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Talk:Indonesian

Indonesian and Malay
Maybe this book should be presented as Indonesian and Malay? If you don't have time to add notes for where Malay is different, somebody else might do it.

 * Sure thing. --Roby Joehanes 21:55, 22 Nov 2003 (UTC)

I disagree. For one, I don't know where they differ, but also, they are different languages. Sure, there's a high degree of mutual understanding between speakers of the language, but they should be different books.

If the people writing the Malay one want to copy and paste this one with minor alterations then they can feel free, but they shouldn't be merged. Mr john 14:21, 2 April 2006 (UTC)

 * I also disagree - they are significantly different. I think of it as being like someone from London and someone from Scotland speaking in a Scots-influenced English. (I'm not trying to say which is which - just that there's differences in accent and vocab). Note that Indonesian has a lot of Dutch words that don't occur in Malay, and Malay has more English influence. See the Wikipedia article Differences between Malay and Indonesian (and that could be linked from this Wikibook, rather than duplicating the work).

 * I like the idea, though, of having notes on where Malay differs, in the text or in a section at the end of the page; also of this book copying and modifying pages to and from Malay, where appropriate. Perhaps there could be a template used temporarily at the top of a Malay page, saying something like "This page has been copied from the Indonesian Wikibook, and may need further changes to reflect Malay usage." Or the reverse if copied from the Malay to the Indonesian Wikibook. --Singkong2005 01:30, 3 August 2006 (UTC)

How can I say it in Indonesian language?
How can I say " How was the school? " in Indonesian language?

thank you,

jameelhy@yahoo.com

It's probably too late and I can't tell when you made the edit because you didn't sign your post, but it's bagaimana sekolahnya? although, due to Indonesian's lack of tenses this could mean "how is the school?" as well. Mr john 14:21, 2 April 2006 (UTC)

This is a good book
Thank you for this nice project. -- 22:40, 13 May 2006 (UTC)

Thank you

Just a thought
I feel that the "ahli" section of this page concentrate too much on "bahasa gaul" instead of the formal and more advanced "Bahasa Indonesia." It should include a more complex vocabulary than those in the "beginner section" Thanks

I agree, but I would like to think that my particular area of expertise is "bahasa gaul" so that's what I wrote lessons on. It's not concentrated on "bahasa gaul" for any reason other than no one else has written any lessons for it yet. It's a work in progress. If you have specific requests for lessons then post them here and I'll see what I can do. Thanks, Mr john 08:48, 14 June 2006 (UTC)

Advanced vocab
I've been doing a web search for an advanced vocabulary list with no luck. Does anyone know a good link? Such a link would also be useful as an "external link" or "additional resource" for an "advanced" page in this Wikibook.

Memorising lists of words suits my style of learning (I use mnemonics - but of course I also need to back it up with practice).

I'm at the stage where I can read a newspaper or book without too much difficulty, but there's still a few words per article or page that I don't understand. Making my own lists as I go works okay, but a ready made vocab list would be more efficient. Memorising words from a dictionary is probably going to give me a lot of rarely used words (and all of them starting with "A"...!)

For the moment though, I do appreciate the pages on informal use from Mr John. --Singkong2005 01:55, 3 August 2006 (UTC)

 * I found a site with some tips on mnemonics - but only two, and at a very basic level. Teacher Resource - Penyelamatan binatang

The tips, on one of the linked PDFs, are:
 * Many students mix up the numbers 4 and 6 (empat and enam) - but maybe remembering that you 'pat' a dog which has four legs will help.
 * How can you remember the meanings of kanan and kiri (right and left)? Perhaps simply that kanan and right both have five letters; and kiri and left both have four.
 * These could be rewritten and included in a mnemonics page, e.g. Indonesian/Mnemonics - I don't know a good translation for mnemonics, unless we use cara penghafalan or cara menghafalkan kata. --Singkong2005 04:20, 3 August 2006 (UTC)

 * I'm starting a page here: Indonesian/Adding vocabulary with word association - it probably needs a better name, and it's very basic, but it's a start. --Singkong2005 05:28, 11 August 2006 (UTC)

Thanks for the compliments, I'm glad the articles are of interest. If you have any other areas of slang you'd like articles on, let me know. On the subject of vocab lists, I'm not sure how useful they are without the context of an article... If you find an online article that you think is a good example (that we're allowed to use) I'd be happy to list the difficult and interesting words, provide some commentary on the article and maybe have some comprehension questions at the end... Would that be more useful than just having parallel translations?Mr john 08:17, 10 January 2007 (UTC)

Can we use other free (as in beer) sites as part of a curriculum?
A page on the above Tasmanian Department of Education site, Learning Objects, has some free, useful resources for beginners & high school students. (Graphics based, with very slow, clear pronunciation... rather formal (Kalau bepergian?? I never heard the word bepergian in 2 years in Indo - only pergi), but that's standard for Indonesian lessons in Australia, I find.)

Resources like these which are free (as in beer) but not open-source are good for giving inspiration - no controversy, I think. I think they are also good for linking from the modules, and even using as part of the curriculum - at least until we have developed better resources here. This would consist of linking from a Wikibooks page, not replicating or infringeing copyright in any way.

Would this conflict with Wikibooks policies? --Singkong2005 04:20, 3 August 2006 (UTC)

 * I asked this at the the Staff lounge and it seems that Wikiversity encourages this practice, and there doesn't seem to be a policy against it in Wikibooks (perhaps making it clear that that we're not endorsing the external link). --Singkong2005 05:03, 11 August 2006 (UTC)

Audiobook (Pimsleur?)
This wikibook is a great effort to provide instructional tools in learning Bahasa Indonesia. It would be great if there is an accompanying audio instruction.

Recently I've been using Pimsleur methods to learn spanish, and I find it very good. If anyone is an expert in liguistic and language instructional methods, and is interested in doing Pimsleur audio on Indonesian language, I'd be delighted to help to read out the phrases, since I'm an indonesian native speaker. However, I can't be the one who organize and edit the audio because I don't have experience in language teaching methods. Besides, I think "pimsleur method" itself is not copyrighted (am I correct) although there are pimsleur branded instructional recordings released by Simon and Schuster. Hence I'd think it's possible to replicate the method and record our own instructional recordings in order to make language instruction more accessible (currently the Simon and Schuster Pimsleur is really expensive!).

Chaerani 01:41, 29 September 2006 (UTC)

Childrens' songs
I like this section. I'm glad to see the wikibook has progressed since I last looked at it. I'll add a few songs soon. As far as I know most childrens' songs are open source. It could be interesting to add some popular songs and comment on the lyrics there, but I'm not sure if we'd be violating copyright... Does anyone want to weigh in on this?

Incidentally, I have no idea how to add audio to these pages... If someone does work out how to do it I could record some of the childrens' songs on guitar and post them...  I'd rather not sing them though if someone wants to go a wikollaboration. Mr john 08:17, 10 January 2007 (UTC)

 * There are some good recording guidelines for the Spoken Wikipedia that you can look at. Then just upload to Wikimedia Commons or Wikibooks using the "Upload file" link in the Toolbox on the sidebar (must be logged in). Have a look at Chinese/Lesson_1 to see how I linked to audio from within the lessons. I wouldn't worry of you can only provide the guitar. Using Audacity it's easy to splice audio together, so someone could add their singing voice later on. - Everlong 10:19, 10 January 2007 (UTC)

history of indonesia & indonesian leaders
In 1602 the Dutch established the Dutch East India Company (VOC) and became the dominant European power. Following bankruptcy, the VOC was formally dissolved in 1800, and the government of the Netherlands established the Dutch East Indies as a nationalized colony.

For most of the colonial period, Dutch control over these territories was tenuous; only in the early 20th century did Dutch dominance extend to what was to become Indonesia's current boundaries. The Japanese invasion and subsequent occupation during WWII ended Dutch rule, and encouraged the previously suppressed Indonesian independence movement. Two days after the surrender of Japan in August 1945, Sukarno, an influential nationalist leader, declared independence and was appointed president. The Netherlands tried to reestablish their rule, and a bitter armed and diplomatic struggle ended in December 1949, when in the face of international pressure, the Dutch formally recognized Indonesian independence.

Sukarno moved from democracy towards authoritarianism, and maintained his power base by balancing the opposing forces of the Military, Islam, and the Communist Party of Indonesia. An attempted coup on 30 September 1965 was countered by the army, who led a violent anti-communist purge, during which the PKI was blamed for the coup and effectively destroyed. At least half a million "communists" were slaughtered. The head of the military, General Suharto, out-manoeuvred the politically weakened Sukarno, and was formally appointed president in March 1968. Official President Sukarno was deposed & placed under home arrest & surveillance until he died. Suharto's New Order administration was supported by the US government, and encouraged foreign investment in Indonesia, which was a major factor in the subsequent three decades of substantial economic growth.

Suharto knew what was going on but did not stop the slaughter of "communists" thus making him complicit in the killings. United States, UK, Australia were also complicit in the slaughter. CIA delivered all sorts of information to the communist killers because united states was afraid more asian countries will become communists during cold war era. Armed forces leaders like Sarwo Edhie Wibowo & death squad leaders like Anwar Congo, Adi Zulkadry, Safit Pardede thought they were killing the communists just for fun. In 2015, international tribunal (court) ruled that Indonesia as a country bears responsibility for the slaughter.

In 1997 and 1998, however, Indonesia was the country hardest hit by the East Asian Financial Crisis.This increased popular discontent with the New Order and led to popular protests. Suharto resigned on 21 May 1998. In 1999, East Timor voted to secede from Indonesia, after a twenty-five-year occupation, which was marked by international condemnation of repression and human rights abuses. The Reformasi era following Suharto's resignation, has led to a strengthening of democratic processes, including a regional autonomy program, and the first direct presidential election in 2004. Political and economic instability, social unrest, corruption, and terrorism have slowed progress. Although relations among different religious and ethnic groups are largely harmonious, acute sectarian discontent and violence remain problems in some areas. A political settlement to an armed separatist conflict in Aceh was achieved in 2005.

title: Talk:Indonesian


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Physics Study Guide/Work (Advanced)

Work is equal to the integral of force times velocity times displacement times time.

An integral, if the force isn't constant.

