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Peta konsep Bahasa Jerman

Background
Learning German does not mean only to learn and master the vocabulary, structure and applications of linguistic patterns, but also master the subject matter in such a way that learners are able to use it in social interaction. Function

learning cross-cultural communication function of language as a communication tool → → ability to understand language and express themselves orally and in writing by the rules, terms, phrases and utterances precisely which are the hallmark of German.

carrier function of cross-cultural understanding → build mutual understanding among nations → cultural aspects and ways of thinking the Germans.



change of orientation of German test standard of competence
→ Gemeinsame Referenzrahmen für Europäische Sprachen (language ability of European standards).

Level of ability: A1, A2, B1, B2, C1, and C2. Level

SMA / MA / SMK → student is expected to reach capacity A1 (German Language Proficiency Levels A1)

concept maps?
a technique for mapping the knowledge in the form of a tree with a network of concepts that form the chart / diagram of knowledge. Network

this concept form the tree branches and chain. Each branch represents the concepts and demonstrate the chain of relationships between concepts.

Benefits
concept maps to organize knowledge (Kenntnisse),
explore what has been known to students,
make learning a route map,
mengekstrasikan meaning of the book,
plan the curriculum,
making framework (out line) textbook, featuring
knowledge and changes in the learning process,
help the learning process because of knowledge that has been owned and newly acquired immediately be integrated explicitly,
help understanding teacher or check the occurrence of errors in understanding as a whole, and
make an assessment for the important parts are not missed.

P eta German concept

is a description of a meaningful relationship antarkonsep in the form of propositions.

Propositions are two or more concepts associated with a connective word that it becomes an integral and meaningful.

PURPOSE
give all the concepts contained in the field of German language study as a foreign language,

illustrate the relationship between one concept with another concept that is realized in a meaningful proposition.

Function
As a director in planning the scope of the standard German language teaching materials;

As a guide in designing the sequence in the preparation of material to be published in the textbook German language;

for reference in organizing a program to achieve basic competency standard German-language based teaching materials contained in the German language textbook;

As a measuring tool for quality assessment of German textbooks.

German Concept Map Macro
prepared based on the characteristics of the German language:

accent lies in the word's first syllable,
has three cases, sorting
flexion flexion adjectives and strong verbs and weak,
position sentence function in sentences and sentence statement asked,
and the position of the verb in the main clause and subordinate clauses.

Segregation Language Jerman bahasa sebagai suatu sistem


linguistics phonology

morphology syntax semantics

text grammar
Non
Para linguistics Linguistics (kinesics dan Proksemik)

second bahasa komunikasi sebagai ALAT
Empat keterampilan berbahasa (listening, speaking, reading, writing)
pemahaman regional studies.

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The phenomenon of "food" in today's music




Today I want to do a short article about the phenomenon of food in our time. It is divided into three parts. In the first part I will give general reasons why we take our food with us. So, it is about the Need food. In the second part I will show you how the food culture and eating habits over time have been changed. The food of today is different than 50 years ago. And finally, I try to make it clear that the food at home is actually the healthier.

In food generally refers to the taking of food. Like other organisms, including humans need food, so we can survive and live. By eating our body gets energy it needs in turn to carry out certain tasks, including:
1) growth (especially in small children),
2) for the conservation of body heat,
3) for the reconstruction of body parts that have been lost - hair, nails, skin, etc.
4) For the maintenance of good physical and mental functions.

