Ver Conjugation in Spanish, Translation, and Examples

Ver Conjugation in Spanish, Translation, and Examples The Spanish verb ver means to see or to watch. Its conjugation is mostly regular, although the pattern varies in the past participle, visto (seen), and the first-person singular present, veo (I see). Other verbs derived from ver, such as prever (to preview or to foresee) and entrever (to partly see or to suspect), follow the same conjugation pattern. A verb that is similar in meaning is mirar, which can be translated as to look. This article includes ver conjugations in the indicative mood (present, past, conditional and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Present Indicative The first person singular conjugation veo is slightly irregular. Normally we would remove the ending -er before adding the present tense ending -o, but in this case, the e in ver stays to produce veo. Yo veo Yo veo las noticias todos los dà ­as. I watch the news every day. Tà º ves Tà º ves a tu hija bailar. You watch your daughter dance. Usted/à ©l/ella ve Ella ve una pelà ­cula con su amiga. She watches a movie with her friend. Nosotros vemos Nosotros vemos a muchos pacientes en la clà ­nica. We see many patients at the clinic. Vosotros veis Vosotros veis a vuestra abuela frecuentemente. You see your grandmother frequently. Ustedes/ellos/ellas ven Ellos ven muchas cosas interesantes en el museo. They see many interesting things at the museum. Preterite Indicative The preterite is used to talk about completed events in the past. Yo vi Yo vi las noticias todos los dà ­as. I watched the news every day. Tà º viste Tà º viste a tu hija bailar. You watched your daughter dance. Usted/à ©l/ella vio Ella vio una pelà ­cula con su amiga. She watched a movie with her friend. Nosotros vimos Nosotros vimos a muchos pacientes en la clà ­nica. We saw many patients at the clinic. Vosotros visteis Vosotros visteis a vuestra abuela frecuentemente. You saw your grandma frequently. Ustedes/ellos/ellas vieron Ellos vieron muchas cosas interesantes en el museo. They saw many interesting things at the museum. Imperfect Indicative The imperfect is used to talk about ongoing or repeated actions in the past. It can be translated as was watching or used to watch. Yo veà ­a Yo veà ­a las noticias todos los dà ­as. I used to watch the news every day. Tà º veà ­as Tà º veà ­as a tu hija bailar. You used to watch your daughter dance. Usted/à ©l/ella veà ­a Ella veà ­a una pelà ­cula con su amiga. She used to watch a movie with her friend. Nosotros veà ­amos Nosotros veà ­amos a muchos pacientes en la clà ­nica. We used to see many patients at the clinic. Vosotros veà ­ais Vosotros veà ­ais a vuestra abuela frecuentemente. You used to see your grandma frequently. Ustedes/ellos/ellas veà ­an Ellos veà ­an muchas cosas interesantes en el museo. They used to see many interesting things at the museum. Future Indicative Yo verà © Yo verà © las noticias todos los dà ­as. I will watch the news every day. Tà º vers Tà º vers a tu hija bailar. You will watch your daughter dance. Usted/à ©l/ella ver Ella ver una pelà ­cula con su amiga. She will watch a movie with her friend. Nosotros veremos Nosotros veremos a muchos pacientes en la clà ­nica. We will see many patients at the clinic. Vosotros verà ©is Vosotros verà ©is a vuestra abuela frecuentemente. You will seeyour grandma frequently. Ustedes/ellos/ellas vern Ellos vern muchas cosas interesantes en el museo. They will see many interesting things at the museum. Periphrastic  Future Indicative   The periphrastic future is formed with three parts: the present tense conjugation of the verb ir (to go), the preposition a, and the infinitive of the verb. Yo voy a ver Yo voya ver las noticias todos los dà ­as. I am going to watch the news every day. Tà º vasa ver Tà º vasa ver a tu hija bailar. You aregoing to watch your daughter dance. Usted/à ©l/ella vaa ver Ella vaa ver una pelà ­cula con su amiga. She isgoing to watch a movie with her friend. Nosotros vamosa ver Nosotros vamosa ver a muchos pacientes en la clà ­nica. We aregoing to see many patients at the clinic. Vosotros vaisa ver Vosotros vaisa ver a vuestra abuela frecuentemente. You aregoing to seeyour grandma frequently. Ustedes/ellos/ellas vana ver Ellos vana ver muchas cosas interesantes en el museo. They aregoing to see many interesting things at the museum. Present Progressive/Gerund Form The progressive tenses use the verb estar with the gerund form viendo. Present Progressive ofVer est viendo Ella est viendo a su hija bailar. She is watching her daughter dance. Ver Past Participle The past participle is used to form perfect tenses like the present perfect. Usually the past participle of -er verbs is formed with the ending -ido, but ver is irregular since its past participle is visto. Present Perfect of Ver ha visto Ella ha visto a su hija bailar. She has watched her daughter dance. Ver Conditional Indicative The