Using the Spanish Pronoun Nadie

Nadie  is an indefinite pronoun that typically means no one or nobody.  Nadie can replace a  noun  that has been mentioned previously in a conversation or is obvious from context; it is considered indefinite because it doesnt refer to a particular person. Key Takeaways: Nadie Nadie is usually a pronoun that means nobody or no one.When used as part of a double negative, nadie often is translated anybody.Unless the context demands otherwise, nadie is treated as masculine. Although it has no gender, it is typically used with masculine adjectives unless the context requires otherwise. The antonym of nadie is alguien. Nadie Used as a Subject Nadie when used as the subject of a sentence takes a singular verb. For example,  nadie lo cree  means nobody believes it or no one believes it. Nadie es perfecto. (Nobody is perfect.)Los mujeres soon tristes. Nadie està ¡ contenta. (The women are sad. Nobody is pleased. The feminine adjective is used here because the context indicates that nadie refers to women.)Nadie quiero viajar conmigo. (Nobody wants to travel with me.)Una encuesta revela que casi nadie va a comprar el new iPhone 8 si cuesta mà ¡s de 1.000 dà ³lares. (A new poll indicates that almost nobody is going to buy the new iPhone if it costs more than $1,000.) Nadie Used as Part of a Double Negative When nadie follows the verb of a sentence, typically it is used as part of a double negative. Because standard English does not use double negatives, nadie is sometimes translated into English as anybody or anyone in such sentences. For example, No conozco a nadie translates to, I dont know anybody.  ¡No lo digas a nadie! (Dont tell anyone!)Ellos jamà ¡s comprenden a nadie. (They never understand anybody.)No veo a nadie fuera de mi trabajo. (I never see anybody outside of my work.) Nadie Used in Questions When used as part of a question, nadie is used as part of a double negative. For example,  Ã‚ ¿No ha estudiado nadie?, means,​Hasnt anybody studied? Again, because nadie is being used in a double negative, the word is translated into anybody.  ¿No quiere nadie ir contigo? (Doesnt anybody want to go with you?) ¿No sale nadie para asistir a la clase? (Isnt anybody leaving to attend class?) ¿No cree nadie que Elvis todavà ­a vive? (Doesnt anybody still believe Elvis is alive?) Nadie Used as an Object Pronoun When used as an object pronoun, nadie requires the personal a. A personal a  serves as a preposition. It has no direct translation into English.  For example, No veo a nadie means I dont see anyone. A nadie me importa. (Nobody cares about me.)Estoy sola en una ciudad donde no conoce a nadie. (Im alone in a city where I dont know anybody.)Mi misià ³n no es daà ±ar a nadie. (My mission isnt to harm anyone.) Using the Phrase Nadie De In standard Spanish, the phrase nadie de, nobody from, nobody in, or nobody of, is followed by a singular noun. The Royal Spanish Academy says that nadie de should not be used to indicate one person of a group, and that ninguno should be used instead. Thus none of my friends should be translated as ninguno de mis amigos. However, in real life nadie de mis amigos is sometimes used. These examples are of standard Spanish: Nadie del equipo està ¡ feliz. (Nobody from the team is happy.)Ninguno de los jugadores està ¡ feliz. (None of the players is happy.)No hay nadie de Madrid en el foro. (There is nobody from Madrid in the forum.)No hay ninguno de los estudiantes en el foro. (There are none of students in the forum.) Nadie Used Figuratively As with nobody in the English sentence He believes hes a nobody, nadie can be used figuratively as a noun. As a noun it can be masculine or feminine as well as singular or plural depending on whom it refers to. Quiero que sea un nadie en mi mundo. (I want to be a nobody in my world.)Ahora volvà ­a a ser la doà ±a nadie que no podà ­a tener novio. (Now I would again become the Ms. Nobody that couldnt have a boyfriend.)Los sinhogares son los nadies, los olvidados. (The homeless are the nobodies, the forgotten ones.)

