text:
German/Lesson 3

<< Lesson 2 | Lektion 3 | Lektion 4 >> |

 Die Zahlen ~ The Numbers

Lektion 3 ~ Zählen von 1 bis 12
Counting in any language is a valuable skill best learned early on. In German as in English, there are both cardinal (counting) and ordinal (place or order) numbers, and number formation is similar in that the first twelve numbers are unique. Above twelve, numbers are formed by combination. For example, 13 is dreizehn and 14 is vierzehn. Higher numbers will be the subject of later lessons.

Note in the table how ordinals are formed from the cardinals in German by adding te. 'Ten' becomes 'tenth' in English; zehn become zehnte in German. As in English, there are several nonconforming variants: erste, dritte, and siebte.

Audio: [[media:Zahlen_1_bis_12.ogg|OGG]] (385KB)

Grammatik 3-1 ~ Telling time (hours)
Knowing the numbers from 1 to 12, you can now begin asking and telling time in German. Der Uhrturm von Graz

Gespräch 3-1

 * Zwei Jungen, Heinrich und Karl, sind Freunde. Sie begegnen sich eines Nachmittags.
 * Heinrich: Karl. Wie geht's?
 * Karl:      Hallo!
 * Heinrich: Willst du spielen? Ich habe einen Ball.
 * Karl:      Wie spät ist es?
 * Heinrich: Es ist ein Uhr.
 * Karl:      Dann kann ich bis zwei Uhr spielen.
 * Heinrich: Das ist gut. Wir spielen eine Stunde lang!

Asking for the time is accomplished by the sentence: Wie spät ist es? ("How late is it?"). The answer places the hour in the line Es ist ____ Uhr ("It is __ o'clock"), substituting the correct cardinal value (except ein is used instead of eins). One could also ask: Wieviel Uhr ist es? (not used very often anymore) or respond Es ist eins or Es ist drei, etc.—which may be imprecise, unless the time is close to the hour. The following sentences also relate to telling time:
 * * this is only regional - many Germans may not understand

Knowing how to express the quarter, half, and three quarter hours will allow you to give the time more precisely. We will, of course, revisit this subject. Once you know how to count beyond twelve, the hour's division into 60 minutes can be expressed. Also, Germans (like most Europeans) utilize what is known in America as "military time" or a 24-hour clock.

Vokabeln 3-1
Also included in the vocabulary for Lesson 3 are the ordinal and cardinal numbers 1 through 12 from Lektion 3 above. der Ball                  ball der Junge, die Jungen     boy, boys das Lernen                learning, study der Nachmittag            afternoon die Stunde                hour die Uhr                   watch (timepiece); also "o'clock" der Uhrturm               clock tower die Uhrzeit               time, time of day das Viertel               quarter die Zahl, die Zahlen      number, numbers

bis zwei Uhr              until two o'clock das ist gut               very well (lit.: "that is good") eines Nachmittags         one (unspecified) afternoon ich kann... spielen       I can play es ist                    it is willst du ...? do you want ...? (familiar form)

fragen                    ask (a question) spielen                   play zählen                    count

dann                      then halb                      half, halfway to nach                       about, after spät                      late vor                       before, until zu                        to
 * Pronunciation Guide >>

Grammatik 3-2 ~ Introduction to Nouns
A noun is a fundamental part of speech, occurring in sentences in two different ways: as subjects (performers of action), or objects (recipients of action). As a generality, a noun is the name of a "person, place, or thing". Nouns are classified into proper nouns (e.g. "Janet"), common nouns (e.g. "girl"), and pronouns (e.g. "she" and "which"). A proper noun (also called proper name) is a noun which denotes a unique entity. The meaning of a proper noun, outside of what it references, is frequently arbitrary or irrelevant (for example, someone might be named Tiger Smith despite being neither a tiger nor a smith). Because of this, they are often not translated between languages, although they may be transliterated — for example, the German surname "Knödel" becomes "Knoedel" in English, as opposed to "Dumpling". Proper nouns are capitalized in English and all other languages that use the Latin alphabet; this is one way to recognize them. However, in German both proper and common nouns are capitalized (as are certain formal pronouns; see Grammatik 2-3).

Grammatik 3-3 ~ Gender of Nouns
We have seen evidence of word gender in the pronouns we have been encountering; notably 'he', 'she', and 'it' in English and er, sie, and es in German. Just like many other languages (but not English), German has genders for nouns as well. Noun gender is indicated by the definite article, which should always be learned as part of the noun. For this reason, nouns presented in each lesson's Vokabeln include the gender appropriate definite article.

Definite Articles
The definite article (bestimmter Artikel) is equivalent to an English 'the', and the three basic gender forms of definite articles in German are as follows:

To say 'the book' in German, you would say das Buch, because Buch is a neuter noun. To say 'the man' in German, you would say der Mann, because Mann is a masculine noun. To say 'the woman' in German, you would say die Frau, because Frau is a feminine noun.

Noun gender does not always derive from actual gender where gender might be applicable. For example, 'the boy' is der Junge (masculine); but 'the girl' is das Mädchen (neuter). Also, nouns that have no inherent gender are not necessarily neuter. From this lesson: 'the watch or time piece' is die Uhr ('feminine').

Because German is generally more structured than English, it is important when learning German nouns to always learn them with their gender correct definite article; and in the Vokabeln nouns are always given with their associated definite article. That is, you must memorize the word for 'book' in German as das Buch, not simply Buch. Not just definite articles, but indefinite articles and adjectives have endings that must match the gender of the noun they precede. Using the wrong gender can alter the meaning of a German sentence, so in forming a proper sentence with Buch, you will need to know that it is a neuter noun.

Indefinite Articles
In addition to the definite articles—"the" in English and der-words in German—discussed above, both languages have indefinite articles (unbestimmter Artikel). Indefinite articles precede nouns in the same way that definite articles do, but convey a general or indefinite sense. These are "a" or "an" in English. Thus, 'the book' or das Buch refers to a definite or specific book, whereas 'a book' or ein Buch is indefinite about which book is referred to. Indefinite articles also have gender as shown here:

Here are some examples of indefinite articles (underlined) used in German sentences: Why, you ask, are there words like einen in some sentences above—a spelling that does not appear in the gender table? The tables for both the definite and indefinite articles above are simplified at this stage, giving only articles in the nominative case (applied to words that are subjects of verbs). In the very next lesson you will start to address all the other cases in German. However, the nominative case is the one used to signify the gender of a noun, as in our Vokabeln.

Vokabeln 3-2
das Buch                  book die Frau                  woman der Knödel                dumpling das Mädchen               (young) girl der Mann                  man

lesen                     read

 * Pronunciation Guide >>

Übersetzung 3-1
Translate the following sentences into German:
 * 1) I am reading until ten o'clock.
 * 2) It is nine thirty.
 * 3) It is a quarter to ten.
 * 4) Cathy is a student at the university.
 * 5) She meets Mark on the street.
 * 6) Henry has a ball.
 * 7) The girl is a friend.
 * 8) Mr. Smith has a question.
 * Antworten >

title: German/Lesson 3


text:
Talk:GCSE Science/Electrolysis

To the anon user. Why did you remove questions 3 and 4 ? Theresa knott 13:07, 15 Oct 2003 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Talk:GCSE Science/Electrolysis


text:
US History

Table of Contents

 * 1) /Preface/
 * 2) /Introduction/

Colonial America (1690–1754)

 * 1) Pre-Columbian Societies (Before 1492)
 * 2) European History (Before 1492)
 * 3) Transatlantic Encounters and Colonial Beginnings (1492–1620)
 * 4) Colonial North America (1620–1754)
 * 5) Colonial Religion (1690–1754)

The Early Republic (1754–1837)

 * 1) Road to Revolution (1754–1775)
 * 2) American Revolution (1775–1787)
 * 3) The Federal Period (1787–1800)
 * 4) Jeffersonian Democracy (1800–1812)
 * 5) War, Nationalism, and Division (1812–1837)
 * 6) Religious Movements (1754–1837)

The Crisis of the Republic (1837–1877)

 * 1) Manifest Destiny and the Slavery Question (1837–1861)
 * 2) A Nation Divided: The American Civil War (1861–1865)
 * 3) Reconstruction (1865–1877)

Wealth, Innovation, and World Power (1877–1913)

 * The Age of Invention and the Gilded Age (1877–1900)
 * Presidency of Grover Cleveland
 * Racism of the era, Industrialization, Agriculture, Urbanization, American Imperialism,

 * The Progressive Era (1900–1914)
 * Presidency of Theodore Roosevelt, Presidency of William Howard Taft, Early Presidency of Woodrow Wilson
 * Progressivism, Sufferage for Women, Labor Reform,

 * Advancements
 * The Wright Brothers and the advent of practical powered flight, Rocketry, Transit improvements, Birth of Hollywood

 * The Nadir of American Race Relations
 * Racism, Race Riots

Into the American Century (1913–1945)

 * The War to End All Wars (1914–1920)
 * World War I–"The Great War", The Spanish Flu

 * The Roaring Twenties (1920–1929)
 * Roaring Twenties, Prohibition

 * The Great Depression and the New Deal (1929–1939)
 * The Great Depression, The New Deal, Works Progress Administration

 * Spanish Civil War (1936–1939)
 * American Involvement in the Spanish Civil War

 * The World At War (1939–1945)
 * World War II, The War in Europe, The War in the Pacific, The Manhattan Project

America in the Cold War (1945–1989)

 * The Cold War (1945–1953)
 * Presidency of Harry Truman, Start of the Cold War

 * The Fifties (1953–1961)
 * President Dwight D. Eisenhower, Civil Rights Movement, Rock and Roll

 * The Sixties (1961–1969)
 * Presidency of John F. Kennedy, Cuban Missile Crisis, Presidency of Lyndon Bird Johnson, The Great Society, Space Race, Martin Luther King Jr.

