Poder Conjugation in Spanish, Translation, and Examples

Poder Conjugation in Spanish, Translation, and Examples Poder is a common auxiliary verb that is frequently used as the equivalent of can or to be able to. Its conjugation is highly irregular; it is a stem-changing verb, since the -o- in the stem often changes to -u- or -ue-, and the ending may also change. There are no other verbs that follow the same pattern. This article includes poder conjugations in the indicative mood (present, past, conditional, future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Poder Present Indicative In the present indicative tense, the stem change o to ue occurs in all the conjugations except nosotros and vosotros. Yo puedo Yo puedo hablar dos idiomas. I can speak two languages. Tà º puedes Tà º puedes bailar bien. You can dance well. Usted/à ©l/ella puede Ella puede hacer un excelente trabajo. She can do an excellent job. Nosotros podemos Nosotros podemos correr una maratà ³n. We can run a marathon. Vosotros podà ©is Vosotros podà ©is ir a la fiesta. You can go to the party. Ustedes/ellos/ellas pueden Ellos pueden tocar un instrumento. They can play an instrument. Preterite Indicative There are two forms of the past tense in Spanish: the preterite and the imperfect. The preterite describes completed actions in the past. Some verbs have slightly different meanings when they are conjugated in the preterite versus the imperfect. When using poder in the preterite, it implies that the action was successfully accomplished, while in the imperfect tense it only gives the sense that the subject had the ability to do the action, but it is not clear whether it was accomplished or not. For this reason, poder in the preterite is translated as was able to. Also, notice that the stem changes from o to u for this irregular conjugation of the preterite. Yo pude Yo pude hablar dos idiomas. I was able to speak two languages. Tà º pudiste Tà º pudiste bailar bien. You were able to dance well. Usted/à ©l/ella pudo Ella pudo hacer un excelente trabajo. She was able to do an excellent job. Nosotros pudimos Nosotros pudimos correr una maratà ³n. We were able to run a marathon. Vosotros pudisteis Vosotros pudisteis ir a la fiesta. You were able to go to the party. Ustedes/ellos/ellas pudieron Ellos pudieron tocar un instrumento. They were able to play an instrument. Imperfect Indicative The imperfect tense describes ongoing or repeated actions in the past. Poder in the imperfect tense implies that someone had the ability to do something, but it doesnt say whether they did it or not. Therefore, poder in the imperfect can be translated as could or used to be able to. Yo podà ­a Yo podà ­a hablar dos idiomas. I could speak two languages. Tà º podà ­as Tà º podà ­as bailar bien. You could dance well. Usted/à ©l/ella podà ­a Ella podà ­a hacer un excelente trabajo. She coulddo an excellent job. Nosotros podà ­amos Nosotros podà ­amos correr una maratà ³n. We could run a marathon. Vosotros podà ­ais Vosotros podà ­ais ir a la fiesta. You could go to the party. Ustedes/ellos/ellas podà ­an Ellos podà ­an tocar un instrumento. They could play an instrument. Future Indicative The future tense is usually conjugated by starting with the infinitive form, but notice that poder is irregular, since it uses the stem podr- instead. Yo podrà © Yo podrà © hablar dos idiomas. I will be able to speak two languages. Tà º podrs Tà º podrs bailar bien. You will be able todance well. Usted/à ©l/ella podr Ella podrhacer un excelente trabajo. She will be able todo an excellent job. Nosotros podremos Nosotros podremos correr una maratà ³n. We will be able torun a marathon. Vosotros podrà ©is Vosotros podrà ©is ir a la fiesta. You will be able togo to the party. Ustedes/ellos/ellas podrn Ellos podrn tocar un instrumento. They will be able toplay an instrument. Periphrastic  Future Indicative   Yo voy a poder Yo voya poder hablar dos idiomas. I am going to be able to speak two languages. Tà º vasa poder Tà º vasa poder bailar bien. You aregoing to be able todance well. Usted/à ©l/ella vaa poder Ella vaa poder hacer un excelente trabajo. She isgoing to be able todo an excellent job. Nosotros vamosa poder Nosotros vamosa poder correr una maratà ³n. We aregoing to be able torun a marathon. Vosotros vaisa poder Vosotros vaisa poder ir a la fiesta. You aregoing to be able togo to the party. Ustedes/ellos/ellas vana poder Ellos vana poder tocar un instrumento. They aregoing to be able toplay an instrument. Present Progressive/Gerund Form The progressive tenses use estar with the gerund, pudiendo. Notice that the stem changes from o to u in the gerund. Although the auxiliary verb poder can be used in the progressive form, it is not really used in that way in English, thus the translation might sound a bit awkward. Present Progressive ofPoder est pudiendo Ella est pudiendo hacer un excelente trabajo. She is being able