adverb in Spanish

Learning when to use "mismo" can be tricky, as this word serves multiple roles in Spanish, depending on its function in a sentence. In this lesson, we will explore how to use "mismo" as both an adjective and an adverb, and clarify the contexts in which each usage is appropriate.

"Mismo" as an Adjective

As an adjective, "mismo" translates to "same" or "very" in English. It is used to emphasize that something is identical or precise in relation to something else. The form "mismo" agrees in gender and number with the noun it modifies: - El mismo libro (The same book) - La misma casa (The same house) - Los mismos amigos (The same friends) - Las mismas ideas (The same ideas)

Examples:

• Adjective (Same):
  • Juan y María llevan el mismo suéter. (Juan and María are wearing the same sweater.)
  • Mi hermano vive en la misma ciudad. (My brother lives in the same city.)

"Mismo" as an Adverb

As an adverb, "mismo" is used to reinforce or emphasize the verb, and it translates to "right," "just," or "exactly" in English. It remains invariable, meaning it does not change form to agree with any gender or number: - Aquí mismo (Right here) - Ahora mismo (Right now) - Yo mismo (I myself)

Examples:

• Adverb (Right/Just/Exactly):
  • Estoy aquí mismo. (I am right here.)
  • Hazlo ahora mismo. (Do it right now.)

Key Differences:

• As an adjective, "mismo" describes a noun and agrees in gender and number.
• As an adverb, "mismo" emphasizes the action of a verb and remains invariable.

Practice Sentences:

1. Adjective: Ellos tienen el mismo problema.
2. Adverb: Llegué al lugar mismo donde nos encontramos.

Practice with Pal

Now that you have a grasp on using "mismo" as an adjective and an adverb, it's time to practice!

How Pal Can Help:

1. Visit: Get-Pal.com/WhatsApp/
2. Task: Come up with your own sentence using "mismo" and send it to Pal. For example, you might say, "Estoy en el mismo lugar," or "Ella quiere hacerlo ahora mismo."
3. Correction and Conversation: Pal will correct your sentence if necessary and help you continue the conversation in Spanish so you can practice and become fluent. If you're stuck, simply ask Pal for assistance!

By practicing regularly with Pal, you'll become more comfortable using "mismo" correctly in your Spanish conversations. Happy learning! 🌟

Understanding "Se" in Spanish: Impersonal and Passive Constructions

When learning Spanish, you'll often come across sentences that start with "se," especially in impersonal and passive constructions. This small word might seem insignificant, but it plays a crucial role in conveying meaning. Let’s delve into what "se" means in sentences like "Se venden casas" (Houses for sale).

1. Reflexive Pronoun "Se"

At its core, "se" is a reflexive pronoun used in various contexts, such as when the subject and the object of the verb are the same. For example: - Él se lava — He washes himself.

2. Impersonal "Se"

In impersonal constructions, "se" is used when the emphasis is on the action rather than who is performing the action. This technique is often used to generalize statements. - Se vive muy bien aquí — One lives very well here.

3. Passive "Se"

The passive "se" is utilized to indicate that something is done without specifying who does it. This is a common structure in advertisements or announcements: - Se venden casas — Houses for sale. Here, "se venden" indicates that the houses are sold without revealing who is selling them.

Understanding the Sentence "Se venden casas"

In the sentence "Se venden casas," "se" is used to form a passive construction. Literally, it translates to "Houses are sold," but in English, we’d usually say "Houses for sale." The verb "venden" (they sell) is in the present tense plural form to agree with the noun "casas" (houses).

Breakdown:

• Se — indicates a passive or impersonal voice.
• Venden — 3rd person plural of the verb "vender" (to sell).
• Casas — the noun "houses," which the verb agrees with.

Practice with Pal

Want to master the use of "se" in different contexts? Practice makes perfect, and Pal can be your ideal companion for this learning journey!

1. Visit Get-Pal.com/WhatsApp/ to start your journey with Pal.
2. Try to create a sentence using "se" in an impersonal or passive construction. For example, you might write, "Se comen muchas tapas en España" (Many tapas are eaten in Spain).
3. Send your sentence to Pal. If there’s anything wrong, Pal will correct it and guide you through the proper usage. If you’re stuck and can’t come up with a sentence, don’t worry. You can simply ask Pal for an example or clarification.
4. Engage in a conversation with Pal. The more you practice, the more fluent you’ll become. Pal's immediate feedback loop will help you understand and memorize the nuances better.