 * National and International Crises (1969–1981)
 * The Presidency of Richard Nixon, Vietnam War and entanglements in Indochina, Kent State, Impeachment of Richard Nixon

 * The Reagan Revolution (1981–1989)
 * The Presidency of Gerald Ford, The Presidency of Jimmy Carter, The Presidency of Ronald Reagan
 * Pardoning of Nixon, Inflation, Energy Crisis, Camp David Accords, Iran Hostage Crisis, Iran-Iraq War, The Reagan Revolution, SDI–"Star Wars", Iran Contra

Hope, Adversity and Challenges for the New Century (1989–2016)

 * Bush and Clinton presidencies
 * Presidency of George Bush, Rodney King, Collapse of the Soviet Union, Presidency of Bill Clinton, 1st Gulf War (1989 –2000), Monica Lewinsky Scandal

 * George W. Bush
 * Presidency of George W. Bush, September 11th, 2001, 2nd Gulf War, Terrorism, Start of the Great Recession

 * Election 2008
 * Obama Vs. John McCain, Primaries

 * /Obama/
 * Presidency of Barack Obama, Addressing the Great Recession, Affordable Care Act, LGBTQ rights, Tea Party Movement

Recent History (2016–Present)

 * Election 2016
 * Donald Trump Vs. Hillary Clinton, Primary Candidates, Third Party Candidates

 * Trump
 * Supreme Court, Civil Rights, Establishment of the US Space Force, Start of the COVID-19 pandemic, Events of January 6th, 2021

 * Biden
 * Continuation of the COVID-19 pandemic, Withdrawal from Afghanistan, Ukraine

 * Hope & Crisis: America Today and In the Future

Appendices

 * 1) Appendix A: Presidents and Vice Presidents of the United States
 * 2) Appendix B: Supreme Court Decisions
 * 3) Appendix C: Chief Justices
 * 4) Appendix D: Famous Third Parties
 * 5) Growing Crisis with Iran (2002-)
 * 6) /Authors/

Keywords (People, events, etc)

 * 1) /Keywords/
 * 2) /Keywords1/
 * 3) /Keywords2/
 * 4) /Keywords3/
 * 5) /Keywords4/
 * 6) /Keywords5/
 * 7) /Keywords6/
 * 8) /Keywords7/
 * 9) /Keywords8/

General US History

 * The Annotated Constitution of the United States
 * Outline of U.S. History
 * AP United States History

Specific US History

 * The History of the Native Peoples of the Americas
 * American Revolution

State History

 * History of Hawaii
 * Hawaiian Monarchs
 * History of Florida
 * History of New York State
 * History of Wyoming
 * History of Tennessee
 * History of Nevada
 * History of Alaska

Misc American History

 * IB History of the Americas
 * American Ghost Towns
 * Confederate States Government

Related Wikipedia articles

 * Declaration of Independence
 * Constitution
 * Bill of Rights

title: US History


text:
User:Kurt Kawohl

 * Transcendentalist Theology

 * Transcendentalism Today

 * My Spiritual Journey

 * Internet Encyclopedia

 * Transcendentalism - A New Revelation

 * Transcendentalism

 * Author - Kurt Kawohl

-

Newport Beach, CA - Kurt Kawohl, author of a newly released book "Transcendentalism - A New Revelation" has reinstituted Transcendentalism in the USA. Kurt was born in Germany in 1941 and now lives in California where he is an Author/ Financial Advisor/ Real Estate Broker. It is his belief that the American Transcendental movement would have survived and thrived today if their philosophy had been more compatible with the majority American religious beliefs of spiritual inspirations and revelations together with insight as being acceptable communicators of the truth.

In his book Kurt explores the origin of religious beliefs and religions. Although he credits most past religious leaders, writers and portrayed prophets of the “Holy Books” with having experienced spiritual interaction with a spiritual existence, Kurt attributes their mind’s interpretation of these events as being blended with superstitions which was the norm of that time period. It is the author’s claim that his concept of a spiritual deity is also derived through his own spiritual experiences and that the spiritual existence in the spiritual realm is in actuality a spiritual collective; the progressive and accumulative spiritual intelligence of the universe; an agglomeration of all of the righteous souls who have passed into the spiritual realm.

Kurt states in his book, “Transcendentalism Today" can influence the beginning of a new integration of rationality into many religions. In this 21st Century, the Age of Technology, we are still plagued by religious beliefs that is a contributing cause toward terrorism, killings and wars between nations. Belief in a deity who caused catastrophes, punished people and created the universe out of nothingness as if by magic was brought about by hysteria and superstitions. This thought process needs to be reassessed and brought up to date. Open-minded people must use common sense to determine whether this so-called deity was incorrectly perceived, misinterpreted and misunderstood by the masses of a bygone era. When peoples' concepts are flawed, corrections, truth, logic and common sense thereof must eventually prevail.  It is the attributes of human characteristics to exercise upon others power, control, dominance, destruction, punishment, revenge, judgment and not the attributes of a deity. Everyone is personally responsible for his own soul's destiny, the only requirement for achieving spiritual continuity is righteous living. The destruction of civilizations, most sufferings and premature deaths are due to human frailties, stupidity or imperfections and are not a deity’s doings. The deity that mankind calls by several names exists in a spiritual realm and never has and never will interfere with anything on earth or in the universe.”

Will the author’s concept of Transcendentalism Today survive? Only time will tell. Kurt has had dialogue with religious leaders worldwide and supplies the evidence thereof in his book. On a website catering primarily to active and retired military personnel, at Military.com Kurt has posted his Transcendentalism opinions on who/what “God” is and supplied the website where his book can be accessed free of charge. Surprisingly over 10,000 people have visited there within a one year time period with many expressing their approval.

--- Lt. Colonel - US Air Force (retired) Melvin J. Beitscher wrote an email to Kurt stating, “As I near the end of your book and turn each page, I marvel at the insight, research and reading you have done to come to this point in your life and how you now affect so many more lives. Sometimes I lose a little hope for mankind but with you, and I know there are many like you, I realize that there is hope that we may transcend that which separates us. You have started that vital journey with a remarkable thesis in your book "Transcendentalism - A New Revelation". Your courage to fly in the face of organized religion and see the truth behind the basics of all religion deserves a Nobel Prize. The courage you display in listing the correspondence with other learned people even though it may be at odds with your statements is to be commended. Christopher Phillips writes "It is not enough to have the courage of your convictions, you must also have the courage to have your convictions challenged". You have that courage and wisdom. Congratulations on a work long needed“.

-

title: User:Kurt Kawohl


text:
US History/Presidents

Presidents of the United States
Although Washington was a member of the Whig Party before the Revolution, after the war he was not a member of any party, though he tended to lean toward Federalist positions. Since the formation of the Democratic-Republican party and the Federalist Party, there has always been at least one viable political party. Today the United States has a two party system. There have been many third party movements, such as Ralph Nader, and Theodore Roosevelt, but these attempts to create a three-party system have, thus far, failed.

title: US History/Presidents


text:
Indonesian

This Wikibook begins with an introduction to the language and a series of lessons.

You may also wish to browse further down this contents page for other useful pages, including Kosa kata (vocabulary), Alat-alat pembelajaran (Tools for learning) and other resources.

Perkenalan (Introduction)

 * 1) Isi Contents
 * 2) Halaman Depan Frontpage
 * 3) Mengapa belajar bahasa Indonesia Why learn Indonesian
 * 4) Bagaimana cara memakai buku Wiki Indonesia ini How to use this Indonesian Wikibook

Dasar (Basic)
This section describes the basics of the Indonesian language. Mostly it discusses the most basic structure of the language. What you'll learn here will be clarified further in the later sections.

Huruf-Huruf Indonesian Alphabet Sapaan Greetings Ini, Itu This, That Kata Ganti Pronouns Kalimat Sederhana Simple Sentences Angka-Angka Numbers Kata Depan Prepositions

Pemula (Beginner)
This section will expand your vocabulary and grammar building on the sentence structures explained in the basic lessons. Memperkenalkan Diri Introducing Yourself

Keluargaku My Family

Rumahku My Home

Di Sekolah At School

Jam Berapa Sekarang? What Time is it?

Ke Pasar To the Market

Pelangi Rainbow

Selamat Ulang Tahun Happy Birthday!

Sakit Getting Sick

Pergi ke Bali Going to Bali

Mau ke mana? Where are you going?

Ahli (Expert)
Learn some cultural background of the Indonesian language and further improve your vocabulary using the grammar you've learned so far.

Aku dan kamu Me and you

Bahasa Oke Slang language

Alat-alat pembelajaran (Tools for learning)

 * /Essential words and easy words/
 * Menambah kosa kata dengan asosiasi kata Adding vocabulary with word association - this page may be useful from beginners to advanced stages.
 * Lagu anak-anak Children's songs can help with learning basic language.
 * Perkecualian dalam pengucapan Exceptions to pronunciation rules
 * /Tongue Twister/

Hal-hal menarik (interesting stuff)

 * English word rooted from Indonesian:
 * Durian = Duri (thorn)+ an (grammar) = Object with thorn
 * Orangutan = Orang Hutan = Forest person
 * Lahar = debris flow of pyroclastic material
 * Rattan = rotan
 * Amok = amuk

Latihan (Exercises)
Under construction

Tata Bahasa (Grammar)

 * 1) Kata Sifat Adjectives
 * 2) Kata Kerja Verbs
 * 3) Kata Keterangan Adverb
 * 4) Kata Benda Noun
 * 5) Kata Ganti Pronouns
 * 6) Kata Depan Prepositions
 * 7) Kata Pengubah Waktu Tenses
 * 8) Konjugasi / Pembentukan kata Conjugation / Word forming
 * 9) Kata Jender Gender
 * 10) Kata Negasi Negation
 * 11) Kalimat Sentences
 * 12) Pengubah waktu Tenses

Kosa Kata (Vocabulary)

 * Kata-kata Penting Important Phrases
 * Angka Numbers
 * Kata Pembilang Quantification Words (e.g. many, few)
 * Kata Tanya Question Words (e.g. what, where)
 * Kata Penghubung Conjunctions (e.g. and, but)

Lihat Juga (See Also)

 * Indonesian Reader – another Wikibook for learning Indonesian, focusing on the vocabulary, and exposure to usage. Incomplete.
 * Indonesian language at Wikipedia
 * Indonesian Slang Language article at Wikipedia: for advanced speakers
 * BukuWiki - WikiBooks in Indonesian language (monolingual)

Kamus (Dictionary)
Online dictionary links:

 * 1) www.kamus.net - A user-friendly bilingual translation database which is still maturing itself and continuously adding new entries
 * 2) www.sederet.com -  A Large English-Indonesian Online Dictionary
 * 3) Kamus Indonesia -English - UGM University

Situs-situs untuk belajar bahasa Indonesia (Sites for learning Indonesian)

 * Online Indonesian Courses from University of Hawaii (with downloadable materials)
 * Bintang Bahasa - An extensive collection of audio samples, lessons and exercises for beginners to advanced advanced learners.
 * Learning Indonesian Podcast - A free audio lesson podcast with native Indonesian and English speaking instructors updated twice a week.
 * SEAsite – Indonesia home – from the Center for Southeast Asian Studies, Northern Illinois University.
 * Learn Indonesian at Free Language - Free resources for learning Bahasa Indonesia.

Tentang Buku Ini (About this Book)

 * 1) Pengarang Authors

Enseignement de l'indonésien Bahasa Indonesia Indonezyjski Мова людства/Індонезійська 印度尼西亚语 인도네시아어

title: Indonesian


text:
Indonesian/About

Current Development

 * General: the main talk page.
 * Lessons: Lessons planning page.

Downloadable and Print Versions
If a lesson, grammar page, appendix, ot text has been added or the name of an existing page has been changed, please update the print version.
 * Complete Print Version
 * [[Media:Indonesian.pdf|Complete PDF Version]]
 * Description Page
 * First Edition • on progress • XXX MB
 * Previous Editions:
 * Not yet available
 * Specific/Detailed Book Versions:
 * Lessons Print Version
 * Grammar Print Version
 * contains tenses and minor pages not included in the general print version
 * Texts Print Version
 * contains texts too long for the general print version

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History
Roby Joehanes initiated this wikibook in 2003. However, unhappy with the collaboration in Wikibook, he resigned in late 2003. This wikibook is then developed by

Authors
The Indonesian textbook was started by Roby Joehanes

Edit: If you look at Robby Jo's profile, it states that he has given up contributing to WikiBooks Indonesia. Although he will be sorely missed [from this place], his presence is much needed. Either we petition for him to come back, or we continue this great Wiki from where he left off ~Cheetincheetah

Other Contributors:
 * 1) John Holdaway has made some modest additions and looks forward to doing more soon.
 * 2) Kunderemp has made some addition and looks forward to doing more soon
 * 3) Singkong2005
 * 4) Chaerani not an Indonesian linguist but a native Indonesian speaker, and will try to help out when the mood strikes. Currently reorganizing the book following the French standard.
 * 5) Tom Brinck is studying Indonesian and making proofreading corrections as he works his way through.  (If you'll add content, I'll gladly clean it up and make it flow well.)
 * 6) Aldnonymous Native Indonesian speaker from Yogyakarta, Indonesia. I usually translate things from en to id and vice versa on Translatewiki and Meta.
 * Feel free to add your (real or user) name to this list if you made any contributions to this book.

title: Indonesian/About


text:
Indonesian/Lessons/Greetings

^ Indonesian ^ | << Lesson 0: The Alphabet  | Lesson 1: Greetings | Lesson 2: This, That >>

Contoh Percakapan (Dialogue Example)
Budi: Selamat pagi, Bu!

