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User:Rgulami

Reflective Practice Analysis
''“Let my playing be my learning, and my learning be my playing.” (Johan Huizinga)

 * This paper will analyse four games, namely The Game of War, Origins of World War II, Vietnam 1955 and The Settlers of Catan from various angles with regard to game mechanics and techniques, theories and approaches applied, abstraction and realism as well as political lessons that could be learnt from them. These games completely neglect the notion that games are made just to entertain. Some of them portray the warfare time, some teach you how to manage your resources wisely and Vietnam 1955 even uses role-playing approach to fully engage the player into the game. Political lessons that stem from these games could be critical during revolutions, wars or strikes. Wargames have existed in a recognizable form for over a century and a half. (Glick, 1983:568). With a well-structured plan, considerable decision-making and corporate actions, taken from this game, one could completely change his view on many political incidents and wars narrated by the historians and analyse them from a different perspective.

Game mechanics and design

 * One of the most crucial aspects of the game is its design and mechanics that structure and creates an engine to be played with. As a design practice, game design has its own essential principles, a system of ideas that define what games are and how they work. (Salen, 2004:9). In The Game of War, influenced by the Carl von Clausewitz view on wars, the aim is to create a prototype to Napoleonic wars and its strategy, therefore specially designed board and a set of pieces are used in this game. Guy Debord uses, all the main actors that are involved in the warfare of those years: infantry, foot artillery, arsenal, and generals.  By doing so, the game mechanism is dependant on the capabilities of each single piece. For instance cavalry travels two squares on the board, general moves only one square and the forts do not move at all. However, the key in this game is so-called line of communication, and Guy Debord emphasises that without support or communication of your army, nothing can be achieved or no wars can be won.  From this perspective, the mechanics of The Game of War is well shaped to stimulate the movement and combat military forces and it outlines the important different variables during the warfare.
 * In the Origins of World War II, published by Avalon Hill and based on A. J. P Taylor’s views on the origins of the Second World War, emphasises the role of diplomacy during the war, particularly during the Second World War. The mechanics is similar to the previously mentioned game, although point system determines the victor. Each of the players is given a set number of political factors in the beginning that he or she can engage during the game. Nazi Germany gets the biggest number of political factors in the beginning, although strangely enough it is a hard task for the Nazis to win this game, as other players tend to team-up against Nazi regime. The aim in this game is to conquer countries, especially neighbour states, and to set up diplomatic relations or term used in the game “understanding” with other states. Origins of World War II in its mechanics, stresses far-seeing and considerable decision-making steps to gather maximum number of points at the end of the game, thus leaving out any use or role of military forces.
 * On of the most common and popular game mechanics are board games and The Settlers of Catan is one of them. This type of game currently possesses the widest audience, because of the flexibility and cost of the medium. (Glick, 1983: 570) This game uses a board with hexagons, to project an uninhabited island. The mechanics of this game force players to bargain between each with their available resources. The game is based on pure luck, as the dices are being rolled, therefore this game is made to have fun and to be able wisely trade and manage your resources. The presence of the Robber in this games, adds an extra tension and competitiveness between the players, also it could be argued that the Robber possibly encourages players to from an alliance between them to collect ten points. Nonetheless, the game is well designed to entertain the players and to improve trading skills.
 * The role-playing game (RPG) mechanics tend to engage and add more emotions and passion while the game is played and this was the case for Vietnam 1955 role-play. As an RPG player, you move through game-stories, following the rules, overcoming obstacles, accomplishing tasks, and generally increasing the abilities of your character. What is usually lacking, however, is a single endpoint to the game. (Salen, 2004:58) The mechanics was simple, each player had to be a representative to a particular nation-state, e.g. Vietminh, Russia, USA or French Indo-China and to defend their interest with regard to their goals they have been given. In Vietnam 1955, the game was not linked to a fixed scenario; all the actions or incidents were either initiated by the umpire or occurred as a result of joint decisions made by players. The umpire is a key player in this type of mechanics, as he or she leads the game and sets the agenda for it, more importantly the umpire has the power to objectively nominate and award different representatives with points. Although, it is hard to name one team as a victor in this game, point system is important. At the end of each step, whether it is a speech, announcement, decision, every country is being nominated with points and the one who gets bigger number of points wins the game.

Theoretical approach

 * From the theoretical perspective, all the military games that have been discussed previously tend to emphasise the zero-sum game theory, except for the Vietnam 1955,where one player’s gain matches to the same amount of the other player’s loss. Seems to be quite realistic view especially to portray the situation during the warfare. On the other hand, strategy game theory of interactive decision-making could be applied here as well. Hence, applied strategy and interaction and involvement between the players are the main aspect here.
 * The Settlers of Catan, from economical perspective, seems to encourage capitalism. Capitalism becomes obvious when the player tends to monopolise a particular resources, whether it is timber, iron or sheep. Moreover, one of the ‘development cards’ allows players to monopolise only one type of resource from others. This game is similar to Monopoly, in the way that it puts greed and desire to get everything from other players in the first hand and as a priority. The game awards players with points, if cities or settlements are built; therefore there is some similarity to Monopoly and to its ideology.
 * Vietnam 1955 is a great example of role-playing game theory. The rules of the game are flexible to fit the purpose of the game, as well as players negotiated with others on a no fixed basis, meaning that they could form an alliance or make an agreement/pact with the country that has a similar view with their own one.
 * The Game of War is highly motiving political game, through military tactics and Napoleonic military strategy, it points out some critical issues for the revolutions, for the rebels and other political actors to take an action. With the use of this game, or the message that lies beneath it, one could plan or develop a revolution or a strike against an actor/organisation or even against the government, who has no knowledge whatsoever in the warfare tactics and strategy or against an enemy that has no experience in gaming and playing military games.

Abstraction and realism

 * The abstraction and realism within the game is provoking interest in the player and these concepts stimulate or project given situation or a political event. The Game of War is realistic in terms of military capabilities and the fact that line of communication always has to be open and group attack is more effective. However, this game does not take into account other aspects during the war, such as weather conditions, physical and mental conditions of the troops or the terrain (mountains, fields or a dessert). More importantly, the game develops intensive tactical and strategic thinking, which is the main aim of this game. The Game of War is about strategy and player’s intentions and risk taking. Hence, this game is an excellent tool to improve ones tactical and analytical skills during any political events.
 * Origins of World War II is very abstract game and has very few details relevant to actual historical events. Although it touches period from 1933-1939, still it excludes several nation-states from the game, for instance Spain and Mediterranean countries. The political factors that are given to the players in the beginning do not necessarily represent military forces or economic development. Hence, it is hard to draw a parallel between real-life events and tools that are provided in this game.
 * One of most realistic game perceived by the players, was Vietnam 1955, mainly due to the mechanics that is utilises. This role-playing game had its own flow of scenario; therefore what happens in the game does not necessarily match with historical events. Therefore, this ‘open flow’ serves as a disadvantageous as it creates mismatch to the real life events. However, on the other hand, this openness develops the game in the way players want it to develop and thus makes it more entertaining. Nonetheless, all the actions and decisions made by the player do not have any consequence that would have in reality. On the whole, Vietnam 1955 left an impression of a realistic game that depicts situation in Vietnam in 1955.
 * Although The Settlers of Catan is very abstract game, still some evidence of realistic factors is present in this game. Trading concept is kept quite simple, although it is in from of barter. Barter was one of methods for trading before money was invented, therefore The Settlers of Catan, taking place on uninhabited island, uses barter method for trading. However, this game’s purpose is definitely to entertain the players, though some concepts of capitalism (discussed above) have been included.

Political Lessons

 * A meaningful game would not be a game if it did not have any political lessons hidden in it for the players. Johann Huizinga emphasizes the fact that all play means something, that there is "sense" to play, that it transcends. (Salen, 2004:18) All games mentioned in this analysis have underpinned some political lessons in a smaller a greater extent.
 * The Game of War offers several political lessons to the players. First of all, every action has its reaction. All players need to assume consequences of their act, whether they attack or defend. In a real life situation, every action has a consequence. Hence, it is recommended to think twice before doing something in this game. Secondly, this game on the example of a war strategy, gives a better idea for rebels, freedom fighters or military command to develop their tactical skills in the warfare. For Military officers and wargame has been an invaluable tool to assist in the preparation and testing of plans and methods and in the training of officers. (Glick, 1983:569) The Game of War is like a chess game or Kriegspiel, but with different pieces in your disposal, every piece on the board has to be used appropriately to its capabilities and in the right time.
 * Origins of World War II, although it is a war game, promotes a completely different political lesson. The fundamental ideology behind this game is diplomacy or ‘understanding’. In fact, during the Second World War, several countries made an agreement between each other to fight against Nazi regime or secure themselves from Nazis, for instance Molotov–Ribbentrop Pact. But, interestingly enough, the game awards more points if you invade country, therefore there is a small paradox where you have to establish diplomatic relations and on the other hand you have to invade other nation-states. Arguably, this actually happened in the World War II, but countries did not fight for the sake of points and they were not awarded with political factors in the beginning.
 * Vietnam 1955 completely ignored the history and because it did not have any set of rules, the outcome was different to the one that actually took place. It is almost impossible to claim that one or another outcome would have been more beneficial to Vietnam. During the game, umpire encouraged people to make announcements and forced some bigger states to sit around the table and have peaceful negotiations. In the real life, either need or critical event would force powerful states to sit and discuss issues on current agenda. The main political lesson learned from this game was that country with nuclear bombs was treated more respectfully and their point of view had a strong influence on the decision-making process.
 * The Settlers of Catan is very abstract game and yet again its purpose is to spend some time with friends and enjoy it. The main lesson that derives from this game is that if all players are against one single player then it becomes quite unrealistic to win this game, unless luck pursuits the player. Further, this game encourages trading between players and quick building of either settlements or cities or even longest roads. Nonetheless, the most important lesson from this game is to form an alliance and to exchange resources as much as possible to achieve ten points.

T o conclude, it has been a great experience and quite unusual at the same time to see the real meaning of the games. From the first sight, one cannot realize the real potential and the use of the games. However, when the knowledge and experience goes beyond just playing the game, these games could be recommend to the politicians to be more prepared to any kind of situation in a real life. Overall, all four games successfully portrayed a simulation to a political event or just to an ordinary life event. These games have an excellent mechanics and design to serve as an educational tool for students as well. Napoleon once said that “to become a great general and to master the secrets of the art of war one must read and reread the campaigns of the Great Captains”. Therefore, only through repetition of game plays a real player can understand the deeper notion behind each game or even behind the ideas of a general. Obviously, as nothing is perfect in this world, neither are the games. There is always some room for improvement, however overall the engine, mechanics and dynamics of these games were chosen appropriately and it is utter joy to play these games and to improve ones analytic and critical decision-making.

Bibliography

 * Glick, S., and Charters, I., (1983) War, Games and Military History. Journal of Contemporary History, Vol.18, London: SAGE, pp. 567-582
 * Goldhamer, H., and Source, S., (1959) Some observations on Political Gaming. World Politics [e-journal] 12 (1), pp. 71-83.
 * Huizinga, J., (1955) Homo Ludens: A Study of the Play Element in Culture. Boston: Beacon Press
 * Laver, M., (1997) Playing Politics. Oxford: Oxford University Press
 * Miller, C., (2008) Games: Purpose and Potential in Education. New York: Springer Media
 * Salen, K., and Zimmerman, E., (2004). Rules of Play: game design fundamentals. Boston Mass: MIT Press.

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User:Egm6341.s11.team5.oh/HW5

=HW 5.4 problem: Drive equation of motion and plot system=

Refer to lecture slide [[media:nm1.s11.mtg29.djvu|mtg-29]] for the problem statement.

