text:
User talk:Karl Wick/Archive 1

The document I wrote was designed to supplement a particular physics textbook, and moreover, was written at a high school level. I don't know how well it could be adapted to this project, but I will see what I can do. Unfortunately, I am slightly burdened by (a) a summer class from 8:30AM to 5:00PM, and (b) summer reading, and most of my free time is going to the calculus textbook.

I am glad to see that you are doing organic chemistry -- I really like chemistry, but my chemistry class never made it to the chapter on organic chemistry, so this is a good oppurtunity for me to learn more about it. -- IntMan

I've changed some of your book title capitalizations. It seems to me that these are not Wikipedia articles. If we'd expect any of these to stand alone as a publication, then we ought to capitalize titles. OK? ....LouI 11:50 26 Jul 2003 (UTC)

 * Yeah - books and chapters are capitalized a lot. --Maveric149 12:08 26 Jul 2003 (UTC)

 * OK -- Karl Wick 15:01 26 Jul 2003 (UTC)

Karl, would you please delete Textbook developement process. My inability to spell is recorded in page history (I moved the page). We don't need a redirect page as additional proof. :). ... Thanks, LouI 20:24 27 Jul 2003 (UTC)
 * Done - (I am personally one of the worlds worst spellers). Karl Wick 22:59 27 Jul 2003 (UTC)

Hi Karl, thanks for your excitement about the Spanish book. I am _very_ glad to got you as a bilingual speaker interested (I am actually just starting to learn Spanish by my own and took the recommendation by heart that encourages not just teachers but also students of any subject to write Wikibooks :). Your organic chemistry book is nicely structured, I'll certainly browse through it every once in a while to track the progress (maybe even contribute some stuff, though my organic chemistry is a little bit rusty since I had it in my German high school about six years ago...)
 * Thats great man. Just to make sure, you are not copying anything directly from a published Spanish textbook right ? We have to be careful to create new content only. I will certainly lend a hand in the Spanish book and best of luck learning the language. You must already speak German then .. any other languages ? --Karl Wick

 * Hi Karl, I really appreciate your nice comments about the Spanish book. That really keeps me motivated. About other languages: I had French in high school for a couple of years but haven't used it since... Thomas

Please delete that page, The Empires. I made it by mistake. LittleDan 14:02 7 Aug 2003 (UTC)

Hi Karl. Yes, the succinct contents page looks good. I think it will be especially convenient for frequent users of the book to quickly check on certain vocabulary/grammar. Thomas

Me again :) Your table of contents are definitely very helpful. I also really appreciate that it is now possible to edit just a part of a document (was this a general update of the wiki software running here?). Your pictures are nice, they should make the book more fun to read. Thomas P.S. You should consider yourself as well to be one of the 'founders' of the Spanish/language textbooks with all the effort you have put it. Thanks so much for that! - Answer to your comment in the talks Wintermute page.

Karl, thanks to you by the project. I like it a lot. My first language is spanish.

Wintermute 22:02, 12 Aug 2003 (UTC)

Thanks for updating Main page, it looks better. As good news and bad news, we may soon need to stop listing all the books or go to a more compressed or framed page like Wikipedia uses. ...LouI 19:17, 13 Aug 2003 (UTC)

 * If we have too many books to list easily I take that as AWESOME news. --Karl Wick

--- Hey Karl. What is the copyright status of Image:Novios.jpg? And even if the copyright status is OK, we also need permission from the people photographed that we can use their likeness here. Only celebrities don't have this right. --mav 01:12, 17 Aug 2003 (UTC)

 * Hey Mav, I took the photo myself of a couple of friends, and am sure that they will have no problem with us using it but can talk to them about it to make sure. --Karl Wick

k:"A poco hablas el espanol ... yo estuve viviendo en Mexico por unos anos, en DF .. me encanto, todavia estaria alla si huberia encontrado otro trabajo. Me encantan las chicas latinas y en general toda la cultura latina. De donde eres ? Latinoamerica o Espana o otro lugar ?"

w: Espana

k: Entonces vas a poder corregir el mal espanol que ponemos en el libro de Spanish (por favor !)

w: I will try..

Where k = Karl

and  w = Wintermute 21:38, 17 Aug 2003 (UTC) -- Karl, If you by any chance intend to do a mass import of Shakespeare plays into Wikibooks please take a look at http://metalab.unc.edu/xml/examples/shakespeare/. It is a repository of Shakespeare in XML that with a small quick script can convert all Shakespeare to Wikipedia markup. --Kpjas 06:50, 27 Aug 2003 (UTC)

 * Thanks man, I couldn't get it to run in my MS browser on Mac 9.x but will check it out when I am on another machine. --Karl Wick
 * I don't know if you are familliar with XML. This is file format of tagged text and the real benefit is that it is machine-readable data and there is plethora of scripts, libraries and programs that can extract or transform the textual information any way you wish. It is not very exciting to view in a browser but with a rather simple script you can convert all Shakespeare plays into for example Wikipedia markup in a matter of minutes. --Kpjas 22:14, 27 Aug 2003 (UTC)

 * Wow that sounds real cool .. is there a script already written or would someone have to write it ? All I know about XML is what I glean from science mags, I've not used it .. --Karl Wick

I'm glad you like my diagrams. I intend to add loads more as time goes on.I love this project and will be dividing my spare time unequally between here and wikipedia from now on. Theresa knott 15:21, 29 Aug 2003 (UTC)

Thanks for the Main Page praise, but I only made a little fix toUser::Geoffrey's table, he did all the work. --Magnus Manske

Image:Sp3.jpg made me smile. It's bloody brilliant! Theresa knott 17:41, 1 Sep 2003 (UTC)

Karl when you upload a new version of an old image, you should do so with the same file name. That way the image is updated on all the pages it's linked to without any further effort on you part, plus you don't get orphan images. You don't lose the old image either, it's there on the description page, so you can just revert if you want to. Theresa knott 21:28, 4 Sep 2003 (UTC)

 * Oh .. yeah .. thanks. -- Karl Wick

You've probably seen this before, but if not- enjoy!Theresa knott http://www.bris.ac.uk/Depts/Chemistry/MOTM/silly/sillymols.htm

Hi,

About adding the rest of Othello. I have hacked up a small Perl script to turn XML into Wiki markup and it was quite easy. I am a little hesitant to add more because I don't know if minor glitches (like some capitalisations or some text escaping wikification) are acceptable and if the problems with annotations have been resolved yet. Please give me a go-ahead and blessing and I can add all Shakespeare plays at the rate of 2-3 a day. The script is not very brilliant and surely can be still improved. Even amateurs have sometimes to have a go at coding to get things done. Kpjas 00:00, 10 Sep 2003 (UTC)

Sorry, dude, accidentally rev'd your sp3 image...I think I fixed it but y'all might want to check. I'm new to the whole 'wiki' thing. :)

BTW, sweet image, takes me back to chem class just looking at it.

 * Etothex 05:04, 10 Sep 2003 (UTC)

I can see you are having fun (re: Botany Study Guide) ;^) Changes look good INMHO. - Marshman 19:11, 10 Sep 2003 (UTC)

 * Thanks Marshman, at your humble service. --Karl Wick

 * Don't you love what can be accomplished when people collaborate? -- Marshman

Thanks for pointing out me error in wording for covalent bonding. What I actually said was not what I meant at all, I have fixed it now {Hopefully} Theresa knott 20:23, 11 Sep 2003 (UTC)

The Shakespeare plays
Sure I will put a long string of Shakespeare plays on Wikibooks. Romeo and Julliet is in the pipeline. Wikimedia servers were rather slow in the past few days. I have been thinking and wondering - what about navigation through scenes and acts. What about annotations - has anything been decided yet ? BTW did you know that Polish transliteration of the name "Shakespeare" is "Szekspir". Kpjas 21:44, 11 Sep 2003 (UTC)

 * Huh ... About navigations, that would be great if we could do that automatically, to at least have a link back to the contents page of the play and to the next and previous scenes. Magnus I think was writing up some code to allow for annotatios but I'm guessing it has to be approved before it is added to the official Wiki software update. That will be a great feature for the shakesperean plays as well as my textbooks .. --Karl Wick

Thanks for welcoming me back, Karl :) I really enjoy being part of the Wikibooks community -- Thomas

Botany page
Karl. When you were setting up the separate pages for the Botany Guide, one of them got misspelled (Introducion instead of Introduction) I do not have status to correct this. Can you? Thanks! - Marsh 00:56, 20 Sep 2003 (UTC)

 * Oops ! Sorry about that Marshman. I kent spell reel good, even when it counts. But its correctid now. --Karl Wick

Thanks for thinking about making me an administrator. I would definitely be interested in doing that - Thomas

- What? Where was the discussion about a logo change? Staff_lounge is much better concept, IMO. For one thing it has more than one book. --mav 08:59, 24 Sep 2003 (UTC)

You've already nominated me for adminship here Requests for adminship I think that no developer has got around to doing it yet though :-(

Can you take a look at Image:Microscope diagram 1.png and Image:Microscope diagram.png for me please. I tried to copy them from wikipedia and it just won't upload properly. I can't see what I am doing wrong. Theresa knott 17:05, 24 Sep 2003 (UTC)
 * (later) actually "microscope diagram 1" is fine. I just need you to delete "microscope diagram" for me. I think I must have "saved target" rather than "save picture" when I copied it. Theresa knott 17:25, 24 Sep 2003 (UTC)

- Hey Karl, is there a reason why you are ignoring my logo question? --mav

 * I didn't realize you had a question. What is it? --Karl Wick
 * Oh, you must mean, discussion about the logo change. Well, I think hands-down the one I have up there now is better than the old one. I have no problem with getting rid of it when we have a better one... I personally my current one better than the one on the staff lounge but if "the people" have another opinion the community decides. However I hope our new logo will be nicer-looking than the one they just chose for the Wikipedia, which I think is a step down from the previous one. --Karl Wick

- To Karl Wick, Greeting.

