text:
Talk:German/Lesson 4

Untitled
The story about Zurich, Switzerland is modified from the entry at Zürich in the German Wikipedia - Marsh 03:23, 27 Feb 2004 (UTC)

Might it not be too soon in the lessons to be conjugating a verb? I'm thinking we should introduce indirect articles, pronouns before much can be said about verbs. Maybe we should make a series of "blank" lesson pages and lay out on each one our ideas of grammar lessons to be taught. We can move the ideas around until it makes some sense, and (at the same time) work on whatever parts we have an interest in. If the "idea" gets moved, the worked on grammar lesson can be moved with it. The alternative is to develop grammar lessons, then rename the pages after an outline on order is established? What say you all? - Marsh 05:20, 1 Nov 2003 (UTC)
 * Sure. I was just copying the structure of the French Wikibook, they begin conjugating early. Etothex 05:45, 1 Nov 2003 (UTC)
 * Oh, BTW, could you check out Talk:German:_Lesson_2? There seems to by some problem with the conjugation of spielen. Etothex 06:11, 1 Nov 2003 (UTC)
 * If you can believe it, I found my old beginning German textbook from highschool. I'm using that (very roughly) to gage progress through the lessons.  Keep adding stuff in. If I think it looks too advanced, I can always move it a few lessons further on. So no problem, really. - Marsh 03:04, 3 Nov 2003 (UTC)

 * Actually I responded to that one earlier (see Talk:German: Lesson 2). Not a problem, just a matter of preference. I think either way is "correct" but I think leaving the "to" off the English verbs makes the presentation easier for the student by better matching the German-English. - Marsh

Du bist  You  are Ihr seid  You (formal)  are Sie sind  They  are''

I beg to differ with the above translations. I was under the impression that "du" and "ihr" are the singular and plural familiar you, while "sie" is both "she" and "they," and finally, "Sie" (capitalized) is the singular and plural formal you. Lord Emsworth 19:07, 1 Nov 2003 (UTC)

I think you have that right Lord Emsworth. As soon as we can establish where it is good to start conjugating verbs, we can get it in correctly (or we can cjhange it now and maybe move it later) - Marsh 03:00, 3 Nov 2003 (UTC)

Hi, I've edited some typos in the Gespraech 4-1. Just for the record I'd like to say that German universities are generally not expensive at all (I payed a little less than $200 per semester and half of it was for a ticket that gave me unlimited public transportation in my area). Thomas

 * Thanks! Keep editing those sentences. I'm counting on you and the couple of other native speakers to make this thing look real. Does not expensive extend to medical school?  Should I have him going to school somewhere other than Germany?  I was working towards a conversation involving him selling some furniture. Of course, he could have another reason for doing so. Would the idea of a poor graduate student not be typical in Germany as it would in the US? -- Marsh 07:50, 14 Nov 2003 (UTC)

 * The idea of a poor graduate student is quite OK, and I guess there are some specific medical schools that are expensive. So we can leave the version as it is (btw. I really like the idea that you are building up plots that go together in a nice story) Thomas

The phrase "Ich habe sie gern!" in the first dialogue is used to refer to a person rather than to an object. "Ich mag sie." (sie referring to "die Wohnung") would be more appropriate in this context, but still sounds kinda strange. The first one, "Mir gefällt deine Wohnung." is the best version, and basically has the same meaning as "Ich habe sie gern!" ("I like it!", basically)

Also corrected some typos and word order problems ("sieht" not "seht" and "sich umsehen" not "umsehen sich").

Second dialogue: "Ich glaube, dass sie 'Karoline' heißt." would sound more natural if phrased "Ich glaube, sie heißt 'Karoline'." Oh, and is brunette really black where you come from? It's rather brown around here... Martin

I think some sentences aren’t a good German:
 * "Ein Bruder besucht" is wrong German. Better: "Markus bekommt Besuch von seinem Bruder"
 * Similar improvement made (now Lesson 6) - marsh

 * I don’t understand the phrase "Mutti sagt Hallo". Does Karl say that? (Lesson 6)
 * It follows "Karl:" Should say "Mother says hello"; they are brothers and Karl lives with his parents. - marsh

 * "Ich glaube, dass sie 'Karoline' heißt." is correct German. But I think it’s better to say "Ich glaube, sie heißt Karoline".
 * Changed - marsh

-- Daniel 19:11, 21 Aug 2004 (UTC)

Edit: To call someone "ein Schwein" in German is quite offending even for good friends. Better say: "Du bist ein Ferkel!" (i.e. "Du bist ein Schwein!" means "You are a hog!") das Ferkel = piglet or in that case substitute and "polite form" for the word pig.
 * Good point. "Mark, you are a pig!" is a perfectly appropriate response in English, but too harsh (insulting) in German - marsh 04:38, 22 September 2005 (UTC)

title: Talk:German/Lesson 4


text:
Talk:German/Level III/Der Engländer in Österreich

Untitled
die Wörter is the plural of das Wort. What about adding (n.) or (n) for neutrum (or neuter ?)? The nominative plural always is with die.
 * Better to just put in both sing. and pl. rather than leave gender "unannounced". I will fix - Marsh

zu viel is the new spelling after the Rechtschreibreform.--Vulture 10:08, 1 Nov 2003 (UTC)

Thanks. I do trust you to know about these things. My dictionary is 1958, so could well be dated -- Marsh 18:52, 3 Nov 2003 (UTC)

Additionally: Not only Poetically, die Worte is also used instead of die Wörter. Wörter is used, e. g. in Wie viele Wörter beinhaltet das Wörterbuch (How many words does the dictionary include)? But: Achte auf deine Worte! (Take care about what you say). --Jayk (talk) 14:11, 19 February 2009 (UTC)

Just some remarks on this lesson from an Austrian
conversation:
 * I don't know this, but it seems unlikely that there is a Hotel "St.Pölten" in St. Pölten. Almost everywhere in Austria, a safe bet for a Hotel's or inn's name is "Zur Post".
 * instead of "dort drinnen" I would use "darin".
 * A restaurant wouldn't be called "Das Wien", since Wien doesn't have an article. So the lady should say "Es heißt 'Wien'." Again, this is an unlikely name for a restaurant in St.Pölten. Maybe "Alt-Wien" or something like that.
 * "Guten Tag" even as a greeting is rather unusual in Austria ("Grüß Gott" is standard). It is virtually non-existent as a parting and feels very much out of place to me. It's very unlikely that she should say that. She should say "(Auf) Wiedersehn".

list of vocabulary: Österreich and Niederösterreich don't have articles (but they have neutral gender). "gutbürgerliche Küche" is not really plain food, but rather good and traditional food.

 * Sehr gut! I'll make the changes as you suggest. As for the names of places, they are of course not meant to be real locations, but your suggestions seem helpful in adding to the authenticity of the lesson. I suppose I might need to find a way to indicate gender of nouns that normally do not take an article; perhaps "(das) Österreich" or "[das] Österreich" ? Danke - Marsh 05:33, 13 Jul 2004 (UTC)

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


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Cookbook:Fruit

 * Basic foodstuffs

The concept of a fruit in a culinary sense is fairly arbitrary, and it differs from the botanical sense of the word. Consequently, items that are botanically classified as fruits, but are usually referred to in cooking as "vegetables" (such as the tomato) will be in the vegetables section, and not here. For a discussion of the botanical vs. culinary definitions of that part of a plant called the "fruit" see  at Wikipedia.

Classification
Because foods considered fruits have a wide range of native habitats, characteristics, uses, and phylogenies, it is extremely difficult to divide them into discrete categories. This page addresses a few different characteristics.

Berries
In the culinary sense, berries are typically very small fruits, often (but always) with negligible seeds. It is a somewhat arbitrary category, and different cultures may have different definitions of the term. Culinary berries should not be confused with botanical berries.

Temperate fruits
Fruits of temperate climates are almost universally borne on trees or woody shrubs or lianas. They will not grow adequately in the tropics, as they need a period of cold (a chilling requirement) each year before they will flower. The apple, pear, cherry, and plum are the most widely grown and eaten, owing to their adaptability. Many other fruits are important regionally but do not figure prominently in commerce. Many sorts of small fruit on this list are gathered from the wild, just as they were in Neolithic times. The dominates the temperate fruits, both in numbers and in importance. The pome fruits, stone fruits, brambles, and strawberry are all members of Rosaceae.

Mediterranean and subtropical fruits
Fruits in this category are not hardy to extreme cold, as the preceding temperate fruits are, yet tolerate some frost and may have a modest chilling requirement. Notable among these are natives of the Mediterranean.

Tropical fruits
Tropical fruit share an intolerance of frost.

Use
Due to their sheer variety and diversity, fruits are used in a wide variety of cuisines. There exist many fruits that are edible and locally popular but for various reasons have not become widespread in their use. Often this is due to marketing considerations, more than anything.

Index
For an alphabetical list of fruits in the Cookbook, see Category:Fruits or browse below:

title: Cookbook:Fruit


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Cookbook:Pumpkin

A Pumpkin is a large, orange, spherical squash. In the USA, pumpkins are traditionally associated with Halloween and Thanksgiving and made into pumpkin pie. In other parts of the world, such as Australia, they are eaten year-round, usually as a savoury dish. It is similar in taste to sweet potato.

There are many different varieties of pumpkin, and they have slightly different flavours, but the major differences are in the skin colour and the thickness of their rind. Some varieties have a very thin rind which is easy to cut and actually becomes edible when you cook the pumpkin, but as a whole the rind is discarded. Most varieties of pumpkin are at least technically edible.

As a rule of thumb, the larger the pumpkin, the tougher the skin and the woodier and more tasteless the flesh. The large orange pumpkins sold for carving in the United States at Halloween are still edible, but they are not as good as pumpkins specifically grown for eating. This is less important if you are making pie, but is something to keep in mind when cooking pumpkins to eat directly.

Preparing a Halloween Pumpkin for Eating
When preparing pumpkin to eat, ensure that you've thoroughly washed the outside with warm water and soap or detergent. This is especially important for pumpkins bought in a 'pumpkin patch', since they may not have been washed before. Although typical large carving pumpkins can taste awful, they are edible. It is always best to use "cooking pumpkins" when selecting a pumpkin which you intend to eat. If you are carving it for Halloween before eating, wash it before you cut into it and rinse it again after displaying.