Wati: Selamat pagi juga, Pak!

Budi: Apa kabarnya?

Wati: Baik. kalau kamu?

Budi: Baik-baik juga.

Wati: Kamu sedang apa?

Budi: Aku sedang membaca novel.

Wati: Novel apa yang kamu baca?

Budi: Aku sedang membaca novel semua tentang Islam!

Wati: Boleh aku meminjamnya?

Budi: Tentu saja.

Wati: Sudah waktunya aku harus pulang. Sampai berjumpa, dan jangan lupa besok aku akan meminjam novelmu

Budi: Tentu aku tidak akan lupa. Sampai jumpa kembali.

Wati: Selamat jalan.

Terjemahannya (The Translation):

Budi: Good morning, Ma'am!

Wati: Good morning, Sir!

Budi: How are you?

Wati: Good. You?

Budi: Also good.

Wati: What are you doing?

Budi: I am reading a novel.

Wati: What novel are you reading?

Budi: I am reading a novel about everything about Islam!

Wati: May I borrow it?

Budi: Of course.

Wati: It is already time for me to go home. Goodbye, and don't forget I'll borrow your book tomorrow

Budi: Of course I won't forget. Goodbye too.

Wati: Good bye.

Kosakata Baru (New Vocabulary)

 * Selamat pagi – good morning
 * Selamat tinggal – goodbye (when leaving)
 * Bu – ma'am. Literally means mother.
 * Pak – sir. Literally means father.
 * Apa kabar – how are you? what's up?
 * Baik – good, well
 * Anda – you (formal)
 * Kamu – you (informal)
 * Juga – also
 * Dan – and
 * Jika- if
 * Apa – what
 * Aku – I; me (used to refer to oneself, informal)
 * Membaca – read
 * Boleh – may, can (to be allowed)
 * Harus – must
 * Pulang – return
 * Harus Pulang – must return home

Selamat
The word selamat means safe. So, selamat pagi literally means good morning. The greetings in Indonesian are not quite the same as that of English. Below is the table of words with their meaning and the time you may want to use it:

Unlike English, it is all right to greet people with "selamat malam" when meeting at night. To say "good bye", we can use "selamat tinggal".

The word "selamat" also means congratulations. Therefore, it is also used to congratulate other people. So, you can use the word "selamat" with the following words:

So, "selamat ulang tahun" means happy birthday. And so forth. Note that the word "jalan" means street or to go, but when used in "selamat jalan", it means "bon voyage".

Apa Kabar (How Are You?)
The phrase "apa kabar" literally means "what (your) news". The word "apa" means "what" and the word "kabar" means "news". When translated, it means "how are you".

To answer "apa kabar", we usually use "baik" or "baik-baik" to indicate that it's good. We can answer "biasa saja" (= "so so") or "kurang baik" (= "not good", literally = "less good").

In Malay, they use the spelling of "khabar" instead of "kabar", and thus the pronunciation is slightly different, with the Malay pronunciation using a hard H sound instead of regular K sound.

Sapaan (Salutations)
Notice that the dialog above uses "pak" and "bu", which mean "sir" and "ma'am" respectively. In Indonesian, you'll need to specify proper salutations in most cases when greeting people. This is because Indonesian people tend to be very polite. In formal situations or the work place, adults usually greet using "pak" or "bu".

The word Anda (usually capitalised to show respect) is the general, relatively polite form of you; note that bapak and ibu could also be used, as well as casual forms such as kamu.

The article "pak" is shorthand for "bapak" (= mister or father), while "bu" is an abbreviation of "ibu" (= madam or mother).

^ Indonesian ^ | << Lesson 0: The Alphabet  | Lesson 1: Greetings | Lesson 2: This, That >>

Enseignement de l'indonésien/Leçons/Salutations

title: Indonesian/Lessons/Greetings


text:
Indonesian/Lessons/This and that

^ Indonesian ^ | << Lesson 1: Greetings  | Lesson 2: This, That | Lesson 3: Pronouns >>

Arti Umum (General Meaning)
The word "ini" means "this" or "these".

The word "itu" means "that" or "those".

Penggunaan Pertama: Ini buku (First Usage: This [is a] book)
Contoh (Example):
 * Ini buku. ("This is a book" or "These are books")
 * Ini pensil. ("This is a pencil" or "These are pencils")
 * Itu apel. ("That is an apple" or "Those are apples")
 * Itu jeruk. ("That is an orange" or "Those are oranges")

From the examples above, you can see that there is no explicit word for "to be" as in English. It is already implied by the structure or the vocabulary used in the sentence.

In addition, when using a noun, the meaning can be either singular or plural. It depends on the context. When the context does not make it clear, the noun is assumed to be singular.

The reader might ask: If ini buku means this is a book while when naively translated sounds like "This book." Then how to say "this book" in Indonesian? Answer: buku ini. When learning Indonesian, or when Indonesian learning English, people usually realized that the order of words, especially adjective and noun, are usually swapped.

Penggunaan Kedua: Buku ini merah (Second Usage: This book [is] red)
Contoh (Example):
 * Buku ini merah . ("This book is red " or "These books are red ")
 * Apel ini hijau . ("This apple is green " or "These apples are green ")
 * Pensil itu hitam. ("That pencil is black" or "Those pencils are black")
 * Jeruk itu jingga . ("That orange is orange " or "Those oranges are orange ")

Notice the difference between the first pattern and the second one:
 * The first pattern is '(Ini/Itu) + Noun', which means 'This/That is/are Noun'.
 * The second pattern is 'Noun + (Ini/Itu) + Adjective', which means 'This/That Noun is/are Adjective'

Bentuk Negatif (Negative Form)
There are two words in Indonesian used to indicate negatives:
 * Bukan → Not, referring to nouns, pronouns, or states (it may be easiest to remember the meaning of bukan as "not a", since only nouns would follow "a" in English)
 * Tidak → Not, referring to adjectives or verbs

In some cases, we can use either bukan or tidak, but we'll discuss this later.

Contoh (Example):
 * Ini bukan buku. ("This is not a book" or "These are not books")
 * Ini bukan pensil. ("This is not a pencil" or "These are not pencils")
 * Itu bukan apel. ("That is not an apple" or "Those are not apples")
 * Itu bukan jeruk. ("That is not an orange" or "Those are not oranges")

Here, we use bukan, because we're negating the nouns. However, look at the following example:
 * Ini tidak benar. ("This is not right")

This time, we are negating the adjective "right". (Benar = right / correct)

Likewise, look at the following examples: Contoh (Example):
 * Buku ini tidak merah . ("This book is not red " or "These books are not red ")
 * Apel ini tidak hijau . ("This apple is not green " or "These apples are not green ")
 * Pensil itu tidak hitam. ("That pencil is not black" or "Those pencils not are black")
 * Jeruk itu tidak jingga . ("That orange is not orange " or "Those oranges are not orange ")

In these examples, we use tidak because this time we're negating the adjectives.

Bentuk Interogatif (Interrogative Form)
The word "apa" (= "what") can be used to form questions using "ini" or "itu".
 * Apa ini? ("What is/are this/these?")
 * Apa itu? ("What is/are that/those?")

Contoh (Example):
 * Q: Apa ini?
 * A: Ini buku.

You can use "apa ini" or "apa itu" to ask what something is called in Indonesian (by pointing to the object).

^ Indonesian ^ | << Lesson 1: Greetings  | Lesson 2: This, That | Lesson 3: Pronouns >>

Enseignement de l'indonésien/Leçons/Ceci et cela

title: Indonesian/Lessons/This and that


text:
Indonesian/Grammar/Pronouns

^ Indonesian ^ | << Lesson 2: This, That  | Lesson 3: Pronouns | Lesson 4: Simple Sentences >>

General Pronoun
In Indonesian, both subjective and objective pronouns are the same. Possessive pronouns are slightly different in informal situations only. Below is the table:

Note that there are two notions of "we" in Indonesian. If the opposite party is included, then we use "kita". Otherwise, we use "kami".

Contoh (Example):

 * Budi: "Wati, ini buku kita." (= Wati, this is our book.)

Here, Budi speaks to Wati that this book is both Budi's and Wati's book. However, if Budi said, "Wati, ini buku kami."; it means that this book is Budi's (and probably his other friend's), but not Wati's.

To refer a third person that has already died, He/She/It, when person we are speaking about already passed away and we want to refer to those people with respect, we use another word almarhum meaning "he" when the he is already died and "he" happens to be a respectable person. For female we use the word almarhumah. This is a rare instance when Bahasa Indonesia is gender specific. This is a loan word from Arabic which literally means: "who was blessed by God." In this sense, this is actually a euphemism. So we can conclude that words 'almarhum' and 'almarhumah' are purposed to Muslims. The non-Muslim people usually change it with 'mendiang', which is simpler and can be used by both genders.

Kata Kepunyaan (Possessive Pronoun)
As you probably have noted in the previous example, the position of possessive pronoun is reversed in Indonesian.

Contoh (Example):
 * Buku kami. (= our book(s))
 * Apel mereka. (= their apple(s))
 * Jerukku. (= my orange(s))
 * Gelasnya. (= his/her/its glass(es))
 * Bolpoinmu. (= your pen(s))
 * Coklat saya. (= my chocolate(s))
 * Mobil beliau. (= his/her/its car)

In these examples, notice that when using informal possessive of singular person, the suffix is put together with the noun.

Although in spoken Indonesian it is acceptable to say "gelas dia" instead of "gelasnya" and "bolpen kamu" instead of "bolpenmu", it is incorrect to say "jeruk aku" to mean "my orange".

Kata Kepunyaan #2 (Possessive Pronoun Part 2)
In most languages there is the possibility of both adjective-like possessives "this is my book" and noun like adjectives "this book is mine " or "this is mine ." Indonesian doesn't do this exactly like this but does have an equivalent:

 * 1) Buku ini punya ku.  (This book is mine)
 * 2) Buku ini punya mu.  (This book is yours)
 * 3) Buku ini punya nya.  (This book is his/hers/its)
 * 4) Buku ini punya aku.  (This book is mine)
 * 5) Buku ini punya kami.  (This book is ours) (exclusive)
 * 6) Buku ini punya kita.  (This book is ours) (inclusive)
 * 7) Buku ini punya mereka.  (This book is theirs)
 * 8) Buku ini punya Budi.  (This book is Budi's)
 * 9) Ini punya ku.  (This is mine)

Notice that this kind of structure is "bridged" by the word " punya ", which means "to have". You can then put the appropriate suffix or word to indicate the ownership.

A synonym of " punya " is " milik ". Hence you can change " punya " with " milik ".