Everyone therefore needs food. But demand for power is very different from person to person. It mostly depends on what performance is expected from the body. The harder the work is, the more energy is needed there. At work needs a road worker, perhaps more energy than a seller. But this energy needs other factors also play a role, such as age, gender, height and weight, climate, stress, etc. The food
is therefore an important part of life. Without food no life! In traditional societies, food, food is not the same. Food is not primarily biological regularity, but rather a joyous social occasion, you sit down with other family members to table, talking to each other about everyday life, discussing important issues together. It is practically a family reunion. A meeting that brings everyone closer together, and is therefore of great importance for the family. These eating habits are found today very rare. Maybe on Sunday if at all at home. Especially in industrialized countries or major cities, I recently made a small observation namely, that eating slowly disappears as a family ritual. And the reason is, in my opinion, is that modern people often suffer from lack of time. In other words, you are with the short time very overwhelmed because everything has to happen quickly. And since we do not have too much time, we look for solutions as soon as possible - or for convenience. I mean, instead of taking time for a little longer cooking, we had better go easy on the fast-food restaurant and order their ready meals. Unfortunately we know but in fact far too little, as those are healthy products. I do not want to talk just to deter you. No. When I get a coffee this morning wanted to have a quick snack before a long wait, because there already were people who wanted to order their lunch. I think it's really incredible. Already in the morning! But I have to get used to this reality slowly. By the way, that people eat constantly on the move - on the bus, tram, standing or walking on, which I find strange. It is so bad that it takes very little time for themselves.
These are a few comments from me. Perhaps this sounds a bit weird at all so. But there are honest observations. And now when we come back to the need of food, for example, raised the questions: how does the finished menu our energy needs? And it is healthy to eat daily from ready meals? Do we have such a common meal in the family, if you can get a hamburger at every corner? Personally, I think we need to be eating a lot of time. It starts with the purchase and go beyond the preparation until consumption. To life, we need not only biological food we can buy anywhere, but also spiritual food, like love, affection, cohesion, attention, help, etc. This latter we can not give the quick snacks. is why I am always very happy when I cook with my family or my friends. For I know it will all schmecken Beteiligten alle bekommen und mehr als Nahrung.

16th Camping Birthday

Alunāns

While full concentration on information submitted by the professor, suddenly heard the strains of music. All eyes turned toward the sound source, the owner immediately took the handy hers, held it to the ears, then hear the greeting "Hello!" And half-whispered conversation even took place.
I immediately turned the attention back to the professor, saying in his heart:
"lecturer koq ya ... not bothered by various strains of music in class? Koq other friends looked calm ya? Koq only My own feeling disturbed? " Some information from lecturers miss just like that, without knowing whether that information is important and needs to be understood even noted that still remember, or not.


After a few strains of music from the phone sounded student, heard again the music is much slower than the earlier music. Apparently, now turn to professors who answered the phone, chat, and we all listened carefully what dipercakapkan. Sure we may not converse with friends because the situation was at the lecture.

These events happened almost every day in the lecture. At first sebualn ago, precisely July 27, 2009, I felt very shocked, surprised, annoyed and wondered, when student phone ring tones and call was answered. There are also calls SMS, which is followed up by reading it and respond, while still delivering the material lecturers without visible disrupted.

So far I always explain the order of lectures at the beginning of the semester, among others, are not expected to have a voice communication tool during lectures take place, let alone received a phone call, read or reply to SMS messages, as all will feel disturbed.
But it seems the different habits of different places. Cultural taboo which for me is done in the course, turned out in Yogyakarta are common. Even the mounted volume is sufficient to be heard from outside the room with the door in closed state.

Is this a new phenomenon in the world of education?

If in the classroom is 20 students which enable all phones with voice enough to be heard and the chance at a not too long ago read in tandem, whether professors will continue to deliver the material? And every student is busy with keperluannya respectively.

Well ... I am so confused, am I too old-fashioned in the classroom, or less indifferent to the environment?

Observation Results from July 27 to September 4, 2009 in class, during lectures took place.

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"ought" in education Pendidikan Anak


outing with Kurt Kläusler to Selorejo
on 18/12/2005


"ought" in education plays a major role. In education one "spirit" means (http://de.wikipedia.org/wiki/Geist ") form and its" development "(http://de.wikipedia.org/wiki/Entwicklung") to promote development . Generally we mean by education social action, which deliberately certain learning processes and will help bring about deliberately and to achieve relatively permanent changes in behavior, the specific educational objectives correspond (Http://de.wikipedia.org/wiki/Erziehung. "By the term view, it is clear that the target must exist in education. The teachers teach the children or the students so that they understand something, and later in apply their daily lives. The little children do not understand from that it is rude if they smack their lips when eating. Parents should explain to children what to what may, not what polite, or is something good. If the Children take something for themselves what they do not own, to the parents or the teachers explain that there is a negative action. without permission or without pay can not keep the subject in itself. If the parents or the Parents have mentioned this fact, but the children still continue to take what is not theirs, then they will be warned or even punished. Through regular reminders, instructions, and sometimes punishment, children learn everything they should know and do.