Objective
1. drive eq of motion in terms of d, c, k, m, u 2. let $$\underline{x}=\{\begin{matrix} d \\ {\dot{d}} \\ \end{matrix}\}$$. Find ( $$\underline{F}$$, $$\underline{G}$$ ). 3. find C in terms of k, m, such that systen is critically damped. 4. let k=1, m=1/2, x0=$${{[0.8,-0.4]}^{T}}$$ a. For u=0, plot $$\underline$$ for $$c=0.5*{{C}_{cr}},{{C}_{cr}},1.5*{{C}_{cr}}$$ b. For u=0.5 gaussian noise and c=$$1.5*{{C}_{cr}}$$, plot $$\underline$$ c). For u=0.5 Cauchy noise and c=$$1.5*{{C}_{cr}}$$, plot $$\underline$$

solution
1. According the balance of force on the mass of M, we obtain that:
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$$\begin{align} & {{F}_{c}}=c\centerdot \dot{d} \\ & {{F}_{k}}=k\centerdot d \\ \end{align}$$ $$u-{{F}_{c}}-{{F}_{k}}=m\centerdot a=m\centerdot \ddot{d}$$ So, the equation of motion can be represented as: $$u-c\centerdot \dot{d}-k\centerdot d=m\centerdot \ddot{d}$$ 2. From above, we can drive the following equation:
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$$\ddot{d}=-\frac{k}{m}\centerdot d-\frac{c}{m}\centerdot \dot{d}+\frac{u}{m}$$

And it is obvious that :
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$$\dot{d}=0\centerdot d+1\centerdot \dot{d}+0$$

Then, we can form the matrix equation using the above two equations:
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$$\left[ \begin{matrix} {\dot{d}} \\ {\ddot{d}} \\ \end{matrix} \right]=\left[ \begin{matrix} 0 & 1 \\   -\frac{k}{m} & -\frac{c}{m}  \\ \end{matrix} \right]\centerdot \left[ \begin{matrix} d \\ {\dot{d}} \\ \end{matrix} \right]+\frac{1}{m}\centerdot \left[ \begin{matrix} 0 \\   u  \\ \end{matrix} \right]$$

Discretization of model with $$\underline=({{\underline{x}}_{k+1}}-{{\underline{x}}_{k}})/h$$, then:
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$${{\underline{x}}_{k+1}}=[\underline{I}+h\centerdot \left[ \begin{matrix} 0 & 1 \\   -\frac{k}{m} & -\frac{c}{m}  \\ \end{matrix} \right]]\centerdot {{\underline{x}}_{k}}+\frac{h}{m}\centerdot \left[ \begin{matrix} 0 \\   u  \\ \end{matrix} \right]$$

Simplying the above equation,
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$${{\underline{x}}_{k+1}}=\left[ \begin{matrix} 1 & h \\ -\frac{kh}{m} & 1-\frac{hc}{m} \\ \end{matrix} \right]\centerdot {{\underline{x}}_{k}}+\frac{h}{m}\centerdot \left[ \begin{matrix} 0 \\   u  \\ \end{matrix} \right]$$ So,
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$$\begin{align} & \underline{F}=\left[ \begin{matrix} 1 & h \\ -\frac{kh}{m} & 1-\frac{hc}{m} \\ \end{matrix} \right] \\ & \underline{G}=\frac{h}{m} \\ \end{align}$$
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3. The equation of motion is represented as:
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$$\ddot{d}=-\frac{k}{m}\centerdot d-\frac{c}{m}\centerdot \dot{d}+\frac{u}{m}$$

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 * Then, the natural frequency and damping ration are: $$\omega_0 = \sqrt{\frac{k}{m}}$$ and $$\zeta = \frac{c}{2 m \omega_0} \, .$$
 * Critically damped(ζ=1): The system returns to equilibrium as quickly as possible without oscillating.

 * Then, $${{C}_{cr}}=2\centerdot \sqrt{km}$$

4. a). For u=0, plot $$\underline$$ for $$c=0.5*{{C}_{cr}},{{C}_{cr}},1.5*{{C}_{cr}}$$

b). For u=0.5 gaussian noise and c=$$1.5*{{C}_{cr}}$$, plot $$\underline$$

c). For u=0.5 Cauchy noise and c=$$1.5*{{C}_{cr}}$$, plot $$\underline$$

This problem was solved by shengfeng yang

=Problem 5.7: Pros and Cons of Various Numerical Integration Techniques=

Objective
Discuss the pros and cons of the following numerical integration methods:
 * 1) Taylor Series
 * 2) Composite Trapezoidal Rule
 * 3) Composite Simpson's Rule
 * 4) Romberg Table(Richardson Extrapolation)
 * 5) Corrected Trapezoidal Rule

Solution
Solved by William Kurth.

= Problem 5.8 - Proof of Higher Order Trapezoidal Rule Error(HOTRE)= From [[media:Nm1.s11.mtg30.djvu|Mtg 30-2,3,7]]

Given
,where $$\begin{align} x_k := a+kh, \; \ h :=(b-a)/n, \; \ x(t)= \frac{x_k+x_{k+1}}{2} + t \cdot \frac{h}{2}, \; \ t \in [-1,+1] \end{align}$$ $$ x(-1) = x_k, \qquad x(0)= \frac{(x_k + x_{k+1})}{2}, \qquad x(+1) = x_{k+1} $$ ,where $$\begin{align} g_k(t):=f(x(t)) \; \ x \in [x_k,x_{k+1}] \end{align}$$

Find
 Proove that (8-1) and (8-2) are same

Solution
 Therefore, (8-1) will be changed as same as (8-2)

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$$\displaystyle E_n^T=\dfrac{h}{2} \sum_{k=0}^{n-1} \left[ \int_{-1}^{+1}g_k(t)dt- \left\{g_k(-1)+g_k(+1) \right\} \right] $$
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Find
 Proove (8-3)

Solution
 Using Integration by parts,

$$\displaystyle\begin{align} \int_{a}^{b} u {v}^{'}= [uv]_{a}^{b} - \int_{a}^{b} {u}^{'} v \end{align}$$

 In this problem, u = -t, v = g(t), a = -1, b = +1  $$\displaystyle\begin{align} (8-3) \rightarrow [(-t) \cdot g(t)]_{-1}^{+1} - \int_{-1}^{+1} (-1) \cdot g(t) dt \end{align}$$

$$\displaystyle\begin{align} \rightarrow [-g(+1)-g(-1)] - \int_{-1}^{+1} (-1) \cdot g(t) dt \ = \ \int_{-1}^{+1} g(t) dt - [g(+1) + g(-1)] \end{align}$$

 Therefore, clearly we can proove (8-3)

Given
where $$\displaystyle \begin{align} \; g_k^{(i)}(t)=\frac{d^i}{dt^i} g_k^{(t)}, \;x \in [x_k, x_{k+1}] \end{align}$$

Find
 Proove (8-4)

Solution
 Therefore, clearly we can proove (8-4)

Given

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p_{5}(t) = -\frac{t^5}{120} + \frac{t^3}{36} + \underbrace{\alpha}_{c_{5}} t + \underbrace{\beta}_{c_{6}} $$ $$
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 * $$ \displaystyle
 * $$\displaystyle (8-5)
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 * with,
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p_{5}(0) =0, \qquad p_{5}(\pm 1) = 0 $$ $$.
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 * $$\displaystyle (8-6)
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Find
$$\displaystyle c_5 \, \ c_6 $$

Solution

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$$ \displaystyle p_{5}(0) = -\frac{0}{120} + \frac{0}{36} + c_{5} (0) + c_{6} = 0 $$
 *  Plug (8-6) into (8-5)
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\therefore c_{6} = 0 $$
 * $$ \displaystyle
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p_{5}(1) = -\frac{1}{120} + \frac{1}{36} + c_{5} \cdot (1) = 0 $$
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\therefore c_{5} = \frac{3}{360} - \frac{10}{360} = -\frac{7}{360} $$
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p_{5}(-1) = -\frac{-1}{120} + \frac{-1}{36} + c_{5} \cdot (-1) = 0 $$
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\therefore c_{5} = -\frac{-3}{360} + \frac{-10}{360} = -\frac{7}{360} $$
 * $$ \displaystyle
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$$ \displaystyle c_6 = 0 \, \ c_5 = -\frac{7}{360} $$
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.
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Author and proof-reader
[Author] Oh

[Proof-reader]

title: User:Egm6341.s11.team5.oh/HW5


text:
User:Egm6341.s11.team4.BM/HW6

=Problem 6.1 Find $$ P_{6} $$ and $$ P_{7} $$ in the HOTRE=

Problem Statement
Given on Lecture Slide 31-1

Given
$$ E=[P_{2}(t)g^{(1)}(t)+P_{4}(t)g^{(3)}(t)]_{-1}^{+1}-\int\limits_{-1}^{+1} P_{5}(t)g^{(5)}(t)dt $$

Objective
1. Perform steps 4ab to find $$(P_{6}, P_{7}) $$ and E

2.1 Find $$ t_{k}(x) $$

2.2 Find $$ d_{1}, d_{2} $$ and $$ d_{3} $$

Part 1.1:$$(P_{6},P_{7}) $$
We will start with the values we obtained for polynomials 4 and 5 in class

$$ P_{4}(t)=c_{1}(\frac{t^{4}}{4!})+c_{3}(\frac{t^{2}}{2!})+c_{5}$$

$$ P_{5}(t)=c_{1}(\frac{t^{5}}{5!})+c_{3}(\frac{t^{3}}{3!})+c_{5}$$

 * $$ c_{1}=-1 $$
 * $$ c_{3}=\frac{1}{6} $$
 * $$ c_{5}=\frac{-7}{360} $$

We will now perform step 4a as was done with 3a in class using integration by parts. This was performed in class on Lecture slides 30-5 and 30-6

$$ E=[P_2(t)g^{(1)}(t)+P_4(t)g^{(3)}(t)]_{-1}^{1}+ [P_6(t)g^{(5)}(t)]_{-1}^{1}-\int_{-1}^{1}P_6(t)g^(4)(t)dt$$

$$ P_6(t)=\int P_5(t)=c_1\frac{t^6}{6!}+c_3\frac{t^4}{4!}+c_5\frac{t^2}{2!}+c_7 $$

Now we must perform step 4b, once again using integration by parts.

$$ E=[P_2(t)g^{(1)}(t)+P_4(t)g^{(3)}(t)+P_{6}(t)g^{(5)}(t)]_{-1}^{1} +[P_7g^{(6)}(t)]_{-1}^{1} -int_{-1}^{1} P_6(t)g^{(5)}(t)dt$$

$$ P_7(t)=\int P_6(t)dt=c_{1}\frac{t^7}{7!}+c_3\frac{t^5}{5!}+c_5\frac{t^{3}}{3!}+c_{7}t+c_8 $$ If we now proceed such that

$$ P_5(0)=0 $$ \qquad $$ P_5(\pm 1)=0 $$

we can determine the higher powered coefficents.

The equation at t=0 becomes

$$ P_7(0)=c_{1}\frac{0^7}{7!}+c_3\frac{0^5}{5!}+c_5\frac{0^{3}}{3!}+c_{7}0+c_8 $$ $$ c_8=0 $$

and at $$ t=\pm 1 $$

$$ P_7(\pm 1)=c_{1}\frac{1^7}{7!}+c_3\frac{1^5}{5!}+c_5\frac{1^{3}}{3!}+c_{7}1+c_8 $$

and now through substitution of $$ c_8=0 $$ we obtain

$$ P_7(\pm 1)=0=c_{1}\frac{1^7}{7!}+c_3\frac{1^5}{5!}+c_5\frac{1^{3}}{3!}+c_{7}1 $$

Through substituting in the previously determined values for our other coefficients, we obtain

$$ c_7=\frac{31}{15120} $$

Now if we re-express our polynomials with our obtained coefficients.

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$$ P_6(t)=\frac{-t^6}{6!}+\frac{t^4}{144}-\frac{7t^2}{720}+\frac{31}{151210} $$

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$$ P_7(t)=\frac{-t^7}{7!}+\frac{t^5}{720}-\frac{7t^3}{2160}+\frac{31}{151210}t $$

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And our E value is

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$$E=[P_2(t)g^{(1)}(t)+P_4(t)g^{(3)}(t)+P_6(t)g^{(5)}(t)]_{-1}^{1}-\int_{-1}^{1}P_7(t)g^{(7)}(t)dt $$

 * }

Part 2.1: Find $$ t_k(x) $$
Starting from the given equation.

$$ x(t) := \frac{x_k+x_{k+1}}{2}+t\frac{h}{2} $$

$$ t \in [-1, 1] $$

$$ t_k $$ can be found from algebraic manipulation.

$$ x(t_k) := \frac{x_k+x_{k+1}}{2}+t_k\frac{h}{2} $$

$$ t_k=\frac{2}{h}(x(t_k)-\frac{x_k+x_{k+1}}{2}) $$

$$ t_k=\frac{2}{h}(x-\frac{x_k+x_{k+1}}{2}) $$

As expected, this relation yields a value of -1 when evaluated at $$ x_k $$ and a value of 1 when evaluated at $$ x_{k+1} $$. This is due to the definition of h ($$ h:=x_{k+1}-x_k $$).

Part 2.2: Find $$ d_1,d_2, $$ and $$ d_3 $$
These can all be obtained from their definitions (which are all composed entirely of terms we've already developed.

$$ d_1=\overline{d}_{2.1}=\overline{d}_{2}=\frac{P_2(1)}{2^2}$$

$$ d_2=\overline{d}_{4}=\frac{P_4(1)}{2^4} $$

$$ d_3=\overline{d}_{6}=\frac{P_6(1)}{2^6} $$

Since we know our values of $$ P_2,P_4 $$ and $$ P_6 $$ we can evaluate these expressions

$$ P_2(1)=-\frac{1^2}{2!}+\frac{1}{6}=-\frac{1}{3} $$

$$ P_4(1)=-\frac{1^4}{4!}+\frac{1^2}{12}+\frac{-7}{360}=\frac{1}{45} $$

$$ P_6(1)=\frac{-1^6}{6!}+\frac{1^4}{144}-\frac{7*1^2}{720}+\frac{31}{151210}=-\frac{1}{945} $$

Now substituting these values into our expressions for our d values we obtain

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #ff0000" |
 * style="width:92%; padding:10px; border:2px solid #ff0000" |

$$ d_1=-\frac{1}{12} $$

 * }

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #ff0000" |
 * style="width:92%; padding:10px; border:2px solid #ff0000" |

$$ d_2=\frac{1}{720} $$

 * }

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #ff0000" |
 * style="width:92%; padding:10px; border:2px solid #ff0000" |

$$ d_3=-\frac{1}{30240} $$

 * }

This problem was solved by Brendan Mahon

Problem Statement
Given on Lecture slide 33-2

Given
Triangle OAB

Objective
Prove

 * $$ \overline{PQ}= \int_{\theta_{P}}^{\theta_{Q}} \left[ r^2+ \left( \frac{dr}{d\theta}\right)^2\right]^{\frac{1}{2}} d\theta$$

Solution
Using the Law of Cosines We can express the length as.

$$ \overline{AB}^{2}=\overline{OA}^{2}+\overline{OB}^{2}-2(\overline{OA})( \overline{OB})cos(d\theta) $$

Squaring both sides

$$ \overline{AB}=\sqrt{\overline{OA}^{2}+\overline{OB}^{2}-2(\overline{OA} )(\overline{OB})cos(d\theta)} $$

If we now make the following substitutions

$$ \overline{AB}=dl $$

$$ \overline{OA}=r(\theta) $$

$$ \overline{OB}=r(\theta+d\theta) $$

$$ \overline{AB}=dl $$

We obtain

$$ dl=\sqrt{(r(\theta))^{2}+(r(\theta+d\theta))^{2}-2(r(\theta))(r(\theta+d\theta))cos(d\theta)} $$

This equation can be better expressed if we regroup the first term into a quadratic. This will allow us to use some simplifying assumptions later on.

$$ dl=\sqrt{(r(\theta)+r(\theta+d\theta))^{2}+2(r(\theta))(r(\theta+d\theta))(1-cos(d\theta))} $$

We can now use the following given information to simplify the first component of this equation.

$$ r(\theta+d\theta)-r(\theta) \approx dr $$

$$ dl=\sqrt{(dr)^{2}+2(r(\theta))(r(\theta+d\theta))(1-cos(d\theta))} $$

We may now use the cosine double angle formula to simplify the second component.

