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Haber Conjugation in Spanish, Translation, Examples

Haber Conjugation in Spanish, Translation, Examples The verb haber has two different uses and meanings, as well as two different conjugation patterns. Haber is used as an impersonal verb to mean there is or there are, and it is also used as an auxiliary verb. This article includes haber conjugations as an impersonal verb in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. You can also find the conjugations in which haber is used an auxiliary verb. Haber as an Impersonal Verb Haber can be used as an impersonal verb that is translated to English as there is or there are. The fact that it is an impersonal verb means that there is no subject, and it is thus only conjugated in the third person singular form. For example, Hay un estudiante en la clase (There is a student in the class) or Hay muchos estudiantes en la clase (There are many students in the class). This form of haber can also mean to take place, Habr una reunià ³n maà ±ana (A meeting will take place tomorrow), or to occur, Ayer hubo un accidente (Yesterday an accident occurred). The verb haber is also used in several idioms, such as haber de and haber que, which are both followed by an infinitive verb and express the need to do something. The tables below show the conjugations of haber, and you will notice that since it is an impersonal verb, haber cannot be used in the imperative mood. Also, you can see that with this meaning of haber, in all the different verb tenses, only the third person singular form is used. Haber Present Indicative The form of haber in the present indicative tense is completely irregular. Hay there is/there are Hay una fiesta en mi casa.Hay muchas fiestas en mi casa. Haber Preterite Indicative This verb is also irregular in the preterite indicative tense. Hubo there was/there were Hubo una fiesta en mi casa.Hubo muchas fiestas en mi casa. Haber Imperfect Indicative The imperfect indicative conjugation of haber is regular. Habà ­a there was/there were Habà ­a una fiesta en mi casa.Habà ­a muchas fiestas en mi casa. Haber Future Indicative The future indicative of haber is irregular because instead of using the infinitive as the stem, haber, you need to use the stem habr-. Habr there will be Habr una fiesta en mi casa.Habr muchas fiestas en mi casa. Haber PeriphrasticFuture Indicative Remember to conjugate the periphrastic future with the present indicative conjugation of the verb ir (to go), followed by the preposition a and the infinitive of the verb. Va a haber there is going to be/there are going to be Va a haber una fiesta en mi casa.Va a haber muchas fiestas en mi casa. Haber Present Progressive/Gerund Form The gerund or present participle is formed with the ending -iendo (for -er verbs). It can be used to form the present progressive, although the verb haber is not very frequently used in this way. Present Progressive ofHaber est habiendo There is being/There are being Est habiendo una fiesta en mi casa.Est habiendo muchas fiestas en mi casa. Haber Past Participle The past participle of haber is formed with the ending -ido. Present Perfect of Haber ha habido There has been/There have been Ha habido una fiesta en mi casa.Ha habido muchas fiestas en mi casa. Haber Conditional Indicative Just like the future tense, the conjugation of the conditional is irregular, since it uses the stem habr-. Habrà ­a there would be Habrà ­a una fiesta en mi casa si no estuvieran mis padres.Habrà ­a muchas muchas fiestas en mi casa si no estuvieran mis padres. Haber Present Subjunctive The conjugation of haber is irregular (similar to the present indicative conjugation). Haya that there is/that there are Mis amigos quieren que haya una fiesta en mi casa.Mis amigos quieren que haya muchas fiestas en mi casa. Haber Imperfect Subjunctive Notice that there are two options for conjugating the imperfect subjunctive. Option 1 Hubiera that there was/that there were Mis amigos querà ­an que hubiera una fiesta en mi casa.Mis amigos querà ­an que hubiera muchas fiestas en mi casa. Option 2 Hubiese that there was/that there were Mis amigos querà ­an que hubiese una fiesta en mi casa.Mis amigos querà ­an que hubiese muchas fiestas en mi casa. Haber Conjugation as an Auxiliary Verb Haber is the most common of the auxiliary verbs in Spanish, as it is used to form the perfect tenses. It is the equivalent of the English have as an auxiliary verb- but it shouldnt be confused when using have with the meaning to