Embrace the fun, interactive way to learn Spanish with Pal and watch your language skills soar! 🌟

Understanding "Haber" in Spanish
"Haber" is one of the most versatile verbs in the Spanish language, serving both as an auxiliary verb and as a main verb. Understanding when and how to use "haber" correctly can significantly improve your fluency. Let's dive into its dual roles.

1. "Haber" as an Auxiliary Verb

Usage: "Haber" is predominantly used as an auxiliary verb to form compound tenses. In this role, it pairs with a past participle (e.g., "hablado," "comido," "vivido") to indicate actions that have occurred in the past.
Examples: - Present Perfect (Presente Perfecto): - Yo he hablado (I have spoken) - Tú has comido (You have eaten)

• Pluperfect (Pluscuamperfecto):
  • Habíamos terminado (We had finished)

Formula: [ Haber \ (\text{conjugated}) + Past \ Participle ]

2. "Haber" as a Main Verb

Usage: When used as a main verb, "haber" usually means "there is/are" in the present tense or "there was/were" in the past tense. It refers to the existence of something.
Examples: - Present (Hay): - Hay un libro en la mesa (There is a book on the table) - Hay muchas personas en la sala (There are many people in the room)

• Preterite (Hubo):
  
  • Hubo un accidente en la carretera (There was an accident on the highway)
• Imperfect (Había):
  
  • Había dos perros en el parque (There were two dogs in the park)

Key Points: - Hay is the present tense and used singularly and plurally. - Hubo (preterite) indicates a specific event or occurrence in the past. - Había (imperfect) suggests an ongoing or habitual situation in the past.

Recap

• As an auxiliary verb:
  
  • Forms compound tenses
  • Example: "Yo he comido" (I have eaten)
• As a main verb:
  
  • Indicates existence
  • Example: "Hay un libro" (There is a book)

Practice with Pal

Want to master the nuances of "haber"? Practice with Pal!

1. Go to: Get-Pal.com/WhatsApp/
2. Create a sentence: Use "haber" as both an auxiliary and a main verb.
   • Auxiliary: "I have eaten"
   • Main: "There is a book on the table"
3. Send your sentences to Pal: Pal will correct any mistakes and help you refine your understanding.
4. Continue the conversation: Ask Pal to give you more examples or correct any further sentences you come up with. If you're stuck, simply ask Pal for help.

With Pal, you'll receive instant feedback and can practice daily in a natural way, helping you become fluent faster. Happy learning!

Understanding Gerunds in Spanish (Gerundios)

Gerunds, known as "gerundios" in Spanish, are a special form of verbs that end in -ndo. They are frequently used to express continuous actions, describe ongoing events, or indicate simultaneous actions. Gerunds are equivalent to the English verbs ending in -ing.

Formation of Gerunds

To form gerunds in Spanish, follow these simple rules based on the infinitive verb endings:

1. -ar Verbs: Replace -ar with -ando.
   
   • Examples: hablar (to talk) → hablando (talking)
2. -er and -ir Verbs: Replace -er and -ir with -iendo.
   
   • Examples: comer (to eat) → comiendo (eating) escribir (to write) → escribiendo (writing)

Usage of Gerunds

1. Progressive Tenses: Gerunds are primarily used with the verb estar to form progressive tenses, indicating an ongoing action.
   
   • Example: Estoy estudiando. (I am studying.)
2. Simultaneous Actions: They can also express actions happening at the same time.
   
   • Example: Ella camina leyendo un libro. (She walks while reading a book.)
3. Actions in Progress: Gerunds help describe actions in progress or actions related to tools/instruments.
   
   • Example: Salió corriendo. (He/She left running.)

Important Note

Unlike English, in Spanish, gerunds are not used as adjectives or nouns. That means you wouldn't say "a reading person" or "the beginning" using a gerund.

Practice with Pal

Now that you understand the basics of gerunds (gerundios) and how they are used in Spanish, it's time to practice!

1. Go to Get-Pal.com/WhatsApp/.
2. Come up with a sentence using a gerund and send it to Pal. For example, try to say something like "I am eating" (Estoy comiendo) or "She is reading" (Ella está leyendo).
3. Pal will correct you if anything is wrong. Keep practicing by continuing the conversation in Spanish. If you can't come up with a sentence, don't worry! Ask Pal for help: “¿Puedes ayudarme con una frase usando un gerundio?”

Engage with Pal regularly to become fluent in using gerunds naturally in conversations. Happy learning!

What is "Voseo" and In Which Regions is it Used?