 * $$ cos(2\theta)=1-2sin^{2}(\theta) $$

When applied to the second component we get

$$ (1-cos(d\theta))=1-(1-2sin^{2}(\frac{\theta}{2})=2sin^{2}(\frac{\theta}{2}) $$

If we continue to assume that the angle is small, this can be simplified to

$$ (1-cos(d\theta))\approx2(\frac{d\theta}{2})^{2} =\frac{d\theta^{2}}{2} $$

Through substitution, we now have

$$ dl \approx \sqrt{(dr)^{2}+2(r(\theta))(r(\theta+d\theta))\frac{d\theta^{2}}{2}} $$

$$ dl \approx \sqrt{dr^{2}+r(\theta)r(\theta+d\theta)d\theta^{2}} $$

$$ dl \approx d\theta \sqrt{(\frac{dr}{d\theta})^{2}+r(\theta)r(\theta+d\theta)} $$

In keeping with our small angle assumption we can say that the term $$ r(\theta)r(\theta+d\theta) $$ will be dominated by the $$r(\theta)$$ components, leading us to the following small angle approximation.

$$ r(\theta)r(\theta+d\theta) $$

Substituting this back into our equation, we obtain

$$ dl \approx d\theta \sqrt{(\frac{dr}{d\theta})^{2}+r(\theta)^{2}} $$

If we now integrate this to find the arc length $$\overline{PQ} $$ we come up with the following definite integral.

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #ff0000" |
 * style="width:92%; padding:10px; border:2px solid #ff0000" |

$$ \overline{PQ} = \int_{\theta_{P}}^{\theta_{Q}} \sqrt{r^{2}+(\frac{dr}{d\theta})^{2}} d\theta$$

 * }

Solved by Brendan Mahon

title: User:Egm6341.s11.team4.BM/HW6


text:
User:Egm6341.s11.team4.KTH/HW6

=Problem 6.4 Redo proof of HOTRE by trying to cancel terms with odd order of derivatives of g=

Given
From lecture note 30-2.

Let, $$ \ P_1(t) := -t $$

Then,

Objectives
1) Redo proof of Higher Order Trapezoidal Rule Error by trying to cancel terms with odd order of derivatives of g.

Solution
From the given equation.

Do integration by parts to eq(4.1)

To cancel terms with odd order of derivative of g, $$ \ P_2(1) = P_2(-1) = 0$$ in eq(4.2).

Do integration by parts again to eq(4.2).

Do integration by parts again to eq(4.4).

To cancel terms with odd order of derivative of g, $$ \ P_4(1) = P_4(-1) = 0$$ in eq(4.5).

Do integration by parts again to eq(4.6).

Do integration by parts again to eq(4.7).

Insert and combine eq(4.4), eq(4.5), eq(4.7) and eq(4.8) into eq(4.2).

After more integration by parts to eq(4.9).

Since $$ \ P_{2r+1}(1) = -P_{2r+1}(-1) $$ is odd function.

From the given equation.

title: User:Egm6341.s11.team4.KTH/HW6


text:
User:EGM6341.s11.TEAM1.Sujin.Temp

Identify basis functions $$ \overline{N} \ _i(s) $$ for $$ i=1,2,3,4 $$
In lecture note [[media:Nm1.s11.mtg38.djvu|(2) p.38-1]] and [[media:Nm1.s11.mtg37.djvu|(1) p.37-1]], $$\displaystyle Z(s)$$ is defined as following ; for i=1, 2, 3, and 5 and from lecture note [[media:Nm1.s11.mtg37.djvu|(2) p.37-3]], we know From eqn.6.4 matrix, we have following equations; Now, we can expand eqn.9.2, and find $$ \overline{N}_i,$$, for i=1,2,3,4, in terms of s Thus,

Plot $$\displaystyle N_i(s) $$ for i=1,2,3,4 Matlab Code:

title: User:EGM6341.s11.TEAM1.Sujin.Temp


title: File:EGM6341.s11.team4.hw6.1.jpg


text: File:S.11.Team6.tupsakhare-Figure- 6.10.4- Iso-parametric Element-2D HT.png


title: File:HW6.9-1.jpg


title: File:Nm1.s11.team1.HW6.fig1.png


title: File:Nm1.s11.team1.HW6.fig2.png


text:
User:Yongtao-Li/NM.HW6.3

=Problem 6.3 Verify and compare coefficients in HOTRE(Higher order trapezoidal rule error) from Bernoulli numbers=

Given
$${B_{2r}}$$ are the Bernoulli numbers with even index, which can be determined from the Taylor series expansion

And the coefficients can also be determined using the following equation:

Find
1) Verify $$\displaystyle \bar{d_{2}}, \; \bar{d_{4}}, \; \bar{d_{6}}$$

2) Compute $$\displaystyle \bar{d_{8}}, \; \bar{d_{10}}$$ using Eq.6.3.1 and compare the results with Eq.6.3.2

Solution
1) We can obtain the Taylor series of $$x\,coth(x)$$ using wolframalpha:

Compare Eq.6.3.3 and Eq.6.3.1, we can obtain that

The above results are identical with what we have using Eq.6.3.2 in Problem 6.1.

2) From Eq.6.3.3 and compare it to Eq.6.3.1, we have

Comment: The Eq.6.3.1 is slightly different from the equation given in Mtg31-3, however this equation should be correct after our comparison.

title: User:Yongtao-Li/NM.HW6.3


text:
User:Icheapmarketing

 Getting started with Logo Design

Logos are the familiar graphic marks used by organizations, individuals, or commercial enterprises. Their main purpose is to promote public recognition and widen appeal. Logos can either be completely graphical, or composed using the name of the organization. This visual mark not only adds visibility to your company, it can also form the very base of your company identity. In order to achieve these goals, the logo must be designed properly from the ground up.

The fastest, most effective route to a good logo is hiring a professional. Nevertheless, you and your designer will need to discuss what your logo actually stands for, and what it is supposed to do. A logo is not merely a simple mark or image. Rather, it is reflective of your commercial brand. A logo helps inspire trust, recognition, and admiration for the company. That’s why a good logo designer is more than just a graphic artist. Be sure your designer understands your corporate identity building goals and is ready to incorporate them into your logo design.

Should you decide to tackle logo design yourself, we have a few tips to share. First, it is always advisable to design a logo in vector format. This ensures that the logo can be scaled to any size. Also the font of the logo should always go with the kind of logo that you are actually designing. For example, if designing a logo for a toy store meant exclusively for kids, the logo should be designed in such a way that tactfully combines a childish font and fun color scheme. And finally, keep your logo simple to allow for easy recognition. A good logo is unexpected and unique, without being overdrawn.

Whether you hire a designer or choose to do it yourself, the logo you create should be timeless. Think of some of the world’s most recognizable brands, and notice that their logo designs rarely change. Frequent changes to a logo generally diminish public trust in the company’s identity. Ensure that your final design works well across the many applications and mediums, and you will have taken the first step to building a solid brand.

Marquis Davis

Marquis is a widely recognized expert on social media and interactive marketing trends. He is the president of The Se7en Agency, a consulting and training firm that helps businesses leverage emerging marketing technology.

title: User:Icheapmarketing


text:
User talk:Icheapmarketing

 Hello Icheapmarketing, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --mikeu talk 04:17, 4 April 2011 (UTC)

title: User talk:Icheapmarketing


text: File:Eml5526.s11.team2.brenner.hw6.1d.jpg


text:
User:Soenke Rahn

Compare: My German User Site Please place questions on My German Talk Page

--Soenke Rahn 12:39, 4 April 2011 (UTC)

title: User:Soenke Rahn


title: File:Fe1.s11.team1.hw6.fig6.1.2b.jpg


text:
ECSTRA/Addressing

Typical situations to be focussed on:

1. informal vs. formal address pronoun(s)

2. typical pronoun used when addressing the following persons:
 * 2.1. parents
 * 2.2. older relatives
 * 2.3. relatives of equal age
 * 2.4. good friends
 * 2.5. colleagues
 * 2.6. your boss/employer
 * 2.7. your employees
 * 2.8. your teacher
 * 2.9. your pupils
 * 2.10. administration officials
 * 2.11. your business partners
 * 2.12. customers in a store
 * 2.13. strangers in the street

3. types of address forms
 * A. given name (e.g. Alexander)
 * B. family name (e.g. Black)
 * C. title (academic titles like Dr., occupational terms like (Mr.) Director, neutral terms like madam, Mr.)
 * D. title + given name (e.g. Mr. Alexander)
 * E. title + family name (e.g. Mr. Black)
 * F. nickname (e.g. Alex)

 * and the situations in which they are used

 * 1. in informal situations, e.g. with close friends
 * 2. in formal situations, e.g. with administration offials

4. combinations of pronoun and address form
 * A. formal pronoun and title + family name (e.g. Fr. vous ... Monsieur Noir)
 * B. formal pronoun and title (e.g. Fr. vous ... Monsieur)
 * C. formal pronoun and given name (e.g. Fr. vous ... Alexandre)
 * D. informal pronoun and given name (e.g. Fr. tu ... Alexandre)

 * Which combination is the commonest in the situations described under 3.?

(Please remember our guidelines.)

AT: Austria
1. informal du vs. formal Sie

Vienna, Lower Austria (ECSTRA-Q)

 * 2. du: 1, 2, 3, 4; Sie: 6, 7, 8, 9, 10, 11 (possibly du later), 12, 13; du or Sie: 5
 * 3. 1: A, F; 2: E
 * 4. 1: D; 2: A

informand without indication of his home region (ECSTRA-Q)
 * 2. du: 1, 2, 3, 4, 7; Sie: 6, 8, 10, 11, 12, 13; du or Sie: 5, 9 (dependent on your age)
 * 3. 1: A, F; 2: C
 * 4. 1: D; 2: A; Meine Verehrung, Herr Dr. Mayer 'My reverence, Mr. Dr. Mayer' (professional contexts, administration)

BE: Belgium
1. French: informal tu formal vous; German: informal du vs. formal Sie; Dutch: informal gij/ge vs. formal U

Brussels (ECSTRA-Q)
 * 2. tu: 1, 2, 3, 4, 5, 9 (at school); vous: 6, 7, 8, 9 (at university), 10, 11, 12, 13; du: 1, 2, 3, 4, 5, 9; Sie: 6, 7, 8, 10, 11, 12, 13
 * 3. 1: F, 2: C (French + German)
 * 4. 1: D, 2: B (French)

CH: Switzerland
Lausanne (French-speaking area) (ECSTRA-Q)
 * 1. informal tu vs. formal vous
 * 2. tu: 1, 2, 3, 4, 9 (up to 16 years); vous: 8, 9 (if older than 16 years), 10, 12, 13; tu/(vous): 5; (tu)/vous: 6, 7, 11
 * 3. 1: A, F; 2: C
 * 4. 1: D; 2: B

CZ: Czech Republic
1. informal ty vs. formal vy

Bohemia (ECSTRA-Q)

 * 2. ty: 1 (today), 2, 3, 4; vy: 6, 7, 8, 9, 10, 11, 12, 13; ty or vy: 5 (depending on the familiarity)
 * 3. 1: A, F (a lot of diminutives), also kinship term like "brother", also "human" or "little human", nickcurses (among young male people); 2: E, C ("miss" or "young lady" wide-spread; "you + family name" rather negatively connotated and arrogant)
 * 4. 1: D

DE: Germany
1. informal du vs. formal Sie

Bremen (ECSTRA-Q)

 * 2. du: 1, 2, 3, 4; Sie: 6, 7, 8, 10, 11, 12, 13; du or Sie: 5, 9 (depending on age)
 * 3. 1: A, F; 2: E
 * 4. 1: D; 2: A

Saxony (ECSTRA-Q)

 * 2. du: 1, 2, 3, 4, 9 (if under 16); Sie: 5, 6, 7, 8, 9 (if 16 years old older), 10, 11, 12, 13
 * 3. 1: F; 2: E
 * 4. 1: D; 2: D

south (ECSTRA-Q)

 * 2. du: 1, 2, 3, 4, 9 (if younger); Sie: 7, 8, 9 (if older), 10, 11, 12, 13; du or Sie: 5 (mostly du), 6 (mostly Sie)
 * 3. 1: A, F; 2: E
 * 4. 1: D; 2: A

DK: Denmark
...