conditional tense is usually translated to English as would verb. Yo verà ­a Yo verà ­a las noticias todos los dà ­as si no me durmiera tan temprano. I would watch the news every day if I didn't fall asleep so early. Tà º verà ­as Tà º verà ­as a tu hija bailar si no estuvieras ocupada. You would watch your daughter dance if you were not busy. Usted/à ©l/ella verà ­a Ella verà ­a una pelà ­cula con su amiga, pero no se ponen de acuerdo en la pelà ­cula. She would watch a movie with her friend, but they don't agree on a movie. Nosotros verà ­amos Nosotros verà ­amos a muchos pacientes en la clà ­nica si tuvià ©ramos ms doctores. We would see many patients at the clinic if we had more doctors. Vosotros verà ­ais Vosotros verà ­ais a vuestra abuela frecuentemente si vivierais ms cerca. You would seeyour grandma frequently if you lived closer. Ustedes/ellos/ellas verà ­an Ellos verà ­an muchas cosas interesantes en el museo si tuvieran ms tiempo. They would see many interesting things at the museum if they had more time. Ver Present Subjunctive Que yo vea Mi profesor sugiere que yo vea las noticias todos los dà ­as. My professor suggests that I watch the news every day. Que tà º veas La instructora pide que tà º veas a tu hija bailar. The instructor asks that you watch your daughter dance. Que usted/à ©l/ella vea Carlos espera que ella vea una pelà ­cula con su amiga. Carlos hopes that she watches a movie with her friend. Que nosotros veamos El joven espera que nosotros veamos a muchos pacientes en la clà ­nica. The young man hopes that we see many patients at the clinic. Que vosotros veis Vuestra madre espera que vosotros veis a vuestra abuela frecuentemente. Your mother hopes that you see your grandmother frequently. Que ustedes/ellos/ellas vean Pedro recomienda que ellos vean muchas cosas interesantes en el museo. Pedro recommends that they see many interesting things at the museum. Ver Imperfect Subjunctive The imperfect subjunctive is used similarly to the present subjunctive, but in situations that happened in the past. There are two options for conjugating the imperfect subjunctive: Option 1 Que yo viera Mi profesor sugerà ­a que yo viera las noticias todos los dà ­as. My professor suggested that I watch the news every day. Que tà º vieras La instructora pedà ­a que tà º vieras a tu hija bailar. The instructor asked that you watch your daughter dance. Que usted/à ©l/ella viera Carlos esperaba que ella viera una pelà ­cula con su amiga. Carlos hoped that she watch a movie with her friend. Que nosotros vià ©ramos El joven esperaba que nosotros vià ©ramos a muchos pacientes en la clà ­nica. The young man hoped that we see many patients at the clinic. Que vosotros vierais Vuestra madre esperaba que vosotros vierais a vuestra abuela frecuentemente. Your mother hoped that you see your grandmother frequently. Que ustedes/ellos/ellas vieran Pedro recomendaba que ellos vieran muchas cosas interesantes en el museo. Pedro recommended that they see many interesting things at the museum. Option 2 Que yo viese Mi profesor sugerà ­a que yo viese las noticias todos los dà ­as. My professor suggested that I watch the news every day. Que tà º vieses La instructora pedà ­a que tà º vieses a tu hija bailar. The instructor asked that you watch your daughter dance. Que usted/à ©l/ella viese Carlos esperaba que ella viese una pelà ­cula con su amiga. Carlos hoped that she watch a movie with her friend. Que nosotros vià ©semos El joven esperaba que nosotros vià ©semos a muchos pacientes en la clà ­nica. The young man hoped that we see many patients at the clinic. Que vosotros vieseis Vuestra madre esperaba que vosotros vieseis a vuestra abuela frecuentemente. Your mother hoped that you see your grandmother frequently. Que ustedes/ellos/ellas viesen Pedro recomendaba que ellos viesen muchas cosas interesantes en el museo. Pedro recommended that they see many interesting things at the museum. Ver Imperative The imperative mood has both positive and negative forms, which are used to give commands. Positive Commands Tà º ve  ¡Ve a tu hija bailar! Watch your daughter dance! Usted vea  ¡Vea una pelà ­cula con su amiga! Watch a movie with your friend! Nosotros veamos  ¡Veamos a muchos pacientes en la clà ­nica! Let's see many patients at the clinic! Vosotros ved  ¡Ved a tu abuela frecuentemente! See your grandma frequently! Ustedes vean  ¡Vean muchas cosas interesantes en el museo! See many interesting things at the museum! Negative Commands Tà º no veas  ¡No veas a tu hija bailar! Don't watch your daughter dance! Usted no vea  ¡No vea una pelà ­cula con su amiga! Don't watch a movie with your friend! Nosotros no veamos  ¡No veamos a muchos pacientes en la clà ­nica! Let's not see many patients at the clinic! Vosotros no veis  ¡No veis a tu abuela frecuentemente! Don't see your grandma frequently! Ustedes no vean  ¡No vean muchas cosas interesantes en el museo! Don't see many interesting things at the museum!

