Federal States of Germany and Nationalities in German

One of the nice things for natives to hear from foreigners is the names of their country in their language. They are even more impressed when you can pronounce their cities correctly. The following list includes an audio pronunciation of cities and Bundeslà ¤nder in Germany as well as neighboring countries from Europe. Scroll down to see how your or other countries, nationalities and languages sound in German.   Die alten Bundeslà ¤nder (the old German States)   Capital Schleswig-Holstein-KielNiedersachsen-Hannover  (Hanover)Nordrhein-Westfalen (North Rhine-Westphalia)-Dà ¼sseldorfHessen (Hesse)-WiesbadenRheinland-Pfalz (Rhineland-Palatinate)-MainzBaden-Wà ¼rttemberg-StuttgartSaarland-Saarbrà ¼ckenBayern (Bavaria)- Mà ¼nchen  (Munich)   Die neuen Bundeslà ¤nder (the new German States) Capital Mecklenburg-Vorpommern (Mecklenburg-Western Pomerania)-SchwerinBrandenburg-PotsdamThà ¼ringen (Thuringia)-ErfurtSachsen-Anhalt (Saxony-Anhalt)-MagdeburgSachsen (Saxony)-Dresden Die Stadtstaaten (city states) Those are cities and at the same time federal states. Berlin and Bremen struggle with their finances while in Hamburg youll find the most millionaires in Germany. It still has some remarkably high debts. Berlin-BerlinBremen-BremenHamburg-Hamburg   Other German-Speaking Countries Ãâ€"sterreich-Wien (Vienna)  (click here for a sample of their  language)Die Schweiz-Bern (click here for a sample of their  language) Andere Europà ¤ische Là ¤nder (other European countries) If you  take a closer look at the following nationalities you will notice that there are mainly two large groups of words: those ending in -er (m) / -erin (f) and those ending in -e (m) / -in (f). There are only very few exceptions like e.g. der Israeli / die Israelin (not to be mistaken for der Israelit, as that was biblical folk. The name of the German nationality is quite special it behaves like an adjective. Take a look: der Deutsche / die Deutsche / die Deutschen (plural) BUTein Deutscher / eine Deutsche / Deutsche (plural) Luckily it seems to be the only one behaving like this.  Almost all names of languages end in -(i)sch in German. An exception would be: das Hindi Land/ Country Brger/ Citizenmale/ female Sprache/ Language Deutschland der Deutsche/ die Deutsche Deutsch die Schweiz der Schweizer/ die Schweizerin Deutsch (Switzerdtsch) sterreich der sterreicher/ die sterreicherin Deutsch (Bairisch) Frankreich der Franzose/ die Franzsin Franzsisch Spanien der Spanier/ die Spanierin Spanisch England der Englnder/ die Englnderin Englisch Italien der Italiener/ die Italienerin Italienisch Portugal der Portugiese/ die Portugiesin Portugiesisch Belgien der Belgier/ die Belgierin Belgisch die Niederlande der Niederlnder/ die Niederlnderin Niederlndisch Dnemark der Dne/ die Dnin Dnisch Schweden der Schwede/ die Schwedin Schwedisch Finnland der Finne/ die Finnin Finnisch Norwegen der Norweger/ die Norwegerin Norwegisch Griechenland der Grieche/ die Griechin Griechisch die Trkei der Trke/ die Trkin Trkisch Polen der Pole/ die Polin Polnisch Tschechien/ die Tschechische Republik der Tscheche/ die Tschechin Tschechisch Ungarn der Ungar/ die Ungarin Ungarisch Ukraine der Ukrainer/ die Ukrainerin Ukrainisch The Awful German Article You might also have noticed that certain countries use the article while most others dont. In general every country in neuter (e.g. das Deutschland) but that das is almost never used. An exception would be if you spoke of a country at a specific time: Das Deutschland der Achtziger Jahre. (the Germany of the eighties). Other than that you wouldnt use the das which is actually the same way youd use a countrys name in English.   Those who use a different article than das always (!) use their article. Luckily those are only a few. Here are some more known ones: DER:  der Irak, der Iran, der Libanon, der Sudan, der TschadDIE  :  die Schweiz, die Pfalz, die Tà ¼rkei, die Europà ¤ische Union, die Tschechei, die MongoleiDIE  Plural:  die Vereinigten Staaten  (the United States),  die USA, die Niederlande, die Philippinen This might get a bit irritating for you because as soon as you want to say that you come from one of these countries the article will change. An example: Die Tà ¼rkei ist ein schà ¶nes Land. BUT   Ich komme aus der Tà ¼rkei. This is due to the word aus in front of the article which requires the dative case. Edited on the 25th of June 2015 by: Michael Schmitz