Example:

 * 1) Buku ini milik ku
 * 2) Buku ini milik mu
 * 3) Buku ini milik nya

Contoh (Examples)
Below are some examples that summarise what we've learnt:

 * 1) Aku punya buku kuning . (= I have a yellow book)
 * 2) Buku saya kuning . (= My book is yellow).
 * 3) Kamu punya bolpen biru, bukan bolpen hitam. (= You have a blue pen, not a black pen)
 * 4) Dia tidak punya pensil hijau . (= He/she/it doesn't have a green pencil)
 * 5) Budi punya apel merah . (= Budi has a red apple/red apples)
 * 6) Apel merah ini punya Budi. (= This red apple is Budi's)

Note that at the third example we use "bukan" to deny the noun (i.e. the pen). At the fourth example, we use "tidak" to deny the ownership, which is considered as a verb (i.e. "doesn't have"). Note also how we can put names in ownership at example five and six with the word "punya".

^ Indonesian ^ | << Lesson 2: This, That  | Lesson 3: Pronouns | Lesson 4: Simple Sentences >>

Enseignement de l'indonésien/Leçons/Pronoms

title: Indonesian/Grammar/Pronouns


text:
Indonesian/Grammar/Tenses

^ Indonesian ^ | << Lesson 3: Pronouns  | Lesson 4: Simple Sentences | Lesson 5: Numbers >>

Tenses
Basic Indonesian word order is similar to English. Generally, sentences begin with a subject, followed by a verb (also called a predicate), and then an object.

It's good news that Indonesian verbs don't change depending on tense. Indicating the past or future tense only requires inserting words that indicate the time, in a very regular system.

Contoh (Example):
 * Saya makan nasi
 * I eat rice.
 * Saya telah makan nasi
 * I ate or have eaten rice.
 * Saya sudah makan nasi
 * I ate or have eaten rice.
 * Saya akan makan nasi
 * I will eat rice.
 * Saya sedang makan nasi
 * I am eating rice.
 * Saya makan nasi kemarin
 * I ate rice yesterday.
 * Kemarin, saya makan nasi
 * Yesterday, I ate rice.

As you noticed in the examples above, the word "telah" or "sudah" indicate completed actions, the word "akan" indicate future actions, and the word "sedang" indicate actions in progress. The main verb (i.e. "makan" = to eat) is left unchanged.

Side note: In English, both cooked and uncooked rice are referred as rice alone. In Indonesian, uncooked rice is called beras while cooked rice is called nasi.

Note also that Indonesian has no notions of imperfect tense. Instead, Indonesian uses duration words, such as "selama" (literally means during or as long as):

Contoh (Example):
 * Saya sudah belajar Bahasa Indonesia selama dua tahun.
 * I have studied Indonesian (language) for two years.
 * Selama ini, saya belajar dengan baik.
 * Until now, I've studied well.
 * Selama dua tahun ini, saya belajar dengan baik.
 * For the last two years, I've studied well.
 * Selama kamu di sini, saya tidak akan pergi.
 * As long as you are here, I will not go.

Don't worry about these "tenses" yet. We'll study it in greater detail later.

Adding Emphasis
The Indonesian language is very expressive. While basic Indonesian word order matches English, you can scramble up the sentence structure, and the sentence will still have the same underlying meaning. In this regard, Indonesian is somewhat like Latin or Japanese, but without the cases or the particles. Usually, when a word other than the subject is put at the beginning of a sentence, it becomes the emphasis of the sentence. This is broadly used in spoken Indonesian.

Contoh (Example): (emphasis on rice)
 * Saya sedang makan nasi
 * I am eating rice, neutral emphasis.
 * Sedang makan nasi saya
 * I am Eating My rice. (emphasis on the progress of eating rice).
 * Makan nasi sedang saya lakukan
 * Eating rice (is what) I am doing (now). (emphasis on eating rice)
 * Nasi sedang saya makan
 * Rice (is what) I am eating (now).

Note also that this way of providing emphasis can occur with any "tense" using the same pattern.

Don't be intimidated by this variability in word order. You can always form simple sentences as: Subject + Verb + Object.

^ Indonesian ^ | << Lesson 3: Pronouns  | Lesson 4: Simple Sentences | Lesson 5: Numbers >>

Enseignement de l'indonésien/Grammaire/Temps

title: Indonesian/Grammar/Tenses


text:
Indonesian/Lessons/Learning Indonesian

^ Indonesian ^ | << Why learn Indonesian?  | How to use this Indonesian Wikibook | Lesson 0: The Alphabet >>

Cara Pemakaian (Usage)
I plan to structure this book so that for each lesson you will have the corresponding exercise. So, if you have finished lesson 1, do the exercise 1 before proceeding to lesson 2, and so forth. This is so that you fully understand the Indonesian.

I understand that it is pretty hard to illustrate simple concepts of Indonesian without knowing anything about it. So, my approach is to illustrate the most important basic components of Indonesian in the basic section. My suggestion is to skim the basic section and grasp a little bit about it and step up to the beginner section so that you can see these components in action.

^ Indonesian ^ | << Why study Indonesian?  | How to use this Indonesian Wikibook | Lesson 0: The Alphabet >>

Enseignement de l'indonésien/Comment utiliser ce wikilivre

title: Indonesian/Lessons/Learning Indonesian


text:
Indonesian/Lessons/Numbers

^ Indonesian ^ | << Lesson 4: Simple Sentences  | Lesson 5: Numbers | Lesson 6: Particles >>

Angka Numerals (Numerals)
Contoh (Examples):
 * 67 =  enam puluh tujuh
 * 111 =  seratus sebelas
 * 2743 =  dua ribu tujuh ratus empat puluh tiga
 * 8015 =  delapan ribu lima belas
 * 17432 =  tujuh belas ribu empat ratus tiga puluh dua
 * 408305 =  empat ratus delapan ribu tiga ratus lima
 * 3178856 =  tiga juta seratus tujuh puluh delapan ribu delapan ratus lima puluh enam
 * 2x10^3003+7x10^303+445x10^33+888096 = dua millilliun tujuh sentilliun empat ratus empat puluh lima desilliun delapan ratus delapan puluh delapan ribu sembilan puluh enam

Urutan (Series)

 * 1st = pertama
 * 2nd = kedua (or ke-2)
 * 3rd = ketiga (or ke-3)
 * 4th = keempat (or ke-4)
 * 5th = kelima (or ke-5)
 * 10th = kesepuluh (or ke-10)
 * 11th = kesebelas (or ke-11)
 * 21st = kedua puluh satu (or ke-21)
 * 1000th = keseribu (or ke-1000)

As you see, in order to form ordinal numbers in series, you only need to attach the prefix "ke-", then the number itself. Except for pertama ("1st"), you can spell out the number or just write the digits (like the ones in parentheses).

Contoh (Examples):
 * Siapakah orang pertama yang mencapai garis finish?
 * Who's the 1st people that reach the finish line?.
 * Tempat keempat yang dimasuki adalah perpustakaan.
 * The 4th entered place is library.

Nilai Tempat (Value Place)
Contoh (Examples):
 * Persejutaan (0,000001)
 * Perseratusribuan (0,00001)
 * Persepuluhribuan (0,0001)
 * Perseribuan (0,001)
 * Perseratusan (0,01)
 * Persepuluhan (0,1)
 * Satuan (1)
 * Puluhan (10)
 * Ratusan (100)
 * Ribuan (1000)
 * Puluhan ribu (10000)
 * Ratusan ribu (100000)
 * Jutaan (1000000)
 * Puluhan juta (10000000)
 * Ratusan juta (100000000)
 * Mily=iaran (1000000000)
 * 1234567890,654321

Berapa (How much)
To ask about quantities, we use the word "berapa". For example: "Berapa harga X" is to ask "How much does X cost".

Contoh (Examples):
 * Q: Berapa harga buku ini?
 * How much does this book cost?
 * A: Lima dolar.
 * Five dollars.
 * A (alternate): Harga buku ini lima dolar.
 * This book costs five dollars.

The word "berapa" can directly replace the quantity in question. However, you must put a measure word right after it.

Contoh (Examples):
 * Q: Kamu punya berapa buah pensil?
 * How many pencils do you have?
 * A: Empat.
 * Four.
 * A (alternate): Saya punya empat buah pensil.
 * I have four pieces of pencil.

The most common measure word is "buah", which indicates quantity. Coincidentally, this word can also mean fruit (i.e. apples, oranges, etc). Other common measure words are "ekor" (for animals; ekor = tail) and "orang" (for people, orang = person).

Interestingly, the word biji (lit= fruit) is also sometime use to replace buah.

The examples below illustrate using measure words:

Contoh (Examples): Contoh Lain (Other Examples):
 * Q: Berapa buah pensil kamu punya?
 * How many pencils do you have?
 * A: Empat.
 * Four.
 * Q: Berapa buah apel kamu punya?
 * How many apples do you have?
 * A: Tiga.
 * Three.

 * Saya punya dua buah buku.
 * I have two books.
 * Saya punya dua buah buku merah.
 * I have two red books.
 * Saya tidak punya dua buah buku merah.
 * I don't have two red books.

Angka Lebih Dari 999 (Numbers higher than 999)
In English, to make the number readable, we used to add a comma every three digits. For example, One million and two hundred and fifty-five thousands and three hundred and sixty-four can be written as 1,255,364. However in Indonesian, we insert a dot instead of comma. Hence the same number (Indonesia: Satu juta dua ratus lima puluh lima ribu tiga ratus enam puluh empat) should be written as 1.255.364.

 For curious reader, Indonesians use comma (",") to indicate decimals.

Online Tools

 * Indonesian Numbers - Spells numbers in Indonesian and some other languages spoken in Indonesia.

^ Indonesian ^ | << Lesson 4: Simple Sentences  | Lesson 5: Numbers | Lesson 6: Particles >>

Enseignement de l'indonésien/Leçons/Nombres

title: Indonesian/Lessons/Numbers


text:
Indonesian/Quantification Words

^ Indonesian ^

Kata Pembilang - Quantification Words
Indonesian language has no distinction between uncountable and countable nouns. If you want to say that there are more than one of a thing, as a rule of thumb you can repeat the noun using a dash (-) to make it plural. Alternatively you can also put the total number of the thing in front of the noun.

There is no rule in Indonesian language regarding which nouns should/can be repeated, which nouns should not/cannot, but if we already put some quantification words, we can't do the repetition noun. For example: It is wrong to say banyak buku-buku - lots of books, instead use either the phrase banyak buku or buku-buku

These words are essential to specify indefinite plurals:

 * Aku punya banyak bunga
 * I have many flowers
 * Aku punya beberapa buku
 * I have some books
 * Aku punya 5 buku
 * I have 5 books

Kata Penunjuk Jumlah - Measure Words
An example of a measure words is the word "pieces" in "two pieces of paper". You have seen the word buah in lesson 5 to indicate the total of a quantity. The word buah can be considered as the "universal" measure word because it can fit in so many situations. However, you may want to fine tune it to convey a more precise meaning. For example: in the English language it's more proper to say "two rolls of bread" or "two slices of bread" rather than "two pieces of bread". This is because the measure word "roll" is more fitting than the word "piece" in this situation. The same thing applies to the Indonesian language.

Below are other common measure words, followed by the noun it measures.