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

title: Physics Study Guide/Work (Advanced)


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Talk:Physics Study Guide/Work

''When work is applied to an object or a system it adds or removes kinetic energy to or from that object or system. More precisely, a net force in one direction, when applied to an object moving opposite or in the same direction as the force, kinetic energy will be added or removed to or from that object. (Someone please explain this to me though because energy is not a vector.) Note that work and energy are measured in the same unit, the Joule (J).''
 * That's why you have to use a scaler product! Work is the scaler product of force and displacement. Theresa knott 09:37, 10 Nov 2003 (UTC)

Please, what is a scalar product ? If I dont know this, many other people wont know this, and we could use a good, concise definition here on the site. Thanks, --Karl Wick

OK I'll have a go. Let's take gravity as our force. If you jump out of an aeroplane and fall you will pick up speed. (for simplicity sake let's ignore air drag). To work out the kinetic energy at any point you just multiply the value of the force of gravity, by the distance moved. So for example a 100kg man falling a distance of 10m will have 1000kJ extra kinetic energy. We say that the man has had 1000kJ of work done on him by the force of gravity.

Notice that energy is not a vector, it has a value but no direction. Gravity and dispacement are vectors. They have a value plus a direction.(In this case their directions are down and down respectively) The reason we can get a scalar energy from vectors gravity and dispacement is because in this case they happen to point in the same direction. Gravity acts downwards and displacement is also downwards.

When two vectors point in the same direction, you can get the scalar product by just multiplying the value of the two vectors together and ignoring the direction.

What happens if they don't point in the same direction?

Consider a man walking up a hill. Obvoiusly it takes energy to do this because you are going against the force of gravity. The steeper the hill the more energy it takes every step, this is something we all know unless we live on a salt lake.

In a situation like this we can still work out the work done. In the diagram the green lines represents the displacement. To fond out how much work against gravity the man does we work out the projection of the displacement along the line of action of the force of gravity. In this case it's just the y component of the man's displacement. This is where the cosθ comes in.

If the two forces do not point in the same direction, you can still get the scaler product by multiplying the projection of one force in the direction of the other force. A(Bcosθ)

I hopes this makes sense. Theresa knott 17:16, 10 Nov 2003 (UTC)

But don't these situations only apply in the specific instances that you have described? Surely, the relationship might not always be cos theta, rather sin theta. Sorry if I'm mistaken. Also, the formula describing work done = deltaKE + deltaPE is also a specific instance, where there are no losses, for example air resisitance or friction. Shouldn't this be mentioned? If you're going into the preciseness of vectors and scalars or whatever, shouldn't this be mentioned? Finally, I'd just like to say it's a great job you're doing here! (I don't have an account on Wikibooks) --81.157.105.216 18:53, 9 Jan 2005 (UTC)

title: Talk:Physics Study Guide/Work


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Linear Algebra/Linear Transformations

A linear transformation is an important concept in mathematics because many real world phenomena can be approximated by linear models.

Unlike a linear function, a linear transformation works on vectors as well as numbers.

Motivations and definitions
Say we have the vector $$\begin{pmatrix} 1 \\ 0 \end{pmatrix}$$ in $$\mathbb{R}^2$$, and we rotate it through 90 degrees, to obtain the vector $$\begin{pmatrix} 0 \\ 1 \end{pmatrix}$$.

Another example instead of rotating a vector, we stretch it, so a vector $$\mathbf{v}$$ becomes $$2\mathbf{v}$$, for example. $$\begin{pmatrix} 2 \\ 3 \end{pmatrix}$$ becomes $$\begin{pmatrix} 4 \\ 6 \end{pmatrix}$$

Or, if we look at the projection of one vector onto the x axis - extracting its x component -, e.g. from $$\begin{pmatrix} 2 \\ 3 \end{pmatrix}$$ we get $$\begin{pmatrix} 2 \\ 0 \end{pmatrix}$$

These examples are all an example of a mapping between two vectors, and are all linear transformations. If the rule transforming the matrix is called $$T$$, we often write $$T\mathbf{v}$$ for the mapping of the vector $$\mathbf{v}$$ by the rule $$T$$. $$T$$ is often called the transformation.

Note we do not always write brackets like when we write functions. However we should write brackets, especially when we want to express the mapping of the sum or the product or the combination of many vectors.

Linear Operators
Suppose one has a field K, and let x be an element of that field. Let O be a function taking values from K where O(x) is an element of a field J. Define O to be a linear form if and only if:
 * 1) O(x+y)=O(x)+O(y)
 * 2) O(λx)=λO(x)

Linear Forms
Suppose one has a vector space V, and let x be an element of that vector space. Let F be a function taking values from V where F(x) is an element of a field K. Define F to be a linear form if and only if:
 * 1) F(x+y)=F(x)+F(y)
 * 2) F(λx)=λF(x)

Linear Transformation
This time, instead of a field, let us consider functions from one vector space into another vector space. Let T be a function taking values from one vector space V where L(V) are elements of another vector space. Define L to be a linear transformation when it:
 * 1) preserves scalar multiplication: T(λx) = λTx
 * 2) preserves addition: T(x+y) = Tx + Ty

Note that not all transformations are linear. Many simple transformations that are in the real world are also non-linear. Their study is more difficult, and will not be done here. For example, the transformation S (whose input and output are both vectors in R2) defined by

$$S\mathbf{x} = S\begin{pmatrix} x \\ y \end{pmatrix}= \begin{pmatrix}  xy\\ \cos(y)\end{pmatrix}$$

We can learn about nonlinear transformations by studying easier, linear ones.

We often describe a transformation T in the following way
 * $$T : V \rightarrow W$$

This means that T, whatever transformation it may be, maps vectors in the vector space V to a vector in the vector space W.

The actual transformation could be written, for instance, as
 * $$T\begin{pmatrix} x \\ y\end{pmatrix} = \begin{pmatrix} x + y \\ x - y \end{pmatrix}$$

Examples and proofs
Here are some examples of some linear transformations. At the same time, let's look at how we can prove that a transformation we may find is linear or not.

Projection
Let us take the projection of vectors in R2 to vectors on the x-axis. Let's call this transformation T.

We know that T maps vectors from R2 to R2, so we can say
 * $$T: \mathbb{R}^2 \rightarrow \mathbb{R}^2$$

and we can then write the transformation itself as
 * $$T\begin{pmatrix} x_0 \\ x_1 \end{pmatrix} = \begin{pmatrix} x_0 \\ 0 \end{pmatrix}$$

Clearly this is linear. (Can you see why, without looking below?)

Let's go through a proof that the conditions in the definitions are established.

Scalar multiplication is preserved
We wish to show that for all vectors v and all scalars λ, T(λv)=λT(v).

Let
 * $$\mathbf{v}=\begin{pmatrix} v_0 \\ v_1 \end{pmatrix}$$.

Then
 * $$\lambda\mathbf{v}=\begin{pmatrix} \lambda v_0 \\ \lambda v_1 \end{pmatrix}$$

Now
 * $$ T(\lambda\mathbf{v}) = T\begin{pmatrix} \lambda v_0 \\ \lambda v_1\end{pmatrix} = $$
 * $$ \begin{pmatrix} \lambda v_0 \\ 0 \end{pmatrix} $$

If we work out λT(v) and find it is the same vector, we have proved our result.
 * $$ \lambda T\mathbf{v}= \lambda \begin{pmatrix} v_0 \\ 0 \end{pmatrix}=$$
 * $$ \begin{pmatrix} \lambda v_0 \\ 0 \end{pmatrix} $$

This is the same vector as above, so under the transformation T, scalar multiplication is preserved.

Addition is preserved
We wish to show for all vectors x and y, T(x+y)=Tx+Ty.

Let
 * $$\mathbf{x}=\begin{pmatrix} x_0 \\ x_1 \end{pmatrix}$$.

and
 * $$\mathbf{y}=\begin{pmatrix} y_0 \\ y_1 \end{pmatrix}$$.

Now
 * $$T(\mathbf{x}+\mathbf{y})=T\left(\begin{pmatrix} x_0 \\ x_1 \end{pmatrix}+\begin{pmatrix} y_0 \\ y_1 \end{pmatrix}\right)=$$
 * $$T\begin{pmatrix} x_0 + y_0 \\ x_1 + y_1 \end{pmatrix} =$$
 * $$\begin{pmatrix} x_0 + y_0 \\ 0 \end{pmatrix}$$

Now if we can show Tx+Ty is this vector above, we have proved this result. Proceed, then,
 * $$T\begin{pmatrix} x_0 \\ x_1 \end{pmatrix} + T\begin{pmatrix} y_0 \\ y_1 \end{pmatrix}=\begin{pmatrix} x_0 \\ 0 \end{pmatrix} + \begin{pmatrix} y_0 \\0 \end{pmatrix}=$$
 * $$\begin{pmatrix} x_0 + y_0 \\ 0 \end{pmatrix}$$

So we have that the transformation T preserves addition.

Zero vector is preserved
Clearly we have
 * $$T\begin{pmatrix} 0 \\ 0 \end{pmatrix} = \begin{pmatrix} 0 \\ 0 \end{pmatrix} $$

Conclusion
We have shown T preserves addition, scalar multiplication and the zero vector. So T must be linear.

Disproof of linearity
When we want to disprove linearity - that is, to prove that a transformation is not linear, we need only find one counter-example.

If we can find just one case in which the transformation does not preserve addition, scalar multiplication, or the zero vector, we can conclude that the transformation is not linear.

For example, consider the transformation
 * $$ T\begin{pmatrix} x \\ y\end{pmatrix} = \begin{pmatrix} x^3 \\ y^2\end{pmatrix}$$

We suspect it is not linear. To prove it is not linear, take the vector
 * $$ \mathbf{v} = \begin{pmatrix} 2 \\ 2 \end{pmatrix} $$

then
 * $$ T(2\mathbf{v}) = \begin{pmatrix} 64 \\ 16 \end{pmatrix}$$

but
 * $$ 2T(\mathbf{v}) = \begin{pmatrix} 16 \\ 8 \end{pmatrix}$$

so we can immediately say T is not linear because it doesn't preserve scalar multiplication.

