How to Use the Conditional Tense in German

The conditional tense in German is established through the subjunctive II  (past). But that is not the only way. As important as it is to learn the subjunctive II for such purposes, there are sometimes other ways to form a conditional statement, depending on your intent. The following is a listing of a few examples. Introducing a Condition With the Preposition Bei Bei schà ¶nem Wetter, gehen wir schwimmen.(When the weather is nice, we’ll go swimming.)Remember that the preposition bei is always followed by the dative. If you would use the subjunctive, the sentence would read as follows: Wenn es schà ¶nes Wetter sein sollte, dann gehen wir schwimmen. Using Wenn Use wenn plus the present tense if the condition is possible. Wenn du mà ¼de bist, leg dich hin.(If you are tired, lie down.) Wenn du Hunger hast, nimm dir ein Stà ¼ck Kuchen.(If you are hungry, you can have a piece of cake.) Use wenn plus the subjunctive II if the sentence indicates a hypothesis not realized. Wenn ich jung wà ¤re, wà ¼rde ich mir diese Schuhe kaufen.If I were young, then I would buy these shoes. Wenn wir reich wà ¤ren, wà ¼rden wir auf eine Weltreise gehen.(If we were rich, we would go on a world trip.) Use wenn plus the subjunctive II if the sentence indicates a hypothesis that was not realized in the past. Wenn er studiert hà ¤tte, wà ¼rde er gute Noten bekommen haben.(If he had studied, he would have gotten good marks.) Wenn er seine Medizin genommen hà ¤tte, wà ¼rde er jetzt gesund sein.(If he had taken his medicine, he would be healthy now.) Using Falls/im Falle When something is possible. Falls du zum Museum hingehst, vergiss nicht dein Mitgliedsausweis.(In case you go to the museum, don’t forget your membership card.) Im Falle, dass wir spà ¤t sind, will ich mir eine Ausrede denken.(In case that we are late, I want to think of an excuse.) Using Es Sei Denn, Dass (Unless)/Vorausgesetzt, Dass Geh nicht im Keller, es sei denn, dass du vorher gefragst hast.(Don’t go in the basement, unless you’ve asked beforehand.) Guck nicht im Schrank, es sei denn du willst wissen was du fà ¼r deinen Geburtstag bekommen wirst.(Don’t look in the closet, unless you want to find out what you will be getting for your birthday.) Ich komme mit, vorausgesetzt, dass deine Eltern einverstanden sind.(Im coming, only unless your parents agree.) Adverbs Sonst (Else) or Andernfalls (Otherwise) These adverbs make reference to the past that would have influenced the past, that the situation occurred. Ich bin froh, dass du mitgekommen bist, sonst hà ¤tte ich mich sehr gelangweilt haben.(I am happy that you came along, or else I would have been so bored.) Gute Sache, dass er die Suppe nicht gegessen hat, andernfalls wà ¼rde er auch krank gewesen sein.(Good thing, he didn’t eat the soup, otherwise he’d be sick too.)