My book on the Constitution and Government appears to be complete (for the time being.) Do you know of any related topics about which persons might be curious? Lord Emsworth

 * Lord Emsworth, Dude, you rock !! You have the notoriety of having the very first "finished" Wikibook. I'll look it over and keep my eyes open to learn a lot about it. Let me get back to you about related topics .. the government and political processes are not my strength. Are you a history buff ? Social sciences wizard ? You seem to work a lot faster than I do, or maybe know your material a lot better. I am going to send out an email announcing your accomplishment. --Karl Wick

Hi,

Concerning annotation. I think you as a respected figure behind the whole idea of Wikibooks should alert developers and other good people that we need annotation badly. Without it, it hardly makes sense to flood Wikibooks pages with streams of words fine crafted by Shakespeare. Another thing. While Wikipedia is lovable for its content and since it is our encyclopedia it can stand against other commercial encyclopedias (and win in the end) even without all the glamour of multimedia, I am not so sure as far as wiki textbooks go. I wish we had some software power that we could eventually use and we don't even have table wiki markup. To instruct with streams of printed words only would be enough. To assess progress of students even without Javascript capabilities ? Brainstorm... in wikitech-l ? Regards, Kpjas 20:11, 30 Sep 2003 (UTC)

 * Kpjas, I agree about getting some software backing us up. I would write some myself if I had any idea how. My hope is that with time and more content, we can attract more developer attention to the project. I have asked around about the annotation feature, and could use it myself. I'll be a bit more persistant now and see what I can get going. I think it will help when the contributions start flowing into the foundation, maybe we could hire somebody full time to write code. Although that seems like what Brion and some of these other guys do already ... --Karl Wick

- Good day.

I express my sincere thanks for adding navigational links to US Constitution and Government. I find your page on myself most intriguing, as well, especially the reference to a "borrowed internet browser." Lord Emsworth 21:59, 2 Oct 2003 (UTC)

Sorry, I entirely overlooked the first chapter of US History. My sincere apologies, Lord Emsworth 23:31, 4 Oct 2003 (UTC).

- Opps! The tag is not _NOTOC_. --mav

 * Got it. Thanks, Mav. --Karl Wick

-- Good day.

Your message regarding the official California Standards interests me. I will definitely look into them and see how well they can be applied to the present textbook on US History.

It appears that the standards can be best approached as follows: Writing the book according to present structure for the time being, but then conducting a complete revision of the book based on California's standards. The standards are very exhaustive while the book as present does not go into as much detail. Lord Emsworth 22:39, 10 Oct 2003 (UTC)

 * Lord Emsworth: if you can write a book that meets the standards, you will singlehandedly put Wikibooks on the map. Well, its always a team thing I guess .. but you know what I mean. --Karl Wick

I'm sorry, I can't find your username on the main wikipedia. I just got your email, and I'd like to know, exactly what unconstructive email are you refering to? I try to consider whether or not my emails are constructive, and often, I don't send an email because I realise that it's not constructive. LittleDan 22:11, 11 Oct 2003 (UTC)

Karl Wick,

I have no particular expertise in history. I am just intersted in the topic. I know bits and pieces of information, and what I don't know, I merely look up. --Lord Emsworth 22:52, 11 Oct 2003 (UTC)

Smart quotes
Hi :) Just a little thing, do you think using smartquotes is the best thing to use? They won't show up with non-unicode-supporting browsers/fonts. Would it be best to stick to the Wikip' smartquote policy? Dysprosia 08:07, 12 Oct 2003 (UTC)

 * Hi Dysprosia, I'm probably not the best person to know the answer to this question. I didn't know that there were browsers that did not support them, or that WP had a policy about it. You mean quotes like the one on my organic chemistry splash page? M$IE, Netscape family, and Konquerer all support them right ? " --Karl Wick

 * Yep, on the splash page is where I saw it - as far as I know IE, Moz, Firebird all show it, not sure about Konq. The real issue is people trying to view the pages on something old like a pre-OS X Macintosh, or on many older browsers that don't support Unicode/all the little HTML doodads :)
 * Maybe it would be best to switch to straight-quotes, a whole less trouble all round. Some educational institutions may be using older software.
 * As to WP's stance, you can see on en:Wikipedia:Special characters. Dysprosia 22:29, 14 Oct 2003 (UTC)

Annotation feature
Hi Karl, the annotation feature (well, parts of it) were deleted by accident. I'll try to get it back and working soon. --Magnus Manske 17:07, 21 Oct 2003 (UTC)

Hi Karl. I'm glad you missed me. I've been off work for a couple of weeks for the half term holiday. I stayed at my sister's [doesn't own a computer :-( ], but not to worry I'm back now. (refreshed after my break and ready to go).

Thanks for the quiz maker link, but it uses javascript :-( [which isn't parsed by the wiki software) I'll keep it in mind for the future though. Theresa knott

Hi Karl. I (sort of) finished my draft of the first biochemistry chapter and noticed that (unsurprisingly) it shares quite a few items with Organic Chemistry, e.g. Gibb's free enrgy, pKa values etc. I think these are more OC than BC, so if you like anything in my text, feel free to loot :-) --Magnus Manske 21:18, 16 Nov 2003 (UTC)

Karl, Thanks for the personalised welcome!! --Noldoaran 03:17, 21 Nov 2003 (UTC)

Hello, Karl. I was merely taking a temporary break from the site, concentrating on the main Wikipedia for a while. I shall soon return. Lord Emsworth 20:17, 22 Nov 2003 (UTC)

Thanks for the welcome; I'm afraid I might not have a lot of time to devote, but hopefully slow and steady will get the job done. :) - Hephaestos 06:01, 2 Dec 2003 (UTC)

Picture floating
making the text of an article float around the text is fairly easy. Instead of just typing in the image's address, use the following table.

 Caption

Obviously, change the float to where you want it on the page, left right or center, the Width:XXXpx to the image's width in pixels (I usually add 5-10 pixels to keep a border between the image and the text).

Hope this helps. :) Gentgeen 00:41, 9 Jan 2004 (UTC)

Don't worry too much about the languages thing - I always go to the Recent Changes page straight off. So it's no extra clickyclicky for me! r3m0t 08:40, 18 Jan 2004 (UTC)

You can cry on my sholder anytime. IMO the language thing will get sorted out in time. Meanwhile your work has not been lost. Theresa knott 08:22, 19 Jan 2004 (UTC)

Spirituality?
What's this new page you've made?
 * Just a little note to myself and for a couple of non-wiki-initiated friends .. but feel free to use it if you think it can serve you. --Karl Wick P.S. Thanks for the note, just when I started to wonder if anyone would write me ever again ..

title: User talk:Karl Wick/Archive 1


text:
Chinese (Mandarin)/Lesson 7

= Lesson 7: 这是什么? What's this? =

Text 1
You can check out the translations here.

Stroke orders

 * [[Image:王-bw.png|250px]]
 * [[Image:明-bw.png|450px]]
 * [[Image:李-bw.png|400px]]

More stroke orders will be added if it's helpful.

Chinese Names
In this lesson, we learn how to say "something is something" in Chinese. The first thing you need to know is that the sentence structure of Chinese is very similar to that of English in that they both follow the pattern of Subject-Verb-Object (SVO). But unlike many Western languages, verbs in Chinese aren't conjugated and noun and adjective endings don't change. They are never affected by things such as time or person.

这(/那)是什么？
This sentence means "What's this/that?":
 * 1) 这是什么？(What's this?)
 * 2) 那是什么？(What's that?)

The sentences, if broken down literally, shows that the ordering of words differs in English and Chinese:

The order of the sentences may seem a little bit tricky, but don't worry about that, we will discuss this later.

A　是　B
This sentence means "A is B."

"是" (shì), the equational verb to be, can be used as the English is or equals. When used in a simple Subject-Verb-Object sentence, the subject defines the object. Since Chinese verbs never change, no other forms for shì exist such as was or am in English. Also, articles like a and the are absent in Chinese. They are not translated.

For example:
 * 1) 这是书 (zhè shì shū): this is (a) book.
 * 2) 那是杂志 (nà shì zázhì): that is (a) magazine.

A　不是　B
This sentence means "A is not B." in which shì is negated when preceded by "不" (bu). "不" literally means "no", "not".

For example:
 * 这不是书 (zhè bú shì shū): this is not (a) book.

Now, we come back to the "what's this/that?" questions. We already see that the order is a bit tricky comparing to the English question order. But comparing to the latter pattern "A　是　B", we find the similarity: their orders are identically the same. In fact, like particles, question words make statements into questions without changing the order of the sentence. To make one, simply substitute the QW in where the subject would be in the answer.

Comparison:
 * 1) 这是书. (This is (a) book.)
 * 2) 这是什么？(This is what?)

 * 1) 那是杂志. (That is (a) magazine.)
 * 2) 那是什么？(That is what?)