Problem set
Given the above, determine whether the following transformations are in fact linear or not. Write down each transformation in the form T:V -> W, and identify V and W. (Answers follow to even-numbered questions):
 * 1) $$T\begin{pmatrix} v_0 \\ v_1 \end{pmatrix} = \begin{pmatrix} v_0^2 + v_1 \\ v_1 \end{pmatrix}$$
 * 2) $$T\begin{pmatrix} v_0 \\ v_1 \end{pmatrix} = \begin{pmatrix} 1 \\ v_0 \end{pmatrix}$$
 * 3) $$T\begin{pmatrix} v_0 \\ v_1 \end{pmatrix} = \mathbf{0}$$
 * 4) $$T\begin{pmatrix} v_0 \\ v_1 \\ v_2 \end{pmatrix} = \begin{pmatrix} v_0 - v_2 \\ v_1 \end{pmatrix}$$

Answers

 * 2. No. A check whether the zero vector is preserved readily confirms this fact. T : R2 -> R2
 * 4. Yes. T : R3 -> R2.

Images and kernels
We have some fundamental concepts underlying linear transformations, such as the kernel and the image of a linear transformation, which are analogous to the zeros and range of a function.

Kernel
The kernel of a linear transformation T: V -> W is the set of all vectors in V which are mapped to the zero vector in W, ie.,
 * $$ \mathrm{ker}\ T = \{v \in V\ |\ T\mathbf{v} = \mathbf{0}\}$$

Coincidentally because of the matr to the matrix equation Ax=0.

The kernel of a transform T: V->W is always a subspace of V. The dimension of a transform or a matrix is called the nullity..

Image
The image of a linear transformation T:V->W is the set of all vectors in W which were mapped from vectors in V. For example with the trivial mapping T:V->W such that Tx=0, the image would be 0. (What would the kernel be?).

More formally, we say that the image of a transformation T:V->W is the set
 * $$ \mathrm{im}\ T = \{w \in W\ |\ w=T\mathbf{v}\ \mathrm{and}\ \mathbf{v}\in V\}$$

Isomorphism
A linear transformation T:V -> W is an isomorphic transformation if it is:
 * one-to-one and onto.
 * kernel(T) = {0} and the range(T) = W.
 * an inverse of T exists.
 * dim(V) = dim(W).

title: Linear Algebra/Linear Transformations


text:
User:Kowey

 * Note: all my Haskell-related modifications may also be used under the Simple Permissive License used by the Haskell wiki (this is, like the name says, a very simple and permissive license, BSD-like in attitude)

Mostly interested in seeing language books grow, and would be very happy to dig in to others to brush up on math, sciences, etc.

I am currently working on

 * a book on Understanding darcs.
 * a book on Haskell.
 * a book on Computer programming/Functional programming.
 * some French Sign Language resources

Test stuff

 * waiting on http://bugzilla.wikimedia.org/show_bug.cgi?id=10967

 * /HaskellRedesign
 * /ClickTest
 * /GoodbookTest

fr:Utilisateur:Kowey

title: User:Kowey


text:
User talk:Kowey

Welcome
Hi Kowey! I welcomed you to wikipedia, now I'm welcomminmg you to wikibooks :-)

Things work much the same here as in wikipedia, except it's a much smaller community here. We've only been going a little while, but we've done a lot already. I don't think we have amunal of sytle yet, but take a look at some of the books already started to get ideas about layout etc.

Check out Staff lounge and post any queries you have. You'll find things slower and friendlier here. I hope you like it and decide to stay. Theresa knott 13:48, 10 Nov 2003 (UTC)

 * thanks for the second welcome, Theresa. 152.81.15.98 11:27, 11 Nov 2003 (UTC)

 * Can you not log in either ? 217.204.254.211 12:43, 11 Nov 2003 (UTC) -Theresa

 * I can log in, but staying logged in when i click on "new messages" is a whole different story 152.81.15.98 14:19, 11 Nov 2003 (UTC) (eric aka kowey)

Re NPOV - I happen to agree with you (For example, in the Programming:C book, it's important to point out bad techniques in programming in C that lead to awful code). But out-and-out plugging one product over another is hardly in the general "spirit" of NPOV - plugging a product isn't in the spirit of teaching, it's in the spirit of promotion...

But I think perhaps some changes need to be made to Neutral point of view, but exactly what to change will be a sticky area. Strict NPOV works well, but once you relax the restriction then you get a lot of grey area. What if someone is coming to write about the history of Palestine for example, and they add a lot of anti-Israeli sentiment, or vice versa...Is that in the spirit of teaching the correct things? Does that adhere to the "spirit" of NPOV? Very sticky...

Anyway, thanks for your response :) Dysprosia 23:18, 19 Dec 2003 (UTC)

Computer programming/Types got additions by AlMac effectively doubling the size of the article since prior folks like you last worked on it. I just thought you might like to see what I did to it. AlMac 23:49, 17 July 2005 (UTC)

Understanding darcs
I've just read wikibook Understanding darcs and it really helped me understand the concepts behind that software. Thanx for that piece of work.

arno.

 * Thanks for the feedback! It feels good to hear that this actually helps people -- Kowey 09:07, 9 April 2006 (UTC)

'Type basics' feedback
Re our discussion today, I added some notes and a log to the Talk:Haskell/Type basics page. Cheers, DavidHouse 19:50, 24 July 2006 (UTC)

VFD pages
Regarding the pages that you nominated for deletion at WB:VFD, I am going to delete those pages soon, as per your request. Since these pages constitute your own work, perhaps you would like to keep a copy before it disappears? Since these pages dont represent a violation of policy, I am in no hurry to delete them, and I am inclined to offer you the chance to save this material if needed. --Whiteknight (talk) (projects) 01:30, 6 October 2006 (UTC)

Haskell book
I noticed a lot of the new pages were commented as "tex extraction/import"... does the licence from wherever they're coming from require noting the source? (It's a good idea to do so anyway, but not required under certain licenses). I just want to make sure it's all in good form :-). -- SB_Johnny | talk 18:53, 22 October 2006 (UTC)

 * Hello! Thanks for your concern. I spoke with the author personally at a conference, and he gave me his permission to import his book into wikibooks (knowing that implicitly, this would pass it under the GFDL).  After a few friendly reminders, he sent me the TeX sources, which have never before been released.  Otherwise, the book has been available as PDF under the terms, which I quote here:

Copyright (c) Hal Daume III, 2002-2006. The preprint version of this tutorial is intended to be free to the entire Haskell community, so we grant permission to copy and distribute it for any purpose, provided that it is reproduced in its entirety, including this notice. Modified versions may not be distributed without prior concent of the author, and must still maintain a copy of this notice. The author retains the right to change or modify this copyright at any time, as well as to make the book no longer free of charge.
 * Is there anything specific you think I should do to clarify this? I have thanked the author on the main page of Haskell/YAHT, but if you think I should do something more formal, please let me know.  Cheers, -- Kowey 20:14, 22 October 2006 (UTC)

 * "we grant permission to copy and distribute it for any purpose, provided that it is reproduced in its entirety, including this notice. Modified versions may not be distributed without prior concent of the author"

 * hmmm. The boldfaced sections actually create a rather serious problem, since they don't jibe with the GFDL. Are you sure he understands fully what the GFDL means? Neither of those conditions could legally be applied to a GFDL document. I'd say hold off adding more until he gives consent... sorry about this, but these things are better nipped in the bud. Hopefully he can just change that notice on the copyright, but until he does, it can't be on a GFDL copyrighted server. -- SB_Johnny | talk 23:03, 22 October 2006 (UTC)

 * Yes, I'm sure he understands the implications of this, if nothing else for the fact that he was willing that it be put onto a wiki. -- Kowey 05:51, 23 October 2006 (UTC)

 * OK. If you get a chance to talk to him again, just ask him if he can remove those 2 clauses, or just change the copyright to GFDL. The problem is that the modified versions of this document will in theory be under the GFDL, but if it's based on a document that has a copyright with those clauses, the GFDL would actually violate his copyright. Again, it's all a pain in the butt at first, but it pays off in the end to take care of these things at the beginning, rather than later. If for some reason he (or his heirs, etc.) objected to a later publication of the book, we'd have a deep doo-doo situation ;-). -- SB_Johnny | talk 14:24, 23 October 2006 (UTC)

 * Will do! I really appreciate the care that you guys (wikimedia admin volunteers) are taking in covering our collective butts. Will report back.  -- Kowey 14:37, 23 October 2006 (UTC)

Hi again. If you just leave a link somewhere to where he has the GFDL licence, that will do the trick :). -- SB_Johnny | talk 13:27, 3 November 2006 (UTC)

 * Hi. How about this official pdf which the author links to from his home page? It includes the sentence:
 * "Note that this tutorial may alternately be distributed under the terms of the GNU Free Document License, as permission has been granted to incorporate it into the Wikibooks projects."
 * Is that enough? -- Kowey 13:31, 3 November 2006 (UTC)

 * Yup :). -- SB_Johnny | talk 13:35, 3 November 2006 (UTC)

Hey, I noticed you mention that a scientific calculator should give an error and to contact you if it does not. I am using an HP (50G), and I was easily able to calculate the factorial of 1,000. I did have problems in Haskell though (using ghci) with a stack overflow.

Wikibooks Newsletter, Volume 1
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The staff at Wikibooks 13:17, 21 December 2006 (UTC)

Unused Haskell templates
Are the seven Haskell templates at Special:Unusedtemplates needed anymore? --Iamunknown 05:54, 3 February 2007 (UTC)

 * No, thanks for pointing them out. -- Kowey 06:40, 3 February 2007 (UTC)

Thank you
Assuming you read the staff lounge! May good karma stay with you - regards -- Herby talk thyme 11:33, 15 February 2007 (UTC)

Chapter titles in [Linguistics]
I didn't revert your changes. I changed the visible text for two of the sections. An anonymous editor had changed "How we make words" to "How you make words", and "Speech sounds go to work" to something like "Speech sound to go work" (I forget the exact change, but it was just pranksterism, regardless).

Your changes seem completely appropriate to me. ACW 17:01, 27 February 2007 (UTC)

 * Oops, my mistake. I did revert your changes, but I didn't mean to.  Look at the diffs and you'll see what I had in mind.  I'll try again, and this time I'll do it right, leaving the titles as you had them. I apologize for the goofup. ACW 17:05, 27 February 2007 (UTC)

Featured Books and other Work
I just wanted to let you know that i've seen alot of the work you've been doing around here, especially with the featured books templates, and i just wanted to personally thank you for your effort. It's always nice to see new faces working on the same old projects.

