Conjugation of the Spanish Verb Jugar

Jugar is a common verb usually meaning to play. Its conjugation is irregular in two ways: The -u- in the stem changes to -ue- when stressed.Like other verbs that end in -gar, the -g- changes to -gu- when it comes before an -e- in order to maintain the standard pronunciation. Jugar is unique in its conjugation. The few other verbs ending in -ugar do not follow its pattern. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Jugar jugar (to play) Gerund of Jugar jugando (playing) Participle of Jugar jugado (played) Present Indicative of Jugar yo juego, tà º juegas, usted/à ©l/ella juega, nosotros/as jugamos, vosotros/as jugà ¡is, ustedes/ellos/ellas juegan (I play, you play, he plays, etc.) Preterite of Jugar yo juguà ©, tà º jugaste, usted/à ©l/ella jugà ³, nosotros/as jugamos, vosotros/as jugasteis, ustedes/ellos/ellas jugaron (I played, you played, she played, etc.) Imperfect Indicative of Jugar yo jugaba, tà º jugabas, usted/à ©l/ella jugaba, nosotros/as jugà ¡bamos, vosotros/as jugabais, ustedes/ellos/ellas jugaban (I used to play, you used to play, he used to play, etc.) Future Indicative of Jugar yo jugarà ©, tà º jugarà ¡s, usted/à ©l/ella jugarà ¡, nosotros/as jugaremos, vosotros/as jugarà ©is, ustedes/ellos/ellas jugarà ¡n (I will play, you will play, she will play, etc.) Conditional of Jugar yo jugarà ­a, tà º jugarà ­as, usted/à ©l/ella jugarà ­a, nosotros/as jugarà ­amos, vosotros/as jugarà ­ais, ustedes/ellos/ellas jugarà ­an (I would play, you would play, he would play, etc.) Present Subjunctive of Jugar que yo juegue, que tà º juegues, que usted/à ©l/ella juegue, que nosotros/as juguemos, que vosotros/as juguà ©is, que ustedes/ellos/ellas jueguen (that I play, that you play, that she play, etc.) Imperfect Subjunctive of Jugar que yo jugara (jugase), que tà º jugaras (jugases), que usted/à ©l/ella jugara (jugase), que nosotros/as jugà ¡ramos (jugà ¡semos), que vosotros/as jugarais (jugaseis), que ustedes/ellos/ellas jugaran (jugasen) (that I played, that you played, that he played, etc.) Imperative of Jugar juega tà º, no juegues tà º, juegue usted, juguemos nosotros/as, jugad vosotros/as, no juguà ©is vosotros/as, jueguen ustedes (play, dont play, play, lets play, etc.) Present Perfect Indicative of Jugar yo he jugado, tà º has jugado, usted/à ©l/ella ha jugado, nosotros/as hemos jugado, vosotros habà ©is jugado, ustedes/ellos/ellas han jugado (I have played, you have played, she has played, etc.) Pluperfect (Past Perfect Indicative) of Jugar yo habà ­a jugado, tà º habà ­a jugado, usted/à ©l/ella habà ­a jugado, nosotros/as habà ­amos jugado, vosotros habà ­ais jugado, ustedes/ellos/ellas habà ­an jugado (that I had played, that you had played, that he had played, etc.) Future Perfect Indicative of Jugar yo habrà © jugado, tà º habrà ¡s jugado, usted/à ©l/ella habrà ¡ jugado, nosotros/as habremos jugado, vosotros habrà ©is jugado, ustedes/ellos/ellas habrà ¡n jugado (I will have played, you will have played, she will have played, etc.) Present Perfect Subjunctive of Jugar yo haya jugado, tà º hayas