EE: Estonia
...

ES: Spain
Andalusia (ECSTRA-Q)
 * 1. informal tu (pl. vosotros) vs. formal usted (pl. ustedes)
 * 2. tu: 1, 2, 3, 4, 5, 9, 11; usted: 6, 7, 8, 10, 12, 13
 * 3. 1: A, F; 2: B
 * 4. 1: D; 2: A

Castilia y León (ECSTRA-Q)
 * 1. informal tu (pl. vosotros) vs. formal usted (pl. ustedes)
 * 2. tu: 1, 4, 5, 8, 9; usted: 10, 11, 12; to older relatives and relatives of equal age: in little villages/mountain regions (esp. among elderly people) usted, otherwise tu; tu/usted: 6, 7; to strangers in the street: usted, unless among young people
 * 3. 1: A, F; 2. E
 * 4. 1: D, 2: C

FI: Finland
West Finland (Swedish-speaking area) (ECSTRA-Q)
 * 1. informal du vs. formal ni
 * 2. du: 1, 2 (unless to very old relatives), 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
 * 3. 1: A, F; 2: A (The army is probably the only exception. People ranked higher than you are addressed Herr + "military rank", people ranked lower "military rank" + name (if known). In formal situations ni is used, du is only used if allowed by the person ranked higher.
 * 4. 1 + 2: D

Finnish-speaking area (ECSTRA-Q)
 * 1. informal sinä vs. formal te
 * 2. sinä: 1, 2 (except for some places in rural areas), 3, 4, 5 (unless the colleague is much older), 6 (except for some companies), 7, 9, 10; te: 8 (but after longer familiarity sinä), 11 (but after longer familiarity sinä); with 12: young workers sinä to all, older (over 50) workers say te to people older than themselves; with 13: te, but young people may say sinä to all
 * 3. 1: A, F, and (among men) B; 2: C, E
 * 4. 1: D, 2: A, B; among men also sinä + last name

FR: France

 * 1. informal tu vs. formal vous

Paris (ECSTRA-Q)
 * 2. tu: 1, 4; vous: 6, 7, 8, 10, 12, 13; tu or vous: 2 and 3 (depending on relationship), 5 (depending on relationship), 9 (vous at the lycée), 11
 * 4. 1: D, 2: B

informand without indication of region (ECSTRA-Q)
 * 2. tu: 1 (with some exceptions), 3, 4, 6, 7, 8, 10, 11, 12, 13; vous: 2; tu or vous: 5, 9
 * 3. 1: F, 2: E
 * 4. 1: D, 2: B

HR: Croatia
...

HU: Hungary

 * 1. informal: te; formal: Maga, Ön -- but pronouns are not used with inflected verbs
 * 2. pronouns not used
 * 3. 1: F (sometimes also A), 2: E
 * 4. 1: D, 2: A (but pronouns are not used in Hungarian)

(all info: ECSTRA-Q)

IE: Ireland
1. + 2. you is informal and formal

Dublin (ECSTRA-Q)

3. 1: A, B, F; 2: C, E

IT: Italy
Lombardy (ECSTRA-Q)
 * 1. informal: tu, formal: Lei
 * 2. informal: 1, 2, 3, 4, 9; formal: 6, 7, 8, 10, 11; either informal or formal: 5 (depending on relationship and age), 12 (depending on the age), 13 (depending on the age)
 * 3. 1: A, F, 2: B, C, E
 * 4. 1: D, 2: A, B; formal address pronoun and last name, e.g. Lei ... Rossi when talking to your employees, your business partners

Sicily (ECSTRA-Q)
 * 1. informal: tu, formal: lei, voi
 * 2. tu: 1, 3, 4, 5, 7, 9, 11; voi: 2; lei: 6, 8, 10, 13; tu/Lei: 12
 * 3. 1: A, 2: E

LT: Lithuania

 * 1. informal tu vs. formal jos
 * 2. tu: 1, 2, 3, 4, 9; jos: 6, 7 (after familiarization du), 8, 10, 11, 12, 13; tu or jos: 5 (depending on age)
 * 3. 1: A, F; 2: C
 * 4. 1: D; 2: A, B

(all info ECSTRA-Q)

LU: Luxemburg

 * 1. informal du vs. formal dir
 * 2. du: 1, 2, 3, 4; dir: 6, 7, 8, 10, 11, 12, 13; to colleagues: du/dir; to your pupils du before they've reached the age of 17
 * 3. 1: A, F, among teenagers also B; 2: E
 * 4. 1: D, 2: A

(all info ECSTRA-Q)

LV: Latvia
...

MT: Malta

 * 1. + 2.: only int for both informal and formal
 * 3. 1: F, 2: E
 * 4. 1: D, 2: A

(all info ECSTRA-Q)

NL: Netherlands
Dutch: informal gij/ge vs. formal U

NO: Norway
...

PL: Poland
1. informal ty vs. formal Pan/Pani

informand without indication of home region (ECSTRA-Q)

 * 2. ty: 1, 2, 3, 4, 5, 11; Pan/Pani: 6, 7, 8, 9, 10, 12, 13
 * 3. 1: A, F; 2: E
 * 4. 1: D; 2: A

Silesia (ECSTRA-Q)

 * 2. ty. 1, 2, 3, 4; Pan/Pani: 5, 6, 7, 8, 10, 11, 12, 13; with 9: just last name, without pronoun
 * 3. 1: A, F; 2: E
 * 4. 1: D; 2: A; married couple that shows up together at some place: państwo + family name

PT: Portugal
1. informal: tu; formal: vós (in the north of Portugal), você

Alentejo (ECSTRA-Q)

 * 2. tu: 3, 4, 5; você: 6, 8, 10, 12, 13; tu/você: 1, 2, 7, 9 (depends on the wealth of students), 11 (depend on familiarity)
 * 3. 1: F; 2: title + given name + family name
 * 4. 1: D; 2: C

SE: Sweden

 * 1. informal du vs. formal ni
 * 2. du: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; with 11 du or ni; with 12 and 13 ni if elderly people, otherwise du
 * 3. 1: A, B; 2: A, B
 * 4. 1 and 2: du + first name, du + last name

(all info ECSTRA-Q)

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
1. + 2. just you for informal and formal

Cambridgeshire (ECSTRA-Q)

 * 3. 1: first name; 2: title plus last name
 * 4. 1: you + first name; 2: you + title and last name

Glasgow, Scotland (ECSTRA-Q)

 * 3. 1: A, B, F; 2: C, E
 * 4. 1: D, 2: A, B

Colombia

 * 1. informal tu or, in some regions, vos vs. formal Usted
 * 2. tu, vos: 3, 4, 11; usted: 2, 6, 8, 10, 12, 13; with 1 both; with 5 and 7 both, depending on relationship; with 9 both, depending on age
 * 3. 1: A, F; 2: C (including Dr., which is a title not necessarily related to the academic title of the person, it is instead an address term for people with a certain level of authority, like officials, CEOs etc.)
 * 4. 1: D; 2: A

(all info ECSTRA-Q)

Greece

 * 1. informal Esú vs. formal Eseís
 * 2. informal: 3, 4, 9, 11; formal: 6, 8, 10, 12; informal/formal: 1, 2, 5, 7 (depending on relationship), 13 (depending on age relationship)
 * 3. 1: A, B, F; 2: E
 * 4. 1: D; 2: A, B

(all info ECSTRA-Q)

Lebanon

 * 1. + 2. inta/inti for both informal and formal
 * 3. 1: A, F; 2: C, D, E
 * 4. 1: address pronoun + first name; 2: address pronoun + title + last name

(all info ECSTRA-Q)

title: ECSTRA/Addressing


text:
ECSTRA/Apologizing

1. Phrases for Apologizing

2. Typical cases where you have to apologize:
 * A. when you have touched someone by accident
 * B. when you have come too close to someone by accident
 * C. when you address someone to ask him an information question
 * D. when you address someone to request something from him/her
 * E. when you have done something wrong
 * F. when you have forgotten something
 * G. when you have broken a promise
 * H. when you have made too much noise
 * I. when you arrive after the fixed time for a meeting/date/appointment

(Please remember our guidelines.)

AT: Austria
Vienna, Lower Austria (ECSTRA-Q)
 * (1) 1. Es tut mir (schrecklich/echt) leid, 2. Verzeihen Sie das Missgeschick, 3. Bitte verzeihen Sie, 4. Entschuldigung, 5. Entschuldigen Sie (vielmals), 6. Sorry, 7. Pardon, 8. Verzeihung, 9. Ich bitte vielmals um Entschuldigung
 * (2) A: 9, 6, 7; B: 4, 5; C: 5; D: 5; E: 1, 2; F: 5, 9; G: 5, 9; F: 6, 5

BE: Belgium
French, in Brussels (ECSTRA-Q)
 * (1) 1. Pardon, 2. Désolé, 3. Je m'excuse, 4. Je vous prie de m'excuser, 5. Déso, 6. Je suis désolé, 7. Excusez-moi, 8. Je suis vraiment désolé, 9. Sorry
 * (2) A: 1; B: 7; C: 1, 7; D: 7; E: 6; F: 6; G: 8; H: 6; other situations: 4 (very polite, in writing letters)

German, in Brussels (ECSTRA-Q)
 * (1) Entschuldige bitte/Entschuldigen Sie bitte, 2. Sorry, 3. Pardon
 * (2) you apologize in situations A, B, D, E, F, G

CH: Switzerland
Lausanne (French-speaking area) (ECSTRA-Q)
 * (1) 1. excusez-moi, 2. je m'excuse, 3. je vous prie de m'excuser, 4. pardon, 5. sorry (rarely)
 * (2) A: 1 2 4; B: 1 2 4; C: s'il vous plaît; D: J'ai un service / quelque chose à vous demander; E: 1 3; F: 1 3; G: 3 + explanation; H: 3 + explanation

CZ: Czech Republic
Bohemia (ECSTRA-Q)
 * (1) 1. Promiňte 'Excuse', 2. To je mi líto 'I'm sorry', 3. Je mi to moc líto 'I am very sorry', 4. Sorry (among close friends), 5. Pardón

DE: Germany
Bremen (ECSTRA-Q)
 * (1) 1. Tut mir leid, 2. Entschuldige/Entschuldigen Sie, 3. Sorry, 4. Pardon (rather infrequent)
 * (2) you apologize in all of the given situations

south (ECSTRA-Q)
 * (1) 1. Entschuldigung, 2. Tut mir leid, 3. Entschuldige/Entschuldigen Sie, 4. Pardon, 5. Sorry, 6. Verzeihung
 * (2) A: 1, 2, 4, 5; B: --; C: 1, (3); D: 1, 3; E: 1, 2, 5; F: 1, 2, 5; G: 1, 2, 5; H_ 1, 2, 3, 5, 7

Saxony (ECSTRA-Q)
 * (1) 1. Sorry, 2. Entschuldige Sie bitte/Entschuldige, 3. Verzeihung, 4. Entschuldigung, 5. Tut mir leid, 6. Pardon (but rarely)
 * (2) A + B: 1-3, 6 (to strangers in the street); D: 3, 4; E: 5, 2; F: 5, 2; G: 5; H: 4

DK: Denmark
...

EE: Estonia
...

ES: Spain
Andalucía (ECSTRA-Q)
 * (1) 1. Perdón/Perdone usted, 2. Lo siente, 3. Discúlpa(me), 4. Lo siento mucho - (Sorry and Pardon do not exist)
 * (2) A + B + D: 3; C: 3, 1; E + F: 1, 3; G: 4; H: 1

Castilia y León (ECSTRA-Q)
 * (1) 1. Perdón (informal), 2. Lo siento (informal), 3. Perdone (formal), 4. Lo lamento, 5. Disculpe (formal), 6. Disculpa (informal) - (Sorry and Pardon do not exist)
 * (2) A: 1, 5, 6; B: 1; C: 5; D: 3, Perdona; E + F: 2; G: 3, Perdona(me); H: Lamento las molestias

FI: Finland
West Finland (Swedish-speaking area) (ECSTRA-Q)
 * (1) 1. Förlåt, 2. Ursäkta mig 'Excuse me', 3. (Jag är) ledsen '(I am) sorry', 4. Det var inte meningen 'That was not intention', 5. sorry (but very rarely) -- (pardon doesn't exist)
 * (2) A: 1 4; C: 2; D: 2; E: 4; F: 1; G: 1 3; H: 2; other situations: apologizing for your (or a friend's or a relative's) behavior

Finnish-speaking area (ECSTRA-Q)
 * (1) 1. Anteeksi, 2. Sori/Sorry, 3. Ups, 4. Oho -- (pardon doesn't exist)
 * (2) A: 1 2 3; B: 1 2; C: 1; D: 1; E: 1, F: 1 2; G: 1 2; H: 1 3; other situations: spilling something 1 2 3 4

FR: France
Paris (ECSTRA-Q)
 * (1) 1. Pardon, 2. Excuse-moi/Excusez-moi, 3. Pardonne(z)-moi, 4. Je suis désolé, 5. Désolé, 6. Toutes mes excuses, 7. Veuillez m'excuser, 8. Je m'excuse, 9. sorry (but rarely!)
 * (2) A + B + C + D: 1, 2; B: also 1 and 5; D: also 4; E + F: Je m'excuse, 1, 2, 4, 5; G: Ne m'en veux pas/ne m'en veuillez pas, Je suis vraiment désolé, 1, 2, 4, 3; H: Ne m'en veux pas/ne m'en veuillez pas, 3, je vous demande pardon, 1, 5, 2; in other situations also mille excuses apart from 1 and 2

HR: Croatia
...