If you need any help with your projects or in general, let me know. --Whiteknight (talk) (projects) 23:13, 29 April 2007 (UTC)

 * Hey, thanks for that! I feel very lucky to always stumble upon the friendliest communities of the net (Haskell, darcs, wikibooks).  I'm actually just looking out for the Haskell wikibook, but trying to do it in a way that benefits everybody as well.  Best, -- Kowey 06:16, 30 April 2007 (UTC)

 * It's always good to get more programmers around here. Even though wiki is just a text-markup tool, programmers just seem to "get it" more quickly then other editors do. The kinds of things that you are doing with that featured book template are typically reserved for the oldest and most experienced editors, and even many of them can't quite figure out how to use a named template parameter properly. Of course, it doesnt help that some of the wiki syntax is so complicated. Anyway, keep up the good work! --Whiteknight (talk) (projects) 13:21, 30 April 2007 (UTC)

Control Systems
Yeah, i'm fine with the space shuttle for now for the book blurb here. I'll look through commons and see if i can find something a little better, but if not this is okay. --Whiteknight (talk) 14:09, 15 May 2007 (UTC)

languages bookshelf
Good morning, Kowey. I'm a bit concerned my latest comment on the discussion might get lost on the page, which is starting to look like an overgrown garden, so I'll repeat it here to make sure you see it as it's important:

"Yesterday I placed a request on the template's talk page with intructions for the change. There has not been any response yet. If we decide to implement my and Kowey's proposal for disambiguation pages/templates (for languages with multiple textbooks), the bookshelf template will subsequently need to be updated to reflect that; or if Junesun's alternative proposal of leaving multiple books in the bookshelf template itself is opted for, again that will entail modifications. In this respect, what I have requested (#4) can be considered as "provisional", but I think it's a step in the right direction. Kowey's disambiguation strategy sounds good to me but it does require "technical" implementation (i.e. somebody still has to make those pages or templates). Kowey, could you yourself either: (1) create them and incorporate them, or (2) failing that, at least create ONE of them for me to see exactly what your proposal looks like, and I can try to do the others following that model if you prefer it that way? Alan"

I also noticed this morning that Xania has reorganised the list of English books on the bookshelf. Quite a list it is too. That might be a good place to start if you would like to try out your idea about the transcluded list strategy. I'd like to see an illustration of how that is going to work... Cheers, Alan --A R King 08:04, 10 June 2007 (UTC)

Questionable links
Hi Kowey. Would you take a look at the question I've raised at the bottom of Wikibooks talk:Languages bookshelf and at the links in question? What do you think? If you agree with me, since you've been involved longer than I have with the project perhaps you'd like to say something on the matter? --A R King 21:38, 10 June 2007 (UTC)

Hello again. I see you still haven't responded to/about Lutonia. I didn't incorporate Lutonia's book into the individual-language bookshelf system we recently developed because I wanted to wait and see what would be decided (and avoid any additional work that might have to be undone afterwards). Any thoughts? Cheers, Alan --A R King 10:11, 23 June 2007 (UTC)

 * Hi, yeah, sorry about that. I've been meaning to look into ways we can import his work into wikibooks and find means for him to work with us.  That's the only barrier, really... technical stuff.  The books have no place here until this work is done, however.  If only we could state this in a very positive way that keeps him with us -- Kowey 15:18, 23 June 2007 (UTC)

 * I also happen to think that content-wise his books are methodologically highly unsound, although that is probably irrelevant since "censorship" of books on such grounds is not contemplated in Wikibooks. If I were to agree with encouraging him to stay "with us" it would be for purely "ethical" reasons, rather than because I see his work as a useful contribution to the quality (or eventual prestige) of the series. It's not a valid reason for turning him away, either; it's also not, therefore, the reason why I have called the books into question. Given all that, I would explain as delicately as possible the technical problem, but wouldn't go as far as bending over backwards or in any sense "begging" him to "stay". My opinion for what it's worth. --A R King 17:47, 25 June 2007 (UTC)

Thanks for the welcome!
Hi Kowey, Thanks for the welcome to the Haskell wikibook project! I've been looking for a way to contribute to the Haskell community, and at the moment I've found that the wikibook is a place where I can contribute productively. You can expect to see lots of edits from me in the near future. =) I already hang out in #haskell-books some, but I didn't know about the mailing list; I will go subscribe to it. --Byorgey 15:10, 5 July 2007 (UTC)

Thank you + LaTeX
Hi Kowey!

Thank you for your welcome message. I have added an answer to your comment on my Wikibook Collaborative Writing of LaTeX Documents

on my talk page.

Arne

How did you make those diagrams?
I admired the diagrams in your Haskell book. How were they made?

rfrankel

 * Hi, I used the MacOS X program OmniGraffle (see also the Haskell/Zippers chapter with some nice diagrams by User:Apfelmus). Some of our diagrams (Haskell/Category theory) were made using Inkscape, which David House reports to be nice as well.  -- Kowey 04:41, 2 August 2007 (UTC)

American Sign Language
Still interested in contributing? I've transwikied some useful content and started an outline of how the lessons might progress. – Mike.lifeguard  | talk 03:00, 15 October 2007 (UTC)

 * I don't actually know any ASL (and my LSF grows rustier by the minute). But always open for discussion from our experiences  with the French LSF book. -- Kowey 21:19, 15 October 2007 (UTC)

title: User talk:Kowey


text:
Ecology/Introduction

<< Contents page | Chapter 1 | Chapter 2 >>

Chapter 1. Introduction to Basic Ecology

The objective of this wikibook, A Study Guide to Basic Ecology, is to give the reader a better understanding of the way life functions on Earth, and how it is organized. This section will introduce basic concepts and definitions required to establish a course that is both biological and ecological in approach. You will learn that there are numerous terms in ecology which basically mean the same thing, and that there are also a plethora of views on precise definitions. As ecology emerged in the 19th and early 20th centuries, many concepts of ecological organization were proposed. These came from both zoologists and botanists—whom seldom read the other's literature—and from different schools of thought.

Definition of Ecology
The term oekologie (ecology) was coined in 1866 by the German biologist, Ernst Haeckel from the Greek oikos meaning "house" or "dwelling", and logos meaning "science" or "study". Thus, ecology is the "study of the household of nature". Haeckel intended it to encompass the study of an animal in relation to both the physical environment and other plants and animals with which it interacted.

A contemporary definition of ecology is: The scientific study of the distribution and abundance of organisms and the interactions that determine distribution and abundance. This definition encompasses not only the plants and animals that Haeckel recognized but microscopic organisms such as Bacteria, Archaea and protozoa, as well. The interactions that determine an organism's distribution and abundance are processes that include energy flow, growth, reproduction, predation, competition and many others.

Basic Ecology Definitions
To fully understand the science of ecology, there are some common terms that must be defined. The term environment describes, in an unspecified way, the sum total of physical and biotic conditions that influence an organism (Kendeigh, 1961). The subset of the planet earth environment into which life penetrates is termed the biosphere. With respect to the planet earth, the biosphere penetrates only a limited distance into the rock beneath the land and the oceans, and a limited distance out away from the planet towards space. All human effort so far has failed to demonstrate that the biosphere extends beyond these limits or that other biospheres exist elsewhere in the universe. We cannot therefore conclude that they do not exist, only that we know nothing of that existence. Ecosystem is perhaps the most widely used term in ecology. It is defined as the system of organisms and physical factors under study or consideration. Although the boundaries of ecosystems are sometimes quite difficult to define in nature, ecosystems—however bounded—comprise the basic units of that nature (Tansley, 1935). Habitat is generally considered by biologists to be the physical conditions that surround a species, or species population, or assemblage of species, or community (Clements and Shelford, 1939).

The basic physical units of the biosphere are the lithosphere (the land), hydrosphere (the water), and atmosphere (the air). Apparently there is no permanent biota of the atmosphere, although insects and birds among others utilize that environment extensively (Hesse, et al., 1951). These basic units are easily recognized in any landscape, as for example shown in the scene at right from Belarus in Europe.

 * Read Biosphere ( Follow links that interest you. Most subtopics will be covered in later chapters )
 * Read Ecosystem ( Links need only be followed to deepen your interest at this time )

NOTE: Definitions of terms used in this textbook have been collected into various glossaries, the basic one being Basic Ecology Glossary.

Scope of Ecology
Humanity has been studying nature for thousands of years and formally for several centuries under the science of biology, so why do we say that Ecology is a relatively new science? (Note, the term "ecology" is only about 150 years old). What is it that ecologists do or study that biologists might not? Kendeigh (1961, p. 3) wrote that "[e]cology is one of three main divisions of biology; the other two being morphology [organism structural aspects] and physiology [organism functional aspects]". The behavioral sciences encompass one facet of the interaction of an organism with its physical and biological surroundings, and therefore are part of ecology.

Several techniques are used to study Ecology; one of the methods is known as strong inference. Strong inference is defined as the method of testing a hypothesis by deliberately attempting to demonstrate the falsity of the hypothesis (Kinraide and Denison, 2003). Performing experiments is the preferred method of using strong inference. The point of an experiment is to control variables and/or patterns and to predict the outcomes.

Traditionally, Ecology is based more on weak inference (the other type of inference) rather than strong inference. In weak inference there are no experiments; rather, there are correlations between observations. Weak inference is defined as a "common sense" approach using simple system models to build understanding (Elner and Vadas).

Both weak and strong inference have been used throughout many different science courses over the last several thousands of years (Kinraide and Denison). However, strong inference is said to be more advantageous because weak inference is more prone to error. Weak inference makes people try to cling to one point of view; whereas strong inference (doing experimentation) causes people to think from more than one point of view and keep coming up with different hypotheses to test as their old hypotheses get falsified.

Ecology incorporates and overlaps with many other disciplines in both the biological and physical sciences. Certainly on one level, there is no information about the natural environment that does not have some applicability to ecology. On the other hand, such interrelationships between the sciences are much more the norm than most people realize. Ecology, according to Kendeigh (1961, p. 1), is a distinct science because of the way information about the natural world is organized; and because of its unique methodologies and point-of-view by which knowledge is extracted from such information.
 * Ecology has no aim, but ecologists have. The problems of the ecologist are not fundamentally different from those of any other kind of naturalist. The superficial differences in aim are due to the different points of view, or methods of approach, rather than to any essential differences in the character of the problems — (Charles Adams, 1913; cited in Hedgepeth, 1957).