In Spanish, "voseo" refers to the use of the pronoun "vos" as a replacement for the more commonly known "tú" (you, informal). This grammatical feature alters verb conjugations and can significantly change how Spanish is spoken and understood. Understanding voseo is particularly useful for learners who intend to travel to or interact with speakers from specific regions.

Regions Where Voseo is Used

1. Argentina: Voseo is almost universally used in Argentina. For example, instead of saying "¿Tú tienes?" (Do you have?), an Argentine might say "¿Vos tenés?".
   
2. Uruguay: Similar to Argentina, voseo is predominant in Uruguay.
   
3. Paraguay: Voseo is very common, often replacing "tú" in informal speech.
   
4. Parts of Central America: Countries like Guatemala, El Salvador, Honduras, and Nicaragua use voseo quite extensively.
   
5. Some areas in Colombia and Venezuela: Voseo is also present but tends to be more region-specific within these countries.
   

Verb Conjugation in Voseo

When using "vos," verb conjugations change. Here are a few examples for common verbs:

• Hablar (to speak):
  • Tú hablas -> Vos hablás
• Comer (to eat):
  • Tú comes -> Vos comés
• Vivir (to live):
  • Tú vives -> Vos vivís

Note the accent mark that distinguishes these forms, indicating the stressed syllable.
Understanding these differences is crucial for effective communication and comprehension in voseo regions.

Practice with Pal

Learning about voseo and its applications can be greatly enhanced with practical experience. Here's how Pal can help you:

1. Start Practicing: Go to Get-Pal.com/WhatsApp/
2. Create a Sentence: Try forming a simple sentence using voseo. For example, "¿Vos tenés un libro?" (Do you have a book?).
3. Send It to Pal: Type and send your sentence to Pal through WhatsApp. Pal will correct any mistakes and provide explanations if needed.
4. Continue the Conversation: Keep the dialogue going! Pal will respond in Spanish, helping you to practice and become more fluent. If you're stuck or unsure, don’t hesitate to ask Pal for assistance.

Utilizing Pal for real-time feedback and continuous interaction makes mastering voseo more engaging and effective. Happy learning!

Understanding "Mirar," "Ver," and "Buscar" in Spanish

Learning Spanish involves mastering subtleties that can make your conversations much more precise and meaningful. Three such verbs you'll frequently encounter are "mirar," "ver," and "buscar." Though they all involve the act of seeing, each has a unique connotation. Let’s dive into the differences:

1. Mirar (to look at)

"Mirar" implies an intentional action where you direct your gaze at something or someone. It’s often used when you actively look at something with purpose or detail.
Examples: - Voy a mirar la televisión. (I am going to watch TV.) - Mira qué hermoso es el paisaje. (Look at how beautiful the landscape is.)

2. Ver (to see)

"Ver" is more passive compared to "mirar." It refers to the act of observing something involuntarily or without focused intention, often linked to the physical ability to see.
Examples: - ¿Puedes ver el coche ahí? (Can you see the car over there?) - No te veo desde hace mucho tiempo. (I haven’t seen you in a long time.)

3. Buscar (to look for)

"Buscar" specifically translates to "to look for" or "to search." It implies a proactive action where you are trying to find something or someone.
Examples: - Necesito buscar mis llaves. (I need to look for my keys.) - Busco información sobre ese tema. (I’m looking for information on that topic.)

How to Use Them Correctly Together

Sometimes, these verbs can appear in the same context. For instance, you might buscar something you lost (look for it), then ver it (see it), and finally mirar it closely (look at it).

Practice with Pal

Ready to put these verbs to the test? Practice makes perfect!

1. Visit Get-Pal.com/WhatsApp/.
2. Create a sentence using each verb and send it to Pal. For example:
   • Mirar: Voy a mirar la película esta noche. (I am going to watch the movie tonight.)
   • Ver: Puedo ver el parque desde mi ventana. (I can see the park from my window.)
   • Buscar: Necesito buscar un libro en la biblioteca. (I need to look for a book in the library.)

Pal will correct you if there’s anything wrong and guide you until you get it right. The chatbot is designed to enhance your learning journey by making you practice the correct usage in everyday conversations. If you find it hard to come up with sentences, don’t hesitate to ask Pal for help. Keep practicing, and you’ll become fluent in no time!

Understanding the Difference Between "Escuchar" (to Listen) and "Oír" (to Hear) in Spanish
When learning Spanish, it's essential to understand the nuanced differences between verbs that might seem similar but are used in different contexts. Two such verbs are "escuchar" (to listen) and "oír" (to hear). While these verbs are closely related, their uses in sentences distinguish them quite clearly.

