text:
User:Sma/Prácticas de traducción

This is the page for my translation practices :-) ... User:Sma/Prácticas de traducción II

#1 4.11.04
de : http://en.wikipedia.org/wiki/2003#January

inglés: January 1 - Luíz Inácio Lula Da Silva becomes the 37th President of Brazil.

español: Enero 1 - Luíz Inácio Lula Da Silva llega a ser el trigésimo séptimo presidente de Brasil.
 * It's "1 de enero" (and the same for the rest of the dates)

(to become? what would the female president be?and how do I write the n with "~" and the Spanish question mark??)
 * "llega a ser" is not bad, but I like "es elegido" better
 * Female of "presidente" is "presidenta"
 * Copy and paste from me... ¿ ñ ¡ ...I don't know much about keyboards and locale configurations. In the spanish wikipedia you have nice buttons for special characters, IIRC.

inglés: January 1 - Pascal Couchepin becomes President of the Confederation in Switzerland

español: Enero 1 - Pascal Couchepin llega a ser el presidente de la confederación suiza. (Swiss?)
 * Yeah, "Confederación Suiza" is OK. Again, I like "es elegido" better.

inglés: January 15 - The Supreme Court hands down its decision in Eldred v. Ashcroft allowing the extension of copyright terms.

español: Enero 15 - La maxima corte ///         la decisión en Eldred v. Ashcroft, qué permite la extención de las condiciónes copiando.
 * I suppose I would say "El Tribunal Supremo de Estados Unidos"
 * and it should read something like "la extensión del copyright"
 * "que" only is "qué" when asking (directly or indirectly) or shouting

(to hand down?)
 * Uh... I fear I have problems in understanding the original meaning. If, as I suspect, it's the same decision, I would try "ratifica". Would it be disagreeing, then it would be something along the lines of "corrige" or "rectifica".

inglés: January 21 - Kevin Mitnick, a famous U.S. hacker, is allowed to use a computer again. español: Enero 21 - Kevin Mitnick, un hacker americano famoso, es permitido al usó del computer.
 * I would say "un famoso hacker americano"
 * and "A ..., ..., se le vuelve a permitir usar ordenadores." or "... el uso de ordenadores.".
 * "usó" is past, "uso" is present / noun

inglés: January 24 - The new United States Department of Homeland Security officially begins operation.

español: Enero 24 - El department de defensivo del Estados Unidos emepeza él trabajo.
 * it's "El Departamento de Defensa"
 * maybe "Arranca ..." or "... empieza a trabajar" o "... comienza oficialmente a trabajar".
 * "el" is article, "él" means "he"

inglés: January 25 - Central Line train crashes into the tunnel wall at Chancery Lane station in London - 34 injured but nobody dies

español: Enero 25 - Un tren "de la linia centrica" conduce en un muro de un túnel a Chancery Lane Station en Londrés.- 34 herido, 0 muerto.
 * "línea céntrica"
 * "choca contra un muro"
 * "en la Chancery..."
 * "Londres"
 * "34 heridos, ningún fallecido"

inglés: January 30 - Iraq disarmament crisis: Facing worldwide criticism and against the wishes of the majorities of their own electorates, leaders of Britain, Spain, Italy, Portugal, Hungary, Poland, Denmark, and the Czech Republic release a statement, the letter of the eight, demonstrating support for the United States' plans for an invasion of Iraq.

español: Enero 30 - La crisis de la disarmament Iraqi. Contra el criticismo del todo mundo y los descos                               los conductors de Inglaterra, España, Italia, Portugal, Hungary, Poland, Denmark y Czech Republica publican una declaración, la carta de los ocho, qué demonstra la ayuda para el plan de los Estados Unidos por la invasión de Iraq.
 * "Crisis de desarme Iraquí"
 * "el criticismo" -> "las críticas"
 * "descos             " -> "deseos de la mayoría de sus propios electorados"
 * "conductors" -> "líderes" or "presidentes"
 * Hungría, Polonia, Dinamarca y la República Checa
 * "...en la que muestras su apoyo al plan..."
 * "para la invasión"

 * General statement: Very nice start... maybe reread your accentuation rules :)

#2 6.11.04
de: http://en.wikipedia.org/wiki/2003#February

inglés: February 1 - The Space Shuttle Columbia disintegrates over Texas upon reentry, killing all seven astronauts onboard

español: 1 de febrero - El transbordador (got it from dictionary :) ) "Columbia" se desintegra en reintegrarse la atmósfera, ... todo siete astronautas "en su"
 * "en la reentrada en la atmósfera" or "durante su reentrada" or "al reentrar en la atmósfera"
 * ", y mueren los siete astronautas que iban a bordo" or "con la muerte de los siete astronautas que transportaba"

(desintegrarse in 3.Person? onboard or on it ? )
 * "se desintegra" is OK

inglés: February 1 - UDA Belfast leader John Gregg is killed by a loyalist faction

español: 1 de febrero - UDA Belfast líder John Gregg es matado...de loyalisto grupo.
 * "El líder de UDE Belfast"
 * "matado" -> "asesinado"
 * "facción 'lealista'" (?)

(I don´t even know what the English means, does it mean loyalist fraction?)
 * If you feel more confortable, translate from German, so that at least one of us is sure about the original meaning ;)

inglés: February 5 - Iraq disarmament crisis: U.S. Secretary of State Colin Powell addresses the UN Security Council on Iraq.

español: 5 de febrero - Crisis de desarme Iraquí: Líder de la Departmento de Seguridad de las Estados Unidos, Colin Powell pregunta la "UN Security Council" a Iraq..
 * "El líder"
 * "del Departamento"
 * "los Estados Unidos"
 * "se dirige a"
 * "sobre Iraq"

(All the political words? to address on?)
 * "Consejo de Seguridad de Naciones Unidas"

inglés: February 9 - Cricket World Cup begins in South Africa

español: 9 de febrero - El Championate del mundo empieza en Sud Africa.
 * "Campeonato" ... "de críquet"
 * "Sudáfrica"

inglés: February 15 - Global protests against war on Iraq - more than six million people protest in over 600 cities worldwide, the largest war protest to take place before the war occurred.

español: 15 de febrero - Protestas universales (de todo el mundo?) contra la guerra a Iraq- Más de seis milliones personas protestan in más(over?) que 600 (seiscientos) ciudades (again worldwide), la maxima protesta contra guerrao occuria ante una guerra (before the war started, the war was fought?)
 * "globales" o "en todo el mundo"
 * "la guerra de Iraq"
 * "millones"
 * "protestan" could also be "se manifiestan"
 * "más de 600 ciudades en todo el mundo"
 * "la mayor protesta contra la guerra antes de que ésta comenzara" (there were larger war-protests during war, I assume)

inglés: February 23 - New York City is the site of the 2003 Grammy Awards, with Nickelback, No Doubt, Foo Fighters, Britney Spears and some other bands and performers.

español: 23 de febrero - En New York City la/el 2003 Grammy Awards pasa, con Nickelback, No Doubt, Foo Fighters, Britney Spears and más otros conjuntos y ..
 * "tienen lugar los Premios Grammy"
 * "artistas", for example

inglés: February 26 - An American businessman is admitted to the Vietnam France Hospital in Hanoi, Vietnam. WHO doctor Carlo Urbani report the unusual highly contagious disease to WHO. Both the businessman and Carlo Urbani die of SARS in March.

español: 26 de febrero - Un comerciante americano se mandato en la Hospital Vietnam France en Hanoi, Vietnam. (...) El comerciante y Carlo Urbani herida de SARS en marzo.
 * "ingresa en el Hospital..."
 * "mueren de SARS en marzo" ("herido" means "injured")
 * What is this WHO stuff?

inglés: February 26 - Iraq disarmament crisis: U.S. President George W. Bush talks publicly about his vision of a post-invasion democracy in Iraq. Bush says it will be "an example" to other nations in Arabia

español: 26 de febrero - (again ;-) ) Crisis de desarme Iraquí: El presidente de los Estados Unidos, George W. Bush habla en la publicidad en su visión ... in Iraq. Bush dice va a ir un exemplo por otros países en Arabia.
 * "habla públicamente" or "habla en público", "publicidad" are advertisements
 * "sobre su visión de la democracia en Iraq tras la invasión"
 * "dice que será un ejemplo para..."

Ok, this is the next month :) it was actually a bit more difficult than the last one...:)
 * You are doing OK. I guess you will make some steady, noticiable progress in a matter of days/weeks. -- 4lex 17:03, 6 Nov 2004 (UTC)

#3 7.11.04
de: http://en.wikipedia.org/wiki/2003#April

inglés: April 3 - Passenger bus hits remote-controlled land mine in the Chechen capital, killing at least 8.

español: 3 de abril - Un autobús golpea en una "remote controlled" mina en la capital de Checen, por lo menos 8 mueren ( mata por los menos 8 personas)
 * "golpea a una", "choca contra una" or, better, "golpea una"
 * "mina terrestre controlada remotamente"
 * "capital de Chechenia"?
 * "por lo menos 8 personas mueren"

inglés: April 9 - U.S. forces seize control of Baghdad, apparently ending the regime of Saddam Hussein.

español: 9 de abril - La milicia de los Estados Unides tiene el control de Baghdad, que (apparently?) termina la regimén de(+l?) Saddam Hussein.
 * "terminando aparentemente con el régimen de"
 * only colloquially nouns carry article "el Jose" or "la Mari" can be heared in low-level conversations

inglés: April 17 - The Stevens Report concludes that members of the RUC and British Army cooperated with the UDA against Catholics in Northern Ireland

español: 17 de abril - El Stevens Report concluia (concluir..), que unos (some?) miembros de RUC y la milicia britannica (o de Inglaterra) han trabajado con la UDA contra los catholicos en Norte (de) Irlanda.
 * "concluye"
 * "algunos"
 * "británica"
 * "católicos"
 * "Irlanda del Norte"

is it o or ó ? Could you roughly tell me the differences of "Perfecto presente" and "Imperfecto" I mean the differences in meaning, not in building it :).
 * "Imperfecto" is used when you are (apparently) still in the same timeslice:
 * Este año, wikipedia ha crecido mucho.
 * El mes pasado, wikipedia creció mucho.
 * Hoy he editado un artículo.
 * Esta semana he editado varios artículos, ayer mismo edité uno.