It may be helpful here to list the phenomenon that ecologists are particularly interested in if only to better clarify the boundaries of this text covering basic ecology (list modified from Kendeigh, 1961, p 1). Ecologists study:
 * 1) structural, functional, and behavioral adaptations of organisms in relation to their environment (Chapter 3);
 * 2) interrelationships between species and their populations, and populations in their communities (Chapter 4);
 * 3) local and geographic distributions of organisms;
 * 4) regional variations in organism abundances;
 * 5) temporal changes in the distribution, abundance, and behaviors of organisms; and
 * 6) evolution of the interrelationships described.

Ecology is both a biological and an environmental science, something that should certainly be evident from the definition provided above. Many environmental sciences are minimally concerned with biology (meteorology, for example) and others (environmental toxicology, for example) necessarily combine physical and biological sciences. Environmentalism on the other hand is a political position involved with various aspects of managing the environment.

 * Read Ecology ( Neither links nor extended ("Main") articles need be pursued at this time )

There are many subcategories of Ecology. Plant Ecology looks at the differences and similarities of various plants in differing climates and habitats. The origins of Animal Ecology can be traced to two Europeans, R. Hesse of Germany and Charles Elton of England. Physiological Ecology, or ecophysiology, studies the responses of the individual organism to the environment. The idea of Population Ecology was brought forward by two famous men, Charles Darwin, who looked at the similarities and dissimilarities of populations and how they replaced each other over time, and Gregor Mendel. The last subcategory is Ecosystem Ecology, which brought about terms such as limnology, introduced by A. Thienemann.

Early History of Ecology
Because ecology is a facet of biology, it is not possible to clearly define a time or person that represents the beginning of ecological thought as distinct from biology. One of the first ecologists was probably Theophrastus, a contemporary and student of Aristotle. Theophrastus described various interrelationships between animals and between animals and their environment as early as the 4th century BC (Ramalay, 1940).

 * Read Theophrastus ( Links need not be pursued at this time except as necessary to clarify points )

Over the next several centuries biological knowledge gradually expanded as naturalists, such as Bufon and Linnaeus, contributed to a growing understanding of the nature of plants and animals. These early naturalists of course understood that organisms had a relationship with the environment, and especially that the distribution of forms was related to physical aspects of the geography.

 * Read Carolus Linnaeus ( Follow links only as needed to clarify terms and points made )

 * Read Alexander von Humboldt ( Follow links only as needed to clarify terms and points made )

The modern ecological concept of integrated communities of organisms began in the 19th century with the studies of August Grisebach (1838), a German botanist. A contemporary and fellow countryman, Ernst Haeckel, coined the term "ecology" in 1866. Other biologists followed Grisbach's ecological approach to natural history studies: K. Möbius (1877) investigating Danish oyster banks, Stephen A. Forbes (1887), describing a lake community as a microcosm, J. E. B. Warming (1895), describing Danish plant communities, and C. C. Adams conducting ecological stuidies in northern Michigan (1905) and at Isle Royale (1909).

 * Read Ernst Haeckel ( Follow links only as needed to clarify terms and points made )

 * Read History of Ecology ( Pursue only links that interest you to gain additional insight )

title: Ecology/Introduction


text:
C Programming/Simple input and output

Machines process things. We feed stuff into a machine and get different stuff out. A saw turns trees into planks. An internal combustion engine turns gasoline into rotational energy. A computer is no different. But instead of physical materials, computers process information for us.

We feed information into the computer, tell the computer what do with it, and then get a result back out. The information we put into a computer is called input and the information we receive from the computer is called output. Input can come from just about anywhere. Keystrokes on a keyboard, data from an internet connection, or sound waves converted to electrical signals are examples of input. Output can also take many forms such as video played on a monitor, a string of text displayed in a terminal, or data we save onto a hard drive. The collection of input and generation of output is known under the general term, input/output, or I/O for short, and is a core function of computers.

Interestingly, the C programming language doesn't have I/O abilities built into it. It does, however, provide us with an external library containing I/O functions which we can compile and link into our programs. We have already used an output library function in the Hello, World! example at the beginning of this text:. You may recall this function resided in the  library file. As that file's name implies,  contains standardized I/O functions for adding input and output capability to our programs. This section of the text will explore some of these functions.

Output using
Recall from the beginning of this text the demonstration program duplicated below:

If you compile and run this program, you will see the sentence below show up on your screen:

This amazing accomplishment was achieved by using the function. A function is like a "black box" that does something for you without exposing the internals inside. We can write functions ourselves in C, but we will cover that later.

You have seen that to use  one puts text, surrounded by quotes, in between the parentheses. We call the text surrounded by quotes a literal string (or just a string), and we call that string an argument to printf.

As a note of explanation, it is sometimes convenient to include the opening and closing parentheses after a function name to remind us that it is, indeed, a function. However usually when the name of the function we are talking about is understood, it is not necessary.

As you can see in the example above, using  can be as simple as typing in some text, surrounded by double quotes (note that these are double quotes and not two single quotes). So, for example, you can print any string by placing it as an argument to the  function:

And once it is contained in a proper  function, it will show:

Placeholder codes
The  function is a powerful function, and is probably the most-used function in C programs.

For example, let us look at a problem. Say we want to calculate: 19 + 31. Let's use C to get the answer.

We start writing:

But here we are stuck! only prints strings! Thankfully, printf has methods for printing numbers. What we do is put a placeholder format code in the string. We write:

The placeholder  literally "holds the place" for the actual number that is the result of adding 19 to 31.

These placeholders are called format specifiers. Many other format specifiers work with. If we have a floating-point number, we can use  to print out a floating-point number, decimal point and all. Other format specifiers are:

 * - int     (same as %i)
 * - long int (same as %li)
 * - float
 * - double
 * - char
 * - string
 * - hexadecimal

A complete listing of all the format specifiers for  is on Wikipedia.

Tabs and newlines
What if, we want to achieve some output that will look like: 1905   312 +   -

will not put line breaks in at the end of each statement: we must do this ourselves. But how?

What we can do is use the newline escape character. An escape character is a special character that we can write but will do something special onscreen, such as make a beep, write a tab, and so on. To write a newline we write. All escape characters start with a backslash.

So to achieve the output above, we write:

or to be a bit clearer, we can break this long printf statement over several lines. So our program will be:

There are other escape characters we can use. Another common one is to use  to write a tab. You can use  to ring the computer's bell, but you should not use this very much in your programs, as excessive use of sound is not very friendly to the user.

The  function is a very simple way to send a string to the screen when you have no placeholders or variables to be concerned about. It works very much like the  function we saw in the "Hello, World!" example:

will print to the screen:

Print this string.

followed by the newline character (as discussed above). (The  function appends a newline character to its output.)

Input using
The  function is the input method equivalent to the   output function - simple yet powerful. In its simplest invocation, the scanf format string holds a single placeholder representing the type of value that will be entered by the user. These placeholders are mostly the same as the  function -   for integers,   for floats, and   for doubles.

There is, however, one variation to  as compared to. The  function requires the memory address of the variable to which you want to save the input value. While pointers (variables storing memory addresses) can be used here, this is a concept that won't be approached until later in the text. Instead, the simple technique is to use the address-of operator, &. For now it may be best to consider this "magic" before we discuss pointers.

A typical application might be like this:

If you were to describe the effect of the  function call above, it might read as: "Read in an integer from the user and store it at the address of variable a ".

If you are trying to input a string using scanf, you should not include the & operator. The code below will produce a runtime error and the program will likely crash:

The correct usage would be:

This is because, whenever you use a format specifier for a string, the variable that you use to store the value will be an array and, the array names (in this case - a) themselves point out to their base address and hence, the address of operator is not required.

Note that using  to collect keyboard input from the user can make your code vulnerable to Buffer overflow issues and lead to other undesirable behavior if you are not very careful. Consider using  instead of.

Note on inputs: When data is typed at a keyboard, the information does not go straight to the program that is running. It is first stored in what is known as a buffer - a small amount of memory reserved for the input source. Sometimes there will be data left in the buffer when the program wants to read from the input source, and the  function will read this data instead of waiting for the user to type something. Some may suggest you use the function, which may work as desired on some computers, but isn't considered good practice, as you will see later. Doing this has the downfall that if you take your code to a different computer with a different compiler, your code may not work properly.

title: C Programming/Simple input and output


text:
User talk:Maffu

Hi Maffu, welcome to Wikibooks! I hope you like the place and choose to stay :)

I don't think splitting scanf/printf into its own section is a good idea. It's good to have some level of centralization - I'll move te stuff back, you can reply here if you have some disagreement if you like :)

Thanks Dysprosia 23:04, 10 Nov 2003 (UTC)

Thanks, Dysprosia. I have no objection in the general. It just seemed that the scanf/printf section was going to get very long - between escape sequences, placeholders, etc. I thought it left a big hole, but figured it could be filled in easily enough. Don't you think this subsection is going to overwhelm the topic?

