No and Negation Words in Spanish

Changing a Spanish sentence to a negative can be as easy as placing no before the main verb. Spanish is different than English in that Spanish can require the use of the double negative under some circumstances. No as an Adjective or Adverb In Spanish, the most common negative word is no, which can be used as an adverb or adjective. As an adverb negating a sentence, it always comes immediately before the verb, unless the verb is preceded by an object, in which case it comes immediately before the object. No como. (I am not eating.) No quiere ir al centro. (She doesnt want to go downtown.) No lo quiero. (I dont want it.)  ¿No te gusta la bicicleta? (Dont you like the bicycle?) When no is used as an adjective, or as an adverb modifying an adjective or another adverb, it typically is the equivalent of the English not or of a prefix such as non. In those cases, it comes immediately before the word it modifies. Note that while no is sometimes used to mean not in this way, this use isnt terribly common, and usually other words or sentence constructions are used. El senador està ¡ por la polà ­tica de la no violencia. (The senator is for the policy of nonviolence.) Tiene dos computadoras no usadas. (He has two unused computers.) Mi hermano es poco inteligente. (My brother is unintelligent.) Ese doctor es sin principios. (That doctor is unprincipled.) Other Negating Words Spanish also has several negative words that are frequently used. They include nada (nothing), nadie (nobody, no one), ninguno (none), nunca (never), and jamà ¡s (never). Ninguno, depending on its usage, also comes in the forms ningà ºn, ninguna, ningunos and ningunas, although the plural forms are seldom used. Nada vale tanto como el amor. (Nothing is worth as much as love.) Nadie quiere salir. (Nobody wants to leave.) Ninguna casa tiene mà ¡s televisores que la mà ­a. (No house has more televisions than mine.) Nunca bebemos la cerveza. (We never drink beer). Jamà ¡s te veo. (I never see you.) One aspect of Spanish that may seem unusual to English speakers is the use of the double negative. If one of the negative words listed above (such as nada or nadie) is used after the verb, a negative (often no) also must be used before the verb. Such usage is not considered redundant. When translating to English, you shouldnt translate both negatives as negatives. No sà © nada. (I dont know anything, or I know nothing.) No conozco a nadie. (I dont know anybody, or I know nobody.) A nadie le importa nada. (Nothing matters to anybody.)

The Catalytic Subunit B-family of Replicative DNA...

The catalytic subunit-PolÃŽ ± Polymerase ÃŽ ± is the first mammalian polymerase detected. It is a member of the B-family of replicative DNA polymerases. Its primary role is to further extend the RNA primer by addition of deoxy-nucleotides (dNTPs) into a total of 20-25 nucleotides of RNA-DNA primer. Generally, replicative DNA polymerases, polymerize dNTPs by catalyzing nucleophilic attack of the 3’-hydroxyl group of the primer onto the ÃŽ ±-phosphate of an incoming dNTP aligned to the template strand. The accuracy of the polymerases is achieved by a confirmation of the correct base pairing of the incoming dNTP and the template strand according to Watson-Crick base-pairing. The accuracy of the primases is further enhanced (100 fold) by their exonuclease activity where in the event of a mismatch the growing strand is pushed back to the exonuclease active and the mismatched nucleotide is excised. Most of our structural knowledge of the B-family of DNA polymerases came from the structure of the prototypical family member, bacteriophage RB69 Pol (Wang et al., 1997 in elife). Followed that the structure of the bacterial DNA Pol II (Wang and Yang, 2009 in elife) and then yeast Pol ÃŽ ´ (Swan et al., 2009). Only recently, the crystal structure of the catalytic domain of the yeast Pol ÃŽ ± subunit, Pol ÃŽ ± 349–1258, has been solved (elife). The structure confirmed that Pol ÃŽ ± shares a polymerase and an exonuclease domains similar to RB69 Pol, bacterial DNA Pol II and yeast Pol ÃŽ ´. Unlike the otherShow MoreRelatedDna Analysis : Dna And Dna2142 Words   |  9 Pages DNA polymerases are vital in how an organism can sustain life. DNA polymerases are enzymes that synthesize DNA molecules from deoxyribonucleotides and are accountable for DNA replication. They are absolutely critical for DNA replication and will typically work in sets so that they can create two identical sets of DNA strands from one single strand of DNA. DNA polymerase will catalyze the reaction: deoxynucleoside triphosphate + DNAn diphosphate + DNAn+1. DNA polymerases are extremely important