spite of obligation is also expected to consider the parents or the teachers, the will of the children. Children are also human beings who have a will. If the children want to do something different for a reason, parents should also consider whether you want or want to fit here.
I think the education would be very ideal if you want the combination between it and will occur. On the one hand the children learn, they also do it. So far, it still happens often that the parents or the teachers of the children demand too much, without regard to their will. This type of situation could cause many problems. The children do not know what to ask their parents to force the parents but on their children, and at some point it could cause an explosion. When it happens, the first notice to parents that they are to have too much set. The discussion between educators and parents are important in order to find the best solution for a particular case. That would be ideal if all know when you want it and want to be.

Best Way To Intercourse Very Hard

Tues Jerman

Rolf Mohr mendefinisikan education as an influence on individuals for the purpose of conformance with the standard values, norms and attitudes that apply to the standardization of social and enculturation for each individual to feel comfortable in the social environment. On the other hand, education also aims to develop individuals. That is, through education of each individual to discover and develop the potential and talent of each ( http://de.wikipedia.org/wiki/Erziehung ). In short, education is to form the child to be strong in the face of life, help them find their place in society and responsible lives. This becomes a serious challenge for both parents. On the one hand, parents should be able to feeding their families for survival. That is, the demands and rules in the workplace must be obeyed. On the other hand, they also have to make extraordinary efforts in equipping their children with a variety of social competence and education for the children were later able to independently and responsibly on his life.

Dad and Mom have the absolute power to his son. The power of parents can significantly positive also negative. Significantly positive if its parents is the protection of children. For example, when the child ran toward a crowded street, a mother immediately took her son. Creating a safe feeling, love, care for and protect can affect the psychological development of children. Children will show an attitude that same for others friends or other people. Instead, parents can also power a negative meaning when children are neglected or physically abused. Not feeling safe, not needed and not considered to cause negative impact on psychological development of children. Children can grow up to be brutal and uncaring towards others.
Many factors affect how to educate children, such as family background, education, economic level, neighborhood and association, and so forth. Similarly, education in Germany. In Germany until the 1960s, the values of discipline, the fulfillment of the obligation and obedience is the central point of education in the family. But after that, education in the family experience shift values and emancipation. Education in the family put forward the autonomy (self-reliance and the ability to determine their own decisions), the ability of self, a willingness to accept criticism and so forth. However, this value shift is not a fixed price that must be adhered to fully, because the education of children is closely related to direct the child to become a man who has common sense. A blend of various styles of educating with the main runway at educating a democratic style is the best way of educating children.

A. Model Education in Germany
There are four models applied to educate the family in Germany, namely (1) anti-authoritarian, (2) authoritarian, (3) laissez faire , And (4) democratic.

(1) Anti-Authoritarian

Educating with anti-authoritarian way is to educate children in a way not to impose the will of parents to their children and lead to the personal development of each individual. Anti-authoritarian education method is a method of education as opposed to authoritarian methods. This method is widely applied in Germany began in the 1960s. With anti-authoritarian educational methods, children have the opportunity to develop optimally so that the personality and confidence, as well as creativity and social skills grow freely. But unfortunately, this kind of education other interpreted by parents. They educate children by giving the widest freedom to children without limit thus forming "selfish generation", and ultimately anti-authoritarian methods of educating the harsh criticism.
In Germany today is no longer used the term anti-authoritarian, children are now educated in a democratic manner. Schools, children's education institutions, sports clubs and youth projects to apply a liberal education of children. Human beings should become independent, creative and able to socialize and not be a slave society. According to statistics, children who are educated are not in a state of depressed people will become successful and independent, while the children are educated in authoritarian will be a quiet and not independent.