Miranda v. Arizona Essay Example | Topics and Well Written Essays - 1750 words

Miranda v. Arizona - Essay Example The Arizona Supreme Court convicted and sentenced Miranda to 20-30 years imprisonment, based from his written confession. Later, the U.S. Supreme Court repealed the conviction and ordered the suppression of Miranda’s signed rape confession (Mason & Stephenson, 2007). The Court ruled that â€Å"the prosecution may not use statements, whether exculpatory or inculpatory, stemming from custodial interrogation of the defendant unless it demonstrates the use of procedural safeguards effective to secure the Fifth Amendment privilege against self-incrimination† (Warren, 1966) and the Sixth Amendment right to a legal counsel (Mason & Stephenson, 2007). This rule is what is now famously known as the ‘Miranda Warning.† This paper will discuss the Miranda v. Arizona Case; show how it violated the Fifth and Sixth Amendments of the Constitution; and tackle how the 1966 U.S. Supreme Court’s Miranda decision transformed the American judicial system. Critical analysis by this author will likewise be given. Miranda versus Arizona In 1963, Ernesto Miranda, a young, destitute and uneducated migrant from Mexico, was arrested by the Arizona Police for crimes of kidnapping and rape. ... The written confession was used in the trial. He was convicted of kidnapping and rape crimes and sentenced to 20-30 years imprisonment for each crime by the Arizona Supreme Court (Baker, 1985). Miranda’s legal defense appealed to the Arizona Supreme Court and revealed reasonable doubt regarding the elements of the said committed crime: the rape victim was unable to show evidence of resistance to Miranda during the said sexual assault; it was questionable if Miranda had fully understood his legal rights and had indeed â€Å"voluntarily† waived them. His lawyer disputed that the written confession should not have been allowed in the trial since he was not afforded appropriate protection to his rights as mandated by the U.S Constitution and the U.S. court laws (Gribben, 2011). Two years after, the U. S. Supreme Court overturned the conviction and ordered the inadmissibility of the signed confession. The Court ruled that the defendant should be fully knowledgeable of his ri ght to assistance of a legal counsel before or during the interrogation; aware of his right to remain silent; and reminded that any admitted statement may be used against him. The Court explained that police interrogation procedures are intimidating and could forcefully compel the individual to self-incrimination, especially without a defense lawyer present during the interrogation (Hendrie, 1997). Violation of the Fifth and Sixth Amendments of the Constitution The Fifth Amendment (right to self-incrimination) and the Sixth Amendment (right to the assistance of a defense counsel) are the legal privileges guaranteed to all individuals by the U.S. Constitution. Any confession made by an individual is inadmissible in court if it

Basic Critcal Thinking Essay Example | Topics and Well Written Essays - 500 words