This will cut down the amount of bacteria and fertilizer on the peel. Also make sure to cut off any pieces with wax or soot from candles on it. If your pumpkin has dirt on it, it may be worth it to rinse it off outside with a garden hose before washing it in your sink, to avoid making your sink dirty.

If you have a carved pumpkin which you are intending to eat, it would be best to avoid leaving it out for more than 2 days. If possible, carve it on Halloween and bring it in that night. Leave it in a cool, dark place until you cook it. At worst, you would end up with a moldy, rotten pumpkin. If you are lucky, then your pumpkin may just dry out a bit, and you end up with some pieces which are chewy. Either way, best to take down your pumpkin early, or you will have fruit flies!

Cooking Pumpkin
An interesting fact is that most canned 'pumpkin' is actually hubbard squash. Hubbard squash has the characteristic rich orange flesh and bold flavor that users of canned pumpkin will be familiar with. If you are trying to make home made pumpkin pie, you may have found that the taste of 'sweet pumpkins' is not as rich as what is normally found in canned pumpkin. For better results try using hubbard squash.

Pumpkin by itself is excellent. To cook pumpkin, slice into chunks no larger than 3"x3", and all chunks must be about the same size. Leave the peel on. Steam in the microwave or on the stove until all pieces are soft and mushy. Then, you can serve directly at the dinner table with butter, leaving it to diners to remove the peel. Alternatively, you could let it cool, peel in the kitchen, mash it up with butter to taste, then heat and serve.

If you have a small pumpkin, you can roast it whole - just slice the top off first so that the steam can escape, and roast for about an hour. When it is done you can scoop out the seeds and discard, and if you remove some or most of the flesh you can use it as an unusual serving bowl to hold other food.

For a 'poor man's pumpkin pie', after peeling and mashing, instead of butter, mix with sugar, nutmeg, and cinnamon to taste. Serve hot, cold, or at room temperature.

For diners on controlled diets, the sugar and butter can be omitted, and still have a tasty side dish or dessert. Without the butter, pumpkin is a very low-fat food, and is also very high in certain vitamins.

Pumpkin Recipes
Pumpkin recipes can be found in the pumpkin recipe category.

title: Cookbook:Pumpkin


text:
Physics Study Guide/Force

=Force= A net force on a body causes a body to accelerate. The amount of that acceleration depends on the body's inertia (or its tendency to resist changes in motion), which is measured as its mass. When Isaac Newton formulated Newtonian mechanics, he discovered three fundamental laws of motion.

Later, Albert Einstein proved that these laws are just a convenient approximation. These laws, however, greatly simplify calculations and are used when studying objects at velocities that are small compared with the speed of light.

Friction
It is the force that opposes relative motion or tendency of relative motion between two surfaces in contact represented by f. When two surfaces move relative to each other or they have a tendency to move relative to each other, at the point (or surface) of contact, there appears a force which opposes this relative motion or tendency of relative motion between two surfaces in contact. It acts on both the surfaces in contact with equal magnitude and opposite directions (Newton's 3rd law). Friction force tries to stop relative motion between two surfaces in contact, if it is there, and when two surfaces in contact are at rest relative to each other, the friction force tries to maintain this relative rest. Friction force can assume the magnitude (below a certain maximum magnitude called limiting static friction) required to maintain relative rest between two surfaces in contact. Because of this friction force is called a self adjusting force. Earlier, it was believed that friction was caused due to the roughness of the two surfaces in contact with each other. However, modern theory stipulates that the cause of friction is the Coulombic force between the atoms present in the surface of the regions in contact with each other.

Formula: Limiting Friction = (Friction Coefficient)(Normal reaction)

Static Friction = the friction force that keeps an object at relative rest.

Kinetic Friction = sliding friction

Newton's First Law of Motion
(The Law of Inertia)

 * A static object with no net force acting on it remains at rest or if in movement it will maintain a constant velocity

This means, essentially, that acceleration does not occur without the presence of a force. The object tends to maintain its state of motion. If it is at rest, it remains at rest and if it is moving with a velocity then it keeps moving with the same velocity. This tendency of the object to maintain its state of motion is greater for larger mass. The "mass" is, therefore, a measure of the inertia of the object.

In a state of equilibrium, where the object is at rest or proceeding at a constant velocity, the net force in every direction must be equal to 0.

At a constant velocity (including zero velocity), the sum of forces is 0. If the sum of forces does not equal zero, the object will accelerate (change velocity over time).

It is important to note, that this law is applicable only in non-accelerated coordinate systems. It is so, because the perception of force in accelerated systems are different. A body under balanced force system in one frame of reference, for example a person standing in an accelerating lift, is acted upon by a net force in the earth's frame of reference.

Inertia is the tendency of an object to maintain its velocity i.e. to resist acceleration.
 * Inertia is not a force.
 * Inertia varies directly with mass.

Newton's Second Law of Motion

 * The time rate of change in momentum is proportional to the applied force and takes place in the direction of the force.

 * 'The acceleration of an object is proportional to the force acting upon it.

These two statements mean the same thing, and is represented in the following basic form (the system of measurement is chosen such that constant of proportionality is 1) :

The product of mass and velocity i.e. mv is called the momentum. The net force on a particle is thus equal to rate change of momentum of the particle with time. Generally mass of the object under consideration is constant and thus can be taken out of the derivative.

Force is equal to mass times acceleration. This version of Newton's Second Law of Motion assumes that the mass of the body does not change with time, and as such, does not represent a general mathematical form of the Law. Consequently, this equation cannot, for example, be applied to the motion of a rocket, which loses its mass (the lost mass is ejected at the rear of the rocket) with the passage of time.

An example: If we want to find out the downward force of gravity on an object on Earth, we can use the following formula:

Hence, if we replace m with whatever mass is appropriate, and multiply it by 9.806 65 m/s2, it will give the force in newtons that the earth's gravity has on the object in question (in other words, the body's weight).

Newton's Third Law of Motion
This means that for every force applied on a body A by a body B, body B receives an equal force in the exact opposite direction. This is because forces can only be applied by a body on another body. It is important to note here that the pair of forces act on two different bodies, affecting their state of motion. This is to emphasize that pair of equal forces do not cancel out.
 * Forces occur in pairs equal in magnitude and opposite in direction

There are no spontaneous forces.

It is very important to note that the forces in a "Newton 3 pair", described above, can never act on the same body. One acts on A, the other on B. A common error is to imagine that the force of gravity on a stationary object and the "contact force" upwards of the table supporting the object are equal by Newton's third law. This is not true. They may be equal - but because of the second law (their sum must be zero because the object is not accelerating), not because of the third.

The "Newton 3 pair" of the force of gravity (= earth's pull) on the object is the force of the object attracting the earth, pulling it upwards. The "Newton 3 pair" of the table pushing it up is that it, in its turn, pushes the table down.

Equations
To find Displacement

To find Final Velocity

To find Final Velocity

To find Force when mass is changing

To find Force when mass is a constant

دليل دراسة الفيزياء/القوى

title: Physics Study Guide/Force


text:
Physics Study Guide/Gravity

Newtonian Gravity
Newtonian Gravity (simplified gravitation) is an apparent force (a.k.a. pseudoforce) that simulates the attraction of one mass to another mass. Unlike the three fundamental (real) forces of electromagnetism and the strong and weak nuclear forces, gravity is purely attractive. As a force it is measured in newtons. The distance between two objects is measured between their centers of mass.

Gravitational force is equal to the product of the universal gravitational constant and the masses of the two objects, divided by the square of the distance between their centers of mass.

The value of the gravitational field which is equivalent to the acceleration due to gravity caused by an object at a point in space is equal to the first equation about gravitational force, with the effect of the second mass taken out.

Gravitational potential energy of a body to infinity is equal to the universal gravitational constant times the mass of a body from which the gravitational field is being created times the mass of the body whose potential energy is being measured over the distance between the two centers of mass. Therefore, the difference in potential energy between two points is the difference of the potential energy from the position of the center of mass to infinity at both points. Near the earth's surface, this approximates:

Potential energy due to gravity near the earth's surface is equal to the product of mass, acceleration due to gravity, and height (elevation) of the object.

If the potential energy from the body's center of mass to infinity is known, however, it is possible to calculate the escape velocity, or the velocity necessary to escape the gravitational field of an object. This can be derived based on utilizing the law of conservation of energy and the equation to calculate kinetic energy as follows:

}}

Variables

Definition of terms

A black hole is a geometrically defined region of space time exhibiting such large centripetal gravitational effects that nothing such as particles and electromagnetic radiation such as light may escape from inside of it. That is the escape velocity upon the event horizon is equivalent to the speed of light. General relativity is a metric theory of gravitation generalizing space time and Newton's law of universal gravitational attraction as a geometric property of space time.

title: Physics Study Guide/Gravity


text:
Physics Study Guide/Work

=Work =

Work is equal to the scalar product of force and displacement.

The scalar product of two vectors is defined as the product of their lengths with the cosine of the angle between them. Work is equal to force times displacement times the cosine of the  angle  between the directions of force and displacement.

Work is equal to change in  kinetic energy  plus change in  potential energy  for example the potential energy due to gravity.

Work is equal to average  power  times ''' time. '''

The Work done by a force taking something from point 1 to point 2 is

Work is in fact just a transfer of energy. When we 'do work' on an object, we transfer some of our energy to it. This means that the work done on an object is its increase in energy. Actually, the kinetic energy and potential energy is measured by calculating the amount of work done on an object. The gravitational potential energy (there are many types of potential energies) is measured as 'mgh'. mg is the weight/force and h is the distance. The product is nothing but the work done. Even kinetic energy is a simple deduction from the laws of linear motion. Try substituting for v^2 in the formula for kinetic energy.

Variables

Definition of terms

When work is applied to an object or a system it adds or removes kinetic energy to or from that object or system. More precisely, a net force in one direction, when applied to an object moving opposite or in the same direction as the force, kinetic energy will be added or removed to or from that object. Note that work and energy are measured in the same unit, the joule (J).

Advanced work topics

title: Physics Study Guide/Work


text:
Cookbook:Herbs and Spices

| Basic foodstuffs

Spices and herbs are used in many different ways in the art of cooking. Different cultures use different sets of spices and herbs to give the dishes their distinguishing taste and flavour.