(To be added more later)

^ Indonesian ^

title: Indonesian/Quantification Words


text:
Indonesian/Grammar/Prepositions

^ Indonesian ^ | << Lesson 5: Numbers  | Lesson 6: Particles | Lesson 7: Introducing Yourself >>

Di (In/on/at [place])
To indicate a place, we use the particle di. It can mean in, on, or at.

Contoh (Examples):
 * Bukuku ada di meja.
 * My book is (in/on/at) [the] table.
 * Mobilmu ada di garasi.
 * Your car is (in/on/at) [the] garage.

Note the word "ada", which means "to exist". It is placed right before the di particle to indicate existence.

Note also that the particle di doesn't convey any further detail on how the object is being placed, whether it's in front, inside, etc. To put additional detail, we put a location word after the particle di.

Contoh (Examples):
 * Bukuku ada di atas meja.
 * My book is on [the] table.
 * Mobilmu ada di dalam garasi.
 * Your car is in [the] garage.

The word "atas" means "top" or "above" and "dalam" means "inside". Below is the list of location words you may use:
 * Atas = top/above
 * Bawah = under/below
 * Dalam = inside
 * Luar = outside
 * Depan = front
 * Belakang = behind/back
 * Sebelah/Samping = beside
 * Sebelah kiri = left side
 * Sebelah kanan = right side

In Indonesian, to change the position is quite easy. Like Bukuku ada di atas meja, if you want to change it becomes beside or behind, you just need to change them into Bukuku ada di sebelah/samping meja and Bukuku ada di belakang meja.

Be careful to differentiate between di as prefix (awalan) and di as showing the place (kata depan). Most Indonesian natives forget about this and mistakes are common. If the word di is followed by a verb, it is a prefix.

Example
 * Dia di luar : he is outside.
 * Dia dipukul : he was beaten -- pukul = beat

Indonesian also commonly (and mistakenly) use di with time, for example "di waktu sedih" (during sad times). Pada is the correct proposition for time. Hence, it should be "pada waktu sedih".

Pada (at [person])
Although in spoken Indonesian it is acceptable to use di to indicate the existence of a noun at someone, this is unusual. For example, it is not correct to say: "Bukumu ada di Budi" to mean "Your book is at Budi". Rather, you should use the particle pada:
 * Bukumu ada pada Budi
 * Your book is at Budi.

This sounds awkward to translate literally. Usually in English, people would say "Budi has your book".

This preposition is also used for time, for example  Pada pukul enam pagi. ( At 6 am)

Ke (to [a place])
The particle ke is to indicate the notion of to a place. It is often coupled with the word "pergi", which means to go.

Contoh (Example):
 * Ibu pergi ke pasar.
 * Mother goes to [the] market.
 * Ayah pergi ke kantor.
 * Father goes to [the] office.
 * Aku pergi ke sekolah.
 * I go to [the] school.
 * Dia pergi ke rumahmu.
 * He/she/it goes to your house.

In spoken Indonesian, people often omit pergi when the context is clear. So, you'll often hear Ibu ke pasar to mean Mother [goes] to [the] market.

Kepada (to [a person])
Some verbs in English like "to send", "to give" and so on need the particle "to", followed by a person. For example: "I give the book to you". In Indonesian, for this notion of to, you cannot use the particle ke. Rather, you'll use the particle kepada.

Contoh (Example):
 * Aku memberikan buku ini kepada mu.
 * I give this book to you.
 * Dia mengirimkan surat ini kepada ku.
 * He/she sends this letter to me.

Memberikan = to give

Mengirimkan = to send

Surat = letter

Certainly, in spoken Indonesian, people may violate this rule and use ke instead of the proper kepada.

Dari (From)
The particle dari is almost synonymous with from in English. It is to indicate the origin of something.

Contoh (Example):
 * Aku datang dari rumah.
 * I come from [the] house.
 * Dia datang dari Amerika.
 * He/she comes from [the] US.

Not only that dari explains the place origin, but also explains the origin of things. For example:

 * Cincin ini terbuat dari emas
 * This ring is made of gold.

Cincin = ring

Terbuat = is made

Emas = gold

Untuk (For)
The particle untuk is almost synonymous with for. For example:

 * Buku ini untuk mu : This book is for you.
 * Pensil ini untuk nya : This pencil is for him/her/it.

It is also used to explain the usage of a thing:

 * Pensil ini untuk menulis : This pencil is for writing [things].

(menulis = write)

^ Indonesian ^ | << Lesson 5: Numbers  | Lesson 6: Particles | Lesson 7: Introducing Yourself >>

Enseignement de l'indonésien/Grammaire/Prépositions

title: Indonesian/Grammar/Prepositions


text:
Puzzles/Logic puzzles/Knights, Knaves & Spies II/Solution

Puzzles | Logic puzzles | Knights, Knaves & Spies II | Solution

C should answer "No".

Reasoning
B is either a knave or a spy. If B is a spy, then A is truthful and is therefore the knight.

A - Knight B - Spy C - Knave

On the other hand, if B is the knave, there are two possibilities:

A - Spy B - Knave C - Knight

or

A - Knight B - Knave C - Spy

If C is either the knave or the knight, his answer to the question will be "No", and so the judge will not be able to draw a conclusion. On the other hand, C can answer "Yes" only if he is the spy.


text:
Indonesian/Question Words

^ Indonesian ^

Kata Tanya (Question Words)
The following is a list of Indonesian question words with their use.

Apa - What

 * Apa yang kamu mau? - What do you want?

Siapa - Who

 * Siapa orang itu? - Who is that person?

Mengapa / Kenapa - Why

 * Mengapa kamu bingung? - Why are you confused?

Berapa - How much/How many

 * Berapa mainan yang kamu punya? - How many toys do you have?

Kapan / Bilamana - When

 * Kapan kamu akan datang ke rumahku? - When will you come to my home?

Bagaimana - How

 * Bagaimana cara memasak sup? - How do you cook soup?

Di mana - Where

 * Di mana kamu tinggal? - Where do you live?

Ke mana - To where

 * Ke mana kamu pergi? - To where are you going?

Dari mana - From where

 * Dari mana dia datang? - Where has he/she come from?

Yang mana - Which [one]

 * Yang mana yang kamu mau? - Which one do you want?

^ Indonesian ^

title: Indonesian/Question Words


text:
US History/Pre-Columbian

Human civilization in the Americas probably began in the last ice age, when prehistoric hunters crossed a land bridge between the Asian and North American continents. Civilizations in North America, Central America, and South America had different levels of complexity, technology, and cohesiveness. Some of the most powerful and organized societies occurred in South and Central America. These cultures developed writing, allowing them to spread and dominate. They created some of the largest cities in the Ancient world.

North American cultures were more fragmented and less unified. The tribe was often the major social unit, with exchanges between tribes creating similar societies over vast distances. Tribal dwellings as large as European towns flourished in the rugged desert of southwestern North America.

European-descended historians have difficulty referring to these cultures as a whole, as the native people did not have a unified name for themselves. At first, Europeans called natives "Indians". This term came from the belief by Christopher Columbus that he had discovered a new passage to India. Despite Amerigo Vespucci ascertaining that the Americas were not actually India, Indian continued to be used as the 'de facto' name for native inhabitants until around 1960. Starting in the 1960s, the term "Native American" was used. Yet this term may be too problematic: The name America derives from Amerigo Vespucci, an Italian who had little to do with the native people. There is also "American Indian". This is too general a term for a group having little in common other than skin tone and non-European language. In Canada, the term "First People" is used. All these terms for the native people of America show just how diverse Pre-Columbian America was and the disagreement continues among scholars today about this period.

Bering Land Bridge
American history does not begin with Columbus's 1492 arrival. The Americas were settled long before the first European arrived. Civilization began during the last ice age, some 15 to 40 thousand years ago. Huge ice sheets covered the north, so sea levels were much lower, creating a land bridge between Asia and North America. This was the Bering land bridge, a gap in two large ice sheets creating a connection from lands near present day Alaska, through Alberta, and into the continental United States.

Nomadic Asians following herds of wild game traveled into the continental United States. A characteristic arrow point was found and first described near the present day town of Clovis, NM. Specialized tools and common burial practices are seen in many archaeological sites through North America and into South America.

Clovis People
The Clovis people are one of North America's earliest civilizations. It is not clear if the finds represent one unified tribe, or many tribes with a common technology and belief. Their trek across 2000 rugged miles is one of the great feats of pre-history. Their culture disappears dramatically from the archaeological record 12,900 years ago, with widespread speculation about what caused their disappearance. Theories range from the extinction of the mammoth, to sudden environmental changes caused by a comet, to flooding caused by the break of a massive freshwater lake, Lake Agassiz.

There is controversy about Pre-Clovis settlement of North and South America. Comparisons of culture and linguistics offer evidence of the influence of early America by several different contemporary cultures. Some genetic and time-dating studies point to the possibility that ancient Americans came from other places and arrived earlier than at the Clovis sites in North America. Perhaps some ancient settlers to the hemisphere traveled by boat along the seashore, or arrived by boats from the Polynesian islands.

As time went on, many of these first settlers settled down into agricultural societies, complete with domesticated animals. Groups of people formed stable tribes and developed distinct languages of their own, to the point that more distant relatives could no longer understand them. Comparative linguistics -- the study of languages of different tribes -- shows fascinating diversity, with similarities between tribes hundreds of miles apart, yet startling differences with neighboring groups.

At times, tribes would gain regional importance and dominate large areas of America. Empires rose across the Americas that rivaled the greatest ones in Europe. For their time, some of these empires were highly advanced.

Early Empires of Mesoamerica
Meso-American civilizations are among of the most powerful and advanced civilizations of the ancient world. Reading and writing were widespread throughout Meso-America, and these civilizations achieved impressive political, artistic, scientific, agricultural, and architectural accomplishments. Many of these civilizations gathered the political and technological resources to build some of the largest, most ornate, and highly populated cities in the ancient world.

Maya
The aboriginal Americans settled in the Yucatan peninsulas of present-day Mexico around 10,000 BCE. By 2000 BCE, the Mayan culture had evolved into a complex civilization. The Mayans developed a strong political, artistic and religious identity among the highly populated Yucatan lowlands. The classic period (250-900 CE) witnessed a rapid growth of the Mayan culture and it gained dominance within the region and influence throughout present-day Mexico. Large, independent city-states were founded and became the political, religious, and cultural centers for the Mayan people.

Mayan society was unified not by politics, but by their complex and highly-developed religion. Mayan religion was astrologically based, and supported by careful observations of the sky. The Mayans had a strong grasp of astronomy that rivaled, and, in many ways, exceeded that of concurrent European societies. They developed a very sophisticated system for measuring time, and had a great awareness of the movements in the nighttime sky. Particular significance was attached to the planet Venus, which was particularly bright and appeared in both the late evening and early morning sky.

Mayan art is also considered one of the most sophisticated and beautiful of the ancient New World.

The Mayan culture saw a decline during the 8th and 9th century. Although its causes are still the subject of intense scientific speculation, archaeologists see a definite cessation of inscriptions and architectural construction. The Mayan culture continued as a regional power until its discovery by Spanish conquistadors. In fact, an independent, non-centralized government allowed the Mayans to strongly resist the Spanish conquest of present-day Mexico. Mayan culture is preserved today throughout the Yucatan, although many of the inscriptions have been lost.

