How to Conjugate the Verb Conoscere in Italian

To knowTo be familiar withTo meetTo recognizeTo experienceTo enjoy What to Know About â€Å"Conoscere† It’s an irregular verb, so it does not follow the typical -ere verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"conoscere.†The participio passato is â€Å"conosciuto.†The gerund form is â€Å"conoscendo.†The past gerund form is â€Å"avendo conosciuto.† Indicativo/Indicative Il presente io conosco noi conosciamo tu conosci voi conoscete lui, lei, Lei conosce essi, Loro conoscono Ad esempio: Conosci la Professoressa Rossi, vero? - You know Professor Rossi, right?Tutti conoscono a memoria il proprio inno nazionale. - Everybody knows their national anthem by heart. Il passato prossimo io ho conosciuto noi abbiamo conosciuto tu hai conosciuto voi avete conosciuto lui, lei, Lei, ha conosciuto essi, Loro hanno conosciuto Ad esempio: Ieri sera ho conosciuto tua sorella. - I met your sister last night.Come ti hanno conosciuto? - How did they meet you? L’imperfetto io conoscevo noi conoscevamo tu conoscevi voi conoscevate lui, lei, Lei conosceva essi, Loro conoscevano Ad esempio: Mia mamma conosceva Salvator Dalà ¬. - My mom was familiar with Salvator Dalà ¬. Il trapassato prossimo io avevo conosciuto noi avevamo conosciuto tu avevi conosciuto voi avevate conosciuto lui, lei, Lei aveva conosciuto essi, Loro avevano conosciuto Ad esempio: Avevo conosciuto Marco una mattina di Settembre. - I had met Marco one morning in September.Il suo corpo aveva conosciuto il dolore della vecchiaia. - His body had known the pain of old age. Il passato remoto io conobbi noi conoscemmo tu conoscesti voi conosceste lui, lei, Lei conobbe essi, Loro conobbero Ad esempio: Conobbi mio marito ad una cena veramente noiosa. - I met my husband at an extremely boring dinner. Il trapassato remoto io ebbi conosciuto noi avemmo conosciuto tu avesti conosciuto voi aveste conosciuto lui, lei, Lei ebbe conosciuto essi, Loro ebbero conosciuto TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io conoscer noi conosceremo tu conoscerai voi conoscerete lui, lei, Lei conoscer essi, Loro conosceranno Ad esempio: Conoscerà ² le gioie della paternità  ! - I’ll experience the delight of fatherhood!Quando lo conoscerai rimarrai sorpresa. - When you’ll meet him you’re going to be surprised. Il futuro anteriore io avr conosciuto noi avremo conosciuto tu avrai conosciuto voi avrete conosciuto lui, lei, Lei avr conosciuto essi, Loro avranno conosciuto Ad esempio: Quando avrai conosciuto la soddisfazione dopo l’impegno mi ringrazierai! - When you will have experienced the satisfaction that comes after a struggle you’ll be thankful to me! Congiuntivo/Subjunctive Il presente che io conosca che noi conosciamo che tu conosca che voi conosciate che lui, lei, Lei conosca che essi, Loro conoscano Ad esempio: Spero che tu conosca pià ¹ persone che puoi nella tua vita. - I hope you meet the most people you can in your life.Voglio che voi conosciate cosa vuol dire il duro lavoro. - I want you to know what working hard means. Il passato io abbia conosciuto noi abbiamo conosciuto tu abbia conosciuto voi abbiate conosciuto lui, lei, egli abbia conosciuto essi, Loro abbiano conosciuto Ad esempio: Sono sicura che lo abbiano conosciuto al mio compleanno l’anno scorso. - I’m sure they had met him at my birthday party last year. L’imperfetto io conoscessi noi conoscessimo tu conoscessi voi conosceste lui, lei, egli conoscesse essi, Loro conoscessero Ad esempio: Pensavo che tu lo conoscessi! - I thought you knew him! Il trapassato prossimo io avessi conosciuto noi avessimo conosciuto tu avessi conosciuto voi aveste conosciuto lui, lei, Lei avesse conosciuto essi, Loro avessero conosciuto Ad esempio: Se tu avessi conosciuto mio padre sapresti il perchà ¨ di tante cose.   If you had known my dad you would have understood a lot of things. Condizionale/Conditional Il presente io conoscerei noi conosceremmo tu conosceresti voi conoscereste lui, lei, Lei conoscerebbe essi, Loro conoscerebbero Ad esempio: Lo conosceresti se te lo chiedessi? - Would you meet him if I asked you? Il passato io avrei conosciuto noi avremmo conosciuto tu avresti conosciuto voi avreste conosciuto lui, lei, egli avrebbe conosciuto essi, Loro avrebbero conosciuto Ad esempio: Se si fosse lasciato amare avrebbe conosciuto la bellezza di una famiglia. - If he had let himself be loved he would have experienced the happiness of a family.