Basic Critcal Thinking - Essay Example ls, Chaffee (2012), the following steps were recommended: (1) to develop a more in-depth understanding of oneself; (2) to discover the possibilities given that the goals are current and updated; (3) be able to envision a reported three-dimensional picture of the future that incorporates goals and aspirations; (4) construct a mental plan for details strategies to achieve defined goals in specific time frame and in overcoming potential barriers or obstacles; (5) modify the goals or plans according to new inputs but retain a consistent framework of goals, as needed (p. 13). An important decision in one’s life that would have to be made in the near future is finding the appropriate employment where one’s educational pursuit would be put into effective use. As such, one’s professional short-term goal is to find a good job with competitive pay and where one’s knowledge, skills and abilities would be appropriately honed and developed through work experience and through interaction and relationship with others. Find a good employer right after graduation where the employer would provide competitive pay and benefits; and where one’s knowledge, skills and abilities would be appropriately honed and developed through the work experience and through interaction and relationship with others. From one’s educational background, the possible courses would be locating organizations that belong to the top 100 organizations in the U.S. in terms of providing good benefits, according training, and being socially responsible. Another choice would be to streamline options to areas which are close to one’s residence. Likewise, selection process could also ensue after all applications have been sent and organizations that respond positively would be selected according to the exemplary image reported and accessed through research. From itemizing each alternative, a pros and cons analysis would illuminate one on the best option to select. For example, if two organizations

Comparison between Life of Pi and Brave New World Essay Example for Free

Comparison between Life of Pi and Brave New World Essay The heroes, Piscine Molitor Patel in â€Å"Life of Pi† by Yann Martel, and John in â€Å"Brave New World† by Aldous Huxley view their fears as an obstacle that they must overcome. Both heroes were faced with immediate challenges in their life. Through challenging their fears, personal or community morale benefits from their perceived success. In such a way, the hero’s success manipulates the situation as the feared become afraid. Each hero battled their fear differently and thus discovered a hidden truth behind the challenge they were faced with. John was born into his fear. He had no say or no choice. He had to find the positive out of every situation throughout his life. â€Å"Never put off till tomorrow the fun you can have today. † John did what he could to service happily with himself. Adversity was a struggle for him. His hidden truth was his ability to feel and show affection, of which no one was able to understand. This proved to be difficult for John being somewhat isolated. On the other hand, Pi was a quick and decisive learner. His fear was conquered through his self-determination. Fishing and taming Mr. Parker (the tiger) revealed much of his hidden truth. Pi revealed, â€Å"The presence of God is the finest of rewards. † To him, it was as if his fear now became the feared. Pi was rewarded with self-empowerment. With the conquering of the hero’s fears, different aspects of their lives were affected with their efforts. Individually, Pi was rewarded. Pi quoted, â€Å"Can there be any happiness greater than the happiness of salvation? † This can be related to the Warden from â€Å"Shawshank Redemption† saying, â€Å"Salvation lies within†. For Pi this meant he had the power in saving himself from any terrible circumstances. Being considered an anti-hero, John did not necessarily individually benefit from his fight against his fear from the world state itself, but he may have influenced others who might possibly follow his path. As for John, he believed suicide was an option under his situation, â€Å"Ending is better than mending. † He finally decided there wasn’t a way in changing the â€Å"New World† in which he committed suicide. In an effort to impact his fear, he was able to potentially influence others, like a domino effect. As this was easily the most feared situation the world state could be faced with. With the hero’s efforts, personal and community morale benefited. No matter the aspiration, change for the better will occur. As my mother has always told me, â€Å"Everything happens for a reason. † In both situations, Pi and John found a way through their fears, and influenced themselves and others as the feared are now the afraid.