Maffu 23:09, 10 Nov 2003 (UTC)

 * C's simple IO system can be covered by just considering scanf and printf for the moment. We can get into the more nitty-gritty stuff with files and getc and fprintf and all that other wonderful stuff in another section :) Dysprosia 23:11, 10 Nov 2003 (UTC)

I guess I was referring to the other simple I/O methods. Can't get much simpler than gets, puts, and cout. These should at least be mentioned under the "simple" category. Maffu 23:20, 10 Nov 2003 (UTC)

I tried to answer your question on the Staff lounge. --mav

Please don't create new pages with just a link back. It makes the page active, even though there is no real content there.Dysprosia 06:18, 23 Oct 2004 (UTC)

C book and printf
Hello and greatings from the Wikipedia world. I went ahead and moved the C-specific content from the Wikipedia article on printf into the C book here, which it looks like you edit. You can take a look at what I did and move it around if you would like (I added a section to the end of the functions chapter) and linked to a new printf page from there. -- Zach (Zachlipton on Wikipedia). 63.197.31.110 01:36, 29 Nov 2004 (UTC)

title: User talk:Maffu


text:
User:Maffu

Maffu
Glad you've stopped by. I'm focusing on the C book right now. Hope to be able to give some input on the beginning Algebra book, eventually.

title: User:Maffu


text:
Talk:French/Archive 2

I can help you

 * I correct some (small) grammar errors (french grammar is horrible and so complicated). I can help you if you want me to verify the french. Sorry i can not speak english very well. I am french. Merrheim 16:25, 3 March 2006 (UTC)
 * et si vous voulez parler français écrivez des phrases et je les corrigerais. Merrheim 16:50, 3 March 2006 (UTC)
 * Merci de votre aide. La majeure partie de ce livre est des tables de grammaire et de vocabulaire. On doit créer "une voix unique" pour ce livre. La chose la plus importante que vous pouvez faire est écrire un introduction and un lecture pour chaque leçon, particulièrement si vous avez la connaissance de la vie et la culture en France. Par le niveau trois de ce livre, je crois qu'on pourrait parler normalement (sans simplification) dans ces lectures. (exemples de lectures: comment le système bancaire en France fonctionne, des entrevues d'emploi, école, description des parties politiques, pas simplement listes) C'est une tâche longue et difficile, et il serait compréhensible si vous choisissez de ne pas le faire. Si c'est le cas, j'écrirai les lectures et vous pouvez les corriger. Deuxièmement, quand vous corrigez la grammaire et le vocabulaire dans les tables, ajoutez une apostille avec le détail au sujet de pourquoi un certain mot est employé au lieu des autres. Si vous voudriez, vous pourriez écrire les apostilles en français, et je les traduirais. Répondez à ma page de discussion. Merci encore. --Hagindaz 00:26, 4 March 2006 (UTC)

Parallèles (Pearson Prentice Hall)
Something I would recommend is taking a look at the staging and format of some popular French textbooks. The one I'm currently using is Parallèles. It's March of my second college semester and we're just now getting to lui and leur, yet they're stuck right in the first lesson section, before you've even hit a different tense! I've posted below the chapter contents for the first three chapters in my current book to give an idea of how they do it. (Please excuse me for not using accents, it's hard to do in Firefox!)

 * Prèliminaire - Entrée en scène
 * Introductions (Bonjour, comment vous appelez-vous, je m'appelle, au revoir, etc.)
 * Identification (Qu'est ce que c'est? C'est... Voila... Voici...)
 * Le jour, la date, et les nombres cardinaux
 * Phonetique: Alphabet, accents et consonnes
 * 1. Premiers contacts
 * People, origin, and profession
 * Les pronom sujets; le verbe etre; la negation ne...pas
 * Le genre et le nombre a trente, articles definis et indefinis, contractions
 * Les verbes en -er; changements orthographiques de quelques verbes en -er (-ger, -cer, -érer)
 * Expressions de fréquence (ne...jamais, parfois, etc.) et de quantité (assez, beaucoup, peu, plus)
 * Questions oui/non (intonation, est-ce que, n'est-ce pas)
 * 2. On rejoint la communaute francophone
 * Le verbe avoir; l'expression il y a
 * Les mots de la famille
 * Les adjectifs reguliers: accord et place
 * Les nombres cardinaux de 31 a un millard
 * Questions d'information (Combien, Comment, Pourquoi, etc.); inversion

As you can see, they take it rather slowly. I think that if we're going to create a dynamite wikibook, we'll want to follow a similar pattern. In between all of that, they add tons of culture, stories, etc.

I am a writer by nature, but very, very limited in my French ability. I would be more than willing to work with someone or different people to add flavor text to the wikibook (such as conversations, stories, characters, etc) if they could translate for me? (Granted, I'm certain there are people who could do that themselves without having to go through English to get there.) I would guess it might help, though, to produce French from an Anglophone learner's perspective. --Averykrouse 04:49, 4 March 2006 (UTC)

Yes, I don't really like the organization of the first four lessons (1. Intorductions, 2. Gender, Subject pronouns, 3.Date and Time, 4. Description). Your book has the alphabet and pronunciation, which we have in our introduction, as part of a general preliminary lesson. Maybe we should combine the "reading French" lesson with lesson 1. We defintately need to reorganize from the introduction to lesson 1.4.

Right now level one covers the present tense, etre, avoir, and faire, and basic pronouns. Could you make a list of all the grammar your book covers other than tenses and irregular verbs?

We're horribly lacking in stories and conversations. Luckily, Merrheim, a native French speaker, has agreed to write stories for each lesson, so the book would improve at least a little in that regard. --Hagindaz 16:14, 4 March 2006 (UTC)

ps. Remeber alt + 1 3 0 on the numpad for é, which is where most accents are used. For the others, use the "insert" box below the editor. The first set is accent aigu, the second accent grave, and the third the carot marks.

As far as grammar specifically is concerned, here is the rundown by chapter. (I went ahead and listed the tenses and verbs as well because that is one area that I'd like to address in our organization styles. I've also given the general topic used in each chapter to exemplify the vocab used as it relates to the grammar.)

P. L'alphabet, accents et consonnes, le jour et la date (avec les nombres cardinaux de 1 à 30)

1. (Indentifying people, objects, and daily activities) Les pronoms sujets, le verbe être, la négation ne...pas; le genre et le nombre, articles définis et indéfinis; contractions; les verbes en -er, changements orthographiques de quelquesverbes en -er; Questions oui / non (intonation, est-ce que, n'est-ce pas); syllabation et liason

2. (Describing personality, tastes, family, friends) Le verbe avoir, l'expression il y a; Les adjectifs réguliers: accord et place; Les nombres cardinaux de 31 à un milliard; Questions d'information; inversion

3. (A tour of France, weather, seasons) Les adjectifs qui précèdent le nom; Le verbe faire; Le verbe aller et le futur proche; L'adjectif interrogatif quel; l'adjectif démonstratif ce

4. (City life, directions, and shops) Les adjectifs possessifs (ma, tes, notre, etc); L'impératif et le conditionnel de politesse (je voudrais, je pourrais only); Les verbes réguliers en -re, le verbe prendre;

5. (A person's physical features, personality, and character) Les verbes réguliers en -ir, les verbes comme ouvrir; Adjectifs irréguliers, les pronoms toniques, c'est vs. il est/elle et; Le passé composé avec avoir; Le comparatif et le superlatif de l'adjectif

6. (House, furnishings, chores, and daily routines) Les verbes partir, sortir, dormir; Le verbe venir, le passé récent; Les verbes pronominaux au présent et à l'impératif

(This point is where first semester college French ends and second begins in this book.)

7. (Food, shopping, and table manners) L'article partitif, révision de l'article défini et indéfini (le café vs. du café, etc); Les verbes mettre, boire, et recevoir; Expressions de quantité; Les verbes pronominaux au passé composé

8. (Holidays, events, memories) Les pronoms relatifs qui et que; L'imparfait (description); L'imparfait (habitudes); Les verbes vouloire, pouvoire, et devoir

9. (de lycée) Les verbes connaître, savoir, et suivre; Les pronoms compléments d'objet direct; La narration au passé: l'imparfait vs. le passé composé; Les expressions de temps depuis, il y a, pendent

10. (la fac, university life) Les verbes dire, lire, et écrire; Les pronoms compléments d'objet indirect; Les pronoms y et en; Le conditionnel

11. (careers, clothes) Les pronoms interrogatifs; Le pronom interrogatif lequel; Les verbes croire et voir; Le présent du subjonctif: verbes réguliers, les expressions impersonnelles d'obligation

12. (travel and leisure) Les noms géographiques et les prépositions; Le subjonctif d'être et d'avoir, l'emploi du subjonctif après les expressions de volonté; Le sobjonctif des verbes irréguliers; Le subjonctif après les expressions d'émotion

13. (heath and the environment) Les adverbes, le comparatif et le superlatif de l'adverbe; Les pronoms indéfinis; L'emploi du subjonctif après certaines conjonctions; Le futur

Voilà! --Avery W. Krouse 21:12, 4 March 2006 (UTC)

Thanks for the list. Sections we could have:

 * contractions - in French? what kind of contractions?
 * L'adjectif interrogatif quel; l'adjectif démonstratif ce
 * changements orthographiques de quel
 * Les pronoms compléments d'objet direct - what are these?
 * L'impératif et le conditionnel de politesse (je voudrais, je pourrais only) - Basic introductions to tenses might be a very good idea.
 * Les expressions de temps depuis, il y a, pendent - definately add to level two
 * Questions d'information; inversion

I think that level one is way too early for the subjunctive and the more difficult pronouns like lequel. I also don't view lui and leur as anything special that takes more than five minutes to learn.

Anyway, I'm interested in hearing your views on the progression. I think having the difficulty level increase is the best course. If you haven't done so already, check the structure lesson on the planning page. If you have a better structure, we should reorganize as soon as possible. On a related note, would copying the organization straight out of a book be any kind of legal infringement? --Hagindaz 00:56, 5 March 2006 (UTC)

Actually, I would say that just the organization structure itself wouldn't be an infringement on copyright. If we're dividing those fourteen chapters into three sections (perhaps Étages or Étapes), the chapter numbering wouldn't even match up. And for the flavor text, I would highly recommend a theme per chapter, but we could probably use different themes than the ones they use. (They also focus a lot on French / American parallels (hence the name) and connections to other Francophone places.)

In general, it's important to give things one at a time. One tense at a time, one irregular at a time, one regular set at a time, one pronoun at a time, etc, especially considering that if a student gets lost in the first chapter, they wouldn't carry anything over to build with in the second chapter, and so forth.

To make it more presentable as a textbook, I would definitely like to see more dialogues, character profiles, etc. (Wow, I just had a great idea!) Let's introduce a character. Luc Beauchamp, let's say. And we see him start in a new college (introductions, basic vocabs, etc.) to lycée (friends, interactions, after school stuff), to the bac (testing, adjectives, careers), to the fac (college life), to graduation (reminiscing about old times = l'imparfait!), to choosing a career (the conditional), to starting a family, and so forth. It gives us clear story lines, something the reader can relate to, and a format to work towards when adding the meat of the chapter. The bones are the bones one way or the other, grammar is grammar, but vocabulary and comprehension is the meat.

What do you think? Something we could flesh out, maybe using the above grammar outline to format around? --Avery W. Krouse 07:18, 5 March 2006 (UTC)

The problem with giving tenses and verbs one at a time is that later on you can't. For example, ~4 verbs are conjugated irregularly in the subjunctive, and ~10 more have irregular stems. 40 verbs have irregular passé simple stems. (See the section). The verbs that were irregular in the present indicative will for the most part be irregular in all the other tenses, and you can't devote a chapter to each verb. The book has to get more rigorous as it progresses.

