The Philadelphia schools, along with other schools across the nation, are concerned with students who do not enter college upon graduation. Many are left with low-paying, dead-end jobs with little prospects for future improvements &ndash keeping many of those students from impoverished homes in the low-income lifestyle.

This has been of concern also for James Nevels, chairman of the state-appointed School Reform Commission that is responsible for overseeing city schools within the state, including the Philadelphia schools. Nevels believes students have been historically underrepresented in the local trade unions, and believes it is time to change that status quo.

Both Nevels and the Philadelphia schools believe that the city benefits, when graduated students are gainfully employed and productively adding to the community in a positive manner. When these students are from low-income families and are allowed to raise themselves out of the poverty level, the community benefits exponentially. Trades offer non-college bound students just the opportunity for such future growth and lifestyle improvement.

In June 2006, a four-year deal was announced between the Philadelphia schools and the Building and Construction Council (AFL-CIO). Politicians, business leaders, and educators alike are calling the deal significantly historical for the city and its future.

As part of a $1.7 billion construction and maintenance contract with the Philadelphia schools, the Council through its local trade unions will provide a minimum of 250 apprenticeship opportunities for Philadelphia schools students, who meet the requirements. Potentially, 425 apprenticeships for graduates could be offered over the four-year period. It is estimated that the majority of the students to qualify will be minorities from low-income families, a truly remarkable shot in the arm for the families, as well as the city. It also means the Philadelphia schools can offer these students more opportunities to learn skills that could potentially lift them out of the poverty level.

The Council will be working with the Philadelphia schools to develop the curriculum. They will host seminars for students to pique their interest and motivate them to apply for the apprenticeship programs. The Council also will monitor the results of the apprenticeships for co-review with the Philadelphia schools.

With nearly 200,000 students currently enrolled in the Philadelphia schools and about 12,000 graduating each year, this program was desperately needed for both the students and the community. It’s expected that a minimum of 62 students will enter the apprenticeship program each of the four years, though there are potentially more apprenticeships available.

This four-year deal between the Philadelphia schools and the Building and Construction Council is truly groundbreaking for the city of Philadelphia. The Philadelphia schools can offer more to their students. The students get an opportunity that may not have been otherwise available to them. The trade unions can build their memberships with young, vibrant workers, as well as build their diversity. The city gets more productive community members. It is a win-win situation for everyone.

Personality assessment is perhaps more an art form than a science. In an attempt to render it as objective and standardized as possible, generations of clinicians came up with psychological tests and structured interviews. These are administered under similar conditions and use identical stimuli to elicit information from respondents. Thus, any disparity in the responses of the subjects can and is attributed to the idiosyncrasies of their personalities.

Moreover, most tests restrict the repertory of permitted of answers. “True” or “false” are the only allowed reactions to the questions in the Minnesota Multiphasic Personality Inventory II (MMPI-II), for instance. Scoring or keying the results is also an automatic process wherein all “true” responses get one or more points on one or more scales and all “false” responses get none.

This limits the involvement of the diagnostician to the interpretation of the test results (the scale scores). Admittedly, interpretation is arguably more important than data gathering. Thus, inevitably biased human input cannot and is not avoided in the process of personality assessment and evaluation. But its pernicious effect is somewhat reined in by the systematic and impartial nature of the underlying instruments (tests).

Still, rather than rely on one questionnaire and its interpretation, most practitioners administer to the same subject a battery of tests and structured interviews. These often vary in important aspects: their response formats, stimuli, procedures of administration, and scoring methodology. Moreover, in order to establish a test’s reliability, many diagnosticians administer it repeatedly over time to the same client. If the interpreted results are more or less the same, the test is said to be reliable.

The outcomes of various tests must fit in with each other. Put together, they must provide a consistent and coherent picture. If one test yields readings that are constantly at odds with the conclusions of other questionnaires or interviews, it may not be valid. In other words, it may not be measuring what it claims to be measuring.

Thus, a test quantifying one’s grandiosity must conform to the scores of tests which measure reluctance to admit failings or propensity to present a socially desirable and inflated facade (”False Self”). If a grandiosity test is positively related to irrelevant, conceptually independent traits, such as intelligence or depression, it does not render it valid.

Most tests are either objective or projective. The psychologist George Kelly offered this tongue-in-cheek definition of both in a 1958 article titled “Man’s construction of his alternatives” (included in the book “The Assessment of Human Motives”, edited by G.Lindzey):

“When the subject is asked to guess what the examiner is thinking, we call it an objective test; when the examiner tries to guess what the subject is thinking, we call it a projective device.”