What is Sociological Imagination - Free Essay Example

Sample details Pages: 4 Words: 1270 Downloads: 2 Date added: 2019/05/07 Category Sociology Essay Level High school Tags: Sociological Imagination Essay Did you like this example? According to C Wright Mills Sociological Imagination is the practice as he states to ?think us away from the normal routines that we go through in our lives, so we can look at them with fresh, critical eyes (Isaksen). Meaning that Sociological imagination helps us to step back to see our lives, our problems with a different perspective and how it connects with society. So how does that fit into our lives and our problems? How can we apply it to ourselves? Wright Mills says it is through his theory which he calls sociological imagination. Mills states, to understand our experiences in life we must understand our historical period and the social forces that are sweeping the time in which we live (Henslin). Meaning that our personal experiences are connected to world around us. Society influences our behavior, how we act, our decision making, our beliefs, morals and values. All this, in turn, can cause social problems and disagreements amongst people. Don’t waste time! Our writers will create an original "What is Sociological Imagination" essay for you Create order According to social imagination society and influences around us helps to create us, molds us into who we are. Society plays a big role in everything we do, you learn by observing others, by our parents, and by our history. Our lives are influenced by how we are brought up, by our peers, friends, and society. We choose to follow because we want to be accepted and are taught what to believe and accept. We tend to follow in the footstep of others and carry on their beliefs and pass them down from generation to generation. We tend to act a certain way because we want to act accordingly to what society says is appropriate. We choose to do things because others do them and believe in certain rules or lifestyles. In this life we are always trying to keep up with new changes around us, with new trends, rules, policies. Everything has an influence on us whether big or small and the way we behave has an influence on society as well. Mills also states sociological imagination is ?a vivid awareness of the relationship between experience and the wider society (Henslin). There are many others who are going through the same exact things as us and it is all connected. Our problems may not just be ours, we all go through experiences, or struggles in life, and we never stop to think that someone out there is experiencing the same thing. It may be that our problems dont just happen because of our faults and failures, but because of reasons outside of our control. They are connected to something bigger, to issues in society which are social problems. Public issues can be the reason we are in a certain place in our life. An example of Sociological Imagination in my life would be an experience I went through as a teen. Growing up I was on the chubbier side and I was obsessed with being thin, beautiful, and popular. I started exercising and trying to eat right, sometimes I would cut out meals because I didnt want to get fat. I was bullied and made fun of because I wasnt as thin as the other girls in school. I later got into the wrong crowd and started ditching school, withdrawing from family and acting out, I soon seen these new friends using drugs, drinking, and smoking. So, I gave in to temptation, I stop going to school, and soon got busted with some illegal substance. Now if people were to look at this as a single problem I would be to blame for my own failure and yes in part thats true, but through the Sociological imagination, society and my peers would carry some blame in my decision making. Forces outside my control would have been at fault. I was so consumed with wanting to be accepted by society, I wanted to look like all those women on tv, in magazines, and social media. I wanted to look how society said I should look and I let all those forces around me affect my own thinking, decisions, and let them influence the outcome of my life. Sociological Imagination would say because of all these influences and the pressure to be thin is what caused me to use drugs and destroy my life. Even now I still strive to be healthy and fit. I exercise 6 days a week, eat right and cut out all fatty foods and in part these decisions are influenced by the wor ld around me. Im not the only one affected by the pressures of being accepted and the idea that society placed on us. Which was to be skinny, many girls then and now are affected by this stigma and resort to dangerous paths to get there. Now if you look at todays day and age its now the other way around. Society is now saying to be beautiful you must be busty and thick, skinny girls are now considered out. Theres all these adds on social media, and on tv about how to get bigger breast, perfect lips, eyes and body shapes. Girls are rushing to get cosmetic surgery and they are now trying this new trend waist training. Yes, changing our body image is partly our choice, but what influenced that choice? What pushed us to those extremes? Who had some part in placing that idea in our heads? Society did, and because of that we want to follow and be whats considered as acceptable by society. What about paying for college, now for me this is a big issue, I cant afford to pay my way through college. How many people aside from myself struggle with this same problem? The average cost of school is between 17,000 to 38,000. About 70% of students are in debt with student loans and about 44 million Americans are in debt of about 1.4 trillion in student loans., Thats a lot and Im not the only one affected by this, so this is just not my issue but a social issue, its societys it becomes a social problem. All these problems can be a cause of things outside our control, things within society. Tuition costs are rising, and education is becoming too expensive. We can go back to abortion and how it not only affects one person but all of us, our rights are being jeopardize. This affects society because one-persons view on the subject can be different from another which can cause friction between people and the public. One choice, one vote can change it all. Back then abortion was illegal, and you could be punished for it, but when women began to have rights and others believed different. Things changed, peoples ideas, thoughts, and morals changed. Our world is constantly changing, evolving and shifting from one era to another. So, others followed and changed with it, what was once considered wrong now becomes the new normal. With abortion being somewhat accepted and its split, half of us believe its ok to some extent and others disagree completely which has caused debate and issues. Its become a social problem, and an issue we all face. Sociological imagination helps us to see the bigger picture, it helps us to get a better understanding of who we are and society. It helps us to see the connections between our past, present, and how everything is all connected. Social imagination helps us to evaluate our lives and helps us to see our problems in a different light. Social Imagination helps us to have an open mind and step outside the box, to view things socially and how they intertwined and influence each other.