But I wholeheartedly agree to starting off as simply as possible. Level one has one regular set/irregular verb section and one misc grammar section in each lesson. Level two has 3-4 irregular verbs per lesson. After level two, we're done with introducing new irregular verbs.

I also agree with guiding the reader and explaining things rather than simply showing vocabulary charts. The problem is that we need to introduce the grammar and vocabulary first. Level one should be mostly vocabulary, and four mostly prose French. There should also be just as many practice exercises as sections and a test for each lesson. Things like dialogues should be included to force the reader to go back and reread vocabulary and grammar.

As for Luc, I think that's a great idea and will make the course a lot more interesting. If we follow the current structure, level one could be the summer before he goes to university, where Luc describes himself, we meet his family and see his house, watch him play with his friends, take trips to the science and art museum, etc. Level two could be Luc in university, where we learn about his daily life. Level three could be Luc taking a vacation before going to an interview and getting a job, and later having a kid of his own.

Finally, I'm for whatever book organization you feel is best. To see another French book as an example, go here and enter user: BONVL105 and pass: w6pUtRux for level 1 and user: BONVL205 pass: yaN6pRef  for level two. --Hagindaz 09:06, 5 March 2006 (UTC)

During the next few days I should have all the grammar sections completed and expanded, so we won't have to worry about that anymore, or at least until level four. I've pretty much given all the vocabulary I have so either someone else will have to finish what's left or we'll just use basic Google translations. Whatever book organization we choose, we'll still have the same grammar and vocabulary, so that will be taken care of. --Hagindaz 09:37, 5 March 2006 (UTC)

One of the comments I would make is that it's not necessary to devote a chapter to each verb, just make sure that the basic verbs are covered well, and as we get to harder tenses and different irregulars, group them in simple sets. Partir/sortir/dormir, vouloir/pouvoir, etc. With tenses, I don't see it that necessary to place every single irregular stem in the page, just a good selection of frequently used ones. Then, we should have a chart of verbs (one each for er, re, and ir, then for each orthographic group like cer and ger, then for each of the irregular verbs we've presented (and a handful extra)). After all, this is just a textbook designed to take the reader through approximately three semesters worth of French, correct?

Also, for vocabulary, let's try and make a balance between pure vocab lists, contextually-learned vocab (vocab placed inside of stories and dialogues), and sets of examples (Luc se coucher. Il se leve. Il s'habille. Etc.) The way my book does it is to do the dialogues and stories and whatnot and at the end of each section, have a list of new vocab that was used in that section, so that you end up with a handful of vocab lists in each chapter. That way, anything the student didn't catch in context they can pick up manually. --Avery W. Krouse 01:55, 6 March 2006 (UTC)

Also also, we need to consider the dialogues that are already in place. For example, the two at the end of the introductory lesson contain reflexive pronouns, imperfect tense, etc. This is way too far ahead for introductory. The general rule for staging this kind of thing ought be: 80% What they already have, 15% what they will get next, 5% other vocabulary (often with translated citations). Right now, the students should be able to learn both by rote and by context. The dialogues and stories become useless when they would require an outside source to translate them (if only because most people aren't going to go to that much trouble). We have to consider that right now, most of our readers will be learning on their own. We should be as explanatory as possible, at least throughout the first lesson, including lots of full sentence French examples with full sentence English translations. --Avery W. Krouse 02:06, 6 March 2006 (UTC)

Ideally, this course should teach dedicated and hard-working readers to speak the language fluently. By the end of level four, all French grammar will be covered in depth. Five should be conducted in French. The Glencoe books I've linked to commonly have grammar that hasn't been formally taught, but that translates straightforwardly. Other grammar should be included, but with footnote translations. I completely agree with everything else you said. As for what we should do now, first we should get the core content (grammar and vocabulary) done, then we can build around that complete all-encompassing lessons. The student should never have to leave the book (or ideally the lesson) to look anything up.

The higher level Glencoe books have texts accompanying chapters structured as introduction/context, vocabulary for the text, the text, questions on the text. I have started one to accompany the Revolution lesson, found here. We should have many more of these in the later levels. Finally, I would like to ask you to write English introductions to the beginning lessons, since I know you can right a lot better than I can. We're making progress! --Hagindaz 03:40, 6 March 2006 (UTC)

One more thing: how do you think we should handle grammar review? The Glencoe books did this by combining lessons from the previous book. For example a tense learned in three lessons in the previous book would be reviewed in one lesson in the next. The new grammar lessons would also be the bigger size. The third Glencoe book is almost all grammar review. We could follow that example, which is what I did, or we could have a review lesson at the end of each level before the test, like the German Wikibook, since our levels aren't separate year courses. --Hagindaz 04:45, 6 March 2006 (UTC)

Ma voie
Oui juste ma voie Merrheim 16:13, 13 March 2006 (UTC)
 *
 * désolé le format est wav.
 * la qualité est-elle correcte ?
 * est-ce trop rapide ?
 * je peux lire ce que vous voulez. Dites moi juste ce qu'il faut lire.
 * en ogg
 * French/Lessons/Vacations vous trouvez ça bien ?

 * Je pense qu'elles sont parfaites. Et pour ce qu'il faut lire, lisez toutes les tables qui ont le mot "audio" en rouge, et qui sont complets, comme les verbes. Employez les noms de fichier que les liens produisent, et dites le titre de la section avant les mots.
 * Plus tard, je veux avoir des dialogues avec les expressions d'une personne fait par l'audio et des pauses après chaque expression pour parler l'élève (ma plus longue phrase française!).
 * Aussi, il y a une autre personne qui a dit qu'il ait la faire. Voyez là.
 * Aussi, est-ce que vous pouvez ajouter plus de textes particulièrement dans les sections intitulé "Adolescence", "History" and "Revolution", qui sont important mais que les Français ne savent que.
 * Vous savez pourquoi les tables "NavFrame" comme Template:Solution se rendent compacts s' il y a une autre table sur la page, mais ne le font s'il n'y a que une table sur la page? Merci. --Hagindaz 00:33, 14 March 2006 (UTC)
 * Non étrange. On peut se dire tu non ?

Merrheim 18:33, 14 March 2006 (UTC)
 * Si, mais il vaut mieux inclure des prononciations pour les premières leçons parce que si on apprend quelquechose incorrectement, on l'emploiera incorrectement jusqu'à on soit corrigé. Mais ce n'est pas important maintenant. Vous savez fixer les tables "NavFrame?" --Hagindaz 02:08, 15 March 2006 (UTC)

etre

ju      suis  (I am) tu      es    (you are) il,elle est    (he/she is) nous    sommes  (we are) vous    etes    (they all are) ils,elles sont   (they are)

title: Talk:French/Archive 2


text:
Calculus/Power series

The study of power series is aimed at investigating series which can approximate some function over a certain interval.

Motivations
Elementary calculus (differentiation) is used to obtain information on a line which touches a curve at one point (i.e. a tangent). This is done by calculating the gradient, or slope of the curve, at a single point. However, this does not provide us with reliable information on the curve's actual value at given points in a wider interval. This is where the concept of power series becomes useful.

An example
Consider the curve of $$y=\cos(x)$$, about the point $$x=0$$. A naïve approximation would be the line $$y=1$$. However, for a more accurate approximation, observe that $$\cos(x)$$ looks like an inverted parabola around $$x=0$$ - therefore, we might think about which parabola could approximate the shape of $$\cos(x)$$ near this point. This curve might well come to mind:
 * $$y=1-\frac{x^2}{2}$$

In fact, this is the best estimate for $$\cos(x)$$ which uses polynomials of degree 2 (i.e. a highest term of $$x^2$$) - but how do we know this is true? This is the study of power series: finding optimal approximations to functions using polynomials.

Definition
A power series (in one variable) is a infinite series of the form
 * $$f(x)=a_0(x-c)^0+a_1(x-c)^1+a_2(x-c)^2+\cdots$$ (where $$c$$ is a constant)

or, equivalently,
 * $$f(x)=\sum_{n=0}^\infty a_n(x-c)^n$$

Radius of convergence
When using a power series as an alternative method of calculating a function's value, the equation
 * $$f(x)=\sum_{n=0}^\infty a_n(x-c)^n$$

can only be used to study $$f(x)$$ where the power series converges - this may happen for a finite range, or for all real numbers.

The size of the interval (around its center) in which the power series converges to the function is known as the radius of convergence.

An example

 * $$\frac{1}{1-x}=\sum_{n=0}^\infty x^n$$ (a geometric series)

this converges when $$|x|<1$$, the range $$f(x)-1<x<1$$ , so the radius of convergence - centered at 0 - is 1. It should also be observed that at the extremities of the radius, that is where $$x=1$$ and $$x=-1$$, the power series does not converge.

Another example

 * $$e^x=\sum_{n=0}^\infty\frac{x^n}{n!}$$

Using the ratio test, this series converges when the ratio of successive terms is less than one:
 * $$\lim_{n\to\infty}\left|\frac{x^{n+1}}{(n+1)!}\frac{n!}{x^n}\right|<1$$
 * $$=\lim_{n\to\infty}\left|\frac{x^nx^1}{n!(n+1)}\frac{n!}{x^n}\right|<1$$
 * $$=\lim_{n\to\infty}\left|\frac{x}{n+1}\right|<1$$

which is always true - therefore, this power series has an infinite radius of convergence. In effect, this means that the power series can always be used as a valid alternative to the original function, $$e^x$$.

Abstraction
If we use the ratio test on an arbitrary power series, we find it converges when
 * $$\lim_{n\to\infty}\frac{|a_{n+1}x|}{|a_n|}<1$$

and diverges when
 * $$\lim_{n\to\infty}\frac{|a_{n+1}x|}{|a_n|}>1$$

The radius of convergence is therefore
 * $$r=\lim_{n\to\infty}\frac{|a_n|}{|a_{n+1}|}$$

If this limit diverges to infinity, the series has an infinite radius of convergence.

Differentiation and Integration
Within its radius of convergence, a power series can be differentiated and integrated term by term.
 * $$\frac{d}{dx}\left[\sum_{n=0}^\infty a_nx^n\right]=\sum_{n=0}^\infty a_{n+1}(n+1)(x-c)^n$$
 * $$\int\sum_{n=0}^\infty a_n(x-c)^ndx=\sum_{n=1}^\infty\frac{a_{n-1}(x-c)^n}{n}+k$$

Both the differential and the integral have the same radius of convergence as the original series.

