VERBOS REGULARES

ENGLISH, VERBOS Y TIEMPOS.
UNESR, PALO VERDE. POST GRADO FINANZAS
FACILITADORA. MYRNA LOZANO
PARTICIPANTE. GIOVANNA SANGUINETTI C.I. 15.664.013				VERBOS REGULARES. GIOVANNA SANGUINETTI
INFINITIVO	PRESENTE	3° PERSONA	GERUNDIO	PASADO	PARTICIPIO, PASADO	SPANISH/EQUIVALENTE
TO BUILD	BUILD	BUILDS	BUILDING	BUILT	BUILT	CONSTRUIR
TO LEND	LEND	LENDS	LENDING	LENT	LENT	PRESTAR
TO SPEND	SPEND	SPENDS	SPENDING	SPENT	SPENT	GASTAR/PASAR/TEMPORADA
TO MEAN	MEAN	MEANS	MEANING	MEANT	MEANT	SIGNIFICAR/QUERER/DECIR
TO WIN	WIN	WINS	WINING	WON	WON	GANAR
TO STRIKE	STRIKE	STRIKES	STRIKING	STRUCK	STRUCK	GOLPEAR
TO SIT	SIT	SITS	SITING	SAT	SAT	SENTARSE
TO MEET	MEET	MEETS	MEETING	MET	MET	CONOCER/ENCONTRASE CON
TO READ	READ	READS	READING	READ/RED	READ	LEER
TO HOLD	HOLD	HOLDS	HOLDING	HELD	HELD	SOSTENER
TO GET	GET	GETS	GETING	GOT	GOT	OBTENER
TO FIGHT	FIGHT	FIGHTS	FIGHTING	FOUGHT	FOUGHT	PELEAR/LUCHAR
TO BUY	BUY	BUYS	BUYING	BOUGHT	BOUGHT	COMPRAR
TO BRING	BRING	BRINGS	BRINGING	BROUGHT	BROUGHT	TRAER
TO THINK	THINK	THINKS	THINKING	THOUGHT	THOUGHT	PENSAR
TO TEACH	TEACH	TEACHS	TEACHING	TAUGHT	TAUGHT	ENSEÑAR
TO SEEK	SEEK	SEEKS	SEEKING	SOUGHT	SOUGHT	BUSCAR
TO FIND	FIND	FINDS	FINDING	FOUND	FOUND	ENCONTRAR
TO STAND	STAND	STANDS	STANDING	STOOD	STOOD	ESTAR DE PIE
TO FEEL	FEEL	FEELS	FEELING	FELT	FELT	SENTIR
TO KEEP	KEEP	KEEPS	KEEPING	KEPT	KEPT	GUARDAR/MANTENER
TO SELL	SELL	SELLS	SELLING	SOLD	SOLD	VENDER
TO TELL	TELL	TELLS	TELLING	TOLD	TOLD	DECIR
TO LOSE	LOSE	LOSES	LOSING	LOST	LOST	PERDER
TO LEAVE	LEAVE	LEAVES	LEAVING	LEFT	LEFT	ABANDONAR
TO HAVE	HAVE/HAS	HAS	HAVING	HAD	HAD	TENER
TO MAKE	MAKE	MAKES	MAKING	MADE	MADE	HACER
TO HEAR	HEAR	HAERS	HEARING	HEARD	HEARD	OIR
TO LAY	LAY	LAYS	LAING	LAID	LAID	EXTENDER /PONER
TO BE	AM/ARE/IS	IS	BEING	MAS/WERE	BEED	SER / ESTAR
TO DO	DO	DOES	DOING	DID	DONE	HACER
TO GO	GO	GOES	GOING	WENT	GONE	IR
TO COME	COME	COMES	COMING	CAME	COME	VENIR
TO GIVE	GIVE	GIVES	GIVING	GIVE	GIVE	DAR
TO SEE	SEE	SEES	SEEING	SEE	SEE	VER
TO EAT	EAT	EATS	EATING	EAT	EAT	COMER
TO FALL	FALL	FALLS	FALLING	FELL	FALLEN	CAERSE
TO SPEAK	SPEAK	SPEAKS	SPEAKLING	SPOKE	SPOKEN	HABLAR
TO BREAK	BREAK	BREAKS	BREAKING	BREAK	BREAK	ROMPER
TO CHOOSE	CHOOSE	CHOOSES	CHOOSING	CHOSE	CHOSEN	ESCOGER
TO FORGET	FORGET	FORGETS	FORGETING	FORGOT	FORGOTTEN	OLVIDAR
TO STEAL	STEAL	STEALS	STEALING	STOLE	STOLEN	ROBAR