inglés: April 21 - Retired U.S. Army General Jay Garner becomes Interim Civil Administrator of Iraq.

español: 21 de abril - "General de la milicia estadounida"Jay Garner llega a ser ""
 * "El general"
 * "Administrador civil interino de Iraq", or something like that

#4 8.11.04
de: http://en.wikipedia.org/wiki/2003#May

inglés: May 1 - George W. Bush landed on the aircraft carrier USS Abraham Lincoln, in a Lockheed S-3 Viking, where he gave a speech announcing end of major combat in the Iraq war. Clearly visible in the background was a banner stating "Mission Accomplished". Bush's landing was criticized by opponents as overly theatrical and expensive. The banner, made by White House personnel (according to a CNN story: [1] (http://www.cnn.com/2003/ALLPOLITICS/10/28/mission.accomplished/)) and placed there by the U.S. Navy, was criticized as premature.

español: 1 de mayo - to be done...

inglés: May 12 - Suicide truck-bomb attack kills at least 60 at a government compound in northern Chechnya.

español: 12 de mayo - to be done...

inglés: May 14 - Female suicide bomber blows up explosives strapped to her waist in crowd of thousands of Muslim pilgrims, killing at least 18 people in an apparent attempt on the life of Chechnya's Moscow-backed chief administrator, Akhmad Kadyrov, now the region's president.

español: 14 de mayo - to be done...

inglés: May 15 - San Antonio Spurs def Los Angeles Lakers 4 games to 2 in 2003 NBA playoffs for the first time in 3 years there will be a new NBA champion.

español: 15 de mayo - San Antonio Spurs vencen Los Angeles Lakers en total 4 a 2 (ganan por 4 a 2) en los NBA playoffs en 2003 y por la primo tiempo en 3 años va a ser un nuevo champión del NBA.
 * "Los San Antonio Spurs"
 * "vencen a" o "ganan a"
 * "en total" -> "por"
 * "por primera vez"
 * "va a ser" -> "habrá"
 * "campeón"
 * "la NBA"

inglés: May 22 - Yuichiro Miura becomes the oldest person ever to reach the summit of Mount Everest.

español: 22 de mayo - Yuichiro Miura llega a ser el (oldest) persona en todos los tiempos a alcanzar (my dictionary says llega a ser ;-) ) la cima del Mount Everest.
 * "la persona de mayor edad"
 * "que alcanza"

inglés: May 24 - Eurovision song contest in Riga, Latvia. Winner was Turkey and Sertab Erener performed the song, Everyway That I Can.

español: 24 de mayo - La canchion de Eurovison tiene lugar en Riga, Lativia. El ganador ha sido (or "era" ?) Turkey and Sertab Erener actua el canta "Everyway That I Can".
 * "canción"
 * "Eurovisión"
 * "es"
 * "Turquía"
 * "y"
 * "interpreta la canción"

inglés: May 26 - A draft of the proposed European constitution is unveiled.

español: 26 de mayo - El borrador de la futura constitución de Europá es hacedo.

inglés: May 27 - Three hundredth anniversary celebration of Saint Petersburg, Russia, begins. 2003 Stanley Cup Finals starts New Jersey Devils vs. Mighty Ducks of Anaheim.

español: 27 de mayo - La celebración de el trecentésimo aniversario de Sant Petersburgo tiene lugar. Los Finalos de 2003 Stanley Cup empezan con el partido New Jersey Devils contra Mighty Ducks en Anaheim.
 * "Las finales de la Copa Stanley 2003"
 * "empiezan"

inglés: May 31 - Annular solar eclipse (Northern Scotland, Faroe Islands, Greenland, Iceland with partial eclipse covering much of Europe and Russia)

español: 31 de mayo - Anual (anulario, cada año, waht is the difference?) sola eclipso ) (no sé´los países ,lo siento...

 * "Eclipse solar anual en Escocia del Norte, Islas Faroe, Groelandia, Islandia, con eclipse parcial en la mayoría de Europa y Rusia." (tough one, uh? ;)

español: 31 de mayo - Eclipse solar anular en el Norte de Escocia, Islas Faroe, Groenlandia, Islandia, con eclipse parcial en la mayoría de Europa y Rusia.

Note: Annular (anular in Spanish) is the reference of a eclipse (solar or lunar) with the shape of a ring.

inglés: May 31 - Eric Rudolph, the suspected person to have carried out the Centennial Olympic Park bombing is captured in North Carolina behind a Save-A-Lot store.

español: 31 de mayo - to be done...

title: User:Sma/Prácticas de traducción


text:
User talk:Porton~enwikibooks

I think adding extra conditions to the GFDL is not very adequate, neither is adding front- and back-cover texts on a wiki page. Please agree with the GFDL as it is used for Wikimedia projects or move your texts to another wiki. Guaka 17:57, 4 Nov 2004 (UTC)

 * Licensing issue solved - [[User:Porton|Victor Porton]

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Porton. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Porton~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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Sorry for the inconvenience.

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

title: User talk:Porton~enwikibooks


text:
Dog Care/Obesity

Dog Care

Dogs, like people, can become overweight if they eat more calories than they burn through activity. And, just as obesity can cause health problems in humans, it can cause health problems in dogs, including early arthritis, heart problems, diabetes, and much more. Because dogs' lifespans are so short to begin with, allowing a dog to become obese can significantly shorten its life.

For purebred dogs, you can get an estimate of a healthy weight for the dog by reviewing the breed standards published for that breed. Typically, male dogs are slightly larger and therefore weigh slightly more than females of the same breed.

For all dogs, including mixed-breed dogs or purebred dogs whose height falls outside the breed standard, it is easy to determine whether it is of a healthy weight as follows: There should not be deep indentations between ribs, or the dog needs more calories (more or higher quality dog food).
 * By feeling along its sides, you should be able to feel the spaces between a dog's ribs without by just lightly running your hands along its sides, pressing only hard enough to feel through the hair coat. If you can't feel the ribs, your dog is obese and needs to eat less.
 * By feeling along its back, you should be able to just barely feel the vertebrae in a dog's spine when you run your fingers along the back without pressing (or pressing just hard enough to feel through the fur of a dog with a thick coat).
 * By looking down on the dog from above as the dog is standing. The dog's waistline should be thinner than its chest and hips. You should be able to feel the hip bones with a little fat overlying them.  (Sharp hip bones means your do is too skinny.)
 * By visual inspection from the side. For short-coated dogs, such as Boxers or Chihuahuas, you should be able to just barely see the light outline of the ribs through the coat, but they should not be obvious. In any dog, the abdomen should be tucked up instead of horizontal toward the rear.

Although all dogfoods include printed suggestions for serving sizes for dogs, you must adjust the serving size depending on the amount of exercise that the dog gets and how many other sources of calories the dog has, such as plentiful treats, table scraps after every meal, and so on. As a rule, dogs should have less than five percent of their diet in treats and table scraps and at least 95% quality commercial dog food. Many pet food labels exaggerate how much food your dog needs. Ask your veterinarian for a more reasonable suggestion, or feed just enough to keep your dog in good condition, as judged by the criteria above.

If you do feed table scraps, avoid grapes, raisins, and chocolate, which are highly poisonous to dogs. Never feed uncooked meat, as dogs are just as likely as humans to get food poisoning. (It is very difficult to make a homemade diet as complete as a commercial diet... dogs need to eat mostly dog food.)

Additional information

 * List of dog breeds for links to breed info, often with size and weight, and with links to breed standards
 * Important information on the Menu Foods Dog and Cat food recall

title: Dog Care/Obesity


text:
User:לערי ריינהארט

 *  user: · /common.css · /common.js · c: · d: · m: · m:…/global.css · m:…/global.js · w:en: · all subpages T · [/?title=special:ListUsers&limit=1&username= rights] · Notifications · Global account information
 * PAGEID: · [https:/?curid=# links here] · REVISIONID: · [https:/?oldid=# permanent link] (2015-08-22)

The transcription of « [ ] » is « ». FindMe

Pages redirecting here: Gangleri, i18n

English : English language translations – upper case lower case diacritics special characters sort order (extended) numbers unicode.org: "English" "Latin Extended-A" U0100.pdf "Combining Diacritical Marks" U0300.pdf – Unicode fonts browser setup Welcome! b: c: * m: * n: q: s: t: v: w: wikt: ? / de: en: eo: ro: yi: + ++ [ e] / MediaZilla (→) / [ ↺] [ rev-ID : ]

special:Prefixindex/user: T monobook .css .js ** / cvs L M mail * shell-dev's #tech

→  template:DIRMARK     special:Listusers/sysop version all messages Common.css Common.js Monobook.css Monobook.js wikivar

Last update: 11:31, 8 January 2008 (UTC) [ ↺] validator.w3.org

commons:user:

 * #kavehoyz, #wikipedia-balkan
 * #wikimedia, #mediawiki, #wiktionary
 * w:de:Benutzer:
 * w:en:user:
 * w:eo:Vikipediisto:
 * w:is:Notandi:
 * w:mi:user:
 * w:ps:user:
 * w:ro:Utilizator:
 * w:yi:באַניצער:
 * wikt:pl:category:jidysz (indeks) · wikt:pl:Portal:Jidysz
 * meta:user: BiDi workgroup ?