jugado, usted/à ©l/ella haya jugado, nosotros/as hayamos jugado, vosotros hayà ¡is jugado, ustedes/ellos/ellas hayan jugado (that I have played, that you have played, that he has played, etc.) Past Perfect Subjunctive of Jugar yo hubiera/hubiese jugado, tà º hubieras/hubieses jugado, usted/à ©l/ella hubiera/hubieses jugado, nosotros/as hubià ©ramos/hubià ©semos jugado, vosotros hubierais/hubieseis jugado, ustedes/ellos/ellas hubieran/hubiesen jugado (that I had played, that you had played, that she had played, etc.) Conditional Perfect of Jugar yo habrà ­a jugado, tà º habrà ­as jugado, usted/à ©l/ella habrà ­a jugado, nosotros/as habrà ­amos jugado, vosotros habrà ­ais jugado, ustedes/ellos/ellas habrà ­an jugado (I would have played, you would have played, he would have played, etc.) Progressive Tenses of Jugar The many progressive tenses use the appropriate form of estar followed by the gerund, jugando. Sample Sentences Showing Conjugation of Jugar Los nià ±os espaà ±oles quieren jugar mà ¡s con sus padres. (Spanish children want to play more with their parents. Infinitive.) Es el partido mà ¡s importante que he jugado en mi vida. (Its the most important match Ive played in my life. Present perfect.) Los nià ±os juegan al escondite. (The children are playing hide-and-seek. Present indicative.) Me estoy jugando la vida profesional. (Im playing the professional life. Present progressive.) Ayer juguà © todo el dà ­a sin problemas. (Yesterday I played all day without any problems. Preterite.) Muchas veces jugamos mejores que ustedes. (We often play/played better than you. This sentence could be in either the present or the preterite tense, depending on the context.) Mis hijos jugaban en la calle mientras yo limpiaba la casa. (My children were playing in the street while I cleaned the house. Imperfect.) Yo estaba jugando en el parque central de la universidad. (I was playing in the universitys central park. Imperfect progressive indicative.) Si hubià ©ramos tenido mà ¡s tiempo, habrà ­amos jugado mejor. (If we had had more time, we would have played better. Conditional perfect.) Serà ¡s emparejado con un compaà ±ero con el que jugarà ¡s durante la duracià ³n de la ronda. (You will be paired off with a companion with whom you will play for the length of the round. Future.) Lo habrà © jugado mil veces, y nunca me cansa. (I will have played it 1,000 times, and I never get tired of it. Future perfect.) Su madre me garantizà ³ que à ©l siempre jugarà ­a a fondo. (His mother guaranteed me that he would always play his best. Conditional.) Busco un videojuego que juegues con otras personas. (Im looking for a videogame that you play with other people. Present subjunctive.) Tenà ­a un proyecto para desarrollar programas de cà ³mputo que jugaran ajedrez. (She had a project for developing computer programs to play chess. Imperfect subjunctive.)  ¡Juega a tope! (Play your best! Imperative.) Los nià ±os habrà ¡n estado jugando en el bosque. (The children will have been playing in the forest. Future progressive perfect.)

Family and Cultural Ties in Amy Tans Two Kinds and...