Creon, the Tragic Hero Essay - 1663 Words

In the story of Antigone, an argument of who is the tragic hero between Antigone and Creon exists. I firmly believe Creon is the tragic hero of the play. Creon becomes the typical fallen hero in Greek drama. He faces many conflicts, internally and externally, and undergoes quite a bit of painful emotions. One might say Antigone should receive the title of being the tragic hero, but Creon plays a more significant role by learning his lesson the hard way and ending up as the classic tragic hero who loses everything at the end of the dramatic play. There has always been much controversy between who the tragic hero is in the play. A tragic hero is a literary character who makes an error of judgment or has a fatal flaw that, combined with†¦show more content†¦Through this quote the reader realizes that Creon wants obedience in everything he decides even if he is at fault. Creon gives the impression that he feels that there is nothing worse than disobedience to authority, even if the authority is wrong. This further supports Creons belief that everyone shall remain faithful to him even if he rules unfairly. Creon has forgotten that the ruler is supposed to do what is best for the city and its citizens. â€Å"Creon is under the impression that he is always correct in his judgments and his beliefs,† (Graves 46). Before the sentry even explains the event that has occurred, the sentry states that he is only a messenger and has not committed the crime, Creon still accuses the sentry of receiving money to do the crime and threatens to punish him. Consequently, the Chorus suggests that the Gods may have committed the act. Creon stops this nonsense conversation immediately and remarks that Zeus and the Gods would not honor criminals. This shows how Creon is able to make accusations against any person and punish them without rhyme or reason, knowing in his mind that he is correct. It also shows that Creon is quick to shut out, or brush off, those who may disobey his power of authority in the city. Creon seems to believe he knows everything and stubbornly refuses to listen to others. He does not even believe Haemon, his son. Haemon informs his father of the reputation he hasShow MoreRelatedCreon as Tragic Hero1586 Words   |  7 PagesIn the Greek play Antigone, Creon and Antigone can both be claimed the title of Tragic Hero. Creon was made king when Oedipus Rex fled the kingship. Creon is the brother in law of Oedipus, and was giving the kingship only because Oedipus’s sons, Eteocles and Polyneices were killed trying to fight for the thrown. Antigone is Oedipus’s daughter and Creon’s niece. When it comes down to who the tragic hero is, Creon most definitely walks away with the title. A tragic hero by definition is ordinary personRead MoreCreon as the Tragic Hero of an802 Words   |  4 PagesGreek tragedy would not be complete with out a tragic hero. Sophocles wrote Antigone with a specific character in mind for this part. Based on Aristotles definition, Creon is the tragic hero of Antigone. Creon fits Aristotles tragic hero traits as a significant person who is faced with difficult decisions. Creon is significant because he is king. This makes him both renowned and prosperous. Creon is not completely good nor completely bad; he is somewhere in-between, as humans are. The audienceRead MoreCreon The Tragic Hero1005 Words   |  5 PagesA tragic hero is defined in most cases as a literary character of great stature whose moral defect leads to tragedy but some self-awareness brings the character to make the right decision (World Literatures). That is why although Antigone portrays many characteristics of a tragic hero, the real tragic hero of this play is Creon. A tragic hero in the Greek world is very different from our perceptive of a hero in the modern world. When today’s society thinks of a hero they think of superpowers andRead MoreCreon As A Tragic Hero In SophoclesAntigone1509 Words   |  7 PagesIn Poetics, Aristotle describes a tragic character as someon e who experiences an error in judgement, experiences a reversal of fortune due to the error, has an excessive pride, and receives a fate much greater than what is deserved. In Sophocles’ Antigone, many would argue that Creon is the tragic hero of the play. However, he is not alone as the recipient of tragedy. A young woman by the name of Antigone also fits the characteristics for being considered a tragic heroine. A key element in the tragedyRead MoreCreon As A Tragic Hero Essay1650 Words   |  7 Pages Orens English 10H 26 October 2017 What makes tragic heroes different from an ordinary hero? A tragic hero is a character who is complex by nature, having the ability to give off distinctive impressions to different readers. Creon, king of Thebes, is the tragic hero in Sophocles’ â€Å"Antigone† who