Aztec
The Aztec culture began with the migration of the Mexica people to present-day central Mexico. The leaders of this group of people created an alliance with the dominant tribes forming the Aztec triple alliance, and created an empire that influenced much of present-day Mexico.

The Aztec confederacy began a campaign of conquest and assimilation. Outlying lands were inducted into the empire and became part of the complex Aztec society. Local leaders could gain prestige by adopting and adding to the culture of the Aztec civilization. The Aztecs, in turn, adopted cultural, artistic, and astronomical innovations from its conquered people.

The heart of Aztec power was economic unity. Conquered lands paid tribute to the capital city Tenochtitlan, the present-day site of Mexico City. Rich in tribute, this capital grew in influence, size, and population. When the Spanish arrived in 1521, it was the fourth largest city in the world (including the once independent city Tlatelolco, which was by then a residential suburb) with an estimated population of 212,500 people. It contained the massive Temple de Mayo (a twin-towered pyramid 197 feet tall), 45 public buildings,  a palace,  two zoos, a botanical garden, and many houses. Surrounding the city and floating on the shallow flats of Lake Texcoco were enormous chinampas -- floating garden beds that fed the many thousands of residents of Tenochtitlan.

While many Meso-American civilizations practiced human sacrifice, none performed it to the scale of the Aztecs. To the Aztecs, human sacrifice was a necessary appeasement to the gods. According to their own records, one of the largest slaughters ever performed happened when the great pyramid of Tenochtitlan was reconsecrated in 1487. The Aztecs reported that they had sacrificed 84,400 prisoners over the course of four days.

With their arrival at Tenochtitlan, the Spanish would be the downfall of Aztec culture. Although shocked and impressed by the scale of Tenochtitlan, the display of massive human sacrifice offended European sensitivity, and the abundant displays of gold and silver inflamed their greed. The Spanish killed the reigning ruler, Montezuma in June 1520 and lay siege to the city, destroying it in 1521, aided by their alliance with a competing tribe, the Tlaxcala.

Inca
With the ascension of Manco Capac to emperor of a tribe in the Cuzco area of what is modern-day Peru around 1200 BCE, the Incan civilization emerged as the largest Pre-Columbian empire in the Americas. Religion was significant in Inca life. The royal family were believed to be descendants of the Inca Sun God. Thus, the emperor had absolute authority, checked only by tradition. Under the emperors, a complex political structure was apparent. The Incan emperor, regional and village leaders, and others were part of an enormous bureaucracy. For every ten people, there was, on average, one official. The organization of the Empire also included a complex transportation infrastructure. To communicate across the entire empire, runners ran from village to village, relaying royal messages.

In 1438, the ambitious Pachacuti, likely the greatest of the Incan emperors, came to the throne. Pachacuti rebuilt much of the capital city, Cuzco, and the Temple of the Sun. The success of Pachacuti was based upon his brilliant talent for military command (he is sometimes referred to as the "Napoleon of the Andes") and an amazing political campaign of integration. Leaders of regions that he wanted to conquer were bribed with luxury goods and enticed by promises of privilege and importance. As well, the Incans had developed a prestigious educational system which, not incidentally, just happened to extol the benefits of Incan civilization. Thus, much of the expansion throughout South America was peaceful.

At its height of power in the late 15th century, Incan civilization had conquered a vast patchwork of languages, people and cultures from present-day Ecuador, along the whole length of South America, to present-day Argentina.Cuzco, the capital city, was said by the Spanish to be "as fine as any city in Spain". Perhaps the most impressive city of the Incan empire, though, was not its capital, Cuzco, but the city Machu Picchu.

This mountain retreat was built high in the Andes and is sometimes called the "Lost City of the Incas." It was intended as a mountain retreat for the leaders of the Incan empire and demonstrates great artistry -- the abundant dry stone walls were entirely built without mortar, and the blocks were cut so carefully that one can't insert a knife-blade between them.

The Spanish discovered the Inca during a civil war of succession and enjoyed great military superiority over the slow siege warfare that the Incan empire had employed against its enemies. Fueled by greed at the opportunity to plunder another rich civilization, they conquered and executed the Incan emperor. The Incan empire fell quickly in 1533, but a small resistance force fled to the mountains, waging a guerrilla war of resistance for another 39 years.

Meso-American Empires
The Meso-American Empires were undoubtedly the most powerful and unified civilizations in the new world. Writings were common in Meso-America and allowed these cultures to spread in power and influence with far more ease than their counterparts in north America. Each of these civilizations built impressive urban areas and had a complex culture. They were as 'civilized' as the Spanish who conquered them in the 15th and 16th centuries.

Early Empires of the Southwest
Native Americans adapted the arid desert southwest. A period of relatively wet conditions saw many cultures in the area flourish. Extensive irrigation was developed that were among the biggest of the ancient world. Elaborate adobe and sandstone buildings were constructed. Highly ornamental and artistic pottery was created. The unusual weather conditions could not continue forever, though, and gave way, in time, to the more common drought of the area. These dry conditions necessitated a more minimal way of life and, eventually, the elaborate accomplishments of these cultures were abandoned.

Ancestral Puebloans

One prominent group were the Ancestral Puebloans, who lived in the present day Northeastern Arizona and surrounding areas. The geography of this area is that of a flat arid, desert plain, surrounded by small areas of high plateau, called mesas. Softer rock layers within the mesas eroded to form steep canyons and overhangs along their slopes.

The Ancestral Puebloans culture used these cave-like overhangs in the side of steep mesas as shelter from the brief, fierce southwestern storms. They also found natural seeps and diverted small streams of snow melt into small plots of maize, squash and beans. Small seasonal rivers formed beds of natural clays and dried mud. The Ancestral Puebloans used hardened dry mud, called adobe, along with sandstone, to form intricate buildings that were sometimes found high in the natural overhangs of the mesas. The Ancestral Puebloans were also skilled at forming the natural clays into pottery.

Between 900 - 1130 CE a period of relatively wet conditions allowed the Ancestral Puebloans to flourish. Traditional architecture was perfected, pottery became intricate and artistic, turkeys were domesticated, and trade over long distances influenced the entire region. Following this golden period was the 300 year drought called Great Drought. The Ancestral Puebloan culture was stressed and erupted into warfare. Scientists once believed the entire people vanished, possibly moving great distances to avoid the arid desert. New research suggests that the Ancestral Puebloans dispersed; abandoning the intricate buildings and moving towards smaller settlements to utilize the limited water that existed.

Hohokam
Bordering the Ancestral Puebloan culture in the north, a separate civilization emerged in southern Arizona, called the Hohokam. While many native Americans in the southwest used water irrigation on a limited scale, it was the Hohokam culture that perfected the technology (all without the benefit of modern powered excavating tools). The ability to divert water into small agricultural plots meant that the Hohokam could live in large agricultural communities of relatively high population density. This was particularly true in the Gila River valley, where the Gila River was diverted in many places to irrigate large fertile plains and numerous compact towns. The bigger towns had a 'Great House' at their centers, which was a large Adobe/stone structure. Some of these structures were four stories in size and probably were used by the managerial or religious elites. Smaller excavation or pits were enclosed by adobe walls and used as primary residences. Smaller pit rooms and pits were used for many different functions.

The successful use of irrigation is evident in the extensive Casa Grande village. Situated between two primary canals, the Casa Grande site has been the focus of nearly 9 decades of archaeological work. The original town was built around a Great House and incorporated open courtyards and circular plazas. By the 10th century neighboring settlements had been built to accommodate a large, highly developed region. The scale of this community can be seen in the results of one excavation of part of it in 1997. The project identified 247 pit houses, 27 pit rooms, 866 pits, 11 small canals, a ball court, and portions of four adobe walled compounds.

The Hohokam culture disintegrated when they had difficulty maintaining the canals in the dry conditions of the drought. Small blockages or collapses of the canal would choke the intricate irrigation networks. Large towns and extensive irrigation canals were abandoned. The people gave up their cultural way of life and dispersed into neighboring tribes.

Early Empires of the Mississippi

Native Americans in the Eastern Continental United States developed mound-building cultures early in North American History. Groups of native Americans became more stratified as time went on and developed into tribes. These tribes participated in long networks of trade and cultural exchanges. The importance of trade routes developed urban cities of great influence.

The mound-building people were one of the earliest civilizations to emerge in North America. Beginning around 1000 BCE cultures developed that used mounds for religious and burial purposes. These mound-building people are categorized by a series of cultures that describe distinctive artwork and artifacts found in large areas throughout the present-day eastern United States.

The burial mound was the principle characteristic of all of these societies. These large structures were built by piling baskets of carefully selected earth into a mound. Mounds were pyramid shaped with truncated tops. Sometimes small buildings were built on top of them. Some of these mounds were quite large. The Grave Creek Mound, in the panhandle of present day West Virginia, is nearly 70 feet tall and 300 feet in diameter. Other mounds have even been shown to be oriented in a way that allows for astronomical alignments such as solstices and equinoxes.

Mound building cultures spread out in size and importance. The first culture, the Adena, lived in present-day Southern Ohio and the surrounding areas. The succeeding cultures united to create an impressive trade system that allowed each culture to influence the other. The Hopewell exchange included groups of people throughout the continental Eastern United States. There began to be considerable social stratification within these people. This organization predates the emergence of the tribe as a socio-political group of people that would dominate later eastern and western native American civilization.

The climax of this civilization was the Mississippian culture. The mound-building cultures had progressed to social complexity comparable to Post-Roman, Pre-Consolidation Tribal England. Mounds became numerous and some settlements had large complexes of them. Structures were frequently built on top of the mounds. Institutional social inequalities existed, such as slavery and human sacrifice. Cahokia, near the important trade routes of the Mississippi and Missouri rivers, became an influential and highly developed community. Extensive trade networks extended from the Great Lakes to the Gulf of Mexico.

Cahokia was one of the great centers of Mississippian culture and its largest settlement of Mississippi. The focal point of the settlement was the ceremonial mound called Monk's Mound. Monk's Mound was the largest mound ever constructed by mound-building people and was nearly 100 feet tall and 900 feet long. Excavation on the top of Monk's Mound has revealed evidence of a large building - perhaps a temple - that could be seen throughout the city. The city was spread out on a large plain south of Monks mound.

The city proper contained 120 mounds at varying distances from the city center. The mounds were divided into several different types, each of which may have had its own meaning and function. A circle of posts immediate to Monk's Mound marked a great variety of astronomical alignments. The city was surrounded by a series of watchtowers and occupied a diamond shape pattern that was nearly 5 miles across. At its best, the city may have contained as many as 40,000 people, making it the largest in North America.

It is likely the Mississippian culture was dispersed by the onslaught of viral diseases, such as smallpox, which were brought by European explorers. Urban areas were particularly vulnerable to these diseases, and Cahokia was abandoned in the 1500's. The dispersal of tribes made it impractical to build or maintain mounds and many were found abandoned by European explorers.

Epidemics
European contact brought immediate changes in many tribes of North America. One of the most significant changes to all Indian tribes was the introduction of viral diseases and epidemics. Smallpox was probably the single biggest scourge to hit North America. Infected contagious Indians spread the plague far inland almost immediately after early encounters with European settlers. It is estimated that around 90% of all Native Americans died from diseases soon after first contact. The effects traumatized many powerful and important cultures. Urban areas were particularly vulnerable and Native American culture adapted by becoming more isolated, less unified, and with a renewed round of inter-tribal warfare as tribes seized the opportunity to gain resources once owned by rivals.