(2) Authoritarian parenting

characteristics using the model authoritarian is all determined by the parent or educator. How to think and behave in accordance with child directed adult way of thinking, so often thrown orders and rules to their students. Parents ignore children's needs and desires and are usually parents who determine what should be done by children. Children are educated by the authoritarian model often gets censure and reprimand from their parents or educators. This educational model applied in Germany in the 30s to 60s.
authoritarian parents demand too much from children, but provide less emotional support. The impact of authoritarian educational model of creativity and spontaneity of children stunted, because the parents who decide most of the activity children and less attention to children's interests. This resulted in children tend to be aggressive towards children who are weaker. If the child wants and needs are not addressed, this aggressive attitude can mean a way that indicated the child to attract attention. How to train like this encourage children to become dependent on others. In addition, they also often suffer from feelings of inferiority. The characteristics educate authoritarian manner are:
· educators determine the child's activity
· educators condemn and reprove children who behave and not behave as expected by educators
· educators being kind to children, but not close
Your child does not know what will occur
· educators apply threats and intimidation
· educator always gave the order.

(3) Laissez Faire

Unlike the authoritarian way, parents who educate children using Laissez Faire be passive against children. Parents rarely provide guidance so that children are basically left to grow alone. Parents almost never demanded anything from children and rarely pay attention to opinions that are contrary to her child. In educating, parents are only doing what is important and educate a minimum, in other words, parents ignore the child.
Children who grow through laissez-faire way will experience major problems when they hit adolescence and into adulthood. They relationship difficulties and unable to communicate with the person's age because they never learn to foster a positive emotional connection. A confident attitude is also not formed. Because they do not know when teenagers near and distant relations, a result they are not able to promote good communication. At school, when viewed from the achievements and liabilities, they are not able to adjust. In childhood they learn very little about the limits, while in school and in other public places there are rules and regulations are clear.
Children who are educated in this way has a strong tendency to be a naughty boy and was involved with drug use. The educational characteristics of laissez-faire :
· educators do not immerse yourself in the group
· educators being friendly but not pro
· educators to be passive and act as an outsider
· educators restrict ourselves to the material and light duty
· educators offer assistance when he should have absolute provide assistance.

(4) Democratic

How to educate democratic provide many opportunities for children to be able to grow as much as possible and do things, because all important decisions jointly discussed between parents and children. This encourages the formation of the attitude of confidence and independence. Briefing
positive as stock acquired orientation of children, advice from parents that is based on the needs and interests of children is a mix of authoritarianism and freedom of how to educate.
Emotionally, parents provide warmth, compassion, understanding, and so on so that children have a safe place and can trust their parents. Feeling safe as it grows within the child, so he can be warm to others. The positive impact of education in a democratic example, the ability to use language styles are varied and complex because the parents are always communicating and interacting with children. In addition, the children showed great confidence, stable emotions and wise, and has a learning ethos and the ethos of achievement. In social life, children are able to learn many competencies required for the provision of life, such as respect and understand others, ability to cooperate with others and able to be critical.
The trait model of democratic education is
educators and students understand each other as members of a group of educators
private talks with the children of group work
run without command
previous educator provides a description of the tasks and objectives
decision
discussed together in a group of educators to support and give spirit children
division of tasks based on a sense of responsibility towards the group
censure and reprimand given objectively
In the face of a problem given a few alternative solutions to problems educate.

Every parent has a different style of education because everyone has a view of the different norms and values. Because of differing views, then apply the views of parents on their children. For example, there are parents who raise children with a habit to express all the thoughts and opinions, while other parents to educate children in a way to allow children to speak and issue opinions when asked. The results showed that children are able to grow and develop optimally if he was educated by parents who apply the democratic model.
According to the Ministry of Family, Parents, Women and Youth, Education in Germany aims to instill the values: honesty, independence, reliable, ready to help others, being Courtesy, responsible, friendly, courteous, industrious, tolerant, aware of the duties and obligations, discipline, to be fair, able to socialize, be able to uphold the truth, and capable of being critical (Bundesministerium für Familie, Senioren, Frauen und Jugend, Wertorientierte Erziehung in Deutschland, Ausgabe Nr. 7).
Prof. Dr. Jürgen Korner, a professor of social pedagogy at the Freie University in Berlin as well as chairman of the German Society Psychoanalysis propose some interesting thoughts to answer the problem: (1) how to change the force in the education of a child's free choice and not because children have to adjust?, ( 2) how how to educate children in order to become a "not dependent" on others?, (3) how to force a person "voluntarily doing something" that actually he did not like? Some thought that he was accusing me, among others:
1) Education can be realized in the form of discussion between parents and children.
2) Children have the right to "control" parents (for children remain in the "position" as a child).
3) The principle of education who expect children are able to manage themselves will fail.
4) Introduction of the values can not be delivered through the "sermon", but only by experience. Assessment of the moral argument is not delivered through but obtained through identification with the models.
5) If the child deal with situations that limit or block it, then it will grow (in a safe environment) especially with the phrase "No" as a sign of rejection. In addition, a child now would be a failure, this is where he will learn to be responsible for themselves.
Thus, indirectly children educated through the direct experiences of conflict, are tolerant in accepting failure and learn to cope with failures or obstacles. Learning to cope with failures or obstacles is not merely the duty of parents, but also the task of education practitioners who deal with children and youth ( www.vfk.de/agfj/veranstaltungen/ tagungsbericht).