People have different culture backgrounds which are very special to them. Usually families’ tradition and thoughts are affected by their cultural backgrounds. Environment is one of the most important factors in a human’s development. When the term environment is used, it refers to factors such as family and cultural tie. In todays society, each individual is living his or her life in different a way than others. Individual’s life choice is generally controlled, learned, influenced, and raised by the cultural background. â€Å"Two kinds’ by Amy Tan and â€Å"The Red Convertible† by Louise Erdrich reveal how family is important and precious in culture. Story of â€Å"Two Kinds† by Tan is very similar to situations in South Korea. In recent years,†¦show more content†¦Ã¢â‚¬Å"Two kinds† is a story, a Chinese girl whose life is influenced by her mother. Her mother came to America after losing everything in China. Jing-Mei’s mother was immigrated early to America from China who has â€Å"American dream†. Her mother had high expectations on her daughter and did not care how it could affect her. It made Jing-Mei become a stubborn and rebellious person. â€Å"In the years that followed, I failed her so many times, each time asserting my own will, †¦ for unlike my mother, I did not believe I could be anything I wanted to be, I could only be me. (104) She expressed her anger by going against her mothers expectations in ‘who I am’, it inferred that such tendency come from her childhood experiences. Jing-Mei was frustrated because she could not satisfy her mother. However years later, she was grown up enough to understand and realize her mothers love for her. In the last sentence of story, she wrote ,â€Å"[a]nd after I played them both a few times, I realized they were two halves of the same song† (105) Jing-Mei understood and rediscovered why her mother gave pressure on her. â€Å"The Red Convertible† is a story of Henry, the American Indian man, about how he was suffering from the experiences at the Vietnam War. The story begins when he and his brother purchased a red convertible car. This story indicates that how cultural ties and the brother’s precious memories helped recover Henry. Actually it is more about the importance of family. By

Gwen Harwood Gender Analysis Essay Example For Students

Gwen Harwood Gender Analysis Essay Gwen Harwood: Gender AnalysisThe patriarchy of the society within the context of which poet Gwen Harwood constructed her poetry, is observed, sometimes criticized and often challenged in the collection of poems found in the text Gwen Harwood, Selected Poems. The representation of the images of men, women and gender differences to which a society consciously or unconsciously subscribes are captured through her writings. Harwoods construction of the poems Prize Giving and Night Thoughts: Baby ; Demon exemplify some of the techniques used by the poet in illustrating the tendency of society to categorize the roles and expectations of the male and female. In focusing on the egotistic values of the stereotypical male in Prize-Giving, Harwood draws on the self-destruction of Eisenbarts character and the reversal of roles and possession of power to accentuate societys conditioning and subscription of the male and female gender. In the poem Night Thoughts: Baby ; Demon, the reader is position ed to automatically associate the baby to the ignorant, undemanding, innocent female, and the clever, deceitful demon and dominating persona to the male. These assumptions are presented as societys unconscious way of assigning roles and expectations to each gender. In Prize-Giving the arrogance and self-importance of the central character, Professor Eisenbart, illuminates the distinction and hierarchy of which males are heralds of in a patriarchal society. When asked to attend a girl schools award ceremony as an honoured guest the professor rudely declined; but from indifference agreed, when pressed with dry scholastic jokes, to change his mind, to grace their humble platform. The utilization of submissive language in describing the female gender mirrors the powerful, assertive words in describing the Professor. By placing the male gender on a higher grounding, this represents the way in which the patriarchal society favours this gender over the disempowered and ignorant female. The use of metaphor in placing the headmistress and the girls in the same levels as birds and insects suggest the deprivation of the female gender in equating them to less than human. The presentation of these airy movements prove contrast to the Rodins Thinker of the Professor. Again the association of the male to sophistication and confidence shine through in the patriarchal culture constructed, reinforcing the marginalism of the female. By presenting such contrasting concepts of both genders, the poet exhibits the way society consciously and sometimes unconsciously constructs the privileging of the male. In representing the dichotomy of arts and science as typical of each gender, the poem deals with the academic and logical resident of the male in opposition to the passionate whimsicality; of the female. The empowerment of usually hidden traits in society such as music and femininity enforce a ridiculed reading of the stereotypical male, Eisenbart. In his arrogance and inability t o accept passion and