Characteristics
The difference between herbs and spices is that, if a leaf of a plant can be used to add flavor or aroma to dishes, then it is an herb. If it is another part, like the seed, fruit, berry, and bark, then it is a spice.

Whole vs ground
Most spices and herbs are available in either a finely ground form for cooking or in the raw form as a seed, nut, leaf, or tuber. Most of the time, the ground form is required to properly flavor the dish. Generally, whole spices keep their flavor longer than the ground spices. South Asian cuisines often use whole spices that they roast freshly before grinding for use, maximising the flavors and aromas released into the food.

Bay leaves are generally used in stews and soups and are almost always used whole.

Fresh vs dry
Often, a recipe will require modifications if the fresh version is used because the flavors do change in the drying process. Fresh herbs are nearly always better than dried herbs, as some subtle aromatics are lost during drying. When substituted in recipes, one part dried herbs are approximately equal to 3 parts fresh herbs. For example, 1/3 tablespoon of dried basil is equal to about one tablespoon of chopped fresh basil.

Blends

 * Baharat
 * Berbere
 * Dry Rub
 * Five Spice Powder (Chinese five spice)
 * Herbes de Provence
 * Garam masala
 * Jamaican Jerk Spice
 * Meat Masala
 * Mexican Seasoning
 * Milagai Podi
 * Mixed Spice
 * Panch Puran (Bengali five spice)
 * Tandoori masala
 * Za'atar

Index
For a list of herbs and spices, see Category:Herbs and spices or browse below:

title: Cookbook:Herbs and Spices


text:
Physics Study Guide/Energy

=Energy=

Kinetic energy is simply the capacity to do work by virtue of motion.

(Translational) kinetic energy is equal to one-half of mass times the square of velocity.

(Rotational) kinetic energy is equal to one-half of moment of inertia times the square of angular velocity.

Total kinetic energy is simply the sum of the translational and rotational kinetic energies. In most cases, these energies are separately dealt with. It is easy to remember the rotational kinetic energy if you think of the moment of inertia I as the rotational mass. However, you should note that this substitution is not universal but rather a rule of thumb.

Potential energy is simply the capacity to do work by virtue of position (or arrangement) relative to some zero-energy reference position (or arrangement).

Potential energy due to gravity is equal to the product of mass, acceleration due to gravity, and height (elevation) of the object.

Note that this is simply the vertical displacement multiplied by the weight of the object. The reference position is usually the level ground but the initial position like the rooftop or treetop can also be used. Potential energy due to spring deformation is equal to one-half the product of the spring constant times the square of the change in length of the spring.

The reference point of spring deformation is normally when the spring is "relaxed," i.e. the net force exerted by the spring is zero. It will be easy to remember that the one-half factor is inserted to compensate for finite '"change in length" since one would want to think of the product of force and change in length $$(k\Delta\vec{x})\cdot\Delta\vec{x}$$ directly. Since the force actually varies with $$\Delta\vec{x}$$, it is instructive to need a "correction factor" during integration.

Variables

Definition of terms

title: Physics Study Guide/Energy


text:
Physics Study Guide/Momentum

=Momentum=

Linear momentum
Momentum is equal to mass times velocity.

Angular momentum
Angular momentum of an object revolving around an external axis $$O$$ is equal to the cross-product of the position vector with respect to $$O$$ and its linear momentum.

Angular momentum of a rotating object is equal to the moment of inertia times angular velocity.

Force and linear momentum, torque and angular momentum
Net force is equal to the change in linear momentum over the change in time.

Net torque is equal to the change in angular momentum over the change in time.

Conservation of momentum
Let us prove this law.

We'll take two particles $$a,b$$. Their momentums are $$\vec p_a,\vec p_b$$. They are moving opposite to each other along the $$x$$-axis and they collide. Now force is given by:
 * $$\vec F=\frac{d\vec p}{\mathrm{d}t}$$

According to Newton's third law, the forces on each particle are equal and opposite.So,
 * $$\frac{d\vec{p}_a}{dt}=-\frac{d\vec{p}_b}{dt}$$

Rearranging,
 * $$\frac{d\vec{p}}{dt}+\frac{d\vec{p}_b}{dt}=0$$

This means that the sum of the momentums does not change with time. Therefore, the law is proved.

Variables

Calculus-based Momentum
Force is equal to the derivative of linear momentum with respect to time.

Torque is equal to the derivative of angular momentum with respect to time.

title: Physics Study Guide/Momentum


text:
User:Voed

Hi I am new to the whole Wiki concept.

This page is still under construction...

title: User:Voed


text:
German/Level III/Die Geschäftsleute

Lektion Vier für Fortgeschrittene

Gespräch 4-2 ~ Die Geschäftsleute

 * Herr Schmidt und Herr Standish, als sie sich am Hauptsitz endlich begegnen. Frau Baumann ist auch da.
 * Herr Schmidt:  Guten Morgen, Herr Standish! Darf ich mich vorstellen: mein Name ist Schmidt, Johann Schmidt.
 * Herr Standish:  Es freut mich sehr, Sie kennen zu lernen. Ich heiße Miles Standish.
 * Herr Schmidt:  Ich glaube, dass Sie Frau Baumann schon kennen.
 * Herr Standish:  Ja, gewiss. Wie geht es Ihnen, Frau Baumann?
 * Frau Baumann: Danke, es geht mir gut.
 * Herr Schmidt:  Verstehe ich es richtig, dass Sie gestern ankamen und morgen ins Wiener Büro reisen müssen?
 * Herr Standish:  Ja, am Montag fuhr ich mit dem Schnellzug durch den Ärmelkanaltunnel. Wenn ich meine Arbeit abgeschlossen habe, werde ich am Donnerstag nach Zürich und Wien reisen.
 * Herr Schmidt:  Sehr gut. Bitte sprechen Sie vor Ende der Woche noch mit Frau Kaufmann.
 * Frau Baumann: Sie arbeitet in der Geschäftsbibliothek.
 * Herr Schmidt:  Das ist richtig. Die Bibliothek.
 * Herr Standish:  Ich werde es sofort tun.
 * Herr Schmidt:  Alles klar.
 * Frau Baumann: Später werden wir eine Versammlung in der Buchhaltung abhalten.
 * Herr Standish:  Sehr gut. Auf Wiedersehen Frau Baumann. Auf Wiedersehen Herr Schmidt.
 * Herr Schmidt:  Auf Wiedersehen.

Vokabeln 4-3
der Ärmelkanaltunnel   Chunnel (England-France channel tunnel) die Arbeit             work die Bibliothek         library die Buchhaltung        accounting office das Büro               office der Donnerstag         Thursday die Geschäftsbibliothek company (business) library der Montag             Monday der Name               name der Schnellzug         express train das Sehen              vision die Versammlung        meeting das Wien               Vienna (Austria) das Wiedersehen        reunion die Woche              week das Zürich             Zurich

alles klar             all right, everything clear am Montag              on Monday dann wenn              at such time when Darf ich... ?          May I... ? Es freut mich sehr     It gives me pleasure Guten Morgen! Good morning! (greeting) Ja, gewiss              certainly, of course vor Ende der Woche     before the end of the week Wiener Büro            Vienna branch office

abhalten               hold abschließen            complete ankommen (kam an,     angekommen)        arrive fahren                 ride geben                  give kennen lernen          meet, make acquaintance müssen                 must                             (aux.) reisen                 travel sehen                  see, look tun                    do, accomplish sich vorstellen        introduce werden                 will würde                  would

bitte                  please da                     there durch                  through, by means of endlich                 finally gestern                yesterday nach                   to, towards natürlich              of course mich                   myself (reflexive) mit                    with schnell                fast, quick, rapid sofort                 directly, forthwith wieder                 again, once again

 * Pronunciation Guide >>

Grammatik 4-4 ~ Personal Pronouns: Accusative Case
Here are the personal pronouns in the accusative case:

The accusative case is that of the object of a verb. Only transitive verbs take direct objects. The pronoun (and noun in two cases) object in each of these sentences is underlined in the German and the English: Können Sie mich verstehen?      Can you understand me ? Ich kann Sie verstehen.         I can understand you. Ich kann sie verstehen          I can understand ( her or them ). Ich kann ihn dir zurück kicken! I can kick it back to you! Note the order of the pronouns in this last sentence. If the direct object (here: ihn) is a personal pronoun, it precedes the dative (dir); if it were a noun, the dative would precede it, as in these sentences: Hier, ich kicke dir den Ball zu.      Here, I kick the ball to you. Darf ich Ihnen meine Freundin vorstellen?  May I introduce my friend to you?

Other uses of the accusative case in German will be explored in future lessons. Tables of the personal pronouns in all cases are summarized in Pronoun Tables.

Grammatik 4-5 ~ Personal Pronouns in the Dative Case
Here are the personal pronouns in the dative case:

The dative case is that of the indirect object of a verb. The pronoun indirect object of these sentences is underlined in the German and the English: Es geht mir gut             It goes (for) me well Wie geht es dir ?            How goes it (for or with) you Und können Sie mir sagen...?    And can you tell me ...? Karl gibt ihm den Ball      Karl gave him the ball. Wie geht es Ihnen ?          How goes it (with) you ? (How are you?) This last sentence is an example from Gespräch 1-2 using the polite form of 'you'. Whether singular or plural must be established by context. This next sentence translates with ihnen as 'them': Wie geht es ihnen ?          How goes it with them ? (How are they?) The meaning of ihnen (or Ihnen) would have to come from context in a conversation.

Another use of the dative case in German is after these prepositions: aus, bei, mit, nach, seit, von, zu. You will be introduced to the meanings of these prepositions over many future lessons rather than all at once, because some have many meanings in English. Indeed, because each language associates specific prepositions with many common sayings (and these often do not correspond in German and English), these "little" words can be troublesome for students. Nonetheless, you should memorize now the list of prepositions above to always remember their association with the dative case. Tables of the pronouns in all cases are summarized in Appendix 2.

Word order in a German sentence with an indirect object depends upon whether that direct object is a pronoun or a noun. If the direct object is a noun, the dative precedes the accusative ; if the direct object is a personal pronoun, the accusative precedes the dative : English sentence structure is similar.

title: German/Level III/Die Geschäftsleute


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User talk:Voed

Hi Voed :) I hope you like the place and choose to stay.