to do an excellent job. Past Participle The perfect tenses are made by using the appropriate form of haber and the past participle, podido. Present Perfect of Poder ha podido Ella ha podido hacer un excelente trabajo. She has been able to do an excellent job. Conditional Indicative Just like the future tense, the conditional tense is usually conjugated by starting with the infinitive form, but in the case of poder the stem is actually podr-. Yo podrà ­a Yo podrà ­a hablar dos idiomas si viviera en otro paà ­s. I would be able to speak two languages if I lived in another country. Tà º podrà ­as Tà º podrà ­as bailar bien si practicaras ms. You would be able todance well if you practiced more. Usted/à ©l/ella podrà ­a Ella podrà ­ahacer un excelente trabajo, pero es muy perezosa. She would be able todo an excellent job, but she is very lazy. Nosotros podrà ­amos Nosotros podrà ­amos correr una maratà ³n si entrenramos suficiente. We would be able torun a marathon if we trained enough. Vosotros podrà ­ais Vosotros podrà ­ais ir a la fiesta si te dieran permiso. You would be able togo to the party if you got permission. Ustedes/ellos/ellas podrà ­an Ellos podrà ­an tocar un instrumento si tomaran clases. They would be able toplay an instrument if they took lessons. Present Subjunctive The present subjunctive has the stem change o to ue in all of the conjugations except nosotros and vosotros, just like in the present indicative tense. Que yo pueda Mam espera que yo pueda hablar dos idiomas. Mom hopes that I can speak two languages. Que tà º puedas El instructor espera que tà º puedas bailar bien. The instructor hopes that you can dance well. Que usted/à ©l/ella pueda El jefe espera que ella pueda hacer un excelente trabajo. The boss hopes that she can do an excellent job. Que nosotros podamos El entrenador espera que nosotros podamos correr una maratà ³n. The trainer hopes that we can run a marathon. Que vosotros podis Patricia espera que vosotros podis ir a la fiesta. Patricia hopes that you can go to the party. Que ustedes/ellos/ellas puedan Su padre espera que ustedes puedan tocar un instrumento. Your father hopes that you can play an instrument. Poder Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive, and both options have the stem change o to u. Option 1 Que yo pudiera Mam esperaba que yo pudiera hablar dos idiomas. Mom hoped that I could speak two languages. Que tà º pudieras El instructor esperaba que tà º pudieras bailar bien. The instructor hoped that you could dance well. Que usted/à ©l/ella pudiera El jefe esperaba que ella pudiera hacer un excelente trabajo. The boss hoped that she could do an excellent job. Que nosotros pudià ©ramos El entrenador esperaba que nosotros pudià ©ramoscorrer una maratà ³n. The trainer hoped that we could run a marathon. Que vosotros pudierais Patricia esperaba que vosotros pudierais ir a la fiesta. Patricia hoped that you could go to the party. Que ustedes/ellos/ellas pudieran Su padre esperaba que ustedes pudieran tocar un instrumento. Your father hoped that you could play an instrument. Option 2 Que yo pudiese Mam esperaba que yo pudiese hablar dos idiomas. Mom hoped that I could speak two languages. Que tà º pudieses El instructor esperaba que tà º pudieses bailar bien. The instructor hoped that you could dance well. Que usted/à ©l/ella pudiese El jefe esperaba que ella pudiese hacer un excelente trabajo. The boss hoped that she could do an excellent job. Que nosotros pudià ©semos El entrenador esperaba que nosotros pudià ©semoscorrer una maratà ³n. The trainer hoped that we could run a marathon. Que vosotros pudieseis Patricia esperaba que vosotros pudieseis ir a la fiesta. Patricia hoped that you could go to the party. Que ustedes/ellos/ellas pudiesen Su padre esperaba que ustedes pudiesen tocar un instrumento. Your father hoped that you could play an instrument. Poder Imperative The imperative mood is used to give orders or commands. It is not common to give someone the command to be able to do something. Therefore, the imperative forms of poder sound awkward, especially in the negative forms. Positive Commands Tà º puede  ¡Puede bailar bien! Be able to dance well! Usted pueda  ¡Pueda hacer un excelente trabajo! Be able to do an excellent job! Nosotros podamos  ¡Podamos correr una maratà ³n! Let's be able to run a marathon! Vosotros poded  ¡Poded ir a la fiesta! Be able to go to the party! Ustedes puedan  ¡Puedan tocar un instrumento! Be able to play an instrument! Negative Commands Tà º no puedas  ¡No puedas bailar bien! Don't be able to dance well! Usted no pueda  ¡No pueda hacer un excelente trabajo! Don't be able to do an excellent job! Nosotros no podamos  ¡No podamos correr una maratà ³n! Let's not be able to run a marathon! Vosotros no podis  ¡No podis ir a la fiesta! Don't be able to go to the party! Ustedes no puedan  ¡No puedan tocar un instrumento! Don't be able to play an instrument!