吗
"吗"(ma) is a final interrogative particle used to form a question sentence. Adding this character at the end of a statement transforms the sentence into a question.

Example 1:
 * 这是书 (zhè shì shū). (This is (a) book.)
 * 这是书吗 (zhè shì shū ma)？(Is this (a) book?)
 * 这是书吗 (zhè shì shū ma)？(Is this (a) book?)

Example 2:
 * 这不是杂志 (zhè bú shì zázhì). (This is not (a) magazine.)
 * 这不是杂志吗(zhè bú shì zázhì ma)？(Isn't this (a) magazine?)
 * 这不是杂志吗(zhè bú shì zázhì ma)？(Isn't this (a) magazine?)

是/不
"是" (shì) can be used to answer a simple yes/no question. In this case, "是" means yes, whilst "不" (bú) or "不是" (bú shì) means no (literally, not is).

How to answer yes/no questions correctly in Chinese? Usually, it's the same as in English, but pay attention if the questions are negative, like "Isn't this a book?". In Chinese, you answer to the questions, not the fact. If the question itself is a negative answer, use "不是" or simply "不", vice versa. For example:
 * A: 这不是书吗？zhè bú shì shū ma? (Isn't this (a) book? = This is not a book, right?)
 * B: 是，这不是书. shì, zhè bú shì shū. (No, this is not (a) book. = You are right; this is not a book.)
 * B: 不，这是书. bù, zhè shì shū. (Yes, this is (a) book. = You're wrong; this is a book.)

A asks if that's a book in a negative way. If the object is not a book, you should nevertheless approve A's saying first. So we use "是" to acknowledge that A is correct, and then say "this is not (a) book" to emphasis A is right; In the case of that is a book, you should deny A's saying first, using "不" (no) to point out A is wrong, then make a new statement by noting that "这是书" (this is (a) book). One more example:
 * 他今天晚上不来参加宴会了，对吗？(He's not going to the party tonight, is he?)
 * 不，他肯定要来. (Yes, he's definitely coming.)
 * 是 啊，他很忙呢！(No, he's so busy!)

的
Character "的" (de) indicates that the previous word has possession of the next one. In English it functions like 's or like the word of but with the position of possessor and possessee switched. For example:
 * 1) 史密斯(Shǐmìsī)的书(shū: book) <-> Smith's book
 * 2) 王明的钢笔 <-> Wang Ming's pen
 * 3) 约翰** (Yuēhàn: John)的朋友** (péngyǒu: friend) <-> John's friend or a friend of John's

Exercise

 * 1) Replace the underline words, and practice.
 * 2) 史密斯是 美国人.
 * 3) *英国人
 * 4) *法国人
 * 5) 这不是 杂志.
 * 书
 * 1) *笔记本*
 * 2) *铅笔
 * 3) Replace the underline words, and then answer the questions with both positive answers and negative answers.
 * 4) *Example:
 * 5) *史密斯是 法国人 吗？
 * 6) **是，史密斯是 法国人.
 * 7) **不，史密斯不是 法国人.
 * 8) 那是 杂志 吗？
 * 9) *钢笔
 * 10) *铅笔
 * 11) *报纸*
 * 12) 王明是 学生 吗？
 * 13) *律师
 * 14) *老师*
 * 15) *作家*
 * 16) Translate the following English into Chinese.
 * 17) Wang Ming is not a teacher. Wang Ming is a student. Wang Ming is a Chinese. Wang Ming is not an American.
 * 18) *Answer(答):Wang Ming不是老師. Wang Ming是學生. Wang Ming是中國人. Wang Ming不是美國人.
 * 19) Smith is a lawyer. Smith is not a writer. Smith is an American. Smith is not a French.
 * 20) *Answer(答):Smith是律師. Smith不是作家. Smith是美國人. Smith不是法國人.
 * 21) This is Smith's book. That is Wang Ming's pen.
 * 22) *Answer(答):這是Smith的書. 那是Wang Ming的筆.

Translation for the text
de:Chinesisch: Lektion 7 Cinese/Lezione 7 Chiński/Podstawy/Lekcja 7

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

title: Chinese (Mandarin)/Lesson 7


text:
Talk:Chinese (Mandarin)/Lesson 1

Question Words Section - Last Yellow Paragraph
I just added this blob as well as the brackets in examples 1 and 3 right above. Feel free to remove or change it... I believe this generalization is correct but I am not that fluent.

Is 他们 equivalent to 她们?
In the 'sentences using shi' section, it's replaced, without any explanation. Is it like French, with the ils/elles versions of 'they?'
 * It is like the French ils/elles; 他们 means a group of men or of men and women, while 她们 means a group of women exclusively. The example sentence is refering to a group of women.

redundancy
when the traditional and simplified characters are the same, i'll remove it to save space.
 * Thanks for your help :) Now that lesson 1 is more or less done... time for lesson 2 I guess. How to get more people to participate though? -- Ran 06:56, 30 Oct 2004 (UTC)
 * I would suggest advertising on the Chinese wikipedia.. or do a chinese lessons / english lessons exchange.
 * I did a bit of advertising by putting the   template tag in several Wikipedia articles like standard Mandarin, Beijing dialect, Chinese language and Mandarin and then redirects to the Chinese Wikibook contents page. --Everlong 04:53, 21 Dec 2004 (UTC)
 * I've removed the Beijing dialect link... (sorry.... but it seemed a bit far-fetched to me...) Thanks for the other three, though. ;) -- Ran 05:37, 21 Dec 2004 (UTC)

'我叫艾美' is not a good example

 * In English, you can say 'I'm Called duke'.It, however, means '我被叫作"公爵"' instead of '我叫公爵'.
 * Actually, '叫' is not a common use here.You can consider it as 'am'(or 'be') in English.
 * in chinese,sb. + be + ppl. = sb. + 被 + verb.'被' is the preposition here(of course,you can regard it as the helping verb)
 * Ergo, this example would lead you to the wrong road in learning Chinese.
 * in the end, sorry about my lame English^_^(and I would appreciate it if you could point out my mistake^_^)--Zhouxiao 12:21, 19 Mar 2005 (UTC)
 * i wouldnt worry too much about it. the main thing is to get learners to say 我叫王 rather than 我是王, right? Nateji77 07:01, 7 October 2005 (UTC)
 * I don't agree with Zhouxiao.

--Dingar 01:55, 19 October 2005 (UTC)
 * yeah, im a chinese and i dont agree with what Zhouxiao babbled neither, in the least KonW (talk) 14:39, 30 April 2009 (UTC)

Archived Discussion
|19 Mar 2005

Tradtional and simplified characters
In the vocaublary lists, shouldn't the tradional and simplified words be in different columns to make it easier? -Pichu826 06:02, 29 Jun 2005 (UTC)
 * I considered that when I made the original layout for the vocabulary, but I still think the one-column design is best and least distracting. It allows the closest side-by-side comparison without making a mostly empty column that would interfere with straight-across readings. --Everlong 04:43, 2 Jul 2005 (UTC)

I added "when different" just to add a little clarity (Yes, might be obvious, but this is lesson one of a language most have little to no familiarity with. It's also unclear if the gender differences in the character for "ni" are only present in Traditional Chinese.  Also, with other pronouns.  Maybe that needs to be added separately as a lesson section. 67.141.84.9 00:46, 30 May 2006 (UTC)

Rearranging of the dialogues
I'm starting to learn Chinese, and I believe it would be helpfull to me (and very likely to others) if a dialogue was presented with all the translations; that is: dialogue 1 (simplified+traditional + pinyin + english) ; dialogue 2 (simplified+traditional+pinyin+english)

That way, it is easier to find what every character means, without having to scroll continually up and down.

I don't know how to change that myself, but I think that would be an improvement to an otherwise excellent page.

Greetings, --80.58.3.172 10:11, 19 July 2005 (UTC)

SVO/S是O
in "我是中国人" etc, is zhongguorenreally an object? it's going back a long time to 7th grade english, but i thought it was a prepositional noun phrase or something similar, not an object (a direct object would take an accusative pronoun, him/her/us, while a prepositional noun would take a nominative, he/she/we, iirc). Nateji77 06:57, 7 October 2005 (UTC)

 * You're right, Nateji. "Be" is an exception to the standard SVO-rule. It's actually a complement. I think it's fair to say that the analysis is valid for Chinese as well, since "是" is used as a copula in almost the exact same manner as in English.
 * Peter Isotalo 15:06, 8 April 2006 (UTC)

你vs.妳
why does owen say 你 instead of 妳 in the traditional chinese dialogue in reference to ginny? Nateji77 07:05, 7 October 2005 (UTC)

 * Thanks for pointing that out. An oversight in the writing, sorry. Now corrected. --Everlong 08:28, 16 November 2005 (UTC)

I'm pretty sure "妳" is bogus, not commonly used in modern Chinese. Only one of the four Chinese dictionaries at hand lists it, and I don't recall ever seeing it in any textbook (just double-checked a couple). And my Chinese teacher, who is a native speaker, said she thinks it may have been used in classical Chinese but not in modern Chinese. So lesson 1 should show 你, not 妳. --Yakowenko (talk) 03:35, 17 March 2009 (UTC)

 * your teacher is no doubt a mainlander ,cause ppl in Taiwan(or maybe Hongkong Macau still now)use 妳.KonW (talk) 14:22, 30 April 2009 (UTC)

Proper Nouns
I'm new to editing wiki stuff, sorry if I make stupid mistakes... But... In the Proper nouns section, I think it would look better if the country names had their traditional writings inside parentheses, as stated near the subtitle... E.g.: "中国 (中國)".