The scoring of objective tests is computerized (no human input). Examples of such standardized instruments include the MMPI-II, the California Psychological Inventory (CPI), and the Millon Clinical Multiaxial Inventory II. Of course, a human finally gleans the meaning of the data gathered by these questionnaires. Interpretation ultimately depends on the knowledge, training, experience, skills, and natural gifts of the therapist or diagnostician.

Projective tests are far less structured and thus a lot more ambiguous. As L. K.Frank observed in a 1939 article titled “Projective methods for the study of personality”:

“(The patient’s responses to such tests are projections of his) way of seeing life, his meanings, signficances, patterns, and especially his feelings.”

In projective tests, the responses are not constrained and scoring is done exclusively by humans and involves judgment (and, thus, a modicum of bias). Clinicians rarely agree on the same interpretation and often use competing methods of scoring, yielding disparate results. The diagnostician’s personality comes into prominent play. The best known of these “tests” is the Rorschach set of inkblots.

Ever wonder if you and your students could create your own TV news show? Would you like to have announcements and school/class information available to students all class long? Would you like to avoid those students who were absent constantly asking you, “What did we do in class yesterday?” It isn’t only possible to do, but with a few pieces of equipment, it’s easy to set up and run.

You, of course will need several pieces of hardware, including a TV or (digital projector) and a computer. You will also need the proper cables to connect the two. We’ve discovered that sometimes the resolution on some computers needs to be adjusted or changed, so check your monitors setting. You might even need a scan-converter if all else fails. Such a TV network can also be simply set up on a computer monitor which is turned to face the students.

Your computer will also need PowerPoint (or an equivalent presentation software). We’ve used such programs effectively on Macs, as well as Linux and Windows machines, and they all work well for this application.

PowerPoint has the feature of progressing through information or slides by either clicking your mouse, or by setting up timings between every action. Thus, you can have each word, line, paragraph, or even graphic animated automatically. You can change up the settings for different bits of info you have. Check the top menu for ’slide show’, and follow down the menu to ‘custom animation’ (or look for a similar command). Once there, you can select each element to animate, the type of transition to occur, any sound you want associated with it, and also the timing (automatic, not on a mouse click). You will want to practice a few times until your timing is good, and there are enough seconds to see or read each element before the next animation or transition.

Even your slides can be changed automatically. Go to the ’slide show’ menu and select ’slide transition’ or ’set up show’. From there, you can choose the type of transition, and even its speed of animation.

You may wish to check your computer’s settings so the machine doesn’t go to sleep on you, or change to a screen saver. That would definitely defeat your purpose!

Now that you know how to set up a show, you have to decide what material or information to put out on display. I put up basic information such as the lunch menu, school or class announcements, and homework assignments. I will also post a class schedule and switch times if the daily schedule is altered. For the students who were absent, we also display class notes from previous classes. Now there is no excuse for students missing assignments or class information! And this saves you from having to deal with every returning student asking what was missed and where to find it.

If you are brave and want to create a great class project, have your students run your daily announcements. You could partner them up and have your first class of the day create the announcements. Another project is to have your students create storyboards, where a short story is broken up among a number of slides, each slide including pictures, clip art, or graphics to illustrate the story. You can find many good images online or in the clip art of your program. If you have access to a digital camera, you can even have students take their own pictures and insert them.

Yet another project we’ve done is to create a PowerPoint to summarize one class or a week’s worth of class info. This becomes an animated newsletter or magazine. Again, assign a student to take photos on a digital camera during the class and combine these with articles on the various activities you’ve done. You might want to include students’ work as examples.

There are also advanced techniques you can experiment with as you get better with the program. Sound can be added, such as background music, songs, or voice recordings. There are also ways to include video. Become an expert with the basics, and you’ll be ready for these advanced techniques.

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For this article, and more on teaching and education, be sure to check out our website:

.starteaching.com

Frank Holes, Jr. is the editor of the StarTeaching website and the bi-monthly newsletter, Features for Teachers. Check out our latest issue at:

.starteaching.com/Features_for_Teachers_2mar1.htm

You can contact Frank at:

editorstarteaching.com

A master’s degree in accounting or a master’s degree in business administration with a concentration in accounting is most desirable among employers. A master’s degree in business administration with a concentration in accounting is highly desirable among employers. Some employers prefer applicants with a master’s degree in accounting, or with a master’s degree in business administration with a concentration in accounting. Hall, Ph.D., the new master’s degree will combine technical training in accounting with a focus on research, taxation, finance, communication and business ethics.