feeling over logic and intellect, this character has been portrayed as being entrapped by his own ignorance. When Eisenbart sees the girl with titian hair he is hypnotized and confused by her seduction and his lust for her. This conveys the power of female sexuality in a patriarchal society, and enforces the concept of some power residing with the usually helpless and lower gender. The freedom and passion of the piece of Mozart played by the girl is also overwhelming, and a celebration of art, music and the feminine over the scientific masculine is attained. The entrapment of Eisenbart and the reversal of roles and possession of power, illuminated by the destruction of the characters rational, and of course patriarchal, values, exemplify the presentation of the power and domination of naturally submissive traits. That is, society subscribes the arts and music as natural interests of a feminine audience, and of less importance than the scientific and mathematical realm in which Eisenbart has been constructed. When Eisenbarts world has been turned around, a challenge of societys views are illustrated. .u87a487f4b9c1042735b624e4523249d7 , .u87a487f4b9c1042735b624e4523249d7 .postImageUrl , .u87a487f4b9c1042735b624e4523249d7 .centered-text-area { min-height: 80px; position: relative; } .u87a487f4b9c1042735b624e4523249d7 , .u87a487f4b9c1042735b624e4523249d7:hover , .u87a487f4b9c1042735b624e4523249d7:visited , .u87a487f4b9c1042735b624e4523249d7:active { border:0!important; } .u87a487f4b9c1042735b624e4523249d7 .clearfix:after { content: ""; display: table; clear: both; } .u87a487f4b9c1042735b624e4523249d7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u87a487f4b9c1042735b624e4523249d7:active , .u87a487f4b9c1042735b624e4523249d7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u87a487f4b9c1042735b624e4523249d7 .centered-text-area { width: 100%; position: relative ; } .u87a487f4b9c1042735b624e4523249d7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u87a487f4b9c1042735b624e4523249d7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u87a487f4b9c1042735b624e4523249d7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u87a487f4b9c1042735b624e4523249d7:hover .ctaButton { background-color: #34495E!important; } .u87a487f4b9c1042735b624e4523249d7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u87a487f4b9c1042735b624e4523249d7 .u87a487f4b9c1042735b624e4523249d7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u87a487f4b9c1042735b624e4523249d7:after { content: ""; display: block; clear: both; } READ: Smithsonian Museum Visit Essayhis image upside down: a sage fool trappedby music in a copper net of hairHence a reversal of roles accentuate the marginalising and deprivations of the female gender, yet at the same time presents the omnipotence and ability of the feminine to conquer the masculine. The association of the baby to a female gender and that of the demon to a male role in Night Thoughts: Baby Demon silhouettes the immediate ways that a patriarchal society label the two genders. That is, the female as a social construction is the nursing, submissive, innocent, caring gender, where the male is conveyed as being powerful, strong, wise, deceitful. Baby Im sick. I neednursing. Give me your breastBy juxtaposing the two opposites baby and demon alternately, the poem is a flickering of light and dark, innocence and evil, male and female. Hence the images presented in this poem of the feminine traits of innocence and ignorance are unconsciously accepted by the patriarchal society, and the opposites of those being guile and wisdom are natural traits of the male. The integration in the form of a lullaby in the poem provides familiarity and rythmn, and the poet also uses the lyric poem A Red Red Rose by Robert Burns paradoxically. And drink your juices dry, my dear,and grind your bones to sandBy doing this, the love and romance of the original poem and the innocence of the lullaby are, perhaps, ridiculed and traded for the lust of the persona in Night Thoughts: Baby ; Demon. This positions the male persona to be portrayed as being wanting everything, and hence associates the masculine gender with greed and egotistical values. The marginalising of the female character as merely an object of desire and comfort for the male persona also reflects the disempowering of the female gender in a patriarchal society. Hence by constructing images of the male and female genders as an observation of the patriarchal society, the poet reinforces societys subscription of the male gender as being dominating, empowered and associated with academic, intellectual and sophisticated values. However, the poet also reflects the power of the female through seduction and art and their ability to dominate over the ignorance and arrogance of the male gender. The aspects of innocence, ignorance, animalism and submission are also portrayed and represented in association with the female role. The more traditional, perhaps, writing of Night Thoughts: Baby Demon reinforce the concept of the male as demonish and the female as angelic (hence baby), by observing the associations made by society. Thus literary texts are constructed in ways that can represent the images of both genders and their differences, and have the ability to reflect on societys conscious or unconscious subscription of gender roles.