4 Reasons You Need Volunteer Work On Your Resume

4 Reasons You Need Volunteer Work On Your Resume We all know volunteering experience can really jazz up a resume. But it’s hard to find the time to balance that sort of extracurricular pursuit with acquiring all the skills and knowledge needed in your field. It’s hard to tell when volunteering would actually, specifically, directly help you in your job search. Here are four situations where some volunteer work on your resume would be a major asset:1. You’ve just graduatedYour only relevant experience is academic, perhaps with an internship or two. Volunteering at this stage in your career can be fabulous for building your network and helping you find jobs, and also for padding your resume to help you get one. Try to find an opportunity that complements your chosen career path and you’ll be well on your way.2. You’re unemployed and have been (or will be) for a whileKeep yourself current and prove that, even though you may not have found a suitable job opportunity in the interval, you’ve kept yourself busy and motivated and have kept your skills sharp. It’s also a great way to make new connections. You never know who might help you find your next job.3. You want to change careersWhile you start to build up skills and expertise in the new career you’re angling to change into, volunteering can be a great way to get your feet wet and break into that world. It shows your passion for your field, and will start helping you to make valuable networking connections, plus learning things that will serve you in the course of your career switch.4. You don’t know what you want to doIt’s okay to come out of school and not know exactly what you want to be when you grow up. Volunteer work is a great way to try out different fields and get a feel for what rewards you and challenges you most. Play around. Worst case scenario? You haven’t wasted time, you’ve helped to make a difference.

American Marriage in Transition Essay Example | Topics and Well Written Essays - 750 words - 1

American Marriage in Transition - Essay Example Cherlin points out child bearing outside family, changes in household labour division, cohabitation and gay marriage as factors which redefined the structure of marriage as a social intitution (403). Other materialistic trends included â€Å"decline of agriculture labour and the corresponding increase in wage labour; the decline in child and adult mortality; rising standards of living;and in the last half of the 20th century, the movement of married women into the paid workforce†(403). These factors along with global events including depression and World War II brought in changes in the sociological understanding of the term marriage to a large extend. One of the first meaning assigned to marriage was that of a process which legitimises sexual relationship and to have children. Cherlin here provides a comparitive global picture on the understanding of marriage at this context. He notes that this trend resulted in an increase in the percieved importance of marriage among young Americans during the 1950s (403). This trend began to diminish in the 1960s. The median age of marriage in US began to be as it used to be in early 1900s (403). Cherlin also notes that during this perion living together before marriage became more common. Another notable trend during this period was that divorses increased and â€Å"same sex unions found greater acceptance†. The article further talks about the transition from companionate marriage to individualistic marriages. The three vital characterestics of these marriages were; self development; flexible and negoitibale roles within marriages and communication and openness in confronting problems(404). The article provides extensive literature support which suggests similar trends. Cherlin identifies that a complete deintitutionalisation of marriage occurred in the 20th century. Here the bonding of marriage was not based on the traditional roles as that of raising children. These

Virtual Organisations Essay Example | Topics and Well Written Essays - 1500 words

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Jewish history :: essays research papers

