Je was op zoek naar: know (Japans - Spaans)

and you know
ya tu sabes

know, accept, superate
conócete, acéptate, supérate

i would have liked to know
me hubiera gustado conocerte

i don't know where that is
no se donde es eso

don't know which file to split.
no se ha especificado ningún archivo para dividir.

everything comes for those who know how to wait
todo llega para quien sabe esperar

dont know it this is temporary bug, workaround, or feature
dont know it this is temporary bug, workaround, or feature

joy behar: 3 things you don't know about me
leading mothers gina prince-bythewood and sherri shepherd

exercise 1 according to the table, approximately how many times more hospital beds were there in germany than in finland in 2002? data on hospitals in various eu countries, 2002 country number of decrease in hospital total population inhabitants per bed numbers from 1992 (million persons) one hospital bed to 2002 (%) belgium 177 -55 10.3 finland 265 -17 5.3 netherlands 181 -11 16.1 germany 101 -6 82.2 a) 40 times b) 20 times c) 4 times d) the two are about the same solution: first, we should select only the data that we need, by using the 'black out technique' that we already know. after reading the question's statement, we can clearly see that we will only need the data about finland and germany, so we can ignore all data referred to the other two countries. moreover, the question is asking about the amount of hospital beds in the mentioned countries in a specific year (2002), so we will not need at all the variation from 1992 to 2002 that the table also includes. 33
6. analysing and solving questions next, we will show our method to solve every exercise with a detailed explanation, including its potential 'shortcuts' and 'pitfalls', as well as my advice on the calculation process that could be useful for you to face other similar questions in your tests. i strongly recommend reviewing the main tools and tips that we practised in our previous book, such as: the 'black out technique' (mentally blacking out the rows and/or columns that we do not need). • using the reference to the unit as a shortcut, instead of the traditional 100%, to increase and decrease values quickly (e.g., directly multiplying by 1.20 to increase a number by 20%). • practising by multiplying/dividing by more/less than the unit, to see for yourself the effect on the figures. • not confusing percentages with percentage points. • obtaining variations between two values faster by dividing: final value / initial value (e.g., 750/500 = 1.5 => 50% increase from 500 to 750) • devoting sufficient time to think about how to reduce your calculations. • looking carefully at graphics, which may help you to visually solve the exercise. 32