Disney Movies Free Essays

The negative influence of Disney movies on children Disney movies have a target audience of young impressionable children. Although Disney movies on first glance are entertaining and educational for the young mind it actually has many hidden messages that children do not realize are negative and believe that what they see is what is true. Disney movies contain a negative representations that are racist towards ethnic groups, sexism towards the behaviour and treatment of women, and construct false realities which are destructive to the human dignity. We will write a custom essay sample on Disney Movies or any similar topic only for you Order Now Disney movies contain stereotypical ideologies related to ethnicity that construct a negative representation. In many different Disney movies different ethnic groups are represented in different shapes and forms, some positive, others very offensive. As young children watch these movies they are exposed to all it’s content and belive that what they see is true. Disney does not directly display the racism but make it so that it is infered. Specifically, in a Disney movie the black community is shown as hyennas. The hyennas are represented as noisy, rude, and disruptive. For instance, when a boy was walking down the street with his mother a group of black children were playing in the park. The boy told his mother that the hyennas were behind them. The boy who watched the movie was made to believe that when he hears a noisy group it clicks in his mind that they are of the black community. The young boy does not know that it is wrong as he was exposed to the Disney movie that made him believe that racist stereotype. By the same token, in another Disney movie the mexican community are represented as little chihuahuas with an accent and negative stereotypes. Likewise the asian community is represented in one movie as siamese cats with slender eyes. As a consequence children who watch Disney movies are exposed to many racist stereotypical ideologies that construct negative representations. Secondly, Disney movies contains negative ideologies related to norms of behaviour for genders and age. How Disney portrays gender in their movies is in one of the most negative ways. Young boys and girls will watch the movies and will learn not only how to treat the other gender but also stereotypes on their own gender. Children will also learn that age is not just a number, it defines who you are as a person. Disney movies show older men as wise, smart know it alls which is all not that bad but not a truthful statement. It also shows that older women are mean, villeanous, evil, and rude which is also a false statement. Disney labels stereotypes on age groups that children believe and associate in real life. Similarly, Disney labels portrays negative ideologies of the norms of behaviour of both men and women. In fact in a very famous Disney, â€Å"Beauty and the Beast† the stereotypes are very easily seen to an educated eye but to a childs eye it’s just new information. In â€Å"Beauty and the Beast† there are many ideologies presented, a very obvious one is how the Prince Adam the Beast treats Belle, how Belle believes she can change the Beast. In the movie Belle is treated with huge amount of disrespect, being locked in her room and told to starve, getting abused physically and verbally. Belle also thinks that even though the Beast is mean and cold hearted she can change him in to a prince charming. When a child is exposed to how Belle is treated, how the Beast is such a powerful man, and how Belle still believes she can change him, the child will start to think like it is portrayed in the movie that women do not need to be treated properly, men are the dominant, strong and brave gender, and even though women are mistreated they will keep coming back in hope to change them. As a result, Disney movies portray negative ideologies to children related to norms of genders and how they are treated and how age affects the intellectuallity and personality. Lastly, Disney movies construct a false reality of this generations culture. By implementing all the different ideologies of race, gender, age, and many others a young child is easily influenced into believing that what he sees in his/her favorite disney movie is a reality of every day life. When a child learns negative ideologies such as stereotypes of ethnicity (like the boy who referred to a group of black children has hyennas as he remembered from a movie the laughing and noise they made) they start to believe that what happens in the film is also happens in reality. Young girls especially are the most influenced as in Disney women are portrayed as always cooking, cleaning, getting verbally, physcially and emotionally abused and just taking it. Young girls start to believe that it is a reality and it is their job to do those chores and it is acceptable to be treated poorly. Disney through their movies construct a false reality of how today’s generation works and destructs the human dignity. In closing, Disney movies contain a negative representations that are racist towards ethnic groups, sexism towards the behaviour and treatment of women, and construct false realities which are destructive to the human dignity. As a result of all the the negative stereotypes, young children who do not know any better than what they see in their favorite Disney are made to think that negative ideologies such as racism and sexism are acceptable in today’s reality. As a consequence children are given a propaganda by disney that they can not deconstruct since they are so young and construct a misrepresentation of society. In brief, Disney movies negatively influence children. How to cite Disney Movies, Essay examples

Japanese Internment Camps Persuasive Essay Example For Students

Japanese Internment Camps Persuasive Essay On February 19, 1942, President Franklin D.Roosevelt signed Executive Order 9066, which called for the eviction and internment of all Japanese Americans. After Pearl Harbor, all Japanese were looked upon as being capable of sabotage. The interments began in April 1942. The Japanese-Americans were transported on buses and trains to camps in California, Utah, Arizona and other states. They were always under military guard. The Japanese-Americans were housed in livestock stalls in the beginning, or in windowless shacks that were crowded and lacked sufficient ventilation, electricity and sanitation facilities. There was also a shortage of food and medicines.The internment camps were located in remote, uninhabitable areas. In the desert camps daytime temperatures often reached 100 degrees or more. And sub-zero winters were common in the northern camps. Some of the camp names were; Angel Park, Sharp Park, Tuna Canyon and Manzanar. The camps were guarded by barbed wire and guard towers. Armed guards patrolled the perimeters and were instructed to shoot anyone attempting to escape. The barracks consisted of tar paper over two-by-six wood boards with no insulation. Many families were assigned to one barracks and lived together with no privacy. Meals were served in mess halls and the lines for food were very long. These people lost their homes and businesses. Over 120,000 Japanese-Americans were involved in these relocations. Some had even lost their sons who had fought for the country that had imprisoned their parents. On December 17, 1944 President Roosevelt announced the revocation of Executive Order 9066.