 * test:user:

 * Reinhardt (InterWiki), Munich, Germany

012225 ·לערי ריינהארט·T·m:Th·T·email me· 23:57, 11 December 2007 (UTC) 23:57, 11 December 2007 (UTC) ar:کاربر:Gangleri de:Benutzer:Gangleri eo:Vikipediisto:Gangleri he:משתמש:Gangleri hi:सदस्य:Gangleri is:Notandi:Gangleri mi:User:Gangleri pl:User:Gangleri ps:User:Gangleri ro:Utilizator:Gangleri yi:באַניצער:Gangleri

authors: לערי ריינהארט

title: User:לערי ריינהארט


text:
User talk:לערי ריינהארט

m:…/global.css · m:…/global.js · global account information · global user contributions
 * SITENAME: · language: : [#top  ] · [#top  '''] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#footer #footer]
 * local curent version: · versions at b: · c: · d: · d2: · m: · mw: · n: · q: · s: · t: · t2: · v: · voy: · w: · wikt: · w:en: · m:special:sitematrix# · template:Wikivar · m:
 * mediawiki:Sidebar [#top  ] · [#top '''] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ]
 * [#top your] [#top local preferences] · [#mw-prefsection-personal Einstellungen ] · [#mw-prefsection-rendering Preferencias ] · [#mw-prefsection-editing Préférences ] · [#mw-prefsection-rc Preferenze ] · [#mw-prefsection-watchlist Настройки ] · [#mw-prefsection-gadgets 设置 ] · [#mw-prefsection-betafeatures تفضيلات ] · [#mw-prefsection-betafeatures העדפות ] · [#top मेरी वरीयताएँ ] · [#top Preferoj ]
 * user /     :  user:  · [/?title=special:ListUsers&limit=1&username= rights] · all subpages T · /common.css · /common.js · /previous user page · archives archived talks · b: · c: · d: · d2: · m: · mw: · n: · q: · s: · t: · t2: · v: · voy: · w: · wikt: · w:en: · w: · en:
 * [#top local WLH] · [#top local RC] · [#top local logs] · [#top local watchlist] [#top edit] · [#top local ontributions] · local mediawiki:Common.css · local mediawiki:Common.js · local mediawiki:Gadgets-definition · local notifications
 * PAGEID: · [https:/?curid=#top links here] · [https:/?curid=&action=purge# purge ↺] · [https:/?curid=&action=edit&section=0# section=0] · REVISIONID: · [https:/?oldid=# permanent link] · (layout: 2015-09-17…b LTR RTL short)
 * testing and validation links: BiDi issues · gadget issues · /  · /local notes

Velkomin(n)! - Bonvenon! - Welcome! - Bine aţi venit!

 * Wikipedia - User talk:Gangleri: de, en, eo, is, ro, test
 * Wikimedia - User talk:Gangleri: meta

 * please post your message at my w:en:User talk
 * bonvolu lasi vian mesaĝon ĉe mia w:eo:Vikipediista diskuto
 * bitte hinterlassen Sie Ihre Nachricht bei meiner w:de:Benutzer Diskussion
 * vă rog să lăsaţi mesajul dv. la w:ro:discuţiile mele de utilizator

Welcome to  !

 * ·לערי ריינהארט·T·m:[//meta.wikimedia.org/wiki/user_talk:%D7%9C%D7%A2%D7%A8%D7%99_%D7%A8%D7%99%D7%99%D7%A0%D7%94%D7%90%D7%A8%D7%98?action=history Th]·T·email me· 04:17, 10 September 2015 (UTC)
 * ·לערי ריינהארט·T·m:[//meta.wikimedia.org/wiki/user_talk:%D7%9C%D7%A2%D7%A8%D7%99_%D7%A8%D7%99%D7%99%D7%A0%D7%94%D7%90%D7%A8%D7%98?action=history Th]·T·email me· 00:22, 19 September 2015 (UTC)

signature
Gangleri | w: Th | T 21:11, 7 February 2006 (UTC)

my signature
Gangleri · T · m: [ Th] · T · email me ·

~ generates:

Gangleri · T · m: Th · T · email me ·

Gangleri · T · m: Th · T · email me · 00:11, 26 October 2007 (UTC)

authors: לערי ריינהארט

title: User talk:לערי ריינהארט


text:
User:Ram-Man

See my english Wikipedia user page.

title: User:Ram-Man


text:
User talk:Ram-Man

See my english Wikipedia user talk page.

title: User talk:Ram-Man


text:
User talk:221.198.237.239

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you want to experiment, please use the sandbox. Thank you. -- Paddu 21:10, 4 Nov 2004 (UTC)

title: User talk:221.198.237.239


text:
XML - Managing Data Exchange/RSS

Learning Objectives
Upon completion of this chapter, you will

 * Understand the basics of RSS
 * Understand the history of RSS
 * Be able to construct a RSS 2.0 document using XML
 * Subscribe to an RSS aggregator/reader

Introduction
RSS is a simple XML format used to syndicate headlines. It is now popularly used by websites that publish new content regularly and provide a list of headlines with links to their latest content. Content such as news feeds, events listings, project updates, blogger and most recently podcasting, video and image distribution can all be distributed by RSS. RSS feeds are also used by major Internet portals such as Google, Yahoo and AOL for people to personalize and have information that they care about delivered to them, i.e. MyYahoo.

What does RSS mean?
RSS is considered a name variously used to refer to three different standards. The three separate branches are the RSS 0.9 branch, the RSS 1.0 branch (which is based on RDF) and RSS 2.0, and the initials have been expanded into three different names: "Really Simple Syndication" (RSS 0.9, 2.0), "Rich Site Summary" and "RDF Site Summary" (for RSS 1.0).

Several different versions have been developed by different developers under different names. According to XML.com, seven versions of RSS have been developed (see What is RSS?). Because RSS is understood as a term referring to many types of syndication protocols, these various RSS protocols have sometimes been accused of being "incompatible" with each other (see The myth of RSS compatibility). This is an important issue for RSS reader/aggregator developers.

History
The original version (version 0.90) of RSS was released by Netscape in 1999. Netscape developers were designing a format for making portals of headlines for news sites. After Netscape released the simplified version of RSS, they lost interest in developing RSS. However, another company, UserLand Software took over with intention to use RSS with their web-logging products and web-based writing software. While UserLand Software continued development with version 0.91, a third non-commercial group split off from the company and designed a new format based on version 0.90, which was a non-simplified version. The new format developed by this non-commercial group became known as version 1.0. In the meantime UserLand Software grew angered at the new 1.0 version, kept developing RSS and released version 2.0. Version 2.0 has become the leader and most widely adopted version of RSS. The 2.0 specification was donated to a non-commercial third party, Harvard Law School. Harvard Law is now responsible for the future development of the RSS 2.0 specification. Below is a table that describes each version, the owner, pros and cons, as well as its current status and recommendation for use.

RSS structure
A RSS document is often known as RSS feed and can have three different types of file extensions: .RSS, .XML and .RDF. All RSS documents must conform 100% to the XML specification begin with the XML declaration. To identify a RSS document, the top level starts with a element, followed by a mandatory version attribute that specifies the RSS version. Sub-element to the element, is the single element which contains a brief description of the channel. Below is a sample of RSS(2.0) from the New York Times.

Exhibit 1: Data model for RSS

Figure 1-1: New York Times - HomePage.xml - RSS version 2 The element has three mandatory elements and several optional elements. Mandatory elements:

Optional elements: Other optional elements include: managingEditor, webMaster, pubDate, category, generator, docs, cloud, ttl, image, rating, textInput, skipHours, skipDates. The requirement or sub-elements of each element please refer to the RSS specification.(see at Harvard Law). Below are example of image element. elements: A channel may contain a number of s. An item may represent a "story" - much like a story in a newspaper or magazine; if so, its description is a synopsis of the story. The link points to the full story. An item may also be complete in itself, if so, the description contains the text (entity-encoded HTML is allowed; see examples), and the link and title may be omitted. Each RSS channel can contain up to 15 items. All elements of an item are optional,however, an element must contain at least one or element. elements: Others include: source, enclosure, category, and comments.(see at Harvard Law). An item can either be a child or a sibling of a channel.

More optional elements visit RSS 2.0 Specification

How does it work?
RSS can be divided into two parts; the reader/ag and the feed. The reader is the program that reads and presents the RSS feed in an understandable format. The feed is the website with its RSS file. RSS feeds are typically identified on webpages with an orange rectangle icon, or an orange icon with the letters RSS written on it. To view the XML code, you simply have to click on the icon.

Creating an RSS feed
A website author can establish a RSS feed for itself in different ways; either by doing it manually, by using software or by online services. Most large websites use content management software to produce their RSS feed. Every time a change is made on their website, the content management software produce a RSS file of the changes with the new items added and old items removed.

Subscribing to an RSS feed
As a RSS subscriber you need a RSS aggregator. By feeding a RSS link, the aggregator will search for information you subscribed and display them. Say that you subscribe on the sport section in the New York Times; each time the NY Times publish a new sport article the article’s headlines, description and the URL will be displayed on your computer. Whenever you are online, the aggregator will search out and sort your list of interests and display them.

RSS Aggregators
RSS aggregator (aka RSS Reader) is an application that is used to collect, update and display RSS feeds. Below is a list of some RSS aggregators for different platforms that the aggregator will work properly on.

Some others include:
 * FeedReader - Windows
 * Sharp Reader - Windows(.NET)
 * NetNewsWire - Macintosh
 * Straw - Linux
 * Bloglines - Server-based
 * NewsHutch - Server-Based
 * AmphetaDesk - Windows, Macintosh, Linux
 * FeedDemon - Windows
 * FeedReader - Windows
 * NewsGator - Windows(.NET)
 * RSS NewsWatcher - Windows
 * Radio Userland - Windows, Macintosh
 * SlashDock - Macintosh
 * PocketFeed - PocketPC

Future of RSS
The future of RSS seems very promising as version 2.0 has become extremely popular with the Internet industry and somewhat the standard of the RSS versions. Yahoo recently released its new version of Yahoo Maps and the API is based on georRSS version 2.0. This version of Yahoo Maps allows users to edit the information on the maps, which makes the Maps and Local Search products more effective. RSS version 2.0 is also very popular with distributing podcasts to the subscriber base along with distributing content Google’s blogger product. Furthermore, RSS is being utilized in an innovative way for search engine marketers to submit time sensitive content to the engines. The Mozilla Firefox browser already contains an internal RSS aggregator that allows users to view RSS news and blog headlines in the bookmark toolbar or bookmark menu. This is accomplished through the Mozilla Firefox feature named “Live Bookmarks”. RSS has quickly become a mainstream technology in a relatively short period and has definitely become a major player in the Internet space.

title: XML - Managing Data Exchange/RSS


text:
XML - Managing Data Exchange/RDF - Resource Description Framework

Author: Sascha Meissner | Editor: Laura Bashaw Editing Status: Draft Modification Date: Dec 6, 2004

Learning objectives
Upon completion of this chapter, you will be able to
 * understand the Resource Description Framework (RDF)
 * use RDF to define metadata for web resources
 * include standards like the Dublin Core for your description
 * explore how Adobe is handling metadata
 * create your own individual properties to expand your description

Concept
The Resource Description Framework (RDF) is terminology used to encode, exchange and reuse metadata in the World Wide Web. Metadata, structured data about data, includes any important type of information about a resource such as author, title, creation date or language. A resource is everything that can be addressed with a Uniform Resource Identifier (URI). For example, a web page or a distinct type of document. RDF considers description as the act of making statements about the properties (attributes, characteristics) and inter-relationships of these resources. A framework is a common model to contain or manage the diverse information about a resource.