The Desegregation of Public Schools Free Essays

A landmark court case that occurred in the early 1950†³s resulted in the desegregation of public schools. This historic Supreme Court case was known as Brown vs. Board of Education. We will write a custom essay sample on The Desegregation of Public Schools or any similar topic only for you Order Now The place was Topeka, Kansas, 1951. A little girl named Linda Brown and her father, Oliver Brown, attempted to enroll Linda in a neighborhood elementary school that accepted whites only. The request was denied, by the White elementary school. The little girl only lived a few blocks from the White elementary school, which would have been a good fit for her. Instead, she ended up traveling about a mile each day to attend the nearest Black school. Mr. Brown decided to request the help of the National Association for the Advancement of Colored People (NAACP). The NAACP was glad to help in the fight. Mr. Brown and the NAACP moved forward and challenged the segregation law. In 1892, the Plessy vs. Ferguson decision had set a precedent for the issue of â€Å"separate but equal,† which had been applied to school in the Southern states since then. Parents in other states were also pursuing the challenge to the â€Å"separate but equal† doctrine in South Carolina, Virginia, and Delaware. Mr. Brown†s case was heard by the U. S. District Court for the District of Kansas. The request by Mr. Brown was to prohibit segregation of the public schools in Topeka. The NAACP argued to the court that separating Black children from White children was sending a wrong type of message to the Black children. The message being sent was that Black children were somehow inferior to Whites and that there was no way that the education being provided could be equal. On the other hand, the Board of Education argued that segregation was a fact of life in the states where these children attended school, and that segregated schools helped prepare the children for the reality of what their adult lives would be like (Robinson 2005). The Board of education went on to cite different successful educated American, none of whom attended integrated schools, such as Frederick Douglass, George Washington Carver, and Booker T. Washington. In handing down their decision, the judges in this case wrote that â€Å"colored children†¦ † suffered a â€Å"detrimental effect† from segregation of the schools (Robinson 2005). However, they believed that the legal precedent set by the Plessy vs. Ferguson case prevented them from issuing the requested injunction and the result was that they ruled in favor of the Topeka Board of Education. Mr. Brown and the NAACP appealed the case and it went to the United States Supreme Court in the latter part of 1951. The case was combined with the Delaware, Virginia, and South Carolina cases. The Supreme Court handled this case very delicately and deliberated for quite sometime. The case was first heard by the Supreme Court, but a decision was not made at that time. Various interpretations of the Fourteenth Amendment were discussed and whether the Plessy vs. Ferguson case had violated it. The case was heard again by the Supreme Court in December of 1953. Thurgood Marshall, who was the first African American Supreme Court Justice, gladly argued for Brown and the NAACP. Finally, a decision was made. On May 17, 1954, the U. S. Supreme Court issued the following decision: â€Å"†¦ Does segregation of children in public schools solely on the basis of race, even though the physical facilities may be equal, deprive the children of the minority group of equal education opportunities? We believe that it does†¦ We conclude that in the field of public education the doctrine of â€Å"separate but equal† has no place†¦ (Brown vs. Board 1954). The Supreme Court tasked the nation with implementing this historic decision with deliberate speed. Recognizing the value of education, the court ruled unanimously in favor of equity. The Supreme Court declared that education is perhaps the most important function of state and local governments. It prepares our children for later professional training and in helping him to adjust normally to his environment. The court also declared that it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. But the vagueness of the phrase combined with continued bigotry slowed the process, in some cases to a standstill. With the segregation of public schools declared unconstitutional, segregationists across the South sprang