The Inclusion of Technology in the Learning Process

Topic 1 ISD Topei model is very vital in the teaching of technology courses. It helps the teachers to develop the appropriate content for teaching technology courses. It also helps them to be systematic in their teaching of these particular courses. An appropriate model is important for a teacher in the teaching of practical and even technological courses. Advertising We will write a custom essay sample on The Inclusion of Technology in the Learning Process specifically for you for only $16.05 $11/page Learn More With the technological advancements being witnessed in the modern world, it is important for the teachers to incorporate technology in their teaching so as avoid drilling which only produces armature students. Using technology enhances transparency in the teaching and delivering of instructions. The use of technology in teaching also enables the students to fit in the world of rapid technological advancement (Batista, 1995). A Collaborative Mode l Technology is particularly important in enhancing in-service training. The collaborative technology prepares teachers and helps them to use the current technology in disseminating instructions to their students. It ensures that the syllabi are revised to fit the current technological advancement. The model infuses technology for instance the student teachers are given instructions through emails, spreadsheets, databases as well as the internet. Pedagogical approaches as well as work processing is used in issuing these instructions. The students are for instance trained on the computer packages like Microsoft Word, Excel, MS Access as well as PowerPoint so as to enable them embrace the new technology enhanced means of issuing instructions. They are then accessed so as to determine whether they are able to use these applications in the learning process. They are for instance taught how to use MS Power Point in presentations. They are also taught on other aspects like mail merge an d the use of MS word in writing letters. The teachers are trained to learn, plan as well as implement technology in delivering instructions to the students. Teachers are supposed to be trained on the depending on their grade and the training should encompass the use of internet and the training has to include hands-on training on the use of the technology in disseminating technology.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The training must be based on the grade of the teachers that are being trained. It will differ from the high, middle as well as elementary level school level. This is because students that are at different levels of training use technology differently and their exposure to technology varies significantly. Taking the example of campus tutors, they must be trained on aspects like the use of Micro-computer applications for the tutors in instructing students. They have to be trained on the use of the internet in instructing. They have to be trained on the strategies of instructing. The training must also be inclusive of education projects (McGillivray, 1999). The tutors have to be trained by professionals and they must be given mentors who can assist them where necessary. The training must also include interaction between them so as to share their experiences over the use of technology as well as sessions for questions asking where answers have to be provided for individual questions. The training should have provisions for follow up programs which ensure that the tutors are implementing whatever they are taught concerning the use of technology in enhancing technological advancement. The institutions also have the responsibility of ensuring that the students are provided with computers and other technologies so as to aid them in the learning process. Topic 2 The technology Faà §ade Checklist is vital in helping eliminate technological barriers that ar e vital in the elimination of technological barriers that might emerge during the learning process. It makes it easy to recognize as well as address any of the problems that might emerge in the technology programs. The checklist provides a systematic solution to the technological problems that might emerge. The checklist makes it easy to realize any technological advancement. It enhances learning that is based on technology and it encompasses cognitive, affective as well as psychomotor skills. The technology plan is practical and is based on research findings. It is easy to use and it is sequential.Advertising We will write a custom essay sample on The Inclusion of Technology in the Learning Process specifically for you for only $16.05 $11/page Learn More Topic 3 The inclusion of technology in the learning process is very important in enhancing student achievement and at the same time creates new learning opportunities. A school has to integrate techno logical advancement and employ qualified staff so as to fully adapt technology in the learning process. The teachers have to be exposed to hands on training for a longer time so as to enable them fully comprehend the concept of involving technology in the teaching and learning process. Technology has to be adopted in the making of lesson plans and teaching. The development program has to be professional and has to be in line with the development goals of that particular school. The teachers have to be given both the financial as well as staff support. They have to be encouraged and motivated to adopt technology in their teaching. Technological advancement has to be funded so as to ensure the implementation of the same. The school should have a technology plan. Security plans have to be put in place to prevent internet crimes as well as other threats (Valdez, 2000). References Batista, E. (1995). Changing the conversation about teaching, learning and technology. Cupertino: Apple Cla ssrooms of Tomorrow. McGillivray, K. (1999). The tool kit: An innovative approach to technology integration in networked schools. Learning Leading with Technology , 18. Valdez, G. M. (2000). Computer-based technology and learning. Evolving uses and expectations , 28.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on The Inclusion of Technology in the Learning Process was written and submitted by user The198 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.