possess, which is usually tener. The tables below show the compound tenses in which haber is used as an auxiliary verb. The examples use the past participle of the verb hablar (to talk) to demonstrate the auxiliary function of haber. Present Perfect Indicative Yo he hablado I have talked Yo he hablado con el jefe. Tà º hashablado You have talked Tà º has hablado todo el dà ­a. Usted/à ©l/ella hahablado You/he/she has talked Ella ha hablado italiano. Nosotros hemoshablado We have talked Nosotros hemos hablado por telà ©fono. Vosotros habà ©is hablado You have talked Vosotros habà ©is hablado conmigo. Ustedes/ellos/ellas hanhablado You/they have talked Ellos han hablado un rato. Pluperfect Indicative Yo habà ­a hablado I had talked Yo habà ­a hablado con el jefe. Tà º habà ­ashablado You hadtalked Tà º habà ­as hablado todo el dà ­a. Usted/à ©l/ella habà ­ahablado You/he/she had talked Ella habà ­ahablado italiano. Nosotros habà ­amoshablado We had talked Nosotros habà ­amos hablado por telà ©fono. Vosotros habà ­aishablado You had talked Vosotros habà ­ais hablado conmigo. Ustedes/ellos/ellas habà ­anhablado You/they had talked Ellos habà ­anhablado un rato. Future Perfect Indicative Yo habrà © hablado I will have talked Yo habrà © hablado con el jefe. Tà º habrshablado You will have talked Tà º habrs hablado todo el dà ­a. Usted/à ©l/ella habrhablado You/he/she will have talked Ella habrhablado italiano. Nosotros habremoshablado We will have talked Nosotros habremos hablado por telà ©fono. Vosotros habrà ©ishablado You will have talked Vosotros habrà ©is hablado conmigo. Ustedes/ellos/ellas habrnhablado You/they will have talked Ellos habrnhablado un rato. Conditional Perfect Indicative Yo habrà ­a hablado I would have talked Yo habrà ­a hablado con el jefe si hubiera tenido tiempo. Tà º habrà ­ashablado You would have talked Tà º habrà ­as hablado todo el dà ­a si te hubieran dejado. Usted/à ©l/ella habrà ­ahablado You/he/she would have talked Ella habrà ­ahablado italiano si hubiera aprendido bien. Nosotros habrà ­amoshablado We would have talked Nosotros habrà ­amos hablado por telà ©fono si no fuera tan tarde. Vosotros habrà ­aishablado You would have talked Vosotros habrà ­ais hablado conmigo si en realidad lo quisierais. Ustedes/ellos/ellas habrà ­an hablado You/they would have talked Ellos habrà ­anhablado un rato si no tuvieran que marcharse. Present Perfect Subjunctive Que yo haya hablado That I would have talked A Carlos le sorprende que yo haya hablado con el jefe. Que tà º hayashablado That you would have talked A mà ­ me molestà ³ que tà º hayas hablado todo el dà ­a. Que usted/à ©l/ella hayahablado That you/he/she would have talked A Marà ­a le gustà ³ que ella hayahablado italiano. Que nosotros hayamoshablado That we would have talked A Pedro le encantà ³ que nosotros hayamoshablado por telà ©fono. Que vosotros hayishablado That you would have talked A la maestra le gustà ³ que vosotros hayishablado conmigo. Que ustedes/ellos/ellas hayanhablado You/they would have talked A Juan le agradà ³ que ellos hayanhablado un rato. Pluperfect Subjunctive Option 1 Que yo hubiera hablado That I would have talked Carlos esperaba que yo hubiera hablado con el jefe. Que tà º hubierashablado That you would have talked A mà ­ no me parecà ­a que tà º hubieras hablado todo el dà ­a. Que usted/à ©l/ella hubierahablado That you/he/she would have talked Marà ­a no creà ­a que ella hubierahablado italiano. Que nosotros hubià ©ramoshablado That we would have talked A Pedro le hubiera gustado que nosotros hubià ©ramoshablado por telà ©fono. Que vosotros hubieraishablado That you would have talked A la maestra le sorprendà ­a que vosotros hubieraishablado conmigo. Que ustedes/ellos/ellas hubieranhablado You/they would have talked Juan preferà ­a que ellos hubieranhablado un rato. Option 2 Que yo hubiese hablado That I would have talked Carlos esperaba que yo hubiese hablado con el jefe. Que tà º hubieseshablado That you would have talked A mà ­ no me parecà ­a que tà º hubieses hablado todo el dà ­a. Que usted/à ©l/ella hubiesehablado That you/he/she would have talked Marà ­a no creà ­a que ella hubiesehablado italiano. Que nosotros hubià ©semoshablado That we would have talked A Pedro le hubiera gustado que nosotros hubià ©semoshablado por telà ©fono. Que vosotros hubieseishablado That you would have talked A la maestra le sorprendà ­a que vosotros hubieseishablado conmigo. Que ustedes/ellos/ellas hubiesenhablado You/they would have talked Juan preferà ­a que ellos hubiesenhablado un rato.