Columbian Exchange
On the other hand, Europeans brought invasive plants and animals. The horse was re-introduced to America (as original paleo-American populations of wild horses from the Bering land bridge were extinct) and quickly adapted to free range on the sprawling great plains. Tribes of nomadic Native Americans were quick to see the horse's value as an increase in their mobility; allowing them to better adapt to changing conditions and as a valuable asset in warfare. Along with Europeans bringing plants and animals, the Europeans were able to take several plants such as corn, potatoes, and tomatoes back to their native countries.

Review Questions
1. Give two names for the indigenous peoples living in America, and name the circumstances behind each name.

2. What evidence do we have for the Inca, Mayan, and Aztec cultures?

3. What in the climate contributed to the rise and fall of the indigenous peoples of South-West North America?

title: US History/Pre-Columbian


text:
US History/Authors

 * Original Author: Etothex
 * Principal Author: Lord Emsworth
 * Chief Contributor of Images: Karl Wick
 * Organizer, Edit Crawler: Hyperlink
 * Cleanup, Revamp Pages: Red4tribe

title: US History/Authors


text:
Puzzles/Logic puzzles/Lying about your Age/Solution

Puzzles | Logic puzzles | Lying about your Age | Solution

Annie - 30 Betty - 51 Carrie - 55 Darla - 46 Eve - 37

Symbolic
Let the ages and names of Annie, Betty, Carrie, Darla and Eve be A, B, C, D and E.

C says to A, that C = A + 10. If C were younger than A, that would be lying, so C must be older than A. (But still lying.)

We have A < C.

C says to A, that B < D. As C > A, C is lying, so B > D.

We have A < C, D < B.

D says to B, that D = E + 9. As D < B, D is telling the truth, so D > E.

We have A < C, E < D < B, D = E + 9.

E says to B, that E = A + 7. As E < B, E is telling the truth, so E > A.

We have A < C, A < E < D < B, D = E + 9, E = A + 7.

Since D = E + 9 and E = A + 7, D = A + 7 + 9 = A + 16.

We have A < C, A < E < D < B, D = E + 9 = A + 16, E = A + 7.

B says to C, that E < C. If B > C then B would be lying, so then E > C, and then A < C < E < D < B. However, C says to D, that C = D ± 6; since C < D, this gives C = D - 6. However, we have E = D - 9, which would make E < C, giving a contradiction. The assumption that B > C is therefore false, so B < C.

We have A < E < D < B < C, D = E + 9 = A + 16, E = A + 7.

A says to B, that B = (17/10)A. As A < B, A is telling the truth.

We have A < E < D < B < C, B = (17/10)A, D = E + 9 = A + 16, E = A + 7.

B says to C, that |C - D| = |D - E| → |C - D| = 9. As B < C, B is telling the truth, so C = D + 9. As D = A + 16, C = A + 16 + 9 → C = A + 25.

We have A < E < D < B < C, B = (17/10)A, C = A + 25, D = A + 16, E = A + 7.

Using D < B < C, we have A + 16 < (17/10)A < A + 25 → 16 < (7/10)A < 25 → 160/7 < A < 250/7 → 22 + 6/7 < A < 35 + 5/7. Since B and A must both be whole numbers, and B = (17/10)A → B - A = (7/10)A, (7/10)A must be a whole number. Hence A must be divisible by 10. The only whole number fitting 22 + 6/7 < A < 35 + 5/7 is A = 30.

We have A = 30, B = (17/10)A, C = A + 25, D = A + 16, E = A + 7.

Hence A = 30, B = 51, C = 55, D = 46, E = 37.

Verbal
Carrie tells Annie she's older than her by 10 years. If Carrie is younger, she's lying, and that's impossible, so Carrie must be older than Annie, just not by 10 years.

FACT: Carrie is older than Annie (but not by 10 years).

Carrie also lies to (younger) Annie that Betty is younger than Darla.

FACT: Darla is younger than Betty.

Darla tells the truth to (older) Betty that she's 9 years older than Eve.

FACT: Darla is 9 years older than Eve.

Eve tells the truth to (older) Betty that she's 7 years older than Annie.

FACT: Eve is 7 years older than Annie.

Annie tells the truth to (older) Betty that Betty's age is 70% greater than her own. For Betty's age to be a whole number, Annie's age must be a multiple of 10. Since Betty is older than Darla, and Darla is 7 + 9 = 16 years older than Annie, that means Betty has to be more than 16 years older than Annie. The lowest multiple of 7 greater than 16 is 21.

FACT: Annie is at least 30 years old (and definitely a multiple of 10).

At this point, Betty appears to be the oldest, lying lady. Let's assume that, and see if it works.

In that case, Carrie is lying to Darla that the difference in their ages is 6 years, but Betty tells the truth to (older) Carrie that the difference between Carrie's age and Darla's is the same as the difference between Darla's and Eve's, namely, 9 years. Let's test this scenario, assuming Annie's age is 30. Then we get, from youngest to oldest:

TESTING: Annie = 30, Eve = 37, Darla = 46, Betty = 51, Carrie = 55

Checking all statements and the age relations shows that this is an answer. Is this the only answer?

If Annie's age was 40, then Betty's age would be 68, and Carrie's age would be 65, so Carrie would not be the oldest, and that would be a fatal flaw. If Annie is older than 30, Betty is older than Carrie, and Carrie is not the oldest. Hence, it must have been the only answer.


text:
Puzzles/Logic puzzles/Getting out of Prison/Solution

Puzzles | Logic puzzles | Getting out of Prison | Solution

"Out of the answers 'left' and 'right', which door would the other guard say doesn't lead to freedom, if I asked her?" - The answer will be the door that leads to freedom. Both guards will answer the same.

OR similarly

"Would the other guard tell me to go through your door to get to freedom?" If either guard says "Yes," go through the other guard's door. If either says "No," go through her door.. (Here actually a tautology[always true statement] is being asked from the guard. In simple form we are asking the question "Does freedom gate guard lie?")

OR alternatively

Trick question: "If I asked you whether the door you guard is the execution room, would you say yes?"

If the guard you asked was guarding the freedom room, the lying guard would have said Yes to the simple question "Is this the execution room?", but when asked whether he would say yes to this simple question, he has to lie and say No to the Trick question.

If the guard you asked was guarding the freedom room, the true guard would have said No to the simple question "Is this the execution room?", and when asked whether he would say yes to this simple question, he will truthfully say No to the Trick question.

Thus if it is the freedom door, either guard will give the answer No to the Trick question.

If the guard you asked was guarding the execution room, the lying guard would have said No to the simple question "Is this the execution room?", but when asked whether he would say yes to this simple question, he has to lie and say Yes to the Trick question.

If the guard you asked was guarding the execution room, the true guard would have said Yes to the simple question "Is this the execution room?", and when asked whether he would say yes to this simple question, he will truthfully say Yes to the Trick question.

Thus if it is the execution door, either guard will give the answer Yes to the Trick question.

Therefore:

If the answer to the trick question by the guard you ask is No - then that guard is guarding the freedom door.

If the answer to the trick question by the guard you ask is Yes - then that guard is guarding the execution door. (OR) You can ask simply to the either of the guard "Is this my execution day?" If he answers "no" then you probably should take the other way out.Or if he says yes he is telling the truth and you should take the path guarded by him.


text:
Puzzles/Logic puzzles/Hats/Solution

Puzzles | Logic puzzles | Hats | Solution

The first man saw at most 1 blue hat in front of him, for if he saw 2 he would have said "red" (there are only 2 blue hats).

The second man saw a red hat in front of him, for if he saw a blue hat he would have said "red" (the first man saw at most 1 blue hat).

That's how the last man now knows the 2nd man saw a red hat on him.

title: Puzzles/Logic puzzles/Hats/Solution


text:
Puzzles/How do you ... ?/The Burning Island/Solution

The man picks up a piece of wood and lights it from the fire on the west end of the island. He then carries it over to set fire to the middle of the island. Fortunately, the wind is hurricane strength, so the fire from the middle only burns the east side of the island.

The man then goes to the east side of the island, where the fire from the west side can't spread, because the east side has already burned down.

The man survives the fire, but dies of starvation, with all the food in the forest burnt.

 * Comments
 * 1) The puzzle, as stated, does not assert that the entire island is covered by the forest, but the solution is trivial unless it is.
 * 2) In a real fire, the smoke being blown eastward across the island would be as much of a danger to the man as the flames. (He must have had a source of fresh water on the island to survive... he could dip his shirt in that to use as a gas mask.  He should also lie flat on the ground to try to stay below the smoke.)
 * 3) The puzzle does not state anything about the flatness of the island. The presence of hills or canyons would affect the path the fire would take, possibly offering areas of safety due to the fire making its own fire break (a fire break being essentially the solution described above).
 * 4) The fire set in the middle of the island would not burn the entire east side of the island, but only a triangular area extending eastward from the point the fire was set. The shape of the triangle would be determined by the balance between the tendency of the fire to burn outward in a circle from where it was started and the force of the wind. This being the case, and with the assertion of hurricane-force winds, the far end of the triangle, where the man would have to stand, might be too narrow to shield him from the heat and smoke.
 * 5) Nothing in the puzzle asserts the shape of the island. The entire surface of the island burns only if the island perimeter is convex. If there are concave areas, a peninsula is formed, and the tip of the peninsula would be unscathed. The shape and size of the peninsula would be relevant, per the reasoning above about fire cutting a triangular shape. This solution has the added advantage that the tip of the peninsula would be free of smoke.
 * 6) If the island was a circle, which is a convex shape, and the fire burnt in a triangle, not all could burn. If the island was shaped like the concave Greek letter Λ (or the roman letter V) and the fire started at the tip, the whole island could burn. Currently, the problem states the whole island would burn without intervention, anyway.
 * 7) When one considers that one does not typically find trees on a beach, the man could just make his way to the west beach. The fire and smoke would both travel away from him.
 * um... if the island is circled by cliffs how is he supposed to get to the beach?
 * 1) And if cliffs surround the island and he can't get back on, the most obvious question is: how did he get on in the first place?
 * 2) *Clearly he crash landed
 * 3) Perhaps the man survives the fire by entering the luxurious fire-retardent home, complete with cable television and beer.
 * 4) The puzzle doesn't state that the man would die on impact by jumping off the cliff. He could jump off the island and survive the fire. Most likely he would die of starvation or dehydration, just as he would on the burned out island as stated in the current solution.
 * The man can dig a hole in the ground deep enough to withstand the fire for a few minutes which time would be enough for the fire to recede from his location.
 * The man can cut part of the wood and therefore stop it from burning the whole island.


text:
Puzzles/Geometric Puzzles/Connecting Stars/Solution

*---*---*--- |\        / | \       / |  \     / *   *   * |    \ / |     X |    / \ *  *   * |  /     \ | / |/


text:
Puzzles/Geometric Puzzles/Rubber Band/Solution 1

Puzzles | Geometric puzzles | Rubber Band | Solution 1

Stretch the rubber band, and draw a line along it on the plane.

By stretching the rubber band, while holding the loose end to the nail, you can measure 4cm. By folding it again, you can measure 2cm. Similarly, you can measure 1cm and then 0.5cm. Mark the 0.5cm on the line, and using the last 0,5cm of the rubber band, mark the line you drew at 0.5cm intervals, so you can use it as a ruler.