Great edits! Just a tip, you can use   to stop html tags auto-rendering. Have a look at what I've done with the tag section of Programming:HTML

Keep contributing :) Dysprosia 06:04, 2 Nov 2003 (UTC)

title: User talk:Voed


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Talk:Puzzles/Geometric Puzzles/Connecting Utilities/Solution

^ Connecting Utilities ^

This problem can be analyzed using graph theory.

The problem is essentially showing that the bipartite graph K3,3 is planar. However, Kuratowski ' s theorem tells us that this graph must not be planar.

Essentially, there is no solution and the required construction cannot be done! Sorry! :)

 * That's right. However, if you absolutely want to find a solution you have to let the buildings be on a more complicated topology (with a plane, or even the surface of a ball it won't work). The problem is solvable if the buildings are located on a donut-shaped "planet". Thomas

/¯¯¯¯¯¯¯¯¯\       //¯¯¯¯¯¯¯¯¯\\       ///¯¯¯¯¯¯¯¯¯\\\       |||         |||      /---\'      /---\'      /---\'      | A |       | B |       | C | -      -       -       |||         |||         |||       |||         \\\_________///       |||          \\_________//       |||           \_________/       \\\        \\¯¯¯¯¯¯¯¯¯¯\___________        | ¯¯¯¯¯¯¯¯¯¯\           \       [G]         [W]         [E]

hmmm, I'm not sure if this picture is really a solution since B and C should be connected directly to G,W, and E. The solution with the donut (or more mathematically: torus) is quite hard to draw on a 2D screen I think :) Thomas

Here is the solution lying on a torus. The V signifes a looping around the torus, with the "border" marked in for clarity. Dysprosia __                               __   \    |   \     |      /  |     /  ==V===V====V====V=====V===V====V= : |  |     \   |    /    |   / :  : |  /-\'   |  /-\'  |   /-\' | :  : |  |A|    |  |B|   |   |C|  | : : | -  | -  |  - | :  : \__| |     \_| |___/   | |__/ :  :      \______     ______/      :  :             \   /             :  :              | |              :  :    [G]       [W]       [E]    : :  / | \       |       / | \   :  ===V==V==V======V======V==V==V=== __/  |   \     |     /   |   \__

 * Does G connect to C, and E to A, without crossing, in that? Cyp 23:58, 21 Oct 2003 (UTC)

Yes, it loops around the torus from the lower left to the upper right, same for the lower right to the upper left (Dysprosia, not logged in)

 * I made it a bit clearer that the G-C and E-A connections have to go around the whole torus (I assume this perspective is a frontal view on the torus). Also the connections G-C and E-A have to "cross without actually crossing" which can be done if one path does a turn around the torus tube. Thomas

Here is a version that is a bit simpler, I think. Thomas E_                               __G \       \            /        /  ==V========V==========V========V= : |        \        /        / :  : |  /-\'   |  /-\'  |   /-\' | :  : |  |A|    |  |B|   |   |C|  | : : | -  | -  |  - | :  : \__|||     \_|||___/   |||__/ :  :     |\______  |  ______/|     :  :     |       \ | /       |     :  :     |        |||        |     :  :    [G]       [W]       [E]    : :  /   \               /   \   :  ===V=====V=============V=====V=== C__/      \           /       \__A

Yep, that's fine too! I think they're rather equivalent in simplicity, though Dysprosia 05:21, 22 Oct 2003 (UTC)

 * Doesn't A-E and C-G cross? Here's the above, just repeated twice. Cyp 08:27, 22 Oct 2003 (UTC)

E_                               __G \       \            /        /E                                __G |       |          |        |  \        \            /        /  ==V========V==========V========V==V========V==========V========V= : |        \        /        / : |         \        /        / :  : |  /-\'   |  /-\'  |   /-\' | : |  /-\'   |  /-\'  |   /-\' | :  : |  |A|    |  |B|   |   |C|  | : |  |A|    |  |B|   |   |C|  | : : | -  | -  |  - | : | -   | -  |  - | :  : \__|||     \_|||___/   |||__/ : \__|||     \_|||___/   |||__/ :  :     |\______  |  ______/|     :     |\______  |  ______/|     :  :     |       \ | /       |     :     |       \ | /       |     :  :     |        |||        |     :     |        |||        |     :  :    [G]       [W]       [E]    :    [G]       [W]       [E]    : :  /   \               /   \   :   /   \               /   \   :  ===V=====V=============V=====V=====V=====V=============V=====V=== C__/      \           /       \__A |     |             |     | C__/      \           /       \__A

Hmmm, I think you're right Cyp, I'm going to redo my diagram: \   | |  |    |      /  |       ==V===V=V==V====V=====V===V====== : |  |  \  \   |    /    |     :  : |  /-\' | |  /-\'  |   /-\'   :  : |  |A|  | |  |B|   |   |C|    : : | - | | - |  -   :  : |__/ |  |  \_| |___/   | |    :  :      |   \____________/  |    :  :      \______     ________/    :  :             \   /             :  :              | |              :  :    [G]---\   [W]       [E]    : :    | \  |    |       / | \   :  ======V=V==V=====V=====V==V==V=== | | |    |     /   |   \

I think this solves the doubleedge problem! Dysprosia 08:42, 22 Oct 2003 (UTC)

That looks right. Ascii art is wonderful. Cyp 15:11, 22 Oct 2003 (UTC)

__G \           /        /  ===========V==========V========V= :          \        /        / :  :    /-\'   |  /-\'  |   /-\' | :  :    |A|    |  |B|   |   |C|  | : :  -   | -  |  - | :  :    |||     \_|||___/   |||__/ : _V____/|\______  |  ______/|  ___V_ :    |       \ | /       | /   :  :     |        |||        ||    :  :    [G]       [W]       [E]    : :  /   \               /       :  ===V=====V=============V========= C__/      \           /

 * A bit cleaner solution I think24.187.18.164 07:02, 6 Sep 2004 (UTC)


text:
File:Alkenecatalystcomplex.png

alkene to catalyst complex image for organic chemistry

title: File:Alkenecatalystcomplex.png


text:
User:Xknight

I'm an undergraduate student at the University of Miami. I am currently working towards a dual degree in Biochemistry and Molecular Biology as well as Economics and am extremely interested in information technology, nanotechnology, and Neuroscience. I discovered wikipedia and fell in love with it, as well as its sister site Wikibooks.

Help the site out by Donating to the Wikimedia Foundation.

Thank you to all of Wikimedia's contributors.

Remember,

"Knowledge is power." - Sir Francis Bacon

title: User:Xknight


text:
History of Islam

''This wikibook concerns about the history and development of thoughts, theology, and philosophy stemming from the Islamic faith throughout the centuries. For the political history of Islamic civilization, see History of Islamic Civilization.''

The history of Islam begins in the 7th century AD. (Muslims believe that God sent messages on different time period, through different messengers, from Adam to Muhammad)

Table of Contents

 * 1) /Early Islam/ (Prophet Muhammad up to two succeeding generations)
 * 2) Prophet Muhammad and the revelation (Quran)
 * 3) Recollection of the prophetic tradition (Hadith/Sunnah)
 * 4) First schism: Sunnis, Shiites, and Khawarijs
 * 5) The classical period (Umayyad and Abassid period)
 * 6) Influence of Greek and foreign philosophies
 * 7) Theology (Ilm al-Kalam), important theological questions, and school of thoughts: Khawarijs, Murjiites, Mutazilites, Asharites, Maturidites
 * 8) Islamic legalistic science (Ilm al-Fiqh), derivations of law, and major legal schools: Hanafi, Maliki, Shafi'i, Hambali
 * 9) /The Mutazilites-Asharites debate/
 * 10) Basic tenets of Mutazilites teaching and its early endorsement by Abbasid Caliphs
 * 11) Reaction of the scholars and the development and basic tenets of the Asharites
 * 12) Ibn Rushd and Al-Ghazali
 * 13) Aftermath of debate and its influence outside the Islamic world
 * 14) The medieval and pre-modern period (Ottoman, Safavid, Mughal, and European colonization periods)
 * 15) Taqlid and the decline of philosophy
 * 16) Separate development of Shiism during Safavid period
 * 17) The rise of puritanical schools of thought, historical backgrounds, and the early writers: Ibn Taimiya, Muhammad ibn Abd al-Wahhab
 * 18) Developments outside the Middle East: India, Central Asia, Africa, and South East Asia
 * 19) Modern period
 * 20) Early modern writers: Jamal-ad-Din al-Afghani, Muhammad Abduh
 * 21) Islamic reform movements (e.g. Muhammadiyah in Indonesia, Tablighi Jamaat in India), nationalist movements, and pan-Arab ideology
 * 22) The Muslim Brotherhood (Ikhwan al-Muslimin) and related movements, the subsequent rise of revolutionary Islamic activism, and important activists: Hasan al-Banna, Sayyed Qutb
 * 23) Modern Islamic philosophies: Ali Shariati, Seyyed Hossein Nasr, Ismail Al-Faruqi

title: History of Islam


text:
Spanish/Lesson 9

Grammar - Past Participle (el participio)
Spanish uses the past participle primarily for present perfect, past perfect, and other similar times. For -ar verbs form the past participle by adding -ado to the stem. For -er and -ir verbs add -ido:

If the stem of an -er or -ir verb ends in one of the vowels -a, -e, or -o, the i of -ido gets an accent mark:

There are a few verbs with an irregular past participle:

As in English, the past participle can also be used as an adjective for a noun. In that case the ending has to match gender and number of the noun. Example:

Finally, there are a few verbs with both a regular and an irregular past participle. In this case, the irregular past participle is used as an adjective, while the regular form is used for the verb tenses.

Grammar - Present Perfect (el pretérito perfecto)
The Spanish present perfect is formed by conjugating the auxiliary verb haber (= to have) and adding the past participle of the verb.

Here are a few examples of the Spanish Present perfect. Note that in Spanish the auxiliary verb haber and the past participle are never separated:

Grammar - Pluperfect (el pretérito pluscuamperfecto)
The Spanish pluperfect is formed by conjugating imperfect of haber (= to have) and adding the past participle of the verb.