Some employers prefer hiring individuals with a master’s degree in accounting or a master’s degree in business administration with a concentration in accounting. Strayer’s online masters degrees are in education, business administration, public administration, health services administration, professional accounting, communications technology, and management information systems. Applicants with a master’s degree in accounting or a master’s degree in business administration with a concentration in accounting are increasingly valued. This conversion master’s programme aims to provide business degree holders with an intensive education in accounting and accounting-related knowledge and skills. The Master of Accounting program admits students with undergraduate business degrees or the equivalent from accredited schools.

With a master’s degree from URI’s accounting program, your professional opportunities are unlimited. A Link Program, available in the summer prior to beginning the master’s degree, provides the requisite accounting background. The Master of Accounting degree program is a general program of study that exposes students to accounting research and theory. The master of tax accounting (M.T.A.) degree program is a multidimensional approach to education of the modern tax specialist.

Now, even if you have an undergraduate degree in another discipline, you can earn a Masters of Accounting degree. The second option is for graduates of accredited undergraduate institutions who wish to earn a Masters degree in accounting. The Master of Accounting program admits students with undergraduate business degrees or the equivalent from accredited schools. The master of tax accounting (M.T.A.) degree is designed for students who are interested in careers in taxation. The master of tax accounting (M.T.A.) degree program is a multidimensional approach to education of the modern tax specialist. Strayer’s online masters degrees are in education, business administration, public administration, health services administration, professional accounting, communications technology, and management information systems. This conversion master’s programme aims to provide business degree holders with an intensive education in accounting and accounting-related knowledge and skills. You must inform the hiring agency of this experience or possession of master’s degree in accounting at time of interview.

You must inform the hiring agency of this experience or possession of master’s degree in Accounting at time of interview. Some employers prefer hiring individuals with a master’s degree in accounting or a master’s degree in business administration with a concentration in accounting. While you can work in accounting without a graduate degree, many find that it makes good sense to invest in a master’s degree. Candidates with an honours degree in accounting or the Graduate Diploma in Accounting proceed directly into the second year of the master’s degree. The Master of Accounting degree program is a general program of study that exposes students to accounting research and theory. Hall, Ph.D., the new master’s degree will combine technical training in accounting with a focus on research, taxation, finance, communication and business ethics. Cannot be taken for credit for the master of accounting degree.

Cannot be taken for credit to apply to the master of accounting degree. Some employers prefer applicants with a master’s degree in accounting, or with a master’s degree in business administration with a concentration in accounting. Get an accredited high school diploma, accounting, master, or bachelor degree. in accounting and the Master of Professional Accountancy degree upon completion of the course of study. As a result, many schools have been forced to limit enrollment to their Masters of Accounting degree programs. Stark received a bachelor’s degree in accounting in 1959 and a master’s degree in administration in 1966, both from K-State. Some accounting graduates have earned master’s or doctoral degrees and gone on to teach at the university level.

A Link Program, available in the summer prior to beginning the master’s degree, provides the requisite accounting background. However, employers looking to fill entry level positions requiring an advanced degree often hire master in accounting graduates over MBA’s. Annual awards are given to outstanding Accounting graduates at both the bachelor’s and master’s degree level. She is currently working on her master’s degree in accounting.

.accounting-master-degree.com/

The French Revolution constituted for the conscience of the dominant aristocratic class a fall from innocence, and upturning of the natural chain of events that resounded all over Europe; the old regime became, in their imaginary, a paradise lost. This explains why some romantic poets born in the higher classes were keen on seeing themselves as faded aristocrats, expelled from their comfortable milieu by a reverse of fortune or a design of destiny. Byron and Shelley are the prime instances of this vital pose. In The Giaour he writes on a vampiric character: “The common crowd but see the gloom/ Of wayward deeds and fitting doom;/ The close observer can espy/A noble soul, and lineage high.”

Byron departed from England leaving a trail of scandal over his marital conduct and since then saw himself as an exiled expatriate. Shelley was expelled from Oxford and he fell in disgrace by marrying an in-keeper’s daughter; he always struggled to reconcile his origin with his political ideas: “Shelley could find no way of resolving his own contradictory opinions” (Cronin, 2000).