 * You're right. When I first made up the vocab list I thought it would look cluttered to list the alternate writing for one character so manyt times, but it's better to have a consistent format all the way through. Made the changes to bring it in line with the rest of the vocabulary.  --Everlong 08:22, 16 November 2005 (UTC)

New Vocabulary Table
I think that we should use wikitables for the vocabulary lists. The current vocab lists are too cluttered and are hard to read. We could make a clearer division between simplified and traditional characters by putting them into separate colums, rather than parenthases. Also, this is easier to show masculine and feminine types of characters without putting them into parenthases, as those changes could be mistaken for traditional characters. I hope everyone understands what I mean.

Geoking66 07:54, 20 March 2006 (UTC)
 * I personally think the current arrangement is better than it would be using the wikitable template. I originally tablified the vocab (before it was a bulleted list), and put a lot of thought into its construction.

 * The wikitable change took away the vocab numbering, decreased the contrast from the background (especially in printed versions), and spread columns apart due to the wide traditional column. I had debated having traditional in it's own column when I first made the vocab table, but ultimately decided that it would be best close to the simplified (making comparisons easier), and not taking up a whole column which also separates the characters from the pinyin and meaning columns. It's better to have them in closer proximity than that.

 * About possible masculine/feminine confusion, the current setup is technically correct, as the character 妳 does not exist in simplified, so the m./f. distinction only exists in the traditional, thus it was put in parentheses. I agree it's maybe a little more confusing than it needs to be, so I'll add a note of warning later on. In any case, no more sexed personal pronouns have to be introduced and masculine/feminine doesn't exist in Chinese, so the issue only comes up within the first lesson. So I don't think the m./f. issue should be used as a reason for effecting a change that impacts the design of vocab presentation for every lesson (someday there will be more than two :).

 * Believe me that I understand your argument and had debated myself over the very same design decision. It's still debatable, granted, but from my personal experience using several Chinese textbooks, and from trying to learn traditional while using a simplified-only text, this setup would most appeal to me as a learner.
 * --Everlong 16:46, 22 March 2006 (UTC)

Audio template needed
The audio template has to be used in some form of another. It's not so much an issue of providing a help link, but rather that the license information has to be easily available to make sure people can easily check that that files are indeed under a free license, and to make it easier to show where to upload replacement files by native speakers.

Peter Isotalo 10:40, 31 March 2006 (UTC)

 * I know, I'm sorry for not coming up with a replacement for the Info links right away, but I just felt using the Audio template made the vocab list look really cluttered. My thoughts for how to make a better format include:
 * adding miniature pictures alongside the pinyin sort of like '' that leads to the file info.
 * making a small speaker icon ([[Image:Gnome-speakernotes.png|15px|(Play this file)]]) that's the Media link while the pinyin is the info page link.
 * a separate page with all the sound file Info links, sort of like the Stroke Order page
 * or a new "Listen" column on the right side that shows "[[Image:Gnome-speakernotes.png|15px|(Play this file)]] (info) " for every word
 * Everlong 17:48, 31 March 2006 (UTC)

I just wanted to say...
THANK YOU !!!!!!!!!!!! (please erase if it's inappopriate)

Individual word meanings needed
I think it would be very useful in this and following lessons for learners to be able to see the meanings of the individual words that make up phrases.

For example, the meaning of "Nǐ hǎo" is provided as "Hello." This is fine, but it doesn't let the learner know that "nǐ" means "you" and "hǎo" means good and that when saying "hello" in Chinese, one is saying literally "you good."

Providing this information allows the learner to learn the meaning of individual words in a meaningful context of the phrase or sentence being learned. And it also lets the learner get a feeling for the syntax of Mandarin.

I think this could best be done by abandoning the format currently used which divides things up into four quadrants of Simplified Chinese, Traditional Chinese, Pinyin and English and instead using multiple lines of information, something like this:

Simplified Characters Traditional Characters Pinyin English word meanings English phrase/sentence meaning.

金 妮: 你 好. 金 妮: 你 好. Jīnní: Nǐ hǎo Ginny: you good Ginny: Hello. Gary Cziko 14:43, 2 August 2006 (UTC)

 * I agree. I think we should explain the literal meanings of words, the actual meanings, and how the literal meaning is related to the actual meaning. For example, 哪国人 literally is "Which nation person?", it means "Which nationality?", so it is like saying "Person of which nation?" or "Which nation's person?". I'm learning Chinese now and I find making connections like this to be very helpful. For example, with thinking of 你好 as "you good", it made it easier for me to understand that I could also say "老师好" or "您好". Tojo940 (talk) 22:19, 21 November 2008 (UTC)

By Lie-Hap-Po
妳is a non standard character and should not be used.

Yes, agreed.

Names could be localized
Since this is a Chinese course, names should be better as Chinese names. I proposal to use 張三 instead of 金妮 and 李四 instead of 歐文 here. The two names are like those foo and bar in English, very well suitable for this case. 221.219.97.5 17:32, 28 December 2006 (UTC)
 * I agree that the choice of names should be rethought. There are enough basic words I need to master as a beginner in Chinese, learning how to write Ginny is pretty low on my priority list. I've never even come across a Ginny in the US, it would be much more worthwhile learning names that I am actually likely to come across in Chinese. AmRadioHed 20:59, 11 April 2007 (UTC)

Moving dialogue 2 to second lesson
I think one dialoge is enough for the first lesson. The second lesson would make and ideal "Lesson Two". Any objections to me moing it?86.137.109.142 11:25, 23 February 2007 (UTC)

Is 麽 a character in Traditional Chinese?
Hi,

I'm using this book to learn some Mandarin. I've never studied it before, what is written here is the first thing I'm learning about it. I'm also trying to reproduce the characters I see with a word processor using Pinyin, and I had problems inserting the "me" in "shénme". The text says that the traditional character for it is 麽, but Wiktionary http://en.wiktionary.org/wiki/%E9%BA%BC says that this symbol is simplified Chinese, ad the traditional symbol for it is 麼. In fact, using the Pinyin input method UIM-Pinyin-BIG5 with SCIM under Linux, I can't reproduce the first character, but only the second.

I would like to thank the authors for this great work! :-) 83.187.196.123 18:08, 28 February 2007 (UTC)

 * If you look at the Wiktionary for http://en.wiktionary.org/wiki/么 then you see that two traditional forms are listed. I remember we learned the 'traditional' form when I was studying in Taiwan, but even there I saw people use the very simple form of it. My guess is that the very similar looking character is what came out after putting 麼 through the a strict interpretation of the simplification rules (you'll notice that many parts of different characters are the same, so a rule can simplify that part in all the characters it is present in). Guess it wasn't simple enough for some people. :)

什 vs. 甚
Isn't 甚麽 the traditional form of 什么 ? --Yakowenko (talk) 05:37, 17 March 2009 (UTC)
 * no, the traditional form is 什麽. i dont know what's the diff between 什么 and 甚么 thou.

Suggestions from a newbie
I do like this page - but as a newcomer to Chinese language I do have some suggestions.

First, there is a lot in each lesson and introducing Chinese characters so early makes everything look more difficult. My initial goal is to learn spoken Chinese to follow conversation and pinyin helps me do this. I have not tried to learn the characters as I see this as something which does not need to be attempted yet. The examples by exercise 2 have dropped pinyin altogether -I would like to use pinyin for a while.

I would find it useful to have practice drills in pinyin - something you could work on together with a Chinese speaker using VOIP. It is repetition and speaking which makes you at ease in a language. Once you are able to introduce yourself,count, construct simple sentences, and ask basic questions, maybe then it is time for characters.

What do others think? Herne (talk) 10:36, 27 September 2009 (UTC)

Confusion about tones
The tones page says the 3rd tone changes when preceding other tones. In this lesson, hǎo sounds like a half-third tone but it's at the end of a sentence. Also, ní in Jīnní and wén in Ōuwén are written as 2nd tone, but sound low. Shén in Shénme sounds low as well. What am I missing? --ZBrisk (talk) 22:14, 28 October 2010 (UTC)

Question With 是
In S+是+O and S+不+是+O, does the 是 act like a linking verb (am, is, are, was, were)? --ThePCKid (discuss • contribs) 22:10, 11 March 2011 (UTC)

Pinyin Hyperlinks To Wiktionary
Seems to me they range from broken (relatively good) to misleading (bad). They should be erased. 79.176.136.189 (discuss) 21:57, 22 January 2012 (UTC)

Someone please check the last edit
114.197.144.141 changed 叫 to 是 in the dialogue 1, but didn't change jiào to shì. (Note: I am a beginner in Chinese.)

Artemka373 (discuss • contribs) 19:33, 20 June 2016 (UTC)

title: Talk:Chinese (Mandarin)/Lesson 1


text:
Engineering Thermodynamics/First Law

Energy
Energy as described on Wikipedia is "the property that must be transferred to an object in order to perform work on, or to heat, the object". Energy is a conserved quantity, the Law of Conservation of Energy on Wikipedia states that "energy can be converted in form, but not created or destroyed".