Here are a few examples of the Spanish pluperfect. It is used to refer to an event that happened before another event in the past. As in the present perfect, the auxiliary verb haber and the past participle are never separated:

title: Spanish/Lesson 9


text:
Talk:German/Level III/Mach Dir Keine Sorgen!

Untitled
The text sounds strange. "Beim Ballspiel" seems very formal (use "Beim ballspielen"). And the doubling of "Ja." conveys an annoyingly boring formality!

Thinking about it, this is more complicated. The form changes for a bestimmter Artikel (article the instead of a): ein erster Mann but der erste Mann.

nominative case - Nominativ (who - wer): der erste Mann / ein erster Mann die erste Frau / eine erste Frau das erste Kind / ein erstes Kind

genitive case - Genitiv (wessen) des/eines ersten Mann(e)s der/einer ersten Frau des/eines ersten Kind(e)s

dative case - Dativ (wem) dem/einem ersten Mann der/einer ersten Frau dem/einem ersten Kind

accusative case - Akkusativ (wen) den/einen ersten Mann die/eine erste Frau das erste Kind / ein erstes Kind

Boy, is it! - Marsh 09:28, 3 Nov 2003 (UTC) Simply requires more depth be put into the lessons. For example, we could have a third level (more advanced lesson 2B). The first pass through should be aimed at highschool students and beginners and not too overwhelming! - Marsh 09:33, 3 Nov 2003 (UTC)

I changed the muß to muss. In older books you will find muß but after the reform of German orthography a couple of years ago it changed to muss. A more prominent example is the change from daß to dass (example: Ich glaube, dass Wikibooks eine gute Sache ist = I believe that Wikibooks is a good thing). Thomas

 * I'm happy. Vulture has been bringing in the modern changes as well. My German is coming back "pretty" fast. I'll  stop making those case errors with der words once I write the lesson on that. I'm actually pleased that the errors you are finding are not gross ones (numerous, but not large) as I am writing some of the Gespräch totally from scratch, hopefully (with your all help) to be more interesting than the old texbook stuff about Mutter and Vater ....etc. I was so bold this last hour to translate an article from the German Wikipedia (on geography of Lower Austria) and move it into the English Wikipedia! I know, no big deal, but I'm proud of me - Marsh 06:04, 5 Nov 2003 (UTC)

 * Hi Marsh. I am really impressed that you write much of the "Gespräche" vom scratch, considering that you haven't been using German much lately. And you are right: your mistakes are absolutely minor ones (cases, stylistical) and I hope that by adding these "detail-comments" that you get an even better feel for the German language than you already have. Vielen Dank für die ganze  Arbeit, die du in das Deutschbuch steckst. Mach' weiter so!  Thomas

 * Bitte, sehr Without looking anything up I think you said: "Many thanks for the entire effort that you have put into the German Textbook. Carry on!" Or something to that effect. Question: is it that all the ess-tset s are gone, or is there a rule that specifies only certain ones become ess-ess? - Marsh 07:45, 5 Nov 2003 (UTC)

 * Kamm (comb) has a short 'a', kam (came) has a long 'a'. The double consonant makes the vowel before it short if it's not a compund word. So the 'ss' is the doubling of 'ß'. Fuß (foot) has a long 'u' so it's written with 'ß', but Fass (barrel) has a short 'a' so it's written with 'ss'. After diphtongs (au, ei, eu) you also write 'ß' because they are long. In Switzerland, 'ß' is always written as 'ss'. --Vulture 09:07, 5 Nov 2003 (UTC)

 * Thanks. I can understand that. In essence it maintains consistency by considering the 'ß' a single consonant. Need to work on those rules in Appendix 1 - Marsh 17:52, 5 Nov 2003 (UTC)

"Ein volksmäßig Restaurant": A restaurant where the locals eat or "ein gutbürgerliches Restaurant", "ein R. mit gutbürgerlichem Essen" (gutbürgerlich: homely, good plain)? --Vulture 08:59, 6 Nov 2003 (UTC)
 * I was aiming for a "locally popular resaurant" - Marsh 16:23, 6 Nov 2003 (UTC)


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German/Lesson 2

<< Lesson 1 | Lektion 2 | Lektion 3 >>

Fremde und Freunde ~ Strangers and Friends

Grammatik 2-1 ~ Introduction to Verbs
A verb is that part of speech that describes an action. Verbs come in an almost bewildering array of tenses, aspects, and types. For now, we will limit our discussion to verbs used in the present tense — i.e., describing an action occurring in the present. You should start to recognize that the form a verb takes is related to the subject of that verb: the verb form must match the person of the subject. This requirement is sometimes evident in English, but always so in German. Consider the following English and German sentences (the verb is studieren in every case): Several things are illustrated by these sentence pairs. First, all verbs in German follow the rule just stated that a verb form must agree with its subject. Starting in Lektion 6 we will learn the verb forms associated with each person in German. Second, this rule in English applies mostly to the verb 'to be' (e.g., I am, you are, he is, etc.). In some English verbs, the 3rd person singular form is unique, often taking an 's' or 'es' ending: "I give at the office", but "He gives at the office" (and "She studies..." above). Finally, some German verbs are best translated with an English 'to be' verb form added. This is called the progressive form in English ('What are you studying?'), but it does not exist in German. Thus, a verb like nennen can best be translated as "to name" or "to call". The following example may make this clearer. In the present tense, the following statements in English:
 * 'They are calling the corporation, "Trans-Global"'
 * 'They name the corporation, "Trans-Global"'
 * 'They call the corporation, "Trans-Global"'
 * 'They do call the corporation, "Trans-Global"'

are all expressed in German in only one way: Sie nennen die Firma, "Trans-Global". And the question statement: 'Do they call the corporation, "Trans-Global"?' becomes, in German: Nennen sie die Firma, "Trans-Global"?

Grammatik 2-2 ~ Pronouns in the Nominative Case
Most of the personal pronouns introduced in Lektion 1 are used as subjects of their verbs. These represent the nominative case in German (as in English). We will shortly learn three other cases in German: the accusative for direct objects, the dative for indirect objects, and the genitive for expressing possession. For now, remember that the singular personal pronouns in English (nominative case) are "I", "you", and "he/she/it" (1st, 2nd, and 3rd persons) and the nominative case is used as the subject of a verb. In German, these pronouns are rendered as ich, du, and er/sie/es. In these example sentences, the subject of the verb is underlined: There are, of course, plural personal pronouns in the English nominative case: "we", "you", and "they"; and in German, these nominative case pronouns are wir, ihr, and sie. These appear in the following examples (again, subject underlined): In both English and German, the 3rd person singular also has gender. As you will next learn, the 2nd person (person being addressed) in German has both familiar and polite (formal) forms. Further, it is worth repeating here — although introduced in Grammatik 2-1 above and to be covered in detail in future lessons — that the verb form changes when the subject changes. That is, in German the verb form must match the subject of a sentence. Here are some examples; compare with the previous three example sentences above and note how the verb form changed to match the sentence subject (subject and verb underlined): In the last example, the English verb form ('have') also changed based upon the subject of the sentence.

Gespräch 2-1 ~ Die Geschäftsleute

 * Herr Schmidt trifft Frau Baumann. Sie sind Geschäftsleute und sie arbeiten an dem Hauptsitz.
 * Herr Schmidt:  Guten Tag, Frau Baumann!
 * Frau Baumann: Guten Tag, Herr Schmidt!
 * Herr Schmidt:  Wie geht es Ihnen?
 * Frau Baumann: Sehr gut, danke. Und Ihnen?
 * Herr Schmidt:  Auch gut.
 * Frau Baumann: Schön. Haben Sie Herrn Standish schon getroffen?
 * Herr Schmidt:  Aus England? Nein. Ist er zu Besuch?
 * Frau Baumann: Ja. Das ist richtig! Auf Wiedersehen, Herr Schmidt!
 * Herr Schmidt:  Auf Wiedersehen, Frau Baumann!

In this conversation, although the subject matter is basically casual, a more formal form of German is being used intoning respect between coworkers in an office setting. The polite form is expressed by the pronouns as explained below (Grammatik 2-3).

Vokabeln 2-1
die Anleitungen         instructions das Deutsch             German (language)         (more common is die deutsche Sprache) der Fremde              foreigner, stranger die Firma               company, firm, business concern die Frage               question die Geschäftsleute      business people           (die Leute = people) der Hauptsitz           head office               (das Haupt = head or chief) der Tag                 day, daytime

aus England             from England Das ist richtig! That is right! Frau Baumann            Ms. Baumann Herr Schmidt            Mr. Schmidt zu Besuch               visiting arbeiten                work getroffen               (have) met                (past participle of treffen) nennen                  name, call

alle                    all an                      at Ihnen                    (with or to) you          (polite form) heute                   today ihr                     you (plural), you all ja                      yes nein                    no richtig                  correct sie                     they                      (note: also "she") Sie                     you                       (polite form) wir                     we
 * Pronunciation Guide >>

Grammatik 2-3 ~ Familiar and Polite Pronoun Forms
Many pronouns were introduced in Lesson 1. In Grammatik 2-1 and Gespräch 2-1 we have been presented with the following additional pronouns: Ihnen – (to) you   (2nd person singular, dative case) ihr – you     (2nd person, plural, nominative case) sie – they    (3rd person, plural, nominative case) Sie – you     (2nd person, singular, nominative case) wir – we      (1st person, plural, nominative case) In the conversations between friends presented in Gespräche 1-1 and 1-2 (Lektion 1) the familiar form of the personal pronouns (e.g., du, dir) was used. However, German also has a polite or formal form of some of these personal pronouns. The polite form is used in conversations between strangers and more formal situations, as illustrated in the Gespräch 2-1: greetings between business associates.

The polite form is always first-letter capitalized in German, which can be helpful in differentiating Sie (you) from sie (she and they); Ihnen (you) from ihnen (them). However, you will soon learn that the form of the verb (see Grammatik 2-3 below) is most telling, as shown by these example pairs using the verb, haben (have): Because the first letter in a sentence is always capitalized, we cannot determine (without the verb form) whether the second and third examples begin with sie ('she' or 'they') or with Sie (polite 'you'); a problem that would also exist in conversation. The fourth example, where subject and verb are reversed in a question, demonstrates the pronoun 'they'; compare it with the polite 'you' in the first example.