This icon of the fallen aristocrat is rooted on another character revered by romantic poets: the fallen angel. As Mario Praz proves, miltonic Satan became the rebel figure of choice among romantic poets. Milton reversed the medieval idea of a hideous Satan and wrapped its figure with the epic grandeur of an angel fallen in disgrace. Many of the byronic heros share with Milton’s Satan this fallen-from-grace condition, such as Lara: “There was in him a vital scorn of all:/

As if the worst had fall’n which could befall,/ stood a stranger in this breathing world,/An erring spirit from another hurl’d” ( Lara XVIII 315-16)

There is another social factor that is behind the formation of the romantic myth of the vampire. In the early nineteen century, the foundations of what would later become a mass society were laid; the expansion of the press and of the reading public produced an increased diffusion for literary works and fostered movements such as the gothic and the sensation novel. Byron himself experienced the event of being turned into a proto-bestseller. The unification of literary taste and preferences that was a correlate to this social changes could not be more alien to the romantic notion of individual gusto and original sensibility. In order to combat this unifying forces, romantic poets revered the individual who stands outside society and is free from common concerns. Many of Byron’s heros look down on the masses from above, even though they walk among them and do not lean towards wordsworthian escapades into nature; they achieve to remain untainted by the masses in a sort of exile within the world akin to that of a ghost or a dammed spirit. This self-definition of Manfred is revelatory:

From my youth upwards

My spirit walk’d not with the souls of men,

Nor look’d upon the earth with human eyes;

The thirst of their ambition was not mine,

The aim of their existence was not mine;

My joys, my griefs, my passions, and my powers

Made me a stranger; though I wore the form,

I had no sympathy with breathing flesh, (Manfred II, ii, 50-58)

Not only Byron’s works contrived to produce the modern image of the vampire in relation to the Male Seducer archetype, but also some odd events in his life and the life of those surrounding him exercised a decisive influence. A critical study bundled with an anthology of vampire tales (Conde de Siruela, 2001) attributes to the short story The Vampire (1819) by John William Polidori the fixation of the “classical images of the literary vampire as a villanious, cold and enigmatic aristocrat; but, above all, perverse and fascinating for women”. Mario Praz, in the same line, also states that Byron was “largely responsible for the vogue of vampirism”. Polidori was the unfortunate doctor and personal assistant of Lord Byron who died half-crazy at 25. The idea for the tale published in 1819 came from the famous meetings at Villa Diodati on June 1816 between Byron, Percy Shelley, Mary Shelley and Polidori, in what was probably the most influential gathering for fantastic fiction in the history of modern literature. In order to pass the stormy and ether-fuelled nights, they agreed to write each one a ghost story. Mary Shelley (who was then 17 years old) got during these nights the idea of what later became Frankenstein and Polidori wrote the tale The Vampire that he would publish three years later. The story appeared in the New Monthly Magazine falsely attributed by the editor to Lord Byron (taking advantages of the aura of Satanism that surrounded the poet in the popular view to promote the sales of the magazine). A misguided Goethe hailed the story as the best that Lord Byron had ever written. The tale was, actually, a covert portrait of Lord Byron disguised as the vampire Lord Ruthven, a cruel gambler and killer of innocent girls. Polidori had introduced in the story fragments from an autobiographical and revengeful novel called Glenarvon written by Caroline Lamb, an ex-lover of Byron. The Lord

Philadelphia Schools has a “just say no” policy, when it comes to school bullies and other related negative student behavior.

Approximately, two thirds of all deaths among children and adolescents in the United States are the result of injury-related causes. These include motor vehicle crashes, unintentional injuries, homicide and suicide. According to the Centers for Disease Control and Prevention, at least 126 students committed a school-associated homicide or suicide between 1994 and 1999. Of these students, 28 committed suicide, of which eight intentionally injured others immediately before killing themselves. None of these students were involved in gangs.

The suicides, now referred to as “bullycide”, were attributed to school-associated violence, including bullying and other such social stressors. Though the 126 students may seem small for a national statistic, this is only the tip of the iceberg. It does not address the number of students who develop substance abuse and psychological problems due to being bullied and harassed at school &ndash some for many years from elementary through high school by the same individual(s).

“Pediatrics”, Journal of the American Academy of Pediatrics, reported in its May 5, 2004, issue that the rise of obesity and overweight in school-aged children is associated with “many negative social and psychological ramifications.” Peer aggression is at the top of the list.