HU: Hungary

 * (1) 1. Elnézést (kérek). 2. Ne haragugy (among friends) / ne haragugyon. 3. Bocsánat. 4. Bocsi (among friends). 5. Sajnálom 'Es tut mir leid'. 6. Párdon (but not very common) (ECSTRA-Q)
 * (2) A: 1, 3; B: -; C: 1, 3; D: 1, 3; E: 1, 2, 3, 5; F: 1, 2, 3, 5; G: 1, 2, 3, 5; H: 1, 2, 3 (ECSTRA-Q)

IE: Ireland
Dublin (ECSTRA-Q)
 * (1): 1. Sorry, 2. Excuse me, 3. Forgive me, 4. Pardon me
 * (2): 1: A B C D E F G H; 2: C D; 3: E

IT: Italy
Lombardy (ECSTRA-Q)
 * (1) 1. scusa, 2. mi scusi, 3. scusami, 4. perdonami, 5. mi dispiace, 6. ops, 7. Sorry (among young people, sometimes for irony), 8. Pardon
 * (2) 1. A + B: 1, 2, 3, 6; C: 1, 2; D: 1, E: 4, 5; F: 3, 4, 5, 6; G: 4, 5; H: 1, 2, 3, 5, 6

Sicily (ECSTRA-Q)
 * (1) 1. Scusi/Scusa 'Excuse', 2. Scusatemi, 3. Pardon!, 4. Sorry!

LT: Lithuania

 * (1) 1. formal: atsipraschone vs. informal atsipraschau (ECSTRA-Q)

LU: Luxemburg

 * (1) 1. Pardon, 2. Oh, pardon, 3. Et deet mer leed, 4. Sorry (among young people), 5. Entschellegt (rather among elderly people)
 * (2) A: 2, B: 1, 2; C + D: 1, 5; E + F + G + H: 1, 3

LV: Latvia
...

MT: Malta

 * (1) 1. Skuzani, 2. Jiddispjacini, 3. Sorry (ECSTRA-Q)
 * (2) A 3; B: 3; C: 1; D: 1; E: 2; F: 2; G: 2; H: 1; otherwise 3 (ECSTRA-Q)

NL: Netherlands
...

NO: Norway
...

PL: Poland
Informand without indication of his home region (ECSTRA-Q)
 * (1) "Excuse me", (2) Sory (among teenagers), (3) "Forgiveness!", (4) "I am sorry"
 * (2) A: 2; B: 3; C: 1 3; D: 1; E: 3, "I want to apologize now"; F: 4

Silesia (ECSTRA-Q)
 * (1) "Excuse me", (2) Sory (among teenagers), (3) "Forgiveness!", (4) "I am sorry", (5) Pardon
 * (2) A: 5, B: 1; C: 1; D: 1; E: 3; F: 4; G: 3; H: 3; arriving late: 1

PT: Portugal
Alentejo (ECSTRA-Q)
 * (1) 1. Desculpa/Desculpe 'Excuse', 2. Perdoa-me/Perdoe-me 'Pardon me', 3. Peço desculpa (formal), 4. perdão, 5. Desculpa me/Desculpe me
 * (2) A: 1 5; B: 1 5; C: 1 3; D: 1; E: 1 3; F: 1 5; G: 1 5 + por favor, H: 3

SE: Sweden

 * (1) 1. Förlåt, 2. Jag är ledsen, 3. Ursäkta -- (pardon does not exist) (ECSTRA-Q)
 * (2) C: 3; D: 3; E: various forms; F: various forms; G: 1; H: 2 (ECSTRA-Q)

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
Cambridgeshire (ECSTRA-Q)
 * (1) 1. sorry, 2. excuse me, 3. pardon
 * (2) 1: A, B, E, F, G, H; 2: C, D

Glasgow, Scotland (ECSTRA-Q)
 * (1) 1. Sorry, 2. I do apologize, 3. I'm sorry, 4. Excuse me, 5. I'm so sorry, 6. I beg your pardon, 7. Pardon
 * (2) 3: A G; 3: D F H; I'm really sorry: B E; 4: A B C D; 1: E F G H; 6: E F G H

Colombia

 * (1) 1. Lo siento mucho., 2. Excúse me, 3. Lo lamento, 4. Disculpeme, 5. Que pena, 6. Le pido excuses, 7. Le ofrezco mis disculpas, 8. Perdón, 9. Sorry (informal, abong friends or close colleagues) (ECSTRA-Q)
 * (2) A: 8 2; B: 8 2 5; C: 2 4; D: 2 4; E: 1 3 5 6 7; F: 1 5 6 7; G: 1 3; H: 2 5 7

Greece

 * (1) 1. Syggyóme, 2. Me sygkhoureís/Me sygkhoureíte, 3. soree, 4. mparnton (Sorry and Pardon do not exist)
 * (2) A - H: 1, 2 (ECSTRA-Q)

Lebanon

 * (1) 1. "I'm sorry, excuse me.", 2. "I didn't mean that.", 3. "I beg your pardon", 4. "Forgive me", 5. Pardon, 6. Sorry. (actually much more frequent than the Arabic word) (ECSTRA-Q)
 * (2) A: 5 6; B: Oops! Sorry!; C: --; D: --; E: Yi! Sorry sorry!; F: "Please forgive me but I didn't mean to forget"; G: "You have all the right to be mad at me" (ECSTRA-Q)

title: ECSTRA/Apologizing


text:
ECSTRA/Closing

Apart from this entry cf. also Leave-Taking (ECSTRA).

(1) What do you say in your nation to show that you want to end a conversation
 * 1. simply "(ok then,) good-bye" after the interlocutor has finished a sentence
 * 2. a phrase like "I want to go now"
 * 3. a phrase like "I must go now. I still some things to do."
 * 4. a phrase like "It is already late."
 * 5. a phrase like "I don't want to bother you any longer."
 * 6. a phrase like "We have already talked too long."
 * 7. saying what you still have to do (if there is something to do)
 * 8. inventing a reason
 * other means

(2) Does the other person let you go or does s/he try to convince you to stay?

(Please remember our guidelines.)

AT: Austria
Vienna, Lower Austria (ECSTRA-Q)

(1) 1 2 5 frequent; 3 4 7 8 very frequent; "It was nice talking to you, but now..."; (2) both possible

BE: Belgium
Brussels (ECSTRA-Q)

(1) 1 informally; 3, 4, 5, 6, 7, 8; (2) lets you go (it's not polite to insist)

CH: Switzerland
Lausanne (French-speaking area) (ECSTRA-Q)

(1) 3 4 5 6, maybe 8; (2) depends on person and relation

CZ: Czech Republic
Bohemia (ECSTRA-Q)

(1) "Sorry, but I have to go now", (2) lets you go

DE: Germany
Bremen (ECSTRA-Q)

(1) 1 2 3 4 7 8; (2) let's you go

south (ECSTRA-Q)

(1) 3 4 5 7 8, "So, we'll see each other"; (2) lets you go

Saxony (ECSTRA-Q)

(1) 2 3 4 7, 5 6 rarely; (2) lets you go

DK: Denmark
...

EE: Estonia
...

ES: Spain
Andalucía (ECSTRA-Q)

(1) 3, (2) lets you go

Castilia y León (ECSTRA-Q)

(1) 2, 3, 4, 5, 6, 7; sometimes 8; 1 rarely; "If you want to join ... I go to ..."; (2) It's rather the case you keep on talking unintentionally

FI: Finland
West Finland (Swedish-speaking area) (ECSTRA-Q)

(1) 3 4 5 frequent, 6 unusual (mostly between women), 7 very frequent, 1 8 practically never; (2) when you're invited to someone's home yes, in an accidental meeting no

Finnish-speaking area (ECSTRA-Q)

(1) 1 3 7 often, 2 sometimes, 4 5 6 8 rarely; (2) usually let's you go; if on a visit, it's polite for the host to say it's not so late yet

FR: France
Paris (ECSTRA-Q)

(1) 1 (sometimes), 2 (frequent), 3 (of varying frequency), 4 (frequent), 5 (frequent), 6 (of varying frequency), 7 (frequent), 8 (frequent); (2) depends on situation (one informand writes: "They don't let you go immediately but they don't try to persuade you to stay either. They just keep on talking as if they hadn't heard what you said and so you have to say it again."; another informand reports that the inerlocutor would accompany to the place where you want to go)

HR: Croatia
...

HU: Hungary
(1) 1, 7, maybe 5, "I must go now", "See you" (+ agreeing to meet at another time) (ECSTRA-Q)

IE: Ireland
Dublin (ECSTRA-Q)

(1) 5, 8, sometimes 7, "I'll let you go", (2) normally tries to persuade you to stay

IT: Italy
Lombardy (ECSTRA-Q)

(1) 1, 3, 4, 8; 2, 5, 7 less frequent; (2) they let you go

Sicily (ECSTRA-Q)

(2) first tries to convince you to stay (ECSTRA-Q)

LT: Lithuania
(1) 1 2 3 4 6 7 8; (2) depends on the interlocutors, normally person let's you go (ECSTRA-Q)

LU: Luxemburg
(1) 3, 4, 7, "Make it good", Bis geschwenn; (2) lets you go (ECSTRA-Q)

LV: Latvia
...

MT: Malta
(1) especially 1, also 3; (2) lets you go (ECSTRA-Q)

NL: Netherlands
...

NO: Norway
...

PL: Poland
(1) 3 5 6 7, maybe 4, "we can continue the conversation tomorrow, I'll now have to do something else"; (2) both possible (ECSTRA-Q)

PT: Portugal
Alentejo (ECSTRA-Q)

(1) 1 3 4 7 frequently, 2 6 never, 5 sometimes, 8 rarely, (2) sometimes the other person persuades you to stay but in general s/he lets you go

SE: Sweden
(1) 3 5; (2) lets you go (ECSTRA-Q)

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
Cambridgeshire (ECSTRA-Q)

(1) 1 3 4 5 6 7 frequent; 2 rare; (2) often there's no immediate departure, but a conversation about when the interlocutors will meet again

Glasgow, Scotland (ECSTRA-Q)

(1) 1 3 4 7 8; (2) The person first tries to persuade you to stay by asking a question or keeping the conversation going

Australia
(1) 1-8 (ECSTRA-Q)

Colombia
(1) 1 2 5 6 8 frequent, 3 4 7 very frequent; (2) depends on the situation; usually at a party or an informal and pleasant meeting the other tries to persuade you to stay (ECSTRA-Q)

Greece
(1) 1 2 3 5 rarely, 4 6 7 8 yes; (2) both possible (ECSTRA-Q)

Lebanon
(1) 1 2 6 rarely, 4 5 7 8 frequently, making a promise to meet sometime later to talk more; (2) usually the other person tries to persuade you to stay or lets you go with a promise to call or meet soon (ECSTRA-Q)

title: ECSTRA/Closing


text:
ECSTRA/Compliments

Typical situations and forms to be focussed on:

1. things that people can make compliments on in a nation, e.g.
 * 1.1. clothes
 * 1.2. looks
 * 1.3. possessions
 * 1.4. intellectual abilities
 * 1.5. physical abilities
 * 1.6. intellectual achievements
 * 1.7. physical achievements
 * 1.8. language competence
 * 1.9. the meal one was invited to
 * other things

2. ways of reacting to a compliment, e.g.
 * 2.1. pure thanking ("Thank you")
 * 2.2. agreeing ("Yes, I also think it's good")
 * 2.3. (thanking and) expressing gladness ("I'm glad you like it")
 * 2.4. (thanking and) returning the compliment ("You look nice, too")
 * 2.5. (thanking and) offering (materialistic) object of compliment ("You can borrow it if you like")
 * 2.6. (thanking and) encouraging ("I'm sure you can achieve this as well")
 * 2.7. (thanking and) explaining ("My mom gave it to me")
 * 2.8. (thanking and) doubting ("You really think so?")
 * 2.9. rejecting and denigrating ("Oh no, that's nothing")
 * 2.10. thanking and denigrating ("Thank you, but that's nothing")
 * 2.11. expressing embarassment ("Oh no, you embarass me")
 * other forms

3. things that people don't, or are forbidden to, compliment on, e.g.
 * 3.1. clothes
 * 3.2. looks
 * 3.3. possessions
 * 3.4. intellectual abilities
 * 3.5. physical abilities
 * 3.6. intellectual achievements
 * 3.7. physical achievements
 * 3.8. language competence
 * 3.9. the meal one was invited to
 * 3.10. the host's wife's appearance
 * other things

On this question, cf. Taboo (ECSTRA).

(Please remember our guidelines.)

