The unpredictable course of revenge In the play Essay Example for Free

The unpredictable course of revenge In the play Essay In the play, Hamlet, Shakespeare is depicting revenge as something that is inevitable and starts a chain of reaction that ends in self-destruction. In the process of revenge there are foreign agents that are also trapped as the revenge progresses. This is when the play is at its peak. The eventual result is death of everyone with the exception of minor character, which played key role in the main characters development. In this case it is Horatio, Hamlets life long friend. The one common thing in the play is that the eldest son in each of the three families is avenging the death of their father. see more:theme in hamlet When Hamlet was in the process to take revenge of his father another action occurred, the killing of Polonious by Hamlet who is Laertes father. This shows how one revenge leads to another. Throughout the play Hamlet is slowed by many choices he has to make. One example is when he gets the chance to kill Claudius while he was in prayer he did not act. He did this because he wanted more than revenge that is he wanted Claudius to suffer eternally in hell. As Hamlet says, Now might I do it pat, now he is praying; And now Ill dot. And so he goes to heaven; And so am I revenged. That would be scannd: A villain kills my father; and for that, I, his sole son, do this same villain send To heaven (Act 3, Scene 3) There are many motives behind Hamlets revenge against Claudius. Apparently it seems that Hamlet wants only to kill Claudius but as the quote below describes Hamlet is depressed on the surface but inside him there is more trouble, because of his love of Ophelia. How is it that the clouds still hang on you? Hamlet: Not so, my lord; I am too much Im the sun. (Act 1, Scene 3) Here he is trying to conceal the real reason and is feigning madness. Hamlet wants Claudius to think that he is depressed because of death of his father. Another reason for his slowness is that he has inner conflict that he is unstable about. He is asking himself should he just take what fate has for him or should he try to change it. As Hamlet says in his speech To be, or not to be: that is the question: Whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep (Act 3, Scene 1) This is where he is thinking about the reality of life and asking himself should he face it or not. Hamlet determination for the revenge is so intense that he is asking is life worth living. Hamlet says, What is a man, If his chief good and market of his time Is but to sleep and feed? A beast, no more. (Act 4, Scene 4) Here he is asking that man only sleeps and eats that is all he does in a nutshell. He wants to know if this is the kind of life worth living. This shows that to Hamlet life is more than sleep and feed. It should be combination of more than these two things. He seems to be balancing his act of revenge against life. To him it makes sense because at least he will do something in life that is worth it, that is take revenge against his fathers death. In those days people were very religious and they adhere to their religion in every aspect of their life. That is why Hamlet does not kill Claudius right away because he wants to do it justly according to the Christian religion. This leads Hamlet to first prove Claudius guilt by performing a mock play and telling his friend, Horatio, to observe Claudius reactions as if they are guilty or not. Hamlet gets a second chance to kill Claudius but he forfeits the opportunity. Laertes is silent in the sense of what he is doing. He is a very respected in the court of the King because before going to France he asks the King for permission. Laertes also has good morals because of the advice he gives to his sisters. But as time goes by he starts to change because he got trapped in the chain reaction of Hamlet. Laertes life changes dramatically after his father polonius is killed by Hamlet by accident as the quote says, How now! A rat? Dead, for a ducat, dead (Act 3, Scene 4). Hamlet kills Polonius by accident. In the aftermath Ophelia drowns herself. Laertes and polonious have a very good relationship because he gives a fatherly advise to his son Laertes. In a way polonious also cares about his son because he sends Reynaldo to spy on him. This might seemed like a bad idea but it was normal in those days. After the death of Polonius Laertes blames Claudius for his fathers killing but King Claudius tells him that it was Hamlet who was behind the killing. This is when the play takes another turn because Claudius makes a scheme to kill Hamlet by poisoning him. As Laertes puts it: It is here, Hamlet: Hamlet, thou art slain; No medicine in the world can do thee good (Act 5, Scene 2) This is when Laertes is talking to Hamlet and tells him that he will poison him with venom that no medicine will come to his rescue. This shows dramatic change in Laertes attitude, which lead him to the revenge mode. Shakespeares implied message is that revenge is something that has unpredictable course and inevitably leads to involvement of others that are not relevant to the revenge. Hamlet only wanted to take revenge against Claudius but in the process he ends up killing Polonius. He had not in mind to kill him but circumstances lead him to a path that changed his life. This in turn has the domino affect because Ophelia drowns herself because of esoteric reasons presumably because of her fathers death.

Egyptian Society: Traditional Middle Eastern Values Blended with Weste

Egyptian Society: Traditional Middle Eastern Values Blended with Western Beliefs Amongst the turbid and dysfunction that is the Middle East lies the nation of Egypt. Egypt, a major country of the Middle East, is habitually considered stereotypical of Middle Eastern civilization, but further research guides one to the conclusion that Egypt is far from a generic Middle Eastern country. Egypt has a strong tradition of nationalism that has been formed during its history, giving it a national unity that is often non-existent in other Middle Eastern nations (1). This, as well as other advantages that Egypt has gained during its past, has allowed it to rise above the problems plaguing the rest of the Middle East and to form basically its own unique society, which is notably different from that of its neighboring nations. Hannah Arendt is the author of The Human Condition, a book which is an effective aid in the explanation of the difference between Egyptian society and the rest of the Middle East. The Human Condition covers several aspects of different societies throughout history, but the focus of this paper will be on her discussion of private and public realms as well as her definition of a society. The two civilizations she uses to describe these distinct realms are ancient Greece and present-day America. Ancient Greece had a highly structured society in which private and public lives were considered separate. A private realm consisted of the house and all that was entailed within it (2). There was a master of the house. The master of the house was the only one allowed to participate in the public realm and the only one considered a citizen. The public realm took place in a city setting, in which a large gro... ... Arabs: 221 17 - For further information on the Egyptian false sense of pride: Ajami, Fouad. The Dream Palace of the Arabs: Chapter 4 18 - Women and the Family in the Middle East: 25 Works Cited: Ajami, Fouad. The Dream Palace of the Arabs. New York: Vintage Books. Arendt, Hannah. The Human Condition. New York: Doubleday and Company Inc., 1959. Fernea, Elizabeth Warnock. Women and the Family in the Middle East. Texas: University of Texas Press, 1985. Heikal, Mohammed. The Sphinx and the Commissar. USA: Times Newspapers Limited, 1978. Hinnebusch, Raymond A. Jr. Egyptian Politics Understood. Cambridge, London: Cambrigdge University Press, 1985. Simon, Reeva S. Encyclopedia of the Modern Middle East. New York: Simon and Schuster Macmillan, 1996. Westbury, John. The Egypt of Nasser and Sadat. Princeton, NJ: Princeton University Press, 1983.

Ignou Mba

ASSIGNMENT Course Code :MS-7 Course Title : Information Systems for Managers Assignment Code : MS-07/TMA/SEM-I/2013 Coverage :All Blocks Note : Attempt all the questions and submit this assignment on or before 30th April, 2013 to the coordinator of your study center. 1. (a) Is Information Technology as vital to modern global business as money? Why or why not? Discuss some trends in IT development. (b) Write a note on input and output devices. Distinguish between human data input devices and source data capture devices. 2. a) Discuss the objectives and process of computer aided decision support system. (b) Describe the decision making process of acquiring application software. 3. (a) Define MIS. Describe the functions that MIS supports in an organization. (b) What are the various ways of assessing the value of information? Explain each method briefly. 4. (a) Is outsourcing information systems a better proposition in most of the situations? Discuss some advantages and disadvantages of outsourcing. (b) Discuss the three major areas of feasibility, which are addressed in system analysis? . Write short notes on any four of the following: a) Open Source Software b) Stealth and Polymorphic Viruses c) MRP II d) Information System and TQM e) Genetic Algorithms ———————– Management Programme ASSIGNMENT FIRST SEMESTER 2013 MS – 07: Information Systems for Managers [pic] School of Management Studies INDIRA GANDHI NATIONAL OPEN UNIVERSITY MAIDAN GARHI, NEW DELHI – 110 068 MS-55: LOGISTICS AND SUPPLY CHAIN MANAGEMENT [pic] School of Management Studies INDIRA GANDHI NATIONAL OPEN UNIVERSITY MAIDAN GARHI, NEW DELHI – 110 068 MS-07

Political Development Essay

Morocco is located in North Africa at the border of Atlantic Ocean and Mediterranean Sea . Onto the south it neighbors Western Sahara and due east with Algeria. Its terrain consists of mountain, desert and coastal plain with only about 21% of total land which is productive . The people in the region basically comprise of the Berber, Arab, African, Spanish and French. Morocco is considered to be one of the most westernized Islamic nations. Its population is close to thirty million with a population growth rate of 2% per annum . Arabic is general spoken language. The Southern parts of Morocco uses French while in the Northern parts, Spanish and French are commonly used languages. English language is a new language which is being introduced in the country. Majority of the population are Muslim affiliates and number of Jewish, while in northern parts especially those who speak Spanish and French, a greater portion belong to catholic religion. Morocco’s economy is that of liberal in nature which follows the dictates of demand and supply. Privatization policy is not a new phenomenon as some of the sectors were handed down to the hand of private sectors. However, its economy is characterized by relatively slow economic growth and inflation rate. Basically, employment largely anchors at agricultural sector which is never reliable due inadequate rains . Unemployment is escalating generally, affecting majority of the youths especially in urban areas . Social evils such as trafficking of young women and girls for prostitution and domestic service and sexual abuse are the characteristic phenomena in Morocco besides high level of illiteracy, and unemployment . Non-Governmental Organizations refers to lawfully constituted organizations that operate independently from the government. There are some Non –Governmental Organizations which acts as donor and or development partners depending on the charter of their mandates. Virtually all of the Non-Governmental Organizations acts on humanitarian grounds focusing on alleviating human suffering by improving the human welfare for quality living. Some Non-Governmental organizations operates on a large scale where they may cover a very large geographical region, while still others operate at national level or in limited areas within a country . International Non-Governmental Organizations cover several geographical regions as their scope of operation while local Non –Governmental Organizations usually operate within the country or in some parts of the country International and Local NGOs in Morocco: United States Agency for International Development (USAID) is one of the International Non-Governmental Organizations that has intensified its work in the country of Morocco through an economic program. Since Morocco has a liberal economy, it is governed by the law of supply and demands. In the context of globalization, farmers in the country would have faced cut-throat competition after agricultural tariffs were lowered as result of trade agreement between USA and Morocco. To save the farmers from such agony, USAID works with the farmers to have their crop yields improved and creates alternative jobs in form of industries to avert overdependence on farming as the only way of employment. It assists by linking export business to competitively get into the US market in ways such as by cutting down the numbers of days officially needed to register the business from sixty to eleven. This was actualized when USAID got into the microfinance field in Morocco. It had two prime objectives. One was to start a microfinance institution that would be self sustainable and grow to support the farmers and businessmen’s need. The second one was to foster policy that could favor this establishment of microfinance sector. All of its efforts toward making true these objectives were very successful due to its technical skills it possessed and its full commitment for these projects’ sustainability to serving large number of the poor . This has been witnessed particularly for the last seven year of its operation. Besides improvement of economic growth of Moroccans, it also featured in improving education level by increasing access to quality education and relevant basic education to all. This was because there has been high illiteracy level in the country. To achieve this USAID used ‘school-to-work’ approach by ensuring linkage between training and employments at various levels. Basic education has much attention on achieving high retention rates to ninth grade and possible equipping the learners at this level to adaptable skills for the next level. It lays more emphasis on courses such as information technology and tourism in technical colleges as the country has prominent tourist attraction sites and this is geared to promote tourism industry in the country. Global Rights is an International Non-Governmental Organization that partners for justice through advocacy of human right by collaborating with local activists. They speak to make heard injustices done at global level. It deals with legal and human rights education comprehensively from semiliterate to illiterate women from all walks of life in Morocco. This initiative aims to empower women to know their collective and individual rights so as to be assertive to these right and give them power in decision making in all matters affecting them, be it in household, community, national or at global level. So far the program has reached thousands of women across the country. By so doing the initiative aims at curbing alarming number of young women and girls at risk of human trafficking for prostitution and domestic service in the region. Besides human trafficking in different parts of Morocco, there has been an increase in cases of sexual abuse among young women and girls. Therefore, this necessitated direct service and intensive advocacy . Increased access to information has been deemed to be one of the successful approaches particularly starting with community liaisons, lawyers, teacher, researchers and the at-risk population and entire community would help curb such vices. Food and Agricultural Organization has not been new in Morocco. This country having been relying heavily on the agricultural sector for employment, much is needed to be done to revive the sluggish economic growth of the country . Food and Agricultural Organization (FAO) is the United Nation’s agency that is involved in collecting, analyzing and interpreting and sharing the information with relevant stakeholders related to agriculture and nutrition. It is barely four months when an outbreak that posed threat to sheep and goats was announced in Morocco. In the month of September peste des petites (PRR) threatened to kill about a million sheep and goats where a hundred and thirty three outbreaks were reported within twenty nine provinces of Morocco. Being a viral causative agent and a very contagious to all ruminants, about 17 and 5 million sheep and goats respectively were at stake . This could be translated to loss of family livelihoods as so many of them depended on this. In response to this, Food and Agriculture Organization (FAO) took drastic measures after receiving request from the government to beef up the interventions. This made FAO’S Emergency Centre for Transboundary Animal Diseases (ECTAD) to convene a two-day meeting in Tunisia to chart the way forward over the situation. During the two-day summit, it was collectively agreed to help the Morocco government to prepare an emergency plan and see its implementation together with appropriate coordination with veterinary services of Maghreb among others from neighborhood countries. Right now FAO is in the advanced stage of setting up an urgent regional cooperation project. Control measures that were taken necessitated quarantine of suspected or affected farms and institutions and make urgent review of animal disease emergency contingency plans as well as raise awareness on the outbreak of the disease by all stakeholders concerning its risks and clinical signs. This is the latest development that FAO has been able to undertake in Morocco. Besides, livestock production, in the sector of agriculture, F. A. O has been in the forefront to see the country is in the process of achieving the millennium goal number one; that of eradication of extreme poverty and hunger through adoption of new innovations such as high yield, and fast growing crops that are drought tolerance. This will enable the country to attain level of food and nutrition security required. Use of biotechnology which has been witnessed in Nigeria where cassava clones are being propagated as disease free plants for the higher yields, are now incorporated in Morocco. World Food Program is the world’s largest humanitarian body. World Food Program is on a global campaign to ensure undernourished school going children are educated through its school feeding program. During worst time when there is total crop failure in Morocco, it has severally responded by providing relief food to the regions that needs emergency intervention. Community Based Organizations are local non-governmental organizations which are found in Morocco just like in other third world developing countries. Community based organizations collaborate with International Non-Governmental Organization and are the ground players. International Non-Governmental Organization for sustainable development make use of local organizations so that without setting other new parallel programs they can build on the existing system and facilitate on capacity building of the community. Faith Based Organization is a local non-governmental organization that has particular religious group affiliation. For instance, in northern parts of Morocco there is significant number of Christians who have come together to form faith based organizations to cater for the needs of their less fortunate member in time of need. Conclusion Non-governmental organizations primarily have humanitarian affair at their centre of focus. They feature on development transformation of community in which they are operating on. According to the transformational development indicators, the lives of many communities in different parts of the country have really improved. The level of illiteracy has decreased as a result of increased enrollment and retentions in schools . School- to- work approach has created job linkages among youths as a way of fighting unemployment in the country. Through, improving agriculture and easy accessibility to credit facilities, farmers are able to get good returns while others are able to diversify their income. This has seen improvement of living standard of the community. References: Agnaou Fatima, (2004); Gender, Literacy, and Empowerment in Morocco. ISBN 0415947650, 9780415947657, Routledge Davis K. Diana, (2006); Neoliberalism, Environmentalism, and Agricultural Restructuring in Morocco. The Geographical Journal, Vol. 172 Facts about Morocco, (2008). Retrieved on 16th November 2008 from: http://cc. msnscache. com/cache. aspx? q=morocco+facts&d=74397575479858&mkt=en-US&setlang=en-US&w=1d93f448,870bb89e Fisher Julie, (1998); Nongovernments: NGOs and the Political Development of the Third World. ISBN 1565490754, 9781565490758, Published by Kumarian Press Kourous George & Omolo Dominic, (2008); Outbreak of ‘peste des petits ruminants’ in Morocco. Retrieved on 16th November 2008 from: http://www. fao. org/newsroom/en/news/2008/1000918/index. html USAID/Morocco, (2004); Annual Report. Retrieved on 16th November 2008 from: http://pdf. dec. org/pdf_docs/PDACA063. pdf

Potlatching among the Kwakuitl essays

Potlatching among the Kwakuitl essays The Kwakiutl are an American Indian tribe that live on the northern shore of Vancouver Island in British Columbia and on the adjacent mainland in a country with a coastline almost as long and inletted per square mile of territory as that of Norway (Bohannon, 1966). The Kwakiutl are significant in that they engage in a very unique form of exchange known as potlatching. A potlatch was a ceremonial given by a chief and his group, as hosts, to guests composed of another chief or chiefs with their respective groups, at which the guests were given wealth goods as gifts (Drucker, 1967). Kottak (1982) defines a potlatch as a festive event where, assisted by other members of their communities, sponsors gave away food, blankets, pieces of copper and other items. In return for this they got prestige. To give a potlatch enhanced a sons reputation and prestige increased with the lavishness of the potlatch and the value of the goods given away with it. Bohannon (1966) offers another definition of the potlatch. The word potlatch is derived from the Chinook language and it means gift. The potlatch is a ceremonial occasion on which one exchanges or gives gifts to ones rival, who is a man occupying a status closest to ones own in the ranked hierarchy. Potlatch involves the giving of property by one holder of a position to the holder of an equal or higher position. The former does this to maintain the glory of the rank he holds and the glory of the ancestors from who he inherited the position (Bohannon, 1966). The Kwakiutl are more obsessed with rank than most other peoples in the world. They created artificial shortages and their striving for high social position was an integral part of the economy. In addition there was an organisation made up of a number of ranked but heredity officers, each one marked by crests, ceremonial privileges and titles. The ranking of positions was...

Mudarse Conjugation in Spanish, Translation, and Examples

Mudarse Conjugation in Spanish, Translation, and Examples The reflexive verb mudarse means to move in the sense of changing ones residence, such as moving to a new house or apartment. For all other meanings of the verb to move, Spanish uses the verb mover. The non-reflexive verb mudar means to change, but it is not used very frequently. Mudarse is a much more commonly used verb. Therefore, this article contains mudarse conjugations in its reflexive form in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Mudarse Present Indicative The verb mudar is a regular -ar verb, so it follows the regular conjugation pattern. To conjugate mudarse, the reflexive pronoun should be included before each conjugated form. Yo me mudo I move Yo me mudo al dormitorio con mi compaà ±era. Tà º te mudas You move Tà º te mudas a otra ciudad por tu trabajo. Usted/à ©l/ella se muda You/he/she moves Ella se muda a un apartamento ms grande. Nosotros nos mudamos We move Nosotros nos mudamos a un condominio. Vosotros os mudis You move Vosotros os mudis a la casa nueva despuà ©s de la boda. Ustedes/ellos/ellas se mudan You/they move Ellos se mudan a otro paà ­s para asistir a la universidad. Mudarse Preterite Indicative The preterite tense is used to describe completed actions in the past. Yo me mudà © I moved Yo me mudà © al dormitorio con mi compaà ±era. Tà º te mudaste You moved Tà º te mudaste a otra ciudad por tu trabajo. Usted/à ©l/ella se mudà ³ You/he/she moved Ella se mudà ³ a un apartamento ms grande. Nosotros nos mudamos We moved Nosotros nos mudamos a un condominio. Vosotros os mudasteis You moved Vosotros os mudasteis a la casa nueva despuà ©s de la boda. Ustedes/ellos/ellas se mudaron You/they moved Ellos se mudaron a otro paà ­s para asistir a la universidad. Mudarse Imperfect Indicative The imperfect tense is used to describe ongoing or repeated actions in the past. It can be translated as was moving or used to move. Yo me mudaba I used to move Yo me mudaba al dormitorio con mi compaà ±era. Tà º te mudabas You used to move Tà º te mudabas a otra ciudad por tu trabajo. Usted/à ©l/ella se mudaba You/he/she used to move Ella se mudaba a un apartamento ms grande. Nosotros nos mudbamos We used to move Nosotros nos mudbamos a un condominio. Vosotros os mudabais You used to move Vosotros os mudabaisa la casa nueva despuà ©s de la boda. Ustedes/ellos/ellas se mudaban You/they used to move Ellos se mudaban a otro paà ­s para asistir a la universidad. Mudarse Future Indicative The future tense is conjugated with the infinitive form mudar and the future tense endings (à ©, s, , emos, à ©is, n). Yo me mudarà © I will move Yo me mudarà ©al dormitorio con mi compaà ±era. Tà º te mudars You will move Tà º te mudars a otra ciudad por tu trabajo. Usted/à ©l/ella se mudar You/he/she will move Ella se mudar a un apartamento ms grande. Nosotros nos mudaremos We will move Nosotros nos mudaremosa un condominio. Vosotros os mudarà ©is You will move Vosotros os mudarà ©isa la casa nueva despuà ©s de la boda. Ustedes/ellos/ellas se mudarn You/they will move Ellos se mudarn a otro paà ­s para asistir a la universidad. Mudarse Periphrastic  Future Indicative   When conjugating the periphrastic future, remember to place the reflexive pronoun before the conjugated verb ir (to go). Yo me voy a mudar I am going to move Yo me voya mudar al dormitorio con mi compaà ±era. Tà º te vasa mudar You aregoing to move Tà º te vasa mudar a otra ciudad por tu trabajo. Usted/à ©l/ella se vaa mudar You/he/she isgoing to move Ella se vaa mudar a un apartamento ms grande. Nosotros nos vamosa mudar We aregoing to move Nosotros nos vamosa mudar a un condominio. Vosotros os vaisa mudar You aregoing to move Vosotros os vaisa mudar a la casa nueva despuà ©s de la boda. Ustedes/ellos/ellas se vana mudar You/they aregoing to move Ellos se vana mudar a otro paà ­s para asistir a la universidad. Mudarse Present Progressive/Gerund Form The gerund or present participle can be used as an adverb or to form progressive tenses like the present progressive. Progressive tenses often use the auxiliary verb estar. There are two options for placing the reflexive pronoun in the present progressive tense. It can be placed before the conjugated verb estar, or attached to the end of the present participle. Present Progressive ofMudarse se est mudando / est mudndose Is moving Ella se est mudando a un apartamento ms grande. Mudarse Past Participle The past participle is often used in perfect tenses like the present perfect. The present perfect uses the auxiliary verb haber. In this case, the reflexive pronoun must be placed before the conjugated verb haber. Present Perfect of Mudarse se ha mudado Has moved Ella se ha mudado a un apartamento ms grande. Mudarse Conditional Indicative The conditional tense can used to talk about possibilities. It is conjugated using the infinitive form and the conditional endings. Yo me mudarà ­a I would move Yo me mudarà ­aal dormitorio con mi compaà ±era si hubiera espacio. Tà º te mudarà ­as You would move Tà º te mudarà ­as a otra ciudad por tu trabajo si te dieran la promocià ³n. Usted/à ©l/ella se mudarà ­a You/he/she would move Ella se mudarà ­a a un apartamento ms grande si lo pudiera pagar. Nosotros nos mudarà ­amos We would move Nosotros nos mudarà ­amosa un condominio, pero no tenemos suficiente dinero. Vosotros os mudarà ­ais You would move Vosotros os mudarà ­aisa la casa nueva despuà ©s de la boda, pero no estar lista. Ustedes/ellos/ellas se mudarà ­an You/they would move Ellos se mudarà ­an a otro paà ­s para asistir a la universidad si les dieran la beca. Mudarse Present Subjunctive The present subjunctive of -ar verbs is formed with the endings e, es, e, emos, à ©is, en. Que yo me mude That I move La directora pide que yo memudeal dormitorio con mi compaà ±era. Que tà º te mudes That you move El jefe espera que tà º temudes a otra ciudad por tu trabajo. Que usted/à ©l/ella semude That you/he/she move La familia quiere que ella semude a un apartamento ms grande. Que nosotros nos mudemos That we move Carlos quiere que nosotros nos mudemos a un condominio. Que vosotros os mudà ©is That you move El abuelo recomienda que vosotros os mudà ©is a la casa nueva despuà ©s de la boda. Que ustedes/ellos/ellas semuden That you/they move La profesora sugiere que ellos semuden a otro paà ­s para asistir a la universidad. Mudarse Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways. Option 1 Que yo me mudara That I moved La directora pedà ­a que yo memudaraal dormitorio con mi compaà ±era. Que tà º te mudaras That you moved El jefe esperaba que tà º temudaras a otra ciudad por tu trabajo. Que usted/à ©l/ella semudara That you/he/she moved La familia querà ­a que ella semudara a un apartamento ms grande. Que nosotros nos mudramos That we moved Carlos querà ­a que nosotros nos mudramosa un condominio. Que vosotros os mudarais That you moved El abuelo recomendaba que vosotros os mudarais a la casa nueva despuà ©s de la boda. Que ustedes/ellos/ellas semudaran That you/they moved La profesora sugerà ­a que ellos semudaran a otro paà ­s para asistir a la universidad. Option 2 Que yo me mudase That I moved La directora pedà ­a que yo memudase al dormitorio con mi compaà ±era. Que tà º te mudases That you moved El jefe esperaba que tà º temudases a otra ciudad por tu trabajo. Que usted/à ©l/ella semudase That you/he/she moved La familia querà ­a que ella semudase a un apartamento ms grande. Que nosotros nos mudsemos That we moved Carlos querà ­a que nosotros nos mudsemosa un condominio. Que vosotros os mudaseis That you moved El abuelo recomendaba que vosotros os mudaseis a la casa nueva despuà ©s de la boda. Que ustedes/ellos/ellas semudasen That you/they moved La profesora sugerà ­a que ellos semudasen a otro paà ­s para asistir a la universidad. Mudarse Imperative To give orders or commands you need the imperative mood. Notice that in positive commands, the reflexive pronoun is placed after the verb, while in negative commands, the reflexive pronoun is placed before the verb. Positive Commands Tà º mà ºdate Move!  ¡Mà ºdate a otra ciudad por tu trabajo! Usted mà ºdese Move!  ¡Mà ºdese a un apartamento ms grande! Nosotros mudà ©monos Let's move!  ¡Mudà ©monos a un condominio! Vosotros mudaos Move!  ¡Mudaos a la casa nueva despuà ©s de la boda! Ustedes mà ºdense Move!  ¡Mà ºdense a otro paà ­s para asistir a la universidad! Negative Commands Tà º no te mudes Don't move!  ¡No te mudes a otra ciudad por tu trabajo! Usted no se mude Don't move!  ¡No se mude a un apartamento ms grande! Nosotros no nos mudemos Let's not move!  ¡No nos mudemos a un condominio! Vosotros no os mudis Don't move!  ¡No os mudis a la casa nueva despuà ©s de la boda! Ustedes no se muden Don't move!  ¡No se muden a otro paà ­s para asistir a la universidad!

Definition of the Educational Technology Field Essay

Definition of the Educational Technology Field - Essay Example The education and instructional technology is a link between available technologies and the educational/instructional needs by means of looking for ways to make the technology useful to both the student and the teacher. Usually, there is a need to have a clear definition of the field of instructional technology. First, a clear definition offers the people involved, especially the professionals in the field, a better understanding of what their roles are (Hall, Meyer & Rose 2012). Unless there is a clear definition of the field and what it entails, there is a very high chance that the productivity of such professionals, in terms of what they learn, research and implement will be an issue. At the same time, as more and more technologies come out, there are issues of technology hype. Technology hype is the promises that most technologies offer to do, but that do not add any value. In instructional and educational technology, the best thing to know is that not all technologies will offer any quality to the education and instructional process. Taking these technologies on their face value would lead to expensive investments in educational technology, but with little or no return. In this regard, having a good definition of the instructional technology is also a good way to create a better understanding of what this field is about. It also creates the awareness that in involving technology in education and especially in instruction design, the needs of the teacher/students drive the use of technology and not the other way round. Technology should not be the one driving the needs of the teacher/student in class, but technology should only be applied where and when necessary. This can only be best understood by having a clear understanding of instructional what technology is and how it relates to instructional design (Spector et al, 2013). Professionals who understand this principle are