Common forms of energy in physics are potential and kinetic energy. The potential energy is usually the energy due to matter having certain position (configuration) in a field, commonly the gravitational field of Earth. Kinetic energy is the energy due to motion relative to a frame of reference. In thermodynamics, we deal with mainly work and heat, which are different manifestations of the energy in the universe.

Work
Work is said to be done by a system if the effect on the surroundings can be reduced solely to that of lifting a weight. Work is only ever done at the boundary of a system. Again, we use the intuitive definition of work, and this will be complete only with the statement of the second law of thermodynamics.

Consider a piston-cylinder arrangement as found in automobile engines. When the gas in the cylinder expands, pushing the piston outwards, it does work on the surroundings. In this case work done is mechanical. But how about other forms of energy like heat? The answer is that heat cannot be completely converted into work, with no other change, due to the second law of thermodynamics.

In the case of the piston-cylinder system, the work done during a cycle is given by W, where W = −∫ F dx = −∫ p dV, where F = p A, and p is the pressure on the inside of the piston (note the minus sign in this relationship). In other words, the work done is the area under the p-V diagram. Here, F is the external opposing force, which is equal and opposite to that exerted by the system. A corollary of the above statement is that a system undergoing free expansion does no work. The above definition of work will only hold for the quasi-static case, when the work done is reversible work.

A consequence of the above statement is that work done is not a state function, since it depends on the path (which curve you consider for integration from state 1 to 2). For a system in a cycle which has states 1 and 2, the work done depends on the path taken during the cycle. If, in the cycle, the movement from 1 to 2 is along A and the return is along C, then the work done is the lightly shaded area. However, if the system returns to 1 via the path B, then the work done is larger, and is equal to the sum of the two areas.

The above image shows a typical indicator diagram as output by an automobile engine. The shaded region is proportional to the work done by the engine, and the volume V in the x-axis is obtained from the piston displacement, while the y-axis is from the pressure inside the cylinder. The work done in a cycle is given by W, where

$$ W = -\oint p dV $$

Work done by the system is negative, and work done on the system is positive, by the convention used in this book.

Flow Energy
So far we have looked at the work done to compress fluid in a system. Suppose we have to introduce some amount of fluid into the system at a pressure p. Remember from the definition of the system that matter can enter or leave an open system. Consider a small amount of fluid of mass dm with volume dV entering the system. Suppose the area of cross section at the entrance is A. Then the distance the force pA has to push is dx = dV/A. Thus, the work done to introduce a small amount of fluid is given by pdV, and the work done per unit mass is pv, where v = dV/dm is the specific volume. This value of pv is called the flow energy.

Examples of Work
The amount of work done in a process depends on the irreversibilities present. A complete discussion of the irreversibilities is only possible after the discussion of the second law. The equations given above will give the values of work for quasi-static processes, and many real world processes can be approximated by this process. However, note that work is only done if there is an opposing force in the boundary, and that a volume change is not strictly required.

Work in a Polytropic Process
Consider a polytropic process pVn=C, where C is a constant. If the system changes its states from 1 to 2, the work done is given by

$$ W = -\int_{V_1}^{V_2}\frac{C}{V^n}dV = \frac{p_2V_2 - p_1V_1}{1 - n} $$

And additionally, if n=1

$$ W = -\int_{V_1}^{V_2}\frac{C}{V^n}dV = -C \ln \frac{V_2}{V_1} $$

Heat
Before thermodynamics was an established science, the popular theory was that heat was a fluid, called caloric, that was stored in a body. Thus, it was thought that a hot body transferred heat to a cold body by transferring some of this fluid to it. However, this was soon disproved by showing that heat was generated when drilling bores of guns, where both the drill and the barrel were initially cold.

Heat is the energy exchanged due to a temperature difference. As with work, heat is defined at the boundary of a system and is a path function. Heat rejected by the system is negative, while the heat absorbed by the system is positive.

Specific Heat
The specific heat of a substance is the amount of heat required for a unit rise in the temperature in a unit mass of the material. If this quantity is to be of any use, the amount of heat transferred should be a linear function of temperature. This is certainly true for ideal gases. This is also true for many metals and also for real gases under certain conditions. In general, we can only talk about the average specific heat, cav = Q/mΔT. Since it was customary to give the specific heat as a property in describing a material, methods of analysis came to rely on it for routine calculations. However, since it is only constant for some materials, older calculations became very convoluted for newer materials. For instance, for finding the amount of heat transferred, it would have been simple to give a chart of Q(ΔT) for that material. However, following convention, the tables of cav(ΔT) were given, so that a double iterative solution over cav and T was required.

Calculating specific heat requires us to specify what we do with Volume and Pressure when we change temperature. When Volume is fixed, it is called specific heat at constant volume (Cv). When Pressure is fixed, it is called specific heat at constant pressure (Cp).

Latent Heat
It can be seen that the specific heat as defined above will be infinitely large for a phase change, where heat is transferred without any change in temperature. Thus, it is much more useful to define a quantity called latent heat, which is the amount of energy required to change the phase of a unit mass of a substance at the phase change temperature.

Adiabatic Process
An adiabatic process is defined as one in which there is no heat transfer with the surroundings, that is, the change in amount of energy dQ=0 . A gas contained in an insulated vessel undergoes an adiabatic process. Adiabatic processes also take place even if the vessel is not insulated if the process is fast enough that there is not enough time for heat to escape (e.g. the transmission of sound through air). Adiabatic processes are also ideal approximations for many real processes, like expansion of a vapor in a turbine, where the heat loss is much smaller than the work done.

Joule Experiments

It is well known that heat and work both change the energy of a system. Joule conducted a series of experiments which showed the relationship between heat and work in a thermodynamic cycle for a system. He used a paddle to stir an insulated vessel filled with fluid. The amount of work done on the paddle was noted (the work was done by lowering a weight, so that work done = mgz). Later, this vessel was placed in a bath and cooled. The energy involved in increasing the temperature of the bath was shown to be equal to that supplied by the lowered weight. Joule also performed experiments where electrical work was converted to heat using a coil and obtained the same result.

Statement of the First Law for a Closed System
The first law states that when heat and work interactions take place between a closed system and the environment, the algebraic sum of the heat and work interactions for a cycle is zero.

Mathematically, this is equivalent to

dQ + dW = 0 for any cycle closed to mass flow

Q is the heat transferred, and W is the work done on or by the system. Since these are the only ways energy can be transferred, this implies that the total energy of the system in the cycle is a constant.

One consequence of the statement is that the total energy of the system is a property of the system. This leads us to the concept of internal energy.

Internal Energy
In thermodynamics, the internal energy is the energy of a system due to its temperature. The statement of first law refers to thermodynamic cycles. Using the concept of internal energy it is possible to state the first law for a non-cyclic process. Since the first law is another way of stating the conservation of energy, the energy of the system is the sum of the heat and work input, i.e., ΔE = Q + W. Here E represents the internal energy (U) of the system along with the kinetic energy (KE) and the potential energy (PE) and is called the total energy of the system. This is the statement of the first law for non-cyclic processes, as long as they are still closed to the flow of mass (E = U + KE + PE). The KE and PE terms are relative to an external reference point i.e. the system is the gas within a ball, the ball travels in a trajectory that varies in height H and velocity V and subsequently KE and PE with time, but this has no affect upon the energy of the gas molecules within the ball, which is dictated only by the internal energy of the system (U). Thermodynamics does not define the nature of the internal energy, but it can be rationalised using other theories (i.e. the gas kinetic theory), but in this case is due to the KE and PE of the gas molecules within the ball, not to be mistaken with the KE and PE of the ball itself.

For gases, the value of KE and PE is quite small, so the important term is the internal energy function U. In particular, since for an ideal gas the state can be specified using two variables, the state variable u is given by u(v, T), where v is the specific volume and T is the temperature.

Introducing this temperature dependence explicitly is important in many calculations. For this purpose, the constant-volume heat capacity is defined as follows: cv = (∂u/∂t)v, where cv is the specific heat at constant volume. A constant-pressure heat capacity will be defined later, and it is important to keep them straight. The important point here is that the other variable that U depends on "naturally" is v, so to isolate the temperature dependence of U you want to take the derivative at constant v.

Internal Energy for an Ideal Gas
In the previous section, the internal energy of an ideal gas was shown to be a function of both the volume and temperature. Joule performed an experiment where a gas at high pressure inside a bath at the same temperature was allowed to expand into a larger volume.

In the above image, two vessels, labeled A and B, are immersed in an insulated tank containing water. A thermometer is used to measure the temperature of the water in the tank. The two vessels A and B are connected by a tube, the flow through which is controlled by a stop. Initially, A contains gas at high pressure, while B is nearly empty. The stop is removed so that the vessels are connected and the final temperature of the bath is noted.

The temperature of the bath was unchanged at the end of the process, showing that the internal energy of an ideal gas was the function of temperature alone. Thus Joule's law is stated as (∂u/∂v)t = 0.