can be perceived as the antagonist on account of his behavior. One can say that Creon’s decision to prosecute Antigone for burying her brother made Creon look like the enemy. However, with further examinationRead MoreCreon Is a Tragic Hero Essay1492 Words   |  6 PagesThe Hero, Creon Aristotle once said, regarding his principles that a certain character is a tragic hero, A man cannot become a hero until he can see the root of his own downfall. This quotation is an accurate statement regarding the actions between Creon in the beginning of the play, and at the end once he has lost his family. A tragic hero is defined as a character of noble stature, the hero is imperfect allowing the audience to relate to him, as well as the hero’s downfall is caused by hisRead MoreCreon Is The Tragic Hero Of Antigone734 Words   |  3 Pages The civil war is over. After the tragic death of the Oedipus, everyone would take the throne from one year to the next. Creon orders Eteocles to be buried with full honors, while Polynices body is left to rot. Creon says that â€Å"anyone who attempts to bury Polynices shall be publicly stoned to death† (Sophocles 57). Antigone has disobeyed the decree and has been sentenced to death. While Antigone is awaiting execution, the blind prophet, Tiresias, informs Creon that he has angered the gods. BasedRead MoreCreon : The Tragic Hero In SophoclesAntigone886 Words   |  4 Pagesit presents a certain type of hero or heroine who is neither completely good nor completely bad† (â€Å"What is† 739). He or she must also be â€Å"highly renowned and prosperous,† have a tragic flaw, learn a lesson, and suffer greatly (â€Å"What is† 739). Therefore, in Antigone by Sophocles, Creon is the tragic hero because he is a king who has the tragic flaw of pride, learns to respect god’s law, and suffers more than he deserves. The first thing that makes Creon a tragic hero is his pride. When the ChoragosRead MoreCreon: A Tragic Hero in Antigone606 Words   |  2 Pagesqualifications of a tragic hero vary between Aristotle and Shakespeare. Aristotle thinks of a tragic hero as someone who is a noble character by choice and makes his/her own destiny, while Shakespeare sees a tragic hero as someone who is born of nobility and born to be important. Although both tragic heros end in a tragic death that effects many people, not all tragic heros fit perfectly into both categories. In Sophocles’ Antigone, Creon is considered a tragic hero. Creon follows Aristotles definitionRead MoreEssay about Creon the Tragic Hero931 Words   |  4 Pagesplay Antigone by Sophocles,one could easily be lead to believe Antigone is the the tragic hero when in fact a strong case can be made that Creon, the king of Thebes, is actually the tragic hero. In believing that Creon is the tragic hero it would seem practical to call the play Creon rather than Antigone. On the other hand, naming the play Antigone gives the play a twist that leads the audience into a dynamically tragic journey through the lives of a prestigious royal family and it gives birth to thoughts

Educational Planning - 2585 Words

TOPIC 1 * Educational Planning * Environmental Planning and Analysis * Operational Planning * Short, Medium, Long-Range Planning * Corporate Planning * Strategic Planning I. Introduction What does Educational Planning mean? Educational planning can be important to help you create your future. Planning the classes you will need to reach your educational goal, it can help motivate you and get you to your life goals with more direction. The process of making arrangements or preparations to facilitate the training, instruction or study that leads to the acquisition of skills or knowledge, or the development of reasoning and judgment. Environmental planning is the process of facilitating decision making to†¦show more content†¦Corporate planning is a systematic approach to clarifying corporate objectives, strategic decision making and checking progress toward objectives. A corporate plan is a set of instructions to managers of an organization describing what role each department is expected to fulfill in the achievement of organizations objectives. Corporate planning is a systematic approach to clarifying corporate objectives, strategic decision making and checking progress toward objectives. A corporate plan is a set of instructions to managers of an organization describing what role each department is expected to fulfill in the achievement of organizations objectives Corporate planning can be defined as the process of coming up with long term business goals and objectives and how they will be achieved in a business. Another word for corporate planning is strategic management. Corporate planning often ends with a hastily prepared business plan, prepared to satisfy debt or equity funding sources. While a plan prepared