AT: Austria
Vienna, Lower Austria (ECSTRA-Q)

 * 1.: 1, 3, 5, 7, 8, 9, 2, rarely 4, 6 (ECSTRA-Q)
 * 2.: often: 11, 10, 4, 7, 8; sometimes 1, 3, 5 (ECSTRA-Q)

informand without indication of her home region (ECSTRA-Q)

 * 1.: 1, 3, 5, 7, 8, and especially 9, also 2
 * 2.: 1, 3, 4, 5, 7, 8, also 6 and (among elderly people) 9

BE: Belgium
Brussels (ECSTRA-Q)
 * 1.: 1, 2, 8, 9, also 3, 4, 5
 * 2.: 1, 3, 4

CH: Switzerland
Lausanne (French-speaking area) (ECSTRA-Q)

 * 1.: 1-9
 * 2.: 1, 4, 6, 9, 10

CZ: Czech Republic
Bohemia (ECSTRA-Q)
 * 1.: 1, 6, 9
 * 2.: 1, 4

DE: Germany
Bremen
 * 1.: 1-9 (ECSTRA-Q, PO)
 * 2.: 1, 2, 3, 4, 7, 8, 9, 10, 11 (ECSTRA-Q)

south
 * 1.: 1, 2, 3, 8, 9, 5, 6, 7, with respects to children also 4 (ECSTRA-Q, PO)
 * 2.: 1, 3, 4, (6), 7, 8, (9) (ECSTRA-Q, PO)

Saxony (ECSTRA-Q)
 * 1.: 1-9
 * 2.: 1, 3, 4, 5, 6, 7

DK: Denmark
...

EE: Estonia
...

ES: Spain
Andalucía (ECSTRA-Q)
 * 1.: 1, 2, 3, 4, 5, 9
 * 2.: 1, 3, 4, 7, 8, 10, 11

Castilia y León (ECSTRA-Q)
 * 1.: 1-9
 * 2.: 3 (all ages), 4 (women), 5 (teenage friends), 7 (women), 10 (old women)

FI: Finnland
Finnish-speaking area (ECSTRA-Q)
 * 1.: 1-9
 * 2.: 1, 2, 3 (for presents), 4 (rare), 5 (very rare), 6 (rare), 7-10 (common)

Swedish-speaking area (ECSTRA-Q)
 * 1.: 1 (especially to women), 6, 7, 9, haircut
 * 2.: very common: 1; common: 2, 4, 7, 8, 9, 10; sometimes: 11; not so usual: 3; very unusual: 5, 6

FR: France
Aix-en-Provence (ECSTRA-Q)

 * 1.: 1, 2, 4, 5, 6, 7, 8, 9
 * 2.: 1 (frequent), 3 (frequent), 6, 7, 8, 9, 10

Indre et Loire (ECSTRA-Q)

 * 1.: basically for everything, esp. 1, 2, 4, 5, 6, 8, 9
 * 2.: 1-7

Montargis (ECSTRA-Q)

 * 1.: 1 (very frequent), 2 (very frequent), 3, 4, 5, 6, 7, 8 (very frequent), 9 (very frequent)
 * 2.: 1 (very frequent), 3, 4 (very frequent), 6, 7, 8 (very frequent), 9, 10, 11

Fontainbleau (ECSTRA-Q)

 * 1.: 1, 2, 8, 9 (very frequent)
 * 2.: 3 (very frequent), 4 (very frequent), 6, 7, 9, 10

Paris (ECSTRA-Q)

 * 1.: everything, maybe except for possessions and maybe intellectual abilities
 * 2.: 1-11, broad range of individual variation, but 1, 3, 4, 8 seem especially prominent

HR: Croatia
...

HU: Hungary

 * 1.: 1, 2, 6, 7, 8, 9, home (ECSTRA-Q)
 * 2.: 1, 3 (with equipment, food), 4, 7, 9 (with achievements, linguistic competence) (ECSTRA-Q)

IE: Ireland
Dublin (ECSTRA-Q)

 * 1.: 1-9
 * 2.: 1, 6, 8, "This old thing!"

IT: Italy
Lombardy (ECSTRA-Q)
 * 1.: 1, 3, 4, money, cars, raise of salary
 * 2.: 1, 3, 4, 5, (6), 7, 8, 9, 10, 11

Friuli Venezia-Giulia (ECSTRA-Q)
 * 1.: 1 (frequent), 2, 5, 6, 7, 9
 * 2.: 1, 3, 4, 5, 6, 7, 8, 9, 10, 2 (i.e. "Yes, you're right")

LT: Lithuania

 * 2.: 1, 2 (in certain situations), 4, 5, 6, 7, 8, 9, 10, 11 (ECSTRA-Q)

LU: Luxemburg

 * 1.: practically everything can be made compliments on, esp. clothes and looks, possessions (ECSTRA-Q)
 * 2.: 1, 3 (very frequent), 4, 5 (rare), 6, 7 (very frequent), 8, 9, 10, 11 (ECSTRA-Q)

LV: Latvia
...

MT: Malta

 * 1.: 1, 2, passed exam, job, birth of a child (ECSTRA-Q)
 * 2.: 1 (very frequent), 3, 4, 6, 7, 8, 9, 10, 11 (ECSTRA-Q)

NL: Netherlands
...

NO: Norway
...

PL: Poland

 * 1.: 1, 2, 3, 5, 7, 9, children and their talents/achievements, grandchildren (ECSTRA-Q)
 * 2.: 1, 3, 4, 6, 7, 8, 11 (ECSTRA-Q)

PT: Portugal
Alentejo (ECSTRA-Q)
 * 1.: 1, 2, 3, 4, (5, 6, 7, 8), 9, success
 * 2.: 1, 3, 4, 7, 8, 9, 10, 11

SE: Sweden

 * 1.: 1-9 (ECSTRA-Q)
 * 2.: 1 (very frequent), 3, 4, 5, 7, 8, 9, 10, 11 (ECSTRA-Q)

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
Cambridgeshire, England (ECSTRA-Q)

 * 1.: 1, 2, 4, talents, personal qualities
 * 2.: 5, 6, 7, 8, 9 10, 11

Scotland (ECSTRA-Q)

 * 1.: 1, 2, 4-5 (ok with respect to children, less common with respect to adults), 6, 7, 9, success of any kind
 * 2.: a Glasgow informand writes 2-11 (i.e. excl. 1), another Scottish informand writes that 1 is the most common, 3 4 7 8 9 10 11 are common, 5 quite common, and 2 and 6 very rare.

Australia

 * 1.: 1-9 (ECSTRA-Q)
 * 2.: 1-11 (ECSTRA-Q)

Colombia

 * 1.: 1, 2, 9, 6, professional achievements, well done job (ECSTRA-Q)
 * 2.: 1, 3 (when replying to a compliment about clothes, a meal, a piece of artistic work), 4 (when replying to a compliment about clothes or appearance), 5 (sometimes when replying to a compliment about possessions), 7, 8, 9 and 10 (when you are happy to have helped somebody); 2, 6, 11 not so usual (ECSTRA-Q)

Greece

 * 1.: intelligence, looks, knowledge on various topics, professional achievements, being a good cook or housekeeper (ECSTRA-Q)
 * 2.: 1, 3, 4, 5, 6, 7, 8, 9 (frequent), 10, sometimes 2 and 11 (ECSTRA-Q)

Lebanon

 * 1.: 1-9 (ECSTRA-Q)
 * 2.: 3, 4, 5, 7, 8, 9, 10, 11 (ECSTRA-Q)

title: ECSTRA/Compliments


text:
ECSTRA/Disagreeing

Forms used or not used to express disagreement with someone else's opinion:
 * A. a direct "No"
 * B. never the word "No"
 * C. a phrase like "(No), I disagree", "(No), I have a different opinion"
 * D. a phrase like "I think you have to think about this again"
 * E. a phrase like "I think we have to think about this again"
 * F. a phrase like "Yes, I see what you mean, but I think that..."
 * G. a phrase like "Yes, I see what you mean, but wouldn't you also think that..."
 * H. people just say nothing at all and remain silent
 * I. people just shake their heads
 * J. people just smile
 * K. people just make a disapproving look
 * L. other means

(Please remember our guidelines.)

AT: Austria

 * Vienna and Lower Austria: A, C (very frequent), D (sometimes), E, F (very frequent), G (very frequent), H, I (very frequent), K; J is rather uncommon; other means: you cross your arms (ECSTRA-Q)
 * informand who has not indicated his region: B, F, G (ECSTRA-Q)

BE: Belgium

 * Brussels: A (occasionally), C (informal), E, F (rather formal), G (rather formal) (ECSTRA-Q)

CH: Switzerland

 * Lausanne (French): C (most frequent type), H (frequent), K (ECSTRA-Q)

CZ: Czech Republic
...

DE: Germany

 * Bremen: C F G (ECSTRA-Q)
 * Saxony: A (informal), C, D (informal), E, F, G, H (possibly), I (informal, among friends), J (formal) (ECSTRA-Q)
 * south: A (informal  formal), C, F, G, H, J, other means: Das sehe ich anders 'I see it differently' (ECSTRA-Q)

DK: Denmark
...

EE: Estonia
...

ES: Spain

 * Andalusia: C, D, F, I, K (ECSTRA-Q)
 * Castilla y León: A F G frequently; B E H rarely; C very frequently; D J K informally; I never (ECSTRA-Q)

FI: Finland

 * Finnish-speaking part: A (quite often), C (often), D (seldom), E (very seldom), F (commonly), G (seldom), H (many people do so), I (rarely), K (sometimes) (ECSTRA-Q)
 * West-Finland (Swedish-speaking): C (often), D (to children and close friends), E (often), F (often), G (often), I - K would be seen as condescending; A and H are practically never used (ECSTRA-Q)

FR: France

 * Paris: A (if interlocutors know each other well, very frequent), C (frequently) (rather informal?), D (for some very frequent, for others rather infrequent), E (occasionally), F (informal?), G (for some rare, for some very frequent), H (for some of mid-, for others of high frequency), I (for some of mid-, for others of high frequency), J (for some of mid-, for others of high frequency), K (for some of mid-, for others of rather high frequency), other means: you talk about it at the table (mostly in a restaurant) (ECSTRA-Q)

HR: Croatia
...

HU: Hungary
C, F, G, K; H depends on interlocutor, I in informal situations (ECSTRA-Q)

IE: Irland

 * Dublin: A D E J K rarely; C F G frequent; H never; other means: You can't be serious (ECSTRA-Q)

IT: Italy

 * Lombardy: A (very frequent in informal situations), C non sono d'accordo (frequent), D ripensaci (rare), F e.g. si, capisco, ma penso... (frequent), G e.g. si, capisco, ma non pensi/credi che..., H rarely, I very frequently, K rarely (not very polite) -- never B, J (ECSTRA-Q)

LT: Lithuania
A, C, E (formal), F, I (rather informal), K (rather informal) (ECSTRA-Q)

LU: Luxemburg
A only with friends, C, F, G (very frequent), I, other strategy: Jo, ech weess ët awer nët! (Yes, but I don't (ECSTRA-Q; 1 female informand with mothertongue Luxemburgish)

LV: Latvia
...

MT: Malta
C (most frequent form), D-G (ECSTRA-Q)

NL: Netherlands
...

NO: Norway
...

PL: Poland

 * A, C, F, G, other means: "I think differently about this", "I have different experiences" (ECSTRA-Q)
 * Silesia: A, C, D, F, G, I, K (ECSTRA-Q)

PT: Portugal

 * Alentejo: A very frequently, but informally; C F very frequently; J frequently; H I sometimes; D E rarely; G for some very frequently, for some rarely, K for some of mid-, for others of very high frequency (ECSTRA-Q)

SE: Sweden
A, C, F, G, H (ECSTRA-Q)

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom

 * Glasgow: A (occasionially), C (common), D (rare), F (common), H (very very common), I (common), J (common), K (rather rare) (ECSTRA-Q)
 * Cambridgeshire: A (rarely and only if you know the person well), B in formal settings, C (frequent), D (rarely), E (quite rarely), F (frequently), G (frequently), H (very rarely), I (rarely, quite condescending), J (almost never), K (rarely) (ECSTRA-Q)

Non-European Nations

 * Australia: B to K (ECSTRA-Q)
 * Colombia: A C D K rarely; B very frequently; E H I J frequently; F G sometimes (ECSTRA-Q)
 * Greece: A; B D E G H I rarely; C F J K frequently (ECSTRA-Q)
 * Lebanon: A between very close friends and family; B; C D informally; E H rarely; F G very frequently; K frequently; I never; J yes when both think that there si no way the other person will be convinced otherwise (ECSTRA-Q)

title: ECSTRA/Disagreeing


text:
ECSTRA/ELiX Wiki: Projects/ECSTRA

Welcome to ECSTRA (European Communicative Strategies)!

Goal of the Project
In this project we want to compare different communicative strategies for given situations in order to find out where different European nations are similar and where they differ; in a second step we also want to find out where Europe differs from other civilizations. In a way this is an onomasiological project like EuroHiT (onomasiology deals with the question “What are the names for a thing/concept/object X?”).

 * NOTE: There is already a number of studies whose data we will first have to enter here (if you'd like to contribute systematically and enter the data from a specific book, contact the coordinator). In a second step we shall see where data and information are missing.

When the project is in an advanced stage, we plan to compose printed works for a general audience that will enable general and specific intercultural competence so that people will more easily manage communication with people from different nations.