TO WEAR	WEAR	WEARS	WEARING	WORE	WORN	VESTIR
TO TEAR	TEAR	TEARS	TEARING	TORE	TORN	RASGAR
TO BEGIN	BEGIN	BEGINS	BEGINING	BEGAN	BEGUN	INICIAR
TO DRINK	DRINK	DRINKS	DRINKING	DRANK	DRUNK	BEBER
TO SING	SING	SINGS	SINGING	SANG	SUNG	CANTAR
TO RING	RING	RINGS	RINING	RANG	RUNG	SONAR
TO RUM	RUM	RUMS	RUMING	RAN	RUN	CORRER
TO SWIM	SWIM	SWIMS	SWIMING	SWAM	SWUM	NADAR
TO FLY	FLY	FLYS	FLING	FLEW	FLOWN	VOLAR
TO DRIVE	DRIVE	DRIVES	DRIVING	DROVE	DRIVEN	MANEJAR/CONDUCIR
TO WRITE	WRITE	WRITES	WRITING	WROTE	WRITTEN	ESCRIBIR
TO RIDE	RIDE	RIDES	RIDING	RODE	RIDDEN	PASEAR
TO RISE	RISE	RISES	RISING	ROSE	RISEN	ASCENDER
TO BECOME	BECOME	BECOMES	BECOMING	BECAME	BECOME	CONVERTIRSE
TO LIE	LIE	LIES		LAY	LAIN	RECLINARSE
		VERBOS REGULARES
INFINITIVO	PRESENTE	3° PERSONA	GERUNDIO	PASADO	PARTICIPIO, PASADO	SPANISH/EQUIVALENTE
TO LIKE	LIKE	LIKES	LIKEING	LIKED		GUSTAR
TO FOLLOW	FOLLOW	FOLLOWS	FOLLOWING	FOLLOWED	FOLLOWED	SEGUIR
TO LEARN	LEARN	LEARNS	LEARNING	LEARNED	LEARNED	APRENDER
TO WANT	WANT	WANTS	WANTING	WANTED	WANTED	DESEAR
TO PAINT	PAINT	PAINTS	PAINTING	PAINTED	PAINTED	PINTAR
TO THANK	THANK	THANKS	THANKING	THANKED		AGRADECER
TO DECIDE	DECIDE	DECIDES	DECIDEING	DECIDED	DECIDED	DECIDIR
TO ADD	ADD	ADDS	ADDING	ADDED	ADDED	AGREGAR
TO INVITE	INVITE	INVITES	INVITESING	INVITED	INVITED	INVITAR
TO LIE	LIE	LIES	LIESING	LIED	LIED	MENTIR
TO BELIEVE	BELIEVE	BELIEVES	BELIEVESING	BELIEVED	BELIEVED	CREER
TO TASTE	TASTE	TASTES	TASTESING	TASTED	TASTED	SABOREAR
TO WORK	WORK	WORKS	WORKSING	WORKED	WORKED	TRABAJAR
TO USE	USE	USES	USESING	USED	USED	USAR
TO ASK	ASK	ASKS	ASKSING	ASKED	ASKED	PREGUNTAR
TO NAME	NAME	NAMES	NAMESING	NAMED	NAMED	NOMBRAR
TO LIVE	LIVE	LIVES	LIVESING	LIVED	LIVED	VIVIR
TO LISTEN	LISTEN	LISTENS	LISTENSING	LISTENED	LISTENED	ESCUCHAR
TO PREFER	PREFER	PREFERS	PREFERSING	PREFERRED	PREFERRED	PREFERIR
TO CALL	CALL	CALLS	CALLSING	CALLED	CALLED	LLAMAR
TO NEED	NEED	NEEDS	NEEDSING	NEEDED	NEEDED	NECESITAR
TO WAIT	WAIT	WAITS	WAITSING	WAITED	WAITED	ESPERAR
TO START	START	STARTS	STARTSING	STARTED	STARTED	COMENZAR
TO PLAY	PLAY	PLAYS	PLAYSING	PLAYED	PLAYED	JUGAR
TO TOUCH	TOUCH	TOUCHS	TOUCHSING	TOUCHED	TOUCHED	TOCAR
TO COMB	COMB	COMBS	COMBSING	COMBED	COMBED	PEINAR
TO OPEN	OPEN	OPENS	OPENSING	OPENED	OPENED	ABRIR
TO DEVIDE	DEVIDE	DEVIDES	DEVIDESING	DEVIDED	DEVIDED	DIVIDIR