into action to prevent the implementation of public school integration. Some states began to pass state laws to uphold segregation, which then had to be challenged in court by the federal government, one by one, delaying black children from attending White schools. Councils began to be developed, by segregationists, to fight against desegregation. One of the most dramatic occurred in Little Rock, Arkansas, in 1957, when White mobs screamed threats at nine Black high school students and blocked them, as they tried to go into their new school for the first time. The Black students were unsuccessful, unfortunately. The president at the time was President Eisenhower, of whom ended up calling in the National Guard to protect them so they could enter the school. President Eisenhower had to call in the National Guard to escort black children to an Arkansas school that refused to integrate. Other communities used different tactics to resist. In Virginia, schools closed rather than desegregate. Elsewhere, some white families migrated to suburbs. Some black parents kept their children in the same black schools to avoid conflict. Families who chose white schools under freedom of choice plans, allowing black children attend any school in a district, received threats. In at least one instance, a cross was burned outside the home of a family. Across the nation, the 1954 Supreme Court decision brought forth dreams of heightened hope and yet resistance, as well. According to Benjamin Mays, the backbone of segregation had been broken. Martin Luther King expressed that the decision was a joyous day-break after a long desolate midnight (Moss 2004, 63). In conclusion, school desegregation was not an issue that was resolved overnight; rather, it was the persistence of those against segregation and the realization of the unequality that it was enduring upon our children that pushed the historic decision that will never be forgotten. Fifty years after the decision was made, it stands to reason that generations of U. S. students have benefited from its relief. The ruling spawned other protectionist laws, Title IX, for example, which specifically extends Brown’s principles to gender, that prohibit noncompliant institutions from receiving federal funds, and it cleared the educational paths of millions of minority students. Yet today, people’s impressions of the impact of the decision vary as widely as their personal experiences. Baby boomers recall a time of expanded opportunity and change, while younger generations, nowadays, feel that the current classroom compositions are what they are, with the law behind them, the issue simply fills the pages in their history books. Although the Brown case directly addressed racial discrimination in public schools, the case has had great significance for women, as well. The Brown vs. Board of education decision was the legal decision necessary to stop segregation in its tracks. By the time the decision was handed down by the Supreme Court, Linda Brown had already moved on to attend middle school. How to cite The Desegregation of Public Schools, Papers

A comparison of the themes of Thomas Wyatt and Henry Howard Essay Example For Students

A comparison of the themes of Thomas Wyatt and Henry Howard Essay Both Henry Howard and Thomas Wyatt made significant contributions towards the development of English literature during the reign of King Henry VIII. Through their translations of Petrarchs work, these men were responsible for introducing sonnet form into English. Both Wyatt and Surrey helped to change the nature of English poetry,textbook, p.187. They both traveled to Italy and borrowed, as well as imitated other poets and each other. Instead of originating fresh themes, they repeated conventional subject matter, mainly focusing on idealized love. Works from both poets had similar themes of confusion, sadness, and reflection. Both Howard and Wyatt have translated sonnets, written by Petrarch. In these poems, the speaker loves a lady, but she will not permit him to declare his love textbook, p.192. Wyatts translation is called The Long Love and is a insightful representation of the poets dual observation of love. Wyatt shows two sides of love, physical and spiritual, but never a bond between them. He shows his confusion in line 11, And there him hideth and not appeareth, wondering why he should hide his love and not profess it. Howards translation is titled Love That Doth Reign, and is a much more commanding version. He expresses