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C. Respuestas breves. Based on the information provided in the passage, type answers to the questions below in Spanish in the space provided. Complete sentences are not necessary. (5 pts. total)   1. ¿Por qué visitaron la playa de Viña del Mar? (1 pt.) [1]  2. ¿Cómo son los aficionados chilenos? (1 pt.) [2]  3. ¿Por qué no fueron al partido de la Universidad de Chile vs. la Universidad Católica? (1 pt.) [3] 4. ¿Qué ingredientes tiene la bebida chilena, mote con huesillos? (2 pts.) [4a] [4b]

Write a coherent, well-organized proposal about the following topic. Your proposal should follow a clear, logical order, using transitions between sentences and ideas, and contain approximately 125-150 varied words in Spanish. Type your proposal in the space provided. Be sure to record your word count in the space provided. For a more detailed description of the criteria of each component, refer to the rubric found in the course syllabus tab in Carmen. The components of the rubric include: Length= 5 pts. Content & Development= 5 pts. Organization= 5 pts. Vocabulary= 5 pts. Grammar= 5 pts. TOTAL= 25 pts. Note: You do not need to respond to all the guiding statements found below. They are meant to provide ideas or concepts for your consideration as you write.

E. El presente perfecto: Una entrevista personal. A writer for the Lantern is looking for students who speak Spanish to contribute to the Arts & Life section. She sent you possible questions that may be included in an article for Best of OSU. First, review the questions. Then, type your response, using the present perfect indicative, in the space provided. (2½ pts. each: 1 pt. for correct conjugation of haber, 1 pt. for correct past participle, ½ pt. for logical response; 5 pts. total) MODELO: ¿Dónde has estudiado los fines de semana?  He estudiado en Thompson frecuentemente. 1. ¿Cuál ha sido la mejor o la peor experiencia en la universidad para ti hasta ahora? [1] 2. ¿A qué eventos han asistido tus amigos y tú recientemente? [2]

C. Respuesta breve: Consideraciones culturales. First, consider the relevant sections of ¡Arriba! (Panoramas, Mi experiencia, and Club cultura) and classroom discussions from SPAN 1103. Then, select at least one of the countries studied (i.e., Argentina, Bolivia, Colombia, Paraguay, Uruguay, and Venezuela) and identify a specific place, product, practice, or perspective to discuss. Finally, type a brief response with a minimum of eight complete sentences, in Spanish, describing (1.) how that specific place, product, practice, or perspective has or continues to influence said country and (2.) how it is similar or different from your culture/community. Do not repeat information from previous exercises. (1 pt. for specifying country, 1 pt. for specifying the product, practice, place, or perspective, 3 pts. for the influence/impact, 3 pts. for the comparison; 8 pts. total)  Products: musical instruments, literature, artwork, dances, etc. Practices: foods, drinks, festivals, traditions, gestures, etc. Place: important city center, landmark, museum, geographic location, etc. Perspectives: importance of traditional medicine, ecology, technology, etc. Note: In order to receive credit for this section, you must provide specific and detailed information that clearly supports your response. Vague or general answers will not receive credit. An example of a vague or general response would be, “En México hay muchas playas bonitas.” Lastly, it is strongly recommended to avoid phrases such as “everyone,” “no one,” “all Mexicans/Americans/Venezuelans,” etc. that could lead to the oversimplification of complex cultural phenomena and promote superficial stereotypes of cultural practices, products or perspectives.

B. Escuchar un párrafo: Un semestre en Puerto Rico. Listen to Jessica talk about a visit to Puerto Rico. First, review the statements below. Then, listen to the passage. Lastly, based on what you hear, determine if each statement is Cierto (true) or Falso (false). Select your answer from the dropdown menu. If the information is not mentioned, select No se menciona (it is not mentioned). (1 pt. each; 7 pts. total)  1. Jessica estudiaba para enseñar español. [1] 2. En la Universidad de Puerto Rico, Jessica tomó una clase de la geografía de Puerto Rico. [2] 3. Jessica vivía en un apartamento cerca de la universidad. [3]  4. Cuando Jessica y sus nuevos amigos salían, no hacían tarea juntos, solo se divertían. [4] 5. Jessica y sus amigos paseaban por la ciudad y visitaban museos. [5] 6. José y Jessica hicieron un viaje en carro al Bosque Nacional El Yunque. [6] 7. Jessica y José estuvieron en El Yunque por 6 horas. [7] 

A. Escuchar descripciones: ¿Qué es? Your friend, Catalina, lived in Peru when she was a child. Now Catalina wants to go back to visit but has forgotten a lot of words in Spanish. First, listen to the descriptions. Then, using the dropdown menu, select the word from the list provided that best matches each description. If the answer is not provided, choose ninguna de las anteriores (none of the above). (1 pt. each; 7 pts. total)  MODELO: (You hear):  Es lo que pones en el cepillo de dientes para cepillarte los dientes.                  (You select):  a. el acondicionador           d. el talco                                          b. la crema de afeitar         e. ninguna de las anteriores                                         c. la pasta de dientes  1. [1]  2.  [2]   3. [3]   4. [4]  5. [5]  6. [6]   7. [7]  

If desired, please use this box as a digital scratch paper space to brainstorm and/or jot down notes. Note: You are not required to use this space, and this space will not be graded.

Please match the following supply elasticities to the most appropriate example.

Briefly discuss the challenges to achieving dynamic efficiency and give an example that producers may face.

Which of the following factors does not affect supply?