Tarea, pendiente por evaluar

Asia: Literate adults make an impact.

Adult education programmes have tremendous potential for transforming people’s lives. A recent UNESCO survey carried put in India.

Nepal, Philippines and Thailand reveals their positive impact on personal development. Women’s empowerment and the economy.

One of the mayor findings of the impact of Non-formal Adult Education in the Asia-Pacific Region syudy is that educating adults improves children’s education, School enrolment in India and Nepal reflected this.

Increasing by almost 10 per cent for boys and 15 per cent for girls. Newly literate parents interacted more with their children’s teachers compared to literate parents.

The study hopes to convince donors and decision-makers to allocate more resources to adult education. Donors are reluctant to invest in these programmes because of doubts as to their actual impact, comments QIJ Khan of UNESCO Bangkok. Who conducted the study. We now that the benefits of adult education can be seen, heard and measured.

Some two-thirds of literate adults in the Asia-pacific region are women in India and Nepal the gap between male and female literacy is over 25 per cent.

It is only natural, therefore. That women should be the major beneficiates of adult programmes. Though results vary from country to country. The situation in Nepal is “quite alarming”, the survey reports: women are still being attributed only the domestic roles “within the four walls of the house” India, on the other hand, women, who traditionally have had little to say in family decision making, are now stepping out of their homes and speaking up. One group set up Jaago Behena (Awake Sister). An association which sensitizes women to the reed for collective action against social ills.

Teashops and organic farms, the study makes no attempt to mask weaknesses. For example, basic literacy does not automatically translate into higher income. This point is brought out vividly by the Philippines which despite its 93 per cent literacy rate. Has one of the poorest economies in the region. On the other hand. Nepal and Thailand show positive results in this area. Some 12 per cent of.

Participants in a Nepalese programme opened their own tea shops and other small businesses and almost 50 per cent of the Thai participants surveyed claimed higher earnings thanks to their new skills. Agriculture also benefits:

Newly literate farmers in the Philippines learned to diversify livestock production and increase rice yields using organic farming techniques.

Adult education programmes impact indirectly on health, hygiene and family planning, the survey reports. Women who participate in these programmes tend to delay marriage, space out their children and have smaller families. Adult education was seen to have an especially positive affect on personal development and community participation, the survey points out. The increase in self/esteem and awareness of local and national issues was evident in all four countries. Many programme participants took their own destinies in hand: farmers in the Philippines set up an association to lobby local politicians and in India many communities are now working hand with local government. Encouraged by their new found sell-confidence, villagers in Nepal are now demanding a more efficient supply of electricity and experimenting with new agricultural technologies.

A mere 5 per cent of the total flow of international education aid in developing countries goes to adult programmes. The study concludes that planners, policy-makers and donors can no longer turn a bling eye to the need to invest more in adult education.

TRADUCCIÓN

Asia: Los adultos alfabetizados tienen un impacto.

Los programas de educación de adultos tienen un enorme potencial para transformar la vida de las personas. Un reciente descubrimiento de la UNESCO llevado puesto en la India. Nepal, Filipinas y Tailandia revelan su impacto positivo en el desarrollo personal. El empoderamiento de las mujeres y la economía.

Uno de los hallazgos más importantes del impacto de la educación no formal de adultos en la región de Asia y el Pacífico estudia que la educación de los adultos mejora la educación de los niños, la inscripción en la escuela en la India y Nepal refleja esto.