B. How German families to educate children?
There are no special schools, courses, degree or apprenticeship program that provides specific information about how to educate children. If parents have devoted affection, confidence and provide role models in everyday life in the family to the children, this is the right direction already taken by parents in educating children. Nevertheless, the German government has enacted laws protecting children and teenagers to support family education. This law regulates all aspects related to the education of children and adolescents, so that education can be implemented to the fullest.
Following this, the succession will be presented several examples of government support for education of children and adolescents and the example of education in the family.
(1) What is and at what age:
Your child under age 16 should visit diskothek and beer shop if accompanied by an adult companion and from the age of 16 years are allowed to visit diskothek to 24.00. Exception: for example where the youth club / youth club held a show at night (youth protection Act, § 3 and § 5).
Your child until the age of 6 years are allowed to watch at the cinema only if accompanied by an adult. Other rules: watch no later than at 20.00 (for children up to age 14 years), until 22:00 (for children up to age 16 years), to 24.00 (teenagers from the age of 16 years) (youth protection Act § 6)
Your child until the age of 7 years has not been able to make a sale and purchase and return of goods that have been purchased can only be done by parents . Children from the age of 7 years to buy (almost all types of goods) who wants to use his pocket money. Purchases in large quantities is allowed with the approval of parents.
· Opening a bank account in the name of its own for children under the age of 18 can take place if there is a parent signature. But making money can only be done if such person has reached adulthood.
· Teenagers from the age of 16 years had to be a member of the party.
Your child until the age of 16 years are not permitted to smoke in public places. (Youth protection Act § 9). Children from the age of 16 years are allowed to buy and drink beer, wine and champagne. New from the age of 18 years are allowed to buy and drink the brandy. (Youth protection Act § 4)
(2) Rules player interaction for children up to age 5 years: Your child should
greet guests who come as she looked toward her
• In Stores ought child may only hold and retrieve certain items
· Chewing gum should not be attached or removed in any place, but dumped in a bin
· express "thank you", "return love" and "Sorry" in every situation that requires the utterance was delivered
· prohibited to eat while running, it is forbidden to touch the food and then put back, it is forbidden to talk for a mouth full of food, use a serviette to wipe the mouth and should not be playing cutlery
· Not allowed said oath or swear
· Eating can be started when food was served on top of all the plates of family members and should not be demanding the most delicious food and the portion of the most
· Cover mouth with hand when yawning, coughing or sneezing
· Not all wishes can be met and all items that have been borrowed must be returned.
Children should listen to what was said parents or teachers and should not be cut off talks.
(3) Rules player interaction for children aged above 13 years:
If offered food, should say "no thanks" or "yes, please"
not good to say "what?" Or "huh?", Say " please repeat? "
should care about other people's feelings and not hurt his feelings by saying what it is
Children should not take anything with the hands beyond the glass or bowl, and utensils that have been used was not placed on the tablecloth

Indicates Timely attention to others, for example to older people offering a place sitting or holding the door to remain open for younger children
risen to say hello
not cut other people's words
Wearing appropriate clothing for particular events
Should not smoked for other people eat, or ask permission
On public transport is not spend seating for two people, and do not put feet on the seat
Use right hand to greet people, not with his left hand.
(4) Examples of family education of children in Germany:
tolerance from an early age (must not interfere with anyone else) and respect for others
Since the age of two years to learn to eat itself
Before bed read stories
Learning urination and large Saying hello
restroom if there are guests
Removing the opinion for all these things should not be lied

should not be eating too much candy
Spruce up your own room
Want to admit defeat (especially in games)
Discipline of time (on time) and appreciate the time Self