Why do we not use XML to describe things?
 * XML is too flexible. There are too many ways to describe things. For example, the name of a person (see code example). Each of these XML documents would map into a different logical tree. However, a query ,like what is the name of person x, has to be independent of the choice of the tree. RDF is different because it has a standard way of interpreting XML-encoded descriptions of resources which converts into one logical tree and thereby covers all possible reprensentations of a description.

 or Pete Maravich
 * XML documents follow a schema. The order of elements is restricted, and documents are not extensible without changing the schema. RDF allows to list information regardless of their order or appearence. RDF is also openly extensible. This means if one receives a description about something or someone, one can easily add information without being limited to following a schema. This is a great advantage, particularly for annotation and metadata applications. Besides that, it is intricate to retrieve any semantic meaning from an XML document without knowing the XML schema.

RDF is an application of XML that enforces the needed structural constraints to provide unambiguous methods of expressing semantics. XML syntax guarantees vendor independence, extensibility, validation and the ability to represent complex structures. RDF extends the general XML syntax and model to be specific for describing resources. Furthermore, RDF uses XML namespaces that allow to scope and uniquely identify a set of properties. With namespaces that point to URIs, one can generate globally unique names for its resources. Unique names need no context to qualify.

Brief History
RDF is a result of several metadata communities coming together to build a robust and flexible architecture for supporting metadata on the existing web. The first RDF specification was released 1997 by Ora Lassila and Ralph Swick. Based on that specification RDF interest groups were established in the following years and RDF became a W3C recommendation (W3C RDF). The potential of RDF was soon realized and once its use is widespread the impacts will be tremendous. Ora Lassila said the following (W3C_NOTE_1997-11-13). ''Once the web has been sufficiently "populated" with rich metadata, what can we expect? First, searching on the web will become easier as search engines have more information available, and thus searching can be more focused. Doors will also be opened for automated software agents to roam the web, looking for information for us or transacting business on our behalf. The web of today, the vast unstructured mass of information, may in the future be transformed into something more manageable - and thus something far more useful.''

Purpose
Besides the human-readable display of metadata RDF is intended to enable the exchange of information between different applications without any loss of meaning. The effective use of metadata among applications, however, requires common conventions about semantics syntax, and structure. RDF imposes these conventions that make an unambiguous transfer possible. Application areas include resource description, site-maps, content rating, electronic commerce, collaborative services, and privacy preferences. Earlier one of the major obstacles of metadata interoperability has been the multiplicity of incompatible standards for metadata syntax and schema definition languages. However since RDF is a W3C recommendation and communities provide a standard vocabulary to describe things application designers and developers can create applications that allow metadata exchange in a standardized way.

Statements
With RDF one can make statements about resources. Below you can see an example of a statement that can be made about a web page. The key parts of the statement are highlighted:

http://www.example.org/index.html has an author whose name is Pete Maravich.

In general a RDF statement is a triple that contains a:
 * Resource, the subject of a statement
 * Property, the predicate of a statement
 * Value, the object of a statement

RDF is based on the concept that every resources can have different properties which have values. A resources, represented by an URI reference, can be fully described by using properties and their values. Other properties for this web page could be:

http://www.example.org/index.html has a language which is English.

or

http://www.example.org/index.html has a title which is Example_Title.

Graphs
An RDF statement is a structured triple that contains a subject, a predicate and an object. A set of such triples is called a graph where a subject is always a node, a predicate is always an arc and an object is always a node:

Figure 1 - Abstract RDF graph

The set of example statements can be represented by the following graph:

Figure 2 - Example graph

RDF/XML
Natural English sentences and graphs that represent RDF's concept model are very useful pratices to understand the basics of RDF. However RDF uses a normative XML syntax called RDF/XML to put down and exchange graphs. Like HTML, RDF/XML is machine processable and, using URIs, can link pieces of information. But, unlike conventional hypertext, RDF URIs can refer to any identifiable thing, including things that may not be directly retrievable on the Web (such as persons).

The following lines represent the graph in Figure 2 in RDF/XML:

Figure 3 - example_rdf.rdf

Let's examine the lines of code to get a better understanding of the syntax:

 * {1} XML declaration, identifies the document as XML in the current version 1.0
 * {2} Start of an rdf:RDF element, identifies the following code as RDF - also declares an XML namespace rdf, all tags starting with the prefix rdf: are part of the namespace identified by the URIref  http://www.w3.org/1999/02/22-rdf-syntax-ns#  which describe the RDF vocabulary
 * {3} declares an XML namespace dc, all tags starting with the prefix dc: are part of the namespace identified by the URIref  http://purl.org/dc/elements/1.1/  - the link defines a standard vocabulary of terms for metadata
 * {4} declares an XML namespace property, all tags starting with the prefix property: are part of the namespace identified by the URIref  http://www.example.org/properties/  - this URI is fictitious and was chosen to indicate that one can create their own vocaburaly to describe resources
 * {5 to 7} represents a specific statement about the resource  http://www.example.org/index.html  as seen in the examples - Line 5 declares the subject of the description - Line 6 provides a property element, the qualified name property is an abbreviation that represents the assigned namespace (line 4), property:author stands for  http://www.example.org/properties/author  - embedded in the property tag is the value(object) of the description as a plain literal
 * {8 to 10} shows another statement - Line 8 again provides the subject - dc:language specifies the predicate for the statement,  http://purl.org/dc/elements/1.1/language  - the literal 'en' is an international standard two-letter code for English

 * {11 to 13} shows yet another statement - Line 10 to identify the subject - dc:title specifies the predicate for the statement,  http://purl.org/dc/elements/1.1/title  - the value Example_Title is the object
 * {14} ends the rdf:RDF element

Section 3 has covererd the basic structure of RDF and is intended to provide a fundamental understanding of the topic. The next section will cover some advanced structures and features of RDF.

Advanced Concepts
Structured Property Values and Blank Nodes

As mentioned earlier the object of a statement can be a literal, a blank node or a URI reference. The latter two give RDF more power because they allow to create complex structures, so called structured property values. For instance you consider describing the address of somebody. An address is a structure that consists of different values such as a street, a city, a state and a zipcode. In RDF one would identify the adress as a resource to allow a more detailed description.

Figure 4 - structured RDF graph

As you can see the value of the property creator is represented by a reference using the URI  http://www.example.org/members/1234 . RDF statements (additional arcs and nodes) can then be written with that node as the subject, to represent the additional information like the name of the creator and his address. The property adress itself is represented by a URI, which allows a detailed description that is aggregated from further statements about the address.

However the URIref  http://www.example.org/address/1234  may never need to be referred to directly from outside a particular graph, and therefore may not require a specific identifier. The concept above could also be represented by using a blank node for the address object. Blank nodes were called anonymous resources, they have no URIrefs and no literals.

Figure 5 - structured RDF graph using a blank node

In RDF/XML the concept of structured property values and blank nodes are represented like this: Figure 6 - structured_rdf.xml

Let's examine the lines of code that represent the new concepts:

 * {5 to 12} describes the resource  http://www.example.org/index.html  that has the value  http://www.example.org/members/1234
 * {7 to 10} displays a way to abbreviate multiple property elements for a resource - usually a node has multiple arcs(properties) coming off and instead of writing one description for each property one can abbreviate this by using multiple child property elements inside the node element describing the subject node
 * {9} shows how one can identify a blank node in RDF/XML - it is sometimes necessary that the same blank node in a graph is referred to in the RDF/XML in multiple places - if so, a blank node identifier can be given to the blank node for identifying it in the document
 * {13-17} displays the properties and values for the blank node identified in line {9}

Dublin Core Metadata Initiative
The Dublin Core Metadata Initiative (DCMI) is an organization dedicated to promoting the widespread adoption of interoperable metadata standards and developing specialized metadata vocabularies for describing resources that enable more intelligent information discovery systems. Basically the Dublin Core is a set of elements that are used to describe a document. The goal of the Dublin Core is to provide a minimal set of descriptive elements that support and simplify the description and the automated indexing of document-like networked objects. Discovery tools on the Internet, such as the "Webcrawlers" employed by popular World Wide Web search engines use the metadata set. In addition, the Dublin Core is meant to be sufficiently simple to be understood and used by the wide range of authors and casual publishers who contribute information to the Internet. (also see RFC-2413)

Dublin Core Metadata Element Set shows a description of all current elements defined in the Dublin Core. In the following example one can see an RDF document that uses the Dublin Core elements to describe an article in a magazine:

Figure 7 - cio_article.rdf

Adobe's XMP
The Extensible Metadata Platform is a specification describing RDF-based data and storage models for metadata about documents in any format. XMP can be included in text files such as HTML or SVG, image formats such as JPEG or GIF and Adobe's own formats like Photoshop or Acrobat. Adobe is making efforts that all of their applications will support XMP. However Adobe claims that XMP provides a standard format for the creation, processing and interchange of metadata, the specification is not a standard.

XMP provides the following:
 * A data model - as a useful and flexible way of describing metadata in documents.
 * A storage model - for the implementation of the data model. This includes the serialization of the metadata as a stream of XML and XMP Packets, a means of packaging the data in files.
 * Schemas - predefined sets of metadata property definitions that are relevant for a wide range of applications, including all of Adobe’s editing and publishing products, as well as for applications from a wide variety of vendors. XMP also provides guidelines for the extension and addition of schemas.

However XMP metadata vocubularly is relatively small,i.e. the ways to describe a document are limited. To overcome this issue Adobe is using metadata standards such as the Dublin Core and also allows users to define their own metadata vocaburlarly.

The following screenshot is from Acrobat Professional 6.0 Document Metadata feature. The description field allows users to define metadata, whereas the advanced tab shows an overview of the metadata. Under view Source one can see the metadata in RDF/XML.

Figure 8 - Adobe XMP example

The RDF/XML based representation of the document's metadata can be found here. The property funFactor expresses the hilariousness of a document. It was included using the 'load' functionality of Acrobat Professional to test the addition of arbitrary metadata to the properties Acrobat Professional already knew about.

RSS - RDF Site Summary
RDF Site Summary (RSS) is also an application of RDF. Please have a look at the Chapter on RSS in this Wikibook.