It is relatively easy for an English speaker to appreciate how context, especially in conversation, overcomes confusion considering that English has fewer forms for these pronouns than German. However, this fact does present some difficulty when learning German, since improper use of a pronoun may just create confusion in speaking or writing German.

Gespräch 2-2 ~ Die Geschäftsmänner

 * Herr Schmidt und Herr Standish begegnen sich am Hauptsitz:

Vereinigtes Königreich von Großbritannien und Nordirland Bundesrepublik Deutschland

 * Herr Schmidt: Guten Morgen, Herr Standish! Wie geht es Ihnen?
 * Herr Standish: Danke sehr, es geht mir gut. Und Ihnen?
 * Herr Schmidt: Nicht so gut. Ich bin müde.
 * Herr Standish: Wie bitte? Müde? Warum?
 * Herr Schmidt: Ich habe so viel Arbeit.
 * Herr Standish: Das kann ich verstehen. Zu viel ist zu viel.
 * Herr Schmidt: Das ist richtig. Auf Wiedersehen, Herr Standish!
 * Herr Standish: Auf Wiedersehen, bis morgen.

Vokabeln 2-2
die Bundesrepublik Deutschland Federal Republic of Germany die Geschäftsmänner           businessmen            (die Geschäftsleute is preferred) Großbritannien                Great Britain          (technically Vereinigtes Königreich                                                        von Großbritannien und Nordirland) der Morgen                    morning die Übersetzung               translation

bis morgen                    until tomorrow Guten Morgen! Good morning          (greeting) nicht so gut                  not so well so viel                       so much Wie bitte? How is that? zu viel                       too much

bis                           until kein                          no                     (in the sense on "none") müde                          tired nicht                         not sich                          each other warum ? why ?
 * Pronunciation Guide >>

Grammatik 2-4 ~ Personal pronoun gender
In both English and German the 3rd person personal pronouns have gender (Grammatik 1-3). However, in English, the pronoun "it" is used for most inanimate or non-living things. There are a few exceptions: a ship might be referred to as "she". However, in German, the 3rd person personal pronoun reflects the gender of the noun (antecedent) referred to by the pronoun. For examples: The following table summarizes these gender relationships:

Übersetzung 2-1
You may, at this point, try the flash cards developed for Level I German. This set has a few words and concepts not yet presented in Level II, but for the most part can be very helpful in enhancing your vocabulary. Go to FlashcardExchange.com.

Translate the following sentences into German. Pay attention to whether familiar or polite form of the pronoun is requested:
 * 1) Good day, Ms. Neumann. How are you? [in polite conversational form]
 * 2) I am well, thank you. And you? [in polite form]
 * 3) I am well, thank you. And you? [in familiar form]
 * 4) Katrin is studying math.
 * 5) They meet each other at the head office.
 * 6) I do understand the instructions.
 * 7) Is she visiting from England?
 * 8) How is that? You have too much work? [in polite form]
 * 9) Good bye, Mr. Smith. Until tomorrow morning?

 * Antworten >

title: German/Lesson 2


text:
Talk:German/Level III

Remake
'''This needs a total remake, it is not even funny. It is very silly and useless to have A WHOLE different sub-section, with all the lessons of level 2, and the only thing which is different is a small, little advance page for each lesson. It needs different, and harder lessons. Isn't that the whole reason for a different sub-section page? We need all the complex grammer and difficult words of German in this level, or put the easier parts of complex German grammer and vocabulary of it here, and make a Level 4 and put the more difficult parts of complex German grammer and vocabulary in there. Derbeth even said we had to do something. And it is time. We need to get a plan together. Yes or No?''' -- German Men92 0:45, 17 Feb 2006 (UTC)
 * Okay, I started the remake, now we need to get planning for level 3 & 4, level 5 is a big review level, and it's have a lot cultureal thing, and the history of the german language. -- German Men92 14:24, 18 Feb 2006 (UTC)

Starting discussion
Under the table of contents, I've listed both what each lesson covers and what should or could be covered. We can then modify the pages to meet these lesson goals. I think it is important to not have very complex grammar rules in a lesson before other rules supporting those are introduced - Marsh 17:17, 3 Nov 2003 (UTC)

Thanks Thomas. %^) Just what is needed: the corect terms/words for these things like Advanced Lessons! My having to use a dictionary is a handicap -- Marsh 20:02, 3 Nov 2003 (UTC)

Hi, Marsh. The more I look at the German-book, the more I feel uncomfortable with the complexity of the grammer you introduce in the early lessons. I would definitely prefere to begin with very easy things in the first lessons (like the different konjugation forms of easy verbs.), but nothing about reflexive verbs, declinations and differnt grammatical times. I know, that is a quite fundamental thing that affects the complete structure of the course, but for me, it seems worth to think about changing its complete structure. --- Hansm 11:57, 5 Jan 2004 (UTC)
 * I'll will work on what you suggest when Wikipedia settles down. Right now I keep getting booted out. I have been following a highschool German textbook, but my stories may be a bit more complex (the stories in the textbook are god awful) - Marsh 19:14, 5 Jan 2004 (UTC)

-

Let me give a proposal for a first lesson:

Markus ist Student. Er studiert Biologie. Er begegnet Katrin auf der Straße. Sie studiert Mathematik.
 * Markus: Hallo, Katrin! Wohin gehst du?
 * Katrin: Ich gehe einkaufen. Der Kühlschrank ist fast leer. Ich brauche Wurst und Käse. Und du? Wohin gehst du?
 * Markus: An die Uni. Ich habe viel Arbeit.
 * Katrin: Gut! Dann bis bald. Tschüß.
 * Markus: Tschüß, Katrin.

Now, what's the goal?
 * Only simple verbs, i.e. regular conjugations (at least in Präsenz).
 * Only Nominativs. Well, actualy, there are other cases, too. But incidently, they are the same as their nominativs, so you need not to explain it for now :-)
 * Heinrich and Karl are rather old fashioned names. Markus and Katrin are more usual and give a parity in genders.
 * The question "Wie geht es dir?" is unusal as a greeting in German. So, it's not such a good example for a typical German small-talk.

What could you explain?
 * Pronouns in Nominativ (ich, du, er, sie)
 * Simple Conjugations in 1st, 2nd and 3rd person singular.
 * How to build questions.

 * I disagree. "Wie geht's?" is common small-talk, but you'd usually first greet. It'd be more common than telling the other person what your fridge is lacking. Also "(Ich gehe) An die Uni. Ich habe viel Arbeit" sounds very very odd. In German (or at least in colloquial German of most regions of Germany I know of) you'd rather say "Zur Uni" and "Ich habe viel zu tun". I don't know about Austrian and Swiss German, tho -- although I'd guess most foreigners first want to learn the Germany-German variant when intending to learn German (as this is also usually the one taught in schools). -- W:Ashmodai

 * I'll work those changes in. I agree, what is always needed here are native speakers assessing the conversational material for "modern" appropriateness. I do not have that ability. I was last in Germany around 1953 and then as a child not speaking German! - marsh 19:16, 19 August 2005 (UTC)

Proposal for a 2nd lesson:

Markus ist in der Universität. Er trinkt dort einen Kaffee und isst ein Brötchen. Danach geht er in die Bibliothek. Er sucht ein Buch über Biochemie. Er holt das Buch aus dem Regal und setzt sich an einen Tisch. Nach einer Stunde geht er in den Hof und raucht eine Zigarette. Danach geht er an den Tisch zurück. Er denkt: "Wenigstens eine Stunde..." und stellt das Buch wieder in das Regal. Heute ist nicht sein Tag.

What could you explain?
 * Genders
 * Articles: der, die das, ein, eine, ein.
 * Nominativ, Dativ and Akkusativ. (We could live without Genitiv for a while)
 * Daklinations with articles.
 * Keep everthing in singular.

-- Hansm 12:56, 6 Jan 2004 (UTC)

Hansm. These are good ideas, and I am certainly not qualified to "rule over" this textbook. I am concerned myself that the early lessons may be a bit too difficult, one reason that I created two levels out of each lesson (a simple and a more advanced presentation of the same concepts). We can work your suggestions into the front of the existing material, pushing the existing stuff further back in the book. While not an easy editing task, I'm willing to do it to make the text more consistent with modern German and, as you say, simplify the earliest lessons. Any corrections/additions you proivide are greatly appreciated — and input from others would likewise improve the book. That is the idea of doing a book here, so do not worry about stepping on toes. Just be conservative in removing material already worked on and try and preserve the overall style (which can also be improved on). Others have done some of these lessons (not all by me), and I usually try and keep the material by moving it around to someplace where it best fits in - Marsh 18:41, 6 Jan 2004 (UTC)

Organizing the Approach
Hm, now we all have been working on our 'German patchwork', but still I'm not so happy with the result. Maybe the biggest problem I see is the grammatical concept. Summarizing the grammatical themes, I found the following list:

 * Realize the result right now is a patchwork because all I have done is adjusted Lesson 1 and 1A to fit the material you suggested be used as "less difficult" to read; I've yet to get to any of the other lessons (just a start on Lesson 2) that are impacted by the changes. Having said that, I do agree with the approach you are starting to outline below. - Marsh 02:02, 9 Jan 2004 (UTC)

 * I've added explanation to each point to give you a sense of what organisation exists (and does not exist in many cases) - Marsh