Nike: A Strange and Terrbile Saga :: Company Business

Nike: A Strange and Terrbile Saga Image is a vital to the success of the giant international sports footwear and apparel corporation Nike. Endorsements by sports superstars like basketballer Michael Jordan, soccer maestro Eric Cantona and sprinting ace Cathy Freeman -- to name just a very few -- have made the company's "Swoosh" logo synonymous with "cool" for millions of young people worldwide. That image would be badly tarnished if it became widely known that the Nike empire is built on cheap Third World labour (including child labour), denial of trade union rights and collaboration with repressive regimes, most notably the Suharto regime in Indonesia. Nike Australia's public relations spokesperson, Megan Ryan, was coy about how much the company spends on marketing and sponsorship when Green Left Weekly spoke to her recently. She refused to disclose how much it pays top athletes to endorse its products. She said Nike sought to sponsor, and be endorsed by, the "best athletes possible" as a recognition of their achievements. The only image Nike sought from association with sports mega-heroes was to be recognised as an "authentic" sports brand. "Nike is not a fashion brand", she insisted. Perhaps Ryan hasn't stood on a city street corner, or in a suburban shopping centre, to see just how much Nike gear has become part of youth culture. This is in large part due to the "street cred" that comes from being associated with the likes of the larger-than-life Michael Jordan and the outrageous "dunk-punk" Dennis Rodman, US NBA basketball -- according to one poll, the most popular sport among Australian young people -- and, indirectly, African-American fashion and music. Okay, Ryan finally conceded, there is "some flow-through effect". In fact, more than 60% of Nike sales are to non-athletes. To achieve this "flow-through effect" Nike pays Jordan, the jewel in its endorsement crown, an estimated US$20 million a year to have a sandshoe named after him. In 1992, the company forked out $250 million on its advertising and promotion budget alone. Nike advertisements appear in magazines not noted for their sports content, such as Rolling Stone and the Source, the premier US hip hop magazine. Nike billboards have featured the Swoosh symbol painted by street graffiti artists, and flying basketballers letting loose with technical sports terms like: "I'm gonna dunk on your ass". And, of course, Nike has a home page on the World Wide Web where athletic Web surfers are urged to "hear Spike Lee talk about the Air Jordan XI, call 1-800-645-6031" (perhaps Spike jogs?

The Characteristics of Language Acquisition and Development

Language ability starts even before birth and happens in every area of the child’s life. A child absorbs the language that is spoken in their environment with characteristics such as the tonal quality, the syntax, and the usages of that language. A child can learn languages which are spoken by their parents. The child absorbs the language that is most prevalent in the environment they live. It is a unique phenomenon in human life and occurs in a significant time span. Language absorption is provided by nature from birth, up until around the ages of four to five. Early Childhood Language development in the first five years of life is the key for a child’s development of communication and language. In the first five years of life, the language development begins at birth when infants communicate through their cries and the many looks they give. In the next period, infant’s attempts at communication with adults become more deliberate. This period is usually around xix to eighteen months. Infants in this period can coordinate their visual attention with another person regarding objects and events. Their ability to remember comes into play. Their remembering will consist of recognizing and recall methods. Their quest to further their knowledge will help to facilitate their oral language competencies. Oral language Competencies are directly related to the acquisition of literacy. Children learn new words from hearing them in similar positions as they are used in sentences. They learn their words through direct teaching, parent vocalizations, and other points of interest. They also learn words by associating a word they hear with some concrete reference they can see. Their receptive mode in oral language is listening and their expressive mode in that area is peaking. Their written language receptive mode is reading and their expressive mode is writing. â€Å"Children who are fluent in oral language are more successful learners. † â€Å"Being successful learners in this regard leads to better communication skills, better listeners, and the ability to talk with peers and teachers more effectively. † (Otto, 2006) In the third period, from 18 months onward, language becomes children’s primary means of learning and communication. Preschoolers can engage in conversations, can use language for self-control and have the capacity to participate verbally. An infant’s oral competencies are a part of a larger scenario. What children acquire and learn often relates to what they are exposed to in the womb. My grandmother and mother were always big on making sure that they encouraged my sisters and /or their female friends to speak to their unborn children. â€Å"Talk to the little one and let him or her know that you are there. † I firmly believe that my love for music comes from the fact that mother used to tell me that she played music for me the entire time she was pregnant with me. I seriously fell in love with music at around age 2 (by all accounts and photos). The text tells us that â€Å"infants can perceive sounds beginning with the 25t week of gestation. † (Otto, 2006) This makes it extremely important for expecting parents to talk, sing, read, and provide as many sounds and words as possible. Once babies are born, the text also tells us that â€Å"beginning at birth, children are a part of a social environment. It is within this social environment that language development begins. † (Otto, 2010) â€Å"They are also born with predispositions to pay attention to language and people in their environment. † (Otto, 2006) Children will learn words between 18 months and 6 years of age. They begin to distinguish specific phonemes as early as 1 month of age. † (Otto, 2006) They however are still not able to verbally express those distinctions as of yet. An infant will first need to decipher speech sounds that occur within their environment. That’s why it is crucial for parents and/or caregivers to speak, listen, and then respond to whatever their baby is uttering. This will be a kind of reinforcement of developing language patterns. I think this makes me realize the importance of the bonding process that all parents should undertake after birth. The role of a caregiver should follow later after this process is complete. I think this will play a beneficial role in how an infant will acquire his or her oral competencies. Some of our literature offers us a time table as to when some of these accomplishments will occur. The text tells us that â€Å"at six months a child will respond to his or her name. † â€Å"At twelve months, a child uses their words with meaning and intention. † â€Å"The vocabulary increases from that of five to 20 words at 18 months to 150-200 words at two years of age. â€Å"By the age of 4, a child can use at least four prepositions, know names of familiar animals and has mastered one or more colors. † (Atherton, 2008) This leads us to discuss the various ways in which it could be possible for children to acquire language. There are several perspectives that describe the ways in which children can acquire language skills. â€Å"The Learning perspective argues that children imitate what they see and hear; and that children learn from punishment and reinforcement. †(Shaffer,Wood, & Willoughby, 2002). The first is the Nativist Perspective. This perspective focuses on the inborn and/or the innate human capabilities as it relates to the acquisition of syntactic language. â€Å"Applications provide the opportunity to use and explore language to encourage â€Å"hypothesis testing† and activate LAD. † (Otto, 2006)This would be useful in helping young students develop confidence in questioning the information they acquire. This perspective was researched by Noam Chomsky, who is known for his contributions to the study of linguistics and his influence on the teaching of computer languages and mathematics. The next perspective is called the Cognitive Development Perspective. The idea of language acquisition; as it described by theorist Jean Piaget, is â€Å"acquired as maturation occurs and cognitive competencies develop. † (Otto, 2006) Implications would dictate that in order to be successful in language acquisition, â€Å"learning activities should be developed to match a child's stage of cognitive development. † (Otto, 2006) In a classroom setting, this might be a challenging, tedious, but still rewarding endeavor for a teacher. This idea might find more credence in the arena of special education. The Behaviorist Perspective consists of language being learned through repetitive and supported speech. This is also facilitated by â€Å"associations between stimuli, responses, and events following the response. † (Otto, 2006). Students would benefit greatly from the direct correlation and association of everyday objects, activities, and situations. The implications as researched by B. F. Skinner, â€Å"focus on the stimuli and reinforcements that children experience which involve language use. (Otto, 2006) Children's communication efforts are also supported as well as language exercises that involve a repetitive nature. The Interactionist Perspective; focused on by theorist Vygotsky, has a direct connection on sociocultural interaction. Its implications provide a positive emotional basis for social interactions. It also offers a â€Å"wide range of social interactions in which oral and written language are used in developmentally appropriate activities. † (Otto, 2006) For those students learning on many levels this would be a significant opportunity to apply those oral and written language skills with everyday interactions. Out of all the theoretical perspectives listed, I am more impressed with the Interactionist Theoretical Perspective. In my opinion it offers a greater opportunity to apply language acquisition with social interaction opportunities. It also give the child an avenue to be expressive in ways that will benefit them later in their development. these areas might include eye contact with greater confidence, mediation for future conflict resolution, child-directed speech for positive peer relations; and support for questioning. I am always a fan of social interacting building. References http://languagedevelopment.tripod.com/id15.html