the speakers feelings as unrelinquishing, relating love as lifes pinnacle achievement. Although both poets relay the poem in different styles, the main theme of confusion is ever present. Sadness is also a theme associated with these two poets. Wyatt wrote the poem Whoso List to Hunt, about the love of his life, Anne Boleyn. This is a perfect example of a love sonnet, relating the struggles of his mind and spirit, in an attempt to express his situation with Anne, to the physical hunt for a deer. Line 3 of his poem states, The vain travail hath wearied me so sore, expressing his sorrow, fearing King Henry who prized the lady as well. The Soote Season, was written by Howard expressing the sadness over a love of his that has gone away. He describes the beautiful events surrounding him in nature, but none of them can comfort him. And thus I see among these pleasant things, Each care decays, and yet my sorrow springs, lines 13 and14, express the speakers feelings. The two poets both feel sadness and frustration, Wyatt because of King Henrys interests, and Howard because everything around him is happy and he is not. Reflection is also another theme in which Wyatt and Howard, reminisce about past loves, the memories they stir, and the feelings associated with them. In Wyatts They Flee From Me, he remembers the loves of his past, telling a story of a man who once loved many, but now loves no one. Lines 18 and 19 describe the speakers reasons for giving up on love, And I have leave to go of her goodness, And she also to use newfangleness . The characters good manners have forced him to quit seeing women who would be unfaithful to him. In line 15, It was  no dream; I lay broad waking, shows the poets reflection, to be clouded, unsure of the events of his past. Alas, So All Things Now Do Hold Their Peace, was written by Howard and stirs up feelings of pain from the past. Once again his reflection describes the world around him as seemingly perfect, while his memories, lines 10 and 12, For my sweet thoughts sometime do pleasure bring, Gives me pang that inwardly doth sting, only bring him sorrow. The memories cause him so much grief he wishes that the event had never happened at all; line 14 To live and lack the thing should rid my pain. The two poets remember their pasts vividly, but seem only to draw sorrow, from their recollections. .u4fcf39a5eaa3a7bdc99870f47cd4415e , .u4fcf39a5eaa3a7bdc99870f47cd4415e .postImageUrl , .u4fcf39a5eaa3a7bdc99870f47cd4415e .centered-text-area { min-height: 80px; position: relative; } .u4fcf39a5eaa3a7bdc99870f47cd4415e , .u4fcf39a5eaa3a7bdc99870f47cd4415e:hover , .u4fcf39a5eaa3a7bdc99870f47cd4415e:visited , .u4fcf39a5eaa3a7bdc99870f47cd4415e:active { border:0!important; } .u4fcf39a5eaa3a7bdc99870f47cd4415e .clearfix:after { content: ""; display: table; clear: both; } .u4fcf39a5eaa3a7bdc99870f47cd4415e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4fcf39a5eaa3a7bdc99870f47cd4415e:active , .u4fcf39a5eaa3a7bdc99870f47cd4415e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4fcf39a5eaa3a7bdc99870f47cd4415e .centered-text-area { width: 100%; position: relative ; } .u4fcf39a5eaa3a7bdc99870f47cd4415e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4fcf39a5eaa3a7bdc99870f47cd4415e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4fcf39a5eaa3a7bdc99870f47cd4415e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4fcf39a5eaa3a7bdc99870f47cd4415e:hover .ctaButton { background-color: #34495E!important; } .u4fcf39a5eaa3a7bdc99870f47cd4415e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4fcf39a5eaa3a7bdc99870f47cd4415e .u4fcf39a5eaa3a7bdc99870f47cd4415e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4fcf39a5eaa3a7bdc99870f47cd4415e:after { content: ""; display: block; clear: both; } READ: Their Eyes Were Watching God EssayIn conclusion, these two Renaissance poets are very similar. Although Wyatt is the elder of the two, Howards works seem to flow more freely. They both focus mainly on the love sonnet, while Howard adds much natural imagery to his verse. Love is the main theme in both poets works. Their drive is fueled by previous experiences and their memories. The themes of confusion, sadness, and reflection help the poets to relay their feelings in several different situations. The reasons for the similarities lie in their influences, mainly Petrarch, and the fact that they were the only ones to read each others work, since the vast majority of their poems were not published until after their deaths in 1557.