Enthalpy
According to the first law, dQ + dW = dE

If all the work is pressure volume work, then we have

dW = − p dV

⇒ dQ = dU + pdV = d(U + pV) - Vdp

⇒ d(U + pV) = dQ + Vdp

We define H ≡ U + pV as the enthalpy of the system, and h = u + pv is the specific enthalpy. In particular, for a constant pressure process,

ΔQ = ΔH

With arguments similar to that for cv, cp = (∂h/∂t)p. Since h, p, and t are state variables, cp is a state variable. As a corollary, for ideal gases, cp = cv + R, and for incompressible fluids, cp = cv

Throttling

Throttling is the process in which a fluid passing through a restriction loses pressure. It usually occurs when fluid passes through small orifices like porous plugs. The original throttling experiments were conducted by Joule and Thompson. As seen in the previous section, in adiabatic throttling the enthalpy is constant. What is significant is that for ideal gases, the enthalpy depends only on temperature, so that there is no temperature change, as there is no work done or heat supplied. However, for real gases, below a certain temperature, called the inversion point, the temperature drops with a drop in pressure, so that throttling causes cooling, i.e., p1 < p2 ⇒ T1 < T2. The amount of cooling produced is quantified by the Joule-Thomson coefficient μJT = (∂T/∂p)h. For instance, the inversion temperature for air is about 400 °C.

title: Engineering Thermodynamics/First Law


text:
User:Araisyohei

w:User:Araisyohei ja:利用者:Araisyohei

My name is Arai-Syohei (japanese 荒井　翔平) I'm the first grade of junior high-school of a Japanese birth. English can be spoken only a little.

title: User:Araisyohei


text:
Botany/Leaves (forms)

<< Contents Page | << Chapter 3 | Leaves (forms)

Chapter 3. Plant Cells and Tissues Leaves (forms)

Simple, Angiosperm Leaves
This page presents the terminology used to describe the shapes and forms of leaves. The following examples are all simple leaves. All are from flowering plants (angiosperms). Descriptive terms are given for the lamina shape (that is, its overall shape in outline), the lamina margin, the form or shape of both the apex (tip) and the base (lamina junction with petiole) of the leaf, and (in some cases) other qualities evident in the example picture presented.

Compound, Angiosperm Leaves
These examples are all compound leaves. In these leaves, it is not always very instructive to describe the "leaf outline" and better to describe the number (or range) of leaflets. If the number is odd, there will be an unpaired leaflet at the tip. The shape terminology can be applied to the individual leaflets.

Links
Botanical Terms

title: Botany/Leaves (forms)


text:
Talk:Discrete Mathematics/Number theory

I'm thinking that the idea of groups (that is, sets-with-operations) should be well introduced before this section. That way, division can be described as, for a set S, $$f:S\times (S-\{0\})\to S$$. By suddenly assuming that operations (which, yes, are really just functions with two arguments) are known and defined, we're doing much, much more hand-waving than is healthy.

Yes, it's an intuitive idea, but one of the big parts of discrete math is formally defining things that we've learned to take for granted.

Grendelkhan

 * I do strongly think that it's important to introduce groups afterward. I mean how can one introduce something like the group Z3 under addition modulo 3 without having to explain the "modulo 3" part?

 * If there's too much handwaving, we can surely put our hands down and clean up the text. Do you think that we should define things about division in Z more formally? Dysprosia 06:20, 7 Feb 2004 (UTC)

 * Finite groups may require a bit of handwaving (thought the group consisting of {1, -1} and multiplication is pretty intuitive), but infinite groups like (Z,+) and (Q*,*) can be introduced right after sets and functions.

 * I notice that there's already an in-depth treatment of groups in Abstract_algebra/Groups; maybe a quick introduction geared to the material at hand? Something like "A group is a set along with an operation. An operation is a function of two arguments. An in-depth treatment of groups is over at Abstract_algebra/Groups, but these are the essentials for right now." Cosets, *morphisms, order---these things don't need to get described until formal group theory.

 * It'll also depend on how much group theory's going to come up in chapters between here and its formal introduction. If you don't define the basics here, you might end up doing it piecemeal over the following bunch of chapters, all hodge-podgey. Grendelkhan 17:05, 9 Feb 2004 (UTC)

 * Wouldn't it be somewhat useful to not introduce groups in this book, but give link to that Groups book entirely? After all, that is the best thing about a web book like this, linking. huopa 14 Jul 2004

Isn't it GCF (greatest common factor), not GCD? At least, that's the way I was always taught. - SamE 04:35, 25 Jun 2004 (UTC)

 * It does have different names. Let's just stick with the notation that's there? Dysprosia 05:26, 25 Jun 2004 (UTC)

I'm surprised this isn't its own text. Is there some reason for it to be part of Discrete Math? MikeBorkowski 12:00, 1 May 2005 (UTC)

No discussion of primes is complete without mention of the primorials--Billymac00 14:59, 12 July 2007 (UTC)

title: Talk:Discrete Mathematics/Number theory


text:
UK Constitution and Government

Presentation
UK Constitution and Government

The Constitution and Government of the United Kingdom

 * View UK Constitution and Government Edition 1.0 as a single PDF document, for speed right click on the link "PDF File 1.0" and "save target as" or click directly on [[Media:UK Constitution and Government.pdf|PDF File 1.0]].
 * Print version - view the whole book as a continuous file. ( [ edit] ) [[Image:Exquisite-print printer.png|22px]]

Part I: Political History

 * 1) The Normans
 * 2) The Plantagenets
 * 3) The Houses of Lancaster and York
 * 4) The House of Tudor
 * 5) The House of Stuart and the Commonwealth
 * 6) The House of Hanover
 * 7) The Houses of Saxe-Coburg-Gotha and Windsor

Part II: Present System

 * 1) The Constitution
 * 2) The Sovereign
 * 3) The Parliament
 * 4) His Majesty's Government
 * 5) The Judiciary
 * 6) /Devolved Administrations/
 * 7) /Elections/

Part III: Appendices

 * 1) List of British Monarchs

Sistema político del Reino Unido Système politique du Royaume-Uni Perlembagaan dan Kerajaan United Kingdom

title: UK Constitution and Government


text: User:Vuara/Webpage Format 1

title: User:Vuara/Webpage Format 1


text:
UK Constitution and Government/Normans

Presentation
The Normans (1066-1154)

Next Chapter --

William I
The course of English political, legal and cultural history was changed in 1066, when William, Duke of Normandy (also called William the Conqueror) successfully invaded the nation and displaced the Saxon king, Harold II.

In 1066 King Edward, also called St Edward the Confessor, died. His cousin, the Duke of Normandy, claimed that the childless King had named him heir during a visit to France, and that the other claimant to the throne, Harold Godwinson, had pledged to support William when he was shipwrecked in Normandy. The veracity of this tale, however, is doubtful, and Harold took the crown upon King Edward's death. William, however, invaded England in September, and defeated (and killed) Harold at the famous Battle of Hastings in October.

William II
In 1087, King William I died, and divided his lands and riches between his three sons. The eldest, Robert, became Duke of Normandy; the second, William, became King of England; the youngest, Henry, received silver. Henry, however, eventually came to possess all of his father's dominions. William II died without children, so Henry became King. Henry later invaded Normandy, imprisoned his brother, and took over the Duchy of Normandy.

Henry I, Stephen and Matilda
Henry, whose sons had predeceased him, took an unprecedented step: naming a woman as his heir. He declared that his daughter Matilda would be the next Queen. However, Matilda's claim was disputed by Stephen, a grandson of William I in the female line. After Henry I died in 1135, Stephen usurped the throne, but he was defeated and imprisoned by Matilda in 1141. Later, however, Matilda was defeated, and Stephen took the throne.

Matilda, however, was not completely defeated. She escaped from Stephen's army, and her own son, Henry Plantagenet, led a military expedition against Stephen. Stephen was forced to agree to name Henry as his heir, and when Stephen died in 1154, Henry took the throne, commencing the Plantagenet dynasty.

ms:Perlembagaan dan Kerajaan United Kingdom: Dinasti Normandy

title: UK Constitution and Government/Normans


text:
UK Constitution and Government/Plantagenets

Presentation
The Plantagenets (1154-1399)

Previous Chapter | Next Chapter --

Henry II
With the death of King Stephen, Henry Plantagenet took the throne as King Henry II. He already had control over the duchy of Normandy; he had also inherited Anjou from his father Geoffrey. Furthermore, he acquired many territories from his wife, Eleanor of Aquitaine. Henry thus had a vast territory when he came to the throne; as King of England, he took over Ireland.

Henry II made other remarkable achievements in England. He established courts throughout England and introduced trial by jury. Furthermore, he reduced the power of ecclesiastical courts. The Archbishop of Canterbury and Lord High Chancellor, Thomas à Becket, opposed the King's attempt to take power from the Church. At a confrontation between the two in 1170, Henry II famously said, "Who will rid me of this turbulent priest?" Four of his knights took him literally, and in December murdered Becket.

Henry, however, did not have good relations with his sons. In 1170, his eldest son Henry was crowned, and is known as Henry the Young King. In 1173, the Young King and his brothers revolted against Henry II, planning to dethrone him and leave the Young King as the sole ruler in England. In 1174, the revolt failed, and all of the brothers surrendered. Later, in 1189, Henry II's third son, Richard, attacked and defeated him. Henry II died days after his defeat, and Richard, nicknamed "the Lionheart," became King.

Richard I
Richard the Lionheart is often portrayed as a hero, but he did not do much for England. In fact, he spent almost all of his time outside the nation, and did not even find it necessary to learn English. He is most famous for his fighting in the Crusades, a holy war seeking to assert Christian dominance over Jerusalem.

John
Richard's successor was his brother, John Allin. Henry II had granted John the lands of Ireland, so when John came to the throne, the titles Lord of Ireland and King of England were united. However, though Ireland became a dominion of the Crown, several lands on the Continent, including most of Normandy, were lost during John's reign.