Historical Analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Historical Analysis - Essay Example These literary licenses do not majorly diminish the utility of the work as a historical record. To the contrary they condense and encapsulate British soldiers’ experiences. The book proves to be both intellectually engaging and technically satisfying, while not compromising on history. This essay will argue that while accommodating the imperatives of the novel form, Regeneration does not compromise on historical veracity. Firstly, an attractive feature of the novel is the manner in which it synthesizes real events across the realms of society, politics and the battlefield. For example, the renowned Dr. W.H.R. Rivers was the incumbent army psychiatrist at the Craiglockhart War Hospital during the war. It was true that he attended to poet Siegfried Sassoon as one of the patients. Sassoon had been diagnosed with ‘shell-shock’ - what in modern parlance would be Post Traumatic Stress Disorder (PTSD). But there was a political conspiracy behind this event. Earlier, Sassoon had openly protested against the war and conscientiously objected to participating in it. Understanding the power and reach of a public intellectual like Sassoon, the powers that be sought to undermine his credibility by attributing a mental illness to him. But this would prove to be a blessing in disguise in retrospect, as Sassoon was able to mentor and inspire Wilfred Owen at Craiglockhart, where the latter was recuperatin g from war-related stress. Indeed, Owen would go on to overtake Sassoon as a legend of war poetry. These are real historical events that have shaped twentieth century culture, especially literary and political discourse. They have all been faithfully captured by Barker in her novel, albeit by taking some liberties over certain descriptive aspects of these events. In terms of shortcomings, Regeneration does not serve as a detailed biographical account of Sassoon’s or Owen’s life. Certain important facets of their

The International Grocery Industry Term Paper Example | Topics and Well Written Essays - 1750 words

The International Grocery Industry - Term Paper Example In every economy, there has to be a government that makes up laws that definitely affect the way an entity sets its way of business. The legal entity is concerned in setting marketing standards like prices, distribution strategies of particular goods, how to treat employees and sometimes where to set up a market or an enterprise. The legal sector can either reduce or increase the competitive nature of a company. The British government has set strict rules on how different entities can deal with food and drinks products which highly affects the Tesco supermarket. The laws that have been set affect the packaging and labeling of the products. This is so because the products are perishable and they are consumed by very many people thus a small mistake in packaging and labeling can lead to numerous deaths which are against the objectives of the government; to protect the general public. It is right for the goods to be packaged well to avoid contamination and moreover, the labeling will al low the consumer to know the expiring date of a product, the ingredients of a product and if it is a counterfeit good or an original good. The laws have made the production costs to increase thus the price of the products have to increase. It has posed a great challenge to Tesco as it had to increase the retail prices thus threatened consumers to look for other options. Moreover, the banking sector of Tesco has been able to deal with the strict government laws made to protect the general public from being exploited by the banks. Royal Bank of Scotland had a joint venture with the Tesco Personal Finance system thus it has enabled the Tesco company to deal with the strict banking laws as they have a half-half share. The share in costs makes Tesco to half the burden thus enable it to make more profit and to be stable. This has seen the company making a profit of â‚ ¤130 million in February 2007. By making such profits, the Tesco Company is expected to have bought the Royal Bank of S cotland (Nash, 2006, pp. 23-56).