To work toward eliminating this rising national problem in their schools, Philadelphia schools developed a policy that prohibits anyone from bullying or seriously threatening any member of the school community during school hours and coming to and from school. This includes:

• Repeated threats;

• Threats of bodily injury;

• Physical or psychological intimidation;

• Extortion of any type;

• Fighting or other acts/threats of violence;

• Repeatedly posting information about another individual without his/her consent on the Internet, bulletin boards, school walls, individual’s personal belongings, or any other location &ndash whether it is during school hours or not; and

• Harassment for any reason, but especially due to race, gender, disability, language or physical characteristic.

Besides school personnel, Philadelphia schools have enlisted the help of the students and their parents. They have set up a Bully Hotline that is staffed 24 hours a day for students or parents to report school-related abuse. The hotline serves over 175 languages through a telephonic interpretation service. Philadelphia schools promise to act on a reported problem within 24 hours of receiving the hotline complaint. For some issues, callers may receive a follow-up telephone call to ensure the situations were satisfactorily resolved.

Philadelphia schools created flyers in nine different languages that describe the school policy against these negative behaviors, the Bully Hotline, and instructions for non-English language individuals to access the hotline. The eight non-English languages are the most frequently encountered in Philadelphia schools and represent over 85 percent of their “English as a Second Language” students.

The flyers were sent to the parents of students enrolled in their schools. Additionally, they asked parents and community groups to further distribute the flyers throughout the city.

Philadelphia schools are truly concerned about the safety and well-being of its students. They believe that all students have a right not to be bullied or harassed. With their “no bully” policy and the hotline, they are well on their way to prevent, address and eliminate intimidation and harassment of any student for any reason.

This information on Philadelphia schools is brought to you by .schoolsk-12.com.

When most parents hear the word online tutoring, they can’t quite envision it, but when students hear the word online tutoring, they are intrigued. Online tutoring allows a tutor and student to communicate from computer to computer. Most online tutoring sessions take place inside an online classroom.

Many online tutoring services offer a whiteboard so words can be written or drawn with the mouse and keyboard. Only the best online tutoring classrooms offer voice over ip. This means both the student and tutor can speak through the computer as long as both have a microphone and speakers.

Once the parent understands the concept of online tutoring, they are often times amazed. Their child can ask any question and the tutor is able to walk the student through the entire problem solving process and help the student to solve each problem. This one on one communication is what most students need to overcome learning obstacles.

In the classroom, most students are left behind if they don’t ask specific questions to help them understand what they are learning. Once a student starts falling behind, tutoring must be provided to prevent failing grades. Often times a personal face to face tutor intimidates students and still might not help.

Online tutoring allows any student to get the one on one attention they need without the intimidation factor. Students feel comfortable learning online and the fact that each lesson can be printed is a wonderful study tool.

If you never tried online tutoring, I suggest you give it a try and allow your child to learn online. The cost is usually less than a private tutor and you won’t have to drive and worry about scheduling issues. Your child can learn from any computer as long as there is an internet connection.

Go to .live-etutor.com to learn more about online tutoring and watch a virtual tour inside of our online classroom. All tutors are screened, qualified and ready to help your child get better grades!

How to build muscle fast is the most fundamental question asked by new bodybuilders. In a society where everything has to be done yesterday, people are always expecting fast results. Here in this article you will learn how to build muscle fast for yourself

Step 1

Probably the most important step in learning how to build muscle fast is to keep an accurate record of what you are doing, and the effect it is having. Building your muscles fast needs your workouts to be as effective as possible, so you need to keep accurate records, either in a written diary, or on an electronic system. When you are getting results from a weight training program, you should be increasing the amount of weight you are lifting fairly regularly. If you aren’t, you aren’t getting optimum results.

Tip 2

Be diligent in working with each muscle group in turn. If you go through three or four sets, making sure the weight gets greater each time. This will show you one of the most important lessons in learning how to build muscle fast. When you have reached the fourth set, you should have already set up enough of a strain on your muscles for them to be stimulated to grow. Just keep following your basic routine, but make sure the weights get heavier as you continue to progress.

Tip 3

Keep the length of workouts down. It is so tempting to fall into the trap of thinking that more time necessarily means greater results. Do the same amount of work in less time, by taking shorter rest periods, and you will see greater results from you efforts. This is due to the vast increase in intensity levels. Learning how to build muscles fast can actually save you time.