This allows us to sum exactly suitable power series. For example,
 * $$\frac{1}{1+x}=1-x+x^2-x^3\pm\cdots$$

This is a geometric series, which converges for $$|x|<1$$. Integrating both sides, we get
 * $$\ln(1+x)=x-\frac{x^2}{2}+\frac{x^3}{3}\pm\cdots$$

which will also converge for $$|x|<1$$. When $$x=-1$$ this is the harmonic series, which diverges; when $$x=1$$ this is an alternating series with diminishing terms, which converges to $$\ln(2)$$ - this is testing the extremities.

It also lets us write series for integrals we cannot do exactly such as the error function:
 * $$e^{-x^2}=\sum(-1)^n\frac{x^{2n}}{n!}$$

The left hand side can not be integrated exactly, but the right hand side can be.
 * $$\int\limits_0^z e^{-x^2}dx=\sum\frac{(-1)^n z^{2n+1}}{(2n+1)n!}$$

This gives us a series for the sum, which has an infinite radius of convergence, letting us approximate the integral as closely as we like.

Note that this is not a power series, as the power of $$z$$ is not the index.

title: Calculus/Power series


text:
Calculus/Integration techniques

Various techniques for evaluating integrals are below.

Infinite Sums

Derivative Rules and the Substitution Rule

Integration by Parts

Trigonometric Substitutions

Trigonometric Integrals

Rational Functions by Partial Fraction Decomposition

Tangent Half Angle Substitution

Reduction Formula

Irrational Functions

Numerical Approximations

title: Calculus/Integration techniques


text:
French/Lessons/The house

Note that quitter must be followed by a direct object, usually a room or building.

, meaning to inhabit, to dwell, or to reside, is used to say in what city or area you live:

Habiter is also used more specifically:

Habiter rue … is used to state on what street a person lives:

Habiter refers to occupying a location, and does not mean to live more generally. (The irregular vivre is used instead.)

The verb faire is translated to to do or to make. It is irregularly conjugated (it does not count as a regular -re verb).

Faire conjugated, followed by an infinitive, means to have something done for oneself:

The direct object pronouns me, te, nous, and vous mean me, you, and us:

Me, te, nous, and vous are also indirect object pronouns, and mean to me, to you, and to us:

These pronouns come before the verb they modify:

Me becomes m '  and te becomes t '  before a vowel:

The preposition means in or into, in the sense of inside, from outside, or to inside:

also means in in the sense of within a period of time:

As in English, describes abstract situations and state:

can also mean out of or from:

The preposition is used instead to indicate in in other senses.

title: French/Lessons/The house


text:
Talk:Spanish/Lesson 7

The lesson says about the preterite: "...note that the nosotros form is the same as in the present tense...". Then it gives the example verb "comer". the preterite for "nosotros" is "comimos", but the present tense is "comemos", with E.

OASO (Octavio Salguero)

Thanks for pointing that out OASO. I've qualified the statement so that it refers to -ar and -ir verbs only. Thomas Strohmann

title: Talk:Spanish/Lesson 7


text:
Romanian/Contents

Romanian is a Romance language spoken mainly in Romania and Moldova, as well as in some parts of Hungary, Serbia, Bulgaria and Ukraine. It is part of the Romance group of the Indoeuropean family of languages. It is easiest to learn if someone already knows a related language such as Spanish, Catalan, French, Galician, Portuguese or Italian.

The most closely related are the other Romance languages, Italian being the closest, but any knowledge of Spanish, French, Galician or Portuguese might be very useful, especially because of the lexical and vocabulary similarities and the grammatical structure. A bit of knowledge of the Latin grammar might be useful as well.

Even more distant Indo-European languages have many similarities in both grammar and even common words, as many languages, like English have borrowed extensively words from Latin.

It is useful to know the language if travelling in Romania, especially in rural areas. Many people who know English and Romanian will understand any of its relatives, especially Spanish, French or Italian.

Note that in Romanian, there is a formal and informal form when addressing people. The informal is tu (you - singular) and voi (also you - plural). Use tu when addressing friends or people you know well. When addressing strangers, use Dumneavoastră or vă. Dumneavoastră is used for stressed pronouns, which are optional, vă is used for non-stressed pronouns, which are mandatory for direct and indirect objects. For instance, Vă mulțumesc means "Thank you" (accusative case, direct object), and Vă dau un telefon means "I telephone (to) you" (dative case, indirect object). The formal form of address requires the second person plural form of the verb at all times, even when addressing a single person. (This is similar to the French construction, and, to an extent, German.) Using the singular form can be considered rude or even insulting.

title: Romanian/Contents


text:
User talk:Oaso~enwikibooks

Hey Oaso, glad to have you on board. I had a buddy from Guatemala .. sounds like you guys had it pretty rough with some of your presidents.

Do you have capability to record stuff in the OGG file format ? Its a bit obscure but would be ideal for the site because we try to use all open source solutions, and the OGG format is the open source sound file format. By the way, your English sounds very good.

 * Of course I can record in OGG. I can record in Speex too, as I have experimented with them a lot.

Oaso 21:26, 12 Nov 2003 (UTC)

No se cuales cosas podrias mejor grabar, pero tal vez algunas cosas sencillas para que los archives sean chiquitos para subir y bajar. Tu, elige entre las cosas que veas para poder ensenarle a uno que esta aprendiendo el lenguaje, como te parezca mejor. O hasta podrias escribir palabras o frases nuevas para grabar ..

--Karl Wick

 * Quizá grabe todas las listas de vocabulario, para que los lectores puedan escuchar la pronunciación de todas las palabras.

Oaso 21:27, 12 Nov 2003 (UTC)

Hi Oaso. I've just look over your comments page and I'd like to make a suggestion. Firstly I know nothing of Spanish so I can't agree of disagree with your comments but I would advise you to just go ahead and make the changes to the lessons. I know it's a bit daunting to just change other peoples work, but really that's the whole point of this site! Just go ahead and improve the lessons directly. That is a much more constructive use of your time than writing out comments. Don't worry about others not agreeing with you. They can very easily revert any changes you make with a couple of clicks, so you won't ruin anything, and nobody will hate you :-)  Theresa knott 14:36, 12 Nov 2003 (UTC)

 * Thanks for the advise. The problem is that I don't have enough on-line time to do all the changes. I use a dial-up connection and the telephone service is not a cheap thing in Guatemala. That's why I downloaded all the lessons, saved them in my hard disk, then I review them, write the comments and upload the whole thing so someone else do the changes. Also there are some things that are meant for discussion.

Oaso 21:26, 12 Nov 2003 (UTC)

 * The phone costs are quite understanable Oaso, I'm really glad for all your suggestions and I'll put them into the pages as good as I can. One option that might work also is that you click on an edit-page of a text and copy all the plain text to your hard disk. Then you can go off-line and make all the changes to the plain text. When you are done you can go online again and simply paste your editted version in (I use that strategy often, not so much because of phone costs but because sometimes the wiki server is down and all the edits will be gone if they are not saved on my harddisk). But in any case, if you want to keep writing comment pages that's fine for me, I appreciate all your feedback for the Spanish book. Thanks! Thomas

Your account will be renamed
Hello,

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

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

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:19, 19 April 2015 (UTC)

title: User talk:Oaso~enwikibooks


text:
User talk:Angela

Hey Angela :) Nice to see Wikibooks has dragged another soul from Wikipedia! :) Have fun! Dysprosia 01:48, 12 Nov 2003 (UTC)

Confusion
Actually, after the initial confusion I realized that it was a good idea for people who don't look at other wikis very often. Perl 02:01, 20 Apr 2004 (UTC)

Russian Wikibooks
Hello, Angela. Thank you for responding so quickly to my request for 'crat'ship. I have some questions: ru:Участник:Ramir. (someone has changed the User: namespace name!)
 * 1) How can I edit the MediaWiki namespace (or whatever you call it)? E.g. if I want to change "Wikibooks:Help" to "Викиучебник:Help".
 * 2) Would it be better (I heard it works faster) to edit LanguageRu.php instead of the namespace?
 * 3) * If yes, how can I do that?

Wikiversity
Sincere apologies if I've caused a problem, but hopefully the repercussions should be minimal. Another user has suggested to me that you are on the board of the Wikimedia Foundation, so I would appreciate anything you can do to help make the Wikiversity project an official Wikimedia project. - Aya T C 04:46, 4 August 2005 (UTC)

 * It needs a proper proposal and global vote before that's going to happen. Angela 04:47, 4 August 2005 (UTC)

Pictures
As you can see at the top of this page, "All unlicensed images uploaded to wikibooks before November 1, 2006 will soon be deleted." You have uploaded images and some of them are untagged. You can see them here. Please review them and add appropriate tags. If you have any questions, feel free to ask me. --Think Fast 04:26, 13 November 2006 (UTC)

title: User talk:Angela


text:
Systematic Phonics

 * 1) /Syllable types/
 * 2) /Dividing syllables/
 * 3) */Blend/
 * 4) /Why use systematic phonics/

title: Systematic Phonics


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Systematic Phonics/Syllable types

There are six different types of syllables in the English language.

 * 1) Closed: ends in a consonant, has a short vowel sound
 * 2) Open: does not end in a consonant, has a long vowel sound
 * 3) Vowel-consonant-"E": The final "e" is silent and makes next vowel before it long.
 * 4) Diphthong: two vowels next to each other that together create a new sound and Vowel team: two pronounced vowels next to each other
 * 5) Consonant-"LE":
 * 6)  Power-"R": a syllable where a vowel is followed by the letter "r". The "r" takes control of the vowel and changes the way that it is pronounced.

Schwa: This can end in a consonant or not, and is an unemphasized syllable whose vowel is somewhat swallowed and pronounced like "uh". Other syllable types can be reclassified as a schwa based on experience of how a word is regionally pronounced.

In a dictionary, the schwa sound is written like an upside-down, lower case "e".

Long and short vowels
Long vowels are the same sound as the name of the vowel, "a", "e", "i", "o", and "u".

Short vowels are the hardest vowel sounds to pronounce in English. "ah" as in cat, "eh" as in pet, "ih" as in sit, "oo" as in not, "uh" as in nut.

title: Systematic Phonics/Syllable types