Henri Fayol Principals Essay Example for Free

Henri Fayol Principals Essay Principle 1: Division of work According to Fayol’s principle one of management, division of work, he proposed that â€Å"work can be performed more efficiently if it is divided into smaller elements and assigning specific elements to specific workers† (Rodrigues 2001, p. 880). Contrary to this principle, workers might get bored of doing the same task. For instance in a factory, work is divided into many parts where each of the worker is responsible for a specific task. Eventually these workers will be proficient in their job, where it will become a routine work. However, if they were to continue to perform the same routine task over a very long period of time, they might lose interest or become too complacent. They are not being challenged or made to encounter new or different situations during the job. Thus, this does not create opportunities for them to develop new skills. Employees need to be exposed to job opportunities so that they will be able to pick up new skills, and not just focusing on a specific task. If these employees are given the opportunity to develop new skills, it will give them a sense of importance and belonging in the organisation, and these new knowledge will inspire and motivate them to be more engaged and have a better understanding in their work. Every employees would seize it as an opportunity whenever they face challenges (McGregor Harpaz, cited in Rodrigues 2011, p. 881). Therefore, organisation should come out with methods and tools that are able to increase the opportunities and challenges of the employees (Schmitt, Zacher de Lange 2013, p. 516). To support this, employers can provide workshops and trainings for employees to broaden their skills and specializations. This will also open up the employees’ room for professional development. For example, Singapore Workforce Development Agency, WDA encourages employees, professionals, managers and executives to upgrade and build up on their skills through skills-based trainings (Singapore Workforce Development Agency 2012). Opportunities given to employees at work will allow them to learn and gain more skills and knowledge. In addition, this will also boost up their growth and confidence level in their work as they are empowered with multi responsibilities. In the presence of job enrichment, employees are able to deepen their job responsibilities and have control over their work (Dickie Dickie 2 011, p. 71). Job enrichment will benefit the organisation as it will reduce the number of absenteeism, turnover  intentions and social loafing while increase employees’ job satisfaction, organizational commitment and individual productivity (Davoudi 2013, p. 107). In other words, organisation should encourage and send their employees for skills upgrading to stretch their capabilities. In contrast to Fayol’s understanding that an employee doing one task will increase their efficiency, employee that have more than one skill will benefit the organisation as their knowledge has become greater than before. Another disadvantage to this principle in this 21st century context is the impact of technology whereby machines has taken over some but not all, specialised jobs (Rodrigues 2001, pp. 880-881). Back to the factory example; then people were hired to do manufacturing jobs such as assembling cars. Each worker was given a specific task to assemble a car, but now these tasks are carried out by robots, where they are able to do more than one task (John Markoff 2012). As a result these workers might lose their jobs. Thus this principle, to a certain extent, it may not be relevant today. There are still organisations who practice this principle, but with the fast moving technology and employees who are eager to learn, it might not apply to this day. ? The managers have the power to instruct their employees to perform work that they give. Thus in this principle, managers give their employee rights (authority) and let them be responsible to complete the task (responsibility) that is being delegated to them (Bushardt et al. 2010, p. 9). In this context, it shows that the manager’s role is authoritative, which makes the subordinates