Tip 4

Have a small rep count. The limit really should be set at 6 or 8 reps, as once you go beyond this, you are working the slow twitch muscle fibers. This is not that useful to bodybuilders, as these are muscles which do not really grow. Long distance athletes who are more concerned with strength than bulk are the ones who benefit from this kind of training. Bodybuilders need to be lifting heavy weights for a short rep count.

These are the fundamental starting points in learning how to build muscle fast.

Over the course of the past year, I closely assisted a colleague in writing a series of ten articles covering diverse aspects of my ancient astronaut theory. All ten of those articles circulated widely around the globe and view counters on many sites indicated plentiful readership, but feedback to me, or to her, from anywhere, was non-existent. There was neither criticism nor acclaim from anyone. Just silence. I was starting to think that perhaps no one in world wants to take ancient astronauts seriously.

In an attempt to make some progress, I decided to pay sixty dollars for a review of my ancient astronaut website. Of course, this was to be a review by skeptics; a review by New Age believers would be worthless. Their blog’s description was “critical reviews of paranormal claims on the Internet.” The intermediary granted them five days to perform their review but that has long since come and gone, and not a word from them. My website presents a vast amount of evidence and, in truth, I could not expect anyone to produce a good critical review in just five days. No one, including myself, would want to see quickly prepared and frivolous arguments, else I would make them look ridiculous in my counter arguments. Moreover, some of my evidence comes from Spanish-language sources and, to start, they would need time to verify that none of it is a hoax. They are welcome to all the time they need.

What to expect from this blog is uncertain. There are skeptics who are as narrow-minded in their thinking as their New Age counterparts, and then again, there are skeptics, like me, who objectively evaluate the evidence to arrive at the truth. Was there a real ancient astronaut? To help the skeptics answer that question, I will give them some ideas on how to refute my theories. Here, solely for space considerations, I will concentrate on the archaeological evidence, leaving aside ideas on how to refute the cryptology and theology evidence for another day.

My website reproduces engravings from the Tiwanaku civilization in Bolivia. One of those engravings depicts the alleged ancient astronaut as an aquatic with a three-pronged tail, with each of the three prongs ending in a pod. How do the skeptics refute that? Easy. They simply need to demonstrate that the shape of those pods resembles some form of animal or plant life to be found in that region. In other words, they need to find a terrestrial source for those engravings, otherwise my extraterrestrial arguments remain unharmed.

The timing of the Tiwanaku sky-god drawings coincides with the timing of the Nazca Lines in Peru, so the ancient astronaut of both places has to be one and the same. For Nazca, the skeptics will find many ready-made arguments, but I consider all of them weak. The mentality of the people of Nazca cannot be assumed to be unique in human history. It has to be demonstrated that people elsewhere also believed that the sun, moon, or sky-spirits had physical eyes that could observe ground drawings. Alternatively, it has to be demonstrated that the people of Nazca worshipped birds, believing them to have cognitive intelligence.

The recorded engravings on the cosmological Sun Disk, alleged alien artifact, may prove to be the biggest challenge for the skeptics. How are we to believe that the Andeans of the early sixteenth century a) knew that the Earth was round, b) knew that it was possible to orbit the Earth, c) knew that sunlight striking the moon could reflect back to strike a spaceship, d) knew that the dark clouds along the Milky Way contained stars within, and e) knew that water formed the basis of plant and animal evolution? Here the skeptics would need to find parallels in the history of western civilization. I look forward to their response.

There are three basic groups of Spanish verbs, in these articles we will look at the regular AR, ER and IR verbs.. In this part we will concentrate on regular ER and IR verbs in the present tense.

In Part 1,we learned that a verb is a “doing” word that covers everything from an action to an opinion, so sing, drink, eat,, like, dislike, love, kick, fall, smile, hear, write turn, are all examples of verbs. In the English language the verb is not changed by who is doing the action. An example would be;

“I like cheese”, “we like cheese” and “you like cheese”, the verb “like” stays the same. In Spanish the form of the verb is changed by who is doing the action.

In the first part we concentrated on regular verbs ending in the letters a and r. The other two groups of regular verbs are the verbs that end in er and ir.

Verbs Ending In ER

One of the words meaning to repair in Spanish is rehacer, if we want to say “ I repair cars” in Spanish, we drop the e and r from the end of rehacer and add an o, to give “rehaco los coches”(los coches, is literally the cars). There is no need for the Spanish word for I (Yo) at the beginning of the sentence because by adding the er, we have changed the verb to referrer it to me.

If we wanted to say “you repair cars” to one person, we would remove the er and add es. giving us “rehaces los coches”, there is no need to use t