Draw two circles around the nail, with radius 1.5cm and 2cm. Using 6cm of the rubber band, make a triangle, with a corner touching each circle, and the last corner at the nail. You now have a right angle at the nail.


text:
Puzzles/Arithmetical puzzles/Two 4s Equal 64?/Solution

< Back to Problem

Some answers are $$\sqrt{\sqrt{\sqrt{4^{4!}}}}$$, $$\sqrt{\sqrt}$$, $$4^{\log{\sqrt{\sqrt{\sqrt{\exp{4!}}}}}}$$ and $$4^{-\lfloor\tan{4!}\rfloor}$$.


text:
Talk:Puzzles/Decision puzzles/Monty Hall

Either this is too tough, too easy or too well known.

Spoiler:

Which participant in the game know what at which times ?

I've reformulated it a bit, hope it's clearer. Alternatively, I completely misunderstood the question, and have changed the meaning completely. Hope I didn't seem impolite on the solution page, I've seen a similar question before on a different site, just phrased as ambiguously as possible, with a whole forum of people arguing over what it means. Cyp 15:18, 19 Oct 2003 (UTC)

No, in my opinion you did not sound impolite. Any folks from the US here, who now the original version of the game show ? I only now the German version "Geh aufs Ganze" where the "goat" is called "Zonk" and is a stuffed red toy. So, as far as I guess, a "goat" is not a real animal (thus making no sound and rendering the last condition superfluous). And you actually do not have to know in the beginning, what Monty will do in the second round (opening a door with a goat). It does not make any difference, neither for your first nor your second choice. But, you are right, let us be as precise as possible. doopdoop

 * A goat is a thing with horns and bleats somewhat like a sheep. (Dysprosia not logged in, 129.94.6.30 22:22, 19 Oct 2003 (UTC))

 * As far as I could tell, it may be relevant knowing in advance that whether you choose the door with the prize would not influence what he does after you make the choice, an (unlikely) example, maybe he would open a door with a goat, if you choose the door with the prize (hoping you decide you want the goat more than the prize), otherwise dance around jumping up and down, if you choose a door with a goat (because he gets the prize instead). (Not that my speculation is important/relevant anyway, with the current form of the question.) Cyp 22:43, 19 Oct 2003 (UTC)


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Puzzles/Arithmetical puzzles/Three Daughters/Solution

The answer is 2, 2 and 9.

The product of their ages is 36, leaving the possibilities

{1,1,36}, {1,2,18}, {1,3,12}, {1,4,9}, {1,6,6}, {2,2,9}, {2,3,6} and {3,3,4}.

Knowing the sum of their ages is not sufficient to determine their ages, eliminating {1,1,36} (38), {1,2,18} (21), {1,3,12} (16), {1,4,9} (14), {2,3,6} (11) and {3,3,4} (10), leaving only

{1,6,6} and {2,2,9}.

Knowing that there exists an eldest daughter eliminates {1,6,6}, leaving only {2,2,9}.

How does knowing that there exists an eldest daughter eliminate {1,6,6}? One daughter can be older than another but both have the same age in years.

Hey, questioner, we're going by the same number of years. We are taking that both daughters in the thrown out {1, 6, 6} choice are EXACTLY 6-years-old.


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Puzzles/Arithmetical puzzles/Digits of the Square/Solution

Puzzles | Arithmetical puzzles | Digits of the Square | Solution

Looking at the last digit, the last digit must be either 0, 1, 5 or 6.

Then looking at the last two digits, the last two digits must be either 00, 01, 25 or 76.

Then looking at the last three digits, the last three digits must be either 000, 001, 625 or 376.

Then looking at the last four digits, the last four digits must be either 0000, 0001, 0625 or 9376.

Out of those, only 9376 is a 4 digit number.


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Puzzles/Decision puzzles/12 Coins/Solution

Puzzles |Decision puzzles|12 Coins|Solution

You need 3 weighings.

There are 12 possible places for the fake coin to be and it can either be heavy or light, leaving 24 possibilities. Each weighing can give 3 results. (One side heavier, other side heavier, or both sides equal.) 2 weighings can at most only differentiate between 9 possibilities, therefore 2 or less weighings is not sufficient.

Label the coins with the symbols αβγδABCD$£€¤. Start at state S00.

State | Weighings | Pile L | Pile R | if LR   | Candidates in      |    left   |        |        |          |          |          |  αβγδABCD$£€¤ S00 |  3        | αβγδ   | ABCD   | goto S01 | goto S02 | goto S03 |  ???????????? S01 |  2        | αβC    | Bγδ    | goto S04 | goto S05 | goto S06 |  LLLLHHHH S02 |  2        | αβγ    | $£€    | goto S07 | goto S08 | goto S09 |          ???? S03 |  2        | αβC    | Bγδ    | goto S10 | goto S11 | goto S12 |  HHHHLLLL S04 |  1        | α      | β      | α light  | B heavy  | β light  |  LL   H       S05  |  1        | A      | D      | D heavy  |  error   | A heavy  |      H  H     S06  |  1        | γ      | δ      | γ light  | C heavy  | δ light  |    LL  H      S07  |  1        | $      | £      | £ heavy  | € heavy  | $ heavy  |          HHH S08 |  1        | α      | ¤      | ¤ light  |  error   | ¤ heavy  |             ? S09 |  1        | $      | £      | $ light  | € light  | £ light  |          LLL S10 |  1        | γ      | δ      | δ heavy  | C light  | γ heavy  |    HH  L      S11  |  1        | A      | D      | A light  |  error   | D light  |      L  L      S12  |  1        | α      | β      | β heavy  | B light  | α heavy  |  HH   L

Reasoning
Since one of the coin is fake, and it can be lighter or heavier, that gives 2 X 12 = 24 possible answers. Also notice that each weighing can have 3 possible outcomes (left lighter, right lighter, equal), and with 3 weighting there are 33 = 27 possible outcome. Because 27 > 24, it is possible (although not certainly) to have a solution.

First weighing
Suppose we put x coins on both side of the weigh, we want to ensure that no matter what the outcome is, the remaining case still satisfy the condition of possible outcomes > possible answers, otherwise the plan fails. In case the result is equal, only the coins not on weigh can be faked, since we don't know yet whether it is lighter or heavier, that leaves 2(12-2x) possible answers. With 2 weighing lefts, there are 32 = 9 possible outcomes. Hence 2(12-2x)<9. When one side is lighter, it can be that one of the coins on the lighter side is lighter, or one of the coins on the heavier side is heavier, which leaves 2x possible answers. Hence we have 2x<9. Solving the equation, we get x=4.


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Puzzles/Decision puzzles/Monty Hall/Solution

Puzzles | Puzzles/Decision puzzles | Monty Hall | Solution

There is a prior 1/3 chance of the door you picked being the door with the prize, and a 2/3 chance of a different door being the door with the prize.

Therefore, if you want the prize, it is better to switch, and if you want a nice goat, it is better to stick with the door you chose.

Reasoning
There are three doors: the door you first chose, the door that Monty opened, and the third door. Because there are two doors left, one with the prize, then one might want to believe that there is a 1/2 chance of obtaining the prize either way.

However, before Monty opened any door, there was a 1/3 chance that the door contained the prize. When Monty opens a different door, you learn nothing about the door that you first chose. Thus, the chance of the door you first chose containing the prize remains 1/3, not 1/2.

However, when Monty opens a door with the goat, the probability of that door containing the prize drops to 0. As the probabilities must sum to 1, and the probability of a prize at the door you first chose remains 1/3, the probability of a prize at the third door rises to 2/3. This rise in probability results only because you learned that Monty decided not to open that particular door.

Calculations
Let $$D_p$$ be the door you first picked; let $$D_o$$ be the door which Monty opened; let $$D_r$$ be the third and remaining door. $$C$$ is a car or other prize and $$G$$ is any goat. Suppose you choose the third door $$D_r$$, then what is the probability $$p$$ that this door contains the prize?

$$ \begin{matrix} p & = & P(D_r = C | D_o = G)\\ & = & P(D_r = C, D_p = C | D_o = G) + P(D_r = C, D_p = G | D_o = G)\\ & = & P(D_r = C | D_p = C, D_o = G) P(D_p = C | D_o = G)\\ &  & + P(D_r = C | D_p = G, D_o = G) P(D_p = G | D_o = G)\\ & = & \underbrace{P(D_r = C | D_p = C, D_o = G)}_{=0} \underbrace{P(D_p = C)}_{=\frac{1}{3}}\\ &  & + \underbrace{P(D_r = C | D_p = G, D_o = G)}_{=1} \underbrace{P(D_p = G)}_{=\frac{2}{3}}\\ & = & 0 * \frac{1}{3} + 1 * \frac{2}{3} = \frac{2}{3} \end{matrix} $$

Line-by-line, these equations state:
 * 1) $$p$$ is equal to the probability that your door $$D_r$$ contains a goat on condition that Monty opens a door with a goat.
 * 2) We partition $$p$$ into two cases, one where the door you first picked $$D_p$$ has a prize $$C$$, and one where it has a goat $$G$$. Now $$p$$ is the probability that both $$D_r$$ and $$D_p$$ have prizes on condition that Monty reveals a goat, plus the probability that $$D_p$$ has a prize and $$D_p$$ has a goat, on condition that Monty reveals goat.
 * 3) Using the formula $$P(A, B) = P(A | B) P(B)$$, we state for the second partition that the probability of $$D_r$$ having a prize and $$P_p$$ having a goat, on condition that Monty reveals a goat, is equal to the probability of $$D_r$$ having a prize on condition that both other doors have goats, times the probability that that $$D_p$$ has a goat on condition that Monty reveals a goat. We act likewise for the first partition.
 * 4) Monty always reveals a goat, and never a prize, so $$D_o = G$$ is a condition that is always true. We remove that condition from the equations. We then make some substitutions: the probability of door $$D_p$$ (or any door) is 1/3 for a prize, and 2/3 for a goat. We know that door $$D_r$$ cannot contain a prize if door $$D_p$$ already has it, so that probability is 0. But if doors $$D_p$$ and $$D_o$$ both contain goats, then $$D_r$$ must contain the prize for probability one.
 * 5) We calculate zero times 1/3 plus one times 2/3, giving $$p = \frac{1}{3}$$.

Intuitively this means that in 2/3 of the cases we initially pick a goat and the entertainer shows us where the car is by revealing the other goat. Only in 1/3 of the cases we picked the car initially and by changing our decision we pick a goat.


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Puzzles/Action sequences/Sharing Milk/Solution

Puzzles | Action sequences | Sharing Milk | Solution


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Puzzles/Action sequences/Crossing the River/Solution

Puzzles | Action sequences | Crossing the River | Solution

Label the farmer F, wolf W, goat G, cabbage C, river. and boat < >.

FWGC < >.....       ........  W C  ..<FG>.. ........ W C  .....<  > F G       ........  W C  ..<F >.. G      ........ FW C <  >..... G      ........    C  ..<FW>.. G On this trip, the farmer can take either the Wolf or the cabbage. All else ........        remains the same. C .....<  > FWG ........   C  ..<FG>.. W      ........ F GC <  >..... W      ........   G   ..<FC>.. W      ........ G  .....<  > FW C       ........   G   ..<F >.. W C      ........ F G  <  >..... W C      ........       ..<FG>.. W C      ........ .....< > FWGC