Aumentando en casi 10 por ciento para los muchachos y 15 por ciento para las muchachas. Los padres recién alfabetizados interactuaron más con los maestros de sus hijos en comparación con los padres alfabetizados.

El estudio espera convencer a los donantes y tomadores de decisiones para que asignen más recursos a la educación de adultos. Los donantes son reacios a invertir en estos programas debido a dudas en cuanto a su impacto real, comenta QIJ Khan de la UNESCO en Bangkok. Quien realizó el estudio. Ahora podemos ver, escuchar y medir los beneficios de la educación de adultos.

Alrededor de dos tercios de los adultos alfabetizados en la región de Asia y el Pacífico son mujeres en la India y Nepal, la brecha entre la alfabetización de hombres y mujeres es superior al 25%.

Es natural, por lo tanto. Que las mujeres sean los principales beneficiarios de los programas para adultos. Aunque los resultados varían de un país a otro. La situación en Nepal es "bastante alarmante", los informes de la encuesta: las mujeres todavía se les atribuye sólo los roles domésticos "dentro de las cuatro paredes de la casa" India, por el contrario, las mujeres, que tradicionalmente han tenido poco que decir en la familia La toma de decisiones, ahora están saliendo de sus hogares y hablando. Un grupo creó Jaago Behena (Awake Sister). Una asociación que sensibiliza a las mujeres a la necesidad de una acción colectiva de encontrar lo malo.

Teashops y granjas orgánicas, el estudio no hace ningún intento de enmascarar las debilidades. Por ejemplo, la alfabetización básica no se traduce automáticamente en mayores ingresos. Este punto es expresado claramente por Filipinas, que a pesar de su tasa de alfabetización del 93 por ciento. Tiene una de las economías más pobres de la región. Por otra parte. Nepal y Tailandia muestran resultados positivos en esta área. Alrededor del 12 por ciento de los participantes en un programa nepalesa abrieron sus propias tiendas de té y otras pequeñas empresas y casi el 50 por ciento de los participantes tailandeses encuestados reclamaron mayores ganancias gracias a sus nuevas habilidades. La agricultura también beneficia:

Los agricultores recién alfabetizados en Filipinas aprendieron a diversificar la producción ganadera ya aumentar los rendimientos del arroz utilizando técnicas de cultivo orgánico.

Los programas de educación para adultos inciden indirectamente en la salud, la higiene y la planificación familiar, según los informes de la encuesta.

Las mujeres que participan en estos programas tienden a retrasar el matrimonio, espaciar a sus hijos y tener familias más pequeñas. Se ha observado que la educación de adultos tiene un efecto especialmente positivo en el desarrollo personal y la participación comunitaria, señala la encuesta. El aumento de la autoestima y la conciencia de las cuestiones locales y nacionales fue evidente en los cuatro países. Muchos participantes en el programa tuvieron su propio destino: los agricultores de Filipinas establecieron una asociación para presionar a los políticos locales y en la India muchas comunidades están trabajando ahora con el gobierno local. Alentados por su nueva confianza en la venta, los habitantes de Nepal exigen ahora un suministro más eficiente de electricidad y experimentan con nuevas tecnologías agrícolas.

Un mero 5 por ciento del flujo total de la ayuda internacional a la educación en los países en desarrollo se destina a programas para adultos. El estudio concluye que los planificadores, los responsables de la formulación de políticas y los donantes ya no pueden mirar de reojo la necesidad de invertir más en educación de adultos.

Lcda. Giovanna Sanguinetti

THE TWO HEMISPHERES OF THE BRAIN

The cortex of the brain is divided into two hemispheres. The right hemisphere mainly controls the left side of the body. Whereas the left hemisphere directs the body's right side.

While both hemispheres can potentially perform many of the same functions, each of the hemispheres tends to specialize. The left hemispheres seems to control most analytical, logical thinking. It appears to process information in sequential order. Handling logical thought, language, and mathematics. The right hemisphere, on the other hand. Is limited in language ability.

But it appears to process different kinds of information simultaneously. It specializes in spatial orientation, artistic endeavors, cralts, body image, and recognition of faces. Thurs, where the left: hemispheres is more analytical and sequential, the right is more holistic and relational.