in such a way may meet its immediate objectives, it is near worthless as a sound operations planning tool. What is real corporate planning and how is it done? A corporate planning process is described below. It is not the only viable method of corporate planning. But it does serve to outline the steps necessary to a good corporate plan. The key to success here, isShow MoreRelatedEducational Planning5818 Words   |  24 PagesProgram Zamboanga City Course Title : EdAd 205 (Educational Planning and Curriculum Development) Course Professor : Dr. Alicia T. Baldicano Topics : EDUCATIONAL PLANNING Background of Educational Planning A. Concepts of Educational Planning a. Basic Ideas and Concepts about Planning b. Nature and Scope of Educational Planning c. Concepts of Educational Planning d. Definition of Educational Planning e. History of Educational Planning in the Philippines Discussant : Joanes C. OcamiaRead MoreThe Autism Screening Instrument For Educational Planning1400 Words   |  6 Pageslanguage development just to name a few. Assessment The Autism Screening Instrument for Educational Planning -Third Edition (ASIEP–3) is used to evaluate autism spectrum disorders and to assist in developing educational programs for individuals who are on the spectrum. The ASIEP-3 consists of five subtests which include the Autism Behavior Checklist, the Sample of Vocal Behavior, the Interaction Assessment, the Educational Assessment, and the Prognosis of Learning Rate. Intervention for children with AutismRead MoreThe Educational Institution Approach : Planning1186 Words   |  5 Pages 3.3.4 The educational institution approach. In the educational institution approach, planning is controlled by those determining the curriculum of the educational institution. Implementation is through formal or nonformal instruction in groups or individuals through a college or university. Attendance and the extent of participation by farmers in agricultural extension activities are the measures of success. 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he ways in which women writes connect writing withthe body Essay Example For Students

?he ways in which women writes connect writing withthe body Essay However many feminist theorists continue to emphasize the entirety and truthfulness of the female body. Even a feminist, against gender restrictions, is captured in a lesbian body and has to conform to their expectations An important aspect of the body, which features in both novels, is the hands. The hand represents a strong connection between people. The shaking of the hand is a polite, formal gesture, the kissing of the hand often shows courtesy and affection and the holding of hands portrays friendship, support or affection. In Written on the Body, hands are used to show affection, either during sexual encounters to explore the body, I run my fingers round the rim18 and the wise old hands who advocate a sensible route, not too much passion, not too much sex19, or as a symbol of togetherness I was holding Louises hand, conscious of it but sensing too that a further intimacy might begin logged in body more than held in the mind20 Sadomasochism, in Wuthering Heights, produces a obsession for Catherines hands. Catherine is perceived as an extremely violent character. Nelly Dean, divulges that even as a child she was physically malicious, he says in play, she liked exceedingly to act the little mistress; using her hands freely, and commanding her companions21 The fascination of controlling and being a mistress along with violence even carried on into her adulthood, with continuously the use of her hands. Even before Edgar and Catherine were lovers he witnesses Catherines violence. she hurt me extremely; so I started up from my knees and screamed out, Oh miss, thats a nasty trick! You have no right to nip me, and Im not going to bear it. she never had the power to conceal her passion. Her violence appears to be a way of releasing her anger and sexual frustration. Overall, the passion driven characters such as Catherine, Heathcliff and Hindly, torment and cause pain to others as a means to relief of their anguish. In connection with Written on the body, the hand serve as a very sexual and affectionate basis, perhaps even in the form of violence. This is suggested further in Wuthering heights, having been hit once Edgar pulls away in order that it portrays he doesnt enjoy the physical abuse but obtains pleasure from the close contact with Catherines body. Bronte describes the sheer power of Catherines aggression towards Hareton, who is only a mere child. He proclaims wicked aunt Cathy22 She appears not to be able to constrain herself, but perhaps this is the only form of power she possess. Violence toward the body, as a means of anger and frustration can also be seen in Written on the body. The