Equality and Diversity - 2238 Words

1. What is meant by diversity? Diversity means differences and variations, within in people for example different races, beliefs, physical appearances, age, capabilities, customs and gender and class. 2. Describe the community you live in. Highlight some of the variations you may observe in terms of: †¢ Interests †¢ Beliefs †¢ Ages †¢ Lifestyles †¢ Personal, social and cultural identities. The community I live in is very diverse, I live among various different cultures and lifestyles ranging from lower class to upper class. My street has different age groups living here from families with young children to pensioners. There are a range of interests within my village from sports clubs to various music/ dancing groups with†¦show more content†¦12. What is meant by stereotyping and labelling? Stereotyping and labelling is when a person or a group of people are seen or described in a particular way due to sharing a specific characteristic such as a person’s race or age. In a lot of circumstances stereotyping and labelling are not based on facts and are often linked to negative opinions. 13. Explain why some people stereotype others. Some people stereotype others as they feel they need to fit in within their social groups or make themselves feel better about themselves. Some people believe it makes them make sense of the world. 14. Provide two examples of the damaging effects that stereotyping and labelling can have on people. Stereotyping and labelling can have damaging effects on people as individuals who are being stereotyped might start to accept the negative labels and damage their self-esteem .Stereotyping and labelling also can damage people and society by causing conflict between individuals that may not have existed if it wasn’t down to people being stereotyped or labelled. 15. Provide at least two examples of the way stereotyping is perpetuated in society. 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