Creating an RDF Vocabulary
As seen earlier in the chapter one can create its own RDF metadata vocabulary, despite using standards like the Dublin Core. This section is intended to show a very general approach in creating such a personal vocabulary. For a detailed description please see Practical RDF - Powers 2003.

The first step in creating a vocabulary is to define the domain elements and their properties within the given area interest. This means one has to outline what kind of information about the resource should be described. Let's say we want to save the following facts about a resource:

The next step is to create a RDF Schema(RDFS) document for the new vocabulary:

Here you can see the definition for our desired properties. Using this RDFS one can describe the article seen above the following way:

Figure 9 - cio_article2.rdf

To validate its RDFS and RDF files one can use the W3C RDF Validator.

Exercises

 * 1) Create an RDF/XML document that describes an article of your choice (e.g. from magazines like CIO.com or ZDNet.com). Use the Dublin Core element set and the Dublin Core termsas a framework for your description. After completing the document please validate your work with the W3C RDF Validator.


text:
Animal Behavior

Animal Behavior

A guide to the hows and whys of animals interacting with each other and with the world around them.

A Free Online Textbook

 * Contributors
 * Notes to Contributors
 * Textbook cover

This textbook explores the mechanisms and evolution of animal behavior, including neural, hormonal, and genetic substrates of behavior; foraging; anti-predator defenses; mating systems and sexual selection; social behavior; communication; parental care; kin selection and recognition; and territoriality. Associated laboratory exercises will provide hands-on experience for many of these concepts.

Chapter 1. History, Aims and Approaches

 * Definition of Animal Behavior
 * Aims of Animal Behavior
 * History of Animal Behavior
 * Scientific Method in Animal Behavior

Chapter 2. Development, Learning and Genetics

 * /Nature v Nurture/
 * Development/Maturation
 * Human Cognitive Development
 * Learning and Memory
 * Behavioral Genetics

Chapter 3. Proximate Mechanisms of Behavior

 * Neuroscience
 * Sensory Biology
 * Neural Orchestration of Motor Responses
 * Behavioral Endocrinology
 * Biological Rhythms

Chapter 4. Functional Significance of Behavior

 * Evolution
 * Mating Systems
 * Population Genetics
 * Modeling Behavior
 * Altruism and Sociality
 * Coevolution

Chapter 5. Phylogeny, and Behavior

 * Darwin's Finches

Chapter 6. Behavior Case Studies

 * Communication Systems
 * Bird Song
 * Human Language
 * The Parallels between Bird Song and Human Language Learning

 * Spatial Distributions
 * Habitat Use
 * Orienting, Navigation, Migration
 * Territoriality

 * Mating Systems
 * Brood Parastism

 * other
 * Army Ants
 * Honeybee Foraging Behavior
 * Penguins
 * Penguin Loving
 * Sea Turtles
 * Sea Turtle Nesting Behavior

Chapter 7. Comparative Human Behavior

 * Human Evolution

Comportament animal

title: Animal Behavior


text:
Cookbook:Cuisine of Ethiopia

Ethiopian Dishes
Most Ethiopian dishes are based on berbere, powdered hot red pepper that also contains a variety of other spices. Spiced, clarified butter is also commonly used, as are a variety of other spices. Usually several dishes are served at a meal, and Injera, a flat, pancake-like bread is always included. Stew or "wat" dishes are the mainstay of Ethiopian cuisine. They can be meat, grain or vegetable based, and are usually highly spiced, but not always hot. Perhaps because Orthodox Christian Ethiopians traditionally eat vegetarian food twice a week, the cuisine has developed a large variety of complex vegetarian dishes. The following are some of the most common Ethiopian dishes:

MEAT DISHES

Doro Wat - Chicken Stew is a popular Ethiopian dish, Doro Wat consists of chicken stewed in a red hot pepper sauce. The chicken is cooked until it is quite tender and served with the bones in. Hard-boiled eggs are included in the stew, pierced before cooking so that they absorb some of the sauce.

Siga Wat - Beef stew in hot red pepper sauce. The beef is cut into small pieces and stewed until tender.

Beg Wat - Lamb stew in hot red pepper sauce. The lamb is cut into chunks, sometimes with the bone in.

Kitfo - Raw, finely chopped spiced beef.

VEGETABLE DISHES

Gomen Wat - Boiled collard greens with garlic, onions and sometimes, ginger.

Mesir Wot - Lentils, usually cooked in hot pepper sauce. This dish ranges from hot to very hot. Lentils are cooked until they are quite soft and blend slightly with the sauce.

Shiro Wot - A stew made from toasted and ground split peas.

DESSERT

Ethiopians do not as a rule eat dessert, although restaurants sometimes offer them as a boon to their non-Ethiopian guests.

DRINKS

Tela - Unfiltered beer, often homemade. Beer in bottles is called "bira".

Tej - A Sweet honey-wine. It is often homemade and is of varying strengths, ranging from the very sweet and almost non-alcoholic "birz", to the stronger and less sweet true tej. It is available in bottles, but the taste does not match that served at home by an expert tej-maker.

Coffee - Coffee originated in Ethiopia and drinking coffee involves its own ceremony. Ethiopians hand roast their coffee, often bringing out a pan of sizzling beans so that their guests can smell the aroma. The coffee is then ground and boiled in a clay pot called a "jebena". The hostess will sit on stool in front of a low table and light chunks of incense, often myrrh. The coffee pot is left to rest until the grinds settle to the bottom. It is then poured into tiny cups and served with sugar. The hostess will make a second pot using the same grinds and the process will be repeated. Sometimes a third pot will be made. Coffee is served at any time during the day and almost always after meals.

title: Cookbook:Cuisine of Ethiopia


text:
Talk:Introduction to Philosophy/Logic/Some Properties of the Logical Connectives

Actually, I think we have a field here. Mod 2 arithmetic is the only other field with two elements that I can think of. Are there any others? Well, don't want to go off on too much of a tangent.

I need to prove at least some of the assertions made here. The remainder can be left as an exercise. The proofs are routine.


text:
Talk:Introduction to Philosophy/Logic/Logic and Reason

The logic of mathematics is pretty well developed compared with the logic of everyday life. Mathematics is an in vitro environment for logic.

The mathematics of logic is kind of interesting.

I hope this book turns into something that deals with everyday life rather than mathematics.

>I hope this book turns into something that deals with >everyday life rather than mathematics.

To get your wish, all you have to do is make sure to include a section on Informal (plain language) Logic

See: http://en.wikipedia.org/wiki/Informal_logic

 * thanks

λογος - greek - can mean word, can mean reason, I think it can mean 'will' as well.

Satz - german - can mean proposition, can mean sentence.

Are Germans and Greeks making conflations, or are English speakers making distinctions without proper differences?

--publunch 11:08, 20 Nov 2004 (UTC)


text:
Ada Programming/Basic

"Hello, world!"
A common example of a language's syntax is the Hello world program. Here is a straightforward Ada Implementation:

; Hello Ada.Text_IO.Put_Line("Hello, world!"); Hello;

The with statement adds the package  to the program. This package comes with every Ada compiler and contains all functionality needed for textual Input/Output. The with statement makes the declarations of available to procedure. This includes the types declared in , the subprograms of and everything else that is declared in   for public use. In Ada, packages can be used as toolboxes. provides a collection of tools for textual input and output in one easy-to-access module. Here is a partial glimpse at package :

File_Type OpenFile   File_Type Mode File_Mode Name String Form String  "" Put_Line Item String AdaText_IO

Next in the program we declare a main procedure. An Ada main procedure does not need to be called "main". Any simple name is fine so here it is Hello. Compilers might allow procedures or functions to be used as main subprograms.

The call on  writes the text "Hello World" to the current output file.

A with clause makes the content of a package visible by selection: we need to prefix the procedure name  from the package with its full package name. If you need procedures from a package more often some form of shortcut is needed. There are two options open:

"Hello, world!" with renames
By renaming a package it is possible to give a shorter alias to any package name. This reduces the typing involved while still keeping some of the readability.

; Hello IO Ada.Text_IO; IO.Put_Line("Hello, world!"); IO.New_Line; IO.Put_Line("I am an Ada program with package rename."); Hello;

"Hello, world!" with local use
The clause makes all the content of a package directly visible for the scope it is declared it. can be placed locally or globally (see below). Like rename this reduces the typing involved while still keeping some of the readability.

; Hello Ada.Text_IO; Put_Line("Hello, world!"); New_Line; Put_Line("I am an Ada program with package use."); Hello;

can be used for packages and in the form of  for types. makes only the operators of the given type directly visible but not any other operations on the type.

"Hello, world!" with global use
Using clause outside any scope will makes all the content of a package directly visible for the whole compilation unit. It allows even less typing but removes more of the readability and can lead to name clashes.

; Ada.Text_IO; Hello Put_Line("Hello, world!"); New_Line; Put_Line("I am an Ada program with package use."); Hello;

With that many options one need to consider which option to use when. One suggested "rule of thumb":

 * global for the most used package(s)
 * for most other package(s)
 * local for packages only used in a single procedure
 * no use or  for package(s) only used once

You might have another simpler rule (for example, always package  and its children, never  anything else).

Another rule from the early days of Ada development was global for all packages unless a name clash occurs.

Compiling the "Hello, world!" program
For information on how to build the "Hello, world!" program on various compilers, see the Building chapter.

FAQ: Why is "Hello, world!" so big?
Ada beginners frequently ask how it can be that such a simple program as "Hello, world!" results in such a large executable. The reason has nothing to do with Ada but can usually be found in the compiler and linker options used — or better, not used.

Standard behavior for Ada compilers — or good compilers in general — is not to create the best code possible but to be optimized for ease of use. This is done to ensure a system that works "out of the box" and thus does not frighten away potential new users with unneeded complexity.

The GNAT project files, which you can download alongside the example programs, use better tuned compiler, binder and linker options. If you use those your "Hello, world!" will be a lot smaller:

32K ./Linux-i686-Debug/hello_world_1 8.0K ./Linux-i686-Release/hello_world_1 36K ./Linux-x86_64-Debug/hello_world_1 12K ./Linux-x86_64-Release/hello_world_1 1.1M ./Windows_NT-i686-Debug/hello_world_1.exe 16K ./Windows_NT-i686-Release/hello_world_1.exe 32K ./VMS-AXP-Debug/hello_world_1.exe 12K ./VMS-AXP-Release/hello_world_1.exe

For comparison the sizes for a plain gnat make compile:

497K hello_world_1 (Linux i686) 500K hello_world_1 (Linux x86_64) 1.5M hello_world_1.exe (Windows_NT i686) 589K hello_world_1.exe (VMS AXP)

Worth mentioning is that hello_world (Ada, C, C++) compiled with GNAT/MSVC 7.1/GCC(C) all produces executables with approximately the same size given comparable optimisation and linker methods.