Synthesis Essay King vs. Aung San Suu Kyi - 980 Words

Mohandas Karamchand Gandhi once said, â€Å"Nonviolence is not a garment to be put on and off at will. Its seat is in the heart, and it must be an inseparable part of our being.† Gandhi dedicated his life to a role of non-violence amidst times of hate, war, and even bigotry. He was at the forefront on India’s quest for freedom from Britain during the mid 1900’s. Gandhi led hundreds of thousands of Indians into civil disobedience against the British, however; he believed the most important thing was that Indians avoided all types of violence and hatred in their quest for freedom. His belief in a form of non-violence influenced many during and after his life ended in 1948. Two of the individuals it had the biggest impact on were Dr. Martin†¦show more content†¦An underlying element in the lives of King and Aung is sacrifice. King sacrificed many things during his life; however the most important thing he sacrificed came on April 4th, 1968. King was in Memphis, Tennessee on this fateful day and was assassinated on the balcony of his hotel suite. Throughout his life King sacrificed many things for his Civil Rights cause such as time with his family, freedom, and most importantly his own life. Aung San Suu Kyi sacrificed much of her personal freedom during her life for political equality in Burma. She has been held under house arrest for the better part of the past twenty years. Several times during her house arrest she has been allowed freedom, but was not allowed to travel to the United Kingdom due to threats of being banished from her homeland. During his life, Gandhi lived in a self-sufficient residential community, wove his own clothes, and even ate simple vegetarian food. Much like Gandhi, King and Aung were willing to sacrifice all they had for the betterment of their goal. There are few events throughout history where Gandhi, King, and Aung all participated in, whether it was during their lives or posthumously. Eac h person won or had been closely contributed to the winning of the Nobel Peace Prize. The Nobel Peace Prize is one of the five prizes handed out by Swedish industrialist and