have to follow the manager’s instructions (Cheng 2004, p. 91). Managers must stay in mind that they must have a shared understanding with their employees when they assign the task to them (Miles, cited in Evans et al. 2013, p. 24). They must take in consideration not to misuse their authoritative power to the extent that their employees have no choice nor say when their managers delegate the task to them. When the manager and the employee have a common goal, it will open up opportunities for employees to share opinions and make decisions to accomplish the required task. This also allows the managers to understand their employees and get engaged with them. In support of this, managers need to be a good example to their employees so that they will feel inspired and motivated to reach their organisational goals. Hence, managers have to be a transformational leader by moving their team forward to inspire and motivate them (Warrick 2011, p. 12). Whenever someone thinks of a leader, he will associate them with acquiring power, influence and authority (Dickie Dickie 2011, p. 83). One can have power and authority, but only a few are able to influence, inspire and motivate their employees. Fig 1.1 Leader behaviour continuum (Tannenbaum Schmidt, cited in Dickie Dickie 2011, p. 87) The two-dimensional model in fig 1.1 explains that managers’ role of authoritativeness and sub-ordinates empowerment has to be balanced between managers and the employees. Employees are able to participate in the decision making by voicing out their ideas to their managers. Managers can then make a decision based on this shared understanding (Tannenbaum Schmidt 1973). Hence, employees are given the permission to complete the given task which was based on a clear and discussed understanding with the manager. In contrast of Fayol’s perspective, delegation of work to the employees should be tasked responsibly with a shared understanding. Thus, employees will feel that their role in the organisation is worthy and  trusted. References Davoudi, SMM 2013, Impact: Job Enrichment in Organizational Citizenship Behaviour, SCMS Journal of Indian Management, p. 107, Business Source Complete, EBSCOhost, viewed 21 November 2013. Dickie, L Dickie, C 2011, Cornerstones of Management, 2nd edn, Tilde University Press, Australia, p. 71. Rodrigues, CA 2001, ‘Fayol’s 14 principles of management then and now: A framework for managing today’s organizations effectively’, Management Decision, vol. 39, no. 10, pp. 880-889. Schmitt, A, Zacher, H de Lange, AH 2013, ‘Focus on opportunities as a boundary condition of the relationship between job control and work engagement: A multi-sample, multi-method study’, European Journal of Work and Organizational Psychology, vol. 22, no. 5, p. 516, Business Source Complete, EBSCOhost, viewed 17 December 2013. Singapore Workforce Development Agency 2012, About WDA, Singapore Workforce Development Agency, viewed 12 January 2014, . John Markoff 2012, Skilled Wo rk, Without the Worker, New York Times, viewed 12 January 2014, . ? Principle 2: Authority and responsibility Bushardt, SC, Glascoff, DW, Doty, DH, Frank, M Burke, F 2010, ‘Delegation, Authority and Responsibility: A reconfiguration of an old paradigm’, Advances in Management, vol. 3, no. 9, p. 9. Cheng, BS, Chou, LF, Wu, TY, Huang, MP Farh, JL 2004, Paternalistic leadership and subordinate responses: Establishing a leadership model in Chinese organizations, Asian Journal of Social Psychology, vol. 7, no. 1, p. 91. Dickie, L Dickie, C 2011, Cornerstones of Management, 2nd edn, Tilde University Press, Australia, p. 83. Dickie, L Dickie, C 2011, Cornerstones of Management, 2nd edn, Tilde University Press, Australia, p. 87. Evans, WR, Haden, SSP, Clayton, RW Novicevic, MM 2013, ‘History-of-management thought about social responsibility’, Journal of Management History, vol. 19, no. 1, p. 24. Tannenbaum, R Schmidt, WH 1973, ‘How to choose a leadership pattern’, Harvard Business Review, vol. 51, no. 3, p. 164. Warrick, DD 2011, ‘The urgent need fo r skilled transformational leaders: integrating transformational leadership and organization development’, Journal of Leadership, Accountability and Ethics, vol. 8, no. 5, p. 12. ?