King John was very unpopular with the nation's magnates, the barons, whom he taxed. A particularly resented tax was the scutage, a penalty paid by barons who failed to supply the King with military resources. In 1215, after John had been defeated in France, several barons rebelled. Later in that year, John compromised and signed the Magna Carta, or Great Charter. It guaranteed political liberties and provided for a church free from domination by the monarchy. These liberties and privileges, however, were not extended to the common man; rather, they were granted to the barons. Nonetheless, the document is immensely significant in English constitutional history as it is a major indication of a limitation on the power of the Crown.

King John, however, broke the provisions of the Charter later, claiming that he agreed to it under duress. In the next year, when he was retreating from a French invasion, John lost England's most valuable treasures - the Crown Jewels - in a marsh known as The Wash. His mental and physical health deteriorated, and he later died from dysentery.

Henry III
John was succeeded by his son, Henry, who was only nine years old. Henry III, despite a reign that lasted over half a century, is not a particularly memorable or noteworthy monarch. Nonetheless, a very significant political development occurred during Henry III's reign. In 1258, one of Henry's opponents, Simon de Montfort, called a Parliament, the forerunner of the modern institution. It, however, bears little resemblance to the modern body, as it had little power.

Simon de Montfort, who was married to Henry III's sister, defeated and imprisoned his brother-in-law in 1264. He was originally supported by Henry's son Edward, but the latter later returned to his father's side. Edward defeated de Montfort in 1265 at the Battle of Evesham and restored Henry III. In 1270, the ageing Henry gave up most of power to his son; two years later, he died, and Edward succeeded to the throne.

Edward I
Edward I was the monarch who brought the entire British Isles under English domination. In order to raise money in the war against the rebellious Wales, Edward instituted a tax on Jewish moneylenders. The tax, however, was too high for the moneylenders, who eventually became too poor to pay. Edward accused them of disloyalty and abolished the right of Jews to lend money. He also ordered that all Jews wear a yellow star on their clothing; that idea was later adopted by Adolf Hitler in Germany. Edward also executed hundreds of Jews, and in 1290 banished all of them from England.

In 1291, the Scottish nobility agreed to submit to Edward. When Queen Margaret I died, the nobles allowed Edward to choose between the rival claimants to the throne. Edward installed the weak John Balliol as monarch, and easily dominated Scotland. The Scots, however, rebelled. Edward I executed the chief dissenter, William Wallace, further antagonising Scotland.

Edward II
When Edward I died in 1307, his son Edward became King. Edward II abandoned his father's ambitions to conquer Scotland. Furthermore, he recalled several men his father had banished. The barons, however, rebelled against Edward. In 1312, Edward agreed to hand over power to a committee of barons known as "ordainers." These ordainers removed the power of representatives of commoners to advise the monarch on new laws, and concentrated all power in the nobility. Meanwhile, Robert the Bruce was slowly reconquering Scotland. In 1314, Robert's forces defeated England's in battle, and Robert gained control over most of Scotland.

In 1321, the ordainers banished a baron allied with the King, Hugh le Despencer, along with his son. In 1322, Edward reacted by recalling them and attacking the barons. He executed the leader of the ordainers, the Earl of Lancaster, and permitted the Despencers to rule England. The Despencers declared that all statutes created by the ordainers were invalid, and that thereafter, no law would be valid unless it had received the assent of the Commons, representatives of the commoners of England. However, the Despencers became corrupt, causing them to be very unpopular, even with Edward's own wife, Isabella. In 1325, Isabella went to France, and in 1326, she returned, allied with Roger Mortimer, one of the barons Edward had defeated. The two killed the Despencers and forced Edward to resign his crown to his son, also named Edward. Edward II was imprisoned and later killed.

Edward III
Since Edward III was a child, Isabella and Roger Mortimer ruled England in his stead. When Edward III became eighteen, however, he had Mortimer executed and banished his mother from court. In 1328, when Charles IV, Isabella's father and King of France, died, Edward claimed France, suggesting that the kingdom should pass to him through his mother. His claim was opposed by Philip VI, who claimed that the throne could only pass in the male line. Edward declared war on Philip, setting off the Hundred Years' War. The British claim to the French throne was not abandoned until the nineteenth century.

Richard II
Richard II succeeded his grandfather, Edward III, in 1377. Richard II was only about ten years old when coming to the throne. Even as an adult, Richard II was a rather weak king. In 1399, he was deposed by his cousin, Henry of Bolingbroke, and probably murdered the next year.


text:
User:SamE

I am not an active user anymore. Feel free to change any articles that I have created or edited significantly. I'm currently (as of February 2007) a junior at Poudre High School and so over my head with many other activities that I no longer have the time that I had back in 8th grade to create and maintain books on this site. Maybe that will change some day. But for now, I will not be able to spend time working on this site.

When I was active, back in 2004-2005, I was most noted for my work on the German Wikibook. I proposed and created the first few lessons for German: Level I, but that was it. Coming back three years later, I find that there still isn't much more than what I put into it, so it would be great if someone could devote a little more than just administrative effort to the book.

I also did create a couple video game guides due to my interests at the time. However, those "books" became little more than introductions, and I have moved on from many of those games anyway. Again, feel free to edit or delete anything I have written on those pages.

Below is a copy of what information I had on my user page when I was active on this site.

Farewell, enjoy what I created, and improve on it. After all, that's what Wikibooks is all about.

What my user page looked like back in 2004-2005
I joined Wikibooks (after Wikipedia) on February 5th, 2004. If you want to send me a message see my Talk page.

I'm also SamE at Wikipedia and Meta, but I'm one of the few who spend more time here at Wikibooks than at either of those.

I'm also User:67.176.76.147 if I'm not logged on.

Wikibooks I'm Editing
I am currently working on the German book, specifically German: Level I. I have done most of the editing there; see the history for German:Beginner Lesson 2 for example.

I've worked on the Chip's Challenge game walkthrough, but my computer crashed and I lost the game.

I am also helping write the Civilization walkthrough, as I play Civilization III.

I'm working on the Super Mario World and Phoenix game guides, but they are currently very bad.

Towards the end of 2004, I did a lot to improve the Main Page in various ways. I've also written Help:How to start a book, which newbies seem to be using (they're following the directions in the order they are on the page).

I like to look into a book (US History for example) and start reading it, and of course, there are errors. Most of the time I will correct those errors.

Over the summer I hope to be editing more and more often.

2004
I created German: Level I on March 6th, and Game Guides and Strategy on March 27th.

I created Super Mario World on April 11th, and Phoenix on May 12th.

Copypastes
Ä ä

Ö ö

Ü ü

ß

Colored Text:

(For font color, replace '#FFFFFF' with color name/number)

title: User:SamE


text:
User talk:Taoster~enwikibooks

So, what's on your mind on this mellow eve?

Taoster,

You said you wanted help with the Wikibook. Well, I want to help.

I'm not fluent, but I've studied two semesters in the States, now I'm starting a third in Taipei with a new textbook, so I have some perspective and idea of what I'd like to see.

I should have a lot of free time this summer, and working on this sounds like fun. I really want to make this a comprehensive introductory course and I have a lot of ideas toward that end. I was just wondering what your ideas were for the direction and what you would do if effort was no object.

Laszlo

Copyright problem with Image:China splash.jpg
--Derbeth 23:01, 5 November 2005 (UTC)

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 Taoster. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Taoster~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 23:45, 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) 05:35, 19 April 2015 (UTC)

title: User talk:Taoster~enwikibooks


text:
Japanese/Vocabulary/Adjectives

な-type adjective
Japonais/Vocabulaire/Adjectifs Japonês/Vocabulário/Adjectivos

title: Japanese/Vocabulary/Adjectives


text:
XML - Managing Data Exchange/Author guidelines

Editing Chapters
You simply click on the "edit this page" tab at the top of any page you want to edit. You can also just edit a section or subsection - any place you see a little 'edit' to the far right above a line, click on it to edit that section. The thoughts behind the editing process of the chapters will be documented in the "discussion" tab of each chapter - go there to record your intentions for your assigned chapter.

If you would like to make any suggestions to the editorial board, we welcome them. At the top of the XML: Managing Data Exchange contents page is a tab to "discussion" follow that link and edit the page with your comments, be sure to follow the directions for entries.

 * Use wiki code, not HTML code when you edit a page.

 * how to make a link : NameOfThePage(displayed as the link)

 * no plagiarism : please use citations and references to books, articles, and websites that have helped you contribute to the book.

 * All figures and graphics should be prefixed with 'xml' to avoid accidentally overwriting another file (e.g., xmldmcity defines the data model for city).

 * Where possible use Portable Network Graphics (PNG) for graphics because of its superiority to GIF and JPEG. Also, PNG is Open Source. OpenOffice.org Draw can be used to create PNG files.