Restructuring the California Death Penalty Essay - 2103 Words

The state of California is currently suffering from a state deficit so great it would seem wise to restructure the death penalty as it stands now rather than cut education programs and jobs. California is a state which supports capital punishment; it is also a state that very rarely executes it death row inmates. In the last several years, California’s public educations system has taken on enormous budget cuts due to the state revenue crisis. As political leaders gather in the senate and review the gravity of the state’s situation, political leaders should examine how restructuring the death penalty and implementing life without parole would be beneficial for the state and those residing within the state itself. Utilizing the death penalty†¦show more content†¦courses, summer school, advanced placement, special education, and other programs will be eliminated (Martinez, 2009). Not only do these cuts have an effect on K-12, they also encumber community colleges, state universities, and state colleges. At the college level tuition prices continue to climb, class availability declines, limits on new enrollments, and cutting educators. In January of 2011, Governor Jerry Brown of California proposed his budget cuts and state universities would be taking another cut of $1 billion, leaving alone elementary and secondary schools (Christie, 2011). While politicians stress education is important to improve the quality of one’s life, they also illustrate it is expendable. Upon further research into the California budget cuts, Democratic state senators are pushing through an $811 million cut from the prisons’ healthcare budget. According to the article this cut is more than half of the medical budget. They also mentioned California could save another $182 million if the governor would commute the sentences of illegal immigrants and deport them (Goldmacher, 2010). Another positive turn in the state correction policy which focuses on Cali fornia’s overcrowding issue is, beginning October 1st of this year, â€Å"counties will assume responsibility for â€Å"low-level† criminal offenders† (Graves,Show MoreRelatedImproving The Patient Protection And Affordable Care Act 20101206 Words   |  5 Pageshealthcare service providers across the globe. However, in Liberia, citizens have to use their money to acquire sufficient healthcare services thus demonstrating that lack of money leads to lack of healthcare services. This subsequently leads to increased death which in real sense can be curbed. Health is a social welfare aspect since it focuses on the well-being of all individuals. 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Othello Language Free Essays

In Shakespeare’s Othello there is an immediate contrast between Iago and Othello’s language. In â€Å"Act1 scene 1† Iago’s first speech to Roderigo is of a revengeful nature and evil tone. â€Å"Despise me if I do not. We will write a custom essay sample on Othello Language or any similar topic only for you Order Now Three great ones of the city (In personal suit to make me his lieutenant). † Iago is infuriated with Othello’s neglect of him, Shakespeare creates this foreshadow of a tragic outcome early on, but he misleads the audience into thinking that Iago’s language is justified. Furthering Iago’s support from the Elizabethans is that Othello is seen as an outsider.In Aristotle theory of poetics one of the main themes of tragedy are the aspect of awe and pity, and that the protagonist is not introduced straight away. The audience automatically feels pity for poor Iago, as he has to beg Roderigo for money and has been deprived a promotion and because Othello is not primarily introduced he has no way of proving his justification for appointing Cassio. This in the eyes of the Elizabethans makes Othello the antagonist. In â€Å"Act 1 scene 1†. Othello’s mind is poetic but simple, he is not observant.His nature tends outward. He is quite free from self examination, and is not given to reflection. Emotion gives him his imagination, but it confuses and dulls his intellect. In â€Å"Act 1 Scene 2† Shakespeare’s use of poetical linguistics limits Othello’s views on other characters â€Å"honest Iago†. One of the main contrasts of language in Othello is â€Å"Act 1 Scene 2†. This is when the audience became aware of Iago’s duplicitous nature, at the beginning of the play he speaks of his resentment filled hate â€Å"I know my price, I am worth no worse a place.But he (as loving his own pride and purposes)† but he warns Othello of Brabantio’s â€Å"bad intentions†. Shakespeare showed the transformation in Iago’s language when he was interacting with other characters. This presented the audiences growing distrust. However articulate Othello is commanding, but arrogant â€Å"Keep up your bright swords for the dew will rust them† confident in his speech, he wooed â€Å"virtuous† Desdemona with his â€Å"enchanting† war stories.Shakespeare wanted the audience to be in awe of Othello and pity evoked for Iago in â€Å"Act 1 Scene 2† allowing the audience to empathise. At this point of the play, dramatic irony sets the scene as the audience know of Iago’s â€Å"villainous† plans, but engrossed Othello has fallen under the hypnotism of love. Shakespeare’s use of language presents his obsession with â€Å"sweet† Desdemona as thereâ€Å"love is Olympus high†. â€Å"Act 1 Scene 3† How to cite Othello Language, Papers