We’ve started this project with the help of this questionnaire (DOC, PDF).

If you click on the Category link at the bottom there is a list of items that have so far been accepted for the Project.

Article Structure
Each article is structured the following way:
 * 1) the entry word which expresses the general communicative act, always supplemented by “(ECSTRA)”, e.g. “greeting (ECSTRA)”
 * 2) a list of typical situations that should be referred to in the single language sections
 * 3) the various European language sections
 * 4) for some countries: a reminder that regional differences might be prominent
 * 5) a section for other annotations
 * 6) a section for information on non-European languages
 * 7) a section for listing frequent errors that certain non-natives make in certain languages
 * 8) a list of relevant categories

(Here is a sample for new articles).

Guidelines

 * Whenever you add information be as precise as possible: say for which situation, for which age group, for which region, for which speaker-hearer constellation your information is valid.
 * Use the form of your original language and add a literal translation in one or two of the languages used on ELiX Wiki.
 * Linguistic forms should be written in italics (xxx), meanings and translations should be given in single inverted commas (‘xxx’). Citations should be given in (“...”)
 * If you would like to add information on another European language feel free to do so and add a new language section.
 * If you would like to carry out a larger questionnaire study, please contact the project coordinator, Joachim Grzega (joachim.grzega@ku-eichstaett.de).

Remember our general guidelines:
 * 1) ELiX Wiki permits multilingualism. For reasons of communication, though, the languages that you should use in this Wiki are the five most wide-spread languages in Europe: English, French, German, Spanish, Italian.
 * 2) We would appreciate if you registered, although this is not an absolute reguirement. Feel free to start a User page which allows others to see who you are and where you are an expert in.
 * 3) Only add information to existing articles, don’t start new articles (except for the Project EuroLex). All articles have been deliberately chosen for the single projects. If you feel that an article should be added please write an e-mail to the main coordinator first (joachim.grzega@ku-eichstaett.de).
 * 4) When you add information, please indicate your sources (if the information is your own personal observation, indicate this by writing “PO”; if your information is based on our questionnaire, indicate this by “Q”).
 * 5) If you doubt the correctness of data, please discuss this on the corresponding Talk page first before you make any changes.
 * 6) When you discuss something on the Talk page, always be friendly and be aware that different users have different expertise in different things.
 * 7) Sign your contributions on the Talk page, but don’t sign the ones on the Article pages.
 * 8) Try to formulate your comments as simply as possible that people with other mother tongues have a bigger chance to follow as well.
 * 9) Use jargon if you must, but explain it, if possible.
 * 10) Try to stick to the layout suggested—this will later facilitate working your information into books.

Frequent Sources
For studies on European communicative stategies see the bibliography in the ELiX section Varia.

title: ECSTRA/ELiX Wiki: Projects/ECSTRA


text:
ECSTRA/Greeting

Typical situations to be focussed on:

1. current informal greeting terms

2. current formal greeting terms

(Please remember our guidelines.)

AT: Austria
...

BE: Belgium
...

CH: Switzerland
...

CZ: Czech Republic
...

DE: Germany
...

DK: Denmark
...

EE: Estonia
...

ES: Spain
...

FI: Finland
...

FR: France
...

HR: Croatia
...

HU: Hungaria
...

IE: Ireland
...

IT: Italy
...

LT: Lithuania
...

LU: Luxemburg
...

LV: Latvia
...

MT: Malta
...

NL: Netherlands
...

NO: Norway
...

PL: Poland
...

PT: Portugal
...

SE: Sweden
...

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
...

Non-European Nations
...

Greetings in China

In China, a hand shake is considered to be the standard greeting. Instead of shaking hands very firmly, the Chinese prefer to shake hands very lightly and for as long as ten seconds.

As not everyone may greet you with a handshake, it may be a good idea to wait for your Chinese counterpart to extend their hand to you as others may use a nod or slight bow may be used to greet you instead.

Additionally, you might also see Chinese people lowering their eyes a little when they meet people. This is considered a symbol of respect as staring into the eyes might make some people feel uncomfortable.

When meeting very traditional Chinese people, it is usually the case that Chinese make a concerted effort to show respect and honor to you as a guest, new friend or business associate. Amongst the chinese in more westernized cities such as Shanghai and Beijing, the formal etiquette may be lacking.

Bows and Handshakes Chinese may nod or bow instead of shaking hands lthough shaking hands has become increasingly popular. The Chinese bow is slight, unlike the Japanese bow, from the shoulders rather than the waist. As a further sign of exchanging respect and honors, some older Chinese men may also place their hands in a ball, right over left,in front of their chest and make a slight bowing motion toward you. Simply do the same.

Introductions Chinese introductions can be friendly and relaxed or very formal, even austere. Chinese may not smile when introduced, as they are taught to not show emotions openly. When you are introduced to a Chinese group, they may greet you with applause to show appreciation and respect for your presence with them. Applaud back.

Vocal Greeting A common greeting is ni hao ma? (nee HOW ma), which means, "How are you?". You can simply say ni hao which means "Hello".

Respecting Seniority The Chinese show great respect for the wisdom and experience of its seniors. The senior people present will initiate the greetings. Greet the oldest, most senior person before any others. Paying attention to and making an effort to communicate with the senior members of the group will be greatly appreciated. In group introductions, line up according to seniority with the senior people at the head of the line.

Formality Use family names and appropriate titles until specifically invited by your Chinese host or colleagues to use their given names. You are unlikely to be on a first-name basis with your Chinese counterparts until your relationship is established.

Do Not Touch Amongst themselves, same sex touching in public is common and has no sexual overtones. Two females may be walking along the street holding hands or arms locked together. Two males will often have one with his arm draped around the other or one taking the other's arm as they are walking along. As total strangers who do not know you, Chinese dislike being touched. They will be uncomfortable with your touches, hugs, back slaps or other types of contact. Once you are familiar with a Chinese person, they may feel very comfortable to take your hand or arm when guiding you along the street or talking to you.

title: ECSTRA/Greeting


text:
ECSTRA/Humor

(1) Is humor in your nation used in formal situations?, e.g.
 * 1. in business presentations
 * 2. business conversations
 * 3. conversations with administration officials
 * 4. conversations with your professor
 * 5. other situations

(2) If humor is used in these situations, what kind of humor is used?, e.g.
 * A. puns
 * B. humorous anecdotes
 * C. irony

(Please remember our guidelines.)

AT: Austria
Vienna, Lower Austria (ECSTRA-Q)

(1) yes, in part, business conversations and colleagues; (2) irony, puns

BE: Belgium
Brussels (ECSTRA-Q)

(1) Yes, always appreciated; (2) irony related to politics, puns, funny anecdotes (ECSTRA-Q)

CH: Switzerland
Lausanne (French-speaking area) (ECSTRA-Q)

(1) yes, even sometimes considered good in business presentations or conversations, during courses, not ith administrative officials; (2) varying from person to person or from group to group

CZ: Czech Republic
Bohemia (ECSTRA-Q)

(1) very rarely, only when the partner is open for humor; (2) puns

DE: Germany
Bremen (ECSTRA-Q)

(1) yes; (2) B, C

south (ECSTRA-Q)

(1) no

Saxony (ECSTRA-Q)

(1) yes, (2) puns, irony

DK: Denmark
...

EE: Estonia
...

ES: Spain
Andalucía (ECSTRA-Q)

(1) Frequently; (2) A

Castilia y León (ECSTRA-Q)

(1) Humor is becoming more usual, but it's not expanded to all fields, administrative officials or talks with professors; (2) B, unimportant themes/questions, jokes

FI: Finland
West Finland (Swedish-speaking area) (ECSTRA-Q)

(1) sometimes in business conversations (to ease up the atmosphere), sometimes in presentations; (2) self-irony

Finnish-speaking area (ECSTRA-Q)

(1) sometimes, but not much and not by all; (2) anecdotes, puns; irony rarely

FR: France
Paris (ECSTRA-Q)

(1) Rarely. (2) Puns, funny anecdotes.

HR: Croatia
...

HU: Hungary
(1) 4 yes, but it depends on the topic; (2) A, B, C (ECSTRA-Q)

IE: Ireland
Dublin (ECSTRA-Q)

(1) Yes, (2) irony, wit

IT: Italy
Lombardy (ECSTRA-Q)

(1) in formal situations occasionally, but not very often; it is used; (2) C, words or expressions with double meaning, no vulgar humor

Sicily (ECSTRA-Q)

(1) No.

LT: Lithuania
(1) No. (ECSTRA-Q)

LU: Luxemburg
(1)Rarely, rather no. (ECSTRA-Q)

LV: Latvia
...

MT: Malta
(1) yes, (2) anecdotes, comments about something current in the news (ECSTRA-Q)

NL: Netherlands
...

NO: Norway
...

PL: Poland
(1) yes, but also dependend on partners' generation; (2) anecdotes, but also dependend on situation (ECSTRA-Q)

PT: Portugal
Alentejo (ECSTRA-Q)

(1) Sometimes, but not frequently; (2) puns, irony, anecdotes, jokes (ECSTRA-Q)

SE: Sweden
(1) Not necessarily but welcome if you can ease up the atmosphere a little without making it silly

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
Cambridgeshire (ECSTRA-Q)

(1) Yes, when it is relevant to the situation, i.e. not a random gag; (2) irony, sarcasm

Glasgow, Scotland (ECSTRA-Q)

(1) Not usually, depends on the person you are dealing with (sometimes in business presentations); (2) puns, jokes on recent events, self-irony

Australia
(1) Occasionally; (2) puns, jokes (ECSTRA-Q)

Colombia
(1) Colombians are famous for their sense of humor; (2) A, B, C (ECSTRA-Q)

Greece
(1) occasionally; (2) funny anecdotes, irony, funny comments on social/political matters (ECSTRA-Q)

Lebanon
(1) The Lebanese basically tend to use humor in any situation; (2) a mixture of A, B, C (ECSTRA-Q)

title: ECSTRA/Humor


text:
ECSTRA/Leave-Taking

roltaco Typical forms:

1. forms to say good-bye
 * 1.1. informally
 * 1.2. formally

2. ways to bring the conversation to an end
 * 2.1. a simple "Ok, good-bye now"
 * 2.2. a phrase like "I want to go now"
 * 2.3. a phrase like "I have to go now, I have to do something else"
 * 2.4. a phrase like "It's already late now"
 * 2.5. a phrase like "I don't want to bother you any longer"
 * 2.6. a phrase like "We've already talked for too long"
 * 2.7. you say what you have to do now (if there really is something)
 * 2.8. you invent a reason
 * 2.9. other strategies

3. does the interlocutor let you go or does s/he first try to persuade you to stay?

(Please remember our guidelines.)

AT: Austria
...

BE: Belgium
...

CH: Switzerland
...

CZ: Czech Republic
...

DE: Germany
...

DK: Denmark
...

EE: Estonia
...

ES: Spain
...

FI: Finland
...

FR: France
...

HR: Croatia
...

HU: Hungary
...

IE: Irland
...

IT: Italy
...

LT: Lithuania
...

LU: Luxemburg
...

LV: Latvia
...

MT: Malta
...

NL: Netherlands
...

NO: Norway
...

PL: Poland
...

PT: Portugal
...

SE: Sweden
...

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
...

Non-European Nations
...

title: ECSTRA/Leave-Taking


text:
ECSTRA/Main Page

Welcome to ELiX Wiki!
This wiki serves as a platform for larger projects of EuroLinguistiX (ELiX), coordinated by Joachim Grzega. Just like James Murray, who, as the responsible author and editor of the Oxford English Dictionary at the end of the 19th century, invited everybody to assist him in gathering data for his dictionary, we also invite everyone to make these Eurolinguistic projects here collaborative projects. Only with many people’s help Murray was able to compose the Oxford English Dictionary. And this is also the idea of ELiX Wiki.

Although ELiX understands Europe in an anthropological definition, as the part of Europe that uses the Latin alphabet and has developped from the western Christian church, everyone in Europe and in the world is warmly welcome as a contributor to the ELiX projects.

So far, there are four ELiX Projects (if you want to contribute, click on the respective link for further guidelines):
 * EuroHiT (= European Historical Thesaurus): Here we want to find out how certain things are called in different periods of the European languages. We want to find out how and why expressions changed. We want to compare the various European languages with one another and see where there are similarities.
 * ECSTRA (= European Communicative Strategies): Here we want to compare different communicative strategies in order to find out where different European nations are similar and where they differ; in a second step we also want to find out where Europe differs from other civilizations.
 * EuroLex (= European Lexemes): Here we want to collect Europeanisms or European internationalisms, words that occur in the large majority of European languages and go back to Latin (and Greek), French, English, Arabic, Italian, and German (these are six most important source languages for internationalisms in Europe). The project also serves to find out how Europe differs from other civilizations.
 * ProSE (= Proverbs and Sayings in Europe): Here we want to collect proverbs and sayings current in Europe and see how they are different from and similar to other civilizations.