Doing something must be resolved one by one (eg, eating at the dinner table should not be while reading a book or watching TV or doing homework)
Bedtime was determined, for example at 8 pm. The children have been in bed at that hour, whether they like it or not. Except for the weekend. Usually the room lights turned off, or just dim. Babies should not be worn when going to sleep because it will be bad habits. Having replaced nightgowns, baby directly laid on his bed and were given milk, and then left alone while crying. But usually after 3-5 minutes the baby will calm down. Anak2 also familiarized himself to sleep early.

Children are taught to say 'Bitte' if you ask something, say "Danke" if given something, or "Entschuldigung" if you make a mistake.

Children are not allowed to watch TV / DVD too often, a maximum of 2 hours a day.
Children must often be invited to walk and play outside (especially when the weather is good, and especially when the summer), reading or listening to music.

When children are naughty, normally they should be silent in the room until they come back, brav '.
Parents should not hit children, unless the child is not able to be directed by words, blow dear / educate new will be done. Parents give more priority to give sense to the children.

Parents always try to spend plenty of time for their children. Weekends are family days. Are they a lot of work or not, they always try to do activities with family members.

Estuary of education in the family is the formation of discipline. Discipline is the foundation of education. By getting children to do all regulations adopted by parents from wake to sleep again, children accustomed to being disciplined. To enforce discipline, there is a sanction imposed on any violation, and the kids know the consequences of any violation. This seems the main thing that distinguishes the education system in Indonesia and Germany. Education in the family is the basis for the formation of attitudes of children who need attention, so that later the child can be responsible for themselves, their environment and capable of self.

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new school subject "lucky"

Teilnehmer des Deutsch intensive training Deutschkurses C1/C2 in der Zeit vom 07.01.2008 bis 29.02.2008 am Goethe Institut Düsseldorf!

That a Heidelberg School, the subject "luck" informed, I think that is excellent. Few people attach importance to this subject, some even consider it impossible. Like other spiritual disciplines such as ethics and religion, should be the subject of "luck" and give the students what is meant by happiness and how to achieve and maintain. All have the desire to always have happiness, and no one wants the opposite, even though bad luck can not be separated from it. We often hear in many different situations that the other "good luck" wishes. This is a sign that you will always have good luck.

Fortunately, favorable circumstances or positive symptoms, to which one has no control and bring to a personal advantage or success (Langenscheidt, Größwörterbuch German Language 4.0) is a convenient coincidence as fate and state of mind of inner satisfaction and high spirits, especially after meeting held wishes (Wahrig . Digital 2.1). As a new subject in schools, it is not easy to imagine what the students can learn in a given time to prepare it or what a teacher teaching content. This requires a good team are available to create an ideal curriculum. It would have experts from different disciplines and from psychology, biology, an instructor or teacher, perhaps a psychotherapist and an entertainer (entertainer in English) are made. You should get together and formulate, for example, how the happiness found in a person, how it receives and reserves, how to get to happiness, and as a teacher, the subject "happiness" happiness, etc. As taught with humor and laughter, at that time belonged to any scientific discipline, it is with the subject "luck". There are certainly certain conditions, should learn to always stay happy and always lucky. You get only from the subject "luck". Anyone who knows this subject well controlled, determined decision of what and how is happiness, so he specialized in high school in "luck" would have to get lucky.

Dusseldorf, 14 February 2008 - The class discussion with Mr. Roman Truhlar
Diana

Poseidon And King Triton

laughter and humor

laughter and humor

laughter and humor are an important part in daily life, such as eating, drinking and resting which unfortunately often neglected. Weie importance of laughter and humor, some experts also present the following views: "Laughter is good for the life force, because it calls for the digestion "(Immanuel Kant)," Laughter need less energy than a serious face "(Anton Gunzinger, developer of low-cost Spercomputers" GigaBooster), and "All higher humor begins with the fact that one's own person not more seriously "(Hermann Hesse). In the citations set forth the keywords digestion and an Ernst Zusammenhan.