Consistency guidelines
 - developed to create a consistent look and feel to the book

Layout
The bottom of each chapter should include a chapter summary highlighting the key points of the chapter. Follow the formatting guideline detailed later on this page.
 * Chapter summary required

As new concepts and terminology are introduced in each chapter, make sure that they are defined first before using them; so that the reader understands what the words and ideas represent. Bold the first occurrence of the word (or preceding the definition).
 * Bold new words

Capitalize the first letter of a title and allow the rest of the letters to be lower case, as in this title.
 * Use the sentence format for titles

 * Avoid the use of underline and all capital words

For consistency, label all tables, figures (e.g. charts and photos), and code examples as "exhibits." Place the label for exhibits at the top of the exhibit, flush left, and enumerate the exhibits, followed by a brief caption. Examples: "Exhibit 1: XML data types" and "Exhibit 2: Schema code example"
 * Tables, figures, and code references

Think of your chapter as a data model or a large steak. A useful data model is broken down into its smallest attributes that require recording and maintaining for future analysis. A large steak is best eaten in bite size pieces to prevent choking and promote good digestion. As you revise your chapter consider the basic elements of your topic; break your topic down and present each element in a section - so that it is easy for the reader to follow and understand each part. Feel free to use bullets to represent lists.
 * Concept capsules and breathing room

To continue with the steak analogy, it is also good to eat slowly, taking breaths between each bite. Allow for spaces between each subsection and greater spaces between each section. This opens up the text so that it does not appear to dense and compact - and therefore intimidating.

Scroll down the contents page to "Appendices". You will see a link to the chapter "Using an XML editor". When you open this link - go to the edit this page tab and insert a link under the NetBeans heading with the name of your chapter. This is the format for the link: ChapterName After you save your edit, the XML Editor page will contain a link to your new NetBeans page. It will appear red because no information has been posted to that page yet. Click on the link and paste all the NetBeans information from your chapter into the edit box. In your assigned chapter, at the places where there were NetBeans information (that you just cut and paste into the XML editor page) - put a link to the XML editor - your Chapter page.
 * NetBeans (or other XML editor) Examples

This help page also has a link to a "sandbox." This is a blank page that allows you to experiment with wiki without affecting a real page.
 * Help:Wikibooks <= this link will provide several wiki guidelines - this page is also accessible from the 'help' link in the navigation box on the left bar of every one of these Wikibook pages. It contains information on inserting pictures, creating tables using wiki language (which is much easier to write and read).

Code examples

 * Make all code examples a uniform color (black)—some are all black; some are multicolored. Please change the ones that are multicolored to all black.

 * HTML code is lower case.

 * Keep the comments in the code, but put a space above and bellow each comment.

 * Include the file name of the code in a comments tag. If you are the author of the code, include your name and the date you authored the code in the comments. See example:

 * Keep all the example codes in the chapter on the same topic—the TOURGUIDE. If there are examples in your chapter that deviate from this theme, please change them to show examples from TOURGUIDE.

 * If your code contains HTML or the XML declaration then you will want to put the tags ...

 * In order to get those 'pre' tags to show up I had to use the tags ...

If you run into trouble while inserting code, one of the two tags mentioned above might be able to get you out.

 * You do not have to create a table around samples of a code example; usually just putting a few spaces in front of each line will create the dashed blue lined box

Spelling

 * Use the spelling "stylesheet" instead of "style sheet."

 * Use the spelling "opening tag" instead of "opening-tag."

 * Check your wiki text with a spellchecker (e.g. copy and paste in a text editor that supports spell checking).

Exercises & Answers
Create two links at the bottom of your chapter, one to an Exercises page and one to the Answers page already made (you can find this answer page link at the bottom of the contents page).

In the Exercises page, cut and paste your chapter exercises into a new page. An easy way to create a new page is simply to go to your main chapter page, type "exercises" at the end of the URL, and hit enter. If the page does not exist, Wikipedia will ask you to create the page by going to "edit this page."

At the top and bottom of the Exercises page, provide a link to the chapter and the Answers page—and vice versa with the Answers page.

Elements of Style - Principles of Composition
taken from the Elements of Style - by William Strunk and E.B. White

 * Make the paragraph the unit of composition - The subject will need to be broken down into topics, and topics will need to be broken down into concepts and subconcepts. Each concept should be explored within its own paragraph.

 * Put statements in positive form - "Make definitive assertions. Avoid tame, hesitating, noncommittal language.  Use the word 'not' as a means of denial or in antithesis, never as means of evasion."

 * Use definite, specific, concrete language - "Prefer the specific to the general, the definite to the vague, the concrete to the abstract."

 * Omit needless words - "A sentence should contain no unnecessary words, a paragraph no unnecessary sentences...Many expressions violate this principle: 'the fact that,' he is a man who ... - he ..."

 * Avoid a succession of loose sentences

 * Express coordinate ideas in similar form

 * Keep related words together

 * Place the emphatic words of a sentence at the end

Source code
For inserting source code (e.g., XML or Java) into the book, use the following format:

Australia au.gif

Use the following wiki code:

<nowiki> Australia au.gif </nowiki>

Section summary
Section summaries should appear in the following format:

Use the following wiki code:

Story
Stories/case studies should appear in the following format:

Use the following wiki code:


text:
User talk:SamE

SamE's Messages:

I'm hoping to finish up the preface tonight and start to flesh out some topic sentences atleast in chapter I. It's amazing the scale of this project. I took AP European History in 10th grade as well, and I'm currently about to finish 11th. So it has been a while, which is why I have the Work Cited, I'm having to review it all before I write about it to make sure I have some form of accuracy in what I'm writing. Please keep reading it, commenting, and fixing the little problems and I will happily do the same for German. I was going to add more foods to the list but couldn't quite remember the genders. Also most of the things I was going to add were like hackfleisch and erdberren where what was on the list seemed more like prepared foods.--Alexbl 23:26, 29 May 2004 (UTC)

Hey SamE
Hey SamE!

Thank you for this very warm welcome - I hope I didn't mess with the layout too much! Actually I was planning to do just the opposite of your site. I thought about creating a wikibook for my private tuition students explaining to them English grammar. I then thought it might by a good idea to have a look at what other projects have really done. So when I came by your site I found it so great that I simply had to add something to it (real great work). I know wikis are not supposed to work this way but: if the content I produced seems appropriate for you, I would like to join the group of author.

Your User:Page says you’re teaching the beginning student. That’s very interesting. Where is that course (some high school?). How do you do that and what feedback do you get? Private mail welcome (guido.bockamp@gmx.de)!

--Guido

PS.: Before I forget this again: What the hell are "Dieser-forms". Being a native speaker it's sometimes very strange to learn about the grammar you use every day, but never thought about. Don’t mistake me, it may be perfectly right, I’m just curious!

Right, I got it! So you have kind of a “learning by teaching” approach. This always worked great for me. I'll see if I can help you with it, but it's always dangerous to learn from native speakers, because they often take thinks for granted that are difficult and unusual for learners Please tell me, if you don’t see the point in what I write. Regards --- Guido

Thanks
I'm working slowly on Talk:Main, too. We need to be prepared for a new influx of interest! Sj 02:07, 3 Sep 2004 (UTC)

Final Fantasy move?
hi SamE - could I please draw your attention to talk:Final Fantasy i left a message for you there but you probably don't have it on your watchlist

German
Hey Sam, I am really happy you are taking the time to do this GermanEnglish Textbook. I am really taking my time to use it to its fullest.

I just wanted to let you know that it is going into good use and I hope you are able to make/edit the lessons before I catch up to you. I do not want to rush you, I just want you to know that your work is appreciated.

Mitchowen

why tschau?
Why did you switch it to Tschau in http://en.wikibooks.org/wiki/German:Beginner_Lesson_3.

This word does not exist in colloquial, "normal" German and it would e econfusing to German learners I think... e.g. because they wont find anybody who talks with Tschau...

 * The word 'tschau' does not exist on German:Beginner Lesson 3, and it never has. - SamE 23:07, 31 Oct 2004 (UTC)

hi, ah sorry I misstook it, I meant German:Beginner Lesson 2A on the likes and dislikes part...Sma 16:52, 1 Nov 2004 (UTC)

 * I changed it back primarily because the way you suggested was inconsistent with the problems (It wasn't a blank). 'Tschau' isn't even the focus of lesson 2, because it's taught in lesson 1. The way I've been taught (in HRW's Komm mit! series), 'tschau' and 'tschüss' are both used in the familiar. I think if they included it, that it is used at least somewhere in Germany. - SamE 01:21, 2 Nov 2004 (UTC)

well ok, I disagree with you on the fact that it is used in Germany (I am talking about major spreading, there might be some little regions who actually use it, but I dont think this book should teach/focus on regional differences or dialects of several areas), at least I havent heard it in my whole life, living in several federal states, but tschau is ok then with me..
 * The only form I've seen used is "tschüss" this is the German version. "Tschau" is just colloquial and not used widely. You will find "tschüss" in a good dictionary. I have not found "Tschau" in any dictionary (German-English Oxford-Duden Dictionarty and German Duden Dictionary). Wikipedia does the job link title

btw. Great job SamE! Love the German wikibook. Emortal 13:53, 17 Aug 2005 (SAST)

Question about FF games
You're working on a Final Fantasy guide, right? Do you know of any people that could help me construct a Final Fantasy X page (I already created the page, but all in all it's a slow production). My user name is Americanidiot. Could you please contact me on my talk page? Thank you for your time.

Greetings+
Hello Sam, from another,

I wonder where you live now! And if you'd like to come to Wikimania in August... also whether you had favorite wikibooks to suggest for this month's writing contest :) Sj 8 July 2005 18:51 (UTC)

title: User talk:SamE


text:
Puzzles/Easy Sequence 8/Solution

This series is represented by the months. If the month has 31 days, it gets a one. If not, it gets a zero.

Alternatively, it can be described as the remainder after dividing by 2 of the length of each month in a common year (as opposed to a leap year).

title: Puzzles/Easy Sequence 8/Solution