1. Escuchar (To Listen)

Escuchar means "to listen" and implies paying attention to sounds or actively making an effort to hear something. It's often used in a more deliberate and focused context.

• Ejemplo 1: Estoy escuchando música.
  
  • Translation: I am listening to music.
• Ejemplo 2: Escucha atentamente las instrucciones.
  
  • Translation: Listen carefully to the instructions.

2. Oír (To Hear)

Oír means "to hear" and refers to the passive perception of sound. It's about the sense of hearing itself and does not necessarily imply any intention or focus.

• Ejemplo 1: ¿Puedes oír el ruido?
  
  • Translation: Can you hear the noise?
• Ejemplo 2: Oí una sirena mientras caminaba.
  
  • Translation: I heard a siren while I was walking.

Key Differences

• Escuchar is often about making a conscious effort to perceive sounds, and it’s usually intentional.
• Oír happens passively; it's about sounds reaching your ears without necessarily focusing on them.

Examples to Differentiate

• Cuando estoy estudiando, me gusta escuchar música suave.
  
  • Translation: When I am studying, I like to listen to soft music. (Active attention to sound)
• Ayer, mientras dormía, oí un fuerte estruendo.
  
  • Translation: Yesterday, while I was sleeping, I heard a loud crash. (Passive reception of sound)

Practice with Pal

1. Immerse Yourself with Pal on WhatsApp

Improve your Spanish by practicing these concepts in real conversations. Visit Get-Pal.com/WhatsApp/ to start chatting with Pal.

2. Application Exercise

Create a sentence using either "escuchar" or "oír" and send it to Pal. For example: - "Hoy quiero escuchar las noticias." - "Anoche pude oír a los pájaros cantando."

3. Feedback and Continued Practice

Pal will correct any mistakes you make and provide the correct phrasing in Spanish. This iterative process helps you understand the nuances and apply them correctly in conversations. If you're stuck or can't come up with a sentence, simply ask Pal for an example.
Embark on this conversational journey and see your Spanish improve naturally and engagingly. Enjoy the process of becoming fluent through consistent practice with Pal!

Lesson: Using "Llevar" and "Traer" in Spanish

"Llevar" and "traer" can often be confusing for English speakers learning Spanish, as both can translate to "to take" or "to bring" depending on the context. To clarify, let's break down their usage with some key examples and rules.

1. Llevar (To Take)

"Llevar" generally conveys the idea of taking something from the current location to a different place. Think of it as taking something away.
Usage Examples: - Llevar a una persona: Voy a llevar a mi hermano al aeropuerto. (I am going to take my brother to the airport.) - Llevar cosas: Ella siempre lleva un libro en su bolsa. (She always takes a book in her bag.)

Key Points:

• Motion is away from the speaker's current location.
• Often follows the pattern: (Subject) + llevar + (object) + (destination).

2. Traer (To Bring)

"Traer" infers bringing something toward the current location or person. Essentially, you are moving something toward you or back to your starting point.
Usage Examples: - Traer a una persona: ¿Puedes traer a tu amigo a la fiesta? (Can you bring your friend to the party?) - Traer cosas: Tráeme un vaso de agua, por favor. (Bring me a glass of water, please.)

Key Points:

• Motion is toward the speaker's current location.
• Often follows the pattern: (Subject) + traer + (object) + (here/to someone).

Comparative Examples:

• Voy a llevar mi computadora al trabajo. (I am taking my computer to work.)
• Puedes traer tu computadora aquí. (Can you bring your computer here?)

Remembering that "llevar" is for taking away and "traer" is for bringing toward can help make it clearer which verb to use in various situations.

Practice with Pal:

Learning new verbs like "llevar" and "traer" is easier when you practice actively. Pal can help you with this!

1. Go to Get-Pal.com/WhatsApp/.
2. Think of a sentence using "llevar" or "traer". For example:
   
   • Voy a llevar mi libro a la escuela. (I am going to take my book to school.)
   • Puedes traerme el cargador, por favor? (Can you bring me the charger, please?)
3. Send your sentence to Pal on WhatsApp.
   
4. Pal will correct any mistakes you make and provide the correct phrasing if necessary. Continue the conversation to practice and become fluent!
   

If you find it tough to come up with a sentence, just ask Pal! Pal is there to guide you and help you practice! The more you interact, the more confident you'll become in using "llevar" and "traer" correctly.
Happy learning with Pal!