Encoding Decoding Theory free essay sample

In the 1980’s, new audience theories saw the onset of ‘active audience’ theories, which came out of the Centre for Contemporary Critical Studies at the University of Birmingham, England. One of the major stimuli for the development of the active audience theory was British sociologist Stuart Hall’s well-known encoding/decoding model, which revolutionised the way in which audiences were regarded. Halls model highlights that although media messages are embedded with a ‘preferred reading’, audience interpretations of these texts is dependent upon the individual’s assumptions and social context. As such, this model prompted shifts towards qualitive studies of audiences thereafter. Stuart Halls seminal paper: Encoding/Decoding (1980), arose primarily from Halls reservation about the theories of communication underpinning mass communications research. Mass communications research became prevalent after the Second World War and was funded by commercial bodies wanting to know how to influence audiences more effectively through advertising. It worked on the assumption that the ‘media offered an unproblematic, benign reflection of society’. We will write a custom essay sample on Encoding Decoding Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to the mass communications model, the sender (mass media) generates a message with fixed meaning, which is then communicated directly and transparently to the recipient (audience). Halls paper challenged all three components of the mass communications model arguing that – (i) the message is never transparent to audience (ii) meaning is not simply fixed or determined by sender; and (iii) the audience is not a passive recipient of meaning. Halls encoding/decoding theory, focus’s on the different ways audiences, generate, rather than discover meaning. Halls theory encompasses a number of what Hall terms as ‘moments’ (such as circulation/distribution) but is primarily concerned with the points of production/encoding and consumption/decoding. The linearity of traditional models ie – mass communication model, is replaced by a ‘circuit’. In the circuit the sender becomes the ‘producer’ and the receiver becomes the ‘consumer’. In the past, the ‘receiver’ was seen to have passive connotations leading to the conclusion of the communication process, however Halls theory sees consumption as an active process that can reproduce the original meaning that was sent. Consumption determines production just as production determines consumption’. According to Hall, encoding is a crucial moment of entry constructed by ‘material context of production of which it occurs’. Thus, Halls encoding/decoding theory is an ‘articulated model’ of communica tion, in which the audiences understanding of the message is not guaranteed at a particular moment of the circuit. In addition to the difficulty in identifying a particular moment of understanding by the audience during the communication process, is the difficulty of understanding the ‘preferred’ reading intended for the audience by the producers. According to Hall, ‘ideology of text is not guaranteed’ (Hall,1980) however the text is certainly not free of encoded structures. ‘Texts will always be inscribed with a particular social relations who produced them’ (Hall, 1980). According to Hall, texts establish a ‘dominant cultural order’ (Hall, 1980), which imposes a ‘taken for granted’ knowledge of social structures’. (Hall, 1980) The understanding of the text by the audience is known as the ‘decoding’ stage. In order for the encoded message to formulate overall meaning and have an influence on the audience, the viewer must decode it. Although media producers ‘encode’ certain meanings into media texts, the audiences ‘decode’ meanings in accordance with their own opinions, identity, and cultural knowledge. Thus, media texts are ‘polysemic’ and can be read in a number of ways. Furthermore, Hall stresses that although texts can be understood in different ways, an unlimited number of interpretations should not be assumed. Hall suggested that there are three kinds of hypothetical, ‘hegemonic’ decoding positions for the reader of a text: dominant, negotiated and oppositional. The first decoding position is the dominant or ‘hegemonic’ reading, when the audience decodes the message in the same position within which it was encoded. The audience fully accepts and reproduces its ‘preferred reading’, which could easily be a subconscious intention on the producers part. The second position is the negotiated position. In this position the audience might accept the hegemonic viewpoint on a general level, however its meaning may be manipulated by audiences beliefs or behaviour. It is a position mixed with ‘adaptive and oppositional’ elements. The third position is the oppositional position. In this position the audience decodes message in a ‘globally contrary way’ due to identity, opinion or social situation. The audience understands the preferred reading however does not share the texts code and rather rejects this reading by substituting the text with alternative structure of reference. The three positions outlined should be understood as part of a continuum across which the audience moves, rather than separates. Once an audience takes up a position this does not mean that they reject the other positions permanently. These positions are flexible and audience views are adaptable. The positions of the audience in Halls encoding/decoding theory were pointed out by him to be hypothetical and not intended ‘as prescriptive templates for studios of actual audiences. ’ Hall established these positions to be tested and refined in a continuing process to understand audience interpretation and theories surrounding ‘active audience’. Word: 940