 * personal pronouns, all in nominativ, some in dativ (Lesson 1) All are pronouns; that is all that is accomplished here: Introduction to pronouns
 * personal pronouns, but nominativ only (Lesson 1A) This is an advanced lesson, not intended for begining students to access, but should amplify one or more of the lessons in the basic Lesson 1 for 2nd year or college level students without introducing something the Basic lessons will need; rather limited on what this can be in Lesson 1A (Hey, you did this lesson :^?)
 * personal pronouns for familar and polite form, nominativ and dativ (Lesson 2) Familiar and polite pronoun concept introduced in Grammatik 2-1
 * word order in questions (Lesson 2) There are many things to cover about word order in German sentences, so this is just the first one
 * again, personal pronouns for familar and polite form, nominativ and dativ. This is the first time that the meaning of cases is explained! (Lesson 2) Not so, case is mentioned in Grammatik 1-2; this is first application of the concept (it is afterall only Lesson 2) - it could be argued this is too soon in the sequence
 * Composed nouns (Lesson 2A)- ''Please ignore for now. All advanced lessons will change somewhat, based on the premise that they should amplify points made in the basic lesson - Lesson N = Beginning student; Lesson N + NA = advanced student (same lesson, more detail)
 * Numbers, cardinal and ordinal ( Lesson 3) Some lessons will have to cover these broader aspects: time, numbers, colors, etc.; best to start early with numbers
 * telling/asking time (Lesson 3) Makes pefect sense from fact that fact that German numbers introduced are 1-12. Numbers greater than 12 will be part of a future lesson (2nd "round")
 * nouns, gender, definite articels (Lesson 3) May need to go to Lesson 4, but this is the introduction to nouns; seems like articles (definite at least) are good to include at this point. Again, there can be an appendix page that gives the rules and has tables for nouns, articles, endings, etc. This constitutes information of reference value; lesson should stick to just one aspect about nouns, nothers aspects coming up one at a time in later lessons - this approach allows the examples to grow in complexity in a way meaningful to what the student should know by a particular lesson. This is where I especially need a native speaker to develop (or tweak) the stories and conversations to keep them consistent (or close to) the expected level of grammar knowledge at the point where they appear. Note that the Vokabeln is geared to this approach as well.
 * (possesive) pronouns in accusative and dativ (Lesson 3) Each case of the personal pronouns is taken in order in successive lessons
 * again, personal pronouns, but nominativ (Lesson 3a) out of sequence for reason elaborated above; ignore for now
 * possesive pronouns in dativ (labeled as genitiv) (Lesson 4) These are possessive adjectives, not datives
 * indefinite articles (Lesson 4) Expands on the definte articles lesson in 3
 * gender of ordinals, nominativ only (Lesson 4A) out of sequence
 * details of telling time ( Lasson 4A) out of sequence
 * personal Pronouns: accusative case (Lesson 4A) out of sequence
 * Conjugating 'to be' (Lesson 5) I've not worked on this lesson - contributed by others
 * personal Pronouns: dative case (Lesson 5A) ignore for now

Is there any kind of intension behind that? For me, it looks somewhat like a random result.

 * I do not agree it either is or looks random. Although after about Lesson 2, it is now all mixed up. One cannot take any area (say verbs) and treat it to completeness in a single or short sequence of lessons. Since language is the melding of all the parts of speech and grammar, the best approach (IMHO) is to start with as many of the basic concepts as can fit in but initially cover each rather superficially, then step these up in complexity in a programmed way ("rounds").  Thus, the lessons now present cover lots of different areas, but only in a basic way. The next set of lessons (yet to be even dreamed of by me) would go back to all of the concepts in the first 5 or 7 lessons and bulid in complexity on each. It may take many cycles of this to progress from beginning German to any kind of mastery.  That is how language courses work.  One can now find in several places on the web German language grammatical rules - sites that present everything there is to known about pronouns on one page, all there is to know about verbs on the next, etc.  These are great sources of information, but no one has or could learn to speak a foreign language from them. They are not language courses, but language information sites. In a sense, I did envision having appendices to the language book that somewhat used this approach - Marsh 02:14, 9 Jan 2004 (UTC)

Proposal
I'd propose the following strategy:
 * 1) Elaborate a grammatical giudeline. Fix, what grammatical themes should be treated in which lesson.
 * 2) Write the example texts.
 * 3) Give short additional explanations and vocabulary.

Point 1. is probably better done by those who have learned German as a foreigne langugage since natives often do not realy know what porblems may occure when learning German grammar and what are the actual grammatical rules.

Point 2. is maybe better done by German natives. -- Hansm 14:29, 8 Jan 2004 (UTC)

 * I think this is a good idea. In fact I proposed something very similar awhile back on one of the Germam:Talk pages. But you are the first native speaker that has expressed any interest in the organization of the book. I especially agree with your assessment of who should best work on the first two points (although I'd like to stay involved in all aspects as I suspect would anyone else that joins in) — but clearly a native speaker can do the best job on the example texts. - Marsh 02:19, 9 Jan 2004 (UTC)

 * Please exapand on your third point. I'm unclear what you are proposing there? As for the grammatical guideline, I can make that clearer, even to the point of getting out ahead of where the lessons presently are; but that will take time. Just keeping organized/edited what we do have is already a big consumer of my online time.  Realize again, that because of the changes WE made to Lesson 1, it will take a few days for me to work through the consequences to the lessons to the end of Lesson 6.  In fact, the lessons past about 4 are not near any shape to use. Please read the Vorwort if you have not already. It explains the overall organization of the book. Otherwise, the organization that is already present is this: Each part of speach (pronoun, noun, verb, etc.) is introduced at some point early in the first lessons.  Each is then elaborated on over the next several lessons to a review point. Only fairly basic information and examples are given on each.  Then another sety of lessons is developed with a bit more complexity introduced.  From the saample Lesson 0.1 you prepared, this seemed to be exactly where you were going - Marsh 02:32, 9 Jan 2004 (UTC)

 * I never did say that we have to treat one theme after the other to completeness in a sequence of lessons. It's just the point that we have to find a reasonable and tranparent sequence of grammatical themes we want to explain. E.g., for me, it looks odd using (partly very complicated) different verb forms in 4 lessons without saying anything about verbs. But you may see other preferences. That's why I have suggested to elaborate a guideline first. Anyway, I agree totaly with your idea about more and more detailed rounds.

 * To point 3 in my proposal: Maybe I have formulated it a bit confusing. Sorry. What I wanted to say is this: After we know, what the main grammatical points for a lesson should be (Point 1) and the example texts are written (point 2), we need to integrate the key examples from the texts into the grammatical explanation. Furthermore, it might have turned out that the examples must use some additional grammatical stuff that should at least be mentioned in the grammer part. The latter 2 steps are point 3. Maybe, I better had sayd point 3 and 4.

 * -- Hansm 14:22, 9 Jan 2004 (UTC)

 * I think I see what you are saying. And of course that is also where you can be a big help. After 1 and 2 are "completed" you could go back (especially to a conversation or story) and add or modify some lines to better illustrate the lesson points.  We (or others) could extract examples from these to illustrate certain lessons (i.e., Point 3). As to your point on having so many verb forms in the conversations before verbs are introduced I can give two explanations: 1) some grammar rules will lag behind use of the rule in conversation or stories just because all the rules cannot be given up front; 2) however, you and others have been simplifying the conversations to minimize this problem (much appreciated input), so I'm not too concerned that it is a problem that will eventually not be serious - Marsh 07:08, 10 Jan 2004 (UTC)

 * One more short explanation: I think, point 2 should be oriented as close as possible at point 1, i.e. the story or conversation should be written with some new grammer rules in mind. Idealy, it will give many grammatical examples in a quite naturaly looking way.

 * I simply have begun to organize a possible guideline. The basical idea is to first collect themes (subsection 1) and then diviede it into lessons (subsection 2). I would highly appreciate if you would add your ideas and themes. -- Hansm 19:41, 11 Jan 2004 (UTC)

-

Themes that should be treated
This is just a brain storming collection of themes. The enumeration is intended as reference, not as sequential number. So please, append new items at the end and give them a new number in sequence.

 * 1. Personal pronouns in nominative.
 * 2. Personal pronouns in dative.
 * 3. Personal pronouns in accusative.
 * 4. Meaning of and ideas behind declensions
 * 5. Rules for declining nouns with definite article
 * 6. Rules for declining nouns with indefinite article
 * 7. Meaning of verb conjugations
 * 8. Regular conjugation in present tense (Präsens indikativ).
 * 9. Some important irregular verbs in present tense (Präsens indikativ).
 * 10. Building the perfect.
 * 11. Building the particip perfect for regular verbs.
 * 12. Adjectives
 * 13. Adjectives must fit in number, case and gender to the noun
 * 14. Word order in German sentences: questions;
 * 15. Numbers (1-12), telling time
 * 16. Numbers, (13-100), math
 * 17. Possessives (pronouns and adjectives)
 * 18. Prepositions
 * 19. Modal auxiliaries
 * 20. Irregular verbs
 * 21. Konjunktiv I und II, and uses of werden
 * 22. Capitalization of nouns

What theme in which lesson

 * Lesson 1: 14 (introduces "grammar" and "pronouns")
 * Lesson 2: 1 (introduces "verbs")
 * Lesson 3: 15, 5, 2, 3 (introduces "nouns")
 * Lesson 4: 4, 6, 7
 * Lesson 5: 8, 9 (partly?)
 * Lesson 6: 17 (introduces "adjectives")
 * Lesson 7:
 * Lesson 8:
 * Lesson 9:
 * Lesson 10:

 * I think this is a good way to approach organization; we can "move" the themes around here to set up a good sequencing. However, I would suggest that Lesson 1 is now done as it stands; that Lesson 2 could have intro to verbs (and possibly therefore #8), but is also about done.  I have set things up to have an introduction to each of the parts of speech (English speakers are not always that familiar with this). This does not mean there cannot be a "first" lesson on that subject in the same lesson, but generally it would be best to have that in the very next lesson. Remember, that for each lesson there is also a goodly Vokabeln to be learned in addition to a grammar lesson.  We must also consider that the stories and conversations should be short so sound files can eventually be prepared for each; but that having short ones, means needing to have more. One way to have "more" is to spread the lessons out. Since this is a textbook, there is no reason to cram too much onto each "page"). I'll give this more thought - Marsh 03:08, 12 Jan 2004 (UTC)

 * I've now completed Lesson 1A, Lesson 2, and Lesson 2A. We can now develop additioonal themes using verbs and pronouns. If nouns are introduced in 3 as I suggesdt, then Lesson 3 is near completion and lessons on verb forms can be developed. I'll move the concepts/themes to the contents page for reference - Marsh 04:37, 16 Jan 2004 (UTC)

--

Vocabulary
Moved to Talk:German: Introduction.

Why does German:Contents redirect here? I think, to be fair, it should redirect back to the cover page. - SamE 15:23, 27 Jul 2004 (UTC)

Same Lessons for Level II and III?
I'm wondering why level II and III point to the same lessons. Is level III a repetition of II? -- messi 23:24, 23 Jun 2005 (UTC)
 * Thought I answered this already somewhere? Anyway, the answer is that yes Level III is the same as Level II but then Level III includes the advanced lesson page following each basic lesson page. This is explained in the introduction page. Appreciate your corrections. :^) - marsh 18:11, 27 Jun 2005 (UTC)

Some fun ideas for advanced sections

 * German slang
 * Bavarian dialect

title: Talk:German/Level III


text:
The Once and Future King/Minor Characters

The Once and Future King - Minor Characters

See also Major Characters.

As many characters have only a given name, or take "of Somewhere" as their last name, the characters are listed alphabetically by first name.

Note that characters in The Once and Future King may not exactly match with traditional Arthurian legend.

Sir Ector - Owns the Castle of the Forest Sauvage. He adopts and cares for the Wart. He is the father of Kay.

Sir Kay - Son of Sir Ector and friend of the Wart. He tries to act superior over the Wart. He follows Arthur on one adventure: the rescue mission at Morgan le Fay's castle (see ../The Sword in the Stone/). When Arthur brings Kay the Sword in the Stone, Kay falsely claims to have drawn the sword himself, but soon gives the credit to Arthur. He later becomes a knight of the Round Table.

Morgan le Fay - The most evil of the Cornwalls, and the strongest in magic. "Le Fay" means "the Fairy". She is the antagonist in the major adventure in ../The Sword in the Stone/. Her sisters are Elaine (not mentioned) and Morgause.


text:
German/Level III/Mach Dir Keine Sorgen!

Lektion Drei für Fortgeschrittene

Gespräch 3-3 ~ Mach dir keine Sorgen!
Beim Ballspielen macht Karl sich Sorgen um die Uhrzeit.
 * Karl:      Wie spät ist es jetzt?
 * Heinrich: Es ist erst halb eins.
 * Karl:      Kannst du mir bitte sagen, wenn es Viertel vor zwei ist?
 * Heinrich: Warum?
 * Karl:      Dann muss ich nach Hause gehen.
 * Heinrich: Und jetzt ist es schon ein Uhr einunddreißig.
 * Karl:      Du bist komisch! Hier, ich kicke dir den Ball zu.
 * Heinrich: Ja. Dann kann ich ihn dir zurückkicken.
 * Karl:      Ja. Und danach bringst du mich auf deinem Motorrad zu meiner Wohnung.

Vokabeln 3-3
das Ballspiel          ball game die Minute             minute das Motorrad           motorcycle die Sorge, die Sorgen  problem(s), worry(-ies) das Viertel            quarter, one-fourth die Woche              week die Wohnung            apartment

mach dir keine Sorgen! do not worry! nach Hause gehen       go home

kicken                 kick zurückkicken           kick back, return kick

beim                   when, while             (usually, "at the") danach                 after that dein                   your erst                   only halb                   half jetzt                  now komisch                comical, funny mein                   my schon                   already zurück                 back warum                  why                     (interrogative)

Gender of Ordinals
Ordinal numbers are adjectives, and therefore have forms for each of the three genders in German. The forms are derived from the feminine form (as introduced in the beginning of Lesson 3) by adding an 'r' (masculine) or an 's' (neuter). Thus: erste (feminine), erster (masculine), and erstes (neuter). Examples:
 * ~ erster Mann ('first man'); letzter Mann ('last man'); siebter Himmel (7th heaven)
 * ~ zehnte Frau ('tenth woman'); zweite Woche ('second week')
 * ~ drittes Mädchen ('third girl')

Idioms used in Telling Time
As in English, there are a number of idiomatic phrases associated with giving or telling time. For example, note that the half hour is given as approaching the next hour. The German preposition, um, is used to mean "at" a given time.
 * 1This idiom (Es ist viertel zehn) is used especially in the southern parts of Germany, but is becoming popular among young Germans throughout the Country.

Periods of the Day
There are a number of adverbial phrases used in German to denote time periods during the day. Common ones are listed here:
 * 2 Forms like morgens and des Nachmittags would tend to be used to indicate customary or habitual actions, as in this sense:
 * Morgens spiele ich. = In the morning I (usually) play.
 * However, these forms aren't used much anymore.

Additional Notes
The first sentence in Gespräch 3-3 uses Beim Ballspielen in the sense of "during the ball game" or "while playing ball". Beim is a contraction of bei dem or "at the". However, das Ballspiel is a noun that represents an action ("playing with a ball"), so it is correct to use beim in the sense intended here. It is not the most beautiful way of saying this—but is correct. With the infinitive of a verb you can use beim too: Beim Spielen means "while playing". This form is more common in modern German language.

Vokabeln 3-4
der Abend              evening der Himmel             heaven der Mittag             noon, noontime der Morgen, die Morgen morning(s) der Nachmittag         afternoon die Nacht              night der Tag, die Tage      day(s)

abreisen               depart (from a trip)

auf                    for (duration), after gegen                  towards, about, approximately letzt(er)              last ungefähr               (at) about, approximately

Note that morgen does not change in plural; thus, Die Morgen = "the mornings". It is uncommon to use it in plural, unless as a measure of land Vier Morgen Land = "four 'morgens of land". For a plural use of "mornings", it is better to substitute die Vormittage.

Andere Wörter 3A
Using these additional vocabulary words, you may be able to restate Gespräch 3-3 above, altering the meaning (or time of day) of the conversation.

die Hälfte          half die Viertelstunde   quarter of an hour

 * Pronunciation Guide >>

Übersetzung 3-2
Translate the following sentences into German:
 * 1) I am always at home in the morning.
 * Antworten >

title: German/Level III/Mach Dir Keine Sorgen!


text:
Organic Chemistry/Introduction to reactions/Oxymercuration/demercuration

Oxymercuration is a process by which water is added to an alkene through treatment of the alkene with mercury(II) acetate [Hg(O2CCH3)2, usually abbreviated Hg(OAc)2] in an aqueous tetrahydrofuran (THF) solvent. Rarely this reaction is referred to as Oxymercuration/reduction. This reaction looks just like Markovnikov. addition of water across a double bond, however there is no carbocation intermediate, so there is no rearrangement. You will learn that NaBH4 is a common reducing agent.


text:
Puzzles/Easy Sequence 6/Solution

They are powers of 3:

3 9 27 81 243 729 2,187 ...

title: Puzzles/Easy Sequence 6/Solution


text:
HyperText Markup Language/Text Formatting

The Text Formatting elements give logical structure to phrases in your HTML document. This structure is normally presented to the user by changing the appearance of the text.

We have seen in the Introduction to this book how we can emphasize text by using   tags. Graphical browsers normally present emphasized text in italics. Some Screen readers, utilities which read the page to the user, may speak emphasized words with a different inflection.

A common mistake is to tag an element to get a certain appearance instead of tagging its meaning. This issue becomes clearer when testing in multiple browsers, especially with graphical and text-only browsers as well as screen readers.

You can change the default presentation for any element using Cascading Style Sheets. For example, if you wanted all emphasized text to appear in red normal text you would use the following CSS rule:

In this section, we will explore a few basic ways in which you can markup the logical structure of your document.

Emphasis
HTML has elements for two degrees of emphasis:
 * The  element for emphasized text, usually rendered in italics.
 * The  element for strongly emphasized text, usually rendered in bold.

An example of emphasized text:

An example rendering:

An example of strongly emphasized text:

An example rendering:

Preformatted text
Preformatted text is rendered using fixed-width font, and without condensing multiple spaces into one, which results in preserved spacing. Newlines are rendered as newlines, unlike outside preformatted text. HTML markup in the preformatted text is still interpreted by browsers though, meaning that " a " will still be rendered as " a ".

To create preformatted text, start it with <pre> and end it with </pre>.

An example:

The resulting rendering:

,---, '---'
 * No. | Person         |
 * 1. | Bill Newton     |
 * 2. | Magaret Clapton |
 * 2. | Magaret Clapton |

Omitting the preformatting tags will cause the same text to appear all in one line:

,---, '---'
 * No. | Person         |
 * 1. | Bill Newton     |
 * 2. | Magaret Clapton |
 * 2. | Magaret Clapton |

Special Characters
To insert non-standard characters or characters that hold special meaning in HTML, a character reference is required. For example, to input the ampersand, "&", "&amp;" must be typed. Characters can also be inserted by their ASCII or Unicode number code.

Abbreviations
Another useful element is. This can be used to provide a definition for an abbreviation, e.g.

 * Will be displayed as: HTML
 * When you will hover over HTML, you see HyperText Markup Language

Graphical browsers often show abbreviations with a dotted underline. The  appears as a tooltip. Screen readers may read the  at the user's request.

Note: very old browsers (Internet Explorer version 6 and lower) do not support. Because they support the related element, that element has been commonly used for all abbreviations.

An acronym is a special abbreviation in which letters from several words are pronounced to form a new word (e.g. radar - Radio Detection And Ranging). The letters in HTML are pronounced separately, technically making it a different sort of abbreviation known as an initialism.

Discouraged Formatting
HTML supports various formatting elements whose use is discouraged in favor of the use of cascading style sheets (CSS). Here's a short overview of the discouraged formatting, so that you know what it is when you see it in some web page, and know how to replace it with CSS formatting. Some of the discouraged elements are merely discouraged, others are deprecated in addition.

Cascading Style Sheets
The use of style elements such as <b> for bold or <i> for italic is straight-forward, but it couples the presentation layer with the content layer. By using Cascading Style Sheets, the HTML author can decouple these two distinctly different parts so that a properly marked-up document may be rendered in various ways while the document itself remains unchanged. For example, if the publisher would like to change cited references in a document to appear as bold text as they were previously italic, they simply need to update the style sheet and not go through each document changing <b> to <i> and vice-versa. Cascading Style Sheets also allow the reader to make these choices, overriding those of the publisher.

Continuing with the above example, let's say that the publisher has correctly marked up all their documents by surround references to cited material (such as the name of a book) in the documents with the <cite> tag:

<cite>The Great Gatsby</cite>

Then to make all cited references bold, one would put something like the following in the style sheet:

cite { font-weight: bold; }

Later someone tells you that references really need to be italic. Before CSS, you would have to hunt through all your documents, changing the <b> and </b> to <i> and </i> (but being careful *not* to change words that are in bold that are not cited references).

But with CSS, it's as simple as changing one line in the style sheet to

cite { font-style: italic; }