narrator has the instinct to cram his windpipe into his larynx23 whist he kicked in the shins and punched in the stomach. The infliction on plain on the body appears to act as a form of relief and compensation for emotional pain. Furthermore on the body, Wuthering Heights doesnt appear as explicit and sexual towards the body, as Written on the Body. However the passion between Catherine and Heathcliff goes as deep as their desire to be one. Catherine states Nelly, I am Heathcliff-hes always, always on my mind24 and Heathcliff in reference to Catherine despairs Oh God! It is unutterable! I cannot live without my life! I cannot live without my soul! 25 Both are willing sacrifice themselves, there bodies, and their identities to be together. This connects to Freudian interpretation of the novel. The characters of Catherine, Heathcliff and Edgar can represent Freuds id, ego and superego. They merge together to form one personality and mental state, hence one body. Heathcliff represents the id, the sex drive that exists in the unconscious. His characteristics fit due to the fact he runs wild as a child, he is always in the back of Catherines mind and his three year absence remain unknown. Catherine connects with others and tests and controls Heathcliff, the id, hence she becomes the ego. History 111 EssayThere is still the impression of craving for that person, I went back to bed, gave up the fight and dreamed of Louise. 35 Both of the novels portray yearning for the body of the lover when they are not there. The presents of the figure offers fulfilment and security. The soul in the format of a ghost, or memories, within there dreams, are not enough. Therefore the body, literally is key is a romance. My final point of address is the ending conventions of romance. Both Wuthering Heights and Written on the Body do not finish typically with the lovers together or in marriage. They both appear to show either the body continuing, the body regenerating, through birth or the death of the body. Perhaps this indicates that love is the circle and means of life. Brian Finney, in an essay about Written on the body, states love has been verbalised so it is almost impossible to write anything new about the experience. 36 Nevertheless, both these novels from entirely different time periods highlight, with the use of the body, a whole new variety of ideas that I didnt contemplate until this essay. Both authors want to be distinctive and not follow their society conventions and gender boundaries. In conclusion, the body appears to represent the identity of an individual. It is something we hold onto and desire and when it is absent we yearn for its presence. Due to gender the body automatically carries ideologies of society and both novels and theorists demonstrate that these are difficult to escape. Winterson uses the body though the entire novel to represent a myriad emotions ranging from pain to pleasure. Bronte tends to apply in as a form of constriction to the human soul and desires. Both the novels, despite there different time periods, address similar ideas about the body but in entirely different ways. Overall the body plays a key role in the romantic genre. Bibliography E Bronte, Wuthering Heights, Next classics, London, 1996 V Leitch, Norton Anthology, Theory and Criticism, Norton and company Inc, USA, 2001 J Winterson, Written on the Body, Vintage, London, 1996 Other sources Women and Language, Volume xxv No 2 Adobe www. yourdictionary. com www. ags. uci. edu http://ettc. uwb. edu www. csulb. edu 1 www. yourdictionary. com 2 Norton Anthology, Judith Butler, Page 2485 3 Written on the Body page 82 4 Wuthering Heights Page 80 5 Women and Language, Volume xxv No 2 Page 25 6 Stewart Women and Language, Volume xxv No 2 Page 25 7 Norton anthology Freud the uncanny 8 http://www. ags. uci. edu 9 Norton Anthology, Judith Butler, Page 2485 10 Written on the Body page 73 11 www. yourdictionary. com 12 http://ettc. uwb. edu. pl/strony/friends/suwalki/Treasure%20Hunts/Dorota/jeanette_winterson. htm 13 Written on the Body page 89 14 Norton anthology page 2491 15 Norton anthology page 2491 16 Women and language, volume xxv no 2 page 24 17 Women and language, volume xxv no 2 page 24 18 Written on the body page 73 19 Written on the body page 71? 20 Written on the body page 82 21 Wuthering Heights page 30 22 Wuthering Heights page 60 23 Written on the body page 170 24 Wuthering heights page 25 Wuthering heights page 273 26 Norton anthology page 2031 27 Norton Anthology 2030 28 Wuthering Heights page 29 Norton anthology page 2368 30 Wuthering Heights page 340 31 Written on the body page 103 32 Written on the body page 190 33 Written on the body page 190 34 Norton anthology page 2491 35 Written on body 149 36 http://www. csulb. edu/~bhfinney/Winterson. html 302 Woman Writes Stephanie Noonan?