Things to look out for
It will help to be prepared to spot a number of significant features of Ada that are important for learning its syntax and semantics.

Comb Format
There is a comb format in all the control structures and module structures. See the following examples for the comb format. You don't have to understand what the examples do yet - just look for the similarities in layout.

Boolean expression statements Boolean expression statements statements ;

Boolean expression statements ;

variable range statements ;

declarations statements handlers ;

P (parameters :  type) declarations statements handlers P;

F (parameters : type)  type declarations statements handlers F;

P    declarations declarations P;

declarations P    declarations declarations P;

declarations P (parameters :  type);

Note that semicolons consistently terminate statements and declarations; the empty line (or a semicolon alone) is not a valid statement: the null statement is

;

Type and subtype
There is an important distinction between type and subtype: a type is given by a set of values and their operations. A subtype is given by a type, and a constraint that limits the set of values. Values are always of a type. Objects (constants and variables) are of a subtype. This generalizes, clarifies and systematizes a relationship, e.g. between Integer and 1..100, that is handled ad hoc in the semantics of Pascal.

Constrained types and unconstrained types
There is an important distinction between constrained types and unconstrained types. An unconstrained type has one or more free parameters that affect its size or shape. A constrained type fixes the values of these parameters and so determines its size and shape. Loosely speaking, objects must be of a constrained type, but formal parameters may be of an unconstrained type (they adopt the constraint of any corresponding actual parameter). This solves the problem of array parameters in Pascal (among other things).

Dynamic types
Where values in Pascal or C must be static (e.g. the subscript bounds of an array) they may be dynamic in Ada. However, static expressions are required in certain cases where dynamic evaluation would not permit a reasonable implementation (e.g. in setting the number of digits of precision of a floating point type).

Separation of concerns
Ada consistently supports a separation of interface and mechanism. You can see this in the format of a package, which separates its declaration from its body; and in the concept of a private type, whose representation in terms of Ada data structures is inaccessible outside the scope containing its definition.

Where to ask for help
Most Ada experts lurk on the Usenet newsgroups comp.lang.ada (English) and fr.comp.lang.ada (French); they are accessible either with a newsreader or through one of the many web interfaces. This is the place for all questions related to Ada.

People on these newsgroups are willing to help but will not do students' homework for them; they will not post complete answers to assignments. Instead, they will provide guidance for students to find their own answers.

For more online resources, see the External links section in this wikibook's introduction.

title: Ada Programming/Basic


text:
User:Gmagno

Soy el mismo de ayer, incondicional, el que no espera nada.

title: User:Gmagno


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Talk:Romanian

Untitled
Note that the Romanian flag is just 3 colours and no emblem in the centre colour.

This is to denounce the communist regime

title: Talk:Romanian


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User:Sma/Prácticas de traducción II

lalalala....I will use this for good work...

#1 4.1.04
de : http://en.wikipedia.org/wiki/2003#January

inglés: January 1 - Luíz Inácio Lula Da Silva becomes the 37th President of Brazil.

español: 1 de enero - Luíz Inácio Lula Da Silva es elegido el trigésimo séptimo presidente de Brasil.

inglés: January 1 - Pascal Couchepin becomes President of the Confederation in Switzerland

español: 1 de enero - Pascal Couchepin es elegido el presidente de la Confederación Suiza.

inglés: January 15 - The Supreme Court hands down its decision in Eldred v. Ashcroft allowing the extension of copyright terms.

español: 15 de enero - El Tribunal Supremo de Estados Unidos ratifica la decisión en Eldred v. Ashcroft, que permite la extensión del copyright.

inglés: January 21 - Kevin Mitnick, a famous U.S. hacker, is allowed to use a computer again. español: 21 de enero  - A Kevin Mitnick, un famoso hacker estadounidense, se le vuelve a permitir el uso del ordenador.
 * Put an "A" at the beginning of the sentence. The verb is "permitir a", like in "yo te permito a tí hacer esto" or "A tí se te permite hacer lo otro".

sorry for my uncleanness, I have done a lot of little mistakes in copying this time.. but I havent understood this paragraph, what exactly does "se le vuelve a permitir " mean?
 * something like "is again granted permission"
 * "volver a hacer algo" means "to do something again": "vuelve a llover" = "it rains again"
 * "yo te permito" means "I allow you", "se te permite" means "you are allowed"

inglés: January 24 - The new United States Department of Homeland Security officially begins operation.

español: 24 de enero  - El Departamento de Defensa del Estados Unidos empieza a trabajar.

inglés: January 25 - Central Line train crashes into the tunnel wall at Chancery Lane station in London - 34 injured but nobody dies

español: 25 de enero- Un tren de la línea céntrica choca contra un muro de un túnel en la Chancery Lane Station en Londres.- 34 heridos, ningún fallecido.

inglés: January 30 - Iraq disarmament crisis: Facing worldwide criticism and against the wishes of the majorities of their own electorates, leaders of Britain, Spain, Italy, Portugal, Hungary, Poland, Denmark, and the Czech Republic release a statement, the letter of the eight, demonstrating support for the United States' plans for an invasion of Iraq.

español: 30 de enero - Crisis de desarme Iraquí. Contra las críticas del todo mundo y los deseos de la mayoría de sus propios electores los líderes de Inglaterra, España, Italia, Portugal, Hungría, Polonia, Dinamarca y República Checa publican una declaración, la carta de los ocho, en la que muestra su apoyo al plan de los Estados Unidos para la invasión de Iraq.

 * General statement: Very nice start... maybe reread your accentuation rules :)

Well, I know, this is a problem of me, I have never been able to cope with el accento :(, so I really should focus on that again ;-)

 * Accentuation rules are not terribly difficult :) I think you can directly correct this, copy-paste it in its place, and go for the next month (of course, if you feel like it). It would be nice if you register in the spanish wikipedia and refer to this course in the summary of your contribution :) -- 4lex 08:29, 6 Nov 2004 (UTC)

Yes but I usually mistake the i with the í´, especially when writing on paper, but I think I just have to learn the words and the place of the accent.. OK I will register on the Spanish wikipedia, but what do you mean with your last part of the sentence?? thanks for now :) Sma 14:29, 6 Nov 2004 (UTC)

 * I meant that you could write in the "Summary" ("Resumen") something like "Noticias de enero, desde el curso de traducción de la wikiversidad". That way, the authorship is fully backtraceable (your translation, with my help, of a work in the english version). I think it would be more GFDL-compliant, but mainly, it will make possible, in the future, to see which parts of articles in the wikipedia have something to do with the wikiversity. As sometime in the future we will have to show that wikiversity deserves a separate domain outside wikibooks, this might be handy :) -- 4lex 15:52, 6 Nov 2004 (UTC)

#2 6.11.04
de: http://en.wikipedia.org/wiki/2003#February

inglés: February 1 - The Space Shuttle Columbia disintegrates over Texas upon reentry, killing all seven astronauts onboard.

español: 1 de febrero - El transbordador "Columbia" se desintegra en la reentrada en la atmósfera, y mueren los siete astronautas que iban a bordo.

inglés: February 1 - UDA Belfast leader John Gregg is killed by a loyalist faction

español: 1 de febrero - El líder de UDA Belfast John Gregg es asesinado...por un grupo lealista.

(I think grupo is a bit more neutral, because I dont know the actual translation..)
 * "de un lealista grupo" -> "por un grupo lealista"

why is it "grupo lealista" ? doesnt it have to be "grupo lealisto" ???
 * no, you can't be lealisto, as you can't be comunisto, socialisto, reformisto or egoisto. They're all non-gender adjectives, ending with "a". (Beware: you can, in fact, be "listo" (smart), it's not in the same family).

inglés: February 5 - Iraq disarmament crisis: U.S. Secretary of State Colin Powell addresses the UN Security Council on Iraq.

español: 5 de febrero - Crisis de desarme Iraquí: El líder del Departamento de Seguridad de los Estados Unidos, Colin Powell se dirige al Consejo de Seguridad de Naciones Unidas sobre Iraq.
 * "al" ("a" + "el", "Consejo" is masculine)

inglés: February 9 - Cricket World Cup begins in South Africa

español: 9 de febrero - El Campeonato del mundo de críquet empieza en Sudáfrica.

inglés: February 15 - Global protests against war on Iraq - more than six million people protest in over 600 cities worldwide, the largest war protest to take place before the war occurred.

español: 15 de febrero - Protestas en todo el mundo contra la guerra de Iraq - Más de seis millones personas protestan en más de 600 ciudades en todo el mundo, la mayor protesta contra la guerra antes de la guerra.

inglés: February 23 - New York City is the site of the 2003 Grammy Awards, with Nickelback, No Doubt, Foo Fighters, Britney Spears and some other bands and performers.

español: 23 de febrero - En Nueva York tienen lugar los Premios Grammy de 2003, con Nickelback, No Doubt, Foo Fighters, Britney Spears and más otros conjuntos y artistas.

 * we usually say just "Nueva York" for "New York City"

 * "tienen lugar los Premios Grammy"

(to take place?`)
 * exactly, it's the same idea

inglés: February 26 - An American businessman is admitted to the Vietnam France Hospital in Hanoi, Vietnam. WHO doctor Carlo Urbani report the unusual highly contagious disease to WHO. Both the businessman and Carlo Urbani die of SARS in March.

español: 26 de febrero - Un comerciante americano ingresa en el Hospital Vietnam France en Hanoi, Vietnam. El doctor Carlo Urbani, de la OMS (Organización Mundial de la Salud), es quien notifica la enfermedad inusualmente contagiosa a la OMS. El comerciante y Carlo Urbani mueren de SARS en marzo.