What Kind Of Fuel Pump Does A 1994 Skidoomxz Have

One July day-

One July day
(Hans Werner Richter)

The novel is divided into several unnamed chapters and describes the period after the First World War and political upheavals. The main characters are Caroline Schroeder Christian Wahl and his younger brother Philip.
is the beginning of the novel describes the situation at Philip's funeral, which is regarded as a starting point in history. Philip is the youngest brother of Christian, who suffered from tuberculosis since its youths, and thirty years after his flight from Germany, where he had to overcome a sea route to swimming, he died of his chronic illness. His wife, Carol, was in the period before the Second World War, Christian's mistress. Phil loves his wife and his brother so much. Perhaps Caroline loves Philip Christian and vice versa, perhaps Philip in their Christian love.

This novel is basically calls between Caroline and Christian said after the funeral. The places where all the action took place change, between Berlin, Paris and Sweden. It can be determined by Caroline's memory. This is a conversation, after fifty years since Caroline's first visit to Berlin. And there were the memories of her love for Christian and his brother Philip, on their life together in Paris, her bitter life in Berlin with no Christian, at first bitter years in Sweden and her happy life with Philip, the lasts 30 years. Christian wants to and can not remember the past accurately. This means that all memories are recalled in it, the memories of the past, the bring him in many of consciousness: the time in a small town on the Oder estuary, as a Christian she first meets, in Berlin, when Karoline him on 1 May 1933 attended for the first time, their life together in Berlin with different experiences, turmoil, fear Bishins to flee to Paris, the common life in Paris and the return to Berlin.
Christian has Karoline Schroeder met for the first time at the wedding of his older brother, and she liked him. In this part of the feeling of Christian is described. In Sweden, he felt a stranger, and in his own village he did not feel they belong. Only for Caroline, who he met again later, you feel he assumed correctly. In a short time he has taken her in his heart. To get their attention, he told her much about his political position, and told everything possible, even though he really has little idea, and Caroline is impressed. She represents a lot of questions. Caroline was 16 years, Christian 21 and Philip was 15 years old. Because of its depiction Caroline went to high school to Berlin to study. Christian has been living for some time in Berlin and runs left in intellectual circles, with whom he shares the belief in a better, communist future. Instead of a socialist revolution, but the Nazis come. Because of the oppression, persecution, the prohibitions by National Socialism and the uncertainty has decided since the night of the Christian book burnings in May and go away to leave the country. Then the young couple fled to Paris in early November. There, they live by Caroline's money from the two hundred marks, which send their parents every month. In Paris, he lives safe but then he realizes that his life there, only waiting for a change over there in Germany means. So he decided after a long heated discussion with his friends to return to Germany because he believed he could only fight enemies at home. He has previously Karoline sent to Germany to spy out the situation, whether he accepted in this country ever is. On his arrival in Berlin, he finds that this country is no longer his country, he is a foreign country has become, in which he no longer heard, and perhaps never will belong. lives in the boarding house where Caroline, he feels insecure, for there dwell the SA men.
It was a day in April, where he had to go into the army, the beginning of separation. A terrible day for Karoline and many weeks later they have to accept slow to lose it and not see her again. Out of desperation, she married a foreigner and moved to Sweden with him - in the land which was not involved in the war. The marriage lasts less than 2 years, they divorced.
will after the death of her husband, they remain forever in Sweden, because they can not part with it. For them, death is no separation. She's been around for over twenty years, Swedish girl, loves the country, the people, the language that already has long since become their own. In the countryside, and Philip found only understanding and help. Residents have helped Philip more than any other. Sweden is a wonderful country, a country of peace. Everything seems to them to be closer, more human, the proximity of the neighborhood, the sympathy, the willingness to help. It also has no one in Germany, which she loves. Christian was her past. Because of their love at that time she followed the will of Christians and so they lived in uncertainty, since he has never cared about them. Now it has changed, has her own life, their own will. With Philip it has the right happy love, the quiet life out although Philipp often lived in passions.


Diana

Dusseldorf, 11.02.2008