Implementing Reading Strategies based on Collaborative Learning Approa

Question: Discuss about the Implementing Reading Strategies based on Collaborative Learning Approach. Answer: I teach Business courses to bachelor students. The courses, which I deal with, are management and leadership, statistics for managers and international human resources. English is the medium that I use for teaching, most students have English as their second language, and they are not experienced students. That is why I use innovative methods to teach and I adopt different strategies to convey my message clearly to the students in my class. Design and plan learning activities (A1): I emphasize on three major activities related to learning while I teach them. These are active learning, collaborative learning with case studies and learning based on inquiry. These activities keep the student engaged and many researchers are proving that these methods help to improve the learning process of students. Collaborative learning with case studies: Collaborative learning has various advantages. Students are prone to forming groups and they work better when they work together. It is the case with learning as well. Students in groups tend to understand things more easily and they find out solutions mutually. They even show their innovative minds when they are given a task of creating a product. At the same time, they learn to work in team and adopt leadership quality in the meantime. Sharing of ideas, enhancement of knowledge, and finding out interesting solutions are only possible in collaborative learning (Suwantharathip 2015). The five stages in guiding for collaborative learning are as follows: 1. Engagement 2. Exploration 3. Transformation 4. Presentation 5. Reflection The students are given a collaborative task in the engagement phase. During this phase, they engage with each other and do some group exercise. The next stage requires the students to explore some concepts, facts and information. They are given some input, which makes it easier for them to have a basic preliminary understanding of the task. The third stage, i.e. the transformation stage requires the students to identify, arrange and synthesize the learning principles and reshape the information they have gathered. In the fourth stage, i.e. the presentation stage the students are required to present their discovery. These are presented before the class at large who give valuable ideas and suggestions. Some students also take a critical approach and emphasize on the diverse parts of the plan. The final stage, i.e. reflection stage requires examination of the findings by the students. At this stage they are able to point out the strong points as well as the weak points. This has proved to be an effective method of learning for the students. The assembly of the experienced and inexperienced students helps them to share knowledge between each other. The best part is that they learn something from each other and they get to understand how to work in a team. This mentality can be only imbibed among the students when they are allowed to work together. At the end of each class, I take feedback from the students. They often come out with innovative proposals and they give positive feedbacks regarding group exercises. They find it interesting to engage with the each other and they are of the view that this method helps them to increase their knowledge. Through this method, they inculcate some values as well. They tend to behave more responsibly and with great accountability. Collaborative learning is overall a productive method of learning for the students (Suwantharathip 2015). Active learning: The active learning method involves the students actively. The students show their presence of mind and their capabilities to handle tough situations. I often involve them in healthy debates and discussions and while delivering lectures I give practical examples, which they find very interesting. I provide them with the notes beforehand so that they can come to the class after going through the materials. In business course students need to participate with an open mind and come out with innovative ideas and solutions, I often give them puzzles and these keep them engaged. This method has proved to be a very effective method of learning for the students. The active learning method helps the students to overcome their hesitation. I keep the students engaged in solving puzzle and often ask them to apply some business strategies and formulas to real world situation. In this way, they are able to improve their further understanding of the subject and they come prepared in the class ready to face any challenges. After each class, I ask them to add some ideas into this method of learning. They give me positive feedbacks and some of them have agreed that they not only learn a lot through this method but they are also able to enhance their personality and decision making abilities. (Roehl et al. 2013). Teach and/or support learning (A2): The learning process involves the students and the teacher equally. The students learning is facilitated by the learning methods, which I adopt. In active learning method, I make them comfortable and encourage them to involve in debates and discussions. Teaching Activity 1 / Case study: Giving case study to students is one of the most effective methods to impart learning amongst the students. It is an inquiry based learning in which the students are required to inquire into the facts and information of a given problem, analyze it carefully, applying minds efficiently and come out with effective solutions of the problem. The students investigate actively, generate hypothesis and tally the gathered evidence. This particular design make the students think practically and adopt a confidence within themselves. The students find the real world problems more exciting and they deal with them rationally. Through these techniques, the students are able to learn a lot, which not only help them at the present but lead them towards a responsible future as well. The case study method has been very effective in enhancing the knowledge and personality development of the students (McDermott and Dovey 2013). Teaching Activity 2 / Think- Pair Share: The think-pair-share activity requires students to form themselves in a group of two or more and then proceed towards a problem-based solution. This activity imbibes in the students a sense of we feeling and eventually helps them to understand each other better. They are better able to know each other better, develop an understanding and gradually learn how to work in a team. Team working is essential in any organization. In this activity, the students mutually understand a task and divide their responsibility between themselves. The students in the meantime also learn how to manage time and how to work smartly and intelligently. Often the students are paired as such so that every group has a mixture of more experienced as well as less experienced students. This technique helps to enhance the knowledge of the students to a great level. The students have reacted positively to this technique and they readily welcome any such activity whenever they are provided with one (Kothiyal et al. 2013). Professional Development: I am new to this faculty and I have actively participated in the Teaching Skills Enhancement Program (TSEP) which was held few days back. The program was related to professional development and had enhanced my teaching abilities. I learned a lot from the program and I have grabbed all the important skills of teaching. Teaching is not an easy profession. In a class of students, all are different and have different intelligence level. They are equipped with different abilities and perceptions. It is important for a teacher to find out the techniques, which would best serve the interest of the students. I learnt from the program how to handle students efficiently and how to deal with them in a comfortable manner. A valuable session of the program dealt with how to start a discussion. I got to know how to get the students involved in a discussion or a team activity. The students inculcate a lot of values and ethos from their teachers. Teachers play a key role in the lives of the students. The teachers, in a way, shape the career and future of a student and provide them with helpful guidelines, which build up their personality. Classroom management, ways of starting a debate, teaching styles and approaches all have been dealt with in details in the program. Imparting leadership qualities in the students is important and I have been trained through the program how to do so. Leaders are not born but are made and the making of a leader starts with classroom discussion and debates. The teachers have a key role to play in making the future leaders of a nation. Though leadership quality comes through experiences and time but the process of imbibing this quality among the students starts from a classroom. Leading from the front is the key capability of a decision maker. My participation in the program has been very much fruitful. References: Suwantharathip, O., 2015. Implementing Reading Strategies based on Collaborative Learning Approach in an English Class.Reading Matrix: An International Online Journal,15(1). McDermott, H.J. and Dovey, T.M., 2013. Strategy to promote active learning of an advanced research method.Psychology Learning Teaching,12(1), pp.92-95. Herreid, C.F. and Schiller, N.A., 2013. Case studies and the flipped classroom.Journal of College Science Teaching,42(5), pp.62-66. Kothiyal, A., Majumdar, R., Murthy, S. and Iyer, S., 2013, August. Effect of think-pair-share in a large CS1 class: 83% sustained engagement. InProceedings of the ninth annual international ACM conference on International computing education research(pp. 137-144). ACM. Roehl, A., Reddy, S.L. and Shannon, G.J., 2013. The flipped classroom: An opportunity to engage millennial students through active learning.Journal of Family and Consumer Sciences,105(2), p.44.

Mobile Alerts Essays - Mobile Telecommunications, Text Messaging

Mobile Alerts Mobile Alerts Concept Paper. What is Mobile Alert? Mobile Alert is the text message (SMS) sent to a mobile phone as a result of occurrence of an event for which the mobile user has registered the request for getting the notification. E.g. a bank can give alert to its customer in the event of the Cheque getting bounced due to any reason or a reminder notice for a fixed deposit. Technology behind Mobile Alert Mobile Alert uses SMS (Short Message Service) feature of GSM Cellular Network. SMS is a 160-character text message supported by all the GSM networks. GSM is a standard used by various cellular networks worldwide. This SMS feature is supported by all the GSM Cellular Handsets, it does not require any special handset like WAP/ GPRS etc. Methodology ? User sets the information requirements (One time), which are stored in the data server where alerts are generated. ? Based on the user settings the user database is continuously monitored and accordingly the alerts are generated. ? These alerts are sent to the ASP server through a secured network either over public internet or a private network ? At asp server, the alert message is converted to the SMS and the same is sent to the corresponding cellular operator, in the format, which is suitable for the equipment with the cellular operator.. ? The cellular operator ensures delivery on to the mobile phone instantly. Technology