What is this WHO stuff?
 * World Health Organisation, in English it means, that this doctor Urbani told the WHO there was a dangerous infection or something like that but I found this a bit too hard to translate..

inglés: February 26 - Iraq disarmament crisis: U.S. President George W. Bush talks publicly about his vision of a post-invasion democracy in Iraq. Bush says it will be "an example" to other nations in Arabia

español: 26 de febrero - Crisis de desarme Iraquí: El presidente de los Estados Unidos, George W. Bush habla públicamente sobre su visión de la democracia in Iraq tras la invasión. Bush dice que será un ejemplo para otros países en Arabia.

"dice que será un ejemplo para..."

What does será mean? And when do you use para and when por ?
 * "será" = "will be", simple future of "es"
 * the "para" vs "por" (vs "porque") question is a tough one... "para" is generally "para este objetivo", while "por" is "por esta causa", but it's a non-trivial issue, so I will give some examples, as I am not sure about the general rule:

voy a comer porque tengo hambre voy a preparar un bocadillo para comérmelo voy a preparar un bocadillo para la merienda voy a preparar un bocadillo para Juan voy al trabajo por la autopista voy al trabajo para ganar dinero voy al trabajo porque es mi obligación trabajo por comida trabajo para comer trabajo para el gobierno dos por tres, seis seis dulces para tres amigos, dos para cada uno por mí podemos hacer lo que queráis: me da igual para mí que su compleaños es hoy, pero no estoy seguro de recordarlo bien
 * Maybe we can come to this again later on...

 * Ok, this is the next month :) it was actually a bit more difficult than the last one...:)

You are doing OK. I guess you will make some steady, noticiable progress in a matter of days/weeks. -- 4lex 17:03, 6 Nov 2004 (UTC)

 * ok, that is good to hear, but I have noticed it myself actually, for example I do write the dates correctly now ;-) but it is a long way to get good, but this is very good practice, so I am off for the next month :)...

ok, I think I have understood the "para/por" thing, and I will transfer this to my vocabulary too, and could you check my Vocabulary list too, because I dont want to remember things wrong :) Sma 10:14, 7 Nov 2004 (UTC)

 * I think everything is OK in February now. I will check your vocabulary list now. Will you copy/paste January and February here? -- 4lex 10:26, 7 Nov 2004 (UTC)

ok, thanks, but I have already copied it to (without good formating though)..
 * Uf. Good work. I didn't remember the situation of the spanish actualidad was so bad back then :-/ I'm sure somebody will do the formatting. The info is there, and that makes a difference! -- 4lex 10:50, 7 Nov 2004 (UTC)

#3 7.11.04
de: http://en.wikipedia.org/wiki/2003#April

inglés: April 3 - Passenger bus hits remote-controlled land mine in the Chechen capital, killing at least 8.

español: 3 de abril - Un autobús golpea una mina terrestre controlada remotamente en la capital de Chechenia, por lo menos 8 personas mueren.
 * Está bien. "choca contra" en vez de "golpea" también estaría bien. "golpea" looks more intentional, "choca con" looks more accidental.

I left it like that ok? :)
 * ok

inglés: April 9 - U.S. forces seize control of Baghdad, apparently ending the regime of Saddam Hussein.

español: 9 de abril - La milicia de los Estados Unidos tiene el control de Bagdad, terminando aparentemente con el régimen de Saddam Hussein.
 * Estados Unidos
 * better: Bagdad
 * "que terminado" no está bien; mejor "terminando"

is terminando translated as "finishing" ?
 * yes, terminando or acabando are roughly the same as ending or finishing, terminado or acabado are finished or ended
 * (you are still missing an "n")

inglés: April 17 - The Stevens Report concludes that members of the RUC and British Army cooperated with the UDA against Catholics in Northern Ireland

español: 17 de abril - El Stevens Report concluye que unos algunos miembros de RUC y la milicia británica han trabajado con la UDA contra los católicos en Irlanda del Norte.
 * ¡Muy bien! Yo quitaría la coma: "concluye que"

inglés: April 21 - Retired U.S. Army General Jay Garner becomes Interim Civil Administrator of Iraq.

español: 21 de abril - El general retirado de la milicia estadounidense Jay Garner llega a ser Administrador civil interino de Iraq.

 * I think April is ready to copy-paste

title: User:Sma/Prácticas de traducción II


text:
Online OsiriX Documentation/OsiriX General Preferences

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Automatically check for updates at startup time
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Online OsiriX Documentation/OsiriX Routing Preferences

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The goal of routing is to forward images received by OsiriX to other Dicom locations.

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User:Lachatdelarue~enwikibooks

See my |user page on the English Wikipedia.

title: User:Lachatdelarue~enwikibooks


text:
Dog Care/Socialization

Back to Dog Care

Proper socialization is essential to a happy dog. As a puppy, after all required vaccinations have been given, the dog should be introduced to as many new people, dogs and locations as possible. Doing this helps the dog be less afraid of new situations when they occur later in life. A socialized dog is more likely to have a lower level of aggression towards strangers (both human and canine).

Ask your veterinarian when it is safe for your puppy to interact with other dogs. It is safe for him to play with humans and probably kittens before his vaccinations are complete.

Ask your veterinarian about puppy classes, where multiple clients bring puppies and children to play together, learn simple commands, and be exposed to strange objects.

Regularly handling your puppies paws, rubbing his belly, trimming his nails (have your vet show you how to do this safely), and looking in his mouth will help your puppy be less fearful when he goes to the vet for a check-up. This applies to adult dogs adopted from shelters as well.

title: Dog Care/Socialization


text:
User:Tualha

See my Wikipedia page.

title: User:Tualha


text:
User:Dfrezell

My page

title: User:Dfrezell


text:
User:BillKress

Age: 40

Occupation: Software Engineer from birth, Made a living off it for the past 15 years.

Location: Spokane, Washington

Most versed in: Java/OOD and most of the related diciplines. Network Management.

Also have a working knowledge of: C, C++, VB, Windows, PC Hardware, networking protocols, ...

title: User:BillKress


text:
Talk:World History/The Rise of Dictatorship and Totalitarianism

I added several good section on the Soviet Union. In order to meet such lofty goals as the standards at the page's bottom, this section, as well as the whole project, must be significantly expanded. I am also going to improve the German and Italian sections, as well as seperate them into two topics of discussion.--Naryathegreat 01:16, 6 Nov 2004 (UTC)

Oh what fun, I've now added a section the Weimar Republic (it seems appropriate here) tomorrow I'll spruce up ol' Mussolini and finish up Hitler. Then on to World War II! Oh, I think I'll tackle some ancient history tomorrow as well. But where to put the Great Depression? I guess it's own article is the way to go. And since I'm the only big contributor for a month...I am kind of giving myself free reign to take the reins (inline assonance intentional :-) of power for the time being. I think however, I will begin to aim for AP World History standards (I achieved a 5, so I will call myself well-qualified for the task) rather than the very regional California standards (although they provide an excellent baseline.

alright, i added a basic overview of the spanish civil war. feel free to add some more everyone.

Why is there a section in French on this page?!

Stalin Picture
The Stalin propoganda potrait link was dead, so I linked to a propoganda poster instead. --Linesdata 21:31, 2 November 2007 (UTC)


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German/Level I/Schule

Lesson I.9: Schule

School in Germany

 * School is not regulated nationwide, but by each Land
 * German "Kindergarten" is optional - it translates rather to "play school", "Vorschule" being roughly the equivalent to "Kindergarten"
 * From the age of six on, all Germans attend a "Grundschule" (elementary school) for four or six years, depending on the Land.
 * After that, they go to either
 * the "Hauptschule" which is industrially oriented,
 * the "Realschule", which is skill oriented,
 * the "Gymnasium", which is academically oriented,
 * or the "Gesamtschule", or comprehensive school.
 * Schooling is obligatory until the age of 16, but the Gymnasium diploma "Abitur" can only be obtained after 12 or 13 years, i.e. at age 18 or 19.
 * Latin and sometimes even ancient Greek are regularly taught at the Gymnasium. For the "Abitur", at least two foreign languages as well as some calculus and analysis classes have to be taken.
 * School days often are from 8:00-13:00. In most 'Länder', only the older students have additional classes between about 14:00-15:30 (i.e. 8AM - 1PM and 2PM - 3:30PM)
 * In most schools, Extracurricular Activities are offered, such as Drama Club or School Choir, but they are less common than in the U.S. Though many students feel some sort of identification with their school, most are just happy when they can go home.
 * Generally speaking, many schools still are more formal than US or Canadian schools.
 * The marking system uses
 * 1 (very good, 87,5% or 96%),
 * 2 (good 75% or 85%), **
 * 3 (satisfactory, 62,5% or 65%),
 * 4 (sufficient 50% or 45%).
 * 5 (faulty) is failed or 25%.
 * 6 (not sufficient) is only used when the student literally hands in a blank sheet or failed.
 * These marks can be modified with a "+" or a "-" to indicate a tendency, so e.g. 2+ is a fairly good mark that corresponds to about 80%.

Dialogue
Silke: Jetzt haben wir Mathe. Torsten: Oh nein, ich habe überhaupt keine Lust dazu. Silke: Hast du die Aufgaben gemacht? Torsten: Ja, im Bus. Silke: Super! Kann ich sie abschreiben?

Lehrer (Betritt den Raum): Guten Morgen! Klasse: Guten Morgen!

Lehrer: Wer möchte die Aufgaben an der Tafel rechnen? Florian? Florian geht zur Tafel, schreibt an und liest vor: "5 plus 8 ist gleich 13" "8 minus 5 ist gleich 3" "3 mal 8 ist gleich 24" "24 geteilt durch 12 ist gleich 2" Lehrer: Sehr gut, Florian!

Die Glocke läutet. Es ist Fünfminutenpause. Silke: Schnell, wir müssen zu Musik! Torsten: Au ja, darauf freue ich mich schon. Silke: Was machen wir heute? Torsten: Wir wollen ein Lied von Grönemeyer singen! Silke: Welches denn? Torsten: "Alkohol", glaube ich.

Nach dem Musikunterricht: Silke: Jetzt haben wir nur noch Geschichte... Torsten: Komm, wir schwänzen und gehen ins Bistro. Silke: Schon wieder!

Und Satz für Satz ...
Oh nein, ich habe überhaupt keine Lust dazu.

"Lust (zu etwas) haben" means "feeling like (it)". "Ich habe keine Lust (dazu)" is "I don't feel like (it)". "Ich habe überhaupt keine Lust" emphasizes it, meaning "I don't feel like it at all."

Hast du die Aufgaben gemacht? Have you the tasks done?

"Did you do your homework?"

Ja, im Bus. Yes, in the bus.

This is a common practice of students everywhere in the world, I guess...

Notice the contraction of "im", which is derived from "in dem", "in the".

Super! Kann ich sie noch schnell abschreiben? Super! Can I just quickly copy them?

"Super", "Cool", "Toll", are common exclamations ... "Noch schnell" is here meant as "while there is still time"

Lehrer (Betritt den Raum): Guten Morgen! Teacher (enters the room): Good Morning! Klasse: Guten Morgen! Class: Good Morning! Wer möchte die Aufgaben an der Tafel rechnen? Florian? Who would like the tasks on the blackboard calculate?

"Who would like to do these questions on the blackboard?" Note that "Tafel" is related to "table", meaning a flat surface, and indeed German "Tafel" can also designate a table prepared for a feast.

Don't let the weird order of the words disturb you, even if the phrase seems totally incomprehensible at first. I'll try to construct this bit by bit:

This is the basic question and answer pair: "Wer rechnet?" - "Ich rechne." "Who calculates?" - "I calculate."

To ask, if you want to do something, you use a construction similar to English: "Wer will rechnen" - "Ich will rechnen." "Who wants to calculate" - "I want to calculate." Note that the "to" is already included in the German word "rechnen". "Rechnen" is clearly already an infinitive, and doesn't need a "zu" to prove it. This is one of the main reasons why complicated conjugations can survive, they contain information that doesn't have to be expressed otherwise then...

To be a little more polite (or at least seem like it, since our teacher probably wouldn't take a no for an answer) "Wer möchte rechnen?" - "Ich möchte rechnen!" "Who would like to calculate?" - "I would like to calculate" This is another example for brevity by conjugation. The word "möchte" contains the "would", as it is a "Konjunktiv"-form of the word "mögen" which translates to "like". Don't be discouraged, many Germans don't realize this, and many don't use the Konjunktiv correctly, if ever. However, "ich möchte"-phrases are extremely popular, so just use them, even if you didn't understand yet a word of the explanation above ;-)

Let's introduce objects in our phrase: "Wer rechnet die Aufgabe?" - "Ich rechne die Aufgabe" "Who calculates the task?" - "I calculate the task", meaning "Who answers the question" This is a direct object, "Aufgabe" is in the accusative case. Because this is a feminine noun, this is not so obvious, but the structure is the same as in: "Wer sieht den Mann?" - "Ich sehe den Mann." "Who sees the man?" - "I see the man."

Now, we also have an adverbial expression of the place. This is an expression that defines the verb, thus ad-verbial. "Wer rechnet an der Tafel?" - "Ich rechne an der Tafel" "Who calculates on the blackboard?" - "I calculate on the blackboard"

Now let's put all this together: "Wer rechnet die Aufgabe an der Tafel?" - "Ich rechne die Aufgabe an der Tafel." "Who calculates the task on the blackboard?" - "I calculate the task on the blackboard"

Note that the order expressions is widely interchangeable. You can emphasize something by putting it closer to the end of the question.

And now for the whole phrase in all its glory: "Wer | möchte | die Aufgabe | an der Tafel | rechnen?" - "Ich | möchte | die Aufgabe | an der Tafel | rechnen." "Who | would like | the task | on the blackboard | calculate?" - "I | would like | the task | on the blackboard | calculate."

It wasn't THAT bad, was it?

Florian geht zur Tafel, schreibt an und liest vor: Florian goes to the blackboard, writes on and reads out:

"Florian goes to the blackboard, writes down and reads out aloud"

"zur" is another contraction, this time of "zu" and "der". Note that after "zu" follows the dative case, so "der" is not the masculine but the feminine article.

"anschreiben" splits to "schreibt an", and means literally "writing on". It is often used when writing legibly on a large, visible surface such as blackboard or a flipchart.

"vorlesen" splits to "liest vor" and translates to "read aloud".

"5 plus 8 ist gleich 13" "8 minus 5 ist gleich 3" "3 mal 8 ist 24" "24 geteilt durch 12 gleich 2"

So, as you might have guessed, plus and minus are the same as in English - they are just pronounced German. The verbs "addieren" and "subtrahieren" are probably not difficult either... "Ist gleich" or short "gleich" or just "ist" corresponds obviously to "is equal to" or "equals".

"mal" means "times". This is also used in every day phrases, such as "100mal habe ich dir gesagt ..." "I told you a 100 times ..." The corresponding verb is "malnehmen" or "multiplizieren"

"geteilt durch" is literally "divided by", and the verb is "teilen" or "dividieren".

Lehrer: Sehr gut, Florian! Very good, Florian!

Now, that was easy!

Die Glocke läutet. Es ist Fünfminutenpause. The bell rings. It is five-minute-break

Between single classes, there is usually a break of five minutes to allow teachers and students to go from one classroom to another. In most schools, classes such as German, English, History, Philosophy are taught in the classroom. Classes that use special equipment, such as all sciences, music and arts and of course computers and sport are being taught in a specialized lab classes. Roughly every second break is 15 minutes long, and if there are lessons in the afternoon, there's often a break of 45 to 60 minutes for lunch.

Schnell, wir müssen zu Musik! Quick, we must to music!

This sentence sounds strange. This is, because in everyday German, sometimes the verb gehen can be left out, if it is clear what is meant. In this case, the complete phrase would have to be "Wir müssen zu Musik gehen". But since Torsten will not think Silke is going to fly there, there will be no misunderstanding. Additionally, the word "class", or "course" is missing, which is the usual way of students to talk about their subjects.

Note: In English, the phrase might be "We have to go to the music room" instead of must. The German translation "Wir haben in den Musikraum zu gehen" would be understood, but is quite formal. Additionally, there is a connotation that the speaker distances himself from the order he is being given.

Au ja, darauf freue ich mich schon! Oh yes, to this look forward I myself already!

Whew, what was that?

Let's start at the beginning. "Au ja" ist an exclamation meaning "cool", "that's great". It has nothing to do with the German equivalent of "ouch!", which is "au(a)!"

"Sich freuen" means "being happy". It is reflexive such as in "I help myself", because the subject and the object are the same. Some phrases simply are constructed like this, even if there seems to be no real reason to this, and many languages know this phenomenon. The "sich" here is technically the accusative of "he, she, it" and is being changed depending on the person:

ich freue mich                I am happy du freust dich                you are happy er, sie, es freut sich        he, she, it is happy wir freuen uns                we are happy ihr freut euch                you are happy Sie/sie freuen sich           they are happy

Note that "to be happy" actually would be rather translated by "glücklich sein", but it is the closest English equivalent to "sich freuen".

"Sich über etwas freuen" means "to be happy about something". This is kind of self-explanatory. But "sich auf etwas freuen", literally "to be happy on something" means "to look forward to". This is a common phrase that uses the on in the same wide sense as in "on drugs", or "living on something" - there is no spatial relation here...

In "darauf" you recognize the "auf". The "da" is a demonstrative prounoun such as in "that place". "Darauf" actually is another contraction which developped a long time ago from "da-herauf". The "darauf" is referencing the word "Musik" from Silke's sentence.

So "Au ja, darauf freue ich mich schon" or "to-this look-forward I myself already" just means "Great, I'm already looking forward to that"

Maybe it comforts you a little that the English phrase in a word-by-word translation to German would be just as unintelligible...

Was machen wir heute? What make we today?

"What we (are going to) do today?" Note again, that "machen" often does not translate to "make", but to "do"!

Wir wollen ein Lied von Grönemeyer singen! We want a song of Grönemeyer sing!

"We want to sing a song by Grönemeyer!"

Welches denn? Which then?

"Alkohol", glaube ich... "Alcohol", believe I...

Note that adding a "glaube ich" is another common phrase, exacly as "I think" or "I believe" can be added to an English phrase. (Never mind the word order, this is because Alcohol is the object, so the verb is at the second position in the text)

Herbert Grönemeyer is a very popular German rock singer from the Ruhr region. His most famous songs include "Männer", "Bochum" (a city in the Ruhr region), "Mensch" and also "Alkohol".

Nach dem Musikunterricht: After the music class:

"Unterricht" comes from "unterrichten" "to teach", and means simply "class". Better not think about "under" and "right" here, which you might have correctly recognized as the word's components "richten" literally means "to correct".

Jetzt haben wir nur noch Geschichte... Now have we only still history...

"Now we have only history left"

Komm, wir schwänzen und gehen ins Bistro. Come, we skip and go in the bistro.

"Come on, let's skip class and go to the bistro instead". As in English, "Komm" can be used to motivate others.

There is yet another contraction here "ins" is derived from "in das", meaning "in the". "das" is the neutral article in accusative case here.

Schon wieder! Already again!

Aufgabe

 * Make a list of all the contractions used in this chapter. Can you determine the full tables?

School-Related Verbs
Lesen                                                To Read Schreiben                                            To Write Rechnen                                              To Calculate (doing maths) Studieren                                            To Study Lernen                                               To Learn Zeichnen                                             To Draw Malen                                                To Paint

School Subjects
Deutsch                                              German Englisch                                             English Russisch                                             Russian Französisch                                          French Latein                                               Latin Mathe                                                Maths Mathematik                                           Mathematics Sport                                                PE or Gym Kunst, Zeichnen                                      Arts Musik                                                Music Werken                                               Crafts Sachkunde, Sachunterricht                            Science Lesson in Elementary School Geschichte                                           History Erdkunde                                             Geography Politik                                              Politics Biologie                                             Biology Geografie                                            Geography Religion                                             RE or Religion Ethik                                                Ethics Chemie                                               Chemistry Physik                                               Physics Informatik                                           Computer Science Elektronische Datenverarbeitung                      Computer Science

School Supplies and Ect.
der Radiergummi                                      Eraser/Rubber der Bleistift                                        Pencil der Stift, der Kugelschreiber                        Pen der Füller, der Füllfederhalter                      Fountain pen das Fach                                             Subject die Klasse                                           Class der Lehrer                                           Teacher (male) die Lehrerin                                         Teacher (female) die Schule                                           School der Schüler                                          Pupil der Student                                          Student (College/University) die Stunde/Schulstunde                               school hours die Pause                                            Break die Schultasche                                      Backpack Die Straße                                           the street

title: German/Level I/Schule