1. If I was Jewish and I were to capture a German soldier, the first thing I would do is beat insensibly until I know he won’t fight back. Second, I would find out where he is stationed at, get all his identification, learn all I can about him and take his uniform and everything else he has. I know he won’t just start spitting information out, so we will do alittle torturing till he wishes he dies. Then, after he tells us the information, I will go done to his station and find out more on their plans. So will be like a Jewish spy. These actions will affect me, and my family because I am trying to do anything for our family to be safe. Because if they discover me, the will immediately kill me. 2. If I was in that position I will do everything I can for them to take me. I would even risk my life for them to leave my daughters alone. I would fight with them to get them mad, and hate me even more. Then they will change their minds and take me. My actions would affect my kids, my daughters, and especially me. While I’m fighting with them, they could just kill me right there. 3. What I would do is take that box, hide it for a while because I know the Germans will find out. So when they forget about it, I’ll sneak it out and take as much as I can for my family and I. Then I will give the rest to a family that indeed they need the food. The actions won’t affect no one unless they find out, the food will be nutritious for us, for our health and especially for our lives. 4. As soon as I hear about those laws, the first thing I would do is leave the country with my family. So in this case I would avoid any and every conflict I could have. It wouldn’t be nothing serious only that my family and I would finally be safe.

Apush Chapter 7 Vocab

Republicanism – Political theory of representative government, based on the principle of popular sovereignty, with a strong emphasis on liberty and civic virtue. Influential in eighteenth-century American political thought, it stood as an alternative to monarchical rule. Radical Whigs- Eighteenth-century British political commentators who agitated against political corruption and emphasized the threat to liberty posed by arbitrary power. Their writings shaped American political thought and made colonists especially alert to encroachments on their rights. Sugar Act (1764) – Duty on imported sugar from the West Indies.It was the first tax levied on the colonists by the crown and was lowered substantially in response to widespread protests. Quartering Act (1765) – Required colonies to provide food and quarters for British troops. Many colonists resented the act, which they perceived as an encroachment on their rights. Stamp tax (1765) – Widely unpopular tax o n an array of paper goods, repealed in 1766 after mass protests erupted across the colonies. Colonists developed the principle of â€Å"no taxation without representation† which questioned Parliament’s authority over the colonies and laid the foundation for future revolutionary claims.Stamp Act Congress (1765) – Assembly of delegates from nine colonies who met in New York City to draft a petition for the repeal of the Stamp Act. Helped ease sectional suspicions and promote inter-colonial unity Sons of Liberty – Patriotic groups that played a central role in agitating against the Stamp Act and enforcing non-importation agreements Daughters of Liberty – Patriotic groups that played a central role in agitating against the Stamp Act and enforcing non-importation agreements Declaratory Act (1766) – Passed alongside the repeal of the Stamp Act, it reaffirmed Parliament’s unqualified sovereignty over the North American colonies.Townshend Act s (1767) – External, or indirect, levies on glass, white lead, paper, paint and tea, the proceeds of which were used to pay colonial governors, who had previously been paid directly by colonial assemblies. Sparked another round of protests in the colonies. Boston Massacre (1770) – Clash between unruly Bostonian protestors and locally stationed British redcoats, who fired on the jeering crowd, killing or wounding eleven citizens.Boston Tea Party (1773) – rowdy protest against the British East India Company’s newly acquired monopoly on the tea trade. Colonists, disguised as Indians, dumped 342 chests of tea into Boston harbor, prompting harsh sanctions from the British Parliament. â€Å"Intolerable Acts† (1774) – Series of punitive measures passed in retaliation for the Boston Tea Party, closing the Port of Boston, revoking a number of rights in the Massachusetts colonial charter, and expanding the Quartering Act to allow for lodging of soldie rs in private homes.In response, colonists convened the First Continental Congress and called for a complete boycott of British goods. First Continental Congress (1774) – Convention of delegates from twelve of the thirteen colonies that convened in Philadelphia to craft a response to the Intolerable Acts. Delegates established Association, which called for a complete boycott of British goods. Battles of Lexington and Concord (April 1775) – First battles of the Revolutionary War, fought outside of Boston.The colonial militia successfully defended their stores of munitions, forcing the British to retreat to Boston. Valley Forge (1777-1778_ – Encampment where George Washington’s poorly equipped army spent a wretched, freezing winter. Hundreds of men died and more than a thousand deserted. The plight of the starving, shivering soldiers reflected the main weakness of the American army—a lack of stable supplies and munitions John Hancock- wealthy colonia l statesman whose fortunes were amassed by smuggling.Crispus Attucks- a freedman in the era of the abolitionist movement who was martyred in the Boston Massacre. George III- A good mofal man who proved to be a bad ruler, Earnest, industrious, stubborn, and lustful for power, he surrounded himself with cooperative â€Å"yes men† Samuel Adams – a â€Å"rebel† ringleader sought out by British during Battles of Lexington and Concord Thomas Hutchinson – Governor of Massachusetts at time of Boston Tea

Challenging with Effective Group Communication - 690 Words

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