General guidelines for contributing to ELiX Wiki:
 * 1) ELiX Wiki permits multilingualism. For reasons of communication, though, the languages that you should use in this Wiki are the five most wide-spread languages in Europe: English, French, German, Spanish, Italian.
 * 2) Everybody can read these pages. If you want to contribute to them, however, you are requested to register (otherwise we have to many spam problems). Feel free to start a User page which allows others to see who you are and where you are an expert in.
 * 3) Only add information to existing articles, don’t start new articles (except for the Project EuroLex). All articles have been deliberately chosen for the single projects. If you feel that an article should be added, please write an e-mail to the main coordinator first (joachim.grzega@ku-eichstaett.de).
 * 4) When you add information, please indicate your sources (if the information is your own personal observation indicate this by writing “PO”).
 * 5) If you doubt the correctness of data, please discuss this on the corresponding Talk page first before you make any changes.
 * 6) When you discuss something on the Talk page, always be friendly and be aware that different users have different expertise in different things.
 * 7) Sign your contributions on the Talk page, but don’t sign the ones on the Article pages.
 * 8) Try to formulate your comments as simply as possible that people with other mother tongues have a bigger chance to follow as well.
 * 9) Use jargon if you must, but explain it, if possible.
 * 10) Try to stick to the layout suggested—this will later facilitate working your information into books.

(Cf. also Start Page.)

title: ECSTRA/Main Page


text:
ECSTRA/Refusing

Typical forms when you want to turn down an offer or an invitation (in formal and/or informal contexts):

 * A. a direct phrase that means "No, I don't feel like going there/doing X"
 * B. a vague excuse like "No, I don't have time", "No I have something else to do"
 * C. a phrase like "(I don't know yet,) I'll let you know", though you will surely not contact the person again
 * D. a phrase liek "I'll have to think about it", though you will surely not contact the person again
 * E. a concrete brief and true excuse (if there is one)
 * F. a concrete brief and invented excuse (if there is no concrete true excuse)
 * G. a long and true excuse (if there is one)
 * H. a long and invented excuse (if there is no concrete true excuse)
 * I. other means

(Please remember our guidelines.)

AT: Austria

 * Vienna, Lower Austria: B C D G H common; E F very frequent; other means: clear turning down of the invitation, but suggestion to meet at some other time (ECSTRA-Q)
 * female informand with no indication of region: A colloquial; C E very frequent; D F common (ECSTRA-Q)

BE: Belgium

 * Brussels: A E informal; B very frequent, C sometimes; D rare; F = (only? redominantly?) for written invitations; G rare and only for friends; also E is in use (ECSTRA-Q)

CH: Switzerland
...

CZ: Czech Republic
...

DE: Germany

 * Bremen: B-H; other means: "I first have to talk with my husband/wife about it" (ECSTRA-Q)
 * South: A only informal; B C E F G; other means: "Thanks, but..." (ECSTRA-Q)
 * Saxony: A very informal, among close friends, within the family; B formal, to colleagues or the boss; C informal, among friends; D informal, among friends; E to colleagues, to the boss; F to colleagues or to the boss; G among close friends (ECSTRA-Q)

DK: Denmark
...

EE: Estonia
...

ES: Spain

 * Andalusia: A B C D (ECSTRA-Q)
 * Castilla y León: A B C D F frequent; B informal + frequent; D more or less frequent; F rare (ECSTRA-Q)

FI: Finland

 * West-Finland (Swedish-speaking area): A not when you're invited to someone's home; B frequent; C common, also used if you really aren't sure; D common; E common; F rare (instead, B is used); G rare; H practically never
 * Finland (Finnish-speaking area): A B E often; C D not at all; F rare; G sometimes, if the request comes from a friend; H hardly ever (ECSTRA-Q)

FR: France

 * Paris: A only among friends; B C F; D H rare; E G considered rare by some and common by others (ECSTRA-Q)
 * informand, without specification of her region: A B C H very frequent; D rare; E F G informal; the informand writes: "les français refusent souvent des choses, alors qu'ils peuvent très bien les faire, ils mentent beaucoup ... ils ne se gênent pas pour dire que quelque chose les dérange, et ne s'excuse pas forcément pour tout." (ESCTRA-Q)

HR: Croatia
...

HU: Hungaria
A only among good friends, B among good friends or in the form "Unfortunately I have no time (without a "No, ..." at the beginning) for formal situations, C, E, F (but impolite), G (ECSTRA-Q)

IE: Ireland

 * Dublin: B E G H frequent; C D F rare; other means: feigned illness (ECSTRA-Q)

IT: Italy

 * Lombardy: A for some frequent, for some rare; E frequent; F for some frequent, for some not so frequent; B frequent + informal; C very frequent; D for some very frequent, for some rare; G H rare (ECSTRA-Q)

LT: Lithuania
A, B, C, D, E, F (ECSTRA-Q)

LU: Luxemburg
B, C (very frequent), D, E (very frequent), G (ECSTRA-Q)

LV: Latvia
...

MT: Malta
A - H

NL: Netherlands
...

NO: Norway
...

PL: Poland
B (at least in Upper Silesia); C (if there really is a reason); D; E; F (at least in Silesia), G (ECSTRA-Q)

PT: Portugal

 * Alentejo: A very frequent, but informal; B very frequent; C common; D for some rare, for some frequent; E F G H rare or even very rare (ECSTRA-Q)

SE: Sweden
A ok, if you're busy; C-H (ECSTRA-Q)

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom

 * Scotland: A H rare; B very common; C D E F common (ECSTRA-Q)
 * Cambridgeshire: A only if you know the interlocutor well, informal; B C frequent; D E very frequent; F rare; G quite frequent; H quite rare (ECSTRA-Q)

Non-European Nations

 * Australia: A C D E F G (ECSTRA-Q)
 * Colombia: A E H rare; B C very frequent; D G frequent; F sometimes (ECSTRA-Q)
 * Greece: A rare; B rare, only if you really don't have time; C E F G H very frequent; D for some frequent, for some rather uncommon (ECSTRA-Q)
 * Lebanon: A B rare; C D G H frequent; E F informal (ECSTRA-Q)

title: ECSTRA/Refusing


text:
ECSTRA/Requests

Typical forms and situations to be focussed on:

Situations:
 * A. asking the host to close the window
 * B. asking a friend to lend you his book
 * C. asking a professor you know only superficially to lend you his book
 * D. asking a friend to give you back your book
 * E. asking a friend to lend you a sum of 100 euros
 * F. asking a friend to give you back the 100 euros you've lent him

Frequent structures that are possible or impossible [which is more easily noted down] in a given situation:
 * 1. pure imperative like "do X"
 * 2. use of 'please'
 * 3. expressions that mean "could you do me a favor? ..."
 * 4. descriptions of a want or its cause like "I'd like to have X", "I forgot X...", "I missed X..."
 * 5. very direct phrases like "I am asking you to do X"
 * 6. relatively direct phrases like "I would like to ask you to do X"
 * 7. slightly direct phrases like "I would like to get the favor of you doing X"
 * 8. stating the obligation of the hearer like "You will have to do X"
 * 9. direct want statements like "I really wish you would do X"
 * 10. suggestions like "How about doing X?"
 * 11. strong 'positive' queries like "Can you do X?", "Will you do X?"
 * 12. mild 'positive' queries like "Could you do X?", "Would you do X?"
 * 13. strong 'negative' queries like "Can't you do X?", "Won't you do X?"
 * 14. mild 'negative' queries like "Couldn't you do X?", "Wouldn't you do X?"
 * 15. strong hints like "You have forgotten x"
 * 16. mild hints that do not contain any direct reference to the requested thing (e.g. I can't see X, i.e. 'you have forgotten X, bring X here!')
 * 17. Other forms

(Please remember our guidelines.)

AT: Austria
Vienna (ECSTRA-Q):
 * A: 2, 3, 4
 * B: 2, 3, 12, 14
 * C: 2, 3, 4
 * D: 2, 5, 6, 8, 9, 11, 13
 * E: 2, 3, 4, 13
 * F: 2, 5, 6, 8, 9, 10, 11, 13, 14

BE: Belgium
French-speaking area (ECSTRA-Q)
 * A: 12
 * B: "Do you think I could borrow your book?"
 * C: 12
 * D: 12
 * E: 3
 * F: 12

CH: Switzerland
French-speaking area (ECSTRA-Q)
 * A: 2, 3, 7
 * B: 2, 7
 * C: 2, 3, 4
 * D: 2, 6
 * E: 2, 10
 * F: 2, 16

CZ: Czech Republic
...

DE: Germany
(ECSTRA-Q, PO)
 * A: 2, 3, 11, 12
 * B: 2, 3, 4, 8, 10, 11, 12
 * C: 2, 3, 12
 * D: 2, 4, 5, 11, 12, 13
 * E: 2, 3, 11, 12, 14
 * F: 2, 9, 10, 11, 12, 13, 15

DK: Denmark
...

EE: Estonia
...

ES: Spain
Castilia y León (ECSTRA-Q)
 * A: 2, 11
 * B: 4, 6, 11
 * C: 6, 9, 11
 * D: 11, 12
 * E: 3, 7, 11, 12
 * F: 7, 11, 12

Andalusia (ECSTRA-Q)
 * A: 2, 3
 * B: 2, 3, 4, 10, 11, 12, 14
 * C: 2, 3, 4, 10, 11, 12, 14
 * D: 1, 5, 6, 8, 10, 13, 15, 16
 * E: 10, 11, 12, 14
 * F: 1, 5, 6, 8, 10, 13, 15, 16

FI: Finland
Swedish-speaking area (ECSTRA-Q):
 * A: 2, 7, 11, 12, 13, 14, 16
 * B: 4, 11, 12
 * C: 4, 12, 16
 * D: 4, 10, 11, 15
 * E: 6, 11, 12
 * F: 6, 11, 15

FR: France
Paris (ECSTRA-Q):
 * A: 2, 4, 5, 12, 13, 14 + "It wouldn't bother you to ..., please?"
 * B: 2, 3, 4, 5, 8, 10, 11, 12, 14 + "It wouldn't bother you to..., please?"
 * C:
 * D:
 * E:
 * F:

HR: Croatia
...

HU: Hungary
(ECSTRA-Q)
 * A: 2, 3, 12
 * B: 12, 13, 14
 * C: 2, 3, 12, 13
 * D: 5, 6, 12, 15
 * E: 3, 4, 12, 13, 14, 15
 * F: 5, 6, 12, 15

IE: Ireland
(ECSTRA-Q)
 * A: 3 + "Would you mind..." + "Is there any chance you could..."
 * B: 3, 4, 11, 12 + "Would you mind..." + "Is there any chance you could..."
 * C: 4 + "Would you mind..." + "Is there any chance you could..."
 * D: 11, 12 + "Would you mind..." + "Is there any chance you could..."
 * E: 11, 12 + "Would you mind..." + "Is there any chance you could..."
 * F: 10, 12 + "Would you mind..." + "Is there any chance you could..."

IT: Italy
Lombardy (ECSTRA-Q)
 * A: 2, 11, 12
 * B: 1, 2, 3, 6, 14 + "Would you be so kind...?"
 * C: 3, 6, 7, 14 + "Would you be so kind...?"
 * D: 1, 2, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 16
 * E: 2, 3, 4, 6, 7, 11, 12, 13, 14 + "Would you be so kind...?"
 * F: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16

LT: Lithuania
(ECSTRA-Q)
 * A: 2
 * B: 2, 3, 10, 12, 13
 * C: 2
 * D: 2, 4
 * E: 2, 3, 6, 9, 12, 13
 * F: 2, 4

LU: Luxemburg
...

LV: Latvia
...

MT: Malta
(ECSTRA-Q)
 * A: 2
 * B: 12
 * C: 3
 * D: 3
 * E: 9
 * F: 10

NL: Netherlands
...

NO: Norway
...

PL: Poland
(ECSTRA-Q)
 * A: 2, 5, 6
 * B: 3, 11, 12
 * C: 2, 3, 4, 11
 * D: 5
 * E: 3, 4, 11, 12
 * F: 2, 6, 10

PT: Portugal
(ECSTRA-Q)
 * A: 2
 * B: 3, 11
 * C: 2, 6, 11, 12
 * D: 3, 9
 * E: 3
 * F: 2, 3, 5

SE: Sweden

 * A: 2
 * B: 4
 * C: 4
 * D: 4
 * E: 3
 * F: 5

SI: Slovenia
...

SK: Slovakia
...

UK: United Kingdom
England
 * A: 3
 * B: 3
 * C: 2
 * D: 2
 * E: 3
 * F: 6

Scotland (ECSTRA-Q)
 * A: 2, 3, 4, 6, 10, 11, 12
 * B: 2, 3, 6, 7, 12
 * C: 2, 3, 6, 7, 12
 * D: 2, 4, 6, 11, 15, 16
 * E: 2, 4, 7, 10, 12
 * F: 2, 5, 9, 11, 15

Non-European Nations
Australia (ECSTRA-Q)
 * A: 1, 6, 9, 12, 13, 15, 16
 * B: 3, 7
 * C: 2, 4, 7, 9, 10, 11, 12, 13, 16
 * D: 5, 6, 9, 10, 11, 14, 16

Greece (ECSTRA-Q)
 * A: 2, 3, 9, 12
 * B: 1, 2, 3, 6, 9, 11, 12, 13, 14
 * C: 2, 3, 4, 9, 11, 12, 13, 15, 16
 * D: 1, 2, 4, 9, 11, 12, 13, 15, 16
 * E: 2, 3, 4, 6, 7, 12, 13, 14
 * F: 2, 6, 8, 10, 11, 12, 13, 15, 16

title: ECSTRA/Requests