Dickens Social Commentary in Great Expectations Essay -- GCSE English

Dickens' Social Commentary in Great Expectations  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Charles Dickens' Great Expectations stands as one of the most highly revered works in all of English literature. The novel's perennial appeal lies in its penetrating depictions of character, rich panoramas of social milieu, and implicit crusades against social evils.1 Dickens used the growth of his characters in Great Expectations, particularly Pip, in relation to others to write about social reform, and most effectively illustrated this by using the first-person narrative style. In Great Expectations, Charles Dickens has written a social commentary using the development of his characters to illustrate his message. In my paper, I will concentrate on three of the main characters, Magwitch, Miss Havisham, Estella, and Joe Gargery. During the time when he lived, Dickens recognized many evils in society. In Great Expectations he focused on the problem of the whole idea of a class in society. It was a social commentary on society. His way to illustrate the solution to the problem of class in society was "to create characters who can get beyond the limitations and divisions of class identifications and see themselves as responsible humans."2 The people who read Dickens' works were often the kinds of people he was attacking. Dickens lived during the Victorian age which was known as the age of social criticism. Great Expectations was Dickens first attack on class in society.3 Dickens did not come right out and preach about social reform in his novels. He uses his rich characters to illustrate the values and morals he is trying to get across. Great Expectations is a novel of social criticism. In Dickens' opinion the two main social evils were selfishness an... ...ornback, 22. 3. Hornback, 4-5. 4. Hornback, 27-28. 5. Charles Dickens, Great Expectations (New York: Dodd, Mead and Company, 1942), 3. 6. Dickens, 395. 7. Dickens, 68. 8. Dickens, 71 . 9. Dickens, 72. 10. Dickens, 72. 11. Dickens, 598. 12. Dickens, 57. 13. Hornback, 25-26. 14. Hornback, 60.          Works Cited Chesterton, G.K. Charles Dickens: A Critical Study. New York: Dodd, Mead and Company, 1906. Dickens, Charles. Great Expectations. New York: Dodd, Mead and Company, 1942. Hornback, Bert G. Great Expectations: A Novel of Friendship. Boston: Twayne Publishers, 1987. Pearson, Hesketh. Dickens, His Character, Comedy, and Career. New York: Harper and Brothers Publishers, 1949. Priestley, J.B. Charles Dickens and His World. New York: Charles Scribner's Sons, 1961.   

Mba in Operation Management

NOTE 1: A candidate with a  MBA in Operation Management  would be able to look after a factory or other operations of the factory in a   better manner as compared to others due to their competency and knowledge regarding handling the operations of an   organization. Depending on the type of organization, one might be responsible for a few activities / regions in the initial   stages and consequently growing up to handling broader areas. This career involves handling a few plants/ vendors initially,   followed by the responsibility for an entire factory and eventually undertake a more strategic view like global sourcing /   alternate materials / imports etc. Operations managers pursue careers in service organizations involved in activities such as banking, transportation, insurance, and government, as well as manufacturing firms involved in producing industrial and consumer products. Typical careers in operations management involve activities such as forecasting, supervision, purchasing, inventory planning and control, operations scheduling and control, process methods and planning, quality management, warehouse management, and production planning in diverse industries such as banking, manufacturing, and retailing. Career opportunities in operations management can also involve work in management consulting firms or the development of computer systems for planning and scheduling. NOTE 2: Operations Management  is a comprehensive production-related responsibility that includes Inventory Management, Vendor Development, and Purchase Management. It also includes areas that demand multi-disciplinary skills like SCM (Supply Chain Management) and ERP (Enterprise Resource Planning). An MBA in Operations Management teaches students to manage the processes that lead to successful production and distribution of product(s) in any business organization. Students will learn to oversee manufacturing – product creation, development, production – and its distribution to sales outlets. An MBA Programme in Operations & Supply Chain Management is designed to expand your knowledge of operational efficiencies and effectiveness, while satisfying customer requirements as skillfully as possible from the point-of-origin to the point-of-consumption. A candidate with an MBA in Operations Management would be able to look after a factory or other operations of the factory in a better manner as compared to others due to their competency and knowledge regarding handling the operations of an organization. Manufacturing is one of the most important areas for any product-based business. Management of large as well as small manufacturing companies involves various production and operational techniques and theories. These skills are especially useful for engineering graduates. The career options in the field of Operations Management are: – * Quality Control * Material Management * Productivity Improvement * Inventory Control * Production Planning Supply Chain Management * Logistics The focus of Operations Specialists is not engineering problems, but managerial implications of engineering problems. The specific skills required are behavioural, technical, and statistical. These techniques are largely applied to manufacturing organizations. There are a few consultancies that work with such organizations in this functional area, thereby offering attractive career opportunities to MBAs. In Pharma, you can have the following career options: – * Pharmaceutical Inventory Management * Pharmaceutical Manufacturing Management * Pharmaceutical Quality Control * Total Quality Control * Inventory Management * Statistical Process Control * ISO 9000 Series Quality System Standard Note 3: http://sawaal. ibibo. com/jobs-and-careers/after-doing-mba-operations-what-type-jobs-one-find-manufacturing-industries-518541. html Note 4: