How to Conjugate the Verb Potere in Italian

How to Conjugate the Verb Potere in Italian Talking about what you can and can’t do is a basic cornerstone of everyday conversation, so you’re going to want to know the verb â€Å"potere† and its conjugations inside and out. What’s more, it’s an irregular verb, so it doesn’t follow the typical -ere verb ending pattern. Below you’ll find all of its conjugation tables as well as examples. Some definitions of â€Å"potere† include: To be able toCanMay What to know about potere: It’s a transitive verb, so it takes a direct object.When it’s used as a modal verb, it usually takes the auxiliary verb required by the verb it is paired with.The infinito is â€Å"potere†.The participio passato is â€Å"potuto†.The gerund form is â€Å"potendo†.The past gerund form is â€Å"avendo potuto†. INDICATIVO/INDICATIVE Il presente io posso noi possiamo tu puoi voi potete lui, lei, Lei pu loro, Loro possono Esempi: Possiamo andare al Colosseo? - Can we go to the Coliseum?Mi puà ² aiutare? - Can you help me? (formal)Loro possono fare tutto quello che vogliono. - They can do whatever they want. Il passato prossimo io ho potuto noi abbiamo potuto tu hai potuto voi avete potuto lui, lei, Lei ha potuto loro, Loro hanno potuto Esempi: L’anno scorso ho guadagnato un sacco di soldi, cosà ¬ ho potuto comprare una nuova macchina!   - Last year I earned a bunch of money, so I was able to buy a new car.Non ti abbiamo potuto aspettare. - We couldn’t wait for you. L’imperfetto io potevo noi potevamo tu potevi voi potevate lui, lei, Lei poteva loro, Loro potevano Esempi: C’erano tante lingue tra cui potevo scegliere ad imparare, perà ² alla fine, ho scelto l’Italiano. - There were a lot of languages I could have chosen to learn, but in the end, I chose Italian.Quando mi ha raccontato la storia, non ci potevo credere! - When he told me the story, I couldn’t believe it! Il trapassato prossimo io avevo potuto noi avevamo potuto tu avevi potuto voi avevate potuto lui, lei, Lei aveva potuto loro, Loro avevano potuto Esempi: Non avevo mai potuto studiare all’estero. - I had never been able to study abroad.Era il massimo che loro avevano potuto fare. - It was the maximum they had been able to do. Il passato remoto io potei/potetti noi potemmo tu potesti voi poteste lui, lei, Lei pot/potette loro, Loro poterono/potettero Esempi: L’esercito di Napoleone non potà © sopravvivere nella campagna sperduta della Russia durante l’inverno. - Napoleon’s army couldn’t survive in the hopeless countryside of Russia during the winter.I nostri bisnonni non poterono/potettero viaggiare dapertutto come possiamo attualmente. - Our great-grandparents couldn’t travel anywhere like we can now. Il trapassato remoto io ebbi potuto noi avemmo potuto tu avesti potuto voi aveste potuto lui, lei, Lei ebbe potuto essi, Loro ebbero potuto Esempi: Quando i bambini ebbero potuto, mangiarono le caramelle. - When kids were could, they ate candies.Continuai a ripetere la stessa frase, finchà ¨ Mary ebbe potuto capire. - I kept repeating the same sentence, until Mary was able to understand. TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing, and that’s about it. Il futuro semplice io potr noi potremo tu potrai voi potrete lui, lei, Lei potr loro, Loro potranno Esempi: Quando tornano a casa, potremo andare a cena. - When they return home, we will be able to go to dinner.Potranno guardare il film con noi? - Will they will be able to watch the movie with us? Il futuro anteriore io avr potuto noi avremo potuto tu avrai potuto voi avrete potuto lui, lei, Lei avr potuto loro, Loro avranno potuto Esempi: Avevi il pomeriggio libero, avrai potuto dedicarti a te stessa! - You had a free afternoon, you must have dedicated time to yourself! Come avrete potuto notare avete passato l’esame! - As you will have noticed, you passed the exam! CONGIUNTIVO/SUBJUNCTIVE Il presente io possa noi possiamo tu possa voi possiate lui, lei, Lei possa loro, Loro possano Esempi: Penso che, dato che ho gi il visto, io possa vivere in Italia per un anno. - Given that I already have a visa, I think that I live in Italy for a year.Sono contenta che tu possa venire con noi. - I’m happy that you can come with us. Il passato io abbia potuto noi abbiamo potuto tu abbia potuto voi abbiate potuto lui, lei, Lei abbia potuto loro, Loro abbiano potuto Esempi: Sono felice che Leonardo abbia potuto aiutarti. - I’m happy that Leonardo was able to help you.Non siamo sicuri se abbiano potuto trovare la scuola. - We’re not sure if they were able to find the school. L’imperfetto io potessi noi potessimo tu potessi voi poteste lui, lei, Lei potesse loro, Loro potessero Esempi: Speravo che lui potesse aiutarmi! - I hoped that he would be able to help me!Credeva che potesse cercare un nuovo lavoro senza problemi. - She believed she would be able to find a new job without problems. Il trapassato prossimo io avessi potuto noi avessimo potuto tu avessi potuto voi aveste potuto lui, lei, Lei avesse potuto loro, Loro avessero potuto Esempi: Vorrei che loro avessero potuto vederci! - I wish they could have seen us!Loro sono entrati alla festa, senza che la padrona di casa avesse potuto fare niente. - They showed up at the party, without the owner of the house could have done anything. CONDIZIONALE/CONDITIONAL Il presente io potrei noi potremmo tu potresti voi potreste lui, lei, Lei potrebbe loro, Loro potrebbero Esempi: Potrei andarci, perà ² non voglio. - I could go there, but I don’t want to.Lei vuole viaggiare? Potrebbe andare in Francia e fare WOOFing. - She wants to travel? She could go to France and do WOOFing. Il passato io avrei potuto noi avremmo potuto tu avresti potuto voi avreste potuto lui, lei, Lei avrebbe potuto loro, Loro avrebbero potuto Avrei potuto dirtelo, ma ho pensato non fossi pronta. - I could have told you, but I thought you weren’t ready.Avrebbe potuto scrivere almeno una e-mail! - She could have written at least one e-mail!

Economic Community of West African States (ECOWAS)

Economic Community of West African States (ECOWAS) The Economic Community of West African States (ECOWAS) was created by the Treaty of Lagos in Lagos, Nigeria, on May, 28, 1975. It had its roots in earlier attempts at a West African economic community in the 1960s and was spearheaded by Yakuba Gowon of Nigeria and Gnassigbe Eyadema of Togo. The primary purpose of ECOWAS is to promote economic trade, national cooperation, and monetary union, for growth and development throughout West Africa.   A revised treaty intended to accelerate the integration of economic policy and improve political cooperation was signed on July 24, 1993. It set out the goals of a common economic market, a single currency, the creation of a West African parliament, economic and social councils, and a court of justice. The court primarily interprets and mediates disputes over ECOWAS policies and relations, but has the power to investigate alleged human rights abuses in member countries. Membership There are currently 15 member countries in the Economic Community of West African States. The founding members of ECOWAS were: Benin, Cà ´te dIvoire, Gambia, Ghana, Guinea, Guinea-Bissau, Liberia, Mali, Mauritania (left 2002), Niger, Nigeria, Senegal,  Sierra Leone, Togo, and  Burkina Faso  (which joined as  Upper Volta).  Cape Verde  joined in 1977; Morocco requested membership in 2017, and the same year Mauritania requested to rejoin, but the details have yet to be worked out. ECOWAS member countries have three official state languages (French, English, and Portuguese), and well over a thousand existing local languages including cross-border native tongues such as Ewe, Fulfulde, Hausa, Mandingo, Wolof, Yoruba, and Ga. Structure The structure of the Economic Community has changed several times over the years.  In June 2019, ECOWAS has seven active institutions: the Authority of Heads of State and Government (which is the leading body), the ECOWAS Commission (the administrative instrument), the Community Parliament, the Community Court of Justice, the ECOWAS Bank for Investment and Development (EBID, also known as the Fund), the West African Health Organisation (WAHO), and the Inter-Governmental Action Group against Money Laundering and Terrorism Financing in West Africa (GIABA).  .  The treaties also provide for an advisory Economic and Social Council, but ECOWAS does not list this as part of its current structure. In addition to these seven institutions, specialized agencies in ECOWAS include the West African Monetary Agency (WAMA), the Regional Agency for Agriculture and Food (RAAF), ECOWAS Regional Electricity Regulatory Authority (ERERA), ECOWAS Centre for Renewable Energy and Energy Efficiency(ECREEE), The West African Power Pool (WAPP), ECOWAS BROWN CARD, ECOWAS Gender Development Centre (EGDC),  ECOWAS Youth and Sports Development Centre (EYSDC), West African Monetary Institute (WAMI), and ECOWAS infrastructure Projects. Peacekeeping Efforts   The 1993 treaty also laid the burden of settling regional conflicts on the treaty members, and subsequent policies have established and defined the parameters of ECOWAS peacekeeping forces. The ECOWAS Ceasefire Monitoring Group (known as ECOMOG) was created as a peacekeeping force for the civil wars in Liberia (1990–1998), Sierra Leone (1991–2001), Guinea-Bissau (1998–1999), and Cote DIvoire (2002) and was disbanded at their cessation.  ECOWAS does not have a standing force; each force raised is known by the mission for which it is created.   The peacekeeping efforts undertaken by ECOWAS are just one indication of the increasingly multifaceted nature of the economic communitys efforts to promote and ensure the prosperity and development of West Africa and the well-being of its people. Revised and Expanded by Angela Thompsell Sources Ecowas agrees to admit Morocco to West African body. BBC News, 5 June 2017.Francis, David J. Peacekeeping in a Bad Neighbourhood: The Economic Community of West African States (ECOWAS) in Peace and Security in West Africa. African Journal on Conflict Resolution 9.3 (2009): 87–116. Goodridge, R. B. The Economic Community of West African States, in  Economic Integration of West African Nations: A Synthesis for Sustainable Development. International MBA Thesis, National Cheng Chi University, 2006.Obi, Cyril I. Economic Community of West African States on the Ground: Comparing Peacekeeping in Liberia, Sierra Leone, Guinea Bissau, and Cà ´te dIvoire. African Security 2.2–3 (2009): 119–35. Okolo, Julius Emeka. Integrative and Cooperative Regionalism: The Economic Community of West African States. International Organization 39.1 (1985): 121–53. Osadolor, Osarhieme Benson. The Evolution of Policy on Security and Defence in ECOWAS, 1978–2008. Journal of t he Historical Society of Nigeria 20 (2011): 87–103. The Economic Community of West African States, official website

Biology Article Example | Topics and Well Written Essays - 250 words

Biology - Article Example This variation in genes eliminates the chance of delivering mitochondrial diseases to the baby and can affect the baby’s whole personality. This procedure gives the baby chance to live with the healthiest genes. Male mitochondria have no role as these are only present in the sperm tail and do not get the chance of penetrating the egg. The researchers from UK’s Newcastle University are trying another technique that involves the transfer of cell nucleus only and not the mitochondria. The nucleus of the egg with defective mitochondria is transferred to the donor egg. Male infertility can also be cured by injecting healthy mitochondria into the sperm tail which helps in sperm motility. However, chances of mitochondrial diseases to be transferred to the baby still persist as some faulty mitochondria can remain attached to the transferred nucleus. Questions that arise are: Is it not too early to jump to conclusions as Lane himself mentioned that the research work in this area is not complete? If variations in mitochondrial DNA may result in the occurrence of diseases like Alzheimer’s, then is the idea of designer babies a good one? If mitochondrial incompatibilities lead to fatal diseases like early miscarriages, then what is the solution? Have any experiments been conducted to cure male infertility using this concept? Is this concept ethically

The effects of working night shift Research Paper

The effects of working night shift - Research Paper Example Studies provide enough evidence that adequate sleep benefits alertness, memory, problem solving capacity, overall physical and mental health, and also reduces the risk of accidents. A good sleep during night will allow us to wake up feeling refreshed. On the contrary, if sleep is deprived every part of our body and life can suffer. The jobs, relationships, productivity, health and safety are all put at risk when sleep is deprived. Night shift working can be a serious problem to health and well being of an individual. Nursing profession is a good example for shift based working. In today’s busy schedule of nurses, they often have to compromise on sleep. According to a study, nurses get an average of 6.8 hours of sleep on a working day which is far less than the recommended 8 hours of sleep. This may result in reduced vigilance, reaction time, memory, psychomotor coordination, and decision making that is of utmost importance in this profession (Stutts et al.). There are also stu dies that show that speed of mental processing slows down during the night under conditions of sleep deficiency (Monk et. al. 399-401). Interns made significantly more serious medical errors when they worked repeatedly on shifts of 24 hours compared to when they worked in shorter shifts. (Landrigan et al. 1838-1848). The results for the study by Landrigan et al. may also be extended to nurses who work overtime and commit serious medication errors. In addition to sleep deprivation, there are other problems such as finances, family life, disease, studies, parents, children, etc. that can be a major cause for stress and anxiety. And when lack of sleep combines with stress and anxiety over a period of time, many serious health problems such as heart disease, high blood pressure, strokes etc. may occur. The major health challenges in people who work regularly during the night are due to sleep deprivation and unscheduled eating habits. Studies have identified that human body works on natu ral biological clock that is termed as Circadian Rhythms. Several physiological functions in the human body undergo natural rhythmic changes in the course of 24-hour period that are seriously disturbed in night shift workers. For instance, the heart rate and body temperature for individuals getting adequate sleep are lowest around 4:00 am and are at peak around 12:00 pm. For night shift workers, the circadian rhythms are disturbed and this can be linked to most disturbing health effects such as gastrointestinal problems, increased risk for cancer, obesity and type 2 diabetes (Baldwin and Barrett 149-155; Levi 119-136; Blask et al. 11174-11184; Arendt 10-20). Additionally, night shift working may also aggravate diseases such as diabetes mellitus, epilepsy and thyrotoxicosis (LaDOU 525-530). Studies on night shift working women showed an increased risk of breast cancer. More precisely, these women working during the nights have 60 percent higher chances of developing breast cancer whe n compared to other women. The reason for this is linked with the production of a hormone Melatonin that occurs during the night and there is a lack of this hormone in night shift working women. Additionally, problems such as irregular menstrual cycles and pain during menstrual periods are also high in these women. There are also problems such as higher risk of spontaneous abortions, low fertility, delayed fetal development, premature delivery and low birth weight faced by women who work during the night (OHCOW 1-6). Night shift working people are

Analysis Of Writers Paulo Frei Essay -- essays research papers

Perspectives in the Arts   Ã‚  Ã‚  Ã‚  Ã‚  The stories behind a piece of art are infinite. The reasons the artist produced the piece is only one explanation behind the work. Even so, who is to know the specific thoughts the artist was thinking at the time? As each art critic may conclude his own analysis of an artwork, who is right and who is wrong? Just as students challenge the information that is supposedly â€Å"deposited† in them by the teacher in the classroom setting, art challenges the belief- that information can only be used as it was intended, which is highly rare in our day and age. The concept of perspectivism falls into place in this scenario. Art is perceived differently by varying individuals. There can be millions of interpretations that exist for one piece of artwork, however none more or less correct than the next interpretation. Similar to teachers depositing information to the students, each student may receive the information in different contexts. Whose to say whether or not the students’ interpretation is wrong? As writer John Berger points out the concept of reproducing art, in his essay â€Å"Ways of Seeing,† he addresses the idea how perspectives change completely when an artwork is reproduced to be used in a different context. As this is done, new thoughts and interpretations are created, thus can be seen as a progression of ideas. Writer Paulo Freire used the idea that â€Å"knowledge emerges only through invention and re-invention(Freire 348)† in his essay, â€Å"The ‘Banking’ Concept of Education.† This idea is the essence of what Berger is trying to point out through the reproducing of art. That the reproduction of art is basically the â€Å"re-invention† of the ideas and interpretations that already exist. And thus only through the re-invention of art, new ideas and new interpretations can be formed, a progression of ideas, achieving true knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"[Art] becomes information of a sort, and, like all information, it is either put to use or ignored(Berger 120)†. Each individual sees art differently, images become information that is incorporated with the individual’s own knowledge and personality. As art is reproduced over and over again in different contexts, the artist’s original purpose of the image is altered, a progression from old ideas to new ideas. Clearly one can see how the original intended purp... ... of an image, even more ideas and thoughts are evoked. These reproductions now represented in new contexts bear new ideas that are to looked upon in a different manner for these images, â€Å"like all information, have to hold their own against all the other information being continually transmitted(Berger 123)†.   Ã‚  Ã‚  Ã‚  Ã‚  The idea that surrounds an image having one clear message has been proved to be obsolete. Information cannot be used in one single manner. Matter of fact, there are just too many variables regarding perspectivism, individuality, and personal knowledge that prohibits a single idea that is to be received universally. Berger’s reproduction of art only further implicates the ideas that already exists, and takes it to the next level of thinking, incorporating new ideas that originally may have had no relevance whatsoever, the progression of ideas, so to speak. As art challenges the belief- that information can only be used as it was intended, the conclusion is that information can be used in innumerable ways. Information was meant to be challenged, evoking new challenges and new thoughts and ideas in a never ending cycle of progression from old to new.

Bandura theories social cognition Essay

Albert Bandura`s social learning theory places learning in a social context. Bandura and his colleagues take the position that personality is acquired, or learned behavior. In particular, Bandura`s insistence that behavior can be learned from mere observation is a significant departure from Skinner’s behaviorist position. An original empirical demonstration of observational learning was presented in a study by Bandura, Ross, and Ross (1993). Nursery school children were allowed to watch an adult’s unusual aggressive actions against an inflated Bobo doll – the kind that pops back up after it has been punched or knocked down. The adult models hit the doll with a hammer and kicked it, tossed it in the air, and even sat on it and punched it. After merely observing this behavior, the children were later allowed to play with toys that included the Bobo doll and hammer. The children who observed the adult model, either live or on videotape, hit the doll more frequently than a control group who had not seen a model. They also tended to hit the doll the way they had observed the adult model do it. Bandura interpreted this study as demonstrating that the probability of behavior can be strengthened through observation. Indeed, in Bandura`s approach to personality, much of one’s behavior is learned and strengthened through imitation, which is a kind of social cognition learning. In this term paper I address the difference in the effectiveness of using simulation intervention program based on a Bandura`s Social learning theory. Moreover, to find out if the program improves either or both the quality and speed of the learning process of students enrolled in a highly technical training program. This term paper focuses on using simulation based learning environments in vocational training program. In this paper, the experimental methodology and instruments are described, results and findings presented and finally discussed and concluded. METHODOLOGY Doing my research on Bandura`s Social learning theory in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The contextual content of simulations allows the learner to â€Å"learn by doing. † Although my primary purpose was in improving research methods and testing procedures for evaluating learning results of simulation-based learning, the different reaction of the participants were so obvious that I took a closer look. I had two different groups participating in my learning experiments: students from an engineering department at the University, mostly in their 3rd semester, and apprentices from vocational training programs in mechanics and electronics of several companies near the University area in their 3rd year of vocational training. Most of the students worked very intensively and concentrated on solving these complex simulation tasks whereas apprentices became easily frustrated and bored. Purposes of the Study Although my first research purpose was not in investigating the differences between these groups, colleagues and practitioners showed their interest and encouraged me to look especially at that difference. Practitioners especially hoped to find explanations why apprentices sometimes are less enthusiastic about simulation learning although it is said to be motivating for their perception. As mentioned above, my primary purpose when I started to investigate learning and simulation based on Bandura`s Social Cognition theories was focused on improving the research methodology and test material (see Kluge, in press, 2004) for experimenting with simulation-based learning environments. But observing the subjects’ reactions to the learning and testing material the question arose whether there might be a difference in the quality of and speed of the learning process of students involved in my study. Research Design A 3-factor 2 ? 2 ? 2 factorial control-group-design was performed (factor 1: â€Å"Simulation complexity†: ColorSim 5 vs ColorSim 7; factor 2: â€Å"support method†: GES vs. DI-GES; factor 3: target group, see Table 2). Two hundred and fifteen mostly male students (16% female) in eight groups (separated into four experimental and four control groups) participated in the main study. The control group served as a treatment check for the learning phase and to demonstrate whether subjects acquired any knowledge within the learning-phase. While the experimental groups filled in the knowledge test at the end of the experiment (after the learning and the transfer tasks), the control groups filled in the knowledge test directly after the learning phase. I did not want to give the knowledge test to the experimental group after the learning phase because of its sensitivity to testing-effects. I assumed that learners who did not acquire the relevant knowledge in the learning phase could acquire useful knowledge by taking the knowledge test, which could have led to a better transfer performance which is not due to the learning method but caused by learning from taking the knowledge test. The procedure subjects had to follow included a learning phase in which they explored the structure of the simulation aiming at knowledge acquisition. After the learning phase, subjects first had to fill in the four-item questionnaire on self-efficacy before they performed 18 transfer tasks. The transfer tasks were separated into two blocks (consisting of nine control tasks each) by a 30-minute break. In four experimental groups (EG), 117 students and apprentices performed the learning phase (28 female participants), the 18 control tasks and the knowledge test. As said before, the knowledge test was applied at the end because of its sensitivity to additional learning effects caused by filling in the knowledge test. In four control groups (CG), 98 students and apprentices performed the knowledge test directly after the learning phase, without working on the transfer task (four female participants). The EGs took about 2-2. 5 hours and the CG about 1. 5 hours to finish the experiment. Both groups (EGs and CGs) were asked to take notes during the learning phase. Subjects were randomly assigned to the EGs and CGs, nonetheless ensuring that the same number of students and apprentices were in each group.

16 Inspiring Thanksgiving Quotes

These inspirational Thanksgiving quotes teach us to count our blessings. If we wish to express gratitude to our friends, family, and God for these blessings, then these Thanksgiving quotes  should be helpful there, too. Giving Thanks Here are some thoughts on being grateful: Johannes A. Gaertner: AuthorTo speak gratitude is courteous and pleasant, to enact gratitude is generous and noble, but to live gratitude is to touch Heaven. William Law: English clericWould you know who is the greatest saint in the world: It is not he who prays most or fasts most, it is not he who gives most alms or is most eminent for temperance, chastity or justice; but it is he who is always thankful to God, who wills everything that God wills, who receives everything as an instance of Gods goodness and has a heart always ready to praise God for it. Melody Beattie: American authorGratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos to order, confusion to clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow. Frank A. Clark: Former English soccer playerIf a fellow isnt thankful for what hes got, he isnt likely to be thankful for what hes going to get. Fred De Witt Van Amburgh: Dutch cartographer and artistNone is more impoverished than the one who has no gratitude. Gratitude is a currency that we can mint for ourselves, and spend without fear of bankruptcy. John Fitzgerald Kennedy: Late American presidentAs we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them. Estonian ProverbWho does not thank for little will not thank for much. Ethel Watts Mumford: American authorGod gave us our relatives; thank God we can choose our friends. Meister Eckhart; German theologianIf the only prayer you said in your whole life was, Thank you, that would suffice. Galatians 6:9Do not get tired of doing what is good. Dont get discouraged and give up, for we will reap a harvest of blessing at the appropriate time. Thomas Aquinas: Catholic priest, philosopherThanksgiving is a special virtue. But ingratitude is opposed to Thanksgiving. Therefore ingratitude is a special sin. Albert Barnes: American theologianWe can always find something to be thankful for, and there may be reasons why we ought to be thankful for even those dispensations which appear dark and frowning. Henry Ward Beecher: American clergymanThe unthankful heart ... discovers no mercies; but let the thankful heart sweep through the day and, as the magnet finds the iron, so it will find, in every hour, some heavenly blessings! William Faulkner: American novelistGratitude is a quality similar to electricity: It must be produced and discharged and used up in order to exist at all. George Herbert: English poetThou that has given so much to me,Give one thing more—a grateful heart;Not thankful when it pleases me,As if